Download - Astana, 13-14 February 2013
Astana, 13-14 February 2013
Structure of the presentation
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•Torino Process 2012
•Socio-economic contexts
•Preliminary findings – progress
made
•Preliminary findings – problems identified
•Strategic reflections/new policies
THE TORINO PROCESS
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THE TORINO PROCESS ISa participatory process leading toan evidence-based analysis of VET policies in a given country.
FOUR PRINCIPLES
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01 Ownership of both process and results by partnercountry stakeholders.
02 Broad participation in the process as a basis for reflectionsand consensus building/policy learning.
03 Holistic approach, using a broad concept of VET for bothyoung people and adults and adhering to a system approach,including links to economic and social demands.
04 Evidence or knowledge-based assessment.
ANALYTICAL FRAMEWORK – key questions for a comprehensive approach to policy areas in VET
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POLICY VISION (A)What is the vision for VET development, and doesit comply with the broader socioeconomic development objectives?
VET IN RELATION TO ECONOMIC COMPETITIVENESS (B)Do the skills offered by the VET system matchthose required by the labour market and economic development?
VET IN RELATION TO SOCIAL DEMAND AND SOCIAL INCLUSION (C)Do institutions, as well as programmes and skills offered by the VET system, match the aspirationsof individual learners and the needs of vulnerable groups?
INTERNAL QUALITY AND EFFICIENCY (D)
What further reforms are necessary to modernise the various building blocks of the VET system?
GOVERNANCE AND FINANCING (E)
Are institutional arrangements, capacities and budgets adequate for bringing about the desired changes in the VET system?
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Approaches - ETF led assessment:
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•ETF led assessment in Tajikistan, Kazakhstan, Kyrgyz Republic, Uzbekistan
The regional report builds on 4 country reports.
Socio-economic context:
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•Growing working age population
•Economic Growth•Growing service sector•Migration/unemployment•SME and informal economy
Overall progress in four areas
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A Vision: Policies and legislation
B/C External efficiency
D Internal efficiency
E Governance and Finance
Progress in Vocational Education since 2010
Legislation and strategic documents:
All countries new legislation or new education and employment strategies up to 2015 or 2020. Clear in directions, priorities, targetsConsultation processes widened and have included social partners. Education budgets have increased.
Governance and stakeholder involvement
National, regional and or local skills councils. Challenge to increase the ownership of the different partnersAll countries have now VET institutions with role in policy implementation.
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Progress in Vocational Education since 2010
Education and Business cooperation
Engagement of employers in policy dialogue and development of standards has improved. At local level more partnerships between school and enterprises
In Kyrgyz Republic enterprises are represented in the school board. in Uzbekistan and in Kazakhstan it has become a key policy priorityIn Uzbekistan and Kazakhstan progress has been made with creating training placements in companies
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Progress in Vocational Education since 2010
School development:
There are opportunities for increasing the performance of schools. Giving incentives for school development and removing barriers can contribute to quality improvements.
Collection and use of policy indicators:
There is an increase in information and statistics on education.
Traditionally there are few specific data for VET available. Combining the collection of quantitative and qualitative information for policy monitoring and evaluation can support the policy cycle
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Progress in Vocational Education since 2010
Teacher’s salaries and training
All countries have valued the importance of teachers by awarding them substantial salary increases. Also the opportunities for pre- and in-service teacher training have been improved.
VET Financing: Per capita financing has been introduced in all four countries. However, its effectiveness cannot be judged yet.
Standards development:
All countries have developed new occupational and education standards and are discussing the development of national qualification frameworks.In addition to these areas there are other challenges in VET
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A Vision: Policies and legislation
National Strategies
Lifelong Learning
Institutional Co-operation
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National Strategic Documents
Country Topic
Tajikistan National Strategy for Education 2020, including VET
Labour Market Strategy 2020
Programme on development of Adult Vocational Education System 2015
Reforming and Developing Initial and Secondary VET
Uzbekistan National Programme for Personal Training and updates for 2011-2015
Measures to improve the system of student training, and the quality of teachers. (2012)
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National Strategic Documents
Country Topic
Kazakhstan Education 2020
Accelerated Programme Kazakhstan 2010 – 2014
State Programme for Employment 2020
Kyrgyz Republic
Education2012-2020
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B: External efficiency
Economic growth rates Vocational Education and Unemployment Small Business Migration
Social demands for VET and social inclusion
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GDP growth (Annual %) 2008 2009 2010 2011
Country Kazakhstan 3.3 1.8 7.3 7.5
Kyrgyz Republic 8 3 -1 7
Tajikistan 7.8 7.9 6.57.4
Uzbekistan 9 8.1 8.58.3
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Growth rates 2008-2011
C: External efficiency:
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Employment rates (%,15-64) 2011 64.3 73.9 62.0 (10)
45.6 (09)
54.0*
(10)54.0* (10)
Employment rate, female (%,15-64) 2011 58.5 69.6 50.6
(10)35.4 (09)
41.4* (10)
42.4* (10)
Unemployment rates (%,15-64) 2011 9.7 5.4 8.7 (10) 11.6 (09) md 0.45 (08)
Unemployment rates, female (%,15-64) 2011 9.8 6.3 10.0
(10)10.6 (09) md md
Youth unemployment rates (%, 15-24) 2011 21.3 4.6 16.7
(10)16.7 (09) md md
Youth unemployment rates, female (%, 15-24) 2011 20.7 5.0 20.3
(10)13.7 (09) md md
Indicator Year EU 27KZ KG TJ TM UZ
C: External efficiency:
Social demands for VET and social inclusion
Public provision of VET
Drop Outs
Special needs
Rural Sector
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D: Internal efficiency
System Size Structure of VET Teacher Training and Quality Assurance Continuing Vocational Training
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VET sectors Dimensions
Country Tajikistan Kyrgyz RepublicVET Students 59,866 114,341
Initial 22,316 42,018Secondary 37,550 72323
VET Institutions 117 231
Initial 66 109Secondary 49 122
Teachers/Trainers 6997 9237
Initial 2287 3647Secondary 3710 5590
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[1] 2010 figures[2] Includes 13189 part-time students
VET sectors Dimensions
Country Kazakhstan UzbekistanVET Students 604,000
(2012 figs)1,724,000
VET Institutions 894 1430
Teachers/Trainers 45,700 75,480
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Quality Assurance: Initiatives by countryCountry Professional development
of VET teachers/trainersQuality Assurance
Initiatives
Tajikistan Restructuring in-service teacher Re-organisation: pedagogical institutions
Monitoring and evaluationAssessing achievement of learning outcomes
Kazakhstan Regional centres 4 year modular service Teacher training system Teacher salaries Teacher career steps
Social Partnership Updating VET structure/contentTraining Infrastructure VET system managementE-learning
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Quality Assurance: Initiatives by countryCountry Professional development
of VET teachers/trainersQuality Assurance
Initiatives
Uzbekistan Salary increasesPerformance management, Directors fund Increase proportion of teachers with higher education
Student training, and quality of teachers. (2012)
Kyrgyz Republic
Methodological centre In service training for IVET Performance management
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E: Governance and Finance
Governance Business Partnership Finance Data development and use
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Co-operation between business and education
Country Initiatives
Tajikistan Local partnerships between employers and schools
Kazakhstan Cooperative learning with businessNational VET Council 14 sectoral councils 16 regional councils432 Councils of trusteesKasipkor Holding,Local partnerships between employers and schools
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Co-operation between business and education
Country Initiatives
Uzbekistan Local partnerships :employers and collegeCo-ordination between regional and national levels Chamber of commerce
Kyrgyz Republic
National Council for the development of professional skills. Sector skills councils developmentLocal partnerships between employers and schools
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FindingsCountry Priorities
Conclusions
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Country Priorities: Torino Process Reports 2012
Country Topic
Tajikistan Integration of VET sectors
Quality Assurance
Professional staff development
Uzbekistan Business and VET co-operation, small business
Post-secondary VET/ CVT
Financing National QualificationsFramework
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Country Priorities: Torino Process Reports 2012Country Topic
Kazakhstan Attractiveness of VET
‘Down-up’ policy - policy making
- policy implementation- Governance/
Business - Education co-
operation
Professional development of VET staff
Kyrgyz Republic
Co-operation between
Ministries on VET
Capacity Development for
Teachers, Trainers and Managers
VET as a social measure
Performance Management and Quality Assurance
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ConclusionsVision • Vocational development is recognised in all countries as
important to economic growth and is being pursued as a key policy option.
• Many of the issues being addressed in the region are also common to other countries reforming their education systems,
• Scope for all countries to share experiences with international trends in vocational education modernisation, particularly
• lifelong learning, • quality assurance • co-operation between different government
institutions • business and government co-operation.
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ConclusionsExternal Efficiency:Labour market needs
Common specific challenges found in each system.
• On-going updating vocational content to reflect business and labour market needs.
• High levels of migration/mobility in the labour markets
• Scope for policies that support vocational education in the context of mobility, e.g., validation of informal learning, credit transfer and flexible learning opportunities.
• Qualifications frameworks could strengthen stakeholders’ involvement and system capacities
• assist participation in continuing vocational education • focus for business- education co-operation.
• Small business responsiveness • Strengthen transition from education to sustained
employment is a major challenge • positive examples from across the region.
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ConclusionsExternal Efficiency:Social Demand for VET
• Short courses a growing feature in some labour markets, scope for reviewing coherence and efficiency of vocational education and training at different levels and their links with the vocational qualifications of the national education systems.
• Rural sector is an important feature of all countries • Challenges for ensuring that rural communities are
able to access vocational training and related services, e.g., special needs teachers that support the participation in the labour market.
• Employment opportunities limited for skills development outside the vocational sector, i.e., there are relatively few jobs in which graduates can develop and enhance their skills and vocational expertise.
• Informal labour market is a significant issue in the region both in terms of self-employment and labour market participation.
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ConclusionsInternal Efficiency
• Except for Uzbekistan, VET still a 2nd choice. • Concerns on drop-out rates some
countries. • VET participation, the rise of private VET
schools: indicators of an improving status.
• Need for data on VET graduates continuing to universities/post-secondary VET, or employment.
• Need for data on labour market• Career guidance is an area for development
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ConclusionsInternal Efficiency • Quality is an issue in all countries.
• All countries have introduced mechanisms to improve quality
• Business involvement, teacher training and infrastructural investments will impact on the overall quality
• Systemic quality assurance approach and mechanisms
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ConclusionsGovernance and Finance
• Trend in the region is engagement between business and education
• Some VET schools strengthening links with local companies.
• Per capita financing has been introduced in all
four countries. Its effectiveness cannot be judged yet.
• An increase in information and statistics on
education.
• Few specific VET data available yet• Quantitative and qualitative data for policy
monitoring and evaluation can support policy cycle.
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Many thanks!
European Training Foundation