Riga Interim Report 2017: KEY FINDINGS ON THE CANDIDATE COUNTRIES’ PERFORMANCE

1. Riga Interim Report 2017: KEY FINDINGS ON THE CANDIDATE COUNTRIES’ PERFORMANCE ACVT/DGVT preparatory meeting Turin, 1 December 2017

2. Why an Interim Report? • An output agreed under the Monitoring Framework of Riga • Half way to the 2020 horizon of Riga, time to look what has been achieved and what remains to be done • The interim report provides inputs to the discussion on the future of VET

3. How is the Report structured • The Report has two main parts: • Synthesis Report • Chapter 1 - Policy brief • Chapter 2 - Developments in countries’ VET policies in the period 2015-17 at a glance • Chapter 3 - Countries’ policy developments by MTD • Chapter 4 - EU 28+ and Candidate Countries: common trends and messages for the future • 2. Country chapters • VET Policy development per MTD • Conclusions

4. MTD prioritisation by the Candidate countries

6. Addressing Riga mtds: Policy developments in the candidate countries in 2015-17

7. Total number of actions 2017-15

8. MTD1: Focus on apprenticeships • Paving the way for introducing formal AP in the Western Balkans • Policy analysis and policy formulation – ex-ante, concepts and strategies (MK, RS), WGs (MK, RS) • Setting the regulatory framework: new legislation adopted (MK, AL) or waiting for adoption (RS, ME) • Measures for implementation – roadmaps, feasibility studies (AL), budget allocations (RS), MoUs (RS), membership in EAfA, pilots and “tasters” • Making existing AP more attractive and accessible, promoting entrepreneurship through AP in Turkey • WBL in school-based VET – “business as usual” with focus on practical training in companies

9. MTD2: work in progress on qa and tracking mechanisms in vet • EQAVET-compatible national QA approaches devised in 4 CCs, implementation launched • Continuing work on the alignment with EQAVET indicators • National Reference Points appointed: ME, TR, RS • Building tracking systems in VET: AL, MK, ME

10. MTD3: efforts to make vet and qualifications more accessible, flexible and permeable • Enhancing access and increasing participation in VET • Designing programmes and learning modalities to meet the specific needs of vulnerable groups of learners – ME, MK, TR, AL • Measures addressing dropping-out and early leaving from education and training – RS, MK • Reinforcing counselling services – AL, ME, TR • Making VET systems and pathways permeable, easing transfer of learning within VET and to/from other education and training programmes • Legislation in favour of better permeability – AL, TR • Actions targeting transfer and flexibility of learning – MK, ME • Improving access to qualifications • NQF development • Setting up/improvement of VNFIL as an alternative route to acquire formal qualifications

11. MTD4: UNDER-REPORTING OR FEW DEVELOPMENTS? • Promotion of key competences through strategic documents (MK), new teacher standards (ME) • Focus on entrepreneurship • Monitoring of key competences remains underdeveloped

12. MTD5: school teachers in the spotlight • Changing models of initial teacher training in the Western Balkans to address existing gaps – MK, ME, RS • CPD for teachers in VET schools – new approaches and regulations, piloting new modalities • Initial training and CPD of trainers/mentors in companies - a new challenge on the horizon

13. Types of actions taken in 2017-15, all MTDs

14. Types of actions 2017-15 per MTD in the candidate countries

15. Moving forward • Implement the newly developed WBL concepts and legal provisions, increase the scope and enhance the quality of learners’ internships and placements • Strengthen the QA mechanisms and increase the use of EQAVET indicators for quality monitoring; extend and sustain (newly launched) VET tracking mechanisms and apply their results for adapting VET provision • Target measures at groups facing barriers to VET and LM entry, enhance participation in adult learning, while continue with NQF development/ implementation and designing/scaling up of VNFIL arrangements

16. Moving forward • Strengthen the promotion and monitoring of key competences in VET curricula and through teacher training (with special focus on transversal KCs), provide more effective opportunities to acquire/improve those skills through CVET, reinforce monitoring of the acquisition of key competences • Increase the opportunities for CDP relevant to the vocational specialism of VET teachers/trainers (in-company training!), develop systemic approach to CPD of trainers and mentors in enterprises

17. conclusions

18. interim Report: Reflecting on the past – Learning for the Future • No single European VET system • A sense of a single common ambition: to continue upgrading VET as a quality choice for all learners • The five MTDs strike a balance between what is feasible and what is expected the VET systems to focus on • Technological advancement is a challenge and opportunity for VET systems • Political commitment to VET reform is key • Prioritisation often needs consensus among all stakeholders

19. interim Report: Reflecting on the past – Learning for the Future • Bruges objectives – A heritage for Riga • No starting point but rather a point of transition • Prioritisation is a tough job! • There are urgent needs/priorities outside Riga i.e. inclusion of refugee learners • Not always easy to report and monitor achievements • Not all achievements are captured in monitoring and reporting • Systematic discussion of Riga in ACVT/DGVT committees helps • Spill over effect of Riga into the discussion on the Future of VET

20. Thankyou for your attention