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The ETF launched in 2010 and coordinated ‘ Torino Process ’ aiming:

TORINO PROCESS VET reform progress including business-education co-operation Milena Corradini Tsaghkadzor, 13 July. The ETF launched in 2010 and coordinated ‘ Torino Process ’ aiming: to get an overview of VET reforms in Armenia to assess the progress, to identify key trends and gaps

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The ETF launched in 2010 and coordinated ‘ Torino Process ’ aiming:

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  1. TORINO PROCESSVET reform progress including business-education co-operationMilena CorradiniTsaghkadzor, 13 July

  2. The ETF launched in 2010 and coordinated ‘Torino Process’ aiming: • to get an overview of VET reforms in Armenia • to assess the progress, • to identify key trends and gaps • Key Findings: • Issues • Ways forward • Good practices in VET system in business – education • co-operation

  3. VET in the EU • Based on 2007 data, 51.5% (about 11.4 million) of European upper secondary students were enrolled in the vocational stream of education. • Data revealed persisting differences between countries. The percentage of upper secondary students enrolled in the vocational stream ranged from 77.3% to 13.0%. • The highest values were reported in Austria, Czech Republic and Slovakia (where the vocational component accounted for more than 70% of all upper secondary students). • The lowest values were reported in Cyprus, Hungary and Lithuania (all with percentages lower than 30%).

  4. Why is VET attractive (initial) • Provide education for pupils who would otherwise be lost for the system: more practice and less theory • Better linked to labour market and employment (apprenticeship) • Flexible and adaptable, not a dead end, providing access to higher education

  5. (Continuing VET) Lifelong Learning • Adaptability of knowledge and skills, • Mobility in the labour market, changing jobs, • Working longer (ageing population), • Promoting social cohesion (vulnerable groups)

  6. VET in Armenia • 5% enrolment in preliminary provided by 28 schools with 20 professions • 21% middle VET provided by 81 public secondary colleges with 120 professions • 34 colleges with 15 professions • 3 universities providing secondary VET programmes

  7. Vision of VET in Armenia by the society (initial): • by the society: non attractive, second chance education for less privileged pupils, very little chances for access to higher education • by employers: important but not adequate, not matching the requirements of the companies, too academic • by policy makers: important but higher education is the top priority

  8. Armenia’s challenges • not adequately educated and with poor ethics workforce (World' Economic Forum competitiveness report) • Higher education graduates are preferred by employers due declined quality or lack of responsiveness of preliminary and middle VET graduates • Enrolment in VET mainly oriented towards obtaining a diploma linked to a certain level of recognition by the society rather than a job (36.64% healthcare and sports, economics 14.27%, Pedagogic 10.18%, arts and cinematography 8,28%, etc.) • Human capital

  9. Employment • Employment rate: 52.8% (females 42.4%) • Unemployment rate: 29.8% (females 36.4%) • Unemployment among youths (15-24): 57.4% (females 67.5%) and 73.1 with ISCED 1

  10. Regional disparity • Shirak region poverty rate 42.4% compared to national average of 29.8%, • Drop-out rate higher from poor households from rural areas, • Fewer days of instructions in rural and less developed areas lead to lower quality, • Internal migration to Yerevan leaving in rural areas more vulnerable groups like elderly people and women with low educational level, • Pupils from poor households less chances to access university because of cost of tutoring

  11. Demographic • 2008 – 2050: working age population will shrink by almost 8% • Population above working age population will increase by around 8.5%

  12. Migration: • In 2007 estimated 6% of resident population in emigration for overseas work; • In 2011 discussions will start with EU on mobility partnership: • Facilitate reintegration in the labour market of Armenians returning home from EU; • To encourage Armenians willing to migrate to the EU to make use of legal channels of migration and facilitate their employment in accordance with their skills or acquiring skills up to the proposed jobs.

  13. LLL (in EU MS 12.5% of working age population) • Feasibility study for the training fund in 2009: • Annual training in Armenia: • 1,300 – SESA • 1,000 – colleges • 1,000 – trade unions • 1,000 –NGOS • 1,000 – large companies • = 5,300 trainees per year out of 2,244,850 working age population = 0.00236%

  14. Progress in VET • Strategic policy documents( concept on the development of preliminary and middle VET 2009-2011 adopted in 2008 • Concept for LLL (adopted in 2009) • Concept for social partnership in the field of preliminary and middle VET • Memorandum of understanding on co-operation in the field of VET signed in September 2009 between MoES, RUEA, Chamber of Trade and Industry.

  15. Governance • National VET Council • National Centre DVET • Organisational structure in the VET Department reviewed and a new division established with new staff • College management boards • 13 Sectoral committees

  16. Delivery of VET: • 12 Regional multifunctional VET centres renovated and received equipment: (Armavir, Artashtat, Giumri, Hrazdan, Lljevan, Kapan, Martuni,Talin,Vanadzor,Yeghegnadzor,Yerevan Eng. Yerevan COM) • Standards and curricula developed for 78 Colleges starting from school year 2010/2011 – assess impact in 2014/2015? • Teachers trained

  17. Education and business co-operation • Yerevan State University of Architecture and Construction (YSUAC) and the union of Builders of Armenia (UBA) • Yeghegnadzor State College • Yerevan State Trade and Service College • Yerevan State Armenian-Greek College of Tourism, Service and Food Industry • State Engineering University of Armenia (SEUA) and the « Synopsis – Armenia » CJV

  18. Priorities for discussion in the panel • Resource distribution and mobilisation • Quality of VET (inadequate facilities, low public resources and limited private ones based on tuition fees, no investment from private business, low quality of teaching, outdated curricula, lack of vocational guidance) • Weak organisation structure (system still too centralised) and partnership still not at systemic level • Inadequate opportunities for young people and adults in terms of participation in lifelong learning.

  19. What is next? mco@etf.europa.eu www.etf.europa.eu

  20. The Mole Antonelliana is a major landmark of the Italian city of Turin. It is named for the architect who built it, Alessandro Antonelli. Construction began in 1863 and was completed 26 years later, after the architect's death. Today it houses the National Museum of Cinema, and it is believed to be the tallest museum in the world (167 meters = 548 feet). The building was conceived and constructed as a synagogue.

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