23-24 November 2011, Torino Gabriela Ciobanu, Director

1. Multi-level Governance in VETRomanian case study: strategic planning in TVET 23-24 November 2011, Torino Gabriela Ciobanu, Director National Centre for TVET Development Romania

2. Romanian VET policy - priorities • Ensuring an equitable and flexible acces to VET • Increasing VET attractiveness • Increasing quality and efficiency of VET • Ensuring relevance of VET for labour market needs • Promotion and capitalization of innovation, entrepreneurship and cultural diversity in VET

3. Romanian VET policy- coherence with national and regional policies Human Resources Development (SOPHRD 2007-2013) Governing Program 2009 – 2012 National Reform Program 2011-2013 National Strategy for Sustainable Development 2013 - 2030 Economic and Social Cohesion Policy (National Development Plan 2007 – 2013 and Regional Development Plans) Employment policy (National Action Plan for Employment and Regional Action Plans for Employment) 3

4. Evidence based policy in VET (1) EU benchmarks and indicators: Participation and progression in initial VET Upper secondary completion rates (focus on vocational streams) Participation rate in CVET VET performance indicators: Relevance of QA system for TVET providers: share of VET providers applying Quality Assurance Systems, share of Accredited VET providers Investment in training of teachers and trainers: share of teachers and trainers participating in further training, amount of funds invested Completion Rate: successful completion of training 4

5. Evidence based policy in VET (2) VET performance indicators: Placement rate : destination of VET students after completion of training, share of employed learners after completion Utilization of acquired skills at the work place: information on occupation obtained by individuals after completion of training, satisfaction rate of individuals and employers with acquired skills/competences Unemployment rate Prevalence of vulnerable groups: % of participants classified as disadvantage group, success rate of disadvantage group Mechanisms to identify training needs in the labour market: information on mechanisms set-up to identify demands, evidence of their effectiveness Schemes used to promote better access to VET : information on existing schemes on different levels, evidence of their effectiveness 5

6. Evaluation at VET system level Annual reports on VET contribution to achieve the objectives set-up in the Government Program and National Reform Program Monitor the progress in reaching the targets and objectives at European level Evaluation at TVET provider level Self assessment reports External monitoring for validation of the self assessment reports External independent evaluation Evidence based policy in VET (3) 6

7. TVET Governance shared responsibilities • The effective involvement of multiple actors in the decision making process is a major objective. • The social partners participate effectively (decision, implementation, monitoring and evaluation). • Parents and students an increased role to play. • Strategic partnerships in VET creates the premises of developing a common concept about VET - an investment in personal and professional development of citizens and in the socio-economic development of the community. Multiple actors/public responsibility

8. TVET Governance multiple actors, different roles-functional perspective-

9. TVET Governance multiple actors, different roles-functional perspective-

10. TVET Governance multiple actors, different roles-functional perspective- Abbreviations MoERYS – Ministry of Education, Research, Youth and Sport SDC – Social Dialogue commission of MoERYS MoLFSP – Ministry of Labour, Family and Social Protection Sect Com – Sectoral Committee Valid Com – Validation Commission RDB – Regional Development Board Reg Cons – Regional Consortia (consultative body of RDB) School Insp – County School Inspectorate LCD – Local committee for Development of Social Partnership in VET (consultative body of school inspectorate) SBC – School based curriculum LDC – Local Development Curriculum C- consultation D – decision E – extra-budget funding M – members P – propose R – represented by evaluators S - scholarships 10

11. TVET Governance – challenges • How to ensure the involvement of key/relevant stakeholders at all decision making levels? • How to ensure their accountability? • How to make the best use of the information system available? • How to ensure the necessary expertise for reliable qualitative data? • How to use the feedback to improve the decision making process?

12. Case studyStrategic Planning in TVET an approach, promoted by the National Centre for TVET Development

13. Forward looking matching • Integrated approach of TVET within the context of HRD strategies linked to the national, regional and local development plans. • Strategic approach of the TVET supply – medium and long term perspective • Early identification of training needs • Strengthening partnership approach of the TVET planning / increased key stakeholders active participation and commitment – all levels

14. From anticipation to collective action leading to ownership Action Sharedstrategicdecisions Anticipation prospective studies Quality assured Ownership Participatory planning

15. Labour Market demand • Medium and long-term forecast surveys for prognosis of the labour force demand based on National Development Plan (3 scenarios: pessimistic, moderate and optimistic) in order to achieve the target set-up by the SOPHRD 2007-2013 • Labour market intelligence • Comparative analysis Romania – EU member states • Regional analysis within the country (inter-regional and intra-regional analysis) • Company-based surveys • Tracer studies • Official statistics and administrative records

16. TVET supply Analysis of the TVET school network (geographical distribution, demographic pool, schools infrastructure and facilities for training, qualified human resources available) Analysis of the TVET offer (which qualifications, for which qualification levels, existence of partnerships between schools and enterprises) 16

17. VET multi-level strategic planning The National Development Plan The Sectoral Operational Programme Human Resources Development NATIONAL LEVEL National Development Plan National strategies for education and training REGIONAL LEVEL Regional Development Plan Regional EmploymentAction Plan (REmAP) Regional Education Action Plan (REAP) COUNTY LEVEL County Development Plans Local Education Action Plan (LEAP) • Labour market intelligence • Tracer studies • - Oficial statistics and administrativ records SCHOOL LEVEL School Action Plan (SAP)

18. Romania: 8 development regions 18

19. Participative Management- Partnership levels - Regional Consortia Local Committees for Development of Social Partnership in TVET REAP School’s Board LEAP SAP

20. Regional Consortia • Creation in 2001 with ETF support and their capacity building continued under Phare 2001- 2006 Program • Set up in 2002 as partnership structures at regional level • Role: consultative body of the Regional Development Council • Institutional composition: • Regional Development Agency (RDA) • County Councils • Employment Agencies • School Inspectorates • Universities • Social partners (representatives of employers, trade unions, professional associations decided based on their active involvement in VET an employment policy at county level) • National Centre for TVET Development (NCTVETD) – Regional Branch

21. Regional Consortia Responsibilities: • Updating and monitoring the REAPs implementation • Monitoring the LEAPs implementation • Assisting School Inspectorates and LDCin LEAPs development and implementation • Updating and monitoring the REmAP implementation • Assisting County Employment Agencies in REmAPs implementation at local level • Assisting County Employment Agencies in promoting and developing employment pacts

22. Local Committees for Development of Social Partnership in TVET (LCD) • Set up in 1997 with the support of the first Phare VET Project (Phare VET RO 9405) • Role: Consultative Body of the County School Inspectorate • Institutional composition: • Local authorities • County Employment Agency • Employers organizations • Trade unions • County School Inspectorate • Other relevant NGOs

23. Local Committees for Development of Partnership in VET • Responsibilities • Updating the LEAPs • Monitoring the SAPs implementation • Assisting schools for SAPs development and implementation • Analyzing and advisingthe TVET supply anual plans – county level • Endorsingthe local component of TVET curriculum 23

24. School’sboard Responsibilities • SAP approval • Monitoring the SAPs implementation • Analyzing and advisingthe anual plans for TVET supply (according to the employers needs and REAP/LEAP general frameworkand specific recommendations) • Advising the local component of TVET curriculum 24

25. REAP • Level of planning: regional (8) • Aim: • to improve the match between the TVET supply and the social demand, based on an integrated approach of education and training, human resources and regional development needs • Role: • provide an overview on the regional context – demographic, labour market and economic trends and forecasts • analyze the regional TVET supply vs. needs of changes and its capacity to adapt • set-up priorities, targets and key actions at regional level • provide a reference framework for the elaboration and harmonization of the local and schools action plans (LEAPs and SAPs) • Time perspective: 2004 - 2013 • annual up-date and revise

26. REAPcontent • Summary • Demography • The Regional Economic Profile • The Labour Market • TVET in the Region • Monitoring of Progress in Implementing REAPs • SWOT Analysis (TVET offer vs. LM demand) • TVET 2013 - Objectives • Action Plan 2013 • Contribution of HE to Regional Development

27. REAP calendar

28. LEAP • Level: counties of the region (42) • Role: • in-depth analysis of the county context • focus on specific issues of the TVET system at county level • set-up priorities, specific targets and key actions adapted at county level • contribution to the regional targets • provide the county framework for the elaboration of the schools action plans (SAPs) • facilitate decisions at county level for the restructuring of the TVET schools network • Time perspective: 2004 - 2013 • annual up-date and revise

29. LEAP calendar

30. SAP • Level: each individual TVET school (1024) • Role: • local context analysis, more in-depth for areas of interests according to the school’s position and training domains • detailed screening of the school’s capacity to fulfill the requirements and to adapt to the labour market changes • set-up priorities, specific targets and actions • contribution to the regional and local targets • provide the framework for the implementation of the Quality Management System • facilitate cooperation within the schools network • Time perspective: 2013 • annual up-date and revise

31. TVET supply - annual planning MoERYS – approval Local VET Development Committee: - advise the annual plan based on LEAP LEAP: training needs assessment & targets (mid & long term – county level) • County School Inspectorate: • draw-up the annual plan (county level) • Social partners & schools’ board: • additional & specific information SAP: mid & long term targets (school’s level) Schools’ proposals for the annual plan

32. The success comes from • Active involvement of all stakeholders concerned in elaboration, implementation, monitoring and evaluation processes • Accountability mechanisms set-up • Capacity building of the members ofparticipative management structures • Distribution of roles and responsibilities in a cost-effective approach for ensuring a transparent management of VET • Coherence between national strategies and regional policies and proper support mechanisms in the implementation • Availability of medium and long term prognosis for economic and human resources development • Availability of institutional and technological infrastructure for collecting and analysis of the relevant data and indicators (economy, education, demography, labour market)

33. For further information… National Centre for TVET Development www.tvet.ro Tel: +4021 311 1162 +4021 312 1161 Fax: +4021 312 54 98