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Evidence Based Policy Making Mapping Exercise

Evidence Based Policy Making Mapping Exercise. MSc Maja Ljubić. Contents. EBPM overview Croatian Education System VET in Croatia VET Reform and Development Actors of VET Mapping Exercise Conclusions Recommendations. What is EBPM.

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Evidence Based Policy Making Mapping Exercise

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  1. Evidence Based Policy Making Mapping Exercise MSc Maja Ljubić Maja Ljubić

  2. Contents • EBPM overview • Croatian Education System • VET in Croatia • VET Reform and Development • Actors of VET • Mapping Exercise • Conclusions • Recommendations Maja Ljubić

  3. What is EBPM • an approach that “helps people make well informed decisions about policies, programmes and projects by putting the best available evidence from research at the heart of policy development and implementation.” Davies, P.T., 1999.: ‘What is Evidence-Based Education?’, British Journal of Educational Studies, 47, 2, 108-121. Maja Ljubić

  4. What is evidence • any form of argument, proof or data produced by professionals and obtained through objective means • Examples: “research findings, statistics (both national and international), evaluation reports, stakeholder consultation, expert knowledge (e.g. provided by think-tanks or professional associations), economic or demographic modelling.” Bîrzea, C., 2010.: Evidence-based policy learning: the ETF context, working paper, ETF, Turin Maja Ljubić

  5. What EBPM addresses • complexity of public policies • diversity of stakeholders • need for public accountability • decision-making as a risk-taking business • credibility of professional sources and objective knowledge • the context of self-reflexive and knowledge society Maja Ljubić

  6. EBPM Methodology Maja Ljubić

  7. Croatian Education System Maja Ljubić Source: Euraxess Croatia

  8. Education System Breakdown Maja Ljubić Source: Croatian Bureau of Statistics

  9. VET in Croatia (1) • VET in Secondary Education (ISCED 3) • Programs offered in four, three, two and one year duration • Schools which offer four year programmes lead to final practical assignments and labour market entrance or lead to State Matura Exams (entrance exams for higher education) • Accounts for 70.9% of all students in secondary education Maja Ljubić

  10. VET in Croatia (2) • VET in Higher Education (ISCED 5/6) • Delivered at polytechnics and schools of professional higher education • Account for 21.9% of all student population in higher education Maja Ljubić

  11. VET Reform and Development (1) Main Developments 2004-2011: • VETIS – Vocational Education and Training Information System • Compiles and enables processing of all relevant data regarding schools, students, employees, school equipment, school buildings and facilities, student homes, student registration for competitions, teacher registrations for professional gatherings, needed for analysis, planning and management of VET Maja Ljubić

  12. VET Reform and Development (2) • Reduction of VET sectors from 31 to 13 plus the Sector of Art (2007) • Vocational Education and Training System Development Strategy of the Republic of Croatia 2008-2013 (2008) • Establishment of 13 VET Sector Councils with the Vocational Education and Training Act (2009) • Development of Croatian Qualifications Framework (CROQF) Maja Ljubić

  13. VET Reform and Development (3) EU Engagement: • 2001 CARDS project (started in 2003) – Green Paper for VET • Important output: creation of the Agency for Vocational Education and Training and Adult Education (AVETAE) • 2002 CARDS project (started in 2005) – modernisation and institution building Maja Ljubić

  14. VET Reform and Development (4) • 2004 CARDS project (started in 2005) – helped in improving adult learning and continuing professional development • 2003 CARDS project (started in 2006/7) – helped introduce newly developed curricula in multi-purpose, multi-sectoral school centres • Also included: school manager and teacher training, equipment upgrading and development of teaching aids Maja Ljubić

  15. VET Reform and Development (5) • IPA programmes: • Strengthening Institutional Framework for the Development of the VET Occupational Standards/Qualifications and Curricula • Vocational Education and Training Quality Assurance Development Maja Ljubić

  16. VET Reform and Development (6) Implementation of EU priorities: • Copenhagen Process • Focus on learning content, learning pathways and individualizing delivery methods to adjust to the needs and capacities of learners • State Matura Exams increase the attractiveness of secondary VET education and open new opportunities for secondary education students to continue onto a greater variety of tertiary education institutions Maja Ljubić

  17. VET Reform and Development (7) Implementation of EU priorities cont’d: • Bruges Communiqué • Implementation of a Croatian Qualifications Framework • Quality criteria for gaining a set of competences that an education participant can expert to have after completing education • Sectoral councils have begun increasing possibilities of contact between education and labour market in secondary and higher VET Maja Ljubić

  18. VET Reform and Development (8) Higher Education: • Bologna Declaration signed (2001) • Adopted the Educational Sector Development Plan 2005-2010 • Reform of undergraduate, graduate and professional study programs in line with the Bologna cycles (2005) • Act on Quality Assurance in Science and Higher Education (2009) • External evaluation in 21 higher education institutions, re-accreditation in 17 higher education institutions Maja Ljubić

  19. Actors of VET (1) Direct decision making bodies: • Croatian Parliament • Legislative decision making • Ministry of Science, Education and Sports • National executive decision making • County and local self-government bodies • Regional and local executive decision making Maja Ljubić

  20. Actors of VET (2) Consulting/institutional partners: • Ministry of Economy, Labour and Entrepreneurship • Agency for Vocational Education and Training and Adult Education • Agency for Science and Higher Education • Education and Teacher Training Agency • National Centre for External Evaluation of Education Maja Ljubić

  21. Actors of VET (3) Consulting/institutional partners cont’d: • National Vocational and Education Training Council • National Council for Higher Education • Sectoral Councils • Croatian Employment Service • Croatian Chamber of Economy • Croatian Employers Association • Croatian Chamber of Trades and Crafts • Independent research institutes and professional chambers Maja Ljubić

  22. Actors of VET (4) Research and Evaluation of VET policies • Agency for Vocational Education and Training and Adult Education • Develops new and modernises existing VET curricula based on VET qualifications • Organises and implements professional exams and procedures for promotion of teachers • Collects and analyses statistical evidence relevant to VET in secondary education • Recently opened an e-qualification database which contains information on VET professional standards and VET qualifications • Analyses the needs of the labour market • In 2011/2012 will provide all VET schools with an e-tool for self evaluation Maja Ljubić

  23. Actors of VET (5) Research and Evaluation of VET policies • Agency for Science and Higher Education • Collects and processes data on the Croatian higher education, science and related systems • Provides evaluation of current and future developments (legislature and decisions) of all higher education policies • Provides inputs and direct recommendations to decision making bodies Maja Ljubić

  24. Mapping Exercise Methodology: • Questionnaire consisting of 16 question and sub-questions developed • Questions were mostly single or multiple choice • Distributed to 20 institutions (one respondent per institution) Maja Ljubić

  25. Mapping Results (1) • Importance of Evidence • 67% very important • 16% important • 16% of little importance • Evidence creation • 45% generate evidence themselves • 36% partially collect evidence • 18% do not collect evidence • Examples of evidence: • Statistics (lists of licensed crafts workshops, schools, etc.) • Analysis (labour market/economy perceptions, post-education employability, etc.) Maja Ljubić

  26. Mapping Results (2) • Examples of evidence cont’d: • Evaluation (evaluation of current methods of external evaluation of education, self-evaluation of schools, etc.) • Research (desk and business to business research in cooperation with teachers, economy sector profiles, etc.) • Surveys and Questionnaires (employer needs, student post-school professional development interests, etc.) • Pilot programme results (Croatian National Education Standard) Maja Ljubić

  27. Mapping Results (3) • Frequency of evidence gathering: • 36% annually • 36% monthly • 18% weekly • Methods: • 63% direct gathering • 63% gathered from other institutions • 36% use external researchers • Methodology for evidence gathering: • 54% have • 18% do not have Maja Ljubić

  28. Mapping Results (4) • What is evidence important for: • 100% quality of education • 90% access to education • 90% impact of education on the labour market • 90% student satisfaction • 63% employers satisfaction • 63% education participation Maja Ljubić

  29. Mapping Results (5) • Availability of crucial or important evidence for EBPM in Croatia • 63% partially available • 27% not at all • 9% fully available • Institutional evidence sharing system • 36% exists • Of these, 54% remarked that there is no protocol in place to handle divergence or difference of evidence • 36% does not exist • 27% did not answer Maja Ljubić

  30. Mapping Results (6) • In education, evidence is used for • 63% evaluation • 63% support for future activities or initiatives • 45% governance • 45% monitoring • 45% preparing reports for other institutions • In VET, evidence is used for • 36% determining skill needs and skill representation in the labour market • 27% sectoral development • 27% curriculum development • 27% admissions policies Maja Ljubić

  31. Conclusions • Organisations actively collect evidence for use in decision making or consulting procedures • New councils formed to provide evidence to key stakeholders and promote usage of evidence in policy making • EU plays a significant role in changing perceptions of stakeholders • Gaps still exist in evidence adoption Maja Ljubić

  32. Recommendations • Maintain the momentum built up by EU activities in evidence adoption • Develop a system for evidence sharing between key stakeholders • Form national-level work groups to discuss the evaluation of the evidence based policy cycle (generate benchmarks, indicators, etc.) • Raising public awareness of evidence usage in educational policy making Maja Ljubić

  33. Thank you for your attention Maja Ljubić

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