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Evidence Based Policy Making The Torino Process and ToriNet Belgrade, 6 December 2011

Evidence Based Policy Making The Torino Process and ToriNet Belgrade, 6 December 2011. 1. THE TORINO PROCESS 2012. The Torino Process is a participatory process leading to an evidence-based areview of VET policies in a given country. 2. PURPOSE.

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Evidence Based Policy Making The Torino Process and ToriNet Belgrade, 6 December 2011

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  1. Evidence Based Policy Making The Torino Process and ToriNet Belgrade, 6 December 2011 1

  2. THE TORINO PROCESS 2012 The Torino Process is a participatory process leading to an evidence-based areviewof VET policies in a given country. 2

  3. PURPOSE • Country actors develop common understanding of VET vision, priorities and strategy • Home-grown and affordable VET policies are designed and evaluated, based on evidence/ knowledge and collaboration • Analysis and progress in reform updated at regular intervals • Opportunities for policy learning within and among partner countries and with EU • Policy priorities inform ETF’s support strategy and recommendations to the European Union’sexternal assistance • Countries are better empowered to coordinate donor contributions with national priorities. 3

  4. FOUR PRINCIPLES • ownership of both process and results by partner country stakeholders • broad participation in the process as basis for reflections and consensus-building/ policy learning • holistic approach, using a broad concept of VET for both young people & adults and adhering to a system approach, incl. links to economic & social demands • evidence or knowledge-based assessment 4

  5. BACKGROUND • First round launched in 2010 • Conference organised in May 2011, bringing together 250 people from all partner countries • Declaration endorsed – participants welcomed idea of strengthening evidence/ knowledge base in VET policy design & evaluation and are ready to participate in next round 5

  6. ANALYTICAL FRAMEWORK – KEY QUESTIONS Policy vision: What is the vision for VET development and does that comply with the broader socio-economic development objectives? VET in relation to economic competitiveness: Do skills offered by VET system match those required by the labour market & econ. development? VET in relation to social demand and social inclusion: Do institutions, as well as programmes and skills offered by VET system match aspirations of individual learners, as well as the needs of vulnerable groups? Internal quality & efficiency: Which further reforms are necessary to modernise the various building blocks of the VET system? Governance and financing: Are budgets, the management of the system, as well as institutional capacities adequate to bring about the desired changes in the VET system? 6

  7. Process – driven by countries Statistical data gathering In-depth literature and evidence review - analysis into occupations/ skills needed on the labour market (compared to VET programmes on offer) Consultations (workshops, policy learning fora, public hearings …) of parliamentary committees, policy leaders, social partners, school managers, teachers, authorities, employers, researchers, civil society etc – Drafting of report Facilitation and quality assurance by ETF High level conference spring 2013 7

  8. The concept of evidence In public policies jargon, evidence means any form of argument, proof or data which can help people make well-informed decisions about policies, programmes and projects. It is a piece of knowledge, deemed to be believable and sustainable because it is produced by professionals and obtained through objective means. Davies, Nutley, Smith, 2000

  9. The ToriNET A spin-off of the Torino process exercise To increase the availability and use of evidence To strengthen institutional capacity and participation to evidence creation and policymaking in ETF partner countries

  10. Expected results Country actions aimed at targeting reflection on specific thematic areas and support for improved evidence based policy making Development and sharing of practices and methodologies for institutional capacity development in policy making and evidence (creation, mediation, use)

  11. Learning processes on-going Matching training and employment needs – Croatia/Kyrgyzstan Strenghten indicators and performance analysis of VET – Belarus Increase regional participation in social partnership cooperation- Kazakhstan Bridge research and policy making for drop-out reduction – Kosovo Support to the education reform strategy - Serbia Employment Strategy 2020 – Tajikistan Roadmap (emergency employment program) Tunisia Rationalization of VET network- Ukraine

  12. Pillars emerging from country work

  13. In 2012

  14. Copenhagen & Torino processes: Complementarity and specificities

  15. Copenhagen & Torino processes: similar inspiration and complementarity

  16. Copenhagen 2002-2010: a cooperation process Cooperation based on the target of 2010, set by the European Union Measures are voluntary and principally developed through bottom-up cooperation Evidence based initiatives focused on the needs of citizens and user organisations Cooperation is inclusive and involve Member States, the Commission, candidate countries, EFTA-EEA countries and the social partners

  17. Copenhagen 2002: main inputs One common political and policy agenda based on shared diagnosis and benchmarks One common EU legislative framework (subsidiarity and soft legislation) Established institutional arrangements for dialogue and consultation at EU level Member States systematic participation Established institutional arrangements, roles and responsabilities in VET at National level (Government, social partners, VET institutions)

  18. Copenhagen 2002-2010: main concrete results • Europass • Common principles on validation of non-formal learning • Recommendation on lifelong guidance • Reference framework for Key competences • European Qualifications Framework (EQF) driving the establishment of National qualifications Frameworks (NQF) • Recommendation on the European Credit system for VET (ECVET) • Recommendation on the European Quality Assurance Reference Framework (EQAVET) • ...

  19. EU context of the new VET agenda Specific roles of VET cooperation in relation to the Flagship initiatives: An Agenda for new skills and jobs Youth on the Move and in relation to headline targets in VET and adult education: 40 % attainment at tertiary level or equivalent (30-34-year-olds) Max 10 % school drop out 15 % of adults (age group 25-64) should participate in lifelong Learning Europe 2020 « smart, sustainable and inclusive growth » Bruges Communiqué 2010 Contribution of VET to support Europe 2020 strategy 19

  20. Bruges Communiqué • Vision for VET in 2020 • 11 Strategic objectives • for the coming 10 years • - 22 short term deliverables for the first 4 years (2011-2014) • - Principles for the governance and ownership of the Copenhagen process “A new agenda to enhance cooperation in VET” Coherent with EU2020 and E&T 2020 OMC Regular monitoring of progress (input Cedefop for EU Member States and ETF for Candidate countries) Supported by EU programmes (LLP, SFs) Structured cooperation with third countries

  21. A global vision for VET by 2020 • Attractive and inclusive VET • High quality initial VET • Easily accessible and career-oriented continuing VET • Flexible systems of VET based on a learning outcomes approach which cater for validation of non-formal and informal learning • European education and training area with transparent qualifications systems • Substantially increased opportunities for transnational mobility in VET • Easily accessible and high-quality lifelong information, guidance and counselling services

  22. 11 Strategic objectives: • Specific objectives: • Making I-VET an attractive learning option • Fostering the excellence, quality and relevance of both I-VET and C-VET • Enabling flexible access to training and qualifications • Developing a strategic approach to internationalisation of I-VET a and C-VET and promoting mobility • Fostering innovation, creativity and entrepreneurship as well as the use of ICT (both in I-VET and C-VET) • Realising inclusive I-VET and C-VET

  23. 11 Strategic objectives: • Transversal objectives: • Greater involvement of VET stakeholders and greater visibility for the achievements of European cooperation in VET • Coordinated governance of European and national instruments in the areas of recognition, quality assurance and mobility • Intensifying cooperation between VET policy and other policy areas • Improving the quality and comparability of data for EU policymaking • Making good use of EU support

  24. EU short-termdeliverables in a nutshell (actions at National and European levels) • Improving the quality and efficiency of VET and enhancing its attractiveness and relevance • Making lifelong learning and mobility a reality • Enhancing creativity, innovation and entrepreneurship • Promoting equity, social cohesion and active citizenship • Transversal objectives

  25. EU short-term deliverables in a nutshell: one example • Making lifelong learning and mobility a reality • Strategic objective 3: Enabling flexible access to training and qualifications • Short term deliverable 7 to 9 (actions at National level): • 7- In order to maximise the contribution of VET to the “ET 2020” 15% benchmark on the participation of adults in lifelong learning, review the use of incentives, rights and obligations […] • 8- Implement the EQF Recommendation • 9- Develop and promote the use of procedures for the validation of non-formal and informal learning […] • Support at EU level: • Policy handbook on access to and participation in C-VET • Guidance and technical support for EQF implementation • Mapping of development of NQF by CEDEFOP and ETF • Council Recommendation on the Validation of NF and I. learning […]

  26. The reporting process • Evidence-based Snapshots on specific theme selected for each semester • Interim stock taking in 2012 focusing on the 22 STD at national level (October, Cyprus DGVT meeting) • VET policy report presenting a comprehensive analysis of progress in meeting the strategic objectives set in the Copenhagen process (mid 2014)

  27. European initiative (EU MS cooperation) EU tools, references, principles… Reviewing at European level Adopting at National level National diagnosis evidencebased Evaluation Reviewing at national level Reporting: - National level(countries reports on STD: 2012, 2014…) - Europeanlevel(European Commission: as specified in eachRecommendation, Decision…) National reform initiative

  28. How the process impacts on national reform - The challenge of the ECVET implementation in Belgium

  29. The VET sub-systems in the French speaking part of Belgium French Community: • compulsory and higher education, • school base vocational secondary education • workload vocational secondary education • education for adult. Degrees Walloon Region and Brussels Region: • vocational training system for adults, • workload vocational training for young people in compulsory education. Except particular cases no degrees The VET system is divided in various sub-systems which are not necessarily connected.

  30. For the same job or a family of jobs • We find on the “VET market”: • different degrees, • different vocational training certificates, • certificates attesting of the participation of a vocational course. Gives legal rights Titles of notoriety The names of the qualifications and the learning pathways are not coordinated. Problem of readability of the VET system Difficulty to ensure the mobility of the learners in the VETsystem Difficulty to implement really the LLL The implementation of the ECVET system was probably an opportunity for our VET system.

  31. The drop out Percentage of the population from 18 to 24 years which did not finish higher secondary education and which is not any more in training EUROSTAT, DGSIE, Investigation into labour forces (2002 - 2006) In 2006, in the CFWB, approximately63.000 people.

  32. Experimentation of ECVET in Belgium • 3 groups of trades (automotive, catering, aesthetics) • Qualifications in units (EQF level 4) • All schools are concerned • Academic year 2010-2011: preparation • Academic year 2011-2012: implementation in the schools (voluntary approach, +-50%) • Academic year 2012-2013: implementation for all schools

  33. Equity in Human Capital DevelopmentETF study 2008-2009 • Project prompted by signals of non-participation and drop-outs in education in the last decade • A mapping of these situations, and the whys, was missing • Along with it, uneven access to the labour market, and for those in the labour market uneven access to training and re-training (regional and local diverse opportunities) • Access, choice and quality of education: dimensions driving the equity issue

  34. What we know from evidence in the countries? • … ETF project (2008-2011) on mapping inclusive education approaches in WBT – VET for social inclusion and social cohesion- how much we know/do not know…; • … ETF 2010-2011 Policy Reviews: ETF Torino Process and HRD Reviews for DG Employment: Albania, Serbia and Montenegro(2010) and ongoing HRD reviews for DG Employment in Croatia, fYRoM, Turkey(2011); • Upcoming Torino Process Reviews 2012. 35

  35. What we know from evidence in the countries? The concepts of social inclusion, social cohesion and equity are relatively new on the policy agenda and research discourse; The role of the VET sector as contributor to employment, equity, cohesion and active citizenship has not been systematically considered in the design of the undergoing VET reforms; Some measures but mainly isolated, donor-led projects, and only partial sustainability VET system capacity alone if not couples with solid evidence and analysis will not be able to feed into the policy cycle 36

  36. Looking forward…. ETF plans to launch a new regional intervention in Enlargement countries to deal with the interlinkages between VET and social inclusion in the Western Balkans and Turkey(2012-2013); International discourse and ETF work in the countries argue that VET has a potential for making multi-dimensional contributions, such as: skills for employment, socialisation, civic dimension, social mobility, and equity dimension. 37

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