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Evidence Based Policy Making

The Torino Process and

ToriNet

Belgrade, 6 December 2011

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THE TORINO PROCESS

2012

The Torino Process is

a participatory process

leading to an evidence-based areview of VET policies in a given country.

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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’s external assistance

Countries are better empowered to coordinate donor contributions with national priorities.

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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

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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

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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?

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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

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

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

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)

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

Pillars emerging from country

work

Evidence creation Evidence mediation Evidence use

Need to build a shared vision

Improve data basis and data management

Improve functional arrangements and cross institutional coordination

Support policy leaders in use of evidence for improved effectiveness

Improve links between research and policy making

Strengthen participation in the policy making cycle

Target actions for use of evidence at all stages of policy cycle

Improve tools and technologies for evidence collection, mediation and use

In 2012

Evidence creation Evidence mediation Evidence use

Work on vision with high level policy makers

Strengthen statistic coherence (identify and develop relevant statistics, moving towards comparability and common ground inspired by the Copenhagen process) in partner countries

Build capacities around the policy cycle

Torino process implementation – building on 2010 experience and results – an opportunity for policy leaders to reflect on evidence, measurement of effectiveness and efficiency

Continue work for capacity development at multiple levels (national and subnational)

1. Contribute to the governance debate through supporting istitutional mapping and capacity development related to functional analysis at multiple levels in the system

2. Contribute to the debate on matching and skills forecasting through methodologies for capacity development and istitutional and functional analysis.

Copenhagen & Torino processes:

Complementarity and specificities

Copenhagen-Bruges process

Torino process

Purpose Regional voluntary cooperation process based on shared analysis and diagnosis leading to common policy, benchmarks and operational solutions endorsed by participating countries

National periodic,participatory analyisis of VET systems and policy progress Objectives:-Enable partner countries to base VET decision making and policies on evidence-Shape ETF’s support strategy-Inform the ETf’s recommendations to the EC

Reporting Reporting by countries about progress vis-à-vis EU education/VET policy, objectives, targets and tools

Reporting by countries against the analytical frameowrk and countries’ owned objectives

Copenhagen & Torino processes:

similar inspiration and complementarity

TRP analytical framework Copenhagen-BrugesStrategic objectives

Bruges STD

External efficiency B6Skills and competences offered by I-VET and C-VET in line with those required by employers and the labour market

2: Labour market relevancea)b) c)

3 EQAVET: indicator n°9Mechanism to identify training needs in the labour market

External efficiency C5VET system addressing the needs of the vulnerable group

6: Realising inclusive I-VET and C-VET

16 Take preventive and remedial measures to maximise the contribution of VET in combating early leaving from education17 Consider specific measures aimed at raising the participation of low-skilled and other “at risk” groups in education and training […]

Internal quality and efficiency of I-VET and C-VET delivery D2: strengths and weaknesses in terms of quality with regard to:.5: teachers’ skills and professional development.7: school management

1: making I-VET an attractive learning optiona)Raise the quality of I-VET […] by improving the quality and competences of teachers , trainers and school leaders2: Fostering the excellence, quality and relevance of both I-VET and C-VET Quality of teachers, trainers and other VET professionals a), b)

3 EQAVETQuality indicators n°2 a) and b)Investment in training of teachers and trainersa)Share of teachers and trainers participating in further trainingb)Amount of funds invested

Copenhagen 2002-2010: a cooperation process

Cooperation based on the target of 2010, set by the European Union

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

Measures are voluntary and principally developed through bottom-up cooperation

Copenhagen 2002: main inputs

One common political and policy agenda based on shared diagnosis and benchmarks

Established institutional arrangements for dialogue and consultation at EU level

Member States systematic participation

One common EU legislative framework (subsidiarity and soft legislation)

Established institutional arrangements, roles and responsabilities in VET at National level (Government, social partners, VET institutions)

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)

...

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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

Bruges Communiqué

“A new agenda to enhance cooperation in VET”

- 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

Coherent with EU2020 and E&T 2020 OMC

Supported by EU programmes (LLP, SFs)

Structured cooperation with third countries

Regular monitoring of progress (input Cedefop for EU Member States and ETF for Candidate countries)

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

11 Strategic objectives:

Specific objectives:

• Making I-VET an attractive learning option2. Fostering the excellence, quality and relevance

of both I-VET and C-VET3. Enabling flexible access to training and

qualifications4. Developing a strategic approach to

internationalisation of I-VET a and C-VET and promoting mobility

5. Fostering innovation, creativity and entrepreneurship as well as the use of ICT (both in I-VET and C-VET)

6. Realising inclusive I-VET and C-VET

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

EU short-term deliverables in a nutshell

(actions at National and European

levels)

1. Improving the quality and efficiency of VET and enhancing its attractiveness and relevance

2. Making lifelong learning and mobility a reality

3. Enhancing creativity, innovation and entrepreneurship

4. Promoting equity, social cohesion and active citizenship

3. Transversal objectives

EU short-term deliverables in a nutshell:

one example

2. 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-VETGuidance and technical support for EQF implementation Mapping of development of NQF by CEDEFOP and ETFCouncil Recommendation on the Validation of NF and I. learning […]

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)

EU tools, references, principles…

National diagnosisevidence based

Evaluation

European initiative (EU MS cooperation)

Reviewing at European level

Reviewing at national level

Adopting at National level

National reform initiative

Reporting:- National level (countries reports

on STD: 2012, 2014…)- European level

(European Commission: as specified in each

Recommendation, Decision…)

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

Belgium

The VET sub-systems in the French speaking part of Belgium

The VET system is divided in various sub-systems which are not necessarily connected.

French Community:• compulsory and higher education,• school base vocational secondary

education• workload vocational secondary education• education for adult.

Walloon Region and Brussels Region:• vocational training system for adults,• workload vocational training for young

people in compulsory education.

Except particular cases no degrees

Degrees

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.

Problem of readability of the VET system

Difficulty to ensure the mobility of the learners in the VET system

Difficulty to implement really the LLL

Titles of notoriety

The names of the qualifications and the learning pathways are not coordinated.

Gives legal rights

The implementation of the ECVET system was probably an opportunity for our VET system.

2002 2003 2004 20052006 (A)

 Flemish region 11,7% 12,5% 11,0% 10,7% 11,0%

 Walloon region 16,1% 16,1% 15,3% 14,6% 17,0%

Region of Brussels-capital 22,4% 18,8% 18,1% 19,4% 22,4%

 Belgium 14,1% 14,3% 13,1% 12,9% 14,2%(A) Rupture in the series

Percentage of the population from 18 to 24 years which did not finish higher secondary education and which is not any more in trainingEUROSTAT, DGSIE, Investigation into labour forces (2002 - 2006)

In 2006, in the CFWB, approximately 63.000 people.

The drop out

• 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

Experimentation of ECVET in Belgium

Equity in Human Capital Development

ETF 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

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.

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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

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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.

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