main challenges and trends in vet in the etf partner countries since 2000 madlen serban, etf...
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MAIN CHALLENGES AND TRENDS IN VET IN THE ETF PARTNER COUNTRIES SINCE 2000
MADLEN SERBAN, ETF DIRECTOR
SEMINAR OF ERASMUS + HIGHER EDUCATION EXPERTS, UNIVERSITY OF ISTANBUL10 MARCH 2015
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WHAT IS THE ETF?AGENCY OF THE EUROPEAN UNION
VisionTo make vocational education and training in the partner countries a driver for lifelong learning and sustainable development, with a special focus on competitiveness and social cohesion
MissionTo help transition and developing countries to harness the potential of their human capital through the reform of education, training and labour market systems in the context of the EU’s external relations policy
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Southern and Eastern MediterraneanAlgeria, Egypt, Jordan, Lebanon, Libya, Morocco, Palestine, Syria, Tunisia and Israel
South Eastern Europe Albania, Bosnia and Herzegovina, Kosovo*, former Yugoslav Republic of Macedonia, Montenegro, SerbiaTurkey and Iceland
Central Asia: Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, Uzbekistan
Eastern Europe:Armenia, Azerbaijan, Belarus, Georgia, Republic of Moldova, Ukraine and Russia
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MAIN CHALLENGES AND TRENDS IN VET IN THE ETF PARTNER COUNTRIES SINCE 2000
A. VET as part of HCD policy
B. Main challenges and trends in VET
C. Regional, cross-country priorities in VET
D. VET or higher education
E. VET and higher education
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VOCATIONAL EDUCATION AND TRAINING
How do we define VET?
Education and training which aims to equip people with knowledge, know-how, skills and/or competences required in particular occupations or more broadly on the labour market (see employability)
VET refers to the system of both initial and continuing VET delivery
Initial vocational education and training (IVET) is the one carried out usually before entering working life
Continuing vocational education and training (CVET) is the one after entry into working
Source: Cedefop
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A VISION FOR SKILLS? Countries with mid-term development visions including skills seem to cope with supply
and demand fluctuations better than those which don’t (youth unemployment data illustrates this)
The importance of having a Vision for human capital development is stressed in the ETF’s Torino Process (A1).
Human capital development refers to “lifelong development of individuals’ skills and competences” though education, IVET, HE and CVT together, through formal, non-formal and informal learning contexts.
The ETF’s FRAME project in South Eastern Europe and Turkey illustrates how to build a shared vision on skills policies by reconciling different agendas and priorities, as well as how to prepare a road map for implementation (A2)
A. VET as part of the HCD policies
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THE ETF’S TORINO PROCESS (A1)
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A. VISION AND STRATEGY
• Vision for the VET system
• Capacity for innovation and change
• Drivers for innovation and change
B. ADDRESSING ECONOMIC AND LABOUR MARKET DEMAND
• Factors shaping demand for skills
• Mechanisms for identifyingdemand and matching skills
• VET system influence on demand
C. ADDRESSING SOCIAL AND INCLUSION DEMAND
• Factors shaping demand for VET
• Delivering to individual learners
• Delivering to societal needs
D. INTERNAL EFFICIENCY OF THE VET SYSTEMS
• Quality assurance
• Policies for VET trainers and directors
• Teaching and learning
• Efficiency gains and losses
E. GOVERNANCE AND POLICY PRACTICES
• Basic map of entities involved in VET at national, regional, and provider level
• Governance and practices in the areas covered in Sections A–D
A VISION FOR
FUTURE SKILLS?
A.2. ETF FRAME APPROACH
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THE EFFECTS OF THE CRISIS
The crisis has had a polarisation effect in both developed and developing countries
Youth unemployment is higher than the EU average in the partner countries
Particularly in the Southern and Eastern Mediterranean (Egypt, Tunisia, Algeria)
South Eastern Europe (Bosnia and Herzegovina, Serbia and Montenegro)
Eastern Europe (Armenia and Georgia)
Those countries with a vision for economic development are faring better (Morocco, Israel, Kazakhstan and
Turkey)
After the crisis there is decrease in the higher education participation and an increase in VET participation
Why? Fewer people can afford higher education and there is less confidence in its added-value. Figures from
Georgia and the Republic of Moldova from before the crisis support this
B. Main challenges and trends
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YOUTH UNEMPLOYMENT RATES IN ETF PCS AND EU IN 2013 (15-24, %)
TR AL
ME RS MK XK BA IL LB MA DZ
EG JO PS TN LY KZ TJ KG MD AZ
RU UA
AM GE
EU-2
8 EU
Bes
tEU
Wor
st
SEET SEMED CA EE EU
0
10
20
30
40
50
60
70
Sources: Eurostat, National Statistical Offices, ILONotes: Year 2009 for TJ and LB; 2011 for EG and TN, 2012 for AM, RU, KZ, KG and LY
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UNEMPLOYMENT RATE OF TOTAL POPULATION AND HIGHER EDUCATION BY SEX
0
5
10
15
20
25
30
35
Total Male Female Total Male Female Total Male Female Total Total Male Female
Algeria Egypt Jordan Tunisia MoroccoSources: National Statistical Offices; Notes: Algeria: 15-59, Supérieur, 2013; Egypt: 51-64, 2012; Jordan: 2012; Tunisia: 2011, data refer to 2nd trimester of the year; Morocco: 2011
Unemployment rate total Unemployment rate higher education (ISCED 5-6)
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NEETS RATE BY GENDER, 2013
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Consistent decreases in youth employment
Increases in higher education participation
Postponed entrance to the labour market
The link between higher education and employability is disappearing (particularly evident in
Eastern Europe, Kazakhstan, Kyrgyzstan, former Yugoslav Republic of Macedonia, Serbia,
Tunisia and Lebanon, Moldova and Georgia)
There are problems linked to over and under education in Palestine, Jordan, Egypt and
Tunisia indicating a need for intermediate level (VET) graduates
In Eastern Europe over education is a particular issue with more and more university
graduates finding jobs below their level of education
B. Main challenges and trends 2000-2015 (1)
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Participation in VET (ISCED 4) has been stable
High in South Eastern Europe
Low in Southern and Eastern Mediterranean
On the increase in Eastern Europe and Central Asia (except for Georgia)
No increase in post-secondary VET (ISCED 5B), low everywhere and decreasing in
Eastern Europe and Serbia
Will demand for post-secondary VET increase if short-cycle higher education is redesigned?
Tunisia, Turkey and Moldova have innovated post-secondary VET show an increase in demand
B. Main challenges and trends 2000-2015 (2)
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% VET STUDENTS IN UPPER SECONDARY (UIS-UNESCO)
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ENROLMENT IN TERTIARY EDUCATION PER 100,000 INHABITANTS (UIS-UNESCO)
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Does VET respond to the needs of the labour market?
VET systems are diverse and data is not collected everywhere systematically
Country data is anecdotal:
Armenia: increase in private sector profiles (engineering etc.)/decrease in public sector profiles (health)
Egypt: increase in health and engineering/decrease in services (commercial schools, social services)
Moldova: decrease in catering
Overall change in provision, but not in line with structural changes in the labour market. Continuity
in preparation for public sector employment and increase in number of higher education students
Need to improve skills anticipation as well as information, guidance and counselling
B. Main challenges and trends 2000-2015 (3)
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SOUTH EASTERN EUROPE AND TURKEY Most reforms in initial training, low participation in lifelong learning
Well-established secondary VET, less developed post-secondary and higher VET
Preference for four-year secondary VET with most graduates continuing to higher education
Initial training mostly school-based and lacking in labour market relevance and quality
Work-based learning well-developed in Turkey
Labour market relevance and inclusiveness prioritised over creative learning and innovation
Few strategic alliances between VET providers, innovative enterprises and higher education institutions
Few examples of participation of initial vocational training providers in international partnerships and
cooperation
C. Regional priorities for VET (1)
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SOUTHERN AND EASTERN MEDITERRANEAN Focus on initial training, vision for continuing training and lifelong learning is weak
Clear policy objective to improve social cohesion through more access to initial training
Improve attractiveness of VET, which requires increasing quality and relevance and creating jobs that
learners can aspire to
Increased focus on coordinating and decentralising VET
Progress on integrating initial training strategies and increasing stakeholder participation, although
difficulties in taking practical steps
Pilots projects exist for making provision more relevant, but they are not easy to mainstream
Lack of job creation
Interest in improving pathways from VET to higher education with pilot partnerships in Tunisia, Morocco and
Egypt
C. Regional priorities for VET (2)
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EASTERN EUROPE On going reform strategies reflect dialogue with the EU
Need to improve VET attractiveness to bring VET closer to economic needs and to provide high quality skills
Quality necessary to achieve responsive VET systems; national qualifications frameworks are part of this
Teacher training is a new challenge
Better education and business cooperation needed
Social dialogue is just beginning although employers are becoming increasingly involved
Governance is very centralised
Need for improved capacities of critical analysis, use of data and monitoring
VET seen as useful for demographic and social factors such as ageing populations, poverty, exclusion
Limited number of active measures introduced such as vouchers, continuing training, work-based learning plans
C. Regional priorities for VET (3)
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CENTRAL ASIA All countries have VET strategies and strengthened capacities to develop and manage VET
VET is important for employability and continuing training
VET’s reputation is improving and it addresses labour supply
The service sector is growing, while rural development and agriculture are key challenges for the labour
market
Democratic pressure has an impact on the unemployment rate
Small business employment needs developing
Co-operation with private actors is improving, but new pathways and better institutional co-operation is
needed in the public sector e.g. initial and secondary VET or higher education levels, or between
Ministries of Labour and Education
Impact can be improved by better analysis and dissemination of results and good practice in VET
C. Regional priorities for VET (4)
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THE LINK BETWEEN HIGHER EDUCATION AND ECONOMIC AND SOCIAL DEVELOPMENT
Participation clustered into 4 groups:
Agriculture (agro-food jobs - predominantly private sector)
Engineering and sciences (ICT, manufacturing and construction - predominantly private sector)
Education, health, social sciences and humanities (predominantly public sector)
Services (predominantly public sector)
Large percentages of the population still work in agriculture, but productivity levels are generally low
It is becoming more important due to increasing food prices
Higher education agriculture graduates could contribute to innovation
There are low participation rates in agriculture in the Southern and Eastern Mediterranean (<2%)
and clear decreases in Egypt, the former Yugoslav Republic of Macedonia and Ukraine
D. VET or higher education
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THE LINK BETWEEN HIGHER EDUCATION AND ECONOMIC AND SOCIAL DEVELOPMENT
Education, health, social sciences and humanities mainly prepare for public sector employment
Participation in these areas is consistently high at 70-85% of higher education students
This has been the case for the past 15 years despite demographic changes and the growth of the
private sector
Engineering and sciences are generally seen as the motor for economic development
They are promoted and offer good job opportunities for ICT graduates
Participation varies between 15-30% of students and there is no real increase overall
Services are the real main motor for employment creation in most partner countries.
As with agriculture, participation is very low at between 2 and 8% although with the exception of the
Southern and Eastern Mediterranean region participation has steadily improved
D. VET or higher education
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VET AND HIGHER EDUCATION WORKING TOGETHER
Human Capital Development to be successful should be based on main actors
partnership
For partnerships to be strategic, VET, higher education, the world of work and different government levels must
work together. Examples could be:
Territorial partnerships: entrepreneurial communities, local development, lifelong learning
networks, regional development policies
Sectoral approaches: sector skills councils in Eastern Europe, Serbia, Turkey; sector forecasts
in Azerbaijan, Moldova and Bosnia and Herzegovina; sectoral qualifications frameworks in
Belarus, Russia, Kazakhstan, Armenia and Bosnia and Herzegovina, national ICT strategy
National approaches: national qualifications frameworks in 27 countries; skills policies foresight
in South Eastern Europe and Turkey; lifelong learning policy in Turkey; teacher training and
retraining
E. VET and higher education
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VET AND HIGHER EDUCATION ARE PART OF THE SAME HUMAN CAPITAL DEVELOPMENT PUBLIC POLICY
Higher education and VET share many challenges that they can overcome by working together
We hope that today we can kick that process off successfully
