Prishtina, 13 th June 2012. ETF and Kosovo Pedagogical Institute and GIZ. BACKGROUND. The TORINO PROCESS is a participatory process leading to an evidence-based analysis of VET policies in a given country. Launched in 2010 Conference organised in May 2011
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Prishtina, 13th June 2012
ETF and Kosovo Pedagogical Institute and GIZ
The TORINO PROCESS is
a participatory process leading toan evidence-based analysis of VET policies in a given country.
Ownership of both process and results by partnercountry stakeholders.
Broad participation in the process as a basis for reflectionsand consensus building/policy learning.
Holistic approach, using a broad concept of VET for bothyoung people and adults and adhering to a system approach,including links to economic and social demands.
Evidence or knowledge-based assessment.
Adapted from Commission Communication on New Impetus for VET
EVIDENCE CAN TAKE MANY FORMS
such as experience and evaluation of practice, the results of scientific analyses, quantitative and qualitative research, basic and applied research, and the development of statistics and indicators. Education and training are part of the diverse cultural traditions and … there can be no simple prescriptions about what makes good policy or practice. This makes it all the more important to know … about what works, for whom, under what circumstances and with what outcomes.
Commission Staff Working Document, ‘Towards more knowledge-based policy and practice in education and training’, SEC(2007)1098, Brussels, 2007
‘Policy’ is about visions for development and the ways to achieve goals.
Learning is successful, i.e. learners acquire new knowledge, skills and attitudes, when they have been actively engaged in learning processes.
VET reform can only be sustainable if local stakeholders have developed their own policy solutions. Reforms need to be embedded in local contexts – local knowledge and initiative is a key source and starting point for change.
The Torino Process offers a platform for policy learning – for sharing experience, reflection and creating new insights, knowledge and consensus on VET policies.
Adapted from ETF Yearbook 2008 Policy Learning in Action
INTERNAL QUALITY AND EFFICIENCY
What is the vision for VET development, and doesit comply with the broader socioeconomic development objectives?
What further reforms are necessary to modernise the various building blocks of the VET system?
VET IN RELATION TO ECONOMIC COMPETITIVENESS
GOVERNANCE AND FINANCING
Are institutional arrangements, capacities and budgets adequate for bringing about the desired changes in the VET system?
Do the skills offered by the VET system matchthose required by the labour market and economic development?
VET IN RELATION TO SOCIAL DEMAND AND SOCIAL INCLUSION
Do institutions, as well as programmes and skills offered by the VET system, match the aspirationsof individual learners and the needs of vulnerable groups?
Companies Employment Jobs
SECTOR SKILLNEEDS ANALYSIS
Individual learnersDisadvantaged groups
TEACHERS’ / INSTRUCTORS’ TRAINING
TRAINING SITES/ SCHOOLWORKSHOPS & ENTERPRISES
VISION FORVET DEVELOPMENT
POLICY & LEGAL FRAMEWORK