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WHAT IS THE EUROPEAN TRAINING FOUNDATION (ETF)?

WHAT IS THE EUROPEAN TRAINING FOUNDATION (ETF)?. Agency of the European Union. VISION. To 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.

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WHAT IS THE EUROPEAN TRAINING FOUNDATION (ETF)?

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  1. WHAT IS THE EUROPEAN TRAININGFOUNDATION (ETF)? Agency of the European Union VISION To 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. The ETF has both an analytical and a developmental role and works within theEU policy framework.

  2. ETF EUROPEAN NEIGHBOURHOODAND PARTNERSHIP INSTRUMENT COUNTRIES ENP SOUTH: Algeria, Egypt, Israel, Jordan, Lebanon, Morocco, occupied Palestinian Territory, Syria and Tunisia ENP EAST: Armenia, Azerbaijan, Belarus, Georgia, Republicof Moldova, Ukraine and Russia POTENTIAL CANDIDATE COUNTRIES: Albania, Bosnia and Herzegovina, Kosovo(UNSCR 1244/1999) CANDIDATE COUNTRIES: Croatia, former Yugoslav Republic of Macedonia, Iceland, Montenegro, Serbia and Turkey OTHER COUNTRIES FROMCENTRAL ASIA: Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan and Uzbekistan

  3. THE TORINO PROCESS THE TORINO PROCESS IS a participatory process leading toan evidence-based analysis of VET policies in a given country.

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

  5. PURPOSE TO BUILD CONSENSUS on the possible ways forward in VET policyand system development, including: • Determining the state of the art and visionfor VET development in the country • OR • After a certain period, an assessmentof whether countries are achieving theresults they want

  6. PURPOSE • Country actors develop common understanding of VET vision, prioritiesand strategy. • Home-grown and affordable VET policiesare designed and evaluated, based on evidence/knowledge and collaboration. • Analysis and achievements are 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 EU’s external assistance. • Countries are empowered to coordinatedonor contributions.

  7. FOUR PRINCIPLES 01 Ownership of both process and results by partnercountry stakeholders. 02 Broad participation in the process as a basis for reflectionsand consensus building/policy learning. 03 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. 04 Evidence or knowledge-based assessment.

  8. VOCATIONAL EDUCATION AND TRAINING VET IS • Understood in broad sense, covering education and training that aims to equip both young people and adults with knowledge, know-how, skills and competences required on the labour market, for social inclusion and personal development. • Provided at different levels (including secondary, post-secondary and tertiary), in formal, non-formal or informal settings, in institutions, companies or other places, andat different stages of people’s lives. Adapted from Commission Communication on New Impetus for VET

  9. WHAT IS EVIDENCE? 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

  10. WHAT IS POLICY LEARNING? ‘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

  11. KEY MESSAGES FROM IMPLEMENTATION PROCESS 2010 IN … G… • G… • G… • G…

  12. ANALYTICAL FRAMEWORK SLIGHT ADJUSTMENTS FROM2010, INCLUDING: • Definitions of external efficiency, and internal quality and efficiency. • Entrepreneurial learning included under ‘VET and economic competitiveness’. • New section on governance and financing. • More emphasis on adult training.

  13. ANALYTICAL FRAMEWORK Key Questions POLICY VISION 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? ?

  14. THE VET DELIVERY CYCLE Companies Employment Jobs SECTOR SKILLNEEDS ANALYSIS SECTION B ECONOMICDEMANDSOCIALDEMAND SECTION C CLASSIFICATIONOFOCCUPATIONS IMPACT/MONITORING SECTION D EQF Individual learnersDisadvantaged groups COMPETENCEBASEDSTANDARDS /QUALIFICATIONS ASSESSMENT &CERTIFICATION DEMAND SUPPLY TRAININGPROVIDERS TEACHERS’ / INSTRUCTORS’ TRAINING CURRICULA TRAINING SITES/ SCHOOLWORKSHOPS & ENTERPRISES ACTION-ORIENTATEDLEARNING LEARNING MATERIALS

  15. THE VET DELIVERY CYCLE SECTION A VISION FORVET DEVELOPMENT SECTION E SECTION B-D POLICY & LEGAL FRAMEWORK VETDELIVERYCYCLE GOVERNANCE& FINANCIALFRAMEWORK

  16. STATISTICAL DATA • (Internationally) available indicators gathered centrally by ETF Statistics Team. • Essential that countries complement these with their own national data. • Desired data specified in Analytical Framework, plus Guidelines on Quantitative Indicators (definitions, sources). • ETF Statistics Team will run workshops for statistics experts in each region (so-called Torinet activities). • Further support can be provided – Country coordinator to liaise with ETFcountry manager → ETF Statistics Team.

  17. ETF SUPPORT PACKAGE • General introduction on the Torino Process. • Analytical framework, including definitions of terms, guiding questions, key indicators, possible sources of evidence, governance matrix and list of indicators gathered by ETF Statistics Team. • Guidelines on quantitative indicators, including definitions and sources. • Report template. • Cedefop glossary. • Guidelines on the creation and applicationof quantitative data.

  18. IMPLEMENTATION Phases • Statistical data gathering. • In-depth literature review. • Analysis of occupations/skills needed on the labour market (compared to VET programmes on offer). • Consultations (workshops, policy learning forums, public hearings, etc.) involving parliamentary committees, policy leaders, social partners, school managers, teachers, authorities, employers, researchers, civil society, etc. – by topic. • Drafting of report. • Quality assurance of summary country report (up to max. 15–20 pages) by the ETF.

  19. IMPLEMENTATION Update of review COUNTRIES ALREADY INVOLVEDIN THE TORINO PROCESS 2010: • Gather most recent data and research. • Engage in wider consultation/policy-learning process. • Refer to policy developments or actions that have occurred since 2010 report. • Improve where possible the quality of the evidence and analysis throughout the report.

  20. IMPLEMENTATION COMPLEMENTARITY WITH ONGOING INITIATIVES: • National VET strategy design processes. • Baseline documents or progress reports using sector approach. • International initiatives – HRD reviews, Bruges progress reports, employability fiches, etc.

  21. KEY MESSAGES FROM IMPLEMENTATION PROCESS 2010 IN … T… • L… • L… • L… • L… • L…

  22. NEXT STEPS • Appoint contact institution/team. • Gather data. • Conduct comprehensive literature review. • Identify key stakeholders to be engaged in consultation/policy-learning process. • Agree on possible support by the ETF.

  23. MILESTONES IN … JANUARY – FEBRUARY: Letter… MARCH: ?... APRIL: ?... MAY: ?...

  24. MILESTONES IN … JUNE – JULY: ?... AUGUST: ?... SEPTEMBER: ?... OCTOBER: ?...

  25. FINAL REPORT • Synthesises key findings from the analyses and consensus-building processes and includes a statistical data annex. • Countries are encouraged to stick to Analytical Framework questions as far as possible(no descriptions of VET systems). • The ETF will check quality and publish the summary country reports, incl. the latest statistics, up to a maximum length of 15–20 pages – in English and French, Russian or Arabic.

  26. FINAL REPORT AND MEETINGS • Draft reports by third quarter 2012. • Final endorsed reports by last quarter 2012. • Periodic forum of VET policy leaders. • Next ETF Torino Process conference in 2013.

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