evidence based policy making the torino process and torinet belgrade, 6 december 2011
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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. - PowerPoint PPT PresentationTRANSCRIPT
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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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