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Evidence-based policy making is widely discussed in many countries as a way of ensuring more transparent and robust policies, and making policy-makers more accountable for meeting the needs and expectations of the constituencies they serve. In 2010, the [European Training Foundation] ETF launched the Torino Process with a view to offering interested partner countries a framework and technical support aimed at supporting progress in the [vocational education and training] VET area. The exercise, which will be repeated every two years, is ultimately intended to respond to the interest in robust assessment and in resources for VET policy making. This report presents the main findings of the Torino Process 2010, consolidating the findings of the individual country reports along the different dimensions deemed relevant to assessing VET systems and measuring VET policy progress.

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This paper provides an analytical review of the current state of vocational education and training (VET) in the candidate countries in Eastern and Central Europe and the MEDA region (Cyprus and Malta). It is intended to form the basis for further discussion between representatives of the candidate countries and the European Training Foundation’s Governing Board, to support the accession process of the candidate countries through the definition of their human resource needs, and to support strategic planning of future work by the ETF in these countries. The paper is based on in-depth discussion with representatives from the countries and the experience and expertise gained by the ETF in the last five years.

The paper consists of two parts. The first part presents a cross-country overview based on the analysis of the development of VET in each individual country. This section draws together common key areas where further improvement is required. The second part contains the study of the current state of development of VET in Bulgaria. The country study begins with an overall assessment and then examines initial vocational training and continuing vocational training. Elements such as the legal and conceptual framework, the administrative and institutional system, financing, and the key features of VET delivery, are described. The study concludes with an overview of key employment issues and identifies priority areas for future development assistance. The range of candidate country reports are indexed from TD/INT 60.291 to TD/INT 60.300 and from TD/INT 61.101 to TD/INT 61.102. Show less

This report, commissioned by the [European Training Foundation] ETF, aims to identify the main trends in [human capital development] HCD in the Republic of Moldova over the last two decades using both quantitative and qualitative indicators. It was also designed to identify inequity within and between population groups in terms of access to education, choices of learning opportunities and the quality of education and training. The study also looked at adult training, its role and contribution to the human capital in the country. Lifelong learning is an increasingly important element of HCD that has become inevitable in some sectors due to the rapid rate of technological and procedural change that is also related to economic restructuring. The report closes with the main conclusions on HCD trends and equity in education in the Republic of Moldova, in terms of access, choice and quality of education during the transition period.

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The European Training Foundation, in agreement with the European Commission, has undertaken a series of in depth reviews of the labour markets in the Western Balkan countries with the aim to contribute to a better understanding of their functioning and identify areas for further work in the fields of employment policy and education and training reform. Specifically, these reviews: (1) analyse the economic context in the Western Balkan countries and in particular the pace of the economic restructuring process and its impact on jobs and employment (chapter one); (2) analyse recent trends in labour markets with the aim of identifying major challenges in the labour markets in terms of the economic restructuring process (chapter two); (3) assess policy responses and the institutional setting in which the challenges identified can be addressed, in the context of supporting economic restructuring and growth (chapter three); and (4) provide recommendations for further action (chapter four). The labour market challenges and the policy responses are examined against the four broad key objectives set out in the revised European Employment Strategy: increasing the adaptability of workers and enterprises; attracting more people to enter and remain in the labour market; investing more and more effectively in human capital; and ensuring better implementation of reforms through better governance.

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This report belongs to a series of country analyses developed by the European Training Foundation (ETF) at the end of 2005 for all countries in the Mediterranean region, Eastern Europe and Central Asia. It contains an overview of the country's social and economical contexts, an analysis of the educational system and a short review of the main initiatives in education and training carried out by international donors in the country. Assistance in Moldova should be given to strengthening the good results achieved so far in the ongoing reforms in the labour market system, keeping them in line with European standards in order to extend and better promote active labour market policies through active social partnership.

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The series of reports is indexed from TD/TNC 84.362 to TD/TNC 84.375. Show less

This report belongs to a series of country analyses developed by the European Training Foundation (ETF). It covers: Socioeconomic background; Key policy issues and strategies in the human resource development; EU (European Union) and other donor policies and interventions; Mid-term perspective ETF intervention strategies contributing to added value to national, EU and donor reform-support policies; Objectives and indicators for the Work Programme 2007. The ETF objective for 2007 is: European Commission Services are supported in the definition of relevant interventions in the field of education and training. Awareness of the need to address quality enhancement and relevance of holistic approach in education and training provision has increased.

There has been a clear shift from vocational education to general education during recent years. Participation in vocational education over the past 5 years has decreased from 22% to 8% of the population in secondary education, in a continued decline from much higher levels of participation after 1991. As a consequence, half the VET (vocational education and training) schools have already been closed. With hardly any investment in the VET sector, obsolete equipment and rapidly aging teaching staff, the sector is at risk of shrinking further and may even disappear in the coming 5 years. VET is more expensive than general education and often HE (Higher Education), since it requires equipment and consumables for training. Instructors in practical training have often left the schools in search of better employment elsewhere. The government has been trying to turn around the demise of VET schools. It is planning to abolish craft schools and introduce a new type of full-secondary VET, the professional lyceum. A new VET strategy is under discussion, proposing to turn group schools into regional training centres that can respond better to regional needs, starting a decentralisation process of VET, and increasing the role of stakeholders.

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The series of reports is indexed from TD/TNC 90.820 to TD/TNC 90.844. Show less

[Vocational education and training] VET has become more relevant in the political agenda of the Republic of Moldova, since the previous Torino Process reporting in 2010. There have been two prominent signs of it: the government included VET among the priorities for [European Union] EU support in 2011; and in the same year the new National Development Strategy 2012-2020 has set the alignment of skills to the needs of the labour market, through quality education and training, as the top of seven national strategic priorities. There are two strategies relevant for VET: the Consolidated Strategy for Education Development 2011-2015 (CSED); and the VET sector strategy 2012-2020. The latter emphasises the need for better matching between the labour market needs and the education system. The strategies underline the importance of getting entrepreneurial spirit into the schools.

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In March 2018, following a consultation of cross-industry European social partners and an opinion of the tripartite Advisory Committee on Vocational Training (ACVT), EU Member States agreed on a Council Recommendation on a European Framework for Quality and Effective Apprenticeships (EFQEA). The framework aims to ensure that apprenticeships respond to the needs of both apprentices and employers throughout the European Union. The European Commission committed to report on the implementation of the framework within three years from the date of its adoption. This report presents the state of play of implementation of the Council Recommendation as of September 2020. The analysis is based on input provided in the 2nd half of 2020 and in early 2021 by all EU Member States, as well as European and national social partners and members of the European Alliance for Apprenticeships (EAfA). The analysis focuses in particular on how Member States have been putting in practice the 14 criteria for quality and effective apprenticeships set out in the EFQEA. It also describes further aspects related to the implementation at national level (involvement of social partners, gender equality, national reform programmes, use of EU funds). It presents how the European Commission supported Member States in the implementation and summarises remaining challenges. The Annex describes the key features of apprenticeships in each Member State.

Three years into the implementation of the recommendation, this report shows that the 7 criteria on learning and working conditions are in place in the majority of Member States, while further progress is needed in implementing the 7 criteria on framework conditions. The report confirms that the Framework continues to be relevant and up to date, and that it remains a key instrument to enhance the quality and effectiveness of apprenticeships across the EU. The report also indicates that the Framework supports Member States in an incremental, continuous improvement of their apprenticeship schemes, including on those criteria that were already partially in place in 2018.

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This report provides an overview of key policy developments in education, training and employment in Tunisia. The municipal elections that took place successfully in May 2018 brought the democratic transition to various regions in Tunisia. The relative stability of the coalition government and an improved security situation is helping to shift priorities towards economic development. Relaunching the economy, while maintaining social stability, is the main concern in Tunisia. The EU remains a key partner and donor for Tunisia. In May 2018, a second round of negotiations on the Deep and Comprehensive Free Trade Agreement (DCFTA) took place between Tunisia and the EU. Also in 2018, the EU and Tunisia collaborated on a number of new projects.

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The reform of education systems to provide for lifelong learning is a challenge for Central, East and South East European transition countries. This publication is the outcome of the European Training Foundation (ETF) project on the integration of work and learning, focusing on the experience of Hungary and Slovenia. The project was based on the view that a better integration of work and learning would increase the quality and relevance of vocational education and training for young people before entering the labour market and would become increasingly important for adults during their working life. A number of vocational schools and enterprises participated in pilot projects. National project teams cooperated with selected vocational training centres and enterprises. Training institutions were assisted in becoming ‘training companies’ and enterprises were assisted in becoming ‘learning organisations’. The cycle of activities included identifying the ‘work’ of the training company or the ‘learning’ potential of the enterprise, development of concepts, methods and materials, implementation of measures, development of the ‘train-the-trainers’ program, evaluation and dissemination. A change development approach focused on process learning was applied. The chapters are: Integration of work and learning: a challenge for education and employment systems in transition countries / Peter Grootings; Integration of work and learning: acting in processes - companies and schools on the way to a learning organisation / Gerhard Herz; The context for integration of work and learning in Hungary / Istvan Bessenyei, Gyorgy Martonfi; The context for IWL [integration of work and learning] in Slovenia / Ivan Svetlik; The Hungarian IWL cases / Gyorgy Martonfi, Istvan Bessenyei, Judit Saad, Eva Tot, Anna Imre; The Slovene IWL cases / Ivan Svetlik, Martina Trbanc, Anja Kopac; Policy recommendations for Hungary / Istvan Bessenyei, Gyorgy Martonfi, Eva Tot; Lessons and policy recommendations for Slovenia / Ivan Svetlik; Integrating work and learning: a lifelong learning perspective / Richard Sweet; Integration of work and learning: changing perspectives on human resources / Ben Hovels. Show less