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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 (HRD) sector in the country; EU (European Union) and other donors' policy and interventions in the country; ETF strategy of intervention in a mid-term perspective 2007-2010; Objectives and indicators for the Work Programme 2007. The ETF objectives for 2007 are: To design the final Tacis VET (vocational education and training) project, to contribute to the programming of the human resource development aspects of the DCI (Development Cooperation Instrument) support of economic diversification in Kazakhstan, and to assist the VET reform by informing the policy development and implementation processes through the ETF policy advice activities.

The system of education and training is still largely centralised, underfinanced, supply driven, without an appropriate involvement of social partners. Access to education and training and the quality of provision are not satisfactory. Cooperation between education and training institutions, enterprises, employment services, and non-formal training providers is weak. This situation leads increasingly to a lack of qualified workers and skill shortages on the labour market. Active employment measures to tackle unemployment, poverty and social exclusion require further development and capacity building, so that they can reach more people. The government has responded with an ambitious National Programme of Education Development for 2005-2010 (NPED), but much effort is still needed to identify priorities, to work out realistic action plans, to build partnerships and to support implementation. However, the relative availability of national funds has made it possible to already start a far-reaching education reform. At the end of 2006 a concept for the National Programme of VET development 2008-2011 (NPVET) was presented by the Ministry of Education and Science. NPVET objectives are: Improve VET by developing and implementing new education programmes and standards with employers involvement; Draft regulations for distributing responsibilities among the government and corporations, getting private sector involved in financing; Strengthen vocational schools and colleges by setting up interregional centres; Improve quality of teaching at vocational schools and colleges by providing better social security of teachers and trainers; Put in place a system to collect VET data by using advanced information technology and a system to objectively forecast demand of industries for skills.

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

This in-depth study on Azerbaijan looks in detail at the labour market and the vocational education system in the country. It examines in particular the challenges that will face the country in view of its upcoming participation in the [European Union's] EU's new European Neighbourhood Partnership Instrument.

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This report provides an overview of key policy developments in education, training and employment in Moldova. The Republic of Moldova's (hereafter Moldova) 2020 National Development Strategy is currently under revision, and a new strategy to 2030 is being developed. The government's main objectives remain unchanged: to reduce poverty through macroeconomic stability and sustainable growth. However, the new indicators will be more precise. A new National Employment Strategy to 2020 was adopted in March 2017 and the new Employment Promotion Law was approved in June 2018, entering into force in February 2019. Moldova is also adjusting its regulatory framework for small and medium-sized enterprises (SMEs), with a stronger focus on female entrepreneurship and the green economy. The adoption of the Law on Social Entrepreneurship in November 2017 is another important development. In July 2018, the World Bank approved a 30 million dollar (USD) Economic Governance Development Policy Operation for Moldova that will support a wide range of important structural reforms. While Moldova has increased its capacity to absorb external assistance, the sustainability of its reforms needs to be closely monitored.

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The theme of this yearbook is evaluation and monitoring of vocational education and training (VET) systems and the role of evidence-based policy in VET reforms in [European Training Foundation] ETF partner countries. Chapters include: Introduction: concepts and methodologies underpinning the ETF’s analytical reviews and policy facilitation / Soren Nielsen; The Torino process: concepts, approach, methodologies and findings / Marie Dorleans; The Torino Declaration and key messages from the Torino conference / Peter Greenwood and Dagmar Ouzoun; The Torinet case / Madlen Serban; From policy analysis to policy facilitation, the key is capacity building / Manuela Prina; From analysis to understanding / Evelyn Viertel and Soren Nielsen; Understanding vocational education and training as a ‘system’ / Manfred Wallenborn; Evidence-based policy: the right category in education? / Jean-Marc Castejon, Lida Kita and Soren Nielsen; Vocational education and training policy in practice: the role of VET agencies in evidence-based policy / Margareta Nikolovska and Vincent McBride; Data, benchmarks and policy indicators as tools for international comparisons and for advising national policymakers / Jens Johansen; Knowledge management in a time of turmoil: the ETF’s role as a knowledge broker for policy learning and facilitation / Ian Cumming; The use of Web 2.0 technologies in policy development in vocational education and training / Danijela Scepanovic and ETF; Accountability: measuring institutional performance / Xavier Matheu de Cortada; Methods and instruments for the evaluation of vocational education and training systems: requirements of practitioners and the claim for evidence / Philipp Grollmann and Birgit Thomann; Evidence-based policy learning: the ETF context / Cesar Birzea; Providing evidence to improve vocational education and training policies: the role of research / Philipp Gonon; Knowledge production and political decision making: the controversy over Mode-1 and Mode-2 research / Jens Rasmussen; Evidence-based policy: importance and issues for development countries / Anis Zakhary; Concluding chapter / Soren Nielsen and Peter Greenwood. Show less

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. The main challenges for human resource development (HRD) in Syria are to increase the relevance and openness of the education and training system to its environment, and to improve its quality, in particular with regard to private employment standards. Various levers for action should contribute to improvements in both respects.

Published excerpts reprinted by permission of the copyright owner.

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

This report is one of a series of country reports and factsheets which the European Training Foundation (ETF) is currently producing on the reform process in each of the partner countries. The ETF intends to produce these documents on an annual basis. The intention is to provide accurate, up to date information on the progress of reform. The sections of the report are: basic data, recent developments in the vocational education and training system, international assistance and co-operation, challenges and further needs, and possible priorities for future assistance. Show less

This web page contains a regularly updated set of national monographs about individual countries' education and training systems. Descriptions relating to individual countries include basic information on the administration and structure of their systems of education and initial vocational training at all levels (from preprimary to tertiary). Also included are descriptions of initial vocational education and training in alternance and adult education and training within provision for lifelong learning. The initial and inservice training of teachers and their status are also considered. The information is set out in accordance with a common structure to facilitate inter-country comparisons while ensuring that special features peculiar to each system are duly emphasised. The description for each country is preceded by a diagram of its education system. The countries are: Austria, Belgium, Bulgaria, Cyprus, Czech Republic, Estonia, Finland, Germany, Greece, Iceland, Ireland, Italy, Liechtenstein, Lithuania, Luxembourg, Malta, Netherlands, Norway, Poland, Portugal, Romania, Slovakia, Spain, Sweden, United Kingdom. Show less

This paper provides an overview of the development of democratic schools in Bulgaria. Establishing democratic schools in Bulgaria is aimed not only at students, but also at teachers, parents and members of different communities and organisations. The author points out that the main objective of education in Bulgaria is the successful realisation of personal development through the provision of quality education. The priorities are to develop education and incorporate the values of the civic society: access, high quality and high efficiency into it.

The full volume of papers is indexed at TD/INT 61.20. Show less

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 Hungary. 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, human resources in VET administration 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 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 Slovenia. 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, human resources in VET administration 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