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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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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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The Torino Process is a review of vocational education and training (VET) policies and systems launched by the European Training Foundation (ETF) in all its partner countries in 2010. The aim of the exercise is to analyse the internal efficiency of VET systems and the contribution of VET policies and systems to broader policy objectives relating to sustainable economic and social development. The aim of this report is to make a contribution to the ongoing debate within the Egyptian [technical and vocational education and training] TVET community (national authorities, private sector and civil society together with international donors) on the current situation regarding the reform process and the future directions that must be taken if the TVET system is to fulfil the ambitious objectives and aspirations of Egyptian society.

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This report stresses the urgent need for redirection of [vocational education and training] VET to meet economy and labour market demand and to provide for the acquisition of new skills. Such action requires improvements in the quality, relevance and efficiency of VET provision and enhanced cooperation between educational service providers and the labour market. This paper calls for better balance between supply and demands in the labour market, principally through effective cooperation between educational institutions and employers.

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This report focuses on how 27 countries neighbouring the European Union (EU) are coping with [Coronavirus Disease 2019] COVID-19 in the field of education and training, as part of the #learningconnects campaign. The report includes information about countries from South Eastern Europe and Turkey, the Eastern Partnership and Russia, the Southern and Eastern Mediterranean, and Central Asia on: (1) support for teachers and trainers through multiple channels; (2) access to internet and outreach measures considering equality, opportunities and digital literacy; (3) decisions regarding examinations, certification and validation; (4) school autonomy in organising digital and online learning; and (5) addressing vocational education and training beyond general education subjects.

Some good practice examples include the continued development of teachers and trainers virtually in Ukraine and Egypt and the focus on vocational education and training (VET) through training and online support in Armenia, Azerbaijan and Georgia. In addition, civil society is spearheading initiatives in Palestine, television channels are broadening access for learners in Kazakhstan and Kyrgyzstan, and emotional support is offered to students through dedicated channels in Israel.

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This report on curriculum reform in Central and Eastern Europe, is based on ten individual candidate country case studies derived from brief evaluation visits to each country, and the analysis of a detailed, standardised questionnaire distributed to the staff of local project management units (PMUs). The report sought to identify significant issues for a more extensive evaluation and recommendations for further reform action. The report contains a cross country analysis and individual summaries of the case studies. The summaries describe for each country the findings, the vocational education and training (VET) system, the new curriculum content and goals, the curriculum design process, and the challenges posed by the new curriculum. The analysis traces issues that form the evaluative framework for the outcomes of the Phare vocational training programs in the ten candidate countries. Two major perspectives provide the basis for the analysis and its conclusions; the policy and strategy perspective, and the individual and pedagogic perspective. The analysis begins with a brief overview of the change process undergone by VET training systems in Europe in recent years. The authors then examine issues of policy and strategy including diminishing resources, qualifications and youth unemployment, and lifelong learning and adult education. The analysis of the curriculum content and process involves issues such as the integration of general education and VET, teacher training, and translating labour market needs into curricula. Recommendations are discussed in relation to both major perspectives. Show less