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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 regional report draws together and analyses research findings from a study commissioned by the European Training Foundation (ETF) in seven countries in the Western Balkan region, namely Albania, Bosnia and Herzegovina, Croatia, the former Yugoslav Republic of Macedonia, Kosovo, Montenegro and Serbia. The overall objectives of this study were as follows: to identify and map issues, challenges and opportunities in teacher preparation for inclusive education in the Western Balkans and to analyse these against relevant European and international trends; and to provide evidence for improving policies and practices in pre-service and in-service teacher development for inclusive education in the Western Balkans. Inclusive education is broadly conceptualised in this study as the process by which a school attempts to respond to all pupils as individuals by reconsidering and restructuring curricular organisation and provision and by allocating resources to enhance equality of opportunity. This process enables schools to increase their capacity to accept all the pupils from the local community who wish to attend and, in so doing, reduces all forms of exclusion and degradation of students on the basis of disability, ethnicity or anything that could render the school life of some children unnecessarily difficult.

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The underlying premise of the Inventory follows from the goal of monitoring and characterizing the development of [national qualifications frameworks] NQFs as implemented by member states. The Inventory involves both a mapping of global qualification reforms and thematic chapters that discuss key trends and policy issues emerging from qualifications framework reforms and development. This Inventory provides a broad overview of the status and scope of qualifications frameworks internationally as at the end of 2014. It includes the NQFs of 86 countries and seven regional qualifications frameworks (RQFs). The Inventory acts as an observatory of progress and achievement of NQF goals through country case studies. Specifically, the case studies look at the main policy objectives, stakeholder involvement, the framework adopted for implementation, the focus on learning outcomes and the use of level descriptors. They also consider the ways in which the validation of non-formal learning is considered (if any), and how these link to the NQF. The case studies finish with important lessons and future plans.

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Chapters in this volume are: Chapter 1: Between communication and transformation: the impact of European national qualifications frameworks; Chapter 2: Links between NQFs and validation of non-formal and informal learning; Chapter 3: NQF links with informal sector skills development; Chapter 4: NQFs and reforming qualifications; Chapter 5: Changing legal and institutional arrangements as a consequence of qualifications systems reforms; and Chapter 6: Developing world reference levels of learning outcomes: potential and challenges. Show less

In 2010 and 2012 the European Training Foundation (ETF) launched the first two rounds of the Torino Process, in which most of its partner countries participated. In May 2013 the ETF organised a conference entitled ‘The Torino Process: Moving skills forward’, which was attended by some 200 policy makers, experts and practitioners of vocational education and training (VET) from ETF partner countries, the European Union (EU) and international organisations. Both in the Declaration of this conference (see Annex 2) and in the external evaluation covering both rounds of the Torino Process, the relevance of this exercise is acknowledged by the partner countries and the international community. The Torino Process is perceived as a useful tool for policy analysis and the identification of priorities and challenges in the sector, and as an important step on the road towards evidence-based policy making in the partner countries. The Torino Process has been inspired by policy assessment processes at EU level, notably the Copenhagen Process in VET and the 2010 Bruges Communique. Indeed, the Torino Process in partner countries complements the review of progress towards the common EU VET policies, objectives and tools under the Bruges Communique. This complementarity facilitates mutual learning between the EU and its partner countries. Following a similar biennial format as the Bruges Process, the Torino Process is now entering its third edition in 2014.

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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 human resource development (HRD); EU (European Union) and other donor policies and interventions; EU-funded HRD projects started in 2005 and continuing in 2007; EU-funded projects planned to start in 2007; Other donor projects; The ETF; Instrument for Pre-accession Assistance (IPA) 2007-2013; Mid-term perspective ETF intervention strategies; Governance, institution building and capacity building; General enhancement of education and skills; Social inclusion; Work Programme 2007: objectives and indicators. The ETF objectives for Serbia are: To improve networking and country intelligence and to provide policy advice to stakeholders and to EU services.

Donor interventions in vocational education and training (VET) have resulted in the introduction of new curricula and new methods of learning and teaching. However, the latter have not yet been fully integrated in the VET system, which, in general, still lacks the flexibility to adapt to changing market and social needs. This is broadly recognised as an impediment to the development of a dynamic, entrepreneurial and well-educated labour force. The adult education and training system is particularly underdeveloped. Overall there is a great need to develop an effective lifelong learning strategy. The public resources for education are very limited and private funding (e.g. from businesses) has not yet been mobilised. The Ministry of Education and Sports has launched initiatives aimed at modernising the education and training system through the elaboration of policies and piloting activities. Despite the delays occurring as a result of frequent ministerial changes, work in the field of VET has progressed - primarily in the form of high quality, comprehensive policy papers (a white paper, a green paper for VET, and a paper for the development of adult education, dating from 2005). The ultimate aim is to draw education and the economy closer, by developing a national qualifications system, setting up quality assurance mechanisms, and modernising curricula.

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

The Torino Process was launched by the European Training Foundation (ETF) in 2010 and is a biannual participatory analytical review of the status and progress of vocational education and training (VET) in the ETF partner countries. The aims are to acquire current knowledge about policies and their outcomes in a country, and to strengthen ownership, participation and the evidence base of policy formation.

VET-related legislation in the Republic of Moldova generally lacks a lifelong learning perspective and few active measures are taken to ensure progression and continuity, different entry points, non-formal and informal education, easy access and diversification of learning styles and approaches. Recent education-related legislation and other policy documents have largely concentrated on school-based secondary vocational education while tertiary formal levels and continuous training have generally been omitted from the VET category. Work-based learning is not envisaged as an acceptable option for legally recognised certification processes. In contrast, VET stakeholders consulted through a focus group methodology for this report provided a more comprehensive picture. School directors, employers and employees, ministerial representatives, district and municipal staff, education specialists and parents described VET as a system that should entail: social dialogue, adult learning, anticipation of skill needs, secondary and tertiary level qualifications, a combination of theoretical and practical learning, learning within enterprises and the development of public-private partnerships. All of the constituent groups viewed changes in this direction as positive. Policy priorities identified in this analysis can be summarised as follows: (i) a clearer role for social partners in system governance (bringing education and training closer to actual demands, making regular use of labour market need assessments and developing work-based learning approaches); (ii) the expansion of adult learning services and opportunities, to respond to present and expected gaps in the labour market (enhancing adult learning would indirectly benefit initial education, through improved status, capacities and resourcing in VET schools); and (iii) a new funding structure for the system (re-thinking the relationship between public and private, and consolidating new partnerships). The ultimate aim of all the policies outlined here is an improved quality of education and training.

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As part of the Australian Government's contribution to the National Partnership on Youth Attainment and Transitions, existing youth, career and transitions programs were consolidated into two new programs from 1 January 2010: School Business Community Partnership Brokers and Youth Connections. Youth Connections provides a safety net for young people who have disconnected or are at risk of disconnecting from education, and offers flexible case managed support and services that recognises the role that family and community play in a young person's wellbeing and development. The purpose of the outcomes framework and evaluation strategy is to define the Australian Government's objectives of the Youth Connections program and how those objectives contribute to the goals set by the National Partnership on Youth Attainment and Transitions.

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This report provides an account of recent developments in Europe and in the Mediterranean region in the field of qualifications and the recognition of qualifications. It concerns the internal and international recognition of qualifications, providing an analysis of why the recognition of qualifications has become an important issue on policy agendas, what the challenges are, and how countries and territories in the Middle East and North Africa, and elsewhere, are responding. The conclusions reached will focus on national and international issues facing countries and territories in the Mediterranean region, reforms that are underway and further steps that can be taken. Chapter two of the report sets out the main factors that are motivating or driving an increased interest in the region in improving the recognition of qualifications. Chapter three describes how global factors (such as inward investment and migration in internationalised labour markets) and international and European policy responses (such as the Bologna process for higher education and the establishment of the European Qualifications Framework (EQF)) are influencing policies for qualifications development in the Mediterranean region. Chapter four turns the spotlight directly onto qualifications reform in the region. The chapter explores how (and why) governments and stakeholders in the region are seeking to make their qualifications more legible, more coherent and of better quality. While examples will be drawn from across the region, the chapter pays particular attention to the widely shared policy interest in national qualifications frameworks (NQFs), and to developments in the four countries in the region that are involved in the current ETF NQF project.

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The project was commissioned in response to feedback from a Department of Education, Science and Training (DEST) discussion paper, The Bologna Process and Australia: next steps. The Bologna Process is part of a European initiative aiming to establish a single European Higher Education Area by 2010, focusing on curriculum and quality assurance. A key outcome is the Diploma Supplement that is currently being issued to graduates by higher education institutions in large numbers of European countries. The aim of this project was to develop an agreed template for an Australian version of the European Diploma Supplement and to make recommendations on detailed implementation and management strategies. The key recommendation from the project is for the introduction of an Australian Higher Education Graduation Statement that will take the form of documentation provided to graduates by awarding institutions in addition to the degree or diploma certificate or testamur. Its purpose will be to make qualifications more portable and their value more transparent by providing descriptions of the nature, level, context and status of the studies that were pursued and completed by graduates, as well as information about the education system to which the qualification belongs.

Related documents are indexed at TD/TNC 99.403 and TD/TNC 99.404. Show less

This report provides information on the factors affecting participation of regional students in Australian universities. In particular, it examines the relative importance of socioeconomic status and access to university in influencing higher education participation across regions. The report shows that regional participation in university among 19-21 year-old students increased from 18 per cent in 1996 to 21 per cent in 2006. However, university participation among metropolitan students increased faster from 28 per cent to 35 per cent, so that the gap between regional and metropolitan participation increased from 10 percentage points to 12 percentage points. The report finds that lower socioeconomic status, as measured by education and occupation levels, explains most of the gap in participation between regional, outer metropolitan and inner metropolitan areas. While proximity to campus matters, the report finds that access to university appears to have less influence on university participation than socioeconomic status.

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