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This Green Paper is an initiative of the European Training Foundation (ETF) on decentralising vocational education and training (VET) in Ukraine. It is a milestone towards action developed in close cooperation with stakeholders across the entire VET system, involving both regional and national actors as well as experts from the ETF. It draws on evidence and consultations from the ETF's Torino Process analysis in the whole country, in depth focus groups in five pilot regions and the results of two working groups led by the Ministry of Education and Science. The Green Paper lays out the challenges facing VET decentralisation in Ukraine. It provides options for improving the draft VET law and outlines the main tasks ahead requiring leadership at state, regional or school level. These are prerequisites for successful transition to an effective and relevant decentralised VET system in the country. A quality VET system is relevant to the success of the Deep and Comprehensive Free Trade Agreement between Ukraine and the European Union. Cooperation in the field of VET is specifically encouraged under the EU-Ukraine Association Agreement.

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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 has been prepared according to the structure and the list of topics recommended by the European Training Foundation (ETF) for the countries participating in the Torino Process. The report consists of five main chapters. Chapter B describes key priorities, challenges and specific actions undertaken for implementation of [vocational education and training] VET policy. Chapters C, D, and E cover in more detail issues regarding the interaction of the labour market and VET, ease of access to vocational education for various groups of population and the quality of education. The Annex to Chapter C provides additional information on the National Qualifications Framework (NQF). The final chapter (F) presents the main directions for modernising the VET system and for its further development (including development of social partnerships and a lifelong education system).

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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 is the second volume in the European Training Foundation (ETF) 'Qualifications and training methods' series. The first volume (indexed at TD/INT 56.22) provided a guide to the design and implementation of vocational education and training (VET) standards for policy makers in Central and Eastern Europe as they faced the challenge of undertaking fundamental reform in their systems of initial and continuing vocational training. This second volume continues on from the first and is based on studies undertaken and commissioned by the ETF since the publication of the first volume. This volume has three goals. The first is to specify key terms in the international dialogue on standards development with a focus on such terms as qualification standards, competence, curriculum, modularisation and modules. The second goal is to report on current experience in developing vocational standards in Central and Eastern Europe and to suggest strategies to assist in solving the problems experienced. Thirdly, the manual invites four Member States of the EU; France, the United Kingdom, Germany and the Netherlands, to describe the processes by which they define, develop, implement and evaluate VET standards. These descriptions provide variations of the three fundamental models outlined in the first volume, i.e. the outcome based model, the occupation model and the modular model. A reference list and an appendix containing definitions of terms are included. Show less

The European Training Foundation (ETF) transnational project ‘Entrepreneurship in education and training’ was implemented in Russia and the Ukraine in 2001-2003. Its overall objective was to develop the vocational education and training (VET) system so that it caters for both wage/salary employment and self-employment, enabling graduates to respond to market demands either as employees or as entrepreneurs. Implementation involved four tasks: (1) development of the entrepreneurial approach in VET; (2) implementation of an entrepreneurial approach in the content of VET and development of the entrepreneurial education process; (3) introduction of the entrepreneurial approach to teachers’ training and training and retraining of VET teaching staff; and (4) creation of conditions and opportunities that promote the entrepreneurial initiatives of students and graduates. This final report on the implementation of the project has been written by the Russian and Ukrainian National Project Groups in cooperation with the ETF project manager. It consists of four parts: brief information about the project; major project results and a summary of the key changes and innovations in pilot schools; analysis of the internal project evaluation undertaken by the National Project Groups; overall conclusions and recommendations. Annexes contain detailed documents and materials developed within the framework of the project and published materials. Show less

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

This paper is part of a European Training Foundation (ETF) project that aims to increase the knowledge and awareness of obstacles and opportunities for women's employment in two potential growth sectors of the economy (information and communication technology (ICT), and tourism) and to provide recommendations and advice to both the national authorities and the European Commission for strengthening the role of women in the labour market. The research focuses on the labour force participation of young females (15-29 years old) in these two potential growth sectors in Egypt, Jordan and Tunisia. The paper analyses the general conditions for women in Egypt, with a primary focus on education and employment issues linked to the two sectors identified.

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This synthesis report describes the structures and organisation of current vocational education and training (VET) systems in the following six MEDA (Southern Mediterranean) countries: Egypt, Israel, Jordan, Lebanon, West Bank and Gaza Strip, and Syria. It considers the current VET strategies and the position of the training of teachers and trainers within these strategies, looks at the types of trainers within the system and their conditions of employment, presents teacher and trainer training institutions and their missions, looks at the current funding arrangements and the contribution of international donors, considers the quality and relevance of existing training of teachers and trainers, and examines the potential strategic orientations and development of the systems of teacher and trainer training in each of the six countries and in the Mashrek region in general. While the study looks at all types of vocational training in each of the countries, the focus is on the main training providers. The contents are: Introduction; Brief description of the VET systems; Job descriptions; Trainers’ conditions of employment; Teacher and trainer training institutions; Pre-service training; In-service training; Funding; Quality and relevance of trainer training; Strategic orientations and development of trainer training. Show less