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This report presents an assessment of the quality and the level of implementation of small and medium-sized enterprise (SME) policy in the Western Balkans, comparing results with a previous assessment conducted in 2006 and published in 2007.The report covers Albania, Bosnia and Herzegovina, Croatia, the former Yugoslav Republic of Macedonia, Montenegro, Serbia and Kosovo. The assessment framework is based on the European Charter for Small Enterprises (the Charter), a set of policy guidelines endorsed by the European Union Member States and a key component of the European Union Lisbon Agenda. The report covers the 10 policy dimensions included in the Charter. It applies a methodology known as the SME Policy Index, which makes it possible to quantify and compare qualitative policy features. The first part of the report reviews progress by policy dimension. The second part focuses on policies supporting high-growth SMEs. The intention is to provide a comprehensive review of good practices, introduce country assessment methods through two case studies (the former Yugoslav Republic of Macedonia and Serbia) and open a debate on what is likely to be a key component of the SME agenda for the next few years. The third part of the report includes stocktaking and progress reviews for each of the seven Western Balkan economies. The key finding is that over the last two years there has been good progress in elaborating and implementing policies supporting small enterprises all across the Western Balkans and there is clear convergence towards the adoption of the policy guidelines set in the Charter. However, progress has been uneven across the 10 dimensions and the seven economies covered by the report.

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More than 150 countries worldwide are now developing and implementing qualifications frameworks. The global inventory 2017 further strengthens the knowledge base on developments in national and regional qualifications frameworks, as implemented by countries and regions, by end of 2016. It acts as an observatory of progress in establishing NQFs, as well as the challenges and success factors in implementation. The thematic chapters (Volume I) discuss key trends and policy issues emerging from qualifications frameworks and learning outcomes reforms and developments. Volume II is available in VOCEDplus at TD/TNC 131.317.

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The chapters in this volume are: Chapter 1: Qualifications frameworks in a sustainable development context: reflections and perspectives; Chapter 2: Organising to deliver national qualifications frameworks; Chapter 3: Measuring the impact of national qualifications frameworks: lessons and challenges; Chapter 4: Quality lifelong learning: qualifications frameworks and mechanisms for recognising all learning; Chapter 5. Validation of non-formal and informal learning: a reality in Europe?; Chapter 6: Quality assurance of qualifications: building trust and enhancing value; Chapter 7: Learning outcomes in comparing VET qualification profiles: a global approach; and Chapter 8: Learning outcomes world reference levels: global solutions for global challenges. Show less

This document brings together the latest information that the European Training Foundation (ETF) has compiled on the situation of vocational education and training in the countries [Albania, Bosnia and Herzegovina, Croatia, Former Yugoslav Republic of Macedonia, Kosovo, Montenegro, Serbia, Turkey] that will be covered by the Instrument for Pre-Accession (IPA) to be launched by the European Union at the beginning of 2007. The country sections present an overview of the social and economic context of each of the IPA countries, an analysis of the education system and a short review of the main initiatives in education and training carried out by international donors in the country. Each country chapter also puts forward suggestions for future donor investments in the human resources development (HRD) sector.

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As part of the European Commission's support for the preparation of the second cycle of the Instrument for Pre-Accession Assistance (IPA II), the [European Training Foundation] ETF is facilitating the process in the enlargement countries through the Future Frame initiative. In Turkey there is a long tradition of technology foresight, and a nationwide exercise involving an extensive and broad range of stakeholders had already been undertaken in the country starting from 2003 to develop 'Vision 2023'. The Frame initiative has therefore focused its efforts on defining a skills vision and roadmap, identifying key targets and priority measures for the human resources development (HRD) sector within Vision 2023. The review of institutional arrangements (RIA) and monitoring components have been approached in a similar way and the results are presented in this report.

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Based on wide consultation and research across the Higher Education (HE) sector in Australia, it is clear that there are many concerns about issues of inclusive practice in the design and delivery of work-integrated learning (WIL). Some students, for a variety of reasons, face barriers in gaining access to and achieving full participation in WIL. This issue is becoming increasingly prominent and there has been a call for action in the National Strategy on WIL in Higher Education (2015) [available in VOCEDplus at TD/TNC 119.961], with a key area of importance identified as addressing equity and access issues in student participation in WIL. While many examples of effective practice in universities exist, there is currently no systematic approach nor agreed set of principles about how to develop genuinely inclusive WIL. This guide is intended to assist universities to address equity and access issues by developing more inclusive approaches to the way WIL is conceived and practiced. This resource is designed to inform university policies and practices, and the design and delivery of WIL curriculum. The target audience is university leadership and those determining policies and practices, as well as professional and academic staff who work directly with students. WIL inherently involves working with a range of partners which includes students.

The resource is presented as a hierarchy, that is: (1) principles: high level statements intended to guide the conceptualisation of inclusive WIL; (2) guidelines: intended to assist in determining how to enact the principles; and (3) strategies: examples of effective practice which demonstrate practical application of these concepts. This resource acknowledges that different contexts, priorities and approaches, as well as particular disciplinary requirements and student cohorts, will impact on how this resource is adopted. It is important to note that many parameters influence how WIL operates and how inclusive it will be in practice.

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Information and communication technologies are considered as particularly relevant in providing a foundation for lifelong learning of citizens. Making the new technologies work for the requirements of knowledge-based economies is a challenge for South Eastern Europe (SEE). This survey on technology enhanced learning in SEE countries offers policy-makers a means to better understand the ways in which e-learning as a tool can complement ongoing reform in the education and training sector. The survey highlights existing gaps and the policy measures that might be recommended to feed into the overall reform process in SEE countries.

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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 Latvia. 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 report provides an overview of key policy developments in education, training and employment in Georgia. In late 2017 and mid-2018, Georgia went through two rounds of government restructuring. The government is in the process of developing a new Labour Market Strategy, which is expected to be approved by the end of 2018. It is also discussing the draft Employment Service Act, which is expected to be adopted in 2019. In September 2018, the parliament adopted a new Law on Vocational Education and Training (VET), which is an important milestone for skills development and VET in Georgia. The VET law is a framework law that allows the government to develop the VET system with a lifelong learning perspective, giving it the flexibility to adjust the legal provisions to the needs of the labour market, economic development and learners. The law will also help better connect VET qualifications with higher education qualifications by ending the 'dead-end' perception of the current VET system.

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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.

The report provides an overview of the region based on the national reports, including a review of trends since the initial 2010 Torino Process regional report. The regional report follows the analytical framework of the national reports and in doing so is organised in line with the following building blocks: vision and state of the art in [vocational education and training] VET; external efficiency in terms of addressing demographic, economic and labour market needs; external efficiency in terms of addressing social demands for VET and promoting social inclusion; internal quality and efficiency of initial and continuing VET delivery; and governance and financing of the initial and continuing VET system and institutional capacities for change. The analysis finds that there is on-going progress in the region towards improved VET systems in policy formulation and implementation. It also finds that this policy progress is being made in a challenging context due to structural adjustments in national labour markets, either because of the transition to more market-oriented economies or as a result of recovery from the global financial crisis. In all countries, VET has grown in importance as a policy area. However, there is still a gap between policy progress and implementation.

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Work-integrated learning (WIL) enables the embedding of relevant real-world learning into curriculum resulting in students that are better prepared to enter the workforce and meet demands of employers seeking work-ready graduates. Research confirms students who undertake WIL as part of their degree consistently achieve better employment outcomes. Industry's role in WIL is critical and, therefore, engagement with industry partners is essential to determine what is required to support their engagement and contribution to WIL. This Office of Learning and Teaching funded research project, aimed to determine the topics, format and mode of resources industry perceives as most useful. The project used a mixed methods approach to gather data from a range of sources with findings confirming industry are seeking resources on assessment, feedback and supervision of students as well as information on clarification of roles and negotiating partnerships. The project outcomes informed the development of user-friendly and accessible resources for industry.

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