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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.

This regional report analyses key trends for further [vocational education and training] VET system development in four countries of Central Asia: Kazakhstan, Kyrgyzstan, Tajikistan and Uzbekistan. These countries are covered by the [European Union’s] EU’s Development Cooperation Instrument. The document draws on the 2012 Torino Process reports from each country. Each of the four countries that participated in the 2012 Torino Process underwent an [European Training Foundation] ETF-led assessment using the five building blocks of the analytical framework: the vision for VET; its efficiency in terms of addressing demographic, economic and labour market needs; how VET addresses social demands, including social inclusion; the quality and efficiency of initial and continuing VET delivery; and how initial and continuing VET systems are financed and governed, including their institutional capacities for change.

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This report looks at the change process in the preparation for work of young people and the need to retrain adults. Financial and technical assistance to support the reform efforts has been provided by the World Bank and the European Union (EU), as well as bilateral donors. The EU Phare program supports the former 'Eastern Bloc' countries and Macedonia in the process of economic transformation and strengthening democracy. The Tacis program supports the New Independent States and Mongolia to develop economic prosperity and political reform. The breadth, range and depth of the education and training reforms proposed or already started are extraordinarily large. Fundamental changes are required in the behaviour of the state, institutions, teachers and 'clients', including students, parents, employers and employees. In the past nine years the process of modernisation has been exceptionally rapid. However, the deeper, systemic reforms take time, possibly a whole generation. Show less

'Live and learn', the European Training Foundation (ETF) magazine, is a twice yearly publication which provides readers with an insight into the different areas of work of the ETF and the many topics it is involved in. This issue contains the following vocational education and training (VET) related articles: 'An advantage, not an obstacle' by Anne Jenson (p. 4-7); 'Everyone has a right to a better life: Italian minister Emma Bonino vists the ETF' (p. 8-9); 'Can VET institutions help to reduce poverty' by Eduarda Castel-Branco (p. 10-13); 'The new learning paradigm in Portugal: Novas Oportunidades' (p. 14-17); 'Involving ethnic groups in education' (p. 18-21); 'Understanding change' by Patrick Grabolle (p. 22-24); 'Dissecting the transition from education to work: highlights of a new ETF publication' (p. 25-27) [the full report is indexed at TD/TNC 91.249]; 'Annual Forum measures the progress of MEDA-ETE project in 2007' (p. 28-31); and 'The effect of ETF intervention' by Outi Karkainnen (p. 32-35). Show less

Migrant support measures from an employment and skills perspective (MISMES) are defined as specific policy interventions aimed at improving the labour market integration of migrant workers and/or at reducing the underutilization of migrants' skills. Although the numbers of MISMES have increased rapidly and spread worldwide over the last 15 years, there is no real knowledge base about their relative effectiveness; their impact on migrant workers' performance in the labour markets of destination or origin countries; and the contextual factors that should be taken into account to improve them. This report is a first attempt to compile, classify and assess these migrant support measures in terms of cost-effectiveness and the labour market outcomes of the migration process. It presents the main findings of a global analytical inventory of MISMES implemented in countries of origin during all phases of migration (pre-migration, during-migration, post-migration and multi-dimensional).

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This report provides an overview of the financing of vocational education and training (VET) in seven European Union (EU) new Member States (Estonia, Latvia, Lithuania, Poland, Slovakia, Slovenia and Cyprus) and four candidate countries (Bulgaria, Romania, Turkey and, to a lesser extent, Croatia). It is based on the national reports on the financing of VET prepared by the National Observatories for the European Training Foundation (ETF) in 2002/03. The report highlights priorities and trends in education and training funding, and the main issues and challenges. There are sections focusing on the initial VET systems and the adult learning systems. Finally, the report draws conclusions and analyses how the Copenhagen-Maastricht process can help to address issues and challenges. This process aims to increase cooperation in VET in the EU in order to modernise VET systems in support of a competitive economy and to provide Europeans with the qualifications and competences they need to participate in the knowledge-based society. The national reports suggest that ‘per capita funding standards’ applied to VET programs are often low in comparison with other educational programs although needs are higher in terms of the costs associated with technical equipment requirements. Public investment is even lower in the area of adult learning. Overall, performance of VET systems, as measured by participation in VET pathways, is still low in these countries. This is partially a result of the reforms still required but also to a lack of financial investment by governments as well as by businesses and individuals. Priority has been given to higher education and general education. The report concludes that this trend could hamper economic efficiency, social cohesion and equity. Show less

This report focuses on recommendations and suggestions on vocational education and training and lifelong learning strategies related to the Azerbaijan political, social and economic environment: without more attention to the reform of education, diversification in the economy will not happen. It requires that many more students specialise for the labour market than today. Initial training and college education need to become more attractive and higher education needs to become relevant for the labour market.

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A number of government documents on education, including the State Strategy for the Development of Education have recognised the importance of education and how it is key to the socio-economic development of Azerbaijan. Compared with the 2012 achievements and policy initiatives in vocational education and training (VET) this can now be interpreted as a much more important area than it was two years ago. VET in Azerbaijan is in its reform phase and a number of new pilot projects are emerging. While state funding for VET has been increasing, public VET providers need a more economically sustainable funding mechanism with the involvement of partners. The following priorities are identified for the future: establish a VET policy mechanism that is supported by all stakeholders in the field; conduct regular labour market surveys and specify employers' criteria for occupational standards; enhance the financial capabilities of VET providers; improve the quality of vocational education; develop and implement qualification standards; improve the education infrastructure, including the infrastructure for learners with special needs; improve the teaching and learning environment; and improve and reinforce active labour market policies (ALMPs).

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This European Training Foundation (ETF) study of the Moldovan vocational education and training (VET) system outlines the political and economic situation in the country and describes various aspects of the VET system such as the legal framework, demographic changes and their implications for the sector, enrolments, types of vocational schools, human resources and teacher training, financing, curriculum, standards, certification and assessment, and research. The study then examines labour market issues and their implications for VET. These include labour force characteristics, employment and unemployment, the work of employment services, and social dialogue mechanisms and the role of social partners. The study reveals that the Moldovan VET system is undergoing radical change and that there is still no firm basis for a system that meets the needs of the current economic and social situation in the country. Three issues are considered vital to the restructuring of the VET system: policy development; a mechanism to involve social partners; and raising the status and visibility of VET schools and the occupations for which they prepare their students. Based on the findings, the study recommends: the need for analysis to underpin policy; involvement of social partners at all levels, particularly in labour market analysis and standards development; reform of the financial system; separation of VET and secondary education; and priority for rural schools. Show less

This European Training Foundation (ETF) study of the Ukrainian vocational education and training (VET) system outlines the socioeconomic situation and labour market trends, describes the system and recent developments associated with it and analyses various aspects of the system including: recent reform efforts; specialisations and curricula in initial VET; continuing vocational training policy and programs; vocational teachers and instructors at vocational schools; VET planning, management and finance; and the legal framework governing VET. Although the education system in Ukraine has produced outstanding results including high literacy and a substantial core of skilled workers, after years of neglect, the VET system is unable to maintain previous quality levels. The government recently began an education reform process that includes redefined underlying education principles and priorities for the whole sector. The Parliament has made a resolution on VET and the Cabinet of Ministers (COM) is reviewing a draft law amending the legal framework for VET. The Ministry of Education and Science (MOES) has, with the support of the ETF, undertaken the development of a new concept of VET, which will provide the foundation for future reforms. This ETF study confirms that the VET system is unable to sufficiently meet the needs of an emerging labour market. It suggests that successful reform of the VET system relies on a new understanding of VET and its role in Ukrainian society. This concept will guide the reform process forward both in terms of system-wide and system-deep reform initiatives. In light of this, this study makes recommendations under three main headings: (1) VET quality; (2) VET governance, planning and finance; and (3) the relevance of VET in terms of its initial curriculum, continuing vocational training, and training facilities. Show less

This report outlines the three-year program of the European Training Foundation (ETF). The ETF's mission is to assist its partner countries in reforming and modernising their vocational education and training and employment systems within the framework of the EU's external relations policies. The ETF operates in four regions: EU candidate countries; the Western Balkans; the non-EU Mediterranean partners; and the New Independent States and Mongolia. The services of the ETF include project management and design, analysis and articulation of training needs, contributing to policy development, information provision, and technical assistance to the European Commission (EC) for the Tempus program which supports transformation processes through targeted assistance to higher education systems in partner countries. In addition to its services, the ETF maintains a number of networks: the National Observatories, the Advisory Forum, the National Training Institutes, the Distance Learning Centre Network, and a business schools and management training network.

The first section of the report outlines the ETF's foundation activities in relation to its obligatory, or ongoing, activities, support for EC projects, information provision and analysis, and development activities. The second section outlines in tabular form the proposed activities for each of the four regions. The third section outlines the ETF's technical assistance to the EC for the Tempus program and the fourth section provides information on the use of the ETF's human and financial resources according to nine different key activities. Annexes provide information on the services and networks maintained by the ETF. Show less