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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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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 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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This report is one in a series published by the European Training Foundation (ETF) on the current vocational education and training (VET) systems in countries of the MEDA (Southern Mediterranean) region. The report provides an overview of the national vocational training system in Turkey along with coverage of the key challenges facing the country in the development of vocational training systems. Turkey is a candidate country for accession to the European Union (EU) and the VET system will need to be developed into a tool for economic and social development and integration as in other EU countries. Economic growth in Turkey has led to an increasing need for an upgraded workforce. Reform measures have been undertaken by the government to develop the VET system into a tool for economic growth but further work is needed in the following areas: increasing the efficiency of the training system; building institutional capacity of various stakeholders in VET; and establishing a system of continuing training. Areas of particular focus are: the strengthening of links between schools and enterprises in the 'dual system' of training; the further development of the role of social partners to ensure real impact on decision making; focus on training for core skills and general education; a modular curriculum structure; a national, integrated system of vocational qualifications and standards; initial and continuing training for teachers and trainers; and the development of a policy for continuing training, particularly in relation to training in enterprises. The chapters are: Executive summary; Political, economic, social and cultural situation of Turkey; Analysis of the vocational training system; Summary of the main findings and conclusions; Recommendations; Annexes.

This series of reports is indexed from TD/TNC 71.707 to TD/TNC 71.712. Show less

The current structure of education in the Former Republic of Macedonia (FRM) is in the process of change. This change is required so that the education and training of the students more closely reflect the needs of the emerging market economy. Proposals in respect of some aspects of this change have already been formulated and submitted to the Government by the relevant authorities. This report provides a comprehensive overview of the vocational, education and training (VET) system in FRM. Consultants visited FRM and during these visits held discussions with senior officials in several Ministries and travelled to a number of different Municipalities to visit vocational schools. Chapter 1 provides background information about the VET system in FRM and expands on the strategy for VET. Chapter 2 examines the political and social structures in FRM including analysis of the legislative framework and the economy. Chapter 3 examines the labour market situation, the structure of employment and unemployment and addresses some of the key issues. Chapter 4 looks at the structure of the education and training system from pre-school through to training provision for adults. Chapter 5 presents case studies, based on school visits and chapter 6 examines the role of international assistance and its impact on the development of the VET system in FRM. 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.

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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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 vision of the Montenegrin vocational education system is to develop Montenegro as a society of knowledge, where vocational education, as the key factor of economic and social development, will be of high-quality, flexible, efficient, with the professional human resources who will have competitive knowledge, skills and competences and who will be qualified to take part in the labour market, where each individual has equal opportunities for personal and professional development.

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This report is one in a series published by the European Training Foundation (ETF) on the current vocational education and training (VET) systems in countries of the MEDA (Southern Mediterranean) region. The report provides an overview of the national vocational training system in Syria along with coverage of the key challenges facing the country in the development of vocational training systems. This report also comments on the relevance of the VET system to labour market needs. The chapters are as follows: Executive summary; The socio-economic context and the characteristics of the labour market; The Syrian vocational education and training system; The interface between vocational education and training and the labour market; Donor activities; Conclusions and recommendations. The key conclusion is that the present system is not adequately aligned with labour market needs and it is recommended that the system can be improved in a number of areas: improved governance; revision of the educational structure and development of a system of qualifications; involvement of employers in provision of VET and the development of alternative pathways for school and company-based training; the development of a continuing training system within the context of lifelong learning; systemic reform to include multi-disciplinary large-scale institutions; reforms of curriculum and initial and continuing education of teachers; and the development of labour market information mechanisms.

This series of reports is indexed from TD/TNC 71.707 to TD/TNC 71.712. Show less

This report by the European Training Foundation looks at 13 years of cooperation and reforms in vocational education and training in the acceding and candidate countries. In March 2000, the European Union (EU) made a commitment to the strategy of lifelong learning at the Lisbon summit. However, at the time there were wide gaps between the education and training systems of the acceding and candidate countries and those of the EU. In response, the European Commission asked the European Training Foundation (ETF) to undertake a detailed analysis of the situation in each of the candidate countries in terms of the type of education and training on offer, particularly initial and continuing vocational training, and how employment offices contributed to the success of the strategies underway. This current report represents a synthesis of these country reports on lifelong learning and employment services systems, augmented by complementary studies and analyses of the latest European and international indicators on education and training. The report is also concerned with the situation of the labour market so as to identify the responsibilities of the education and training system in terms of employment and unemployment. The report attempts to identify the driving forces behind the considerable changes that have taken place in systems of education and training since the start of transition to market economies. The countries examined in the report are: Bulgaria, Cyprus, Estonia, Hungary, Latvia, Lithuania, Malta, Poland, the Czech Republic, Romania, Slovakia, Slovenia and Turkey. Show less