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With Montenegro’s transition to a market-based, open and globalised economy, there is an explicit need for regular dialogue and partnership between education and the business sector. While the national policy papers and legal framework recognise this need and have already laid down the foundations of an enabling environment for it, the most feasible and beneficial modes for establishing intensive cooperation between the two remain to be found. The education and business partnership in Montenegro is a developing area, with a toolkit that is still ‘under construction’. The institutional landscape of education and business cooperation reveals a high level of involvement on the part of social partners in the consultation and decision-making mechanisms, as well as in the process of designing changes and innovations in the education system (new curricula, qualifications). This holds particularly true for [vocational education and training] VET, and to a much lesser extent for [higher education] HE. In spite of the lack of explicit incentives and of a tradition of cooperation, Montenegro has launched a wide range of topics and modes for education and business partnerships in the last decade. A great many of them have been inspired by [European Union] EU policy developments and EU Member States’ experiences, and have been backed with EU funds, and therefore represent pilot interventions rather than systemic measures. Yet the country has also demonstrated a capacity for critical assessment of imported patterns and for embarking on home-grown initiatives. The involvement of the civil society sector as a mediator in the dialogue between education and business is a remarkable finding of the current stocktaking exercise that not only resonates with the latest recommendations and guidelines at the EU level, but also brings hope with regard to the role of bottom-up innovations in this field in Montenegro. Finally, the report makes an assessment of the major challenges for education and business cooperation in VET and higher education, and formulates corresponding recommendations related to enhancing the capacities of education and business actors to engage in strategic partnerships while fine-tuning their modalities at both the governance and implementation levels.

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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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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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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

The purpose of this study is to examine human resources development and the functioning of the labour market in Syria and analyse weaknesses and problems that restrict employment and limit the growth potential of human resources. The ultimate objective is to identify areas requiring policy action and to present recommendations that can lead to better labour force utilisation and greater economic growth. [Following the introduction], section two examines the relationships between human capital and economic growth in the Syrian context. Section three assesses the magnitude of the employment challenge in Syria and shows that it cannot be tackled unless employment growth becomes a central focus of the country's development strategy. Section four describes the negative consequences of present labour market conditions on the use of educated labour. Section five discusses the employability of graduates and the quality of education. Finally, section six makes suggestions for the delineating of a comprehensive employment and education policy to support the transition process towards a development model giving more consideration to efficient and productive labour force utilisation.

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[Vocational education and training] VET has become more relevant in the political agenda of the Republic of Moldova, since the previous Torino Process reporting in 2010. There have been two prominent signs of it: the government included VET among the priorities for [European Union] EU support in 2011; and in the same year the new National Development Strategy 2012-2020 has set the alignment of skills to the needs of the labour market, through quality education and training, as the top of seven national strategic priorities. There are two strategies relevant for VET: the Consolidated Strategy for Education Development 2011-2015 (CSED); and the VET sector strategy 2012-2020. The latter emphasises the need for better matching between the labour market needs and the education system. The strategies underline the importance of getting entrepreneurial spirit into the schools.

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This paper provides an outline of the strategic framework for vocational training of the unemployed and job-seekers within an employment strategy established by the Transitional Department of Labour and Social Welfare in Kosovo. This training strategy, covering the period 2002-2003, has the core aim of 'capacity building' of vocational training services whilst ensuring training provision to meet the immediate needs of the unemployed. The strategy involves six core areas: (1) establishing a network of adult training centres; (2) building partnerships with non-statutory training providers; (3) providing staff development for vocational services employees; (4) introducing a vocational guidance service; (5) promoting equity in skills development; and (6) including social partners in vocational training developments. Show less

Georgia has made great progress in economic reform in recent years and it wants to be seen as an attractive business location. Macroeconomic reforms have led to higher economic growth, increased levels of foreign investment and a reduction in corruption. This country report examines the situation in Georgia in respect of human capital, economic transition, the labour market and employment patterns, labour migration and employment policy. Georgia's population is both decreasing and aging and this has implications for the labour market and policy development. Government spending on education is low and unemployment amongst workers with higher education qualifications is high, and many skilled and educated Georgians have sought work outside Georgia. Vocational education and training (VET) is seen as an integral part of the government's commitment to poverty reduction, but this will take both time and money. Show less

This report presents the results of work undertaken by a group of experts at the request of the European Training Foundation in preparation for the Sofia conference. It provides a framework for policy makers to indicate how investments in vocational education and training (VET) can help to reach the targets of the Stability Pact, namely democratisation and economic development. This paper stresses that there is a need for a global and long-term policy that would take into account the investment in human capital at least as important as the investment in the physical capital. The aim of this joint project is to ensure sustainable development that would bring South-Eastern Europe economic prosperity, peace, democratic life and social cohesion. The authors emphasise that setting up this regional project must start from the following principles: the promotion of a market-centred approach; the development of a culture of peace and democratic citizenship; and the treatment of education and training as a high priority.

The full volume of papers is indexed at TD/INT 61.20. Show less

The green transition is a process towards a new development model that ensures environmentally sustainable and fairer societies. It is a necessity to address the human-induced climate change emergency, environmental degradation (water, land, forests, atmosphere) as well as the loss of biodiversity. The policies to tackle climate change must also build resilience and mitigate inequality and unfairness in our societies, which is why green transition strategies include a policy mix aimed at effective climate action and a just and fair transition into a thriving and clean economy, 'leaving nobody behind'. The transition entails fundamental changes, not only in key production and consumption systems such as energy, transport, agriculture, and food, but also infrastructure, societal values and politics. Moreover, it emphasises the need for a global shift towards a humane and fair economic system, with healthy ecosystems, healthcare, public services, education, and culture at its heart.

This paper considers the main dimensions to consider as the subject is approached for either research or policy guidance purposes. The green transition is work in progress and European Training Foundation (ETF) partners and beneficiaries are learning by doing. Based on a high level of consensus in source materials and in the expert communities, the amount of supporting evidence is relatively limited because so many aspects of sustainable development and climate change mitigation and adaptation have yet to be experienced and studied empirically. The one aspect of the transition that works in the favour of international agencies is that every country needs to enact similar actions as the nature of the change is largely identical throughout the world. For these reasons, the ETF's role in capitalising on policy and action learning is growing in importance and this paper sets the starting point as well as the ETF's ambitions in the field.

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