07.08.2015 seite 1 page 1 presenting: kosovo pedagogical institute research team giz researcher etf...

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Presenting:Kosovo Pedagogical Institute research team

GIZ researcherETF Manager for Kosovo

Torino Process Review - an evidence- Torino Process Review - an evidence- analysis of VET policies in Kosovo analysis of VET policies in Kosovo

Process, Methodology and Preliminary Process, Methodology and Preliminary findings on VET developmentsfindings on VET developments

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Torino ProcessThe Torino Process is

a participatory process

leading to an evidence-based analysis of VET policies in a given country.

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Purpose To build consensus on ways forward in VET

policy and system development. This includes:

determining the state of the art and vision for VET development in the country

and

an assessment of whether countries are achieving the results they want

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Purpose Country actors develop common understanding of VET

vision, priorities and strategy

Home-grown and affordable VET policies are designed and evaluated, based on evidence/knowledge and collaboration

Analysis and achievements are updated at regular intervals

Opportunities for policy learning within and among partner countries and with EU

Policy priorities inform ETF’s support strategy and recommendations to the European Union’s external assistance

Countries are better able to coordinate donor contributions.

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Four Principles

Ownership by partner country stakeholders

Broad participation as basis for reflections and consensus-building/policy learning

Holistic approach, VET for both young people & adults and links to economic & social demands

Evidence or knowledge-based assessment

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Analytical Framework Slight adjustment from 2010 - among others:

Definitions of external efficiency, and internal quality and efficiency

Entrepreneurial learning included under “VET and economic competitiveness”

New section on Governance, including financing

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ANALYTICAL FRAMEWORK – key questions Policy vision: What is the vision for VET development and does that comply

with the broader socio-economic development objectives?

VET in relation to economic competitiveness: Do skills offered by VET system match those required by the labour market & econ. development?

VET in relation to social demand and social inclusion: Do institutions, as well as programmes and skills offered by VET system match aspirations of individual learners, as well as the needs of vulnerable groups?

Internal quality & efficiency: Which further reforms are necessary to modernise the various building blocks of the VET system?

Governance and financing: Are budgets, the management of the system, as well as institutional capacities adequate to bring about the desired

changes in the VET system?

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Process and Methodology

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Organizing the Torino Process Review

Contact institution for liaison with ETF and Kosovo institutions (MEST, KPI and relevant partners) nominated: GIZ

Implementation modality selected by country representatives at the launching of the Torino Process Review 2012 (November, 2011): ‘self-assessment’

o ‘Self-assessment’ modality: Kosovo MEST and partners coordinated by GIZ collects relevant research, including data, organizing the consultation process, drafting and validating the final report, with the ETF providing support to ensure the quality of the final report.

Kosovo Pedagogical Institute and a research team comprised of 6 members, appointed for the main research work

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Analytical Framework and scheme of report

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Process Launching of the Torino Process Review 2012 –

November, 2011. Results from the four working groups from the consultation workshop proceedings.

Capacity development, mentoring an couching for “Gathering the Evidence for Assessing VET systems in Western Balkans and Turkey”: Representatives from MEST, MLSW, SAK, NQA, GIZ, KPI in regional and EU networks throughout 2011 and 2012

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Process Regular meetings and consultation process

between GIZ researcher and KPI research team Regular workshops (GIZ – KPI research team)

with the aim of tracking continuously the new findings, data missing and gaps that need to be filled.

• Further support has been continuously provided – Kosovo coordinator to liaise with ETF Kosovo manager → ETF Statistics Team.

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Indicators – ETF Manual A practical guide on how to use indicators in a

national policy-making context (in three languages).

What constitutes an indicator and what a prerequisite for a successful information system

Examples from the EU to the global level of indicators on education for all and governance

International classifications for international comparisons (for e.g. PISA)

Focus on TP analytical framework for analysing VET systems.

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STATISTICAL DATA

• (Internationally) available indicators gathered centrally by ETF Statistics Team

• Kosovo research team (KPI and GIZ, with the support of MEST, MLSW and SAK) complemented these with its own national data.

• Desired data specified in Analytical Framework, plus Guidelines on Quantitative Indicators (definitions, sources).

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Gathering data and searching for evidences

Available indicators found in different statistics sources/institutions (SAK, MLSW, MEST, etc.)

Data gathered by the research team of TP (KPI, GIZ, ETF) following the ETF Manual on the use of quantitative indicators

Reference to national and international mid-term, annual, biannual reports and policy papers issued by governmental, non-governmental and supra-national organizations

Participation in JAR (working groups), draft VET Law and Adult Law revision, donor coordination meetings, sub-sector working groups, VET related workshops and other meetings.

Interview with a number of representatives from stakeholder groups (getting complementary information in light of missing published reports)

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Gathering data and searching for evidence

In-depth literature review

Analysis into strategies, laws, communications, etc.

Analysis of occupations/skills needed on the labour market (compared to VET programmes on offer).

Observations at VET related events/fairs (Practice Firms exhibition, etc.)

Direct request for missing published data and information to relevant source providers (external impact evaluation reports, annual progress reports issued by donor organizations, etc.) through standard formulars prepared by the research team or only direct specific questions

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PRELIMINARY FINDINGS

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Vision for VET system development

External efficiency: economic

External efficiency: social

Internal efficiency and quality

Governance and financing

1. Vision for VET development 2. VET vision and sustainable development3. Priorities – translating VET vision into policy measures and actions

1. Socio-demographic factors and trends2. Main economic changes3. Labour market trends and (un)employment challenges4. How is the VET system addressing them?

1. Main social challenges (vulnerable learners’, communities’, other groups’ education and labour market opportunities and challenges)

2. How is VET addressing them?

1. How is quality defined at provider level2. Strengths and weaknesses in quality and internal efficiency3. What are the main priorities and further policy actions

1. Management (decentralisation) of the VET system2. Quality assurance mechanisms3. Social partner involvement and investments in the VET system4. What are the main priorities for improving governance&financing

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Vision and state of the art in VET sector: 2011-2016 strategy – long term

Objective: develop ‘sustainable links between VET and global social and economic developments’.

Key targets: 1. Students’ professional practice in VET is to be carried out in close

cooperation with enterprises; 2. By 2015 vocational schools must have financial and operational

autonomy; 3. Centres of Competence must become an integral part of the national

VET system; 4. Professional profiles offered by VET institutions must become relevant

for the labour market; 5. There must be a comprehensive and functioning evaluation system in

VET; 6. VET curricula must be in line with the needs of the labour market and

meet international standards; 7. There must be an increased mobility and employability of the

graduates from VET both in the local and foreign market; 8. A functional national qualifications system and procedures for

equivalence and accreditation must be in place.

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Short-term priorities – JAR 2012

Priorities set in a participatory process by the majority of VET stakeholders (JAR,2012) encompassing a one year period:

Improve professional practice in VET schools: Students’ professional practice is organized in close cooperation with enterprises.

Develop VET curricula and teaching and learning materials: VET curricula are in line with labour market needs and international standards.

Strengthen links between VET and the labour market: Professional profiles offered by VET institutions are relevant for the labour market and human resource development of Kosovo.

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Vision for VET system development

ACHIEVEMENTS Reforms movements: continuous reforms movements in quality

assurance (validation and accreditation of programmes), implementation of standards, curricula, assessment and certification and qualifications in line with National Qualifications Framework.

Emergence of new system: systemic and permanent institutional arrangements are in place and revision of existing legislation in cooperation with social partners and other VET stakeholders (re-functioning of CVET and development of AVET articulated in the VET draft Law and in the process of review) (VET Draft Law and Review of CVET & AVET)

Good examples for education and training: teacher training, quality assurance and curriculum development principles.

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CHALLENGES

The coherence of strategies and legal framework (isolated sectorial strategies and laws)

Dissemination of evidences Policy decision based on partnership The system is still faced with pilot phase projects and without

consolidated policy learning and systemic impact assessment Evidence-based policy making process is not yet a sector-wide approach Little ownership in national led policy discussions, mainly donor-driven

and external expertise (international and local input) There is a considerable risk for lack of embeddedness of VET reform

elements in existing national traditions, preferences, structures and practices.

The VET Division is still facing understaffing and lack of capacity to handle all the ambitious goals set forth

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In general, short-term priorities for VET have been set by line ministries, social partners and other stakeholders (JAR,

2012)The question is:

HOW will these priorities be translated into specific policy measures and actions?

Short term, mid-term, long-term

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External efficiency: economic

Socio-demographic factors and trends

The population growth is at fairly constant rate (0.6%) The waned conditions in the external labour market are reported to

have had an impact in Kosovo’s labour market - declines in remittances observed (MEF, 2010)

Informal economy continues to range from 35- 50% of GDP (MEF, 2010)

The main economic sector in Kosovo comprises of services (with a share of GDP of 68% in 2010) followed by industry (20% in 2010) and agriculture (12% in 2010)

The highest share of employed persons works in services (71% in 2009). One in four employed works in industry and only 6% works in agriculture.

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Labour market

Kosovo has not undertaken an LFS since 2009 but data from administrative sources are available (MLSW, 2012).

Even though recent data are not available, indications are that youth unemployment might be even higher (World Bank, 2012:26).

In general, Kosovo managed to reduce unemployment somewhat but from the very high levels (World Bank, 2012:24). It is still estimated as the highest in Europe (47,5%, LFS, 2009 and 35-39 %, MLSW)

The highest share of employed persons works in services (71% in 2009). One in four employed works in industry and only 6% works in agriculture

Job market is “invaded” with an average of 30,000 young jobseekers every year (MLSW, 2012:29), and little opportunities - 3000-4000 new jobs per year(USAID, 2009:6 )- are at their disposal (UNKT, 2012).

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Skills offered by VET system vs. those required by the labour market

Employers’ studies based on a number of VET profiles under the reformed curricula (GTZ, 2009; GIZ:2012) requires more occupational competences (discipline specific) but VET offers more theoretical oriented.

The demand for a certain group of qualifications and open vacancies (Construction related and agriculture related) (that are offered by VET providers) is increasing as reported by employers alliance(AKB,2012). However, there is little evidence whether VET offers are being guided by these demands (no data on VET learners labour market whereabouts – for e.g. tracer studies).

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Skills offered by VET system vs. those required by the labour market

A number of innovative practices are contributing to improvement of VET learners’ entrepreneurial attitudes and skills (such as: Practice Firms, CoCs).

However, there is a considerable percentage of vocational

schools students (18%) that do not engage in any professional practice that could offer them entrepreneurial – based learning or similar(as based on a small sampled research, KPI, 2012 – unpublished work).

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Main challenges at stake

Kosovo’s VET system faces fundamental problems in guiding policies and reforms based on the labour market demands.

Regular research is limited and a big picture cannot be offered by little pieces of information.

Despite some NGO’s, research institutes and business alliance to provide data about the employers’ feedback, satisfaction and further demands for competences, a VET oriented and occupational wide-covering research system is not yet in place.

The research capacity, particularly that of universities and research institutes in the country remains very weak (EC, 2011:30).

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The question remains:

What are the main priorities for improving external economic efficiency in the VET system? Who will undertake the responsibility of the abour market and graduates’ research?

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The lack of a mechanism to track down the employability of VET graduates is

acknowledged in the strategic and policy level (KESP 2011-2016)

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A decrease of 10.21 percent in enrolment rates in adult education (MEST, 2012)is observed in the school year 2011/2012 as opposed to the period encompassing 2004-2008.

The ALMPs have reached out only to 9% of the minority groups and 9% of persons with disabilities (UNDP,2011).

The majority of Kosovars aged 15+ (53%) have not completed upper secondary education (40.6% of men and 65.4% of women) (2009).

The employment rate is lower for 15-24 age group with only 10.7% to 3.7% for males and females (SOK, 2009).

The majority of unemployed continue to be long term unemployed (12 +). There is continuous correlation between the unemployed and the (lower) educational attainment

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More specifically, the inclusion of women in VET proves to

be of high concern not only in terms of access but also in

the disproportional representation amongst certain biased

profiles offered in the schools (Kastrati, 2010:14) Women from the Roma Ashkali Egyptian communities are

represented only with 25.05% in VET, whereas women from other communities make around 50% in this sub-sector.

Two-thirds of inactive men and 80% of inactive women have less than upper secondary education (SOK,2009, LFS).

Women representation in the labour market remains still very low 28,7% and less than half of those employed (12%)work under a permanent full-time contract.

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Data from the MEST (2010-2011) indicate a slight decrease in enrollment rates in general upper-secondary education (2.21%). The enrollment rate in vocational schools is estimated 54.85%, marking a decrease of 3.33%.

In addition, the drop-out rate of vocational school students persists to be high. By the end, of school year 2009/2010, the percentage of students that dropped out of the entire upper-secondary education was 2.98%, whereby 81.12% of them were of the vocational track (MEST, EMIS, 2012).

Another report indicates that RAE communities has the highest drop‐out tendencies, with even higher rates observed in RAE girls (RIINVEST, 2009).

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Ethnic minorities also suffer from even higher unemployment and economic inactivity than the population in general. 25% of RAE adults have some sort of permanent or temporary job (not including informal activities) and 45% of adult men are seeking a job (KFOS/COMPASS, 2009)

VET for students with disabilities (intellectual impairments, blindness, speaking or hearing impairment) is organized around five Resource Centers.

Altogether 143 students have been involved in the school year 2011/2012 (Resource Centers, 2012) marking a 12 % increase in enrollment as compared to the previous year (98 in 2010/2011, MEST-SMIA, 2011/2012). Encouraging results are noticed in the 10th grade of vocational education, with a 42% enrollment rate of this group (Resources Centers, 2012).

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Some progress is observed in the increased enrollment rates of students with disabilities but also the attempts to involve the minorities in the system by providing curricula in all minority languages and teacher training for minority staff.

Other efforts to target the ethnic, gender and disability components can be observed in both system level and project level.

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However, “Those unfortunate enough to have missed out on education opportunities struggle to access catch-up or vocational training schemes – particularly rural women, among the poorest of the poor” (UNDP,2012:5)

“Currently, vocational training programmes do not seem to meet the needs of those most excluded from the workforce – the illiterate, the poor and highly dependent women” (UNDP,2012:93).

“Despite clear needs, catch-up learning course, vocational training and positive-discrimination hiring policies are not yet e ectively fftargeting excluded women in Kosovo”(UNDP, 2012:75).

Pro-active measures to encourage enrolment and retention RAE communities children need to be implemented (European Commission – Progress report, 2011).

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The question remains:

What (further) policy initiatives or actions are foreseen for addressing the needs of individual learners (including those from vulnerable groups), and how will these policies and actions be implemented at

national-regioanl level?


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Internal efficiency: quality Kosovo – KESP 2011-2016:

quality is the key objective in VET and is addressed

through a number of features: improvement of approach, quality and relevance of VET and improvement of coordination and its relevance with the labour market, the strengthening of management and institutional

capacity and the broadening of financial base for a sustainable

development of the strategic plan (KESP, 2010).

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Internal efficiency: quality

In spite of all positive intentions and objectives for the initial and continuing VET quality and internal efficiency, general observations stated in KESP and JAR (2012) indicate considerable challenges.

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Internal efficiency: quality

Based on estimated figures for the general upper-secondary education (without disaggregated data for VET) on teacher-student ratio, a similar ratio has remained in the school year 2011/2012 as compared to that of 2010/2011.

Large number of students for every one teacher (19.6:1). Considering this quality indicators and given that a

professional practice for vocational tracks requires a ratio of 6-8:1 it can be implied that the internal efficiency of professional practice comprises a big challenge in VET

However, these estimations are rather roughly carried out and the issue of internal efficiency of VET needs further analysis

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Internal efficiency: overall performance

Kosovo’s overall performance can be implied based on national assessments, as there are no functional international assessments in place, such as: PISA, PIRLS, TIMSS, etc

*A negotiation phase between the MEST and the World Bank in supporting Kosovo’s education system enter PISA assessment is underway.

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Results from the State Matura exam indicate low completion and achievement rates of the VET sub-sector students

vocational education I: 32.7%; vocational education II: 12.10%: and vocational education III: 37.0%. attainment rate in native language is 45%, whereas in maths 37% (MEST, 2011).

Results demonstrate that the Matura exam comprises of

more general subject-oriented. Therefore it is penalizing vocational schools students.

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Policy initiative to reform the existing Matura exam: the Matura exam of the school year 2011/2012 will consist of 5 types of exams for vocational schools (I-5), as opposed to the current existing delivered in 3 types only (I-III) (MEST, State Matura, 2012).

The main question remains: what do these reformed types of exams for vocational schools consist of?

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Internal efficiency: strengths

The NQF makes an important building block in the reform of Kosovo’s education and training system.

In response, the National Qualifications Authority has undertaken rapid actions towards the accreditation of VET programmes

Upon the launching of the first accreditation phase, a number of VET programmes have been accredited but under the condition of fulfilling a certain group of unmet criteria within a year.

Stronger support is needed for the NQA´s institutional capacity to lead the developments of Kosovo´s NQF (EC – Progress Report, 2011).

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Internal efficiency: strengths

Previous Torino Process Report´s (2010) concern: lack of VET capacity to handle the validation and accreditation process

In response the NQA has began with the first activities(workshops and trainings) delivered to vocational schools representatives (through external experts) with knowledge and information about the self-evaluation report and the entire accreditation process in forms of training and capacity building

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Internal efficiency: weaknesses

Observation: process of curricula reform that started in 2009/2010 is being developed at a very slow pace

MEST has meanwhile approved the National Curricula Framework in 2011 and is further designing the “Core Curricula” for certain education levels.

To date only the learning outcomes for general upper-secondary education have been designed and nothing is available for the vocational education and training, yet .

This delay indicates the low attention that the government is paying to the implementation of curricula for VET, which shows no progress as compared to the Torino Process report of 2010

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The study shows that only 22% of teacher respondents claimed that they have adequate text books for relevant subjects covering both theory and practice (KPI, 2011 manuscript based on a small sample)

the rest of them combine the information of the existing text books with those from other literature available from the university (adjusting it to the students’ needs), internet and other external sources (KPI, 2012 Manuscript, though based on a small sample).

What does this imply? A weakness or a strength? Developments in reforming training curricula require that teacher training be

adjusted to these changes,

referring to the catalogue of accredited programs for teachers’professional development it is shown that:

only 6 programmes have been accredited and they all have been designed prior to the process of curricula reform(MEST, 2011 – Catalouge of accredited programmes for teachers’ and managers’ professional development)

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There is a high portion of students (18%) that do not go through any professional practice (IPK, 2011) (due to the lack of mechanisms for building relationships between vocational schools and enterprises)

Apart from the internship scheme (as part of the ALMPs targeting vocational schools’ students) which provides some financial support to both student and hosting companies, there is no other evidence on mechanisms and/or incentives provided to enterprises for offering professional practice for VET students

The establishment of centres of competences, equipment of schools with workshops and the financial support for practice firms offered by the MEST and donors demonstrate some progress but rather based on activities. However, very fundamental challenges are reported.

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Based on the above, the main question is:

Are there major priorities that are not being adequately addressed by current policies

or actions?

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Governance including financing

Governance within MEST, VET Division (still understaffed) Other line Ministries Limited national VET research capacities. Institutional re-arrangements: CVET re-functioning and

proposal for the establishment of AVET (and their determined roles and responsibilities with the new draft Law on VET and AET)

Social partners NQA (which recently joined observatory membership in

European Quality Assurance Reference Framework (EQAVET) (to promote and monitor continuous improvement of national systems (VET).

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• Financing of VET remains one of the key challenges for MEST and other institutions

•Arrangement for Joint Funding, whereby a Pooled Fund would be set up to channel donor funds directly through the government system

• Despite the high level importance given to the VET and all the ambitious goals set forth (short, medium and long-term) there is stil no separate budget line determined for this sub-sector (Budget of the Republic of Kosovo, 2010, 2011and 2012).

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• Data from the same source: 21% of the governmental grant for educaiton in municipalities of Kosovo has been distributed for the upper secondary education but with no specific implications for VET

• Developments partners’ allocations to VET have decreased from 35% to 22% (MEST – JAR, 2012).

• The municipal formula for determining the allocation of school budgets is proposed (IDEP Component 1.2,2012).

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Governance including financing “Generally speaking there is a lack of tradition of cooperation

between government and social partners in Kosovo” (ETF,2008:11).

Achievement: MoU signed between MEST and KCHC (What are the implications?)

Some cooperation noted in designing of VET qualifications, accreditation. What are the developments?

“Higher involvement of social partners in the compilation and implementation of legislation” (Launching of Torino Process 2012, November, 2011).

Common understanding amongst different stakeholders about the lack of communication and link with society and the labour market, with the local environment in general (Launching of Torino Process 2012, November, 2011).

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The main questions remain:

What are the current issues as regards the social partner involvement in the areas of designing

legislation and strategies, VET financing, planning, monitoring and evaluation, designing VET

qualifications and assessing people’s skills, accrediting training providers, etc.?

What are the institutional capacities available for reform/innovation and for incorporating change?

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THANK YOU!

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07.08.2015 seite 1 page 1 presenting: kosovo pedagogical institute research team giz researcher etf...

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