monitoring and evaluation of sub- national/territorial ...getattachment...national/territorial...

Monitoring and Evaluation of sub-

national/territorial policies: case study on

education and training

Overview on institutional arrangements and

practice, mechanism and instrument

Florin Gheorghe Mărginean

Member of the Regional Consortium, South - East Region, National Center for VET Development, Romania

Bucharest, Romania, 29.10.2014

Frame Monitoring Peer Learning Activity

How to improve evidence – based approaches to policy development in the area of

skills and human resources development

1

Strategic planning model for the vocational training

supply provided through TVET (1)

Key objective: increasing the contribution of technical and vocational education and training and of higher education to a swift and efficient transition towards a competitive, participatory and inclusive knowledge-based and innovation-driven economy.

The term “strategic planning” means a medium-term

“forecast” of supply over a 5-7 years period

Bucharest, Romania, 29.10.2014 2

Frame Monitoring Peer Learning Activity How to improve evidence – based approaches to policy development in the area of skills and human resources development



The model designed and implemented starting 2004 with

the support from multi-annual Phare TVET Programmes

aims to provide a relevant vocational training supply

through TVET in relationship with the forecasted labour

market needs.

Relevance of the vocational training supply

- quantitative – skills and qualification gap on the labour

market;

- qualitative – skills describing a certain qualification and

the labour market need; quality of learning outcomes

Bucharest, Romania, 29.10.2014 3


Increasing relevance of learning and lifelong learning (1)

Employability: employment (qualifications required by labour market, skills required for employment and retaining a job) and continued education

Forecast for the medium term supply and design of a

study programme adapted to changing needs of

labour market

Transition from school to active life (“to know”, “to

make”, “to be”, “to live in harmony with others”)

Partnership with the business environment

Monitoring social and vocational insertion of

graduates



How to improve evidence – based approaches to policy development in the area of skills and human resources development

4



Increasing relevance of learning and lifelong learning (2)

Contribution to social and economic development of the region: training skills which attract and support investments

satisfaction degree for employers

ability to use community services

Lifelong learning

validation of learning outcomes

continuity of educational supply: articulation and coherence

career information and counselling




5



Strategic planning model for the vocational

training supply provided through TVET (5)

Decentralization of decision and its distribution according to several decision-making layers, respectively at national, regional, county and local level

Participatory enterprise based on collective action of multiple social partners, which represent the interests of employers, professional associations, employees/trade unions, public administration, government organizations, NGO(Regional Consortia, Local Committees for Development of Social Partnership, school units partners)

It combines the TOP-DOWN with the BOTTOM-UP decision-making process

Tools: Strategic planning documents namely Regional Education Action Plan (REAP), Local Education Action Plan (LEAP), School Action Plan (SAP)




6

Strategic planning model for the vocational

training supply provided through TVET (6)




7

Anticipation

prospective

studies

Action

Shared

strategic

decisions

Ownership

Participatory

planning

Quality assured

From anticipation to collective action leading to ownership

REAP, LEAP, SAP - tools for increasing training

supply relevance

• Aim: to improve the match between the TVET supply and the social demand, based on an integrated approach of education and training, human resources and regional/local/community level development needs

• Role:

• provide an overview on the regional/local/community context – demographic, labor market and economic trends and forecasts

• deliver a needs analysis at regional/ local/ community level (external environment) - according to sectors, fields of training, target group needs

• deliver a detailed analysis of the school units network ability (internal environment) to respond to the identified needs and to adapt to changes

• sets up priorities, targets and short term/medium term measures taken from the correlated analysis of the external and internal environment

• REAP ensures an integrated approach for TVET and HE




8

Participatory management structures (1)

Regional Consortia (RC)

Set-up/operation: in 2002 with the support of the Phare TVET 2001 project

Advisory managerial structures functioning as an Interface between the Regional Development Council (RDCs) and county level institutions with tasks in human resources development

Comprised of: representatives of County School Inspectorate (CSI), County Employment Agency (CEA), Regional Development Agency, Local Committees for Development of Social Partnership (LDC), Advisory Councils of CEA. The presidency is provided on rotation basis by CEA, the secretariat is provided on rotation basis by the County School Inspectorate

Responsibilities: updating and monitoring of REAP implementation; monitoring LEAP implementation; supporting CSI and LDC in updating and implementation of LEAP; contribution to drafting and monitoring of Regional Action Plan for Employment (RAPE) implementation.




9

Participatory management structures (2)

Local Committees for Development of Social Partnership

(LCDSP)

Set-up/operation: in 1997 with the support of the first Phare VET

Project (Phare VET RO 9405)

Advisory management structures supporting the County/Bucharest

City School Inspectorate

Comprised of: representatives of CSI, CEA, local authorities, employers

associations, employers, trade unions, NGOs

Responsibilities: updating LEAP; monitoring SAP; supporting schools

in SAP updating and implementation; analysing and approval of

annual schooling plan for TVET; approval of the local component of

TVET curriculum




10

Strategic planning stages (1)

Documenting and drafting REAP, LEAP, SAP

• National, regional, local strategic documents

• Forecast of labour market demand: Forecast surveys regarding the labour market in 2013 (delivered in 2005 and 2011), Forecast survey for vocational training demand in 2013 and from 2020 perspective (delivered in 2011), Labour market research and analysis, Company surveys (organized annually between 2005-2008, 2010, 2011)

• Analysis of the demographic, economic, labour market trends and forecasts

• Early anticipation of vocational training needs

• Analysis of TVET system capacity

• Guidelines – priorities and medium term measures




11

Strategic planning stages (2)

Implementation - REAP, LEAP, SAP – starting with 2004;

Monitoring/evaluation – Monitoring reports for implementation (Monitoring manual for REAP, LEAP - 2011), Studies regarding social and vocational insertion of graduates (Methodologies for monitoring social and vocational insertion of TVET and HE graduates)

pdating (review) – periodically, starting with 2005 (Manual for REAP, LEAP update – 2011, last REAP, LEAP, SAP update in progress)



How to improve evidence – based approaches to policy development in the area of skills and humane resource development

12

REAP : medium term TVET

supply forecast (regional

level)

Ministry of Education, Research,

Youth and Sport

Draw- up Strategies and Educational

policies

Regional Consortium

Updating REAP

Monitoring REAP & LEAP

County School Inspectorate

LEAP Approval

Local Committees for Development

of Social Partnerships

Updating LEAP

Monitoring LEAP & SAP

TVET school

SAP Approval

SAP: institutional

development and improving

the quality of the TVET

supply (local level)

LEAP: medium term

TVET supply forecast

(county level)

Regional Development

Council

REAP Approval

School Board

Updating and monitoring SAP

Social Dialog Commission

Approval Strategies and

Educational policies



13

Strategic planning of the TVET supply

FORECAST OF MEDIUM TERM

VOCATIONAL TRAINING NEEDS (Forecast surveys)

Forecasted vocational training

needs – medium term

Forecasted labour market

demand – medium term

LABOR MARKET DEVELOPMENTS

AND SHORT TERM VOCATIONAL

TRAINING NEEDS

- Labour market research

- Company surveys

STRATEGIC PLANNING OF TVET SUPPLY

REAP – LEAP – SAP

Designing the TVET training supply over a medium

term with annual intermediary targets:

-Structure according to fields of training,

qualifications

- geographical distribution of qualifications

- Planning measures for supply matching

Implementation

- Schooling plan

- measures for supply matching

Monitoring:

- Achieved schooling plan

-Progress recorded in the implementation

of supply matching measures

Evaluation:

-Progress recorded against targets

-Impact through graduate insertion

-Efficiency of measures for matching the supply

Val

idat

ion

Sup

ple

me

nta

ry in

form

atio

n -

tre

nd

s

Information – medium term

Fee

d b

ack



14

National/regional/local strategies

Strategic planning of the TVET supply

Thank you for your attention!

Bucharet, Romania, 29.10.2014 15

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