romanian case study vet planning_ciobanu

8/13/2019 Romanian Case Study VET Planning_Ciobanu

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23-24 November 2011, Torino

Gabriela Ciobanu, DirectorNational Centre for TVET Development Romania

Multi-level Governance in VET

Romanian case study:strategic planning in TVET


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Romanian VET policy -

priorities

Ensuring an equitable and flexible acces to VET

Increasing VET attractiveness

Increasing quality and efficiency of VET

Ensuring relevance of VET for labour market

needs

Promotion and capitalization of innovation,

entrepreneurship and cultural diversity in VET

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Romanian VET policy-

coherence with national and

regional policies Human Resources Development (SOPHRD 2007-

2013)

Governing Program 20092012

National Reform Program 2011-2013 National Strategy for Sustainable Development

2013 - 2030

Economic and Social Cohesion Policy (National

Development Plan 20072013 and RegionalDevelopment Plans)

Employment policy (National Action Plan forEmployment and Regional Action Plans for

Employment) 3


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Evidence based policy in VET (1)

EU benchmarks and indicators:

Participation and progression in initial VET

Upper secondary completion rates (focus on vocationalstreams)

Participation rate in CVET

VET performance indicators:

Relevance of QA system for TVET providers: share of VETproviders applying Quality Assurance Systems, share of

Accredited VET providers Investment in training of teachers and trainers: share of

teachers and trainers participating in further training,amount of funds invested

Completion Rate: successful completion of training 4


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VET performance indicators: Placement rate : destination of VET students after completion of training,

share of employed learners after completion

Utilization of acquired skills at the work place: information on occupation

obtained by individuals after completion of training, satisfaction rate of

individuals and employers with acquired skills/competences

Unemployment rate

Prevalence of vulnerable groups: % of participants classified as

disadvantage group, success rate of disadvantage group

Mechanisms to identify training needs in the labour market: information

on mechanisms set-up to identify demands, evidence of their

effectiveness

Schemes used to promote better access to VET : information on existing

schemes on different levels, evidence of their effectiveness

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Evaluation at VET system level Annual reports on VET contribution to achieve the

objectives set-up in the Government Program and

National Reform Program

Monitor the progress in reaching the targets andobjectives at European level

Evaluation at TVET provider level

Self assessment reports

External monitoring for validation of the self assessment

reports

External independent evaluation

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TVET Governance

shared responsibilities

The effective involvement of multiple actors in the

decision making process is a major objective.

The social partners participate effectively (decision,

implementation, monitoring and evaluation). Parents and students an increased role to play.

Strategic partnerships in VET creates the premises of

developing a common concept about VET - an investment

in personal and professional development of citizens andin the socio-economic development of the community.

Multiple actors/public responsibility

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TVET Governance

multiple actors, different roles

-functional perspective-

TVET

functions

MoERYS SDC MoLFSP Sect.

Com/

Valid.

Com

School

Insp.

LCD Enter

prise

TVET

school

Qualification

Proposalvalidation

P C P D P P P

Curriculum

Core

SBC/LDC

D C C C

C

C

C

D D

AssessmentCertification

DD C D C

CR

DR

Company-

based

training/

Work

based learning

P P D D

8


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TVET Governance



TVET

functions

MoERYS SDC Sect.

Com/

Valid.

Com

RDB Reg.

Cons

School

Insp.

LCD Local

Adm

Enter

prise

TVET

school

Training

of trainers

D D D C D D

TVET

schools

Governing

body

M M M

TVETfinancing

D C D S E

TVET

planning

D C D C D C P P

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TVET Governance



Abbreviations MoERYSMinistry of Education, Research, Youth and Sport

SDCSocial Dialogue commission of MoERYS

MoLFSPMinistry of Labour, Family and Social Protection

Sect ComSectoral Committee

Valid ComValidation Commission

RDBRegional Development Board Reg ConsRegional Consortia (consultative body of RDB)

School InspCounty School Inspectorate

LCDLocal committee for Development of Social Partnership in VET (consultative body of schoolinspectorate)

SBCSchool based curriculum

LDCLocal Development Curriculum

C- consultation

Ddecision

Eextra-budget funding

Mmembers

Ppropose

Rrepresented by evaluators

S - scholarships 10


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TVET Governance

challenges

How to ensure the involvement of key/relevant

stakeholders at all decision making levels?

How to ensure their accountability?

How to make the best use of the informationsystem available?

How to ensure the necessary expertise for

reliable qualitative data?

How to use the feedback to improve the decision

making process?

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Case study

Strategic Planning in TVET

an approach, promoted by the

National Centre for TVETDevelopment


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Forward looking matching

Integrated approach of TVET within the context of

HRD strategies linked to the national, regional and

local development plans. Strategic approach of the TVET supplymedium and

long term perspective

Early identification of training needs Strengthening partnership approach of the TVET

planning / increased key stakeholders active

participation and commitmentall levels


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From anticipation to collective

action leading to ownership

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Anticipationprospective

studies

Action

Shared

strategic

decisions

Ownership

Participatory

planning

Quality

assured


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Labour Market demand

Medium and long-term forecast surveys for prognosis of the

labour force demand based on National Development Plan (3

scenarios: pessimistic, moderate and optimistic) in order to

achieve the target set-up by the SOPHRD 2007-2013

Labour market intelligence

Comparative analysis RomaniaEU member states

Regional analysis within the country (inter-regional and

intra-regional analysis) Company-based surveys

Tracer studies

Official statistics and administrative records15


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TVET supply

Analysis of the TVET school network

(geographical distribution, demographic pool,

schools infrastructure and facilities for training,

qualified human resources available)

Analysis of the TVET offer (which qualifications,

for which qualification levels, existence of

partnerships between schools and enterprises)

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VET multi-level strategic

planning

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National Development Plan National strategies for

education and training

Regional Development Plan Regional Education

Action Plan (REAP)

Local EducationAction Plan (LEAP)

County Development Plans

School Action Plan (SAP)

The National

Development PlanThe Sectoral

Operational

Programme Human

Resources

Development

RegionalEmployment

Action Plan

(REmAP)

SCHOOL LEVEL

COUNTY LEVEL

REGIONAL LEVEL

NATIONAL LEVEL

-Labour marketintelligence

-Tracer studies

- Oficial statistics

and administrativ

records


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Romania: 8 development regions

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Participative Management

- Partnership levels -

SAP

LEAP

REAP

Regional

Consortia

Schools Board

Local Committees

for Development of

Social Partnership in

TVET


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Regional Consortia

Creation in 2001 with ETF support and their capacity buildingcontinued under Phare 2001- 2006 Program

Set up in 2002 as partnership structures at regional level

Role: consultative body of the Regional Development Council

Institutional composition: Regional Development Agency (RDA)

County Councils

Employment Agencies

School Inspectorates Universities

Social partners (representatives of employers, trade unions, professionalassociations decided based on their active involvement in VET anemployment policy at county level)

National Centre for TVET Development (NCTVETD)Regional Branch


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Regional Consortia

Responsibilities: Updating and monitoring the REAPs implementation

Monitoring the LEAPs implementation

Assisting School Inspectorates and LDC in LEAPsdevelopment and implementation

Updating and monitoring the REmAPimplementation

Assisting County Employment Agencies in REmAPsimplementation at local level

Assisting County Employment Agencies inpromoting and developing employment pacts

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Local Committees for

Development of Social

Partnership in TVET (LCD) Set up in 1997 with the support of the first Phare VET

Project (Phare VET RO 9405)

Role: Consultative Body of the County SchoolInspectorate

Institutional composition: Local authorities

County Employment Agency

Employers organizations Trade unions

County School Inspectorate

Other relevant NGOs


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Local Committees for

Development of

Partnership in VET

Responsibilities

Updating the LEAPs Monitoring the SAPs implementation Assisting schools for SAPs development and

implementation

Analyzing and advising the TVET supply anualplanscounty level Endorsing the local component of TVET

curriculum

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Schoolsboard

ResponsibilitiesSAP approval

Monitoring the SAPs implementation

Analyzing and advising the anual plans forTVET supply (according to the employers needsand REAP/LEAP general framework and specificrecommendations)

Advising the local component of TVETcurriculum

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REAP

Level of planning: regional (8)

Aim:

to improve the match between the TVET supply and the socialdemand, based on an integrated approach of education andtraining, human resources and regional development needs

Role: provide an overview on the regional contextdemographic,labour market and economic trends and forecasts

analyze the regional TVET supply vs.needs of changes and itscapacity to adapt

set-up priorities, targets and key actions at regional level

provide a reference framework for the elaboration andharmonization of the local and schools action plans (LEAPs andSAPs)

Time perspective: 2004 - 2013 annual up-date and revise


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REAPcontent

Summary

Demography

The Regional Economic Profile

The Labour Market

TVET in the Region Monitoring of Progress in Implementing REAPs

SWOT Analysis (TVET offer vs. LM demand)

TVET 2013 - Objectives Action Plan 2013

Contribution of HE to Regional Development

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REAP l d


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REAP calendarNo Action Period

1 Monitoring and evaluation reports of implementation of previous REAP Oct-Nov

2 Establishing the responsibilities and the calendar for REAP updating andmonitoring/evaluation ( LCDP meetings)

December

3 Collecting and up-dating the administrative data (county agencies for

employment, school inspectorates)

January -

February

4 Up-dating according to the official statistical data (EUROSTAT, National

Institute for Statistics)

February -

March5 Collecting and processing the data coming from labour market studies

(previsional studies, companies surveys)

February -

March

6 Collecting and processing data coming from graduates insertion

monitoring surveys

February -

March

7 Drawing up the first draft of up dated REAP March8 Consultation process (Regional Consortia members and other interested

stakeholders)

April - May

9 REAP revision based on results of the consultation process April - May

10 REAP adoption by the Regional Consortia May

11 REAP approval by the Regional Development Council May 27


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LEAP

Level:counties of the region (42) Role:

in-depth analysis of the county context

focus on specific issues of the TVET system at county level

set-up priorities, specific targets and key actions adapted at

county level contribution to the regional targets

provide the county framework for the elaboration of the schoolsaction plans (SAPs)

facilitate decisions at county level for the restructuring of the

TVET schools network Time perspective: 2004 - 2013

annual up-date and revise

l d


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LEAP calendar

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No Action Period

1 Monitoring and evaluation reports of implementation of previous LEAP Oct-Nov

2 Establishing the responsibilities and the calendar for LEAP updating andmonitoring/evaluation ( LCDP meetings)

February -March

3 Collecting and up-dating the administrative data (county agencies for

employment, school inspectorates)

February -

March

4 Up-dating according to the official statistical data (EUROSTAT, National

Institute for Statistics)

March-

April5 Collecting and processing the data coming from labour market studies

(previsional studies, companies surveys)

March-

April

6 Collecting and processing data coming from graduates insertion

monitoring surveys

March-

April

7 Drawing up the first draft of up dated LEAP April - May

8 Consultation process (LCDP members, TVET schools and other interested

stakeholders)

May - June

9 LEAP revision based on results of the consultation process June

10 LEAP adoption by the LCDP June

11 LEAP approval by the Governing Board of the County School Inspectorate July


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SAP

Level: each individual TVET school (1024)

Role:

local context analysis, more in-depth for areas of interestsaccording to the schools position and training domains

detailed screening of the schools capacity to fulfill the

requirements and to adapt to the labour market changes set-up priorities, specific targets and actions

contribution to the regional and local targets

provide the framework for the implementation of the QualityManagement System

facilitate cooperation within the schools network

Time perspective: 2013

annual up-date and revise


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TVET supply - annual planning

Schools proposals for the annual plan

LEAP: training needs

assessment & targets

(mid & long term

county level)

Social partners &

schools board:

-additional &

specific information

County School

Inspectorate:

-draw-up the

annual plan

(county level)

MoERYS

approval Local VET Development

Committee:

- advise the annual plan

based on LEAP

SAP: mid & long

term targets

(schools level)


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The success comes from Active involvement of all stakeholders concerned in

elaboration, implementation, monitoring and evaluationprocesses

Accountability mechanisms set-up

Capacity building of the members ofparticipativemanagement structures

Distribution of roles and responsibilities in acost-effectiveapproach for ensuring a transparent management of VET

Coherencebetween national strategies and regional policiesand proper support mechanisms in the implementation

Availability of medium and long term prognosis for economicand human resources development

Availability of institutional and technological infrastructurefor collecting and analysis of the relevant data and indicators(economy, education, demography, labour market)


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For further information

National Centre for TVET Development

www.tvet.roTel: +4021 311 1162

+4021 312 1161

Fax: +4021 312 54 98
http://www.tvet.ro/http://www.tvet.ro/

romanian case study vet planning_ciobanu

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