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Project “Skills Development for Poverty Reduction” Final regional Conference. Bishkek (Almaty, Dushanbe), 04-05/12/2008 Eduarda Castel-Branco. Conference objectives. Objectives of the conference: Share the experience of the 3 pilot projects in Kazakhstan, Kyrgyzstan and Tajikistan - PowerPoint PPT Presentation
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Project “Skills Development for Poverty Reduction”
Final regional Conference
Bishkek (Almaty, Dushanbe), 04-05/12/2008
Eduarda Castel-Branco
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Conference objectives
Objectives of the conference: Share the experience of the 3 pilot projects in Kazakhstan,
Kyrgyzstan and Tajikistan Discuss the lessons learnt Discuss and propose a set of recommendations: to other VET
providers, other local communities and to central level (decision and policy makers)
1st day: the project experience told by the players and beneficiaries
2nd day: recommendations proposed by you, based on the country specifics + general perspective
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The project (1) Objectives:
Low skills deter economic growth Poverty reduction is an overarching objective in all Central Asia countries
and in EU external co-operation policy Is this objective duly considered in VET policies ? VET reforms? Can VET schools effectively contribute to reduction of poverty
(vulnerability) and what are the necessary conditions? Project approach:
Initial country studies (2005-2006) Preparation of pilot project approach (practical cases): mid 2006
– Selection of pilot VET schools (with respective Ministries)– Workshops to define the objectives and design the pilot projects
Launch the preliminary phase of pilot project (preparatory steps): Q IV 2006
Main activities: 2007 Consolidation, reflection and conclusions: 2008
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The project (2) Project approach:
Capacity and support to change:– Coaching– Training
Learning and sharing:– Common monitoring workshop: May 2007 in Kochkor– Moniroting and policy debates: mid 2007– Study Trip to Europe: September 2007– Peer reviews: November 2007
Reflection and sharing in the countries:– National Conferences: December 2007– Dissemination workshops: mid 2008– TV programmes, debates: 2008
Effectiveness and feedback into practise: independent survey of effectiveness - Q I an II 2008
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The project (3) “Learning” project:
Not static: actual inputs and outputs - go beyond original planning– Kyrgyzstan: community interest, combination with financial instruments– Kazakhstan: new status of adult learning in school charter– Tajikistan: school capacity building programme
Capture and analyse lessons from practise Discuss own experience with other schools and players Accommodate with institutional changes (management schools) And others: ????
Ownership: self-selected and self-designed pilot projects Influence policy and the VET system: overarching aim
Close participation of representatives of policy makers, relevant Ministries in all activities - dialogue
Discuss the rationale and positive lessons for the system and policy Sustainability - role of public policy to support it
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Challenging subject: is a balance possible?
Innovation New role in local community Interactions and partnerships New audience: local population Skills for local needs - defined
together with users What skills?
Technical+key+entrepreneurship Learners’ potential and wishes
Tradition of VET school Departed from local community Stand alone Traditional target groups Supply and top-down driven
training profiles What skills? Technical and
academic Uniform approach for all
learners
Rural VET schoolsPoor regions
Far from centre
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SDPR – expected outcome
Local users / communityVET school
Institutional
Reform training approach At local level
Learning
Open VET centre
Lessons for policy /system
Open providers
Relevance
ServicesPartner-ships Value
Capacity
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SDPR – longer term objective
Traditional VET school
Local centres professional development (LLL)
For all local rural population
Empower-ment rural population
Towards self-
governance Closer to local users, economy
Flexibility + relevance of training
+ individ/house-hold revenues, - poverty
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SDPR involved parts
Pilot partnership
Pilot skills development Project (VET school+partners, representative Ministry)
Policy makers: MoE, MoL, Government …
ETF
Coach
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Preliminary findings (1) « Market of skills »: diversification of training services
VET school open professional learning centre Learners – centre Governance (+ school initiative): empowerment to empower - is
there capacity (potential) to deal with it? Functioning partnerships: a difficult wish No more « training for training » - look at training outcomes
and effects on people’s livelihoods Training: relevance and flexibility vs existing standards Association with economic levers (ex.: credit) Funding from budget for adult learning where + needed Sustainability – centre and local responsibility
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Preliminary findings (2) Skills development for povery reduction is about:
Flexible access Training goes to people (how?) Efficient but tailored to people and groups needs and potential Build confidence (integrated set of measures) Skills for empowerment, initiative Practical learning, applied knowledge Individual approach to learners Indicators and evidence (data)
Traditional VET providers: change or continuity? Is compatibility of various training strategies possible within current school governance rules? Is this a key alarm signal for traditional VET institutions (schools)? What are the needed changes? Capacity, management, partnerships
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Preliminary findings (3) Tajikistan
VET school human and organisational capacity (manager and teachers, organisation) is crucial - training and more training for the school human resources (capacity building at centre)
Step by step approach Model for training for rural population that is feasible in terms of
cost / benefit (outreach) Empowerment of « trainers from the people »: solidarity and
training The role of the VET school changed:
– Focal point for trainers from the people: very basic skills– Centre for more advanced skills (qualifications) for all (nor only
youngsters)– « Our husbands can rely more on our income generation capacities
and perhaps this will release them from labour migration»– « From nothing - produce / create something useful/livelihood »
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Questions in debate in SDPR teams in 2007-08 What should be the features of a VET that is flexible & open for all
(rural) population? SDPR work in this “non-priority” training area (vulnerable adult
population, farmers, unemployed) - can it have impact on mainstream VET?
Transition to such VET - how? Where to start? Agenda skills development for poverty reduction – is it part of the
overall policy agenda of VET reform / modernisation? System vs specific items?
How open is the leading Ministry to support a more open role of VET schools in their communities?
Sustainability: dissemination, adjustment, capacity, funding What’s new for the future in each of the SDPR pilot schools? (new
groups, new skills, new projects with local partners, more strategic role in local development…?)
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