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• ETF, what is it?• The ETF approach to capacity development• A case from the ‘NQF project in Tajikistan’• 2 words on context and content• Results• Final notes
The European Training Foundation is an agency of the European Union based in Turin, Italy. It was established in 1990. It became operational in 1994 in Turin, Italy. The ETF currently employs approximately 130 staff and has an annual budget of about 18 million €. Madlen Serban is Director of the ETF since 1 July 2009.
29 ETF partner countries
ENP South:Algeria, Egypt, Jordan, Lebanon, Morocco, Occupied Palestinian Territory, Syria, Tunisia and IsraelENP East and Russia:Armenia, Azerbaijan, Belarus, Georgia, Republic of Moldova, Ukraine And Russia
Potential candidate countries: Albania, Bosnia and Herzegovina, Kosovo (UNSCR 1244/1999), Montenegro, Serbia
What do we do?
• to provide information, policy analyses and advice on human capital development issues in the partner countries;
• to promote knowledge and analysis of skill needs in national and local labour markets;
• to support relevant stakeholders in partner countries in building capacity in human capital development;
• to facilitate the exchange of information and experience among donors engaged in human capital development in partner countries;
• to support the delivery of Community assistance to partner countries in the field of human capital development;
• to disseminate information and encourage networking and the exchange of experience and good practice between the EU and partner countries and amongst partner countries in human capital development issues;
• to contribute, at the Commission’s request, to the analysis of the overall effectiveness of training assistance to the partner countries; and
• to undertake such other tasks as may be agreed between the Governing Board and the Commission, within the general framework of the regulation.
What is our approach?
Policy Learning
• ETF Advisory Forum 2003‘Systemic reforms of vocational education and training will
only be succesful and sustainable if policy development, formulation and implementation are firmly based on broad ownership and embeddness in existing institutions’ (P. Grootings)
• Learning paradigmsHow to get policymakers actively to learn(and hence moving
to change) from local and international experiences active learning
The policy learning approach
Policy change
Context Experiences Actors
Process - results time Facilitator - advisor
The pillars
• Experts meet experts• Mutual learning and peer learning• Critical friend • Balance process and results• Take the time• Learn from past
The ‘NQF project in Tajikistan’
2 words on context PhD Labour market
23 XVII Master
22 XVI
21 XV Bachelor
20 XIV
19 XIII Technical education
Vocational education
18 XII Vocational education
17 XI Upper secondary general education
16 X
15 IX Basic education
14 VIII
13 VII
12 VI
11 V
10 IV Primary education
9 III
8 II
7 I
Age Grades Bachelor and master’s – tertiary educationTechnical education – technical school/collegeVocational education – vocational school/PTU
National Profile - Tajikistan
0.50
0.520.46
0.61
0.52
0.560.53
0.56
0.42
0.52
0.48
0.64
0.19
0.54
0.45
0.64
MANAGEMENT
TEACHING & LEARNING
COMMUNICATION & STAKEHOLDERS
SERVICES
TAJ MNG TEA STU
Job Profiles
QualificationProfiles
CurriculaEducation Students
1
3
2
4
Qualification structure Educational structure
1
3
2
4
WHAT TO LEARN HOW TO LEARN
Jobs
Beyond the qualifications frameworks, qualifications systems are about
1. how stakeholders coordinate and manage qualifications, 2. how qualifications are developed and maintained, 3. how they are delivered, 4. how they are assessed and awarded (certificated)
Capacities, Resources, Communication Quality AssurancePartnershipsInstitutions
From frameworks to systems
for progress
QUALIFICATIONS QUALIFICATIONS FRAMEWORKFRAMEWORK
ASSESSMENT / RECOGNITION OF QUALIFICATIONS MANAGEMENT OF NQF
DESIGNING OF QUALIFICATIONS
ACQUISITION OF QUALIFICATIONS
ESTABLISHMENT AND MAINTENANCE OF THE LEGAL BASIS
QUALIFICATIONS SERVICE
BOARD OF QUALIFICATIONS
RESEARCH OF ACTIVITIES
STANDARD SETTING INSTITUTIONS
NATIONAL OCCUPATIONAL
STANDARDS AND QUALIFICATIONS
ASSESSMENT REGULATIONS
ASSESSMENT METHODS
ASSESSMENT AND RECOGNITION INSTITUTIONS
CURRICULA OF FORMAL EDUCATION AND TRAINING (VET, HIGHER EDUCATION)
INFORMAL AND EXPERIENTAL LEARNING
QUALIFICATIONS PROVISION INSTITUTIONS
©
Romualdas Pusvaskis
Contexts Matter
The “comprehensive NQF” is not the solution Reform is not about finding a global solution that fits
everybody’s needs QF as a tool has to be linked and integrated with wider
reforms All existing QFs are different from each other, so this
means that contexts define QFs First cycle of system reforms takes at least ten years
and building up capacities and involvement of stakeholders from the world of work even longer, reforms are without completion
The NQF project in Tajikisan
– NOT to develop National Qualification Frameworks, but to research and facilitate the VET reform policy debate
– strong emphasis on regional cooperation and is based on facilitating policy learning by national stakeholders.
– Knowledge sharing with peers from EU and neighbouring countries
– Development of a pilot Qualification Framework for the Tourism / Hospitality Sector
The policy learning approach
Cooperation – social partnership
TajikstanTourism sector, nationa, regional, EU
Policy makers employers
Process - results time Facilitator - advisor
The NQF project in Tajikisan
– Change in cooperation – Capacity of national stakeholders, now focal points for
other international organizations and national projects– Continuity in EU project– Contiunity in National Strategy– Expert community in ETF
Findings from our work
• NQFs are tool to kick start processes, bringing stakeholders together, building a common understanding and agreed solutions
• Not a linear process that is very predictable• Not one model, NQF is highly context and capacity dependent• Capacity building and policy learning are central to our
approach• For VET reform processes are more interesting than the
products (QFs, outcome descriptors, registers, RPL procedures etc)
• Need more understanding of processes – and more support for policy learning and capacity building to create systems that can reform themselves
