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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Thank you

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