ISSUE // 17
May 2010
NEWS, VIEWS AND INITIATIVES FROM ACROSS THE ETF COMMUNITY
Taking Europe’s education and culture to the highest level Jan Truszczyński, new ETF Governing Board chairman
INSIDE THIS ISSUE 06 Far from equality for women at work 16 Regional approach can deliver big benefits 22 Wicked problems and the work of the school
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Letter from the editor THE TORINO PROCESS As part of the ETF’s policy learning actions in its partner countries, the biennial Torino Process attempts to encourage evidence based policy making in VET and employment. Its objective is to provide concise, documented analysis of VET and employment reform in each country, including the identification of key policy trends, challenges and constraints as well as good practice and opportunities.
effectiveness of policy analysis through self-assessment. In the first year of the two year process, the conclusions of the analysis are expected to validate the strategic policy orientations and inform subsequent policy adjustments. The second year will concentrate on policy areas which are at risk if not addressed in a structural manner.
+ To give a new impetus to ETF work during the period 2010-2013.
It has two goals:
+ To strengthen policy making capability by improving the
The Torino Process aims to strengthen or create institutional policy platforms - national
institutional networks - in an attempt to enhance policy dialogue and coherent, consistent and integrated policy making. The ETF will assist and guide the process for as long as is needed and should be perceived as a partner of the process – a kind of critical friend to key stakeholders in a country, be they government, economic and social partners, civil society organisations or VET and labour market policy makers. The Torino Process proposes a corporate approach to policy learning as a working method and to policy making as a field of action.
THE ETF HELPS TRANSITION AND DEVELOPING COUNTRIES TO HARNESS THE POTENTIAL OF THEIR HUMAN RESOURCES THROUGH THE REFORM OF EDUCATION, TRAINING AND LABOUR MARKET SYSTEMS IN THE CONTEXT OF THE EU’S EXTERNAL RELATIONS POLICY.
www.etfliveandlearn.eu
Cover Photos: ETF/EUP Images
Please recycle this magazine when you finish with it.
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The results of the first round of the Torino Process will document:
+ ETF recommendations to the European Commission for sector programming and the project cycle,
+ ETF interventions in the partner countries supporting policy making in VET and employment,
+ further capacity building interventions, supporting policy making, to be carried out directly by the ETF or to be proposed to the European Commission for external assistance.
Additionally, in the second year, the ETF will work on those policy areas in need of urgent structural assistance, as identified by the Torino Process. This will take the form of expertise communities who will create, manage and share knowledge with the respective countries. Exceptionally, in 2010, the Torino Process will be carried out together with a policy area examination in education and business cooperation which was requested by DG EAC. This cooperation must be immediately analysed considering the high youth unemployment and
decreasing adult employment rates, the lack of trust business shows towards public education and training, and differences in supply and demand. Instead of conclusions, the Torino process will help the ETF to understand country contexts better and to manage them more effectively. It will seek a win-win situation for the ETF and its partner countries, ultimately benefitting their citizens, and enhancing the relevance of EU interventions in the field. Madlen Serban ETF Director
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HELPING OUR NEIGHBOURS IS AN INVESTMENT FOR US
“ “ TAKING EUROPE’S EDUCATION AND CULTURE TO THE HIGHEST LEVEL
An interview with Jan Truszczyński, new Director-General of Education and Culture and chairman of the ETF Governing Board Live and Learn was in Brussels to speak to Jan Truszczyński, a Polish citizen, who has recently started work as the European Commission’s new Director General of Education and Culture (DG EAC). What will be the new course for the body that, with a staff of over 650 women and men and a budget of around H1,400 million, plays a leading role in Europe’s education, training, culture, youth, citizenship, multilingualism and sport? And what will these changes mean for the work of the ETF? Mr Truszczyński joined DG Enlargement in 2007 just as the new EU Instrument for Pre-accession Assistance (IPA) was being launched and he believes significant steps forward have been made since that time. “If I look back over the last several years, I can see good progress on the education front and sometimes also in the area of culture. The problems that were there in the relationship between the former candidate countries and the EU do exist to some extent between the EU and current candidate countries, but these are the kind of issues that accompany all relationships between partners. If I compare IPA with the assistance the EU provided in the 1990s, nowadays we are faster, nimbler and overall more efficient and effective. The timeline between planning and the actual disbursement of funds is shorter than it used to be. These are all reasons to be pleased,” he said. Some of the challenges facing neighbouring countries in Photo: ETF/EUP Images
terms of human capital development are also to be found in EU countries. However Mr Truszczyński identifies three key differences: a weak capacity to design and implement policy change; a lower level of economic development; and a bigger and more complex mismatch between skills and the needs of the labour market. “We need to use the financial instruments
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at our disposal to help neighbouring
measures its own effectiveness. “With
large extent on whether beneficiaries
countries to modernise their VET
every assistance mechanism you want
are willing to invest their political capital
systems and improve their ability to
to make sure it really delivers and this is
and energy in making sure the
forecast and plan ahead,” he says, “this
best done through monitoring and
assistance really benefits their society
will allow them to better prepare their
evaluation,” he says.
and economy. In the desert, money
education systems to respond to the needs of their economies.”
alone will not make lush greenery When asked whether the ETF could
appear,” he says.
contribute to promoting entrepreneurial “How you get on with your neighbours
learning within the framework of the
Moving on to the theme of future
matters to every country or regional
EU’s 2020 strategy, Mr Truszczyński’s
cooperation between education and
grouping; what makes the EU stand out
reply is a resounding yes. “Where
business, Mr Truszczyński says that
is the sheer volume of grants and
neighbouring countries seek to achieve
“there is a huge untapped potential
assistance that we offer our partners,”
similar goals to the EU, the ETF, with its
here. The entrepreneurial culture in
he says, “we see this as an
remit on business and education, labour
higher education has to be developed
investment.”
markets and VET, can probably do a lot
more and there should be more
of good,” he says.
dialogue between business and
ETF work is unrivalled
universities on the future needs of the Mr Truszczyński adds that he is “not
economy.”
In his new role, Mr Truszczyński is
convinced that the EU is such a paragon
looking forward to learning much more
of virtue that we can automatically act
Mr Truszczyński is looking forward to
about the work of the ETF.
as a role model for others.
preparing a new generation of projects,
Nevertheless his provisional verdict is
Neighbouring countries will not stand
one of the largest being ‘Youth on the
positive. “The ETF addresses what
idly by as we try to modernise, but will
Move’, a programme targeting
needs to be addressed in terms of
draw their own lessons and implement
education, youth policy and international
changing how educational systems are
change at a more decisive and faster
mobility. He would like above all to see
organised, analysing and assessing
pace. It is here that the ETF - with its
the new programmes “smoothly
labour markets and promoting
expertise gained in Europe, its network
launched and implemented” and to see
cooperation between the world of
of contacts and its good relations with
them gain acceptance from both
education and business as well as
the governments of neighbouring
beneficiaries and Member States.
reducing the skills gap. I think its
countries - can step in and do more.”
priorities are well chosen, the ability to draw on expertise is manifestly present,
“My job is not the easiest in the Promoting democracy
there is a good working relationship
European Commission but it is not so difficult either… education is a
with CEDEFOP and the work of the ETF
“You have to be realistic about the
in neighbouring countries is unrivalled in
extent to which education and training
Europe,” he says.
can bring stability and democracy; I
fascinating field,” he concludes.
know of no country where the mere One area that Mr Truszczyński is keen
provision of assistance has resulted in
to examine when he becomes chair of
the further anchoring of the values that
the ETF’s governing board is how well it
prevail in Europe. This depends to a
by Paul Rigg, ICE
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CELEBRATING INTERNATIONAL WOMEN’S DAY
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STILL FAR FROM EQUALITY FOR WOMEN AT WORK ETF uses social media to facilitate women’s day event More and more women are getting educated. In the European Union, 60% of university graduates are women and female students routinely outperform males at secondary schools. But when it comes to using this education to get a good job, the situation is very different. For a host of reasons, women are still finding it hard to turn their achievements in education into tangible benefits on the labour market. No matter which yardstick you use – salaries, participation rates or the number of women at the top of their profession – in most countries, women still lag considerably behind men. The ETF brought over two hundred women and men from around the world to Turin to consider why this is so at an international conference on Women and Work on 7 – 8 March. Participants were asked to pay special attention to three aspects of gender equality in the workplace; how women make the transition from education to work, what is needed for the full social inclusion of women and what are the barriers Photo: ETF/A.Ramella
women face when they wish to set up a business. In its search for fresh ideas, the ETF decided to use fresh tools to facilitate the debate by harnessing the power of social media. Last January saw the
since the event took place and currently
always get a fair deal in the workplace
launch of an online forum looking at
has a total of 83 members.
and hammered out a list of
global women’s issues to prepare for
recommendations on how to improve
the conference
Twenty members of the forum, many of
the situation. As the day progressed,
(http://womenandwork.ning.com/).
whom actively blog on women’s issues
they kept a wider online audience in
Moderated by social media specialist
in their countries of origin, attended the
touch by blogging and tweeting as they
Silvia Cambie, it has continued to attract
first day of the Women and Work event.
went along. The bloggers also produced
debate and comment in the months
They discussed why women do not
three short videos summarising their
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recommendations which were shown to policy makers and representatives of NGOs on the second day of the conference and which are still available on YouTube. The factors that prevent women from achieving parity with men in the workplace are many and varied, according to the bloggers, and start operating from very early on. Many young people work as volunteers and Photos: ETF/A.Ramella
trainees as a way of gaining work experience. “I’ve noticed that male trainees are given more substantial and interesting tasks than young women who are given mainly communications and administrative tasks,” said Lebanese blogger Paola Salwan, “after these first jobs, men can more easily find a substantial position, while women will be hired as assistants, no matter how many degrees they have.” The fact that women have children, and will need time off when they do, can
Jung Chang Discussions at the conference were strongly inspired by the Chinese best-selling author Jung Chang, who presented her personnel experience of a life in education under suppression in China. Jung Chang encouraged all governments to ensure free and accessible education for all. Jung Chang, best know for her family autobiography, Wild Swans, stated in her keynote speech to conference delegates that "free and open education with equal rights for men and women is a fundamental right".
make employers less willing to take on young women in the first place. “Leaving university comes at a time when women may also want to start a family,” said
bloggers but improving the situation
Rights and Citizenship, in her keynote
Italian student Alice Averone, “women
calls for the involvement of many
speech to the conference. It is also up
are always asked by employers about
different actors. Their
to all of us to ensure that gender issues
their personal lives and their future plans
recommendations were aimed at policy
do not get swept aside in these times
in a way that men never are.”
makers, educators, employers, the
of economic crisis. “This is not only
media and individuals and ranged from
because accepting anything less than
Sometimes women’s attitudes can be
improving childcare to encouraging
equal rights for half of the world’s
part of the problem; many suffer from
mentoring schemes for professional
population is morally indefensible but
low self-esteem and do not aim high
women or ensuring would-be
also because leaving the tremendous
enough in the job market. “Women tend
entrepreneurs get access to capital and
potential of women underexploited is
to self-select by thinking that they are
know-how.
something we simply cannot afford,”
not capable of certain jobs,” said French student Florie Lefevbre.
she said. Helping to make this a reality is up to all of us – both women and men – said
Much can be done to give women a
Viviane Reding, European
fairer deal at work according to the
Commissioner for Justice, Fundamental
by Rebecca Warden, ICE
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How social media can empower women Social media can empower women, according to Silvia Cambie, director of Chanda Communications and the driving force behind the Women and Work online forum. It can do this by giving women a safe place to meet and share problems. It can also provide a platform for campaigning and for attracting the attention of opinion leaders she says. “The more conservative a society is, the better organised and the more committed you will find the women are,” says Cambie, “Saudi Arabia has some great women bloggers.” Social media can contribute to women’s professional advancement by facilitating international networks and mentoring. “Women definitely need to join a structure - we are still a minority in the labour market so a structure helps you deal with the problems that minorities have,” says Cambie, “it acts as a kind of scaffolding throughout your career.”
Photos: ETF/A.Ramella
But while women are very good at social networking, they are often less adept when it comes to using networks to advance their careers. “Women make the mistake of thinking that the corporate world is a meritocracy and it isn’t. They think if we focus on the task in hand and do it well, we will be noticed and that is not always the case,” says Cambie, “men are better at focusing on the power games and the politics that go with the corporate dynamic.”
Live&Learn
FIND OUT MORE: ETF “Women and Work” Conference - Turin - March 2010 - part 1 http://bit.ly/9yF9JR ETF “Women and Work” Conference - Turin - March 2010 - part 2 http://bit.ly/d4AoCW ETF “Women and Work” Conference - Turin - March 2010 – part 3 http://bit.ly/azKEme
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FINDING COMMON DENOMINATORS MAY NOT BE AN EASY TASK
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PLOTTING A BETTER COURSE ETF starts mapping education and business cooperation Cooperation with the world of work is one of the most universally agreed needs in education. And yet, it is also one of the hardest to satisfy. For decades, the two parties that ought to collaborate to prepare people for life and a career have been kept apart by mutual suspicion. Employers accuse the education sector of not keeping pace with developments in the real world. Schools argue that education is more than just a production line for workers. Both have a point. But can we not find
Oleynikova, Vice-President of the
Speaking from a policy-making
some middle ground? Can cooperation
International Vocational Education and
perspective, Sjur Bergan of the Council
be implemented effectively to the
Training Organisation.
of Europe said that “education must take in the needs of the market but
satisfaction of all stakeholders involved? The European Training Foundation is
She was backed up by Mohamed Slassi
cannot be entirely market-led. While
joining the ranks of organisations that
Sennou, Vice-President of the
education must improve employability it
have contributed to the ongoing debate
Moroccan General Federation of
should also prepare for democratic
by preparing a study that maps the
Enterprises, who said that the
citizenship and promote personal
current status of cooperation among
suggestion that cooperation was a
development.”
business and education in its partner
matter of getting the two parties to sit
countries. From this, it hopes to distil
at the same table is rather
recommendations that can take such
oversimplified. These things do not necessarily
cooperation a step forward. Finding common vocabulary
Intermediary role
“However much the worlds of business
contradict each other. But despite
and education depend on each other,
plenty of European experience
they are both extremely different. And
proving the opposite there remains a
A launch event for the study in Turin on
not only that – each of the two is
stubborn fear among many
29 and 30 March suggested that one
extremely diverse in itself,” he said.
educationalists that employers’ influence on curricula will degrade
important reason why it is difficult to get structured cooperation off the
This makes speaking the same
these to mere preparation for
ground is that the worlds of education
language difficult and some might
employment. And there remains a
and work are just so different.
suggest that finding a common
stubborn prejudice among many
vocabulary, rather than speaking the
employers that the education sector
“Although much progress has been
same language, should be the aim of
has no real desire to meet current
made in recent years, we still do not
any efforts to bring education and
labour market needs. This deadlock
talk the same language,” said Olga
business closer together.
calls for an intermediary to play a role
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in facilitating discussions between
seems applicable – at least for the
“This means that there may not always
what should be natural partners.
moment – in countries that have a
be good practice to draw from,” she said.
history of strong central command, In countries that have found successful
such as those that have emerged from
The study is likely to show diversity
formulae for forging the qualities of
the former Soviet Union, in other
more than anything else and, according
industry and education into stronger
regions a key factor is the extent to
to the ETF’s Ulrike Damyanovic, the key
matter, this lead role has often been
which employers are organised. Where
challenge will be to synthesise
taken by the authorities. A practical
small and medium-sized enterprises are
individual country reports due this
example from Spain showed how
responsible for the bulk of economic
summer into four regional studies in the
contracts between all parties involved
activity but are not able to negotiate
autumn and a cross-country overview
could oblige partners to cooperate while
with one voice, collaborating with
that is scheduled for publication in early
leaving them sufficient independence to
employers can be extremely difficult.
2011.
Good practice
“We are sure to encounter incredible
creatively and flexibly steer their own course.
diversity and finding common Countries following a dual system where
In many of the ETF’s partner countries,
denominators may not be an easy
internships take a prominent role in
education and business cooperation is
task,” she said.
regular education have found that
still in its infancy and repeated calls
making students commute between
were therefore made to include ample
The project has been designed so as to
education and work benefits all: the
good practice in the final documents.
allow each country to write its own
students, their schools, their teachers
This can be found in education sectors
overview, with the ETF providing a
and companies. But in dual system
that have traditionally had strong links
critical review of these. The final
countries, once again it is the authorities
with their counterparts in the world of
product can then be fed back to each
who play a leading role as mediators
work, such as tourism, agriculture,
country to serve as a basis for
between education and business.
medicine and engineering.
improvements.
This led a number of participants at the
ETF director Madlen Serban confirmed
The country reports will be drawn up
launch event to conclude that regulation
that good practice must be shown in
with the help of focus groups
and legislation are needed in order to
the study, but also pointed out that its
representing as broad an array of
make cooperation work. While this
main perspective will look to the future.
stakeholders as possible. “Partnership is key in this exercise,” said Madlen Serban, also replying to the many calls for government regulation. “Such partnership cannot be bought with legislation,” she said, “what is needed is a change of culture and mindset. This can only be achieved if all stakeholders work together and
Photo: uabbrandworks
acknowledge the urgency of the matter.”
by Ard Jongsma, ICE
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COUNTRY FOCUS: LEBANON
LEBANON BEGINS TORINO PROCESS AND EDUCATION AND BUSINESS STUDY A major review of Lebanese vocational education is underway in two major ETF initiatives co-funded by the Italian Trust Fund. The Torino Process – a system-wide
Dr Abou Chahine, who began working
analysis of Technical Vocational
with the ETF in late March, says the
Education and Training (TVET) in
intensive process will be rolled out in
Lebanon – will improve understanding
the coming months with initial reports
of the efficiency of the sector and help
back to the MoEHE expected within a
frame better policies for the future.
few months.
The Education and Business Study will
The Education and Business Study will
analyse the connections between
look at current practice in both TVET and
training institutes and enterprises and
higher education sectors in Lebanon.
see where policy changes can improve these links.
Two focus groups, made up of between
Photos: ETF/A.Ramella
six and ten experts drawn from the Backed by the Minister of Education
sectors, will carry out a review of how
and Higher Education (MoEHE), the
closely business and education work
studies are being led by Dr Soubhi Abou
together, what impact this has on
Chahine, Torino Process Co-ordinator
training and how well qualifications
for Lebanon.
match the needs of the Lebanese labour market.
p
Dr Abou Chahine: lebanon has a strong history of TVET
A Professor of Communication and Electronics at the Beirut Arab
“It is a question of collecting and
University, Dr Abou Chahine is also a
analysing the data and we expect to
member of the Higher Education
have a draft report ready by the end of
Committee and Advisor to the
June,” Dr Abou Chahine told Live and
Minister.
Learn.
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The Torino Process is a bigger project. Designed as a rolling review of policies and systems to be conducted in two-year cycles, the idea is that it eventually becomes integrated into the self-assessment practices of the TVET system. Lebanon has a strong tradition of TVET Photos: phool 4 XC
and its network of schools has survived war and political instability. Currently there are 364 TVET schools in the country, 70% of which are private. Some 50,000 students are studying in the private sector and 44,000 in public
to be ready by the autumn.
institutions.
the general and higher education sectors in Lebanon – is not specifically
By working with all stakeholders – in
part of the TVET review, but Dr Abou
The system teaches 135 specialities
TVET and across the MoEHE strategic
Chahine is keen to include it within his
with an emphasis on business,
sectors in general education and higher
work.
computing, accountancy and business
education, as well as with non-profit
administration, although industrial
organizations, the Association of
“It makes sense to look at ways of
disciplines such as electronics and
Lebanese Industrialists and unions – a
incorporating entrepreneurship
mechanics and service, health sector
detailed picture of the existing structure
education into the TVET system as
education and social services are also
of TVET, its physical assets, equipment,
professional education students are
taught.
student and teacher numbers and
closer to this than most,” Dr Abou
policies, will be produced.
Chahine said.
Process will be a longer process but Dr
Entrepreneurship education – the ETF is
Aziz Jaouani, the ETF's Country Manager
Abou Chahine expects the raw figures
currently working on this subject with
for Lebanon, said: "Entrepreneurship
Gathering the data for the Torino
education is a key competence. We are keen to inject this mindset into the vocational sector too."
FIND OUT MORE
Photos: deanna
Torino Process http://www.etf.europa.eu/ web.nsf/pages/Torino_Process_ EN?OpenDocument
by Nick Holdsworth, ICE
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COUNTRY FOCUS: LEBANON
PEACE ACCORDS AND POLITICAL STABILITY OFFER ETF WINDOW OF OPPORTUNITY IN LEBANON After years of conflict, the re-emergence of relative political stability in Lebanon following the 2008 Doha agreement between rival factions and the election of a coalition government in November 2009 presents the EU with an opportunity to engage in a key country of the Mediterranean region. The ETF has been fast to respond and is:
+ enhancing the involvement of the
With a political system that divides
country in ETF regional projects such
ministerial and sector responsibilities
+ working with the Lebanese Ministry
as the Euro-Mediterranean Charter
along religious and factional lines, it is
of Education and Higher Education
for Enterprise and the development
not always an easy process but one
(MEHE) to design a national
of e-learning within the VET system
which enjoys the full support of the
and lifelong learning;
Lebanese Ministry of Education.
qualification framework (NQF); + acting to incorporate
+ and launching the Torino Process and
entrepreneurship as a key
education and business study which
Coordinating Committees have been
competence within the curriculum
will analyse the efficiency of VET
set up by ministerial decree for the
across general, vocational & technical
systems and foster evidence-based
NQF and entrepreneurship education,
and tertiary education;
policy making.
with activities and action plans agreed
+ supporting the MEHE on career guidance counselling;
and capacity building started. ETF “It’s still early days but the process is
support is provided on the mapping of
underway”, says ETF Country Manager
Lebanese qualifications, while plans
for Lebanon Aziz Jaouani.
for study visits to France for NQF partners in July and another EU
Moroccan-born, Aziz has wide
country for the entrepreneurship
experience of working both within the
education group in September are
VET sector and in business. That is of
being made. Work has also started on
particular use in Lebanon where
familiarising stakeholders in Lebanon
business has continued to thrive
with the Torino Process and the
despite the hardships of war.
education and business study through a focus group.
p
“The Lebanese have a strong culture of enterprise. It is now our job to formalise
The Lebanese have a strong culture of enterprise
this within the education system,” Aziz says.
by Nick Holdsworth, ICE
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Photo: ETF/A.Ramella
TEXTILE BACKGROUND KNITS TOGETHER EDUCATION AND BUSINESS EXPERIENCE Abdelaziz Jaouani, the ETF’s Country Manager for Lebanon, brings a wealth of experience in education, training, business and entrepreneurship to his job. A trained engineer who specialised in textiles and clothing at Lyons’ Higher School of Textile Industries in France, he also has an MSc in physics and chemistry from Mohammed V University in Oujda in his native Morocco. Aziz – as he is known – has worked as a vocational institute teacher and trainer, project manager, policy advisor and has been in charge of projects to set up five textile training institutes, a higher
education institute and a number of specialist training centres in Morocco. The experience gained there laid the foundations for a move away from education and into business, when for six years between 2000 and 2006 Aziz was co-owner and co-manager of Novacote, a Casablanca-based textiles company that produced knitted women’s and children’s pullovers for export.
With an annual turnover of 1.5 million and 160 employees, Aziz’s responsibilities included staff recruitment, training and wage policy. It was the sort of hands-on experience in business that is invaluable now in his work with the ETF – which he joined as a human capital development specialist in September 2007 – where encouraging entrepreneurial activity in partner countries is a key priority alongside core training, lifelong learning and labour market reform policies. Aziz, who was also project manager on a H75 million EU MEDA II project on supporting human capital development in Morocco’s textile, tourism and ICT sectors during his time with the textile firm, says his experience of both business and training gives him the practical experience to work with a wide range of stakeholders in ETF projects. “I have experience both of the supply and demand side of the labour market, which helps me understand the point of view of all stakeholders, negotiate with employers and deal with ministries of ¢ education and labour,” he says.
by Nick Holdsworth, ICE
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MEDITERRANEAN COUNTRIES AIM FOR REGIONAL QUALIFICATIONS FOR TOURISM AND CONSTRUCTION
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REGIONAL APPROACH CAN DELIVER BIG BENEFITS How to manage the Mediterranean labour market together A new ETF project is looking at how to develop regional qualifications for the building and tourism trades in Egypt, Jordan, Morocco and Tunisia. A builder from Cairo is hoping to find a better job by moving to Amman in Jordan. A Tunisian hotel receptionist is aiming to find work in a five-star hotel in Marrakesh in Morocco. Just imagine how much easier things could be for these individuals and for their future employers if they could only take their qualifications with them.
Photos: ETF
The need for regional qualifications something which could act as a kind of professional passport for people across
four countries of the Mediterranean - is the driving force behind a new ETF project which began with a launch event in Tunis in December 2009. The six-year initiative will facilitate the development of internationally recognised qualifications in sectors which are seen as priorities for the region, starting with the sectors of tourism and construction. “We are trying to benchmark qualifications, see if they are comparable and see if we
can move towards a common understanding of what a regional qualification could look like,” said Eva Jimeno Sicilia, the ETF’s Deputy Head of Operations for ENP South. NQFs Egypt, Jordan, Morocco and Tunisia have already begun developing national qualifications frameworks (NQFs) over the past five years with the help of the ETF. The new regional project will run in
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Two days in Tunis launched debate on qualifications
q
Photos: ETF
from Egypt,” said Anis Zakhary, Advisor to the Chairman, “but it is hard to find these very qualified people.” He believes the barriers to workers becoming more internationally mobile are often cultural – such as being unable to speak the language - rather than the lack of technical skills.
parallel and will feed into the national debate. “The important thing is to work with the NQF so that it isn’t just a way of recognising qualifications in a given country, but can also be used as a tool for consensually managing the region’s labour market,” Mongi Bédoui, Tunisia’s Secretary of State for Vocational Training, told the meeting in Tunis. The project will act as a forum for structured exchange on topics of interest to be defined by the countries themselves. Future activities will include seminars, workshops, study visits and peer reviews as needed. In this process, it is the representatives of industry who will take the lead. Tourism industry Employers as well as politicians see the need for this kind of initiative and hope it could upgrade workers’ skills and help them develop new ones. “Tourism is a very labour intensive industry and the tastes of tourists are changing – we now need to talk about new technology, health and eco-tourism for instance – so the need for competences is both varied and urgent,” said Loïc Gogue, representative of the Moroccan National Tourism Federation. The Arab Contractors Group works in 23 countries as well as its native Egypt. “When we work abroad we use local workers for less important jobs, but we tend to send the management team
The two days in Tunis launched the debate on how to proceed. Whether to create new qualifications for the two sectors or concentrate on benchmarking existing ones was a big issue. People also discussed whether the pilot should target traditional jobs or some of the newly emerging ones. What became clear was that employers’ federations in countries such as Egypt and Morocco have already done a lot of work on occupational standards and this can provide useful building blocks for the new initiative. Mutual trust What was also clear was that participants could see significant gains in adopting a regional approach. It could facilitate mutual learning and build mutual trust between industry and
education stakeholders and between countries they concluded. “It could allow us to become a kind of observatory on the region,” said Fatma Bennour of the Federation of Tunisian Hotels, “we can build a common framework and then allow individual countries to fill in the rest according to their specifities.” It could also facilitate the mobility of workers thereby satisfying the needs of labour markets and relieving demographic pressures. “If we work together, it will be easier to exploit the relative strengths of different countries and we will be able to achieve more with less,” said Filippo del Ninno of the ETF. ¢
FIND OUT MORE: EQF http://ec.europa.eu/education/ lifelong-learning-policy/ doc44_en.htm
by Rebecca Warden, ICE
Why regional qualifications? People have always migrated in search of a better life, but until recently qualifications have remained a strictly domestic affair, losing their currency once people venture abroad. Now globalisation and the corresponding increase in mobility of workers have led to moves to link up qualifications systems and frameworks and make them understandable, and therefore useable, across borders. The European Qualifications Framework, adopted in 2008, is the prime example, but parallel developments are underway in Asia and the Gulf. “Where labour markets are globalised so workers’ competences need to be too,” said Jean-Marc Castejon, team leader of the ETF’s regional qualifications project. Politicians in the Mediterranean region are all too aware of this. November 2008’s meeting of EuroMed ministers of labour and employment in Marrakesh called for more regional cooperation on qualifications and this project is a response to that request.
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REPUBLIC OF MOLDOVA SUPPORTS RETURNING MIGRANTS
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“ MOOTHING SKILLS
RECOGNITION FOR PEOPLE WHO WISH TO COME HOME Work on skills contributes to Mobility Partnership Migration is on the increase in the Republic of Moldova; during 1999 just under 100,000 people left the country to work abroad, but by 2005, the total had shot up to just under 400,000. Many may wish to come home after a few years and a new European Training Foundation project is aiming to smooth their path to skills recognition when they do. As part of its contribution to the Mobility Partnership between the Republic of Moldova and the European Union, the ETF is working to help these returning migrants get the skills they have acquired abroad recognised when Photo: ETF
they return home - for their own benefit and for the benefit of the Moldovan economy as a whole. For skills to be useful, they have to be
been developing a methodology for
or abroad. Getting this far has only been
easily understood by employers and
assessing the competences of adult
possible with the involvement of, and
measurable against national standards.
workers against European occupational
active contributions from, a wide range
But if people learn these skills in
profiles – that is an agreed set of skills
of stakeholders from education, the
another country or in another context
needed to do a specific job. In order to
ministries and industry.
outside of formal education – such as
do so, the ETF has drawn on its recent
through work or personal experience or
experience in Egypt and has adapted its
2010 will see the ETF develop more
both - then recognising those skills
approach to the Moldovan context.
occupational standards with the help of
becomes a much more complex affair.
Second, it has started working on a
social partners and relevant national
methodology for recognising prior
institutions (the reference group). The
During 2009, the ETF has been tackling
learning – learning which has usually
resulting methodologies will then be
this question in two ways. First it has
been acquired informally either at home
used in pilot testing of adult workers
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and returning migrants’ competence, targeting agriculture and construction – two key sectors of the Moldovan economy. This operational work will be complemented by a second focus on policy development, namely designing a system for validating prior learning hand in hand with the Moldovan Government, employers and trades unionists as well as incorporating the results of the work on occupational profiles into Moldova’s adult learning system. A special policy dialogue group, comprising representatives from the Ministry of Labour, Social Protection
What is the Mobility Partnership? The work of the ETF forms part of a wider EU project – Strengthening Moldova’s capacity to manage labour and return migration – which is currently being coordinated by the Swedish Public Employment Service. All this is taking place under the Mobility Partnership, a new instrument for the joint management of migratory flows which was signed by the Moldovan Government and the European Union in June 2008. The Mobility Partnership aims to promote practical improvements which will allow the EU and its partner country to manage migration in a more co-ordinated and responsible fashion. It is striving to provide a more efficient framework for legal migration and for the reintegration of returning migrants by tackling issues such as social protection, border management, remittances and what information is provided to potential and returning migrants. When Moldovan and EC officials and ETF Director Madlen Serban attended a meeting in Brussels last November, they drew some very positive conclusions about the effectiveness of this approach to date. So much so that plans are now afoot to launch a similar partnership with Georgia.
and Family, the National Employment Agency, the Ministry of Education and employers’ associations and trades unions, will tackle the issue of certification. The idea is to look for ways of certification which are flexible enough to encompass non-formal and informal learning. Stakeholders will also discuss the related issues of funding, quality assurance and which institutional arrangements will be needed to oversee this new practice. Making skills recognised, visible and portable should benefit several groups of people – returning migrants whose skills will be valued and people aiming to migrate as making the move with certified skills should encourage them to opt for legal forms of migration and improve their situation while abroad. It Moldova as a whole by making its labour market more attractive and transparent.
by Cristiana Burzio, ETF
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Photo: by USACE Europe District
will also benefit the Republic of
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THE FACT THAT WE’RE HERE TELLS US THAT POLITICIANS ARE AWARE THAT WE SHOULD BE INVOLVED
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“ MAKING POLICY AS GOOD AS ITS WORD
ETF promotes evidence-based policy making in the Western Balkans Links between research and policy making in the Western Balkans have yielded some impressive results in recent years. Reforms are in progress, but more research evidence is needed to inform policies and links between research analysis centres and the policy world need to be developed. Recent efforts to promote ETF-commissioned research results to a political audience may hold clues to how such links can be strengthened.
“The Western Balkans have experienced deep crisis and post-conflict trauma where the logic of first planning and then implementing evidence-based policies in education has been displaced by the need to tackle urgent issues,” according to Lida Kita, who works in the ETF Operations Department on projects related to the Western Balkans. “Most policy making is done in a very disorderly, ad hoc and often highly improvised way. Countries often do not know to what extent the policies they implement achieve their objectives and if they do know that objectives were
not reached, they lack the evidence to explain why,” she says. In other parts of the world this may be because of a lack of research capacity but not so in the Western Balkans where the biggest hurdle is the weak link between research centres and the policy world. The ETF helps to mobilise local research capacity and link it to policy
making. In the Western Balkans, a recent flagship example of this has been its work in promoting inclusive education. This project used local research capacity in all countries involved, overseen by the Belgrade-based Centre for Education Policy. One of its focal areas was teachers’ competences for inclusive education. The ETF has now used its networks
Photo: ETF/A.Ramella
Information and policy go hand in hand. Information is needed to feed policy development, to monitor policy implementation and to evaluate the effect of policies. But in the short term, information costs both money and time. This can jeopardise its popularity among policy makers who work with stringent budgets and relatively short political mandates.
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Natasha Pantic: researchers should not work in isolation
Pawel Zgaga: Proposed policies are being blocked in parliament
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q
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Photos: ETF/A.Ramella
Borèo Aleksov of the Ministry of Education and Sciences in the Former Yugoslav Republic of Macedonia has another reason why it can be tricky for politicians to consult traditional research communities.
and lobbying force to promote a better link with policy making in precisely this field, most recently by presenting the results of the study to a regional ministerial conference on teachers’ transversal competences in Belgrade on 25 and 26 January. The meeting revealed many signs that the political will to involve the research community more closely in policy making is there. “At least the fact that we’re here tells us that politicians are aware that we should be involved,” said Natasha Pantic of the Centre for Education Policy. She had been invited as a local representative of the ETF project. But listening to researchers is one thing. Heeding their advice is a different thing altogether and more often than not, new policies are introduced on the fly because an urgent need arises and neither time nor money is available to research different options. Ms Pantic, however, does not believe politicians alone are at fault. “Many researchers work in isolation and without much awareness of current agendas. Also, they typically do not approach research from an interdisciplinary angle, while this is quite badly needed. In that respect research from NGOs often better matches current policy making.”
“Much of the research we need directly affects the sector in which the researchers that carry it out operate. When we looked at ways of depoliticising the teaching profession, all we received from the academic community was rubbish. In the end, the entire reform was developed within the ministry.” While other authorities have had more success with involving the research community, incidental examples of good practice are no guarantee that the use of evidence in policy making will yield the desired results, according to Pawel Zgaga, director of the Centre for Educational Policy Studies at the University of Ljubljana. “In most countries you can see good examples of research-based policy development. But more often than not, the proposed policies are being blocked in parliament. So what you get is that policy planning is OK, but the implementation is thwarted because highly specialist issues are decided on by relatively lay people in national parliaments.” So what does Mr Zgaga think is needed? “Historical luck,” he laughs, before continuing on a more serious note. “We need time. When the same experts can work on the same issues for some time you can see results.” “Yet, in the real world there will always be certain policy processes that won’t follow a rational model,” says Lida Kita.
“Solutions may precede problem definition and important players may have good reasons for lobbying solutions that are unrelated to declared strategic policy outcomes. External factors or stakeholders may also impose policy directions.” In spite of that simple fact of political life, the ETF will continue to strive to support research communities in the Western Balkans to better prepare them for a more proactive role in policy making. According to Lida Kita, this means generating focus because there is a clear tendency to continually realign both research and policy to different donors’ priorities. “We also need more formal mechanisms to help research communities to interact with authorities. And because the topics discussed are so specialist, another priority in the immediate future will be to link these communities with international research networks. Regional cooperation gives them strength in numbers, better access to information, more visibility, and more credibility for informed policies by governments and donors.” ¢
by Ard Jongsma, ICE
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Live&Learn
ONLY BY SEEING SCHOOLS AS ‘FAILING ORGANISATIONS’ CAN MEANINGFUL CHANGE BEGIN
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WICKED PROBLEMS AND THE WORK OF THE SCHOOL Advisor to Canadian provincial education minister thinks outside the box
Photo: ETF/A.Ramella
When the 59-year-old ETF consultant presented his paper on ‘Wicked problems and the work of the school’ at an early November symposium at Villa Gualino, Turin – one of nine that will be published in a special edition of the European Journal of Education, guest edited by the ETF in June 2010 – it was more science museum open day than international one-day conference. Stephen Murgatroyd does not suffer fools gladly. With more than 30 years’ experience at the top in universities in Britain, Canada and Dubai, a couple of dozen books to his credit and nearly twenty years running a communications consultancy, his blunt assessment of schools is that they are “failing organisations” run by a demoralised profession that has become little more than an army of target-obsessed box tickers. Witnessing a presentation by Dr Murgatroyd, who delights in the title of Chief Scout of Murgatroyd Communications and Consulting of Edmonton, Alberta, Canada - other titles when the firm was set up in 1992 included Chief Explorer, Outfitter and Cartographer – is a lesson in kinetic energy.
Ignoring the standard room setting of a large desk with ranks of chairs in front and a screen behind, Dr Murgatroyd strode out to the front of the desks and, bouncing with enthusiasm for his topic, launched into a brief survey of Alberta’s social and economic geography. Against a map of the province showing major centres of population, natural resources and statistics on education and employment, he argued that most educational policy remains stuck in the 20th century and fails to address what will be needed two generations hence in the second half of the 21st century. “Schools can be seen as permanently failing organisations that never achieve the outcomes expected, being pulled in so many different directions by employers, parents, publishers,
pressure groups, universities, government, health services, teachers and unions,” he says. “We need to re-think teacher education and professional development. We need to find ways to substantially enhance student engagement.” One way is to stop teaching subjects, give back autonomy and responsibility to teachers and, to borrow a concept from the world of design – work with wicked problems that encourage teamwork, inclusiveness and critical thinking across disciplines. Wicked problems are those that “tend to have tentacles” – the further one goes into them the more complex they become. He illustrates this by reference to real issues put before school students in Canada and Britain. In Canada a class was asked to work out ways to permanently reduce water consumption in their community by 20%. Using a real life problem that went beyond the school walls and that obliged them to use different disciplines – environmental science, geography,
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Stephen Murgatroyd: Something wicked this way comes
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Brief Profile of Alain Michel, chair of the editorial board of the European Journal of Education A leading educational researcher, policy advisor and thinker, Alain Michel, the Paris-based chair of the editorial board of the European Journal of Education is looking forward to the ETF special issue due out in June 2010. The nine papers by ETF experts and consultants on human capital development – education for change, sustainability and social gains will be the first time the peer-reviewed, research-based journal has been given over entirely to writers from one institution.
Photo: ETF/S.Murgatroyd
The papers mix studies drawing on ETF experience and practice in partner countries and more theoretical papers on how teaching approaches can influence change. “The main idea of the special issue is how the ETF can both contribute to improving human and social capital and at the same time sustainable development,” Mr Michel says.
maths, communication skills – gave a challenge and focus to the students. In Britain at a Royal Society of Arts school in Cheshire students were asked to find ways to reduce loneliness faced by elderly people in their community. It is these sorts of complex problems that today’s young people will have to grapple with in their adult lives, Dr Murgatroyd argues. Talking to Live & Learn after giving his presentation, he expanded on his philosophy. When in 1992 he set up the world’s first online MBA programme for the Athabasca University - Canada’s leading distance learning institution – the internet as we know it today did not exist. That did not stop him connecting distant groups of students via computer-based seminars where the first assignment was to look at four sets of company accounts and explain why you would invest in them. And that was before the students had received a single lecture on business economics.
Only by engaging students in real life problems can thorny issues such as the high drop-out rates in education for post 16 year olds in Alberta, be tackled, Dr Murgatroyd believes. The approach is also useful for developing innovative and entrepreneurial thinking – a key issue in a country where 92% of businesses are SMEs and 60% of these will change hands or close down within the next four years as their current owners grow older.
the next couple of generations,” Dr Murgatroyd says. And about those job titles when he set his firm up? People always ask about that, he says with a smile. Chief Scout is the managing director who goes out drumming up work; Chief Explorer works on developing concepts; the Outfitter is the operations manager and the Cartographer maps out company strategy. Simple really.
As an advisor to David Hancock, Alberta’s progressive Minister of Education, Dr Murgatroyd believes he has a unique window of opportunity to influence the province’s educational landscape for the next decade or more.
FIND OUT MORE: Under an agreement with teacher unions that stipulated no collective bargaining until 2011 in return for filling a pensions gap, the education minister has the opportunity to make some radical changes. “We have to take a futurist perspective and make changes now that will benefit
The Murgatroyd Blog http://themurgatroydblog. blogspot.com/
by Nick Holdsworth, ICE
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Live&Learn
ENTREPRENEURSHIP EDUCATION REQUIRES A NATIONAL VISION WITH STRONG LEADERSHIP
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ETF PARTNER COUNTRIES DEMONSTRATE ENTERPRISE CULTURE High level panel discussion on entrepreneurship education hosted in Zagreb Entrepreneurial education is increasingly a part of lifelong learning plans in European Union partner countries as key stakeholders in the public and private sector face the challenge of economic and social change. An impressive range of projects, initiatives, programmes and policies being implemented in countries of South Eastern Europe, Turkey and the Mediterranean region suggest that EU plans to create a strong and flexible knowledge society in the coming decades already have foundations beyond its borders. A two-day high level reflection panel on entrepreneurship education jointly hosted by the European Training Foundation (ETF), the European Commission (EC) and the Croatian government in Zagreb mid-March, brought together leading policy makers, government officials and educationalists from 11 non-EU member states to share experience, promote cooperation and plan for the future. With Europe still reeling from its worst economic recession in 70 years and growing global competition from emerging economies such as India and China bringing new challenges, the pressure to create an enterprise culture has never been greater, participants agreed. Peter Baur, Deputy Head of Unit in the Commission’s DG Education and
Culture, underlined the importance of a meeting that followed four similar panels last year involving EU member countries. “It is essential to open up education and training to other countries and to encourage cooperation. It is extremely important to share good practice and policies. Our problems are similar; it is critical to see if we can find common solutions,” Mr Baur said during the meeting held at Zagreb’s Dubrovnik Hotel. Equal footing Marko Curavic, Hhead of Uunit at, DG Enterprise and Industry, stressed the key position of entrepreneurship education within the EC’s strategic vision for improving economic competitiveness. “We don’t see any difference between [EU member states and] the countries here. It is a learning process that we are participating in on an equal footing,” he said. That message was underlined by ETF Ddirector Madlen Serban who praised the work being done in Croatia – where
entrepreneurship learning has been a key feature of the education system for the past decade. Croatia was a founding partner in the Zagreb-based South East European Centre for Entrepreneurial Learning, which brings together leading stakeholders in the field from Albania, Bosnia and Herzegovina, Croatia, the former Yugoslav Republic Macedonia, Kosovo (as defined under UNSCR 1244), Serbia and Turkey. Participants in the panel, which was opened by Croatia’s education minister and heard a keynote address from Tajana Sapic Kesic, State Secretary at the Ministry of Economy, Labour and Entrepreneurship, identified key areas where networking and cooperation could help ensure better and more sustainable policies and implementation of entrepreneurship education. Examples of best practice included Tunisia, where since 2005 the University of Sfax has been introducing an institution-wide policy of entrepreneurial education that integrates the principle into all study programmes through purpose-built teaching modules.
Live&Learn
Coordinated via an Entrepreneurship and Placement University Centre, (known locally by its French name the Centre Universitaire d’Insertion et d’Essaimage de Sfax) the university’s mission to make its graduates more employable and promote an enterprise culture and validation of research into the area has proven so successful that, with the backing of the ministry of higher education, it is now being adopted across all of Tunisia’s universities. The proportion of students citing setting up their own businesses among their top three post university career plans, has risen steeply from just 3.8% in 2004 to 46% last year, when a third of all Sfax graduates stated that becoming an entrepreneur was their key aim.
Delegates the meeting agreed that continued cooperation, networking and sharing of best practice would enable the momentum to be maintained. Tony Gribben, the ETF’s team leader for entrepreneurial learning, noted: “If we are going to move forward with entrepreneurship education in any kind of strategic way it requires a national vision with strong leadership.” Leaders in business, education and government ministries needed to work together with other stakeholders to create societies where entrepreneurship becoames part of the culture.
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Ivana Pulitz, Director of the Croatian Education Ministry’s Directorate for International Cooperation and European Integration, stressed that while entrepreneurship education remained “an evolving area in policy terms” it was one where partnership could only strengthen it. Suggesting a follow- up meeting in one year’s time, Mr Curavic of DG Industry and Enterprise, urged participants to concentrate on sharing “good practice and indicators based on pragmatic experience.”. ¢
by Nick Holdsworth, ICE
Validating projects “We still have more to do. We need to improve implementation and for that we need ideas,” Professor said Lassaad Mezghani, Associate Professor of Economics at Sfax,said, adding that one way to share good practice would be to agree methods for validating projects that could be adapted to country-specific needs.
In countries such as Bosnia and Herzegovina, where a federal structure meant that educational policy was decided at a local (canton) level, achieving a common approach was a challenge. In other countries, such as Israel where there is no national strategy for entrepreneurship education, a strong enterprise culture has encouraged the establishment of small businesses, particularly in high technology fields.
Photo: iatp eurasia
The extent to which entrepreneurship education could be promoted in different countries depended on many factors – political, structural and cultural participants agreed.
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TURKISH VET SCHOOL BUILDS LINKS WITH CAR INDUSTRY School - industry cooperation key to reduce skills mismatch
The rapid pace of technological change, increasing competition and changes in patterns of consumption are driving new modes of production and manufacturing in Turkey. This is increasing the demand for highly qualified workers who have the necessary skills and ability to adapt to change. But the VET schools - whose job it is to train this workforce - are struggling to keep up. Such is the speed of technological change that even those schools which are well-equipped and have good teachers at their disposal can fall behind in a matter of years. This creates a difficult situation both for VET graduates who find their training does not equip them for the world of work and for employers who cannot find the kind of workers they need and may be obliged to spend time and money retraining people as a consequence.
An early adopter, the school began to build its links with the Turkish car industry back in 1992 when it began cooperating with Toyota. The resulting training programme aims to produce qualified tecnical personnel who can provide after sales service. Agreements have since been signed with a wide range of companies from the sector including Mercedes-Benz Türk, Doðuþ Otomotiv Servis ve Ticaret, Toyotasa Toyota Sabancý Pazarlama ve Satýþ, Otomotiv Sanayi Türkiye, Efsane Motor Servis Ticaret, Honda Türkiye, Mengerler Ticaret Türk, DENTUR- Deniz Turizmini Ve Denizciliði Geliștirme Derneði, TOFAȘ Türk Otomobil Fabrikasi. Agreements typically include enlisting the help of companies in setting up laboratories at the school which are then used to train students from 10th grade upwards. Law helps schools work with companies The idea of promoting cooperation between schools and industry is
nothing new in Turkey. The legal framework was established as far back as June 1986 by the Apprenticeship and Vocational Education Law. The law became known as the Vocational Education Law in June 2001. It aims to promote a closer relationship between the two actors as a way of reducing the current skills mismatch and helping schools today to anticipate what the needs of the labour market could be tomorrow. Cooperation is formalised by means of education cooperation protocols signed between the Directorate General of Technical Education for Boys and schools and companies. So far 172 such agreements are in force but, considering the size of the Turkish VET system, there is room for a lot more. ¢
Photo: ETF/M. Ozcan
For many, the solution lies in helping VET schools to build a closer working relationship with industry as the best way of producing a better fit between the training they provide and the needs of the labour market. Șișli Technical and Vocational Secondary School in Istanbul provides an interesting example of how this can be done.
by Mustafa Ozcan, Șișli Technical and Vocational Secondary School
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IN THE NEXT ISSUE‌ Torino Process The Torino Process is a participatory review of progress in vocational education and training policy carried out every two years by all ETF partner countries with the support of the ETF. Launched in January 2010 it began with a review exercise and the preparation of reports to be discussed at national level. Live & Learn will speak to partner country stakeholders and ETF staff involved in the Torino Process about their involvement and what they feel works or could be done differently.
Country Focus: Croatia With Croatia looking forward to a future as an EU Member State, Live & Learn takes this opportunity to investigate ETF involvement in the country. Country will fall on the challenges of economic change facing the country and how an entrepreneurial mindset can help turn skills and ideas into jobs and employment.
Photos: ETF
Manager Vaclav Klenha will talk about his role and experience and the spotlight
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