Torino Process - Moving Skills Forward - Conference Guide

MOVING SKILLS FORWARD TORINO PROCESS 8-9 MAY 2013

European Year of Citizens 2013 www.europa.eu/citizens-2013

European Year of Citizens 2013 www.europa.eu/citizens-2013

TABLE OF CONTENTS FOREWORD

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AGENDA

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TORINO PROCESS 2012: MOVING SKILLS FORWARD

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EXTERNAL EFFICIENCY: POST-SECONDARY VOCATIONAL EDUCATION AND TRAINING (VET) AND WORK-BASED LEARNING

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GOVERNANCE AND FINANCING

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SKILLS FOR INCLUSIVE GROWTH

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QUALITY IN VOCATIONAL EDUCATION AND TRAINING - TEACHER AND TRAINER TRAINING

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VISION AND INNOVATION

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FIVE AREAS - FOUR REGIONS

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SOCIAL MEDIA

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LIST OF PARTICIPANTS

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MAP: HOTELS AND VENUES

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FOREWORD Two years ago, in 2011, we met here in Turin to share the results of the first round of the Torino Process, the ETF’s participatory analysis of the status and progress of vocational education and training in ETF partner countries.

The results of the first round have guided our joint work over the last two years, opening up new areas for cooperation and policy learning, increasing the evidence for policy choices and strengthening ownership and participation in policy dialogue. This has been a wonderful journey, but we haven’t yet reached our final destination.

The second round of consultations, which we concluded at the end of 2012, shows that we have taken the right path and that there is evidence of policy progress. However, the challenge of putting skills at the heart of emerging partner country visions for social and economic development still raises many unanswered questions, and calls for a joint effort to move forward. How can we move skills forward? This is the question we would like to answer together here in Turin.

After the first two rounds of the Torino Process, we have a better idea of WHAT policy areas should drive change: innovation, competitiveness, inclusion, quality of training, better matching of supply and demand, multilevel governance mechanisms, to mention a few. These are all priority areas that deserve attention and committed action. So now is the time to reflect on HOW. How does change happen? What conditions allow reforms to take place and be successful? And how ready are we, as policy makers, to trigger and lead change in our countries and institutions? We will share and learn together in the next two days HOW our priorities can become actions and can result in efficient and effective skills policies and systems. This is what we are all after, we want results.

The ETF will accompany you, as it has always done, in this policy learning journey into the next round of the Torino Process.

Welcome to Turin!

Madlen Serban ETF Director

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AGENDA

DAY ONE: 8 MAY 2013 12:00 – 12:30

Registration of participants

12:30 – 14:00

Buffet lunch

PLENARY INTRODUCTION AND WELCOME Chair: Madlen Serban, Director, European Training Foundation (ETF) Opening Speeches:

14:00 – 14:45

A ndroulla Vassiliou, Commissioner for Education, Culture, Multilingualism and Youth, European Commission (video message) Antonio Silva Mendes, Director DG EAC, European Commission

SKILLS RELEVANCE IN WORLD DEVELOPMENT Key note speech: Roberto Peccei, Vice-President, Club of Rome 14:45 – 15:00

HOW TO MOVE SKILLS FORWARD: THE RESULTS OF THE TORINO PROCESS Peter Greenwood, Head of Evidence-Based Policy Making Department, ETF

15:00 – 15:15

MOVING SKILLS FORWARD. A MINISTER’S PERSPECTIVE: Gordan Maras, Minister, Ministry for Entrepreneurship and Crafts, Croatia

MOVING SKILLS FORWARD THROUGH EVIDENCE-BASED POLICY ANALYSIS - COUNTRY AND PROCESS EXPERIENCE Morocco: Jamal Eddine El Aloua, Secretary General, Ministry of Employment and Vocational Training 15:15 – 16:00

Tajikistan: Mavjuda Akhmedova, Chief Specialist, Presidential Administration of the Republic of Tajikistan Ukraine: Viktoria Karbisheva, Deputy Director of the VET Department, Ministry of Education and Science of Ukraine Croatia: Darko Belovic, Head of Department for Vocational Education and Adult Education, Ministry of Science, Education and Sports 5

16:00 – 16:30

Coffee Break

HOW IS THE WORLD ADDRESSING THE SKILLS CHALLENGE AND ANSWERING GLOBAL NEEDS? Moderator: Alessandra Molz, ILO 16:30 – 17:45

Mike Campbell, Independent expert Valeria Sakharova, Deputy director, Centre for International Cooperation for Education Development, Russia Ian Whitman, Independent expert Sara Parkin, Independent expert nominated by the European Parliament

17:45 – 18:00 18:15 – 21:00

CONCLUSIONS OF DAY 1 Madlen Serban, Director, ETF

COCKTAIL AND CONCERT AT TEATRO REGIO, TURIN

DAY TWO: 9 MAY 2013 INTRODUCTION TO THE THEMATIC AREAS: WHAT PROGRESS HAS BEEN MADE SINCE 2011 9:00 – 9:30

TORINO DECLARATION? RESULTS AND ISSUES TO MOVE SKILLS FORWARD Anastasia Fetsi, Head of Thematic Expertise Department, ETF

WHAT ARE THE BENEFITS FOR THE HRD SECTOR? EXAMPLES AND PRACTICE Vision and Innovation in VET Mervi Jansson, Head of Learning, Omnia, Finland A rijana Nikolic Vucinic, Deputy Minister of Labour and Social Welfare, Montenegro 9:30 – 11:00

Governance and Finance F atmir Vejsi, Director of the Pre-University Education Directorate at the Ministry of Education and Science, Albania Pirita Vuorinen, ETF External efficiency–skills for competitiveness: Eduardo J. Padron, President, Miami Dade College, USA Aboubakr Abdeen Badawi, HRD Specialist for TVET, Egypt

11:00 – 11:30

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Coffee Break

Quality of VET - Teacher and trainer training Franz Reithuber, Principal, HTL Steyr, Austria 11:30 – 12:30

Riadh Othmani, National Centre for Trainer and Engineering Training, Tunisia Skills for inclusive growth Zakir Batuhan Aydagul, Coordinator of Education Reform Initiative Lida Kita, ETF

12:30 – 13:00

FIRST CONCLUSIONS ON PRIORITIES FOR MOVING FORWARD – DISCUSSION

13:00 – 14:00

Lunch

AGENDA SETTING FOR FUTURE WORK - HOW DO WE MOVE FORWARD? WHAT MAKES CHANGE POSSIBLE? PRINCIPLES AND ACTIONS Chair: Madlen Serban, Director, ETF 14:00 – 15:15

Christian Lettmayr, Acting Director, Cedefop Jee Peng Tan, Education Advisor, World Bank Borhène Chakroun, Head of VET, UNESCO Donatella Gobbi, DG Devco, European Commission

MOVING SKILLS FORWARD: MINISTERS’ PERSPECTIVES Chair: Madlen Serban, Director, ETF 15:15 – 15:45

P redrag Bošković, Minister, Ministry of Labour and Social Welfare, Montenegro (tbc) Zarko Obradovic, Minister, Ministry of Education, Republic of Serbia (tbc) M ahmadamin Mahmadaminov, Minister, Ministry of Labour and Social Protection, Republic of Tajikistan (tbc)

CLOSING REFLECTIONS ON THE PRIORITIES IDENTIFIED AND ACTIONS FOR MOVING FORWARD P ervenche Berès, Chair of Committee on Employment and Social Affairs, European Parliament 15:45 – 16:30

Des O’Loughlin, Department of Education and Skills, Ireland Presentation of the declaration - Namig Mammadov, ETF Governing Board Observer Closing message - Madlen Serban, Director, ETF

16:30

Cocktail

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TORINO PROCESS 2012: MOVING SKILLS FORWARD BACKGROUND NOTE EUROPEAN TRAINING FOUNDATION (ETF) The ETF is an agency of the European Union (EU) with the mandate to harness the potential of human capital in EU partner countries through the reform of education, training and labour market systems.

In the context of the EU’s external relations policies, the ETF works with the countries surrounding the EU: T hose countries aspiring to become EU Member States: Albania, Bosnia and Herzegovina, Croatia, Kosovo*, the former Yugoslav Republic of Macedonia, Montenegro, Serbia and Turkey, as well as Iceland.

The regions covered by the European Neighbourhood and Partnership Instrument: Algeria, Armenia, Azerbaijan, Belarus, Egypt, Georgia, Israel, Jordan, Lebanon, Libya, Republic of Moldova, Morocco, Palestine, Russia, Syria, Tunisia and Ukraine.

C entral Asia, specifically Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan and Uzbekistan, in the framework of EU development assistance.

The ETF supports partner countries by providing policy analysis and advice, capacity building, disseminating good practice and networking.

THE TORINO PROCESS Launched in 2010, the Torino Process is a participatory analytical review of the status and progress of vocational education and training (VET) in the ETF partner countries inspired by the EU Copenhagen and Bruges Processes. Every two years, the ETF invites its partner countries to analyse developments in their VET policies through the Torino Process. The analysis is developed around the functions of VET and based on the following principles: c ountry ownership for the process, which encourages and builds capacity in partner countries to self-assess their VET policies broad and open participation of stakeholders from partner country governments, legislative function, VET agencies, practitioners, social partners and civil society a holistic approach to policy analysis which covers the national vision for VET policy, the contribution of VET to economic and social development, quality and relevance of VET provision as well as governance and financing.

* This designation is without prejudice to positions on status, and is in line with UNSCR 1244 and the ICJ Opinion on the Kosovo declaration of independence- hereinafter ‘Kosovo’.

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e vidence-based assessment, drawing on qualitative and quantitative indicators and benchmarks from EU and international sources The Torino Process helps participating countries to: d evelop a shared understanding among stakeholders about the vision, priorities and strategy for VET policy and system development; design home-grown and affordable VET policies; revise policy analysis and monitor progress in implementation at regular intervals; learn from policy developments in other partner countries and in the EU; align international donor assistance with national strategic aims.

The outcomes of the Torino Process also inform the ETF’s advice to EU institutions on how to better invest EU external assistance. They also help the ETF to design its own programme of support to the partner countries.

The first round of the Torino Process was carried out in 2010 with the results presented in a major international conference ‘Learning from Evidence: From Policy Learning to Policy Making’ held in Torino in May 2011. The conference resulted in the Torino Declaration which outlined policy priorities and short term deliverables for VET reform in partner countries. It also emphasised the value of policy dialogue between the EU and partner countries. Finally, the Declaration confirmed the interest of partner countries to continue to develop their policy analysis capacity through the Torino Process.

The 2011 declaration identified the following priorities Ensuring the relevance of skills provision and increased employability; Providing an integrated, lifelong learning approach to education and training; Supporting the changing role of the teachers, trainers and managers of VET institutions;

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Improving opportunities for access to education and training for all; Investing in quality and improving the attractiveness of VET; R einforcing anticipatory, inclusive and good multi-level governance, also through education and business cooperation and enhanced social dialogue; Stimulating creativity and innovation also through entrepreneurial learning.

The second round of the Torino Process was launched in 2012. Throughout the year, partner countries elaborated their analysis of progress in VET reform in their country. In addition, regional meetings were also organised to enable policy makers and practitioners to learn from each other’s practice.

Regional meetings were held in Jordan (23-25 September 2012) for the Arab-Mediterranean countries and in Belgium (4-5 December 2012) for Eastern European countries under the Eastern Partnership Platform. Regional meetings for Central Asia and the Western Balkans and Turkey were planned for 2013.

The overall results of the 2012 Torino Process, together with progress made in the priority areas identified in 2011, will be presented at the ‘Torino Process. Moving Skills Forward’ conference organised under the EU Irish Presidency on 8-9 May 2013 in Torino, Italy.

OBJECTIVES OF THE CONFERENCE The 2013 conference will draw on progress made since 2011 and the results of the 2012 analyses to address the following areas of discussion: review the achievements of the Torino Process; i dentify recent trends and progress in VET development in the ETF partner countries since the 2011 Torino Process (based on the 2011 Declaration); share and discuss practical challenges and cases in selected policy areas from partner countries; share and discuss developments in EU VET cooperation policy and initiatives; share and discuss cases, issues and processes used in the 2012 Torino Process; identify objectives and the agenda for the 2014 round of the Torino Process.

THEMATIC FOCUS The conference will address a number of key areas which have been identified as policy challenges for partner countries under the 2012 Torino Process. Key functions of VET described by the five building blocks of the Torino Process (policy vision, VET in relation to economic competitiveness, VET in relation to social demand and social inclusion, internal quality and efficiency, governance and financing), will be looked at in their complexity during the conference. The results of the 2012 Torino Process consultation and progress since the 2010 round of consultations will be discussed.

Throughout the sessions, the focus of the conference will be on HOW progress in reforms has been achieved and is achievable, as well as what processes enable VET systems to develop. Major innovations and forward-looking reflections around the five building blocks will look at knowledge and examples on how each building block is critical to successful VET reform.

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The debate around the ‘how’ will outline what processes, within the policy making cycle of VET systems, are conducive to successfully bringing VET forward to respond to the needs of the economy and society. The debate will be guided by the four principles of the Torino Process (ownership, participation, evidence base, and a holistic view of VET). Moving skills forward is possible only if the focus is on all building blocks.

Discussions will be inspired by key note speeches from internationally renowned experts, and illustrated through practical cases of recent trends and developments from ETF partner countries, EU and international practitioners.

The plenary sessions will frame the global challenges and future developments that have an impact on demands and change requirements for VET. Country experience will look into the principles of the Torino Process as a means to increase the effectiveness of policy making and the policy cycle.

International and EU experiences will show how the changes needed can be made only by increasing the attention to processes at all stages of the policy cycle.

Specific thematic reflections will be addressed through the sessions in the second day of the conference and followed by consultation and discussion to identify key priorities for the next round of the Torino Process. The results of the sessions will inform the Torino Declaration 2013.

The thematic discussion will focus on the following areas: I. Vision and innovation in VET How can partner countries reinforce their long term policy vision to meet both economic and social development perspectives, to respond to the present and future challenges that have an impact on skills?

The adaptation of VET systems is a long-term process that has to be linked to the socio-economic development of the country. A long term vision is needed together with a holistic view of how VET interfaces with the overall HRD of the country, as well as with international dynamics to make choices that impact on relevance, sustainability and innovation of VET. II. External efficiency: post-secondary vocational education and training and work-based learning - How to ensure VET policies contribute to economic competitiveness and provide skills for growth and jobs, in particular for young people?

Increasing the need for supporting the competiveness of enterprises in a more dynamic and diversified economy goes hand in hand with addressing skills mismatches. The complexity of responses to support the external efficiency of VET requires more and more opportunities for lifelong learning. The session will focus on how to define needs vis-à-vis a country’s economic and social requirements and what responses are found in post-secondary VET and work-based learning.

III. Skills for inclusive growth How can VET policies support social cohesion and be responsive to the aspirations of individuals and the needs of vulnerable groups such as women, rural populations and minorities?

Inclusion is not yet a reality, and instead requires more and more specific attention as the group of vulnerable people is growing in ETF partner countries. While the attention to inclusion proves its value in terms of social development, inclusive policies are not only to be seen as an answer to social demands, but more and more as a means to 12

enhance the sustainability and relevance of education and training systems. Inclusive policies support VET systems in responding to needs from the local, to the regional up to the national level.

IV. Quality of VET - Teacher and trainer training How can VET policies ensure the efficiency and effective provision of high quality VET, with a particular emphasis on teacher and trainer training?

The quality of VET is reliant on many factors including frameworks for quality assurance and improvement and the aptitude of VET personnel. Teaching excellence is dependent on: attracting talented individuals to become vocational teachers and trainers, providing high quality initial and continuing education for them and involving them in VET quality improvement. Maintaining focus on the quality of teaching and learning facilitates responsive and innovation orientated VET. V. Governance and finance How can partner country approaches to governance and financing foster efficient and effective public policy at national, sectorial and local level?

VET systems have a complex governance structure that is key to understanding the efficiencies and bottlenecks of the policy cycle. The capacity to actively define the governance mechanisms of VET and integrate actors in vertical and horizontal cooperation is the basis for making VET policies perform. In this context financing mechanisms call for particular attention, especially in times of constraints and crisis.

PARTICIPANTS Some 200 delegates will attend the conference, which targets high level policy makers from partner countries including ministers and representatives of ministries education and labour, policy makers, practitioners, social partners and civil society from EU institutions (Council, Commission, Parliament, Economic and Social Committee, Committee of Regions) and Member States. Finally, representatives of the leading international organisations and donors in the field of VET are also expected to attend, and in particular, members of the Inter Agency Group chaired by UNESCO.

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EXTERNAL EFFICIENCY: POSTSECONDARY VOCATIONAL EDUCATION AND TRAINING (VET) AND WORK-BASED LEARNING POLICY AREAS DRIVING REFLECTIONS Labour markets and businesses in many of our countries indicate the need for higher-level vocational or applied professional skills, for example among senior technicians, junior managers or specialised craftsmen. These occupations require qualifications such as those for master craftsmen, brevet de technician superieur and equivalent, higher national diplomas, or partial academic and short-cycle courses offering access to higher education. Two related types of provision, post-secondary VET (PS VET) and work-based learning will be the focus of the external efficiency discussion.

What options can countries develop to offer post-secondary VET and work-based learning?

Post-secondary VET and work-based learning can raise the attractiveness and relevance of VET. How can providers be supported and opportunities fostered by government and social partners to achieve this?

How can business be motivated to offer work-based learning and engage with the VET sector?

BACKGROUND The external economic efficiency component of the Torino Process examines how well partner countries’ VET systems correlate to their external environments, judged by labour market outcomes, in particular VET graduate employability; and how far the systems meet social demand through the provision of attractive learning pathways.

Post-secondary VET is growing in the EU and some ETF partner countries as a response to the demand for skills. It is provided in a range of institutional settings, including colleges, higher vocational schools and higher education institutions, and can be offered by public or private institutions. Programmes usually last one or two years. It typically comprises both classroom study and professional practice elements. Crucially job-specific training is aligned with generic skills and theoretical vocational knowledge to foster the development of higher-level skills.

Priorities in system reform include building partnerships between business and education to enhance employability; and designing education and training systems for permeability, so that there are pathways between post-secondary VET and higher education to allow initial VET graduates to further pursue tertiary education, which is essential to achieving the attractiveness of postsecondary VET and raising its status.

Work-based learning is another area identified in the Torino Process reports as a way of increasing efficiency in VET. In parallel, an international trend can be observed 15

to re-appraise work-based learning in VET and in higher education. Work-based learning includes traineeships, apprenticeships and dual learning approaches.

In many EU and partner countries, a key reason for the poor responsiveness of VET systems to the needs of the economy is the almost entirely school-based provision of VET and the deficit of workbased learning. Work-based learning is indispensable in raising the quality of vocational skills, making VET provision relevant and developing true professional competence. Transversal and basic skills alone are not enough to address employability needs.

Work-based learning offers vocational students the opportunity to acquire hard technical skills, core skills such as communication and team working and exposure to the social environment of the workplace, thus encouraging personal and professional maturity. work-based learning fosters employability and studies show that countries with quality dual systems and a high proportion of work-based learning have healthier youth employment patterns.

Work-based learning does not replace school-based VET, rather it complements necessary classroom learning with experiences which bring the vocational student closer to the reality of the working environment. Work-based learning by its nature offers excellent opportunities to foster cooperation between education and business.

There is a need to look ahead to identify key actions areas to best support the development of adequate responses to increase external efficiency of VET in the ETF partner countries.

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GOVERNANCE AND FINANCING POLICY AREA DRIVING REFLECTIONS Coordination mechanisms are key for effectiveness and to ensure the actual participation of stakeholders in the policy making cycle (in particular ministries other than the one(s) officially in charge of VET, social partners, youth, etc.)

T he focus must be on the achievements and challenges of current funding schemes or instruments, and the extent to which this can be related to their management / governance rules.

R eflection is needed on how institutional capacity building can help strike a balance between responsibility and accountability (e.g. with regard to the on-going debate on vocational school autonomy, to the participation of employers in continuing training, etc.)

BACKGROUND In the current international context, education and training policies have the impetus to target objectives such as enhanced employability, economic development, democratisation and social cohesion, which do not fall under the sole control of the government. Therefore, there is a need to revise the way they are designed and implemented, introducing new policy making methods based on partnership and networking approaches to strengthen the links with economic and social stakeholders.

The active participation of the various stakeholders involved in VET is key in this respect, as it will ensure that these policies are defined in response to actual and accurate social and economic needs: this is one of the main conclusions agreed at the last Torino Process conference in May 20111.

Stakeholders in VET is a generic term which may embrace “owners” of the policy (different ministries and public administration), beneficiaries of education and training (young people and adults, students, unemployed people, workers), end users of the skills that the VET system develops (social partners, the business community), implementers of the policy (public and private training institutions, teachers and trainers, etc.)

Adequate governance settings are of paramount importance to ensure consistent participation at all stages of the policy cycle, e.g. voicing needs and expectations at the policy design stage, being entrusted with responsibilities and benefiting from means (namely financial resources) at the implementation stage, accounting for progress as part of monitoring and evaluation efforts, etc. Good governance leads to effective policy making in education and training, which in turn leads to better results in addressing persistently high unemployment levels, emerging skill mismatches, territorial disparities and outdated key competences and skills of senior workers.

The multi-level governance conceptual framework can be a useful tool. The ETF adapted a model from the Committee of the Regions to help its partner countries move forward with governance issues in their national agendas. It covers a horizontal dimension in which different stakeholders at the same 1. Torino Process declaration endorsed by ETF partner country representatives: “ The following policy priorities were confirmed during the conference: (…) Reinforcing anticipatory, inclusive and good multi-level governance, also through education and business cooperation and enhanced social dialogue (…)”.

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level (national, regional or local) participate in VET policy (governments, social partners, civil society ‌), and a vertical dimension based on the subsidiarity principle, which states that measures should be defined as closely as possible to their targets.

If we consider that financing, defined broadly2, is what makes VET policy possible, it becomes essential to assess to what extent good multi-level governance principles are applied in the financing area.

In other words, the objective could be to assess what are or should be the coordination mechanisms among stakeholders, that can ensure that policies are granted sufficient budget, and that funds are then allocated at the right level of intervention, and made accessible to the right stakeholders.

2. This financing issue covers various dimensions to which the Torino Process 2012 has started to pay more attention, and to which the ETF has also given focus through a sub-group of the Community of Practice dedicated to Governance: (i) Costing: What are the practice and tools for estimating the cost of the measures and policies foreseen, (ii) Budgeting: what are the planning tools securing the funds needed for the envisaged policies ( including Mid-term expenditure frameworks MTEFs, Finance Law elaboration rules‌), (iii) Fundraising (also called financing): how is the money raised (public/private‌), (iv) Funding :how are funds allocated down to the training providers, what are the funding schemes and accountability criteria, with a usually clear differentiation of funding schemes by initial/continuing training

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SKILLS FOR INCLUSIVE GROWTH POLICY AREA DRIVING REFLECTIONS Inclusion is not yet a reality and requires even further attention as the group of vulnerable people is growing in ETF partner countries. While attention to inclusion proves its value in terms of social development, inclusive policies are not only to be seen as an answer to social demands, but also as a means to enhancing the sustainability and relevance of education and training systems. Inclusive policies support VET systems in responding to needs from local, regional and national levels.

Do VET systems and schools offer young people, particularly the most vulnerable, rewarding learning experiences and prepare them for successful transition to adult and working life and do they play an effective role in making our societies more inclusive and cohesive?

W hat are institutions, policies, programmes and processes doing to disrupt patterns of inequality, disadvantage, marginalisation and do they enable young people to acquire the skills needed for full participation in inclusive growth?

H ow are inclusive policies implemented and what benefits do they bring in practice in terms of social and economic development and growth?

BACKGROUND Tackling social exclusion requires the commitment of stakeholders and society as a whole towards those that are excluded. The precondition for addressing the issue is to bring it to the surface, make it visible and give it recognition. Youth unemployment generates significant social exclusion and is a world-wide problem. Targeting those individuals most exposed to poverty and exclusion and also those with special educational needs, those belonging to disadvantaged areas or minorities, or early school leavers, becomes a challenging and urgent task for policy makers across Europe and its neighbourhood. Education and training are key elements for strengthening the employability of individuals and should be the starting point when targeting the social inclusion of vulnerable groups.

In ETF partner countries young people still suffer disproportionately from a deficit of decent work opportunities. Despite the fact that today’s young people are better educated than the previous generation, difficulties remain in entering the labour market. Many of those who have already gained employment often hold unstable jobs. There are several reasons for this, such as the mismatch between skills acquired in education and training and labour market requirements, as well as general labour market conditions.

VET tends to cater for a disproportionally high percentage of learners who are disadvantaged as a result of, inter alia: socio-cultural background, economic circumstances, physical or mental disability and whose capacities for learning have been or are hindered, with implications for their future employability. Thus, in addition to its employment orientation, VET has the dual goal of providing compensatory and/or remedial learning opportunities to counteract the ‘baggage’ of obstacles to social inclusion that such learners already hold when they enrol in programmes, as well as providing the necessary guidance and counselling services needed by these learners to address their specific individual needs.

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QUALITY IN VOCATIONAL EDUCATION AND TRAINING TEACHER AND TRAINER TRAINING Who makes education excellent? Teachers, trainers and their managers do!

POLICY AREA DRIVING REFLECTIONS The individual and collective competence of staff in vocational schools and/or training companies is essential for achieving excellence in vocational education and training. Competence requirements for staff in VET systems are changing rapidly in response to external factors: political, societal, technological, economic and labour market developments.

W hat measures are effective in ensuring the quality and relevance of vocational teacher and trainer qualifications? Focus on pre-service education and experience.

W hat monitoring and evaluation processes are effective in assessing vocational teacher/trainer competence, in relation to changing demands in a supportive way?

W hat policies and practices motivate and support vocational teachers and trainers to continuously enhance their professional knowledge, skills and competence?

BACKGROUND Expectations to meet changing needs are directed towards the education and training system and are reflected in new qualifications and decision-making regarding where and under what conditions qualifications may be acquired. External factors with a direct bearing on competence requirements for VET key actors include: the purpose of the VET system and its guiding principles, its governance and organisation within the hierarchy of the overall education and training system and the relevance and social acceptance of vocational qualifications.

In response to external factors, internal factors in VET systems are adjusted to meet new demands, including: C hanging organisational requirements related to autonomy and accountability; Changing paradigms of learning and assessment; C hanging expectations for enhanced co-operation across schools, companies and communities; Changing learner profiles; Changing curricula and contents; Changing media and technologically advanced equipment.

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Vocational teachers and trainers and their managers are in the front line when it comes to implementing reforms to improve VET quality and their success depends on them. Developments may require, and/or result in, changes in competence. Competence development is fostered in preservice education, training and work experience and enhanced through in-service formal continuing professional development (CPD) and through non-formal and informal processes in vocational schools/ centres that operate as ‘learning organisations’ for both learners and personnel.

The professional development of VET personnel is an important issue in all ETF partner regions and regularly cited as a priority. Reforms are being introduced in many countries, for example, measures to improve pre-service education include: establishing training institutes specifically for vocational teachers and trainers; introducing legislation to ensure that recruits to vocational teaching have pedagogical as well as professional qualifications; strengthening the technical competence of vocational teachers and combining vocational teacher training and VET curricula development in the same institution. Measures for the in-service, further professional development of vocational personnel include: making continuing professional development compulsory; providing performance management courses for school managers and teachers; vocational school leadership training and interactive teaching methods and IT skills development courses for vocational teachers. Schools are also taking action to improve competence in-house, by organising work placements in enterprises for vocational teachers, enabling peer learning and peer review and promoting teacher and school selfassessment, among others.

There is a need, within the specific characteristics of each VET system and context, to focus on the optimum conditions for attracting talented individuals to become vocational teachers and trainers and managers, providing them with both high quality initial and further education opportunities and supporting their active and sustained contribution to VET excellence, maximising the in-service continuing professional development of vocational personnel through formal, non-formal and informal learning processes.

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VISION AND INNOVATION POLICY AREA DRIVING REFLECTIONS S trategic vision-setting is a necessary pre-condition for a more responsive learning system, meeting the demands of a) fast-changing economies, b) the knowledge and skills requirements of a changing labour market and c) a more technology-dependent society; and M ore innovative approaches to teaching and learning that can generate and sustain a system of education and training that is an integral pillar of a country’s vision for a sustainable and inclusive economy.

BACKGROUND Among its key findings, the 2012 Torino Process identified a high demand for an improved and shared vision of the human capital sector in a bid for a more effective response to the challenges of the economy, and society. Only through a shared vision linking education and training with the wider economic and social perspective of a country can there be a meaningful and sustainable improvement of a nation’s human capital. Put simply, a vision for education and training is a clear articulation of where the education and training environment needs to be, including the necessary reform and innovation to meet the challenges for a competitive and inclusive economy.

Why a shared vision? Education and training involves a multitude of constituencies, from government to the private sector to civic society. Only through collective dialogue, understanding and agreement between all stakeholders on the changes and improvements required for a 21st century education and training system can a community reach the objectives set. The 2012 Torino Process underlined many weaknesses to a collective vision in all participating countries.

This hampers the effectiveness and efficiency of vocational education and training particularly in building a highly skilled society.

Linked to vision, a 21st century education system needs to be ready to innovate, adapt and create an environment which continuously enhances the learning experience of the individual and communities, including their teachers and trainers. The imperative for innovation stretches from system-based innovation, including policy, planning and performance management, to delivery through schools, colleges and training centres. Pedagogic innovation stands out as the most critical challenge as the learning dynamic changes through: a) more assertive demands from the economy for both technical and transversal skills; b) changing learning interests and patterns, particularly among young people; and c) a fast-changing learning environment where technology is more available and affordable.

The session will focus on the role of vision in shaping future developments in education and training and particularly the benefits that a shared vision has in terms of introducing the necessary innovation to ensure that education and training will meet the evolving demands of a changing economy. In particular, the conference will draw on the European Commission’s 2012 Communication, Rethinking Education1 as a reference for partner countries to reflect on the necessary adjustments and forward thinking for their education and training systems.

1 European Commission (2012). Rethinking education. investing in skills for better socio-economic outcomes. COM (2012) 669 Final. Strasbourg 20.11.12.

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FIVE AREAS - FOUR REGIONS Five key areas have emerged as common denominators to nearly all ETF partner countries: 1. c reating shared, long-term visions for the development of skills in a lifelong learning perspective which effectively integrate education, training and employment with economic and social development and innovation 2. e nhancing the labour market relevance of VET through a closer integration of learning and work in learning environments which are either already available or could be created in schools, postsecondary institutions and the workplace 3. reinforcing awareness of the contribution of VET to social cohesion, through greater attention to the needs of vulnerable groups both initial VET and through enhancing access to adult education and training opportunities 4. c onsolidating the quality of initial and continuing VET, supported by improvements of VET system elements, in particular teacher training, teaching methodologies, qualification frameworks and the innovation of educational infrastructure/rationalisation of school networks 5. s trengthening the effectiveness of public policy by sharing the responsibility for VET governance and delivery between the state, the business sector and other social actors In each region, the ETF is identifying common priorities and policy learning opportunities. The Torino Process regional meetings highlighted the specific focus for each region.

WESTERN BALKANS AND TURKEY For the policy leaders from the Western Balkans and Turkey a meeting will be held on 8 May 2013 to discuss the vision and governance challenges identified in the Torino Process reports. Key challenges for the region are: Strengthening links between VET vision and the EU policy framework for lifelong learning, innovation and social, economic development; E stablishing or strengthening opportunities for social partners to contribute to VET policy through, for example, sector councils in order to increase the relevance between demand and supply; T argeted measures to provide access to mainstream VET for women, rural communities and ethnic groups; Embedding key competences and in particular entrepreneurship into the VET curriculum; Ensuring the development of practical skills through work-based learning and apprenticeships; Stepping up efforts to enhance the skills of vocational teachers and trainers; Expanding labour market-oriented VET at post-secondary and tertiary levels; and, Consolidating national qualifications frameworks as vehicles for relevance, quality and governance .

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SOUTHERN AND EASTERN MEDITERRANEAN REGION The regional consultation took place in September 2012 in Jordan for the Arab countries of the Southern and Eastern Mediterranean region. It featured a specific Policy Leaders’ Forum for Ministers of the region, as well as a meeting for practitioners, social partners and representatives of civil society - in particular youth. The meeting led to a final statement which identified common challenges for the countries of the region. These were: Access to skills development opportunities both inside and outside the formal VET system, apprenticeship or other work-based learning opportunities; The transition from school to work, with particular attention to young women; Entrepreneurial learning, so graduates can create their jobs and manage their careers in a changing labour market; Improving the attractiveness of VET by making pathways from VET to different and higher levels of education; and, Campaigns to improve the image of VET among citizens and enterprises.

26

EASTERN EUROPE In December 2012, representatives from Eastern Europe met in Brussels. This was an opportunity for them to use the Torino Process to compare their policy approaches with the policies, tools and instruments developed under the EU Enhanced Cooperation in VET. The countries, especially Azerbaijan, Georgia and Ukraine, stressed their interest in becoming more familiar with EU reporting and benchmarking. The meeting helped to confirm a number of common priorities for the countries: Decentralisation of governance; Enhancing the labour market relevance of VET; and, Improving education-business cooperation.

CENTRAL ASIA This year in February representatives of Kazakhstan, Kyrgyzstan, Tajikistan and Uzbekistan met in Astana to discuss the regional Torino Process report on Central Asia. The 2012 analysis found significant developments and progress underway in Central Asia: All countries have developed new legislation or new education and employment strategies; Education budgets have increased and consultation processes include social partners with national, regional and or local skills councils being set up in most countries. More partnerships have been set up between school and enterprises at local level; In all countries teachers received substantial salary increases and there are more training opportunities for teachers and people who intend to become teachers; All four countries introduced school financing linked to the number of students enrolled. However, the effectiveness of this so-called per capita financing cannot be judged yet; All countries are considering the development of national qualifications frameworks; There is still room for improving the performance of schools. Incentives for school development and removing barriers can contribute to quality improvements. Business involvement, teacher training and infrastructure investments will impact on the overall quality, but quality would also benefit from a more systemic approach and mechanisms for quality assurance; VET is still the second choice for students in most Central Asian countries. The fact that more students enter VET and there are more private vocational schools may be an indicator of an improving status. However, there is little information on the opportunities for graduates to continue studying at universities or other post-secondary VET options, or to find jobs. In practice only a few VET graduates continue their studies at universities; and, There is more evidence being created and used in education and training policy making.

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SOCIAL MEDIA FROM THE TORINO PROCESS BLOG‌ The Torino Process maintains a double objective of policy analysis and capacity building. In order to achieve both objectives, four principles have been set to guide the work of the Torino Process.

These principles affect the type of policy analysis: 1. designing a holistic approach; and, 2. fostering evidence use to ensure the robustness of the policy analysis.

They also shape the type of capacity building process: 3. promoting country ownership; and, 4. participation.

Why a holistic approach?

The nature of the vocational education and training field is unique: it is placed at the crossroads between the education and employment spheres, and simultaneously pursues very different goals linked to economic development and competitiveness, employability, social inclusion and social cohesion, in a perspective of sustainable development. Therefore the Torino Process has adopted a “holistic� approach to reflect those features.

Why an evidence base?

The robustness and soundness of analysis are to be ensured through a wide range of information and data, gathered from different sources in the country as well as from international sources, mixing the outcomes of the participatory process and the findings of existing, not always broadly used, information. The information types and sources are highly diverse and provide both quantitative and qualitative evidence in the form of statistical data and indicators, examples of good practice, qualitative assessments, existing national and international studies, reports from different stakeholders and the results of focus group meetings.

Why ownership?

Linked to the above, the usefulness and impact of the Torino Process in the country will be greater as main target audiences are involved. On the above example of governance assessment, the likelihood of having improvement measures taken following the assessment will probably be bigger if the authorities have been closely involved from the first assumptions to the final findings of the exercise, have recognised the sources of evidence as valid, and thus feel part of the analysis made.

Why participation?

Drawing on the EU Open Method of Coordination, the Torino Process is implemented on the basis of broad participation by, and consultation with, a wide range of stakeholders (policymakers, social partners, practitioners and researchers from the public and private sectors, civic society, communities), who are involved at different stages of the process in collecting data, discussing the findings of the review exercise and formulating recommendations. Although it primarily targets stakeholders of VET policies, it also includes stakeholders from employment, education, industry and economic development areas.

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SOCIAL MEDIA AT THE CONFERENCE Help us spread the message! All participants are encouraged to share information and ideas through social media throughout the conference. In this way, we hope to engage, build networks and widen ‘participation’ to those who have not been able to join us here in Turin.

On Twitter, please use the hashtag #etftrp. Please explain that it refers to the Torino Process; Share links, facts and figures to add more information; share interesting quotes from our speakers or your own opinions. We’d love to see your pictures too!

Some speakers may ask you not to share their presentations, please respect such requests.

Be polite - don’t say anything in your messages you wouldn’t say to a person or group face-to-face!

F or Twitter users: the official twitter handle of the ETF is @etfeuropa. We’ll reply or retweet your interesting and relevant messages.

T he ETF’s Facebook page is at facebook.com/etfeuropa . We’ll post text, photos and video from the conference. “Like” our page, comment on our posts and share them with your friends.

Please contact the ETF’s Marcin Monko (twitter.com/marcinmonko) if you have any questions about using social media during the conference.

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LIST OF PARTICIPANTS PARTNER COUNTRIES ALBANIA Lindita DHIMA Head of “Students Assessment-certification & Accreditation of VET providers” Sector National Agency for Vocational Education & Training & Qualifications (NAVETQ)

Bardhyl SEJDARASI General Director Business Albania bsejdarasi@biznesalbania.org.al

ldhima@akafp-al.org

Kastriot SULKA Deputy Minister Ministry of Labour, Social Affairs & Equal Opportunities

Fatmir VEJSIU General Director of Pre-University Education Ministry of Education and Science fatmir.vejsiu@mash.gov.al

kastriot.sulka@mpcs.gov.al

ALGERIA Nacira HADDAD Membre Forum des chefs d’entreprise FCE uniquementpourmoi@gmail.com

ARMENIA Venera GABRIELYAN Chief Specialist of Employment Division Ministry of Labour and Social Issues of the Republic of Armenia

Karine HARUTYUNYAN Deputy Minister Ministry of Education and Science kharutyunyan@mail.ru

internationalrelations@yahoo.com

Vahagn HOVHANNISYAN Head of Business Educational Programmes Chamber of Commerce and Industry of the Republic of Armenia

Varazdat KARAPETYAN Executive Director SME DNC karapetyanvarazdat@yahoo.com

vhovhans@yahoo.com

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ARMENIA Gagik MAKARYAN Chairman Republican Union of Employers of Armenia makaryan@employers.am

Karen VARDANYAN Head of Business Environment Improvement Department Ministry of Economy of Republic of Armenia

AZERBAIJAN Namiq MAMMADOV Head of the Department Ministry of Education of Azerbaijan Republic

Vahab MAMMADOV Head of Employment Policy and Labour Market Regulation Department Ministry of Labour and Social Protection of Population of Azerbaijan vahab.mammadov@gmail.com

Ilkin NAZAROV Project Manager Occupational Standards Project of the Ministry of Labour and Social Protection of Population ilkin.n@dios.az

BELARUS Eduard KALITSKI First Vice-Rector RIPO

Iryna SKORYNA Deputy Director Business-incubator for Youth mss_kyp@mail.ru

Sergej ZHARNIKOV General Director Republican Union of Employers “BELUE” rsnbelsn@tut.by

BOSNIA AND HERZEGOVINA

32

Emir BAŠIĆ Chief of Cabinet of the Deputy Minister Ministry of Civil Affairs

Zlatan BULJKO Expert Advisor Federal Ministry of Education and Science

emir.basic@mcp.gov.ba

zlatan.buljko@fmon.gov.ba

BOSNIA AND HERZEGOVINA Vjekosla ČAMBER Minister Federal Ministry of Labour and Social Policy info@fmrsp.gov.ba

Sanela DOJČINOVIĆ Higher Education Coordinator Ministry of Education and Culture of Republika Srpska s.dojcinovic@mp.vladars.net

Petar ÐOKIĆ Minister Ministry of Labour and Veterans d.pekic@mpb.vladars.net

Dragana GRAONIĆ Assistant Director Agencija za predškolsko, osnovno i srednje obrazovanje aposo.dragana@gmail.com

Adnan HUSIC Mira GRBIĆ Assistant to the Minister High Education Department Coordinator Ministry of Education and Culture of the Republic Ministry of Civil Affairs of Srpska adnan.husic@mcp.gov.ba m.grbic@mp.vladars.net

Haris HUSKIĆ Head of the Labour Market Department Federal Employment Institute

Damir MASIC Minister Federal Ministry of Education and Science

hhuskic@fzzz.ba

kabinet@fmon.gov.ba

Aldin MEDJEDOVIC Advisor to the Minister Federal Ministry of Education and Science

Goran MUTABDŽIJA Minister Ministry of Education and Culture of Republika Srpska

aldin.medjedovic@fmon.gov.ba

g.mutabdzija@mp.vladars.net

Denisa SARAJLIĆ-MAGLIĆ Deputy Minister Ministry of Civil Affairs kabinet.zamjenice@mcp.gov.ba

33

CROATIA Darko BELOVIC Head of Department for Vocational Education and Adult Education Ministry of Science, Education and Sports

Nino BUIĆ Head of Section for Project Implementation Agency for Vocational Education and Training and Adult Education

darko.belovic@mzos.hr

nino.buic@asoo.hr

Jelena LETICA Assistant Director Agency for VET and AE

Željka MRKŠA Head of Department Ministry of Entrepreneurship and Crafts

jelena.letica@asoo.hr

zeljka.mrksa@minpo.hr

Gordan MARAS Minister Ministry of Entrepreneurship and Crafts

Ankica NJEŽIĆ Assistant Minister Ministry of Science, Education and Sports of the Republic of Croatia ankica.njezic@mzos.hr

EGYPT Magdy Bekhit ABDELHADY President of Technical Education, First UnderSecretary Ministry of Education

Amany ASFOUR President Egyptian Business Women Association asfour2712@yahoo.com

magdybekhit@yahoo.com

Aboubakr BADAWY HASSAN Consultant Free Lancer

Mahmoud ELSHERBINY Executive Director Industrial Training Council

aboubakrb@gmail.com

msherbiny@imc-egypt.org

Ali Ahmed SAYED Member of the Bd NCHRD/EUIA alisayeda@hotmail.com

34

GEORGIA Maia CHANKSELIANI Researcher University of Oxford

Nino KOCHISHVILI Project Manager EU Delegation to Georgia

maia.chankseliani@education.ox.ac.uk

nino.kochishvili@eeas.europa.eu

Ketevan NATRIASHVILI Deputy Minister Ministry of Education and Science of Georgia

Kakhaber SAKANDELIDZE Deputy Minister Ministry of Labour, Health and Social Affairs

keti_pa@yahoo.com

ksakandelidze@moh.gov.ge

ICELAND Ólafur Grétar KRISTJÁNSSON Adviser Ministry of Education, Science and Culture olafur.g.kristjansson@mrn.is

ISRAEL Florence AZRAN Deputy Director Ministry of Education

Refaella BALLAS Project Manager Amal Educational Network

florenceaz@education.gov.il

ella@amalnet.k12.il

Osnat Ester HACMON Program Director ORT Network

Yehuda MARCIANO Inspector Ministry of Education

ohacmon@mapa.ort.org.il

yehudama@education.gov.il

JORDAN Mazen ALMAAYTAH President General Federation of Jordan Trade Unions

Monther BATAINEH Secretary General Assistant Ministry of Higher Edication &Scintific Research

gfjtu@go.com.jo

mbataineh@mohe.gov.jo

35

KAZAKHSTAN Abdumutalip ABZHAPPAROV General Director JSC “RSMC”

Rashida SHAIKENOVA Director Kazakhstan Tourism Association r_shaikenova@mail.ru

KOSOVO Rame BUJA Minister Ministry of Education, Science and Technology

Fatmir CAKOLLI Political Adviser Ministry of Labour and Social Welfare fatmir.cakolli@rks-gov.net

Teuta DANUZA Director NQA

Valbona FETIU MJEKU Head of Vocational Education and Training Ministry of Education, Science and Technology

teuta.danuza@gmail.com

valbona.fetiumjeku@gmail.com

Arta ISTREFI Political Adviser Ministry of Trade and Industry

Lulzim KARAXHA Director of the Department for European Integration and Policy Coordination Ministry of Labour and Social Welfare

arta.istrefi@rks-gov.net

lulzim.karaxha@rks-gov.net

Viktor MEHAN Political Adviser Ministry of Labour and Social Welfare vmehana@gmail.com

Arber MORINA Chief of The Minister’s Cabinet & Political Advisor to the Minister Ministry of Education, Science and Technology morina.arber@gmail.com

36

Fatmir SHURDHAJ Deputy Minister Ministry of Labour and Social Welfare

Cuneyd USTAIBO Deputy Minister Ministry of Trade and Industry

fatmir.shurdhaj@rks-gov.net

cuneyd.ustaibo@rks-gov.net

KYRGYZSTAN Amangeldy DAVLETALIEV Vice President Chamber of Industry and Commerce

Zuurakan KADENOVA Rector Institute of the Social Development

info@cci.kg

osmonalieva.albi@mail.ru

Abdyrakhim MAMADALIEV Deputy Director Ministry of Youth, Labour and Employment

Kanybek OSMONALIEV Chairman Committee of Education, Culture and Sports under Parliament Jogorku Kenesh (Parlament)

dtve@elcat.kg

osmonaliev.k@gmail.com

LEBANON Raja CORTAS Treasurer Syndicate of Lebanese Food Industrialists

Hanin FAKIH ETF Young Mediterranean Leader UNDP

rmcortas@gmail.com

hra12@mail.aub.edu

Oussama GHNEIM Head of Tvet Department CERD

Tressia HOBEIKA ETF Young Mediterranean Leader College d’Europe

oghneim@yahoo.com

tressia.hobeika@coleurope.eu

LIBYA Bashir EL TRABELSI Chairman Libyan Businessmen Council chairman@lbc.ly

Mokhtar JWAILI Chairman National Board for Technical & Vocational Education majwaili@yahoo.com

Nermin SHARIF Member of the Executive Union for Libyan Workers General Trade Union nerminsharif@yahoo.com

37

THE FORMER YUGOSLAV REPUBLIC OF MACEDONIA Borcho ALEKSOV Deputy Head of Higher Education Sector Ministry of Education and Science

Darko DIMITROV Director National Agency for European Educational Programmes and Mobility

boralhem@yahoo.com

darko.dimitrov@na.org.mk

Chedomir DIMOVSKI Advisor Vocational Educational and Training Centre

Aspasija HADJISHCHE Advisor in the Department for the European Union Ministry of Education and Science

chedo@csoo.edu.mk

aspasijah@yahoo.com

Ibrahim IBRAHIMI Deputy Minister Ministry of Labour and Social Policy

Safet NEZIRI Deputy Minister Ministry of Education and Science Safet.Neziri@mon.gov.mk

Njomza QERIMI Advisor Ministry of Education and Science

Zekjir ZEKJIRI Director Vocational educational and training centre

njomza.qerimi@mon.gov.mk

zeqir66@yahoo.com

REPUBLIC OF MOLDOVA Lidia BARBUROŞ Executive Director Federation of Bulderl “CONDRUMAT”

Larisa EFROS Consultant Ministry of Education

condrumat@gmail.com

larisa.efros@gmail.com

Ludmila GERASIMENCO Consultant Ministry of Education

Violeta MIJA Director Republican Center of Vocational Education Development

ludmila.gherasimenco@yahoo.mail

viomija@gmail.com

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REPUBLIC OF MOLDOVA Lilia POGOLSA Director Institute of Educational Sciences pogolsha_lilia@yahoo.com

Nina PUNGA Head of Division Human Resources Development and Employment Policies Ministry of Labour, Social Protection and Family nina.punga@mmpsf.gov.md

MONTENEGRO Zora BOGIĆEVIĆ Adviser for Vocational Education Ministry of Education

Predrag BOŠKOVIĆ Minister Ministry of Labour and Social Welfare

zora.bogicevic@mps.gov.me

predrag.boskovic@mrs.gov.me

Bojana MARTINOVIC Chief of Cabinet Ministry of Labour and Social Welfare

Ivana MIHAILOVIC Adviser for International Cooperation and Public Relations VET Centre

bojana.martinovic@mrs.gov.me

ivana.mihailovic@cso.gov.me

Arijana NIKOLIC VUCINIC Deputy Minister Ministry of Labour and Social Welfare

Slavoljub STIJEPOVIC Minister Ministry of Education

arijana.nikolic@mrs.gov.me

slavoljub.stijepovic@mps.gov.me

Marko VUKASINOVIC Head of Department for International Cooperation and European Integration Ministry of Education marko.vukasinovic@mps.gov.me

MOROCCO Zouhair BENNAGHMOUCH Chef de Projet INE CSE zouhairben@gmail.com

Jamal Eddine EL ALOUA Secrétaire Général du Ministère de la Formation Professionnelle Ministère de l’Emploi et de la Formation Professionnelle elaloua-sg@dfp.gov.ma

39

MOROCCO Amar KADDOURI ETF Young Mediterranean Leader Ministère de l’Economie et des Finances

Mohamed SLASSI SENNOU Président Commission Formation Professionnelle Confédération générale des Entreprises du Maroc m.slassi@soliiatec.com

PALESTINE Salah ALZAROO Assistant Deputy Minister Ministry of Labour

Taysir ISAYED Director of the Vtd Hebron Chamber of Commerce and Industry

szaroo@gmail.com

ataysir@yahoo.com

Sameh JABER ETF Young Mediterranean Leader Palestine Taechnical College for Girls

Amal MOGHRABI Chairwoman Business Women Forum

samehjaber@yahoo.com

almoghrabi_office@yahoo.com

Saqer RAMADAN Chairman of the Board Palestinian Federation of Industries saqerjerashi@hotmail.com

RUSSIA

40

Alla FAKTOROVICH Leading Researcher Federal Educational Development Institute

Olga OLEYNIKOVA Director Centre for VET Studies

falark@yandex.ru

observatory@cvets.ru

Margarita RUSETSKAYA Deputy Administrator Moscow Education Department

Valeria SAKHAROVA Program Director Moscow School of Management SKOLKOVO

Ritaru@list.ru

valerias@yandex.ru

RUSSIA Nataliya ZOLOTAREVA Director of the Department Policy of Vocational Education and Training Ministry of Education and Science office.zolotareva@gmail.com

SERBIA Mirjana BOJANIĆ Head of Department for Development of Qualifications and School Network Institute for Improvement of Education - Center for Vocational and Adult Education

Vidosava DŽAGIĆ President Council for VET and Adult education vidosava.dzagic@pks.rs

mirjana.bojanic@zuov.gov.rs

Ljiljana DZUVER Assistant Minister Ministry of Labour, Employment and Social Policy

Vesna FILA Deputy Minister Ministry of Education, Science and Technologival Development

ljiljana.dzuver@minrzs.gov.rs

vesna.fila@mpn.gov.rs

Zoran KOSTIC Assistant Minister for VET Ministry of Education, Science and Technological Development

Zoran MARTINOVIC State Secretary Ministry of Labour, Employment and Social Policy

zoran.kostic@mpn.gov.rs

zoran.martinovic@minrzs.gov.rs

Zarko OBRADOVIC Minister Ministry of Education, Science and Technological Development

Milan VUKOBRAT Vice President VET Council - Serbia vukobrat.etspupin@gmail.com

kabinet@mpn,gov,rs

TAJIKISTAN Mavjuda AKHMEDOVA Chief Specialist Administration of the President of the Republic of Tajikistan

Mahmadmurod BOBOMURODOV Head of Unit Ministry of Education msb_61@mail.ru

mavj-ahmedova@mail.ru

41

TAJIKISTAN Alisher FAROMUZOV Director State institution “Adult training center of Tajikistan”

Mahmadamin MAHMADAMINOV Minister Ministry of Labour and Social Protection of Population

mtktjk@gmail.com

vetsft@gmail.com

Abdusalom MIRZOEV Head of Department Ministry of Education salom-72@mail.ru

TUNISIA Hamza ELFILL Directeur Général Agence Tunisienne de la Formation Professionnelle dg@atfp.tn

Riadh OTHMANI Responsable de l’Unité Développement des Compétences des Acteurs de la Formation Centre National de Formation de Formateurs et d’Ingénierie de Formation CENAFFIF-MFPE othmeni.riadh@cenaffif.nat.tn

Mohamed RIAHI Directeur Géneral Office de Développement du Sud riahi1200@yahoo.fr

Walid SAID ETF Young Mediterranean Leader Ministère de l’Enseignement Supérieur et de la recherche Scientifique walid79.said@gmail.com

TURKEY Mustafa Kemal BİÇERLİ General Director Directory General for Lifelong Learning, Ministry of National Education

Ömer PAK SME Development KOSGEB omer.pak@kosgeb.gov.tr

mkbicerli@meb.gov.tr

42

Salih Tuna ŞAHİN Vice President KOSGEB

Osman YILDIZ General Secretary HAK-IS Confederation

tuna.sahin@kosgeb.gov.tr

genelsekreterlik@hakis.org.tr

TURKMENISTAN Yuriy ARONSKIY President Union of Economists of Turkmenistan

Ayna BAYRAMOVA Director School of Economics and Business

yurii.aronskii@gmail.com

ayna_bayramova@mail.ru

Valeriya DANILCHENKO Deputy Coordinator EU Project “Europa House in Turkmenistan” valeriya.danilchekno@europahouse-tm.eu

UKRAINE Viktoriia KARBYSHEVA Deputy Director of the VET Department Ministry of Education and Science of Ukraine vkarbysheva@i.ua

Iryna KOLMAKOVA Leading Specialist of the Collective Bargaining Department Federation of Trade Unions of Ukraine koldog@fpsu.org.ua

Rodion KOLYSHKO Director of Department of Labour Potential Development and Csr Federation of Employers

Andrii ZAITSEV Adviser Ministry of Social Policy of Ukraine zaitsev@mlsp.gov.ua

rodion.kolyshko@fru.org.ua

UZBEKISTAN Feruza RASHIDOVA Director Academic Lyceum N2 feruza_rashidova@yahoo.com

43

EUROPEAN INSTITUTIONS EACEA Adam DZIERZGWA Project Assistent EACEA adam.dzierzgwa@gmail.com

CEDEFOP Christian Friedrich LETTMAYR Acting Director Cedefop christian.lettmayr@cedefop.europa.eu

EUROPEAN COMMISSION Dana-Carmen BACHMANN Head of Unit DG EAC

Bo CAPERMAN Programme Manager DG ELARG Bo.Caperman@ec.europa.eu

Yngve ENGSTROEM Head of Unit DG EAC

Donatella GOBBI Project Manager (Sne) DEVCO donatella.gobbi@ec.europa.eu

Helene SKIKOS Policy Officer DG EAC Helene.Skikos@ec.europa.eu

EUROPEAN PARLIAMENT Pervenche BERES Présidente de la Commission de l’Emploi et des Affaires Sociales European Parliament

44

EU MEMBER STATES AUSTRIA Barbara WEITGRUBER Director General Austrian Federal Ministry of Science and Research barbara.weitgruber@bmwf.gv.at

ITALY Gabriele ALTANA Etf Governing Board Member Ministry of Foreign Affairs

Franco BECCHIS Scientific Director Turin School of Local Regulation franco.becchis@turinschool.eu

Franco GIORDANO Diplomatic Advisor City of Torino

Elisa VANIN Project Manager Turin School of Local Regulation

international.affairs@comune.torino.it

elisa.vanin@turinschool.eu

IRELAND Desmond O’LOUGHLIN Senior Official Department of Education and Skills, Ireland Des_OLoughlin@education.gov.ie

ROMANIA Remus PRICOPIE Minister Ministry of National Education remus.pricopie@gov.edu.ro

Adrian CURAJ Director General Executive Agency for Higher Education, Research, Development and Innovation Funding adrian.curaj@uefiscdi.ro

UK Mike CAMPBELL Owner/Director Professormikecampbell.com

Sara PARKIN Founder Director Forum for the Future

profmikec@aol.com

saraparkinoffice@forumforthefuture.org

45

INTERNATIONAL ORGANISATIONS Eva ATANASOVA Global Programme Manager British Council

Roberto PECCEI Prof./ Vice President Club of Rome

eva.atanassova@britishcouncil.bg

rpeccei@conet.ucla.edu

Calin GEORGESCU President Club of Rome/ERC

Nazaret NAZARETYAN Desk-Officer for Central Asia & Funding dvv International

calin.georgescu@ncsd.ro

nazaretyan@dvv-international.de

Zakir Batuhan AYDAGUL Coordinator Education Reform Initiative

Isabelle LE MOUILLOUR Head of Unit Federal Institute for Vocational Education and Training (BIBB)

baydagul@sabanciuniv.edu

lemouillour@bibb.de

46

Andreas KOENIG Head Tvet and Labour Market Section GIZ

Franz REITHUBER Principal HTL Steyr

andreas.koenig@giz.de

franz.reithuber@htl-steyr.ac.at

Thomas KINCH Analyst ICON Institute

Marija PAVKOV Expert ICON Institute

tkj@tkinch.dk

marija.pavkov@aon.at

Alessandra MOLZ Programme Officer International Training Centre of the ILO

Karen FOGG Associate Fellow Leuven Centre for Global Governance Studies

a.molz@itcilo.org

karenpfogg@gmail.com

Lorenzo VALERI Scientific Manager LUISS School of Government

Eduardo PADRON President Miami Dade College

lvaleri@luiss.it

epadron@mdc.edu

Michel CARTON Executive Director NORRAG

Mihaylo MILOVANOVITCH Analyst OECD

michel.carton@graduateinstitute.ch

mihaylo.milovanovitch@oecd.org

Mervi JANSSON-AALTO Director, Education Partnerships Omnia, The Joint Authority of Education in The Espoo Region

Mladen DRAGASEVIC Head of the Building Human Capital and CrossCutting Issues Unit Regional Cooperation Council

mervi.jansson@omnia.fi

mladen.dragasevic@rcc.int

Jochen FRIED Director of Education Salzburg Global Seminar

Efka HEDER Director SEECEL

jfried@salzburgglobal.org

efka.heder@seecel.hr

Nina ARNHOLD Human Development Sector Coordinator The World Bank

Alberto RODRIGUEZ Manager - Europe and Central Asia The World Bank

narnhold@worldbank.org

arodriguez@worldbank.org

Jee Peng TAN Advisor The World Bank

Borhene CHAKROUN Chief Tvet Section UNESCO

jtan@worldbank.org

b.chakroun@unesco.org

Ian WHITMAN Indepedent Expert ianmwhitman@gmail.com

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ETF Joanna ANSTEY Coordinator - Communication Manager Communication Department

Michel ARIBAUD Specialist in Qualifications Systems Geographical Operations Department

joanna.anstey@etf.europa.eu

michel.aribaud@etf.europa.eu

Mara ARNO Project Officer Thematic Expertise Development Department

Mounir BAATI Specialist in Qualification Systems - Country Manager Geographical Operations Department

mara.arno@etf.europa.eu

mounir.baati@etf.europa.eu

Ummuhan BARDAK Labour Market Specialist Thematic Expertise Development Department ummuhan.bardak@etf.europa.eu

Olena BEKH Specialist in Entrepreneurship and Enterprise Skills Development - Country Manager Thematic Expertise Development Department olena.bekh@etf.europa.eu

Alessandro BROLPITO Operations Performance Management Officer Evidence Based Policy Making Department

Cristiana BURZIO Project Officer Geographical Operations Department

alessandro.brolpito@etf.europa.eu

cristiana.burzio@etf.europa.eu

Elena CARRERO-PEREZ Senior Specialist in VET Policies and Systems Country Manager Egypt Geographical Operations Department

Eduarda CASTEL-BRANCO Senior Specialist in VET Policies and Systems Country Manager Former Yugoslav Republic of Macedonia Geographical Operations Department

elena.carrero-perez@etf.europa.eu

eduarda.castel-branco@etf.europa.eu

Samuel CAVANAGH Assistant to the Director Directorate

Daniela CLARA Project Assistant Geographical Operations Department

samuel.cavanagh@etf.europa.eu

daniela.clara@etf.europa.eu

Milena CORRADINI HCD Specialist - Country Manager Armenia and Turkmenistan Geographical Operations Department

Bianca COSTANTINI Project Assistant Geographical Operations Department

milena.corradini@etf.europa.eu 48

bianca-maria.costantini@etf.europa.eu

Franca CRESTANI Specialist in VET Policies and Systems - Country Manager Tajikistan Geographical Operations Department

Ulrike DAMYANOVIC Head of the Western Balkans and Turkey Unit Geographical Operations Department ulrike.damyanovic@etf.europa.eu

franca.crestani@etf.europa.eu

Nadia DE MARTINI Events Manager Communication Department nadia.de-martini@etf.europa.eu

Arjen DEJI Senior Specialist in Qualifications Systems Country Manager Azerbaijan Geographical Operations Department arjen.deij@etf.europa.eu

Filippo DEL NINNO Country Manager Palestine Geographical Operations Department

Inna DERGUNOVA Project Officer Geographical Operations Department

filippo.del-ninno@etf.europa.eu

inna.dergunova@etf.europa.eu

Marie DORLEANS Specialist in VET Policies and Systems - Country Manager Tunisia Geographical Operations Department

Aleksandra FALKONE Project Officer Geographical Operations Department aleksandra.falcone@etf.europa.eu

marie.dorleans@etf.europa.eu

Henrik FAUDEL Head of the Geographical Operations Department Geographical Operations Department

Lizzi FEILER Labour Market Specialist Thematic Expertise Development Department lizzi.feiler@etf.europa.eu

henrik.faudel@etf.europa.eu

Anastasia FETSI Head of the Thematic Expertise Development Department Thematic Expertise Development Department

Floriana FOLISI Project Officer Geographical Operations Department floriana.folisi@etf.europa.eu

anastasia.fetsi@etf.europa.eu

J.Manuel GALVIN Specialist in Governance and LLL Thematic Expertise Development Department jose-manuel.galvin-arribas@etf.europa.eu

Mariavittoria GARLAPPI Specialist in VET Policies and Systems - Country Manager Morocco Geographical Operations Department mariavittoria.garlappi@etf.europa.eu

49

Zora GONCZAROW Planning and Reporting Officer Planning Monitoring & Evaluation Department

Michael GRAHAM Specialist in Qualifications Systems Thematic Expertise Development Department

zora.gonczarow@etf.europa.eu

michael.graham@etf.europa.eu

Peter GREENWOOD Head of the Evidence Based Policy Making Department Evidence Based Policy Making Department

Anthony GRIBBEN Senior HCD Specialist Thematic Expertise Development Department anthony.gribben@etf.europa.eu

peter.greenwood@etf.europa.eu

Christine HEMSCHEMEIER Senior HCD Specialist - Country Manager Kyrgyzstan Geographical Operations Department

Eva JANSOVA Statistical officer Evidence Based Policy Making Department eva.jansova@etf.europa.eu

christine.hemschemeier@etf.europa.eu

Abdelaziz JAOUANI Country Manager Lebanon Geographical Operations Department

Eva JIMENO SICILIA Head of Southern & Eastern Mediterranean Unit Geographical Operations Department

abdelaziz.jaouani@etf.europa.eu

eva.jimeno-sicilia@etf.europa.eu

Anna KAHLSON Specialist in Qualifications System Development Thematic Expertise Development Department

Lida KITA Specialist in VET and Social Inclusion - Country Manager Kosovo Geographical Operations Department

anna.kahlson@etf.europa.eu

lida.kita@etf.europa.eu

Timo KUUSELA Country Manager Belarus and Ukraine Geographical Operations Department timo.kuusela@etf.europa.eu

Gavril LASKU Specialist on Entrepreneurship and Enterprise Skills Development Geographical Operations Department gavril.lasku@etf.europa.eu

Petri LEMPINEN Maria LVOVA Specialist in VET and Social Partnership - Country Project Officer Manager Russia Geographical Operations Department Geographical Operations Department maria.lvova@etf.europa.eu petri.lempinen@etf.europa.eu

50

Pasqualino MARE Specialist in Entrepreneurship and Enterprise Skills - Country Manager Algeria Geographical Operations Department

Luminita MATEI Stakeholder Management and International Cooperation Officer Directorate

pasqualino.mare@etf.europa.eu

luminita.matei@etf.europa.eu

Vincent MCBRIDE Senior HCD Specialist - Country Manager Uzbekistan Geographical Operations Department

Shawn MENDES Senior Human Capital Development Specialist Country Manager Serbia Geographical Operations Department

vincent.mcbride@etf.europa.eu

shawn.mendes@etf.europa.eu

Marcin MONKO Communication Officer Communication Department

Doriana MONTELEONE Statistical officer Evidence Based Policy Making Department

marcin.monko@etf.europa.eu

doriana.monteleone@etf.europa.eu

Sabina NARI Country Manager Israel Geographical Operations Department

Margareta NIKOLOVSKA Specialist in VET Policies and Systems Country Manager Bosnia and Herzegovina and Montenegro Geographical Operations Department

sabina.nari@etf.europa.eu

margareta.nikolovska@etf.europa.eu

Barbara OLENT Executive Secretary Evidence Based Policy Making Department

Laura ORLANDI Project Assistant Evidence Based Policy Making Department

barbara.olent@etf.europa.eu

laura.orlandi@etf.europa.eu

Manuela PRINA Specialist in Governance and LLL Evidence Based Policy Making Department

Simona RINALDI Specialist in VET Policies and Systems - Country Manager Croatia Geographical Operations Department

manuela.prina@etf.europa.eu

simona.rinaldi@etf.europa.eu

Francesca ROSSO Junior Specialist in Employment Thematic Expertise Development Department

Martino RUBAL Statistical Officer Evidence Based Policy Making Department

francesca.rosso@etf.europa.eu

martino.rubal-maseda@etf.europa.eu 51

Madlen SERBAN Director Directorate

Nadezda SOLODJANKINA Project Assistant Geographical Operations Department

madlen.serban@etf.europa.eu

nadezda.solodjankina@etf.europa.eu

Bent SORENSEN Head of ETF Communication Department Communication Department

Siria TAURELLI Senior Specialist in Governance and LLL Country Manager Moldova Geographical Operations Department

bent.sorensen@etf.europa.eu

siria.taurelli@etf.europa.eu

Kristien VAN DEN EYNDE Project Officer Geographical Operations Department

Rosita VAN MEEL Senior HCD Specialist - Country Manager Turkey Geographical Operations Department

kristien.van-den-eynde@etf.europa.eu

rosita.van-meel@etf.europa.eu

Lucia VERGANO Statistical Officer Evidence Based Policy Making Department

Evelyn VIERTEL Senior Specialist in VET Policies and Systems Country Manager Albania Geographical Operations Department

lucia.vergano@etf.europa.eu

evelyn.viertel@etf.europa.eu

Arjen VOS Head of Eastern Europe and Central Asia Unit Geographical Operations Department

Pirita VUORINEN Specialist in Governance and LLL Thematic Expertise Development Department

arjen.vos@etf.europa.eu

pirita.vuorinen@etf.europa.eu

Elizabeth WATTERS Senior Specialist in VET policy and system development Thematic Expertise Development Department

Helmuth ZELLOTH Senior Specialist in VET Policies and Systems Thematic Expertise Development Department

elizabeth.watters@etf.europa.eu

52

helmut.zelloth@etf.europa.eu

NOTES

53

NOTES

54

NOTES

55

NOTES

56

MAP: HOTELS AND VENUES

TEATRO REGIO

TORINO INCONTRA

Hotel Astoria

Hotel Principi di Piemonte

Via XX Settembre 4

Via Piero Gobetti, 15

Hotel Concord

Hotel Victoria

Via Lagrange, 47

Via Nino Costa, 4

Hotel Genova

Teatro Regio

Via Paolo Sacchi, 14

Piazza Castello, 215

Hotel Majestic

Torino Incontra

Corso Vittorio Emanuele 54

Via Nino Costa, 8

57