Transcript Slide 1

Multi-level Governance in VET
Romanian case study:
strategic planning in TVET
23-24 November 2011, Torino
Gabriela Ciobanu, Director
National Centre for TVET Development Romania
Romanian VET policy priorities
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Ensuring an equitable and flexible acces to VET
Increasing VET attractiveness
Increasing quality and efficiency of VET
Ensuring relevance of VET for labour market
needs
• Promotion and capitalization of innovation,
entrepreneurship and cultural diversity in VET
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Romanian VET policycoherence with national and
regional policies
• Human Resources Development (SOPHRD 20072013)
• Governing Program 2009 – 2012
• National Reform Program 2011-2013
• National Strategy for Sustainable Development
2013 - 2030
• Economic and Social Cohesion Policy (National
Development Plan 2007 – 2013 and Regional
Development Plans)
• Employment policy (National Action Plan for
Employment and Regional Action Plans for
Employment)
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Evidence based policy in VET (1)
• EU benchmarks and indicators:
– Participation and progression in initial VET
– Upper secondary completion rates (focus on vocational
streams)
– Participation rate in CVET
• VET performance indicators:
– Relevance of QA system for TVET providers: share of VET
providers applying Quality Assurance Systems, share of
Accredited VET providers
– Investment in training of teachers and trainers: share of
teachers and trainers participating in further training,
amount of funds invested
– Completion Rate: successful completion of training
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Evidence based policy in VET (2)
• VET performance indicators:
– Placement rate : destination of VET students after completion of training,
share of employed learners after completion
– Utilization of acquired skills at the work place: information on occupation
obtained by individuals after completion of training, satisfaction rate of
individuals and employers with acquired skills/competences
– Unemployment rate
– Prevalence of vulnerable groups: % of participants classified as
disadvantage group, success rate of disadvantage group
– Mechanisms to identify training needs in the labour market: information
on mechanisms set-up to identify demands, evidence of their
effectiveness
– Schemes used to promote better access to VET : information on existing
schemes on different levels, evidence of their effectiveness
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Evidence based policy in VET (3)
• Evaluation at VET system level
– Annual reports on VET contribution to achieve the
objectives set-up in the Government Program and
National Reform Program
– Monitor the progress in reaching the targets and
objectives at European level
• Evaluation at TVET provider level
– Self assessment reports
– External monitoring for validation of the self assessment
reports
– External independent evaluation
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TVET Governance
shared responsibilities
• The effective involvement of multiple actors in the
decision making process is a major objective.
• The social partners participate effectively (decision,
implementation, monitoring and evaluation).
• Parents and students an increased role to play.
• Strategic partnerships in VET creates the premises of
developing a common concept about VET - an investment
in personal and professional development of citizens and
in the socio-economic development of the community.
Multiple actors/public responsibility
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TVET Governance
multiple actors, different roles
-functional perspectiveTVET
functions
MoERYS
SDC
MoLFSP
Sect.
Com/
Valid.
Com
Qualification
Proposal
validation
P
C
P
D
Curriculum
Core
SBC/LDC
D
C
Assessment
Certification
D
D
Companybased
training/
Work
based learning
C
C
D
School
Insp.
C
C
LCD
Enter
prise
TVET
school
P
P
P
C
C
D
D
C
R
D
R
D
D
C
P
P
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TVET Governance
multiple actors, different roles
-functional perspectiveTVET
functions
MoERYS SDC
Training
D
of trainers
Sect. RDB Reg.
Com/
Cons
Valid.
Com
School
Insp.
LCD
D
D
C
TVET
schools
Governing
body
TVET
financing
D
C
TVET
planning
D
C
D
C
D
C
Local
Adm
Enter TVET
prise school
D
D
M
M
M
D
S
E
P
P
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TVET Governance
multiple actors, different roles
-functional perspectiveAbbreviations
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MoERYS – Ministry of Education, Research, Youth and Sport
SDC – Social Dialogue commission of MoERYS
MoLFSP – Ministry of Labour, Family and Social Protection
Sect Com – Sectoral Committee
Valid Com – Validation Commission
RDB – Regional Development Board
Reg Cons – Regional Consortia (consultative body of RDB)
School Insp – County School Inspectorate
LCD – Local committee for Development of Social Partnership in VET (consultative body of school
inspectorate)
SBC – School based curriculum
LDC – Local Development Curriculum
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C- consultation
D – decision
E – extra-budget funding
M – members
P – propose
R – represented by evaluators
S - scholarships
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TVET Governance –
challenges
• How to ensure the involvement of key/relevant
stakeholders at all decision making levels?
• How to ensure their accountability?
• How to make the best use of the information
system available?
• How to ensure the necessary expertise for
reliable qualitative data?
• How to use the feedback to improve the decision
making process?
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Case study
Strategic Planning in TVET
an approach, promoted by the
National Centre for TVET
Development
Forward looking matching
• Integrated approach of TVET within the context of
HRD strategies linked to the national, regional and
local development plans.
• Strategic approach of the TVET supply – medium and
long term perspective
• Early identification of training needs
• Strengthening partnership approach of the TVET
planning /
increased key stakeholders active
participation and commitment – all levels
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From anticipation to collective
action leading to ownership
Action
Anticipation
prospective
studies
Quality
assured
Shared
strategic
decisions
Ownership
Participatory
planning
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Labour Market demand
• Medium and long-term forecast surveys for prognosis of the
labour force demand based on National Development Plan (3
scenarios: pessimistic, moderate and optimistic) in order to
achieve the target set-up by the SOPHRD 2007-2013
• Labour market intelligence
– Comparative analysis Romania – EU member states
– Regional analysis within the country (inter-regional and
intra-regional analysis)
– Company-based surveys
– Tracer studies
– Official statistics and administrative records
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TVET supply
• Analysis of the TVET school network
(geographical distribution, demographic pool,
schools infrastructure and facilities for training,
qualified human resources available)
• Analysis of the TVET offer (which qualifications,
for which qualification levels, existence of
partnerships between schools and enterprises)
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VET multi-level strategic
planning
National strategies for
education and training
The National
Development Plan
The Sectoral
Operational
Programme Human
Resources
Development
Regional Education
Action Plan (REAP)
Regional
Employment
Action Plan
(REmAP)
NATIONAL LEVEL
National Development Plan
REGIONAL LEVEL
Regional Development Plan
COUNTY LEVEL
County Development Plans
Local Education
Action Plan (LEAP)
SCHOOL LEVEL
-Labour market
intelligence
- Tracer studies
- Oficial statistics
and administrativ
records
School Action Plan (SAP)
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Romania: 8 development regions
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Participative Management
- Partnership levels Regional
Consortia
Local Committees
for Development of
Social Partnership in
TVET
School’s Board
REAP
LEAP
SAP
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Regional Consortia
• Creation in 2001 with ETF support and their capacity building
continued under Phare 2001- 2006 Program
• Set up in 2002 as partnership structures at regional level
• Role: consultative body of the Regional Development Council
• Institutional composition:
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Regional Development Agency (RDA)
County Councils
Employment Agencies
School Inspectorates
Universities
Social partners (representatives of employers, trade unions, professional
associations decided based on their active involvement in VET an
employment policy at county level)
– National Centre for TVET Development (NCTVETD) – Regional Branch 20
Regional Consortia
Responsibilities:
• Updating and monitoring the REAPs implementation
• Monitoring the LEAPs implementation
• Assisting School Inspectorates and LDC in LEAPs
development and implementation
• Updating
and
monitoring
the
REmAP
implementation
• Assisting County Employment Agencies in REmAPs
implementation at local level
• Assisting County Employment Agencies in
promoting and developing employment pacts
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Local Committees for
Development of Social
Partnership in TVET (LCD)
• Set up in 1997 with the support of the first Phare VET
Project (Phare VET RO 9405)
• Role: Consultative Body of the County School
Inspectorate
• Institutional composition:
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Local authorities
County Employment Agency
Employers organizations
Trade unions
County School Inspectorate
Other relevant NGOs
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Local Committees for
Development of
Partnership in VET
Responsibilities
• Updating the LEAPs
• Monitoring the SAPs implementation
• Assisting schools for SAPs development and
implementation
• Analyzing and advising the TVET supply anual
plans – county level
• Endorsing the local component of TVET
curriculum
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School’s board
Responsibilities
• SAP approval
• Monitoring the SAPs implementation
• Analyzing and advising the anual plans for
TVET supply (according to the employers needs
and REAP/LEAP general framework and specific
recommendations)
• Advising the local component of
curriculum
TVET
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REAP
• Level of planning: regional (8)
• Aim:
– to improve the match between the TVET supply and the social
demand, based on an integrated approach of education and
training, human resources and regional development needs
• Role:
– provide an overview on the regional context – demographic,
labour market and economic trends and forecasts
– analyze the regional TVET supply vs. needs of changes and its
capacity to adapt
– set-up priorities, targets and key actions at regional level
– provide a reference framework for the elaboration and
harmonization of the local and schools action plans (LEAPs and
SAPs)
• Time perspective: 2004 - 2013
– annual up-date and revise
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REAP content
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Summary
Demography
The Regional Economic Profile
The Labour Market
TVET in the Region
Monitoring of Progress in Implementing REAPs
SWOT Analysis (TVET offer vs. LM demand)
TVET 2013 - Objectives
Action Plan 2013
Contribution of HE to Regional Development
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REAP calendar
No Action
Period
1
Monitoring and evaluation reports of implementation of previous REAP
Oct-Nov
2
Establishing the responsibilities and the calendar for REAP updating and
monitoring/evaluation ( LCDP meetings)
December
3
Collecting and up-dating the administrative data (county agencies for
employment, school inspectorates)
January February
4
Up-dating according to the official statistical data (EUROSTAT, National
Institute for Statistics)
February March
5
Collecting and processing the data coming from labour market studies
(previsional studies, companies surveys)
February March
6
Collecting and processing data coming from graduates’ insertion
monitoring surveys
February March
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Drawing up the first draft of up dated REAP
March
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Consultation process (Regional Consortia members and other interested
stakeholders)
April - May
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REAP revision based on results of the consultation process
April - May
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REAP adoption by the Regional Consortia
May
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REAP approval by the Regional Development Council
May
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LEAP
• Level: counties of the region (42)
• Role:
– in-depth analysis of the county context
– focus on specific issues of the TVET system at county level
– set-up priorities, specific targets and key actions adapted at
county level
– contribution to the regional targets
– provide the county framework for the elaboration of the schools
action plans (SAPs)
– facilitate decisions at county level for the restructuring of the
TVET schools network
• Time perspective: 2004 - 2013
– annual up-date and revise
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LEAP calendar
No
Action
Period
1
Monitoring and evaluation reports of implementation of previous LEAP
Oct-Nov
2
Establishing the responsibilities and the calendar for LEAP updating and
monitoring/evaluation ( LCDP meetings)
February March
3
Collecting and up-dating the administrative data (county agencies for
employment, school inspectorates)
February March
4
Up-dating according to the official statistical data (EUROSTAT, National
Institute for Statistics)
MarchApril
5
Collecting and processing the data coming from labour market studies
(previsional studies, companies surveys)
MarchApril
6
Collecting and processing data coming from graduates’ insertion
monitoring surveys
MarchApril
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Drawing up the first draft of up dated LEAP
April - May
8
Consultation process (LCDP members, TVET schools and other interested
stakeholders)
May - June
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LEAP revision based on results of the consultation process
June
10
LEAP adoption by the LCDP
June
11
LEAP approval by the Governing Board of the County School Inspectorate
July
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SAP
• Level: each individual TVET school (1024)
• Role:
– local context analysis, more in-depth for areas of interests
according to the school’s position and training domains
– detailed screening of the school’s capacity to fulfill the
requirements and to adapt to the labour market changes
– set-up priorities, specific targets and actions
– contribution to the regional and local targets
– provide the framework for the implementation of the Quality
Management System
– facilitate cooperation within the schools network
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Time perspective: 2013
– annual up-date and revise
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TVET supply - annual planning
MoERYS
– approval
LEAP: training needs
assessment & targets
(mid & long term –
county level)
Local VET Development
Committee:
- advise the annual plan
based on LEAP
County School
Inspectorate:
SAP: mid & long
term targets
(school’s level)
-draw-up the
annual plan
(county level)
Social partners &
schools’ board:
-additional &
specific information
Schools’ proposals for the annual plan
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The success comes from
• Active involvement of all stakeholders concerned in
elaboration, implementation, monitoring and evaluation
processes
• Accountability mechanisms set-up
• Capacity building of the members of participative
management structures
• Distribution of roles and responsibilities in a cost-effective
approach for ensuring a transparent management of VET
• Coherence between national strategies and regional policies
and proper support mechanisms in the implementation
• Availability of medium and long term prognosis for economic
and human resources development
• Availability of institutional and technological infrastructure
for collecting and analysis of the relevant data and indicators
(economy, education, demography, labour market)
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For further information…
National Centre for TVET Development
www.tvet.ro
Tel: +4021 311 1162
+4021 312 1161
Fax: +4021 312 54 98
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