Transcript Slide 1

Assessment of Returned Migrants Skills and
Possibilities for Validation of non-formal and
Informal learning in Georgia
PhD Natia Chelidze
E-mail: [email protected]
Chosen Respondents
Location
Number 59
Experts and Policy-makers in the field of
Education,
Migration and
Labour Market
Tbilisi
Employers (Filed of activity: heavy industry, Food Industry,
Communication, Hotels and Restaurants, Construction, Printing
House, Banks and Insurance Sector, Tourism, Trade)
Tbilisi,
Rustavi
8
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Chairperson of Employment and Consultative Agencies
Tbilisi
2
Heads of Public and Private VET Colleges
Tbilisi,
Rustavi,
Telavi,
Kutaisi
Kobuleti
5
1
1
1
1
10 Returned Migrants Employed and 10 Returned Migrant
Unemployed
Tbilisi,
Kutaisi
18
2
13
3
3
RESEARCH RESULTS
Survey results of independent experts, social
partners and policy-makers
Different aspects of VNFIL system:
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assumption in formal educational system,
employment in accordance with their appropriate competences,
support in personal development.
For the individuals VNFIL means definition of the costs for their
competences.
For the employers validation process simplifies human resources
management process, because he/she identifies what competences are
having concrete, already or possible employee.
Furthermore, a system of recognition will help employers, with exclusion
of repeated study programs, to train labor forces only in needed
competences, which will take less time and financial resources.
The Strategy for Adult Learning
Respondents are negatively assessing the fact that adult learning is not officially
defined and regulated by the legal framework. Accordingly subsidizing adult
learning is very low on public level.
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Some experts interviewed for the desk research claimed that vocational education
and training for youth and adult learning systems should be implemented by
different actors.
As a matter of fact adult learning is to be considered in the context of continuing
learning, it can be supported not only in VET institutions, but also at
universities, in training centres and in other educational institutions.
For adult people should be better the provision of short term multi modules
learning programs.
Special attention should be given to the people on their middle career stage.
Creation of effective mechanisms for VNFIL in practice, will encourage them to
follow adult learning.
Adult learning should be accessible for everyone. In this segment state funding
should be realized.
VNFIL systems transparency and quality
 guarantor for systems transparency and quality
assurance should be LEPL National Center for
Quality Assurance under the MoES.
Cost for VNFIL
 In spite of the fact that some of respondents considers
necessary payment of the tuition fee for VET
programs should be paid by applicants for
validation, because profit taken from validation is
very high, most of respondents think that on the
starting stage of implementation of this system it
should be the state funded.
The list of the expected advantages are:
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Attraction of employers having the certificate, which proves their
competences and increased chance to be employed;
to be presented on international labor market. But to realize this,
applicants for validation must be sure that validation certificate is
compatible with internationally recognized standards.
possibility for increased salary and
self-esteem of individuals,
but research of employers and labor forces showed that, for employers
validation certificate won’t be pre-condition for increasing the salary,
and migrants put their dignity back, because for them motivating factor
is attraction of employers and receiving working place.
Obstacles for the progressive and successful
development of VNFIL mechanisms in Georgia
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lack of state support,
non-comprehensive policy in educational system,
low funding from the state,
incomplete material technical base of VET institutions,
unprepared VET teachers and lack of qualified teachers,
quality assurance problems,
lack of information provision on importance for LLL and its
superiority,
low activity of social partners and
especially, lack of preconditions for society’s motivation.
Desk Research of returned migrants to Georgia
Indicators
Respondents
Age
5- 25-30;
5- 31-35;
Gender
10- Women;
10- Men;
Level of education
13- Higher Education;
1- Uncompleted Higher Education;
3- General Secondary Education;
3- VET education
Duration of migration
period
They are returned after 2006 and average migration period is 4-7
years.
Main recipient country
Russian Federation, Greece, the USA, Turkey, Germany, Italy.
Before migration
economically activeness
3 student
4-employed
13-unemployed
Economically
activeness after return
10- Unemployed;
10-Employed, among them 2 are informally employed
5- 36-45;
5- 46-55;
working skills returned migrants gained abroad are:
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problem solving
capability to take decision independently,
to work in multicultural environment,
to learn new work methods faster and under pressure in
order to meet the deadlines,
to show responsibility and creativity during the working
process,
to demonstrate keen interest and knowledge on different
issues,
be patient,
disciplined,
punctual,
communicative, to improve or study foreign languages.
Main occupations migrant usually cover are:
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babysitters,
cleaners,
carers,
waiters/waitress,
consultants,
workers on construction,
service staff for restaurants and hotels,
auto service mechanists and
agricultural workers
Return migrants gained only some part of vocational
competences.
After return more than half of respondents do not think about
improvement of competences by trainings, because it is
connected with financial matters.
Migrants have no idea on how they can prove/validate the skills acquired
through the migration experience, what institutions are responsible, by
what certificates, etc.
Most of migrants have no information on VET system operating
in hosting country neither during the migration nor after
return. Only respondents returned from Germany and the USA
mentioned that they attended short term language courses in
host country and have relevant certificates.
Large scale research proved that, 9 % of returned migrants
indicated that they attend educational courses and trainings for
several qualifications in four main directions:
 Accounting,
 English Language,
 Computer Office Software,
 Elementary School Pedagogy.
They are in possession of relevant certificates, whose recognition
is regulated by the labour market.
The cause for return is mostly involuntary:
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problems with permit of stay documents,
family problems,
unemployment in the country of immigration,
deportation.
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Among involuntarily returned migrants frustration is very
common.
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Only few of them could save up and return to the homeland to
run business here.
Reasons for Migration:
Among 20 returned migrants
18 respondent left the country for employment and improving
financial conditions,
2 went for getting high education.
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Employment situation after return:
for getting high education two migrants were working in
recipient country special students’ working places as well.
Both of respondents after coming back home are successfully
working in government structures.
Among the rest 8 employed respondents 2 started their own
business, 6 are employed in trade, service and healthcare
fields.
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For reintegration of returned migrants some targeted
projects are realized in Georgia:
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Under the ,,Mobility Partnership” agreement between the EU
and Georgia, signed in 2009, we should mention the project
,,targeted initiative for Georgia”;
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“Professional staffs program for the returned migrants”,
CIM/GIZ;
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“Integration of Georgian Migrants into Labor Market” joint
initiative of the EU commission and UN Migration and
Development,
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IOM Tbilisi missions project: voluntary return and
reintegration of migrants..
Service offered in the framework of reintegration
projects are:
mainly to refresh working skills acquired abroad
 and to raise self confidence and competitiveness to stimulate
their reinsertion in the labour market or
 to support them in running business locally.
 According to their needs short term training courses for
returned migrant have been organized and certificates have been
provided.
 They have had the opportunity to contact large scale business
entrepreneurs
 and to conduct practical activities with possibility to be hired.
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In spite of fact that reintegration activities have been implemented and in
the regions information centres have been created, as already underlined
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returned migrants don’t know nor the modalities to
attend courses and trainings, neither the possibility to
validate informal education.
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they know less about legal framework regulating
Georgian educational system, because after finishing
learning institutions they had no link with it.
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Returned migrants, even if they are willing to attend
classes and be in training, due to lack of financial
resources they prefer not to talk about this possibility
as it is not a guarantee to find a job.
Feelings of returned migrants for re-emigration
Regrettably, current social environment and insufficient
conditions for socio-economic reintegration of returned
migrants constrain them to think about re-emigration.
The interests shown after the provided information on
validation of informal and non formal education are clear
evidence of the fundamental importance of the recognition and
certification of skills acquired though their migration
experience. Moreover it seems that for future potential
migrants, it is very important to have recognized
certificates even at international level to be competitive
also on the international labour market.
Desk research on employers demand
on certified graduates of VET colleges
EFFICIENCY ON LABOR FORCES
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Business companies are trying to satisfy their specific
technical needs by
organizing professional training on the working place;
and in case of sufficient financial resources, by paying for
trainings in foreign partner countries or asking for trainers
from international training centres for short term study
courses;
Big companies have usually their own training centres,
where trainings for internal staff are periodically conducting.
Small companies usually recruit needed personal through
private contacts and only in the last resort they address to the
employment agencies databases.
Support of employers toward VNFL system
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Validation of informal education will be supported by the
employers depending on strict and realistic connection to the
quality of working resources, the confidence in the validating
organ and in the fair decision making processes. But in
reality, legislative obligation will be main reason, which
will increase the demand on certified workers.
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According to education and labour experts, the responsibility
on quality assurance should be taken also by professional
educational institutions. The qualification of graduate
candidates and the issue of Diploma/graduation certificate
should be a further mean of prestige for the educational
institution.
Legal Basis for Validation of Non-formal
and Informal Education in Georgia
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Article 10 of Georgian law concerning vocational education that has just
come into force, aims to assess and validate the knowledge, skills and
values of people with vocational education. This implies that the
institutions entitled to validate this specific type of education are
recognized by the law.
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On the basis of the Georgian law concerning VET, whether VET
institutions pass the accreditation process based on self-assessment
questionaire, they are authorized to implement validation exams.
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Validation of informal education is already available for all qualifications
on stages I-III (besides regulated qualifications), where the responsible
institutions can be private and public VET colleges.
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On the bases of above mentioned law, in February 2011 was adopted The
Ministerial Order #8 on approval of the conditions and rules of
validation on informal vocational education.
According to the above mentioned Order,
article 3:
the institutions are entitled by the law to
approve validation procedures for application
(process should not exceed one month):
rules for validation of qualifications by
certificates or other documents as proof of the
acquired competences,
 the admission deadline and
 admission board.
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The Order #8 of the Minister of Education and
Science of Georgia entitles VET institutions to be
independent
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in composition of the assessment board,
in formulation of assessment methodology;
and in formulation of assessment criteria.
VET colleges Director’s Command on the rules for Validation of nonformal and informal education
In the framework of different VET study programs, separate commissions
are established for each study program.
The commissioners should be not less than 5:
 the College director (Head of the commission, with casting vote),
 the manager of study process and study practice,
 the teacher of that particular VET program on that defined stage,
 the Program and Quality Assurance manager
 and teachers
The exams modalities can vary from the assessment of the theoretical
knowledge to demonstration of practical skills.
Gaps in existing documents
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In case of taken decision on VNFIL registration in the center,
neither in this document nor in the Order of the Minister # 8 is
not indicated, when and who should give Validation
diploma or certificate proving the validate competences.
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In the document is not indicated how many years of work
experience should have member of the exam commissionteacher of appropriate stages for VET programs.
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Also representation of employers and professional
associations in Validation Commission is missing in this
document. But agreement about social partnership is reached
and each party realizes their role for development of VET
education.
Gaps in existing documents
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The documents show that for validation of informal education the
applicant can address to the dedicated Commission any times during
the calendar year. According to experts assessment validation process
should be defined within a precise time schedule (e.g twice a year) in
order to allow authorized institutions to use resources more effectively.
Other suggestion is that institutions proceed the assessment of informal and
formal education at the same time, in order to reduce expenses and time
for validation.
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Certification cost is not mentioned. On the one hand even it represents a
potential prestige tools for the VET institutions, responsible on validation,
on the other hand certification costs are one of the most serious obstacle for
validation practitioners. According to the social partners vision, at least
before active implementation of the validation process in practice,
validation procedures should be funded by state budget.
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Ineffectiveness of variety of institutions responsible for validation.
Importance of Motivation and need of information campaign
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Government should foresee information campaigns
by TV, newspapers and radio;
Carry out informative meetings with successful
employees who have validated skills and
competences in order to collect best-practices.
To motivate individuals is influenced
 by free mobility in labour market and
 by validation of certificates proving their
competences in international arena;
 also by high salaries,
 by self-esteem.
Important Achievements
Weak Points
Improvement of Professional Legal Framework
Frequent amendments and supplements to the laws and
inconsistency in educational policy.
Successful reform on every stage of educational system
Surplus of higher educational professionals. Incorrect
approach toward some competences and qualifications
has been pointed out.
Elaboration of NQF and professional standards
Needs further improvement
Creation of legal framework for validation of informal
educations
Validation on Non-formal education is not facing yet,
(no single aplication has been received for validation).
No common guideline for Validation of informal
learning.
Existing legislation is not covering all levels of nonformal education, validation occures only for I, II and
III levels vocational education
Government is not lobbying the implementation of
validation of vocational education.
Proposal of different learning programs
Because of lack of current labour market research, it is
difficult to affirm whether those proposed educational
programs reflect or not the demand of the local or
regional labour markets.
Support for funding in VET institutions.
The state grant only for priority educational programs
is not enough. High request from the applicants for
state funded training courses.
Teachers’ professional development learning programs
exists according to the standards established for
professional institutions teachers
Teachers Training for professional and sector
competences are not continuous and lack of qualified
teachers in some professional sectors.
Rehabilitation of equipment and improvement of
guidelines
Rehabilitation of VET institutions material technical
equipment and guidelines provision is not sufficient.
Working on vocational institutions prestige, active PR
and Informative campaign
Lack of motivation for young people to be in
vocational trainings.
Designing of VET institutions database (will be
completed in October, 2011)
It is not working at the moment. Improvement and
access to the database are main topic for future
development.
Presence of VET graduates on labour market in the
near future
Graduates of VET institutions are under
unemployment danger in the nearest future, because of
lack of working places.
Agreement in the framework of social partnership
In spite of agreement reached between social partners,
VET colleges and business organizations still exists
week cooperation.
Internships and practical learning should be increased
up to 40% of entire studying process. At the moment
low quality of learning is pointed out.
Business companies have no taxation privileges, no
cheap credits and etc. to organize internships for
students
Tbilisi and Batumi City Hall in cooperation with other
international organizations started programs about adult
training and learning to stimulate employment, (IOM
implements “Job counseling and placement project”,
beneficiaries of this programs are: job seekers, IDPs, socially
disabled population, graduate students of VET institutions)
Adult learning is not a component of state policy;
The system has not been formulated yet.
Is a lack of state funding.
Information and Consultation Centres are created, and
radio and TV programs exist for job seekers.
Increase the possibilities for job seekers and employers
to match skills with labour market needs.
Creation of employment agencies association to design
unified database for employement.
Labor markets infrastructure is not developed yet.
Activities directed to the migrants’ reintegration:
Information, consultation and vocational training,
helping creation business plans and providing with the
initial capital
In spite of intensification of returned migrants
programs number of beneficiaries are still not much.
Big amount of people are working out of their primary
competences/education.
Level of education and professional skills of returned
migrants are not registered anywhere.
Re-integrated migrants are attracted to re-emigrate
abroad.
Liberalization of procedures and visa facilitation with
EU and support for circular migration.
On starting stage we have agreed on liberalization of
movement with EU. the negotiations with France on
the agreement on qualified workers residence permit
and circular migration issues continue. Main points of
the agreement are: creation of legal employment
possibilities, according to annual quotas and demand
of professions/qualification on France Labor Market
for Georgian Citizens, young professionals exchange
program and improvement of qualification.
Starting of local and national labour market research
Local and Regional researches on labor market are
fragmental.
Thank you
for your attention!