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Presentation of Anastasia Fetsi: the ETF and Multilevel Governance
 

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    Presentation of Anastasia Fetsi: the ETF and Multilevel Governance Presentation of Anastasia Fetsi: the ETF and Multilevel Governance Presentation Transcript

    • Anastasia FetsiHead of Thematic Expertise Development Department, ETF
    • VET AT A CROSSROADS Complex policy area at the intersection of education, labour market, economic and social policies: Different types of client: youth and adults (employed, unemployed, inactive) Different levels of qualifications: low, medium, high Formal, non formal, informal learning Different contexts Different actors: ministries of education, ministries of labour, sectoral ministries, executive institutions Multiple stakeholdersMULTILEVEL GOVERNANCE IN EDUCATION AND TRAINING 2
    • MULTILEVEL TITLE GOVERNANCE (MLG) MLG is about shared responsibility and coordinated action by different actors in policy development, implementation, monitoring and evaluation. It has a vertical (different tiers of government) and a horizontal (among different stakeholders) dimension of responsibility sharing, action and coordination It concerns both public and private actors It is based on the subsidiarity principle according to which policies are conceived and applied at the most appropriate level MLG is not a model; it is a dynamic process and approachMULTILEVEL GOVERNANCE IN EDUCATION AND TRAINING 3
    • ACTORS IN VET MULTILEVEL VERTICAL DIMENSION GOVERNANCE IO NAL NS IT TIO A UTIN ERN ST T IN PUBLIC PRIVATE SECTOR SECTOR HORIZONTAL DIMENSION (Social Partners, NGO’s, Associations) 4
    • TITLE THE ETF STUDY ON VET GOVERNANCE A methodology for mapping, analysing, assessing and identifying future steps The study piloted the methodology Countries involved: Azerbaijan, Croatia, Kazakhstan, Serbia, Tunisia, Ukraine Implementation period February – March 2012MULTILEVEL GOVERNANCE IN EDUCATION AND TRAINING 5
    • GRID FOR MAPPING VET TITLE GOVERNANCE Stakeholders roles (legend): -(I) Initiator; -(D) Decision Maker or Co-Decision -(C) Consultative/Consultee -(A) Acts on instructions/implement decisions. -(E) Evaluator. -(F) Funder or co-funder. -(P) Partner. - Other (specify).MULTILEVEL GOVERNANCE IN EDUCATION AND TRAINING 6
    • TITLE PROPOSED PRINCIPLES FOR GOOD GOVERNANCE IN VETPrinciple Working definitionRelevance Responsiveness to needs of the economy and learnersEffectiveness Delivering policies timely, on the basis of clear objectives and learning from experienceSubsidiarity & Decisions are taken at the most appropriate level;proportionalityTransparency Open processes and sharing of informationAccountability Roles and responsibilities are clearly defined and practices comply to standardsParticipation Inclusive approach throughout the policy chain MULTILEVEL GOVERNANCE IN EDUCATION AND TRAINING 7
    • PRELIMINARY RESULTS TITLE Steps towards participatory governance Although countries are starting from rather centralised governance, they all understand the need for more openness and involvement of actors Positive developments are taking place in all countries though at a different pace and with different results Engagement of stakeholders through consultative processes and in the phase of policy design seem to be more developed than in policy implementationMULTILEVEL GOVERNANCE IN EDUCATION AND TRAINING 8
    • PRELIMINARY RESULTS TITLE Where do the main strengths lie? Flexibility and openness at central level to engage actors Clear signs of success in the involvement of stakeholders at the initial stages of the VET reform process Linking VET to the broader national development policy – skills based approach Adopting support measures: quality assurance, qualifications, VET curriculumMULTILEVEL GOVERNANCE IN EDUCATION AND TRAINING 9
    • PRELIMINARY RESULTS TITLE Where do the main weaknesses lie? Stakeholders engagement is rather formalistic Vertical engagement is poor Horizontal engagement is not effectiveMULTILEVEL GOVERNANCE IN EDUCATION AND TRAINING
    • WHAT’S NEXT TITLE Effective leadership at national level (workshop 2) Skills policies and the regional/local level (workshop 1) Institutional leadership at training provider/school level (workshop 3) Social dialogue and effective partnership (workshop 4) Evidence based policy development (cross-cutting) Governance that fits for purpose (cross-cutting)MULTILEVEL GOVERNANCE IN EDUCATION AND TRAINING 1 1
    • TITLE Your comments and questions are welcome Thank you for your attentionMULTILEVEL GOVERNANCE IN EDUCATION AND TRAINING 1 2