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Multilevel governance in public education and training policies:from theoretical frameworks to empirical approaches(Example of Dnipropetrovsk Region) Oleksandr DEMCHYK
DNIPROPETROVSK REGION Economic and Geographic position favourable geographic location – Dnipropetrovsk region is located in the centre Ukraine and borders on 7 оblasts 31,9 thousand km2 – regions are (5,3% of the total area of Ukraine) Transportation & Infrastructure developed network of highways railroad network main gas pipeline key Ukrainian waterway goes through the region (Dnipro river) 2 international airports Manufacturing & Industry 10,2% GDP of Ukraine comes from Dnipropetrovsk oblast Working Staff and Science Personnel 19,3 % of the whole industrial output of population of the region - 3,3 million people (7,3% of the population of Ukraine), 56% are at Ukraine are produced in Dnipropetrovsk working age (1,85 million people) region there are more than 80 HEI of different professional fields and 64 VET institutions Agriculture Natural Resources The space of the arable lands exceeds land 50% of the total national volume of recourses of a number of EU countries, like Austria, the mineral resources are mined in the Netherlands, etc. (2,5 million ha) lands of Dnipropetrovsk oblast temperate continental climate (40 kinds of resources) plain (steppe and steppe-and-forest zones)MULTILEVEL GOVERNANCE IN EDUCATION AND TRAINING
FUNCTIONS DISTRIBUTION VET REGIONAL AUTHORITY MINISTRY• prognoses of volumes, • control of enrolment • appointment of VETtypes and fields of provision; directors;training; • VET financing; • monitoring of VET• career guidance and • making proposals to functioning;enrolment of students; Ministry of Education on • determine the total amount• social protection; VET chief-staff of finance and funding policy• organizing of a practical appointments; for educational institutions,training and employment; • providing the first their staff list approval;• providing complete stage of new • adoption of VET standards.secondary education and professions licensingprofessional training; and continuation of• school base preparation already approved ones.to academic work. MULTILEVEL GOVERNANCE IN EDUCATION AND TRAINING 3
URGENT PROBLEMS• VET funding was transferred to the regional level, but ownership of fixed assets(buildings, equipment) remained at the state level;• employers as a social partner, stakeholders are not engaged in the process of labourpotential formation;• excessive consumption upbringing of the graduate, formed on the post-Sovietlegislation;• low economic efficiency of budget spending on the VET schools network. MULTILEVEL GOVERNANCE IN EDUCATION AND TRAINING 4
WAYS TO RESOLVE PROBLEMS• To transfer the property rights of education establishments to regional authorities;• To change a property ownership of VET schools regarding the objects that are incommon public use (for municipal and district communities, e.g. centralized boilerhouses);• To ensure legal provisions for VET institutions to perform the only function ofeducation and training young people to be employed, to transfer social functions tolocal authorities and involve employers to identify needs for staff training;• To work out a new classifier of professions;• To introduce a financial autonomy of educational establishments. MULTILEVEL GOVERNANCE IN EDUCATION AND TRAINING 5
THE KEY STEPS of the project “VET system development through anticipation of skills demand, promotion of social partnership and optimization of the use of resources”Survey of 400 . Final conferenceenterprises of theregion VET surveys Survey analysis by experts Criteria for VETSurvey analysis by experts network development MULTILEVEL GOVERNANCE IN EDUCATION AND TRAINING 6