Governance and Effective Vocational
Education and Training policies: the
role of evidence
Luljeta Shala
Kosovo Pedagogical...
Content
1.
2.
3.
4.
5.
6.
7.

VET system in Kosovo
Kosovo Education Strategic Plan (KESP) 2011
-2016
Improvement in VET; a...
VET system
• 57 vocational schools in 26 main towns in
Kosovo and 2 centers of competence( planned
7)
• 57% of secondary e...
Kosovo Education Strategic Plan
2011 -2016
• Ambitious goals for reforms in education and training
• Special attention on ...
Improvement in VET, according
to KESP
School based developments:
• Self evaluation in all VET schools was completed in 201...
Improvement in VET, according
to KESP
System developments:
•

•

•

Structures in MEST for the management and supervision ...
Improvement in VET, according
to KESP
•

•
•

Work has started to address the recommendations for training and
capacity ne...
Policy making in VET: issues
• Lack of review of the impact of VET policies and lack
of analysis to understand: (whether V...
Torino Process- added value for Kosovo
•
•
•
•
•
•
•
•

Focus on evidence;
Better understanding of policy formulation and ...
Torino Process- added value for Kosovo
•

•

•

•

Torino process/its reporting used by Kosovo
institutions and its develo...
Torino process: one step ahead in
capacity development
•
•

•

•
•

ETF provided expertise know how, support and
coaching ...
Kosovo Torino Process
2012
Aim:
• to review and assess the VET system progress by identifying key trends
and gaps
• to sup...
Conclusions
1. We should strive to develop Torino Process Analytical
Framework into a more critical communicative
methodol...
Thank you for your attention!
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Kosovo luljeta bajrami shala prezantim torino en

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Kosovo luljeta bajrami shala prezantim torino en

  1. 1. Governance and Effective Vocational Education and Training policies: the role of evidence Luljeta Shala Kosovo Pedagogical Institute Turin on 23-24 November 2011 Kosovo Team
  2. 2. Content 1. 2. 3. 4. 5. 6. 7. VET system in Kosovo Kosovo Education Strategic Plan (KESP) 2011 -2016 Improvement in VET; according to KESP Policy making in VET: problems and issues Kosovo Torino Process : its added value Kosovo Torino Process 2012: the way ahead Conclusions
  3. 3. VET system • 57 vocational schools in 26 main towns in Kosovo and 2 centers of competence( planned 7) • 57% of secondary education enrolled students are in VET schools (2008/09); 38.3% are females • Very few pass VET Matura exam- public discussions have started • MEST: VET Department with 4 staff- VET Agency to be established in 2013
  4. 4. Kosovo Education Strategic Plan 2011 -2016 • Ambitious goals for reforms in education and training • Special attention on the VET sector, because VET system an important player in education system the sector educates youngsters to become the professionals crucial to the Kosovo labour market enhanced quality of VET provision will help transition from school to work which in turn will effect employment and generate economic growth
  5. 5. Improvement in VET, according to KESP School based developments: • Self evaluation in all VET schools was completed in 2011(for the first time) • VET schools have elected coordinator/responsible for the quality assurance and external evaluation is conducted by Kosovo National Qualification Authority in 10 school based on its accreditation criteria are developed. • Draft Administrative for Centers of Competence is finalized and is expected to be signed, criteria are being developed to convert existing vocational schools in the competence centers (the ones that will meet criteria) • Professional standards are designed for 30 profiles in different fields and are approved by Kosovo National Qualification Authority- 17 of them are being approved by MEST.
  6. 6. Improvement in VET, according to KESP System developments: • • • Structures in MEST for the management and supervision of KESP: Steering Committee, Task Force (ETF is part of it) and a Secretariatessential structures for a fully functioning sector-wide approach (SWAp) to education in Kosovo. IPA funding is crucial to all the processes. For the first time in 2011:MEST, Municipalities and other education institutions have drafted the budget plan for 2012, as an input to the Medium Term Expenditure Framework (MTEF). Revised national curriculum framework, teacher professional development, capacities of the local education authorities and school principals, textbooks, and the school infrastructure have been the focus of joint donor and government support-donor pooled fund
  7. 7. Improvement in VET, according to KESP • • • Work has started to address the recommendations for training and capacity needs of the municipal and school levels of education management Discussions on a Pooled Fund are well underway as one of the innovative modalities of the sector approach MEST is finalising the Performance Assessment Framework (PAF) with a number of indicators for each sub-sector as a basis for annual education sector reviews. • The first annual education sector review is planned for the first half of 2012- ETF conducted Torino Process Report will be used as the baseline for the review of the VET subsector .
  8. 8. Policy making in VET: issues • Lack of review of the impact of VET policies and lack of analysis to understand: (whether VET policies achieved their set objectives and if not why) • Lack of systematic labor market skills analyses and school to work transition surveys • Lack of skills’ need analyses • Lack of data makes it difficult to assess how VET system is addressing economic, employment and social challenges i.e. internal, external efficiency and combating social exclusion
  9. 9. Torino Process- added value for Kosovo • • • • • • • • Focus on evidence; Better understanding of policy formulation and impact; Enhanced design of policy options; Support capacity development with the view to promote self-assessment; Tool for decision making for government institutions and donors; Focus on the coordination between VET education and economy; Clear definition of indicators to measure progress and Focus on multi and inter institutional cooperation.
  10. 10. Torino Process- added value for Kosovo • • • • Torino process/its reporting used by Kosovo institutions and its development partners as the feasibility study for the Kosovo Education Strategic Plan 2011-2016 (VET sub sector); Kosovo Torino Reporting/Reviews 2010-2012 agreed to be used as baseline studies for the Kosovo education system annual progress review-sector wide approach (SWAp); ETF has been charged by Kosovo Government and Donors to work on the VET sector indicators (ETF Statistical colleagues); It has helped in increasing the IPA and other donor prioritised financial support.
  11. 11. Torino process: one step ahead in capacity development • • • • • ETF provided expertise know how, support and coaching to Kosovo Pedagogical Institute in 2010-2011; ETF provided on the job training to Kosovo Pedagogical Institute (KPI) research team during the pilot survey on VET schools drop out rates,2010-2011; As result there is a well developed and sustainable mechanism for survey, analysis and evaluation of access, drop-outs and assessment of VET students in Kosovo ; Kosovo MEST has entrusted Kosovo Pedagogical Institute to conduct the survey every two years; Kosovo Pedagogical Institute is being asked by MEST and donors for more research/evidence for policy making.
  12. 12. Kosovo Torino Process 2012 Aim: • to review and assess the VET system progress by identifying key trends and gaps • to support Kosovo’s evidence-based policy making by fostering multi level and inter-institutional partnership in VET policy making and implementation Who: • Kosovo MEST-Policy Planning, European Integration and Donor Coordination Department jointly with Council of VET (CVET) which is a tripartite body and VET Sub-Sector Working Group-ETF guides, coaches and supports analytical capacities until the final draft Torino Report How: • a series of consultation events and focus groups: VET school principals, teachers, students (youth NGOs’ representatives), academics, employers, civil society, donors etc • analysis of quantitative and qualitative evidence • ETF concludes final report
  13. 13. Conclusions 1. We should strive to develop Torino Process Analytical Framework into a more critical communicative methodology in order to enhance key stakeholders' capacities for VET policies, research and their unavoidable contradictions; 2. TPR should be focused also on VET as an object of research in a given context and not only as an object of review/assessment; 3. Torino Process Analytical Framework design should involve the end users and stakeholders from its design to the implementation of the results of the process.
  14. 14. Thank you for your attention!

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