2012 BOSNIA AND HERZEGOVINA TORINO PROCESS:RESULTS OF THE REVIEW OF THE PROGRESS IN VET REFORM
THE TORINO PROCESSTHE TORINO PROCESS ISa participatory process leading toan evidence-based analysis of VETpolicies in a given country. 2
LAUNCHED IN 2010….and2012….and 2014• Bosnia and Herzegovina took part in the first cycle of Torino Process in 2010• In 2012 new cycle of Torino Process has been launched: methodology based on ETF lead assessment• To be continued in 2014: to move self- assessment methodology 3
Building on the priorities established as part of the 2010 Torino process•February 2012: ETF has organized consultations with differentstakeholders involved in VET in the country;•26 April 2012: Agency for pre-primary, primary and secondary education,VET Department in Banja Luka, seminar has been organized on the topic“Curriculum reform in Vocational Education and Training in Bosnia andHerzegovina: review of the progress in the framework of the TorinoProcess”.•23 May 2012: in cooperation with the Ministry of Civil Affairs seminar onthe topic “Torino process 2012: kick starting the Baseline QualificationsFramework as a tool for European integration”, has been organized inSarajevo.•8 November 2012: wider consultation event takes place in Sarajevo.
VET in the focus of Torino ProcessVocational education and training (VET) is understood in broad sense, covering education and training which aims to equip both young people and adults with knowledge, know-how, skills and competences required on the labour market, for social inclusion and personal development provided at different levels (incl. secondary, postsecondary or tertiary), in formal, non-formal or informal settings, in institutions, companies or other places, and at different stages of people’s lives 5
ANALYTICAL FRAMEWORKKey QuestionsPOLICY VISION INTERNAL QUALITY AND EFFICIENCYWhat is the vision for VET development, and does What further reforms are necessary to moderniseit comply with the broader socioeconomic the various building blocks of the VET system?development objectives?VET IN RELATION TO ECONOMIC GOVERNANCE AND FINANCINGCOMPETITIVENESS Are institutional arrangements, capacities and budgets adequate for bringing about the desiredDo the skills offered by the VET system match changes in the VET system?those required by the labour market and economicdevelopment?VET IN RELATION TO SOCIALDEMAND AND SOCIAL INCLUSION ?Do institutions, as well as programmes and skillsoffered by the VET system, match the aspirations ? ?of individual learners and the needs of vulnerablegroups? 6
Torino Process 2012 concludes that since last cycle in 2010 there have been important developmentsoBaseline Qualification Framework (BQF) in March 2011o The document represents important direction for lifelong learning, linking theeducation and labour market in meaningful way, and covers all levels of educationoStrategy for Entrepreneurial Learning 2012-2015, March 2012oAgency for pre-primary, primary and secondary education: DevelopmentConcept 2012 to 2016. Development of VET and lifelong learning is part of themission and vision, and should become operational though joint efforts of differentinstitutions at different levels.oVET Department - the process of drafting standards for Agriculture and Foodprocessing VET profiles has been completed, including further development ofVETIS, which is aimed to support effective decision making in VET
Important messages from the Torino Process 2012 (1)•Much of quality of teaching and learning in the VET pilot schools has beenimproved•The Republika Srpska (RS), the District of Brcko (DB), and five out of 10 Cantonsin the FBiH (Zenica-Doboj, Sarajevo, Posavina, Bosnian-Podrinje Cantons, Una-Sana) had adopted new legislation for VET, harmonizing it with the state-levelFramework Law on VET adopted in 2008.•Adoption of legislation needs to be followed with support inimplementation. Including Pedagogical Institutes, Education Inspection andVET schools in the process should be an imperative•A common feature of many VET curriculum reforms is that changes of programmecontent are not accompanied by training teachers to use the new methods ofteaching and learning. And this is in particularly challenging for those teachers thatare teaching VET subjects.•With developments in Entrepreneurial learning – at both levels –strategic leveland at the level of pilot school, BiH has a unique opportunity to ensure thatmajority of the VET teachers are implementing problem-based, student-centredand creative risk-taking approach.
Important messages from the Torino Process 2012 (2)•Pedagogical institutes in the cantons and entities are responsible fora wide range of tasks that have impact on quality in VET•Education Inspection, also distributed in the cantons and entitiesplays a role. They are in need for substantial further support in order to beactively engaged in the development of VET quality in BiH•The gradual establishment of BiH level institutions is supportive toimprove the governance of the system and to make it more efficient.•There is long way to go in order to make social partners real partnersin VET development in BiH•Without formal networks and active participation of social partners butalso active engagement of Civic Sector, the progress in VET reform maysuffer
Important messages from the Torino Process 2012 (3)•The development of quality in adult education and training shouldfollow the steps taken recently•All VET providers –those that offer programs at upper secondary VETlevel as well as those that offer programs in adult education and training(public and private) - should be given opportunity to improve the quality oftheir teaching and learning services provided to various groups ofstudents and target groups•Quality mechanism with specificity of the VET provider could bestrengthen: external evaluation of VET providers, than self-assessment ofproviders, including VET schools, the development of indicators, etc.European Quality Assurance Reference Framework could provideinspiration for that.
Important messages from the Torino Process 2012 (4)oThe VET system development, located as it is at the intersectionbetween education and work, requires strengthening of the multi-levelsystems of relationship, including with Ministries of Labour andEmployment servicesoVET policies, depend on a whole range of people and institutions, if theyare to be successfully implementedoWhat will be the impact of VET strategic decisions depends on the wayhow different partners organize the feedback process and how keystakeholders are involved in VET policy implementation and review.
Important messages from the Torino Process 2012 (5)oThe main focus in BiH VET reform has been on upper secondary VETand transition to higher education and working lifeoIntegrated approach in development of Qualification Frameworks willhave positive impact on attractiveness of VET in BiH.oProvision should be made to facilitate the dialogue between VET and HEsector in reflecting those issues
Implementing Baseline Qualifications FrameworkMore confidence in qualifications from Bosnia and Herzegovina.On 11 March 2011 Baseline QF adopted by Council of Ministers, as a basis for furtherwork, but this need to be operationalised now.How?By linking with the EQF for lifelong learning (accession) & the Qualifications Frameworkfor the European Higher Education Area (Bologna process)By developing and using quality assured, relevant qualifications, widening theopportunities of citizens • Qualifications address identified needs • Focus on learning outcomes, describing the required knowledge, skills and competences for a qualification • Learners are assessed against qualifications standards • Informal and non-formal learning can be recognised • Qualifications inform curricula; Formal learning can take place in different contexts: allowing for different pathways, curricula, programmes, more work-based learning
Work of the Intersectoral CommitteeIntersectoral Committee: one year mandate to establish a work plan19 members, decisions are made by majority of voteEstablish links to other developments, drawing on on-going work; and integrate it into workplan • IVET: Curriculum reform started more than 10 years ago, positive experiences with modular curricula. Recently a stronger focus on the needs of the world of work with EUVET 4 using occupational standards for initial VET. What can be done to strengthen the role of the world of work further? How can more coherence in the assessment be ensured? • HE: Can already use recent experience and curriculum development good practice guide, Need to design more profiles, establish levels and ECTS credits for HE qualifications and curricula. Rectors Conference should play a role in initiating development in HE.Identify roles the Agencies for Higher Education and for Pre-primary, primary and secondaryeducation and other relevant organisationsUse International support : Existing projects, ETF, GiZ and CoE are willing to provide support tothe Intersectoral Committee
Important principles for progressQualifications Framework to build on qualifications that are fit for purpose andwidely recognised, allowing individuals to do more with their qualifications at home andabroad • A stronger focus on qualifications beyond curricula • More relevance for beneficiaries and practicality for the usersThe intersectoral committee should identify • Beneficiaries for whom qualifications are developed: Learners (young and adults) & employers (including self-employed, SMEs, international companies, NGO’s and public institutions) • Users for whom the qualifications are developed: expert bodies at different levels, including agencies as well as learning providers (universities, schools, private training providers) and/or assessment centres • All the actors in the Qualifications Frameworks that are expected to contribute
Four Principles of Torino Process01 Ownership of both process and results by partner country stakeholders.02 Broad participation in the process as a basis for reflections and consensus building/policy learning.03 Holistic approach, using a broad concept of VET for both young people and adults and adhering to a system approach, including links to economic and social demands.04 Evidence or knowledge-based assessment. 16
PURPOSE• Country actors develop common understanding of VET vision, priorities and strategy.• Home-grown and affordable VET policies are designed and evaluated, based on evidence/knowledge and collaboration.• Analysis and achievements are updated at regular intervals.• Opportunities for policy learning within and among partner countries and with EU.• Policy priorities inform ETF’s support strategy and recommendations to the EU’s external assistance.• Countries are empowered to coordinate donor contributions. 17
ANALYTICAL FRAMEWORKKey QuestionsPOLICY VISION INTERNAL QUALITY AND EFFICIENCYWhat is the vision for VET development, and does What further reforms are necessary to moderniseit comply with the broader socioeconomic the various building blocks of the VET system?development objectives?VET IN RELATION TO ECONOMIC GOVERNANCE AND FINANCINGCOMPETITIVENESS Are institutional arrangements, capacities and budgets adequate for bringing about the desiredDo the skills offered by the VET system match changes in the VET system?those required by the labour market and economicdevelopment?VET IN RELATION TO SOCIALDEMAND AND SOCIAL INCLUSION ?Do institutions, as well as programmes and skillsoffered by the VET system, match the aspirations ? ?of individual learners and the needs of vulnerablegroups? 18
Thank you for your active participation in 2012 Bosnia and Herzegovina Torino Process!