Title: Public Private Partnership for a Qualified Labour Force
1Public Private Partnership for a Qualified Labour
Force Sustainable EconomyImplementation
Strategies in TurkeySevilay Bicici Ron
TuckEducation for International
DevelopmentCambridge EducationEBCC
ConferenceCairo, 19 January 2010
2Content of Presentation
- I. Challenges for Egypt TVET
- II. TVET in the EU Context
- III. Turkeys Progress in TVET
- IV. Lessons Learned
3I. Challenges for Egypt TVET
- TVET held in low esteem and not well understood
- No trust or respect from employers for outputs of
TVET - No coherence across public and private TVET
provision - Private sector concerns about poaching of
trainees
4I. Challenges for Egypt TVET
- TVET not aligned to labour market needs
- Inconsistent quality and standards
- Poor progression across education and training
- Poor access for adults
- Egypt TVET not recognised internationally
5II. TVET in EU Context
- These TVET challenges faced by almost all
countries - In the UK progressive attempts to address since
early 1980s - In EU the Lisbon Strategy (2000)
6II. TVET in EU Context
- The Lisbon Strategy set up the goal of making
Europe the most competitive and dynamic
knowledge-based economy in the world, capable of
sustainable economic growth with more and better
jobs and greater social cohesion by 2010 - Specific developments for TVET
- Raising levels of investment in human resources
was among the agreed priorities - Priorities for VET
- - Sector initiatives - EU qualifications
framework (EQF) - - Increase investment in VET - EU credit
transfer system (ECVET) - - Target low skilled - Teachers and trainers
- - Partnership
-
-
7II. TVET in EU Context
- Improved labour market analysis
- Central role for social partners/sector
organisations - Development of national occupational standards
- National qualifications framework
- Improved quality assurance
- Modular qualifications/curricula
- Flexible access, especially for adults
- Greater autonomy for TVET providers
- Expanded range of TVET providers
8III. Turkeys Progress in Education and Training
- - unqualified labour force
- - low enrolment rates into the TVET schools
- - incompatibility of the TVET curriculum with
the needs of business sector and the changing - markets technology
-
- Many countries have the same
problems! - TVET Schools
Business
World - (Curriculum/Enrolment)
(Unqualified Labour Force)
9Turkeys Progress in Education and Training Cont.
FUNDS
EU Funded
Private Sector
World Bank Funded
Others
- Vocational Education A Crucial Matter for the
Nation (MLMM) - Festo Trainings
- Man Training Center
-
- Strengthening Vocational Education Training
(SVET) - Modernization of Vocational Education Training
(MVET) - Support to Human Resources Development through
VET (HRD-VET) - Strengthening Vocational Qualifications Authority
National Qualifications System - Promotion of Lifelong Learning (LLL)
- Industrial Schools Project
- Industrial Training Projects
- Basic Education Project
- Access to Finance for SMEs Project
- The Secondary Education Project
- The Non-Formal Vocational Training
- - UN (UNICEF/UNDP)
- ILO
- Bilateral
- BMZ, GTZ
- DEZA, SRK
-
German Government
Swiss Government
Always with the State contribution (financial
and/or service wise)
10(No Transcript)
11The European Qualifications Framework (EQF)
Reference Levels for Qualifications
The levels range from a basic level of learning
(at level 1) to the most advanced level of
learning (at level 8).
Source The EQF Country Report
12Turkeys Progress in Education and Training
Cont. EU Funded Projects (with the contribution
of the State)
- Strengthening Vocational Education and Training
(SVET) (2002-2007) 51 million - Labour market analysis, including methodology for
gathering and analysing labour market information
and designing and piloting qualitative labour
market surveys in pilot regions - Development and piloting of occupational and
training standards - Developing a national framework of qualifications
and a supporting institutional structure - Designing and piloting modular curricula
- Developing VET provider capacity though training
for managers - Supporting implementation of standards and
curricula though the training of trainers from
VET providers - Assisting development of VET information centre
capacity - Supporting development of measures to promote
lifelong learning - Promoting effective social partnership in VET.
- Vocational Qualifications Authority (VQA) was
established in 2006 - LLL Policy Paper was prepared in 2006
13Private Sector
Turkeys Progress in Education and Training Cont.
- Public and private sector collaboration in VET is
CRUCIAL in increasing the awareness and ownership
of VET. - Dual character of the system requires active
involvement and responsibility from the
educational and labour side. - VET schools are expected to facilitate the entry
for their graduates to the labour force by
delivering pre-employment skill training
responsive to the needs of markets. - 2 Days at school / Theory
3 Days at the work place /
Practical Training -
14 Meslek Lisesi Memleket Meselesi
(MLMM)Vocational Education A Crucial Matter
for the Nation
Private Sector Cont.
- says
- Turkish youth is looking for jobs whilst
employers are having trouble in finding
well-trained employees. - We believe that the solution lies within
vocational education - We are proud of supporting thousands of
vocational high school students - They are the qualified employees of the future,
they are the new blood for all the sectors in our
country - For Koç group, Vocational Education is a Crucial
Matter for the Nation! - Responsibility should be shared equally between
the business world and the government
15A Nationwide Campaign MLMM
Private Sector Cont.
- Started in 2006 with the collaboration of the
Ministry of National Education (MoNE) with the
aim of incentive of the VET. - Raising awareness of the VET to the utmost
degree in the society is the aim of the campaign.
- A nationwide campaign with a 7 year time frame
(2006-2013) in 81 cities, at 250 VET schools with
8.000 VET students - Includes
- - Scholarships
- - Internships
- - Coaching
-
-
16A Nationwide Campaign MLMM Cont.
17 A Nationwide Campaign MLMM Cont.
18A Nationwide Campaign MLMM Cont.
Top level support is at public all the time to
show the ownership of the campaign!
Mustafa Koç, Chairman of Koç Holding, with a VET
student.
Hüseyin Çelik, former Minister of Education,
signing the protocol for the MLMM project in
2006.
19A Nationwide Campaign MLMM Cont.
20- Private Sector Cont.
- (MLMM Project all the other initiatives)
-
- The percentage of students in VET secondary
institutions within all secondary education
institutions
Source MoNE, National Education Statistics
2008-2009 Academic Year
21Sharing the Experience !
- What has been very striking with the MLMM
project that private sector is not having the
worry about poaching of trainees anymore! - The methods/outcomes are being shared!
22IV. Lessons Learned
- Investment in TVET is higher than general
secondary education, thus the feasibility studies
together with labour studies and need analysis
are very crucial to determine the countrys
needs, and should be done with the participation
of all stakeholders - Synergy should be established between VET
policies and employment / economic / social
policies at national level - Think globally act locally BUT make the
curriculum/policies in line with the EQF - It is good to achieve quick wins that convince
stakeholders that the reform process is worth
engaging with BUT in the long term policy
borrowing or policy transfer should not be
used as a quick fix by politicians!
23IV. Lessons Learned Cont.
- 5) TVET reform is expensive, especially if
system-wide change is being attempted - Do not focus only on curriculum/qualifications
etc it is even more important to bring about
change in TVET institutions - In particular, the aim should be to make TVET
institutions more entrepreneurial
24References
- http//www.mesleklisesimemleketmeselesi.com/tr-TR/
?LANGUAGEtr-TR - http//www.festo.com/INetDomino/tr/tr/63fc7129f30c
aa74c1256dbf00290b37.htm - http//www.tr.man-mn.com/tr/company/Kariyer/Oerenc
iler_/Beceri_Eitim_Merkezi.jsp - Yilmaz, H. (2007) Skills, Competencies,
Vocational Education and Training, Sabanci
University Istanbul. - European Union (EUb) The European Qualifications
Framework, http//ec.europa.eu/education/lifelong-
learning-policy/doc44_en.htm
25TVET in EU Context Cont.
Annexes
26(No Transcript)
27EU Funded Projects (with the contribution of the
State) Cont.
- Modernization of Vocational Education and
Training (MVET) (2003-2006) 18,5 million - Was focused on improving the quality and
relevance of VET teacher training, and was
designed to - Strengthen cooperation between Ministry of
National Education (MoNE) as the employer of VET
teachers and the provider of VET teacher training
(Council of Higher Education-CoHE) - Provide VET teachers with relevant pedagogic as
well as technical skills - Link VET teacher training to an overall framework
for human resources development including
pre-service and in-service training. - Align Turkish VET teacher training more closely
to EU practices.
28Support to Human Resources Development through
Vocational Education and Training (HRD-VET)
(2008-2010) 15,4 million
EU Funded Projects (with the contribution of the
State) Cont.
- The objective of this project is to promote the
development of human resources through
modernizing and increasing the quality of VET
within a LLL perspective which is also one of the
aims of the EQF. - Conducting a local labour market needs analysis
in the chosen 8 provinces through close
relationship between the VET schools and the
related sectors. - Developing (revising/updating) modular education
programs - Supporting the 5 pilot Vocational Education
Centers with new modular programs and organizing
educational programs in the areas of management
and entrepreneurship - Promoting the social partners to contribute in
making VET more attractive in the pilot provinces
- Awareness raising campaigns
- 8 pilot provinces in Eastern and South-Eastern
regions of Turkey are Diyarbakir, Elazig,
Erzurum, Gaziantep, - Kahramanmaras, Malatya, Sanliurfa and Van.
- 8 chosen sectors are IT, elektric-elektronic,
food, machinery, metal, automotive, textile and
tourism.
29Strengthening Vocational Qualifications Authority
(VQA) National Qualifications System (NQS) (3
year project) 4 million
EU Funded Projects (with the contribution of the
State) Cont.
- Supporting the VQA and occupational standards
development, Vocational Knowledge and Skills
Testing and Certification (VOC-TEST) Centers - Supporting the establishment of a NQS in the
selected priority sectors -
- - automotive - energy
- transportation - - construction - textile
- - ICT - printing and publishing
- - machine design and manufacturing -
metal - Source Turkey VQA Terms of Reference
(ToR), 2009. - Promotion of Lifelong Learning (LLL) 8 million
- Promoting the development and implementation of
strategies for LLL through activities at national
and local levels to build LLL philosophy with
awareness raising campaigns and launching a grant
scheme. - Modernizing and increasing the quality of VET is
a LLL perspective.
30- Thank you!
- Cambridge Education www.camb-ed.com
- Sevilay.Bicici_at_camb-ed.com Ron.Tuck_at_camb-ed.co
m