Title: Presenting: Kosovo Pedagogical Institute research team GIZ researcher ETF Manager for Kosovo
1PresentingKosovo Pedagogical Institute research
teamGIZ researcherETF Manager for Kosovo
- Torino Process Review - an evidence- analysis of
VET policies in Kosovo - Process, Methodology and Preliminary findings on
VET developments
2 Torino Process
- The Torino Process is
- a participatory process
- leading to an evidence-based analysis of VET
policies in a given country.
3 Purpose
- To build consensus on ways forward in VET policy
and system development. This includes - determining the state of the art and vision for
VET development in the country - and
- an assessment of whether countries are achieving
the results they want
4 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 ETFs support strategy
and recommendations to the European Unions
external assistance - Countries are better able to coordinate donor
contributions.
5Four Principles
- Ownership by partner country stakeholders
- Broad participation as basis for reflections and
consensus-building/policy learning - Holistic approach, VET for both young people
adults and links to economic social demands - Evidence or knowledge-based assessment
6Analytical Framework
- Slight adjustment from 2010 - among others
- Definitions of external efficiency, and internal
quality and efficiency - Entrepreneurial learning included under VET and
economic competitiveness - New section on Governance, including financing
- More emphasis on adult training
7ANALYTICAL FRAMEWORK key questions
- Policy vision What is the vision for VET
development and does that comply with the broader
socio-economic development objectives? - VET in relation to economic competitiveness Do
skills offered by VET system match those required
by the labour market econ. development? - VET in relation to social demand and social
inclusion Do institutions, as well as programmes
and skills offered by VET system match
aspirations of individual learners, as well as
the needs of vulnerable groups? - Internal quality efficiency Which further
reforms are necessary to modernise the various
building blocks of the VET system? - Governance and financing Are budgets, the
management of the system, as well as
institutional capacities adequate to bring about
the desired changes in the VET system?
8 Process and Methodology
9Organizing the Torino Process Review
- Contact institution for liaison with ETF and
Kosovo institutions (MEST, KPI and relevant
partners) nominated GIZ - Implementation modality selected by country
representatives at the launching of the Torino
Process Review 2012 (November, 2011)
self-assessment - Self-assessment modality Kosovo MEST and
partners coordinated by GIZ collects relevant
research, including data, organizing the
consultation process, drafting and validating the
final report, with the ETF providing support to
ensure the quality of the final report. - Kosovo Pedagogical Institute and a research team
comprised of 6 members, appointed for the main
research work
10Analytical Framework and scheme of report
11Process
- Launching of the Torino Process Review 2012
November, 2011. Results from the four working
groups from the consultation workshop
proceedings. - Capacity development, mentoring an couching for
Gathering the Evidence for Assessing VET systems
in Western Balkans and Turkey Representatives
from MEST, MLSW, SAK, NQA, GIZ, KPI in regional
and EU networks throughout 2011 and 2012
12Process
- Regular meetings and consultation process between
GIZ researcher and KPI research team - Regular workshops (GIZ KPI research team) with
the aim of tracking continuously the new
findings, data missing and gaps that need to be
filled. - Further support has been continuously provided
Kosovo coordinator to liaise with ETF Kosovo
manager ? ETF Statistics Team.
13Indicators ETF Manual
- A practical guide on how to use indicators in a
national policy-making context (in three
languages). - What constitutes an indicator and what a
prerequisite for a successful information system - Examples from the EU to the global level of
indicators on education for all and governance - International classifications for international
comparisons (for e.g. PISA) - Focus on TP analytical framework for analysing
VET systems.
14STATISTICAL DATA
- (Internationally) available indicators gathered
centrally by ETF Statistics Team - Kosovo research team (KPI and GIZ, with the
support of MEST, MLSW and SAK) complemented these
with its own national data. - Desired data specified in Analytical Framework,
plus Guidelines on Quantitative Indicators
(definitions, sources).
15Gathering data and searching for evidences
- Available indicators found in different
statistics sources/institutions (SAK, MLSW, MEST,
etc.) - Data gathered by the research team of TP (KPI,
GIZ, ETF) following the ETF Manual on the use of
quantitative indicators - Reference to national and international mid-term,
annual, biannual reports and policy papers
issued by governmental, non-governmental and
supra-national organizations - Participation in JAR (working groups), draft VET
Law and Adult Law revision, donor coordination
meetings, sub-sector working groups, VET related
workshops and other meetings. - Interview with a number of representatives from
stakeholder groups (getting complementary
information in light of missing published
reports)
16Gathering data and searching for evidence
- In-depth literature review
- Analysis into strategies, laws, communications,
etc. - Analysis of occupations/skills needed on the
labour market (compared to VET programmes on
offer). - Observations at VET related events/fairs
(Practice Firms exhibition, etc.) - Direct request for missing published data and
information to relevant source providers
(external impact evaluation reports, annual
progress reports issued by donor organizations,
etc.) through standard formulars prepared by the
research team or only direct specific questions
17(No Transcript)
18 PRELIMINARY FINDINGS
191. Vision for VET development 2. VET vision and
sustainable development3. Priorities
translating VET vision into policy measures and
actions
Vision for VET system development
- Socio-demographic factors and trends
- Main economic changes
- Labour market trends and (un)employment
challenges - How is the VET system addressing them?
External efficiency economic
External efficiency social
- Main social challenges (vulnerable learners,
communities, other groups education and labour
market opportunities and challenges) - How is VET addressing them?
Internal efficiency and quality
- How is quality defined at provider level
- Strengths and weaknesses in quality and internal
efficiency - What are the main priorities and further policy
actions
Governance and financing
- Management (decentralisation) of the VET system
- Quality assurance mechanisms
- Social partner involvement and investments in the
VET system - What are the main priorities for improving
governancefinancing
20Vision and state of the art in VET sector
2011-2016 strategy long term
- Objective develop sustainable links between
VET and global social and economic developments.
- Key targets
- 1. Students professional practice in VET is to
be carried out in close cooperation with
enterprises - 2. By 2015 vocational schools must have financial
and operational autonomy - 3. Centres of Competence must become an integral
part of the national VET system - 4. Professional profiles offered by VET
institutions must become relevant for the labour
market - 5. There must be a comprehensive and functioning
evaluation system in VET - 6. VET curricula must be in line with the needs
of the labour market and meet international
standards - 7. There must be an increased mobility and
employability of the graduates from VET both in
the local and foreign market - 8. A functional national qualifications system
and procedures for equivalence and accreditation
must be in place.
21Short-term priorities JAR 2012
- Priorities set in a participatory process by the
majority of VET stakeholders (JAR,2012)
encompassing a one year period - Improve professional practice in VET schools
Students professional practice is organized in
close cooperation with enterprises. - Develop VET curricula and teaching and learning
materials VET curricula are in line with labour
market needs and international standards. - Strengthen links between VET and the labour
market Professional profiles offered by VET
institutions are relevant for the labour market
and human resource development of Kosovo.
22Vision for VET system development
- ACHIEVEMENTS
- Reforms movements continuous reforms movements
in quality assurance (validation and
accreditation of programmes), implementation of
standards, curricula, assessment and
certification and qualifications in line with
National Qualifications Framework. - Emergence of new system systemic and permanent
institutional arrangements are in place and
revision of existing legislation in cooperation
with social partners and other VET stakeholders
(re-functioning of CVET and development of AVET
articulated in the VET draft Law and in the
process of review) (VET Draft Law and Review of
CVET AVET) - Good examples for education and training teacher
training, quality assurance and curriculum
development principles.
23 CHALLENGES
- The coherence of strategies and legal framework
(isolated sectorial strategies and laws) - Dissemination of evidences
- Policy decision based on partnership
- The system is still faced with pilot phase
projects and without consolidated policy learning
and systemic impact assessment - Evidence-based policy making process is not yet a
sector-wide approach - Little ownership in national led policy
discussions, mainly donor-driven and external
expertise (international and local input) - There is a considerable risk for lack of
embeddedness of VET reform elements in existing
national traditions, preferences, structures and
practices. - The VET Division is still facing understaffing
and lack of capacity to handle all the ambitious
goals set forth
24In general, short-term priorities for VET have
been set by line ministries, social partners and
other stakeholders (JAR, 2012)
- The question is
- HOW will these priorities be translated into
specific policy measures and actions? - Short term, mid-term, long-term
25External efficiency economic
- Socio-demographic factors and trends
- The population growth is at fairly constant rate
(0.6) - The waned conditions in the external labour
market are reported to have had an impact in
Kosovos labour market - declines in remittances
observed (MEF, 2010) - Informal economy continues to range from 35- 50
of GDP (MEF, 2010) - The main economic sector in Kosovo comprises of
services (with a share of GDP of 68 in 2010)
followed by industry (20 in 2010) and
agriculture (12 in 2010) - The highest share of employed persons works in
services (71 in 2009). One in four employed
works in industry and only 6 works in
agriculture.
26 Labour market
- Kosovo has not undertaken an LFS since 2009 but
data from administrative sources are available
(MLSW, 2012). - Even though recent data are not available,
indications are that youth unemployment might be
even higher (World Bank, 201226). - In general, Kosovo managed to reduce unemployment
somewhat but from the very high levels (World
Bank, 201224). It is still estimated as the
highest in Europe (47,5, LFS, 2009 and 35-39 ,
MLSW) - The highest share of employed persons works in
services (71 in 2009). One in four employed
works in industry and only 6 works in
agriculture - Job market is invaded with an average of 30,000
young jobseekers every year (MLSW, 201229), and
little opportunities - 3000-4000 new jobs per
year(USAID, 20096 )- are at their disposal
(UNKT, 2012).
27Skills offered by VET system vs. those required
by the labour market
- Employers studies based on a number of VET
profiles under the reformed curricula (GTZ, 2009
GIZ2012) requires more occupational competences
(discipline specific) but VET offers more
theoretical oriented. - The demand for a certain group of qualifications
and open vacancies (Construction related and
agriculture related) (that are offered by VET
providers) is increasing as reported by employers
alliance(AKB,2012). However, there is little
evidence whether VET offers are being guided by
these demands (no data on VET learners labour
market whereabouts for e.g. tracer studies).
28Skills offered by VET system vs. those required
by the labour market
- A number of innovative practices are contributing
to improvement of VET learners entrepreneurial
attitudes and skills (such as Practice Firms,
CoCs). - However, there is a considerable percentage of
vocational - schools students (18) that do not engage in any
professional practice that could offer them
entrepreneurial based learning or similar(as
based on a small sampled research, KPI, 2012
unpublished work).
29 Main challenges at stake
- Kosovos VET system faces fundamental problems in
guiding policies and reforms based on the labour
market demands. - Regular research is limited and a big picture
cannot be offered by little pieces of
information. - Despite some NGOs, research institutes and
business alliance to provide data about the
employers feedback, satisfaction and further
demands for competences, a VET oriented and
occupational wide-covering research system is not
yet in place. - The research capacity, particularly that of
universities and research institutes in the
country remains very weak (EC, 201130).
30The question remains
The lack of a mechanism to track down the
employability of VET graduates is acknowledged in
the strategic and policy level (KESP 2011-2016)
- What are the main priorities for improving
external economic efficiency in the VET system?
Who will undertake the responsibility of the
abour market and graduates research?
31External efficiency social
- A decrease of 10.21 percent in enrolment rates in
adult education (MEST, 2012)is observed in the
school year 2011/2012 as opposed to the period
encompassing 2004-2008. - The ALMPs have reached out only to 9 of the
minority groups and 9 of persons with
disabilities (UNDP,2011). - The majority of Kosovars aged 15 (53) have not
completed upper secondary education (40.6 of men
and 65.4 of women) (2009). - The employment rate is lower for 15-24 age group
with only 10.7 to 3.7 for males and females
(SOK, 2009). - The majority of unemployed continue to be long
term unemployed (12 ). There is continuous
correlation between the unemployed and the
(lower) educational attainment
32External efficiency social
- More specifically, the inclusion of women in VET
proves to - be of high concern not only in terms of access
but also in - the disproportional representation amongst
certain biased - profiles offered in the schools (Kastrati,
201014) - Women from the Roma Ashkali Egyptian communities
are represented only with 25.05 in VET, whereas
women from other communities make around 50 in
this sub-sector. - Two-thirds of inactive men and 80 of inactive
women have less than upper secondary education
(SOK,2009, LFS). - Women representation in the labour market remains
still very low 28,7 and less than half of those
employed (12)work under a permanent full-time
contract.
33External efficiency social
- Data from the MEST (2010-2011) indicate a slight
decrease in enrollment rates in general
upper-secondary education (2.21). The enrollment
rate in vocational schools is estimated 54.85,
marking a decrease of 3.33. - In addition, the drop-out rate of vocational
school students persists to be high. By the end,
of school year 2009/2010, the percentage of
students that dropped out of the entire
upper-secondary education was 2.98, whereby
81.12 of them were of the vocational track
(MEST, EMIS, 2012). - Another report indicates that RAE communities has
the highest drop-out tendencies, with even higher
rates observed in RAE girls (RIINVEST, 2009).
34External efficiency social
- Ethnic minorities also suffer from even higher
unemployment and economic inactivity than the
population in general. 25 of RAE adults have
some sort of permanent or temporary job (not
including informal activities) and 45 of adult
men are seeking a job (KFOS/COMPASS, 2009) - VET for students with disabilities (intellectual
impairments, blindness, speaking or hearing
impairment) is organized around five Resource
Centers. - Altogether 143 students have been involved in the
school year 2011/2012 (Resource Centers, 2012)
marking a 12 increase in enrollment as compared
to the previous year (98 in 2010/2011, MEST-SMIA,
2011/2012). Encouraging results are noticed in
the 10th grade of vocational education, with a
42 enrollment rate of this group (Resources
Centers, 2012).
35External efficiency social
- Some progress is observed in the increased
enrollment rates of students with disabilities
but also the attempts to involve the minorities
in the system by providing curricula in all
minority languages and teacher training for
minority staff. - Other efforts to target the ethnic, gender and
disability components can be observed in both
system level and project level.
36External efficiency social
- However, Those unfortunate enough to have missed
out on education opportunities struggle to access
catch-up or vocational training schemes
particularly rural women, among the poorest of
the poor (UNDP,20125) - Currently, vocational training programmes do not
seem to meet the needs of those most excluded
from the workforce the illiterate, the poor and
highly dependent women (UNDP,201293). - Despite clear needs, catch-up learning course,
vocational training and positive-discrimination
hiring policies are not yet e?ectively targeting
excluded women in Kosovo(UNDP, 201275). - Pro-active measures to encourage enrolment and
retention RAE communities children need to be
implemented (European Commission Progress
report, 2011).
37The question remains
External efficiency social
- What (further) policy initiatives or actions are
foreseen for addressing the needs of individual
learners (including those from vulnerable
groups), and how will these policies and actions
be implemented at national-regioanl level?
38Internal efficiency quality
- Kosovo KESP 2011-2016
- quality is the key objective in VET and is
addressed - through a number of features
- improvement of approach,
- quality and relevance of VET and
- improvement of coordination
- and its relevance with the labour market,
- the strengthening of management and institutional
capacity and - the broadening of financial base for a
sustainable development of the strategic plan
(KESP, 2010).
39Internal efficiency quality
- In spite of all positive intentions and
objectives for the initial and continuing VET
quality and internal efficiency, general
observations stated in KESP and JAR (2012)
indicate considerable challenges.
40Internal efficiency quality
- Based on estimated figures for the general
upper-secondary education (without disaggregated
data for VET) on teacher-student ratio, a similar
ratio has remained in the school year 2011/2012
as compared to that of 2010/2011. - Large number of students for every one teacher
(19.61). - Considering this quality indicators and given
that a professional practice for vocational
tracks requires a ratio of 6-81 it can be
implied that the internal efficiency of
professional practice comprises a big challenge
in VET - However, these estimations are rather roughly
carried out and the issue of internal efficiency
of VET needs further analysis
41Internal efficiency overall performance
- Kosovos overall performance can be implied based
on national assessments, as there are no
functional international assessments in place,
such as PISA, PIRLS, TIMSS, etc - A negotiation phase between the MEST and the
World Bank in supporting Kosovos education
system enter PISA assessment is underway.
42Internal efficiency overall performance
- Results from the State Matura exam indicate low
completion and achievement rates of the VET
sub-sector students - vocational education I 32.7
- vocational education II 12.10 and
- vocational education III 37.0.
- attainment rate in native language is 45,
- whereas in maths 37 (MEST, 2011).
- Results demonstrate that the Matura exam
comprises of - more general subject-oriented. Therefore it is
penalizing vocational schools students.
43Internal efficiency overall performance
- Policy initiative to reform the existing Matura
exam the Matura exam of the school year
2011/2012 will consist of 5 types of exams for
vocational schools (I-5), as opposed to the
current existing delivered in 3 types only
(I-III) (MEST, State Matura, 2012). - The main question remains what do these reformed
types of exams for vocational schools consist of?
44 Internal efficiency strengths
- The NQF makes an important building block in the
reform of Kosovos education and training system.
- In response, the National Qualifications
Authority has undertaken rapid actions towards
the accreditation of VET programmes - Upon the launching of the first accreditation
phase, a number of VET programmes have been
accredited but under the condition of fulfilling
a certain group of unmet criteria within a year. - Stronger support is needed for the NQAs
institutional capacity to lead the developments
of Kosovos NQF (EC Progress Report, 2011).
45 Internal efficiency strengths
- Previous Torino Process Reports (2010) concern
lack of VET capacity to handle the validation and
accreditation process - In response the NQA has began with the first
activities(workshops and trainings) delivered to
vocational schools representatives (through
external experts) with knowledge and information
about the self-evaluation report and the entire
accreditation process in forms of training and
capacity building
46Internal efficiency weaknesses
- Observation process of curricula reform that
started in 2009/2010 is being developed at a very
slow pace - MEST has meanwhile approved the National
Curricula Framework in 2011 and is further
designing the Core Curricula for certain
education levels. - To date only the learning outcomes for general
upper-secondary education have been designed and
nothing is available for the vocational education
and training, yet . - This delay indicates the low attention that the
government is paying to the implementation of
curricula for VET, which shows no progress as
compared to the Torino Process report of 2010
47Internal efficiency weaknesses
- The study shows that only 22 of teacher
respondents claimed that they have adequate text
books for relevant subjects covering both theory
and practice (KPI, 2011 manuscript based on a
small sample) - the rest of them combine the information of the
existing text books with those from other
literature available from the university
(adjusting it to the students needs), internet
and other external sources (KPI, 2012 Manuscript,
though based on a small sample). - What does this imply? A weakness or a strength?
- Developments in reforming training curricula
require that teacher training be adjusted to
these changes, - referring to the catalogue of accredited programs
for teachersprofessional development it is shown
that - only 6 programmes have been accredited and they
all have been designed prior to the process of
curricula reform(MEST, 2011 Catalouge of
accredited programmes for teachers and managers
professional development)
48Internal efficiency weaknesses
- There is a high portion of students (18) that do
not go through any professional practice (IPK,
2011) (due to the lack of mechanisms for building
relationships between vocational schools and
enterprises) - Apart from the internship scheme (as part of the
ALMPs targeting vocational schools students)
which provides some financial support to both
student and hosting companies, there is no other
evidence on mechanisms and/or incentives provided
to enterprises for offering professional practice
for VET students - The establishment of centres of competences,
equipment of schools with workshops and the
financial support for practice firms offered by
the MEST and donors demonstrate some progress but
rather based on activities. However, very
fundamental challenges are reported.
49Based on the above, the main question is
- Are there major priorities that are not being
adequately addressed by current policies or
actions?
50Governance including financing
- Governance within MEST, VET Division (still
understaffed) - Other line Ministries
- Limited national VET research capacities.
- Institutional re-arrangements CVET
re-functioning and proposal for the establishment
of AVET (and their determined roles and
responsibilities with the new draft Law on VET
and AET) - Social partners
- NQA (which recently joined observatory membership
in European Quality Assurance Reference Framework
(EQAVET) (to promote and monitor continuous
improvement of national systems (VET).
51Governance including financing
- Financing of VET remains one of the key
challenges for MEST and other institutions - Arrangement for Joint Funding, whereby a Pooled
Fund would be set up to channel donor funds
directly through the government system - Despite the high level importance given to the
VET and all the ambitious goals set forth (short,
medium and long-term) there is stil no separate
budget line determined for this sub-sector
(Budget of the Republic of Kosovo, 2010, 2011and
2012).
52Governance including financing
- Data from the same source 21 of the
governmental grant for educaiton in
municipalities of Kosovo has been distributed for
the upper secondary education but with no
specific implications for VET - Developments partners allocations to VET have
decreased from 35 to 22 (MEST JAR, 2012). - The municipal formula for determining the
allocation of school budgets is proposed (IDEP
Component 1.2,2012).
53Governance including financing
- Generally speaking there is a lack of tradition
of cooperation between government and social
partners in Kosovo (ETF,200811). - Achievement MoU signed between MEST and KCHC
(What are the implications?) - Some cooperation noted in designing of VET
qualifications, accreditation. What are the
developments? - Higher involvement of social partners in the
compilation and implementation of legislation
(Launching of Torino Process 2012, November,
2011). - Common understanding amongst different
stakeholders about the lack of communication and
link with society and the labour market, with the
local environment in general (Launching of
Torino Process 2012, November, 2011).
54The main questions remain
- What are the current issues as regards the social
partner involvement in the areas of designing
legislation and strategies, VET financing,
planning, monitoring and evaluation, designing
VET qualifications and assessing peoples skills,
accrediting training providers, etc.? - What are the institutional capacities available
for reform/innovation and for incorporating
change?
55