Transcript Education

VET for Social Inclusion in the
Western Balkan, Turkey and Israel
ETF Action Research
Project
Lida Kita
Vienna, 3 December 2012
A quick overview …
(1) Introduction to the ETF
(2)EU Policy Developments and BenchmarkingEU prospective and mechanisms
(3) VET for Social Inclusion and Social
Cohesion-ETF Project
(4) Issues and Challenges- what can we learn
from each other
What is the ETF ? (European Training Foundation) ?

Agency of the European Union (EU)
+ Centre of Expertise in Human Capital Development
 Assisting neighbouring countries to the EU in reforming
education and training systems through
- supporting the EU external policy and aid programmes
- policy advice/learning and capacity building to the countries
- information and analysis
 Three overarching themes (VET in a LLL perspective; Labour Market and
Employability; Enterprise skills / Education and Business cooperation)
Potential candidate
countries:
Albania, Bosnia and
Herzegovina, Kosovo
(UNSCR 1244/1999),
Serbia
European Neighbourhood and
Partnership Instrument countries
ENP South:
Algeria, Egypt, Jordan, Lebanon,
Libya, Morocco, Occupied
Palestinian Territory, Syria, Tunisia
and Israel
ENP East:
Armenia, Azerbaijan, Belarus,
Georgia, Republic of Moldova,
Ukraine and Russia
Candidate countries:
Croatia, former
Yugoslav Republic of
Macedonia,
Montenegro, Turkey
Other countries from
Central Asia:
Kazakhstan,
Kyrgyzstan, Tajikistan,
Turkmenistan,
Uzbekistan
The Key Indicators 2012
Total population
Population growth
Employment by sector /status
Population by age
Dependency rates
Activity, Employment, Unemployment rates
GDP growth
GDP per capita
by sector
GDP
Youth Unemployment rates
Labour Market
Socioeconomic
Employment rates by education
Unemployment rates by education
Educational attainment
of the population
Literacy
Education
Participation VET by field
Total enrolment
Public Expenditure on
VET
Participation in Lifelong
learning
Drop-out rates in VET
Student/teacher ratio in VET
EU 2020: what’s the situation?
2011
EU 27
OBJ
2020
AL
BH
HR
KS
ME
MK
RS
TR
Gross domestic expenditure on
R&D - % of GDP
2.0 (e)
3%
0.2
(08)
0.02
(09)
0.8
(09)
m
1.1
(07)
0.2
(08)
0.9
(09)
0.8
(09)
Employment rate (20-64)
68.2
75%
60.4
44.9
(25-64)
57
m
54.4
(25-64)
48.4
49.3
52.2
13.5
10%
39
(08)
65.1
(07)
4.1
(u)
m
15.5 (m)
9.2 (f)
(09)
13.5
8.5
41.9
34.6
40%
17.2
(08)
m
24.5
m
m
20.4
m
16.3
90.8
(10)
at least
95%
54.0
12.0
70
(10)
m
35.0
29
(10)
53 (e)
39
(10)
8.9
15%
2
(09)
m
2.3
m
0.1
3.4
4.3
2.9
20.0
less
than
15%
56.6
na
22.5
na
49.5
na
32.9
24.5
22.7
less
than
15%
67.7
na
33.2
na
58.4
na
40.5
42.2
18.1
less
than
15%
57.3
na
18.5
na
53.6
na
34.4
29.9
Early school leavers
% of 18-24 with at most lower
secondary education and not in
further education or training
Tertiary educational attainment
% of 30-34 who have
successfully completed
university or university-like
education
Four-year-olds in education Participation rate (%)
Lifelong learning
% of 25-64 participating in
education and training
% of pupils with low
performance in the reading
scale (Level 1 or below) (2009)
% of pupils with low
performance in the
mathematics scale (Level 1 or
below) (2009)
% of pupils with low
performance in the science
scale (Level 1 or below) (2009)
Sources: Eurostat, World Bank, OECD, National statistical Offices: LFS publications
m: missing data; na: not applicable; (e) estimation; (f) female; (m) male
Old
data
Age
ranges
Availab
ility
EU developments
Strategy: Europe 2020 (“smart, sustainable and inclusive Europe”) and Integrated
Guidelines for the economic and employment policies of Member States

Guidelines 7-10: increasing labour market participation and reducing structural
unemployment; skilled workforce, job quality and LLL; improving performance of
education and training systems; promoting social inclusion and reducing poverty

April 2012 Employment Package

Education and Training 2020

New financing instruments 2014-2020: 'Education Europe‘ - integrated programme of
€15.2 billion for education, training and youth with focus on skills and mobility;
‘Creative Europe’ €1.6 billion

Education, youth, culture and sport :Conclusions of the Council of EU Member
States on the participation and social inclusion of young people with emphasis on
those with a migrant background, November 2012

European Social Fund  IPA Comp. IV HRD for candidate countries
TERMS AND DEFINITIONS
Video spot: What is Social Inclusion
http://www.youtube.com/watch?v=d3KOFZeuQmw&conte
xt=C36b699fADOEgsToPDskJDGZ4oh3N4_ohFaKNrBm
TZ
Education is a recognised human right and a means for
empowerment of individuals to reach their full
potential and participate in community and social
life.
"Equitable systems ensure that the outcomes
of education and training are independent of
socio-economic background and other
factors that lead to educational disadvantage
and that treatment reflects individuals' specific
learning needs. “
Efficiency and equity in European education and training systems. Communication from
the Commission to the Council and to the European Parliament, 2006.
 The process by which a school attempts to respond to
all pupils as individuals by reconsidering and
restructuring curricular organization and provision and by
allocating resources to enhance equality of opportunity
 The process of addressing and responding to the
diversity of needs, and at the same time reducing and
eliminating exclusion within and from education
 Council Conclusions on Education and Training 2020:
Strategic Objective 3: Promoting equity, social cohesion
and active citizenship
Educational disadvantage should be addressed by providing
……..targeted support, and by promoting inclusive
education…..to ensure that all learners - including those
from disadvantaged backgrounds, those with special
needs and migrants - complete their education, including,
where appropriate, through second-chance education and
the provision of more personalised learning.
Council of the European Union, 12th May 2009
 Council Conclusions on Education and Training 2020:
Strategic Objective 3: Promoting equity, social cohesion
and active citizenship
Education should promote intercultural competences,
democratic values and respect for fundamental rights
and the environment, as well as combat all forms of
discrimination, equipping all young people to interact
positively with their peers from diverse backgrounds.
Council of the European Union, 12th May 2009
 Council Conclusions on Education and Training 2020:
Strategic Objective 3: Promoting equity, social cohesion
and active citizenship
Education and training policy should enable all citizens,
irrespective of their personal, social or economic
circumstances, to acquire, update and develop over a
lifetime both job-specific skills and the key competences
needed for their employability and to foster further
learning, active citizenship and intercultural dialogue.
Council of the European Union, 12th May 2009
The socialisation dimension
Socialisation of new generations and assisting them to
become active citizens
 This function is usually associated with general
education, while VET has traditionally been ascribed
more limited roles (providing skills for particular jobs or
preparing for working life in general)
 NB! VET acts as a primary means for the process of
professional socialisation, for the development of
professional identity and of a sense of belonging to a
professional community
The civic dimension
Education, including VET, promotes trust in social
institutions, institutional integrity, and solidarity
 ET prepares learners for a pro-social way of life and
behaviour
 NB! This function of ET has received prominence in
national and international discussions on the subject, but
still not enough is done in concrete actions/measures to
address it
The social mobility dimension
Education, including VET, may contribute to the
reduction of social inequalities, although it cannot on
its own eliminate them
 Participation in education can compensate for
inequalities and improve the social mobility potential of
less advantaged students
 NB! Education systems are also important tools for class
reproduction and may reinforce – instead of diminishing –
social inequalities through specific policies and
arrangements that regulate the access to, participation in
and the quality of education (e.g. separated/segregated
education, elite universities, etc.)
The equity dimension
Establishing inclusive and equitable E&T
systems that provide access to all, allow
for high completion rates and for high
educational attainment
 NB! Social, economic, territorial and/or
personal inequalities continue to translate into
educational inequalities
 NB! Other – intrinsic – factors with impact on
inequities in schools
The equity dimension
System-level factors contributing to
educational inequalities:
 NB! The structure and architecture of the
education system and the pathways it provides
 NB! Curricular differences and organisational
policies and practices
 NB! Different human and financial resources
available in schools
 NB! Differences in teaching and learning
methods
Why this project?
•
The concepts of social inclusion, social cohesion and
equity are relatively new on the policy agenda and
research discourse;
•
The role of VET as contributor to employment and
social inclusion has not been systematically considered
in the design of the undergoing VET reforms;
Looking forward….
ETF has launched a new regional project in
Enlargement Countries and Israel, focussing on the
interlinkages between VET and social inclusion,
implemented together with LSE-Enterprise (2012-2013)
The project approach
•
•
•
Participatory action research involving key stakeholders
(School directors, teachers, students, employers, community
leaders)
Involves 3 schools/center in each country (27 schools)
Covers all stages of a student in VET - access, learning
process, learning outcome:
 Entry into VET system
 Completion of course or drop-out
 Educational experience of stayers
 Transition from school to work
 Subsequent career path
The project approach
Covers all levels from national policies, VET
systems, concepts and practives at school level
Concepts
Policies
VET for
social
inclusion
Practices
Structures
and systems
24
What do we want to achieve?
Identify good practices and draw recommendations about:
 How could VET be made attractive and available to
vulnerable groups?
 How could VET ensure the inclusion of vulnerable groups
without having the image of a
learning pathway for low-achievers?
 How could VET deal with gender stereotypes and
imbalances in terms of occupational choices and
participation in education?
 How could VET providers regularly cooperate with
employers?
 What role for local communities, NGOs and other local
stakeholders?
25
Activities
Evidence
Regional network : PolicyNet a web-based interactive
Social Inclusion Platform and at least 3 annual meetings
of the network
https://lnconnections02.etf.europa.eu/communities/login
• Policy learning and capacity development through
exchange of experience in the countries under
study and EU
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