1. ACVT/DGVT preparatory meeting Turin, 1 December 2017
Riga Interim Report 2017: KEY FINDINGS ON THE CANDIDATE COUNTRIES’ PERFORMANCE
ACVT/DGVT preparatory meeting
Turin, 1 December 2017

2. Why an Interim Report?
An output agreed under the Monitoring Framework of Riga
Half way to the 2020 horizon of Riga, time to look what has been achieved and what remains to be done
The interim report provides inputs to the discussion on the future of VET

3. How is the Report structured
The Report has two main parts:
Synthesis Report
Chapter 1 - Policy brief
Chapter 2 - Developments in countries’ VET policies in the period at a glance
Chapter 3 - Countries’ policy developments by MTD
Chapter 4 - EU 28+ and Candidate Countries: common trends and messages for the future   
2. Country chapters
VET Policy development per MTD
Conclusions

4. MTD prioritisation by the Candidate countries

5. JOINT CONCLUSIONS OF THE ECONOMIC AND FINANCIAL DIALOGUE BETWEEN THE EU AND THE WESTERN BALKANS AND TURKEY ON THE ECONOMIC REFORM PROGRAMMES ( ) – STRUCTURAL REFORMS RELEVANT TO VET AL
The skills mismatch and a lack of vocational and entrepreneurship skills inhibit competitiveness and social cohesion in Albania. Teacher training is a major issue. VET is prioritised compared to other components of education. Yet, progress in VET is hindered by the delay in the adoption of the VET Law (the VET Law was adopted on 16/02/2017 ). Albania plans to continue with the two measures foreseen already in the 2016 ERP - drafting new competence-based curricula and modernising its VET system. MK
Key challenges include the unattractiveness of VET and insufficient links to labour market needs, as well as low participation in lifelong learning, and a low level of transversal/soft skills. The VET system is characterised by weak capacity of the VET Centre and VET providers and lack of effective cooperation with the business sector. Other important aspects include increasing the quality of work-based learning, updating teacher skills, developing post-secondary education. ME
Enrolment in VET is high, but so is the transition to higher education, creating an oversupply of higher education graduates, which the labour market cannot absorb. Rationalising entry from VET to higher education need further attention. Continuous teacher training is fundamental and tracing students after they complete education should remain an accompanying measure. RS
VET often not adequate for a swift transition to the labour market; recent studies point to up to three years long transition periods. The development of an NQF and its implementation through a review of occupational profiles has advanced at a rather slow pace. The measure on the NQF has been expanded to include a new component for establishing a national model of dual and entrepreneurial education. This model is based on introducing apprenticeship-type vocational training as an alternative to school-based training. TR
Low skills levels of the workforce and education and training of the youth not matching labour market needs are part of Turkey's structural obstacles impeding job creation and a productivity. The ERP rightly identifies some key challenges in education, such as low levels of basic education, skills mismatch and low levels of lifelong learning. The forthcoming introduction of apprenticeship training can be expected to improve the school-to work transition of young people at medium qualification level. Supportive mechanisms for quality assurance and recognition of qualifications need to be put in place. Legislation on this new type of apprenticeship training was adopted in December The adoption of the first Turkey Qualifications Framework and relevant sub-legislation is an important step in defining common standards for all levels of the education system.

6. Addressing Riga mtds: Policy developments in the candidate countries in 2015-17

7. Total number of actions 2017-15

8. MTD1: Focus on apprenticeships
Paving the way for introducing formal AP in the Western Balkans
Policy analysis and policy formulation – ex-ante, concepts and strategies (MK, RS), WGs (MK, RS)
Setting the regulatory framework: new legislation adopted (MK, AL) or waiting for adoption (RS, ME)
Measures for implementation – roadmaps, feasibility studies (AL), budget allocations (RS), MoUs (RS), membership in EAfA, pilots and “tasters”
Making existing AP more attractive and accessible, promoting entrepreneurship through AP in Turkey
WBL in school-based VET – “business as usual” with focus on practical training in companies
WBL is high on the reform agenda in all CCs

9. MTD2: work in progress on qa and tracking mechanisms in vet
EQAVET-compatible national QA approaches devised in 4 CCs, implementation launched
Continuing work on the alignment with EQAVET indicators
National Reference Points appointed: ME, TR, RS
Building tracking systems in VET: AL, MK, ME

10. MTD3: efforts to make vet and qualifications more accessible, flexible and permeable
Enhancing access and increasing participation in VET
Designing programmes and learning modalities to meet the specific needs of vulnerable groups of learners – ME, MK, TR, AL
Measures addressing dropping-out and early leaving from education and training – RS, MK
Reinforcing counselling services – AL, ME, TR
Making VET systems and pathways permeable, easing transfer of learning within VET and to/from other education and training programmes
Legislation in favour of better permeability – AL, TR
Actions targeting transfer and flexibility of learning – MK, ME
Improving access to qualifications
NQF development
Setting up/improvement of VNFIL as an alternative route to acquire formal qualifications
WBL is high on the reform agenda in all CCs

11. MTD4: UNDER-REPORTING OR FEW DEVELOPMENTS?
Promotion of key competences through strategic documents (MK), new teacher standards (ME)
Focus on entrepreneurship
Monitoring of key competences remains underdeveloped

12. MTD5: school teachers in the spotlight
Changing models of initial teacher training in the Western Balkans to address existing gaps – MK, ME, RS
CPD for teachers in VET schools – new approaches and regulations, piloting new modalities
Initial training and CPD of trainers/mentors in companies - a new challenge on the horizon

13. Types of actions taken in 2017-15, all MTDs

14. Types of actions 2017-15 per MTD in the candidate countries

15. Moving forward
Implement the newly developed WBL concepts and legal provisions, increase the scope and enhance the quality of learners’ internships and placements
Strengthen the QA mechanisms and increase the use of EQAVET indicators for quality monitoring; extend and sustain (newly launched) VET tracking mechanisms and apply their results for adapting VET provision
Target measures at groups facing barriers to VET and LM entry, enhance participation in adult learning, while continue with NQF development/ implementation and designing/scaling up of VNFIL arrangements
Issues for future consideration

16. Moving forward
Strengthen the promotion and monitoring of key competences in VET curricula and through teacher training (with special focus on transversal KCs), provide more effective opportunities to acquire/improve those skills through CVET, reinforce monitoring of the acquisition of key competences
Increase the opportunities for CDP relevant to the vocational specialism of VET teachers/trainers (in-company training!), develop systemic approach to CPD of trainers and mentors in enterprises
Issues for future consideration

17. conclusions

18. interim Report: Reflecting on the past – Learning for the Future
No single European VET system
A sense of a single common ambition: to continue upgrading VET as a quality choice for all learners
The five MTDs strike a balance between what is feasible and what is expected the VET systems to focus on
Technological advancement is a challenge and opportunity for VET systems
Political commitment to VET reform is key
Prioritisation often needs consensus among all stakeholders

19. interim Report: Reflecting on the past – Learning for the Future
Bruges objectives – A heritage for Riga
No starting point but rather a point of transition
Prioritisation is a tough job!
There are urgent needs/priorities outside Riga i.e. inclusion of refugee learners
Not always easy to report and monitor achievements
Not all achievements are captured in monitoring and reporting
Systematic discussion of Riga in ACVT/DGVT committees helps
Spill over effect of Riga into the discussion on the Future of VET

20. Thank you for your attention