1. Astana, 13-14 February 2013

2. Structure of the presentation 2 Torino Process 2012 Socio-economic contexts Preliminary findings – progress made Preliminary findings – problems identified Strategic reflections/new policies

3. THE TORINO PROCESS 3 THE TORINO PROCESS IS a participatory process leading to an evidence-based analysis of VET policies in a given country.

4. FOUR PRINCIPLES 4 01 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.

5. ANALYTICAL FRAMEWORK – key questions for a comprehensive approach to policy areas in VET 5 POLICY VISION (A) What is the vision for VET development, and does it comply with the broader socioeconomic development objectives? VET IN RELATION TO ECONOMIC COMPETITIVENESS (B) Do the skills offered by the VET system match those required by the labour market and economic development? VET IN RELATION TO SOCIAL DEMAND AND SOCIAL INCLUSION (C) Do institutions, as well as programmes and skills offered by the VET system, match the aspirations of individual learners and the needs of vulnerable groups? INTERNAL QUALITY AND EFFICIENCY (D) What further reforms are necessary to modernise the various building blocks of the VET system? GOVERNANCE AND FINANCING (E) Are institutional arrangements, capacities and budgets adequate for bringing about the desired changes in the VET system? ? ? ?

6. Approaches - ETF led assessment: 6 ETF led assessment in Tajikistan, Kazakhstan, Kyrgyz Republic, Uzbekistan The regional report builds on 4 country reports.

7. Socio-economic context: 7 Growing working age population Economic Growth Growing service sector Migration/unemployment SME and informal economy

8. Overall progress in four areas 8 A A Vision: Policies and legislation B/C External efficiency D D Internal efficiency E Governance and Finance

9. Progress in Vocational Education since 2010 Legislation and strategic documents: All countries new legislation or new education and employment strategies up to 2015 or 2020. Clear in directions, priorities, targets Consultation processes widened and have included social partners. Education budgets have increased. Governance and stakeholder involvement National, regional and or local skills councils. Challenge to increase the ownership of the different partners All countries have now VET institutions with role in policy implementation. 9

10. Progress in Vocational Education since 2010 Education and Business cooperation Engagement of employers in policy dialogue and development of standards has improved. At local level more partnerships between school and enterprises In Kyrgyz Republic enterprises are represented in the school board. in Uzbekistan and in Kazakhstan it has become a key policy priority In Uzbekistan and Kazakhstan progress has been made with creating training placements in companies 10

11. Progress in Vocational Education since 2010 School development: There are opportunities for increasing the performance of schools. Giving incentives for school development and removing barriers can contribute to quality improvements. Collection and use of policy indicators: There is an increase in information and statistics on education. Traditionally there are few specific data for VET available. Combining the collection of quantitative and qualitative information for policy monitoring and evaluation can support the policy cycle 11

12. Progress in Vocational Education since 2010 Teacher’s salaries and training All countries have valued the importance of teachers by awarding them substantial salary increases. Also the opportunities for pre- and in-service teacher training have been improved. VET Financing: Per capita financing has been introduced in all four countries. However, its effectiveness cannot be judged yet. Standards development: All countries have developed new occupational and education standards and are discussing the development of national qualification frameworks. In addition to these areas there are other challenges in VET 12

13. AVision: Policies and legislation National Strategies Lifelong Learning Institutional Co-operation 13

14. National Strategic Documents CountryTopic Tajikistan National Strategy for Education 2020, including VET Labour Market Strategy 2020 Programme on development of Adult Vocational Education System 2015 Reforming and Developing Initial and Secondary VET Uzbekistan National Programme for Personal Training and updates for 2011-2015 Measures to improve the system of student training, and the quality of teachers. (2012) 14

15. National Strategic Documents CountryTopic Kazakhstan Education 2020 Accelerated Programme Kazakhstan 2010 – 2014 State Programme for Employment 2020 Kyrgyz Republic Education 2012-2020 15

16. B: External efficiency Economic growth rates Vocational Education and Unemployment Small Business Migration Social demands for VET and social inclusion 16

17. GDP growth (Annual %) 2008200920102011 Country Kazakhstan3.31.87.3 7.5 Kyrgyz Republic 83 7 Tajikistan7.87.96.5 7.4 Uzbekistan98.18.5 8.3 17 Growth rates 2008-2011

18. C: External efficiency: 18 Employment rates (%,15-64)201164.373.9 62.0 (10) 45.6 (09) 54.0 * (10) Employment rate, female (%,15- 64) 201158.569.6 50.6 (10) 35.4 (09) 41.4 * (10) 42.4 * (10) Unemployment rates (%,15-64)20119.75.48.7 (10) 11.6 (09) md 0.4 5 (08) Unemployment rates, female (%,15-64) 20119.86.3 10.0 (10) 10.6 (09) md Youth unemployment rates (%, 15-24) 201121.34.6 16.7 (10) 16.7 (09) md Youth unemployment rates, female (%, 15-24) 201120.75.0 20.3 (10) 13.7 (09) md IndicatorYearEU 27 KZKGTJTMUZ

19. C: External efficiency: Social demands for VET and social inclusion Public provision of VET Drop Outs Special needs Rural Sector 19

20. D: Internal efficiency System Size Structure of VET Teacher Training and Quality Assurance Continuing Vocational Training 20

21. VET sectors Dimensions CountryTajikistanKyrgyz Republic VET Students59,866114,341 Initial22,31642,018 Secondary37,55072323 VET Institutions117231 Initial66109 Secondary49122 Teachers/Trainers69979237 Initial22873647 Secondary37105590 21 [1] [1] 2010 figures [2] [2] Includes 13189 part-time students

22. VET sectors Dimensions CountryKazakhstanUzbekistan VET Students 604,000 (2012 figs) 1,724,000 VET Institutions 8941430 Teachers/Trainers 45,70075,480 22

23. Quality Assurance: Initiatives by country Country Professional development of VET teachers/trainers Quality Assurance Initiatives Tajikistan Restructuring in- service teacher Re-organisation: pedagogical institutions Monitoring and evaluation Assessing achievement of learning outcomes Kazakhstan Regional centres 4 year modular service Teacher training system Teacher salaries Teacher career steps Social Partnership Updating VET structure/content Training Infrastructure VET system management E-learning 23

24. Quality Assurance: Initiatives by country Country Professional development of VET teachers/trainers Quality Assurance Initiatives Uzbekistan Salary increases Performance management, Directors fund Increase proportion of teachers with higher education Student training, and quality of teachers. (2012) Kyrgyz Republic Methodological centre In service training for IVET Performance management 24

25. E: Governance and Finance Governance Business Partnership Finance Data development and use 25

26. Co-operation between business and education CountryInitiatives Tajikistan Local partnerships between employers and schools Kazakhstan Cooperative learning with business National VET Council 14 sectoral councils 16 regional councils 432 Councils of trustees Kasipkor Holding, Local partnerships between employers and schools 26

27. Co-operation between business and education Country Initiatives Uzbekistan Local partnerships :employers and college Co-ordination between regional and national levels Chamber of commerce Kyrgyz Republic National Council for the development of professional skills. Sector skills councils development Local partnerships between employers and schools 27

28. Findings Country Priorities Conclusions 28

29. Country Priorities: Torino Process Reports 2012 Country Topic Tajikistan Integration of VET sectors Quality Assurance Professional staff development Uzbekistan Business and VET co- operation, small business Post- secondary VET/ CVT FinancingNational Qualificatio ns Framework 29

30. Country Priorities: Torino Process Reports 2012 CountryTopic Kazakhstan Attractivenes s of VET ‘Down-up’ policy - policy making -policy implementation -Governance/ Business - Education co- operation Professional development of VET staff Kyrgyz Republic Co-operation between Ministries on VET Capacity Development for Teachers, Trainers and Managers VET as a social measure Performance Management and Quality Assurance 30

31. Conclusions Vision Vocational development is recognised in all countries as important to economic growth and is being pursued as a key policy option. Many of the issues being addressed in the region are also common to other countries reforming their education systems, Scope for all countries to share experiences with international trends in vocational education modernisation, particularly lifelong learning, quality assurance co-operation between different government institutions business and government co-operation. 31

32. Conclusions External Efficiency: Labour market needs Common specific challenges found in each system. On-going updating vocational content to reflect business and labour market needs. High levels of migration/mobility in the labour markets Scope for policies that support vocational education in the context of mobility, e.g., validation of informal learning, credit transfer and flexible learning opportunities. Qualifications frameworks could strengthen stakeholders’ involvement and system capacities assist participation in continuing vocational education focus for business- education co-operation. Small business responsiveness Strengthen transition from education to sustained employment is a major challenge positive examples from across the region. 32

33. Conclusions External Efficiency: Social Demand for VET Short courses a growing feature in some labour markets, scope for reviewing coherence and efficiency of vocational education and training at different levels and their links with the vocational qualifications of the national education systems. Rural sector is an important feature of all countries Challenges for ensuring that rural communities are able to access vocational training and related services, e.g., special needs teachers that support the participation in the labour market. Employment opportunities limited for skills development outside the vocational sector, i.e., there are relatively few jobs in which graduates can develop and enhance their skills and vocational expertise. Informal labour market is a significant issue in the region both in terms of self-employment and labour market participation. 33

34. Conclusions Internal Efficiency Except for Uzbekistan, VET still a 2 nd choice. Concerns on drop-out rates some countries. VET participation, the rise of private VET schools: indicators of an improving status. Need for data on VET graduates continuing to universities/post-secondary VET, or employment. Need for data on labour market Career guidance is an area for development 34

35. Conclusions Internal Efficiency Quality is an issue in all countries. All countries have introduced mechanisms to improve quality Business involvement, teacher training and infrastructural investments will impact on the overall quality Systemic quality assurance approach and mechanisms 35

36. Conclusions Governance and Finance Trend in the region is engagement between business and education Some VET schools strengthening links with local companies. Per capita financing has been introduced in all four countries. Its effectiveness cannot be judged yet. An increase in information and statistics on education. Few specific VET data available yet Quantitative and qualitative data for policy monitoring and evaluation can support policy cycle. 36

37. 37 Many thanks! European Training Foundation