Guidelines for TVET Policy Review

ED/ESB/TVET/2010/02          Guidelines for TVET Policy Review DRAFT                March 2010 Table of Content  Context 4 Purpose 4 Scope an...
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ED/ESB/TVET/2010/02 

       

Guidelines for TVET Policy Review DRAFT               

March 2010

Table of Content  Context

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Purpose

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Scope and definitions

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DEFINITIONS

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Definition of competence

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Definition of TVET

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Definition of Policy

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Definition of TVET Governance

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Definition of Formal, Informal, and Non-formal learning

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Definition of Qualification framework

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Definition of Recognition of prior learning

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Definition of Effectiveness

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Definition of Efficiency

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Definition of Learning Outcome

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Preparation of a Policy Review

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Implementing a Policy Review

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An important general note about data

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Preparation of the report following the policy review

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PROPOSED STRUCTURE OF GUIDANCE QUESTIONNAIRE AND TEMPLATE FOR COUNTY POLICY REVIEW REPORT

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1. The National Context of TVET

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2. The characteristics of the TVET system

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3. Governance of the TVET system

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4. Financing of TVET

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5. Access to and participation in TVET

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6. Quality arrangements

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7. Relevance and Impact

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8. The knowledge and evidence base

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Guidelines for Policy Review TVET  Context  During the 34th session of the General Conference of UNESCO and at the 179th session of the Executive Board (179 EX/Decision 49), Member States expressed the need to scale up access to quality technical and vocational education and training (TVET). At its 181st session, UNESCO’s Executive Board approved the proposed strategy for supporting TVET over the period 2010-2015. The strategy is based on the / evidence that TVET investments can be an instrument for reducing poverty as it significantly increases the likelihood of finding decent work or of generating income through self-employment. Yet, TVET is a relatively new policy priority and countries are developing plans to expand access and improve quality; but often these plans must be carried out with limited resources, and this requires innovations in TVET policy making and prioritization.

Purpose  It is in this context that countries will be offered an opportunity of having their TVET policies and systems reviewed to improve the efficiency and effectiveness of these aligned to the broader socioeconomic priorities of the country in question. The Policy Review is intended to identify concrete options and strategies for improving TVET policies and the TVET system in the country reviewed. Secondly, it is the aim that the policy review will further the capacity locally to undertake strategic policy analysis and planning in TVET aligned with socio economic goals and priorities, and contributing to sustainable development in the country in question. The policy themes that will be reviewed are grouped into eight generic categories, each of which is articulated in the second half of this document in the template structure and guidance questionnaire: 1. The national context of TVET, covering the broader socio-economic, regulatory and policy context relevant to the TVET system, including reforms that have been introduced over the last decade, the purpose of these reforms, and their outcomes and impact. 2. TVET system description: The characteristics of the TVET system, covering its socioeconomic goals and objectives, TVET and its relevance to the world of work including the role of core competences, linkages and pathways, assessment and qualification issues, boundaries, and providers. 3. Governance of the TVET system, covering governance dynamics, drivers and barriers at different levels, target groups and priorities, actor roles and responsibilities, decisionmaking competence, etc – particularly in relation to the role of government and other stakeholders. 4. Inputs to the TVET system: Financing of TVET, including the sustainability of financing mechanisms and other non-financial inputs. Socio economic characteristics regarding participation in formal, non formal informal forms of TVET. Characteristics of the teachers and trainers. 5. TVET processes: Access to TVET, covering policies to expand access and create equity in access, relevance to the world of work, including involvement of industry and inclusion of broader employability competences, policy measures to create coherence between formal, non formal and informal learning - covering participation patterns, policies and instruments to ensure the quality of delivery of TVET provision, and to raise its status and attractiveness.

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6. Outcomes - who complete which forms of TVET, drop-out patterns, relevance to the world of work1, transition patterns to the labor market, self employment, labor market mobility, and contributions to community building and inward investment, and ability to provide for oneself and the family. 7. Impact, covering such aspect as equity, gender equality, reduction of poverty, social inclusion and exclusion, sustainability, socio-economic development, and cohesion. 8. The knowledge and evidence base, covering the extent to which policy formulation and management build on a formalized knowledge base, for instance about the needs of the labor markets and destinations of TVET graduates, and whether there are other sources feeding into decision-making processes and management of the system.

Scope and definitions  TVET systems may differ from country to country and within countries. TVET may be delivered at different levels for different target groups and age cohorts in different types of institutions, including technical and vocational schools – public and private – by NGOS, in enterprises, and apprenticeship training centers through formal, informal and non formal learning arrangements. TVET policies would previously focus on the mechanisms in place to prepare individuals for the world of work. However, whereas this is still a priority, the quality of TVET is increasingly associated with having a broader scope including personal and general skills which can contribute to lifelong learning, participation and community building, through entrepreneurial skills as well as a broad set of skills regarding sustainable development. These broad skill sets tend to have a bearing on an individual’s employability, active civic participation, and health, and to community building and economic development at the regional and local level. 2 The review should reflect this broader view and purpose of TVET.

DEFINITIONS  The following section provides some basic definitions relevant to the Policy Review. • Definition of Competence  The proven or demonstrated individual capacity to use know-how skills, qualifications or knowledge in order to meet the usual and changing occupational situations and requirements. • Definition of TVET  Those aspects of educational process involving - in addition to general education - the study of technologies and related sciences and the acquisition of practical skills, attitudes, understanding and knowledge relating to occupations in various sectors of economic life. By contrast, VT (vocational training) is often used to describe short-term training in specific occupationally related skills. • Definition of Policy  Policy is defined functionally to mean: an explicit or implicit single decision or group of decisions which may set out directives for guiding future decisions, initiate or retard action, or guide implementation of previous decisions. Policies differ in terms of their scope, complexity, decision-

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http://www.google.com/search?hl=da&lr=&rls=com.microsoft:*&rlz=1I7GGLD_da&q=output+of+informal+and+non +formal+forms+of+training&start=10&sa=N 2 The definitions draw on UNESCOs work on VET terminology.

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making environment, range of choices, and decision mechanisms, and whether they tend to be issue-specific or more comprehensive.3 • Definition of TVET Governance  Governance is concerned with how the funding, provision, ownership and regulation of TVET systems are coordinated, which actors are involved, and what are their respective roles and responsibilities, and level of formal competence – at the local, regional, national and supranational level. Whilst in many countries government continues to play the most significant role in coordinating TVET, the distribution of these responsibilities has been changing in response to calls for greater efficiency and effectiveness, particularly to engage employers. • Definition of Formal, Informal, and Non­formal learning  Formal TVET: training typically provided by an education or training institution, structured (in terms of learning objectives, learning time or learning support) and leading to certification. Formal learning is intentional from the learner’s perspective. Non-formal education and training: Education and training which takes place outside the formal system either on a regular or intermittent basis. Informal learning: Learning resulting from daily life activities related to work, family or leisure. Informal learning is part of non-formal learning. It is often referred to as experience based learning and can to a certain degree be understood as accidental learning. • Definition of Qualification framework  The structure into which accredited qualifications are placed, allowing learners, training providers and employers to gain information about the broad equivalence of qualifications. • Definition of Recognition of prior learning  Acknowledgement of the knowledge and skills that an individual has acquired in previous training and through work experience. • Definition of Effectiveness  Effectiveness is the extent to which an activity fulfils its intended purpose or function. • Definition of Efficiency  Efficiency is the extent to which an activity/ system achieves its goal whilst minimizing resource usage.4 • Definition of Learning Outcome  The set of knowledge, skills and/or competences an individual has acquired or is able to demonstrate after completion of a formal, non-formal, or informal learning process.

Preparation of a Policy Review  In preparing a Policy Review, the reviewers and experts are encouraged to make use of the extensive UNESCO library, as well as sources from the World Bank and other agencies. Desk research can inform the preparation of the policy review by contributing to a better understanding of TVET in the particular socio-economic context. Prior to a review a short background questionnaire has been prepared targeting senior government officials responsible for the government and 3

http://74.125.77.132/search?q=cache:UYIhuHpIIOoJ:www.unesco.org/education/pdf/11_200.pdf+policy+cycle+educati on&cd=1&hl=da&ct=clnk 4 For further definitions see for example http://www.qualityresearchinternational.com/glossary/vet.htm

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management of TVET. The purpose of the background questionnaire is to provide the review team with up-to-date factual information about the socio-economic context of TVET, its characteristics and priorities, as well as an overall assessment of the TVET provision. The questionnaire is attached as an annex.

Implementing a policy review  A policy review will last approximately 2 working weeks depending upon country size and complexity in governance arrangements and delivery characteristics. A review will be fronted by a team leader that has the overall responsibility for implementing the review according to the priorities on the renewed UNESCO TVET strategy. The guidelines have been developed to provide a framework for the policy review and the topics and type of questions that should be covered during the review. The guidelines are structured according to eight themes that need to be covered. For each theme, there is a list of questions centered on a number of common problems and issues pertaining to TVET. It should be noted that the variations in TVET from country to country, and often also between regions, are such that the questions are not prescriptive, and some questions may be irrelevant in the particular country context. It is therefore also likely that some questions should be adapted according to the informants interviewed and the particular country context. It is important that the review provides a rich picture of the policy framework for TVET, the perceptions regarding the coherence of this, the way it is implemented, what the key features and characteristics are, as well as the main strengths and weaknesses from the point of view of stakeholders and users of the system at the national, regional and local levels. Almost everywhere, efforts are being made to improve the quality and attractiveness of TVET to its main users, so it is important that the reviewers encounter everyday reality and stakeholder perceptions about this as the basis for any policy recommendation. An important general note about data  Countries are not expected to collected new data for the purposes of the Policy Review. Country reports should be prepared using the best available data and evidence – taking into account that the quality of data is likely to vary substantially between countries. With a view to developing the comparative knowledge about TVET systems it is nevertheless important to get an understanding of the type of statistics and mechanisms and indicators in place to monitor and to support the dynamic development of the TVET system within the national system.

Preparation of the report following the policy review  The report should be approximately 50 pages in total. It should follow the eightfold structure of the template. The report should begin with a resume with a discussion of key findings, challenges and recommendations, followed by a lengthier coverage of the 8 guideline themes. For comparative purposes at a later stage it is very important that the guidelines structure be used to prepare the country report. The annex should include: • • • • •

A glossary list: including all acronyms, specific terminology used, and abbreviations. Details of the Review Program – including dates and places visited A list of interview sources, their institutional affiliation, and job title. A list of background literature used in preparing the review and the report. Details of the reviewers and the methods they have followed

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  PROPOSED  STRUCTURE  OF  GUIDANCE  QUESTIONNAIRE  AND  TEMPLATE  FOR COUNTRY POLICY REVIEW REPORT   1:  The National Context of TVET  PURPOSE  The chapter should provide an overview of the socio-economic and regulatory context of VET with particular emphasis on those factors that are currently shaping TVET policies and priorities. The chapter should also cover emerging trends likely to impact TVET. Where data are available these should be included in the report. Issues to be covered: Q1.1 Describe recent demographic trends – developments regarding size of population, age and gender structure, urban-semi urban-rural patterns, cultural and language diversity, migration – and the influence of these trends on TVET policies and TVET provision Q1.2 Describe developments in sectors of economic activity – do TVET policies prioritize particular sectors? Are there sectors that show particularly good employment prospects – developments in the informal sector? Q1.3 Sector dynamics – what is the situation between formal and informal sectors of the economy, as well as traditional and newer or higher value added sectors? What is the size of the informal economy, compared to the formal – and what are the development tendencies? Q1.4 What is the relationship between formal TVET and the informal sectors of the labor market and economy? Q1.5 Describe developments in GDP, GDP per capita (or PPP) and income distribution. Q1.6 Describe the (relative) size of the public sector in the economy – impact on public financing of TVET. Q1.7 Describe labor market characteristics and developments – such as unemployment, labor market participation rates according to age, gender, and urban-rural dimensions, including any significant sectoral differences - and the influence of labor market dynamics on TVET policies and priorities. Identify the groups likely to experience comparatively high levels of unemployment. Q1.8 Describe transport, postal and telecom, including mobile, infrastructures, availability, access, price, etc., and their potential impact on, e.g. in terms of accessing and delivering, TVET through different media. Q1.9 Describe how and to what extent globalization trends (such as FDI – Foreign Direct Investment – global division of labor, new skills demands) impact TVET training demand and supply. Reflect about the role and importance of inward or outward labor migration, and how this influences TVET. Q1.10 Describe other drivers and trends that have impacted TVET priorities the past few years – in numerical and/or qualitative terms.

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2: The characteristics of the TVET system  PURPOSE  The chapter should provide an analysis of the characteristics of the TVET system and the providers of TVET - and the degree to which those elements are brought together in a coherent and transparent lifelong learning system through different policy instruments and taking into account the diverse nature of TVET with its longitudinal and transversal dimensions. Issues to be covered: Q2.1 Define the boundaries of TVET- what TVET encompasses in terms of age groups and cohorts, geographic coverage, sectors, and levels and types. Q2.2 Describe the legal basis for TVET as well as regulatory or legal issues which might influence TVET (this could include regulation of labor and wage contracts in public and private sectors, years of compulsory education, licensing and accreditation of teaching and training institutes, freedom of foreign providers to operate domestically, etc.) Q2.3 Please provide an overview of the TVET system within the education system as a whole. Q2.4 Provide facts and figures regarding participation (covering as far as possible enrolment, drop-out and completion) rates and patterns in the different forms of TVET- and describe development trends in participation patterns. Q2.5 Describe the goals and objectives of the TVET system, and the factors that have shaped those priorities. Q2.6 What is the standing of TVET – and its teachers and learners – in comparison with the sub-sectors of general and higher education? Which measures have been taken to improve the attractiveness of TVET- and have these measures achieved their goals? Q2.7 Are goals and objectives highly differentiated depending on sector, provider, etc., or is there a coherent national pattern? Q2.8 Describe policy mechanisms in place to ensure the coherent management of TVET and its alignment with the government’s broader socio-economic policy goals, objectives and priorities at the national, regional and local level. Q2.9 Describe any curricular policies or reforms designed to improve employability and labor market relevance, including the role of basic skills, interpersonal skills, ICT, and whether entrepreneurship and sustainability form part of orientation to the world of work. Q2.10 Describe the coherence and links between formal, non formal and informal learning, as well as between TVET and HE. Q2.11 Who are the main public, private, NGO providers, incl. SMEs informal economy (including important differences between domestic and foreign providers or partnerships), who provides what and to whom (scope of provision within the total TVET system both formal, non formal and informal). In particular, comment on aspects that show signs of innovation. Q2.12 Which mechanisms are in place to link work-based learning with formal training? Q2.13Policy measures to improve the parity of esteem between HE and TVET and between different forms of TVET. Q2.14 Describe policy mechanisms to ensure system efficiency (qualification framework, recognition of informal and non formal learning and mechanisms for capturing and certifying such learning, and accreditation systems, etc.).

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3: Governance of the TVET system  PURPOSE  This section is intended to provide an insight into the dynamics, enablers and barriers to an effective, transparent and accountable governance of the TVET system described in Part 2, as well as the extent to which changes in governance have led to a shared and broader joint responsibility for the development and delivery of TVET. Issues to be covered: Q3.1 List the major national ministries/agencies responsible for developing TVET policy - their mandates and responsibilities. Describe any recent or planned changes in governance, e.g. drivers, processes and impacts. Q3.2 What is the relationship between the ministries involved, and between the central and more local authorities? Q3.3 Is there a formulated vision and strategic direction of TVET at the national level? Which actors and agencies are involved/influencing the strategic direction, level of ownership among key stakeholders, strategic impact on policy making and planning? Q3.4 Describe the linkage between medium- to long-term targets and priorities – and current TVET measures Q3.5 Outline the legal framework for TVET – objectives and scope – coherence between IVET and CVET in the framework of lifelong learning, coherence with socio economic policy goals and objectives Q3.6 Describe whether decentralization and/or centralization tendencies affecting TVET governance have been introduced – and to which level of autonomy and formal competence. Q3.7 Describe decision-making mechanisms in the different contexts and at the various levels (national, regional, local, and institutional). Q3.8 Describe in particular any mechanisms and instruments in place at a system level to avoid fragmentation in the management and implementation of different forms of TVET at the different system levels (national, regional, local, institutional) Q3.9 Describe whether measures have been taken to build strategic governance capacity at the different levels (national, regional and local), such as distribution of responsibility for funding, strategic policy development, partnership with employers / employer organizations and the delivery of various public services. Q3.10 Describe whether TVET has an enabling role in national development and reform agendas – describe whether national reform agendas impact on priority setting in TVET and funding. Q3.11 Describe policies that promote partnerships with stakeholders such as industry bodies, NGOs, regional authorities, community organizations, provider representatives. To what extent are foreign partners involved? Do partnership approaches impact the way TVET priorities are made, decision-making processes, financing, and planning? Q3.12 If policies are in place, do these refer to formalized consultations or the active engagement of stakeholders? Q3.13 Describe any mechanisms and outcomes to co-ordinate TVET policies with other policy fields - labor, industry, and regional development- at the national or regional level? Q3.14 Describe and assess mechanisms and characteristics of TVET demand analysis and planning at a system level – what are the processes, who are the actors involved, to what extent is this activity formalized through a role for government or sectors working together?

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Q3.15 Describe changes in the governance models and mechanisms of TVET within the past 10years, drivers of change, processes and outcomes. Q3.16 What is the perceived level of regulation/deregulation among stakeholders – national regional, local, institutional level - stakeholder views on the impact on system responsiveness? Q3.17 Describe the level of centralization/decentralization of institutional management – mechanisms to balance autonomy and relevance to the local context with transparency and accountability? Q3.18 What is the existing governance model in relation to enabling bottom-up versus topdown innovation? Q3.19 Assess developments regarding the governance of TVET during the past ten years in terms of: • Efficiency • Effectiveness • Societal impact, short- and long-term • Transparency • Accountability • System sustainability and adaptability • Strategic orientation • Coherence • Feed-back mechanisms between policy and practice • Underlying drivers, enablers, barriers, processes and outcomes Q3.20 Provide an assessment of the overall political will for investment in education as expressed in reform agendas, and to what degree it applies to education in general or also includes specific priorities regarding TVET? Q3.21 What are the overall strengths and weaknesses in TVET governance?

4: Financing of TVET  PURPOSE  This section should cover financing policies aimed at equitable access to and participation in TVET. Measures to ensure efficiency in TVET financing, including incentives to involve industry in the funding of TVET Issues to be covered: Q4.1 Describe the financing regime for the TVET system - formal, informal and non formal learning. Does this differ between regions, sectors etc? Q4.2 Describe explicit financing mechanisms to promote inclusion of groups at risk of labor market and social exclusion. Q4.3 Assess policy measures to improve diversification and sustainability in funding mechanisms. Q4.4 Assess policy mechanisms to improve the efficiency and effectiveness of TVET financing. Q4.5 Describe the key non-public funders of TVET (e.g. NGOs, domestic and foreign enterprises, for profit, individuals, donor agencies, etc.) and describe the nature and extent of their contributions in terms of the overall funding of TVET. Q4.6 What is the level of reliance on donor funding, and are there strategies in place to reduce possible dependency on donor funds?

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Q4.7 What is the level of reliance on foreign private funding, and are there strategies in place to limit risks if there is a danger of funding being removed at short notice as investment decisions change? Q4.8 Describe whether the government’s investments in TVET mirror explicit priorities (e.g. target groups, through what kind of funding schemes, etc.). Q4.9 To what degree has output-based financing been considered and implemented. Have performance indicators been defined, and are they deployed? Q4.10 Describe whether the existing funding model is sustainable if access to TVET is to be expanded. Q4.11 Describe policy measures to improve capacity utilization of existing TVET infrastructures, or other efficiency measures such as performance pay. Q4.12 Describe policy measures or incentives to increase private sector funding in TVET and the provision of VET services and facilities on the part of employers. Q4.13 Describe the incentives (or levies) and policies to stimulate increased private sector participation in TVET development and delivery – processes and outcomes. Q4.14 Describe incentives or other measures to expand the role of SMEs and micro enterprises as training providers? Q4.15 Describe incentives or other measures to expand the role of trades unions, NGOs and other civil society organizations as training providers? Q4.16 Describe any alternative models of financing- such as tuition fees, non-formal training, tailored industry courses - and the experiences with such models Q4.17Assess the effectiveness of government policy for mobilizing non-public resources, especially for expanding access to TVET (formal, non-formal, informal - and identify areas for improvement). Q4.18 Describe and assess government policies to build institutional, business and financial management capacity. Q4.19 Describe policy measures to improve sustainability in the funding of TVET – processes and outcomes – strengths, weaknesses, key challenges. Q4.20 Describe any non-financial inputs to TVET and their importance, e.g. school leaders, teachers and trainers, guidance, other personnel, buildings, resources, materials, infrastructures, etc. donated or loaned.

5: Access to and participation in TVET  PURPOSE This section should cover policies to expand access and participation in TVET, with particular emphasis on underserved groups of youth and adults, the role of informal and non formal learning in expanding access, and the type of outreach policies to expand uptake of TVET, to limit early drop outs, and as a means to improved employability for long term unemployed. The section should furthermore analyze for different target audiences - including the role of industry in defining competences and outcomes of TVET and its role in delivery of TVET through job training, through informal apprenticeships, or in other ways. Finally, the section should include a discussion of the organization of guidance and the role guidance plays in matching demand and supply. Issues to be covered: Q5.1 Map who has access to TVET. Q5.2 Is there demand at present which is not effectively met through existing forms of provision (formal, non-formal, informal), and what are the underlying causes?

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Q5.3 Is there an active linking of TVET to traditional trades and livelihoods with a view to sustainability at the local level - for example fisheries and agriculture? Q5.4 Has any form of TVET provision been expanded in recent years as a result of explicit access policies? Q5.5 Describe and analyze to what extent access policies formally and in real terms have opened TVET up to under prioritized groups such as women, early drop-outs, persons with low levels of literacy, rural communities, the unemployed, the poor, people with learning difficulties, etc. Q5.6 Describe and analyze the role of informal and non-formal learning in expanding access to these or other groups. Refer specifically to groups that are working outside the formal economy and labor market Q5.7 Assess whether there are groups excluded from TVET - due to existing policy frameworks and practices – and what the underlying causes could be (e.g. lack of flexibility, high costs, and access constraints). Q5.8 Describe recent policies /regulations to expand access to TVET – is it mirrored in a financial framework, and does it include targets or explicit policy mechanisms for particular target groups, does it include policy instruments and targets regarding guidance, etc.? Q5.9 Do active labor market policies (ALMP) comprise TVET elements with a view to helping dislocated workers or long-term unemployed to make transitions to other employment? Q5.10 Describe any TVET measures, including literacy and numeracy, to expand access to TVET for vulnerable groups? Q5.11 Describe policies and incentives to expand access through informal and non-formal TVET provision, and whether such policies include measures to address basic skills deficits and illiteracy Q5.12 What are the mechanisms for matching supply with demand, both short- and long-term? Q5.13 Are there any policies or initiatives to stimulate demand, e.g. through mass or targeted advertising, focused outreach, open days, reduced fees or special offers? Q5.14 Describe any outreach mechanisms to stimulate demand among priority groups (youth and adults). What is the evidence for impact? Q5.15 Describe policies aimed to expand access through partnerships with the private sector or NGOs. Q5.16 Describe whether policies on recognition of prior learning have been implemented to expand access – what are the scope and modes of use, and who benefits? Q5.17 Describe the access forms and channels, including the role of ICT in improving access through flexible and open learning environments, as well as more traditional media like face-toface, post, TV and radio? Q5.18 Describe policies and partnerships to improve access in rural communities or other hardto-reach groups including those in the informal economy, e.g. mobile units, use of ICT or other forms of distance education – uptake and impact? Q5.19 Describe any barriers and obstacles hindering access, and the policy measures taken to remove those barriers at national, regional and local levels. Q5.20 Please describe to what extent outreach and access policies build on any form of evidence base – e.g. statistics, case studies, comparative surveys, analyses of the size and characteristics of the informal economy. Q5.21 Describe measures in place so that promising practices may be shared and may feed into policy making? Q5.22 Please provide an assessment of whether access, outreach and guidance policies have increased participation in TVET of prioritized and underserved groups (IVET, TVET- formal,

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informal, non formal). Distinguish as far as possible between enrolment, drop-out and completion rates. Q5.23 Describe the policy measures to improve the flexibility of TVET for diversified groups of learners, such as scheduling of TVET, modularization, work process orientation, and combination of formal and informal training. Q5.24 Describe policy measures introduced to ensure efficiency in TVET. This may include aligning diplomas and certificates to a set of reference levels which allow individuals, employers, training providers, etc., to situate where specific qualifications fit in comparison to others in forms of a qualification framework, or competence-based assessment methods so that individuals may have their competencies assessed against criteria of competence, regardless of how or where they obtained these competencies. Q5.25 What is the scope and role of informal and formal apprentice schemes, and other forms of work based learning – are there barriers or enablers to scaling? Q5.26 Does the regulatory framework for TVET stipulate the inclusion of broader social, personal and entrepreneurial competencies with a view to improving employability, community participation, and sustainable local development - and are these competence elements fully integrated? Q5.27 Are there institutional regulations in place to stimulate TVET institutions to interact with the world of work (e.g. requirements for teacher qualifications, board of governance, involvement of industry in defining the local program offers, assessment of training outcomes for formal, non–formal, informal, contributions to start-up business programs)? Q5.28 What is the overall assessment regarding the key strengths and key challenges of current policies and mechanisms providing access and participation? Q5.29 Describe whether guidance is an explicit part of TVET provision for youth and adults with a view to improving transition to labor markets - and how guidance is organized at a national level and regionally. Q5.30 Describe the role of guidance in expanding access and the role of guidance in matching supply and demand including more recent guidance reforms within the framework of lifelong learning. Q5.31 Describe any mechanisms in place to ensure coherence between guidance in a TVET context and as part of employment and/or social policies.

6: Quality arrangements  PURPOSE  The purpose of this section is to analyse how quality management is understood and used in the context of TVET, and what are the key characteristics of such quality arrangements including including how quality measures are used to inform policy and practice.

  Issues to be covered: Q6.1 Is there an explicit quality management framework in place and is it applicable in different TVET contexts - formal, informal, and non-formal? Q6.2 Who have been involved in defining current quality assurance mechanisms – and is there a shared understanding among key stakeholders about the relevance and applicability in different TVET contexts?

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Q6.3 How widely used are existing quality assurance approaches - and are they used for accountability purposes or to enable a shared view about quality issues pertaining to the relevance and value of TVET? Q6.4 To which extent are VET providers required to have an explicit quality system in place as a precondition to for example accreditation and public funding – and to which extent do quality management approaches allow for a certain level of autonomy at the institutional level so as to align to specific local contexts? Q6.5 Are indicators in place that can guide the development and monitoring TVET? How widely are they used and are they: • Input oriented: (expenditures per student, pupil/trainer/teacher ratios; • Processes: collaboration with employers, labor market forecasting, leadership patterns; • Outcomes: completion of qualifications, placement in related occupations or selfemployment earnings in the short-term and long-term? Q6.6 Have instruments or mechanisms been implemented to build institutional capacity for the self assessment of quality priorities? Q6.7 Do policies stipulate formal qualification requirements for TVET trainers – and if so what is the content of curriculum and which measures are in place to ensure the updating of trainers’ skills with a view to ensuring relevance of TVET? Q6.8 Are there policies in place to build capacity for TVET school leadership? Q6.9 Are there any measures in place to ensure and/or monitor the quality of informal and nonformal TVET? Q6.10 What mechanisms are in place to ensure quality in pedagogical approaches - for example regarding the way generic competences such as problem solving and communication are taught, and more widely the relevance of pedagogy to preparing the students for the world of work? Q6.11 What mechanisms are in place to ensure the quality of training materials and manuals do employers have a role in that aspect? Q6.12 Does ICT play any role in terms of having access to high quality training material? Q6.13 Are there quality mechanisms in place to ensure that students are not taught on outdated equipment – for example resource utilization at TVET institutions for example day/night shifts on a seven day basis, mobile units, and do employers play a role in that aspect, for example as donors of equipment or providing access to equipment in enterprises? Q6.14 Describe policy measures intended to improve the quality and relevance of training facilities against criteria of facility utilization. Q6.15 To which extent do the current financing principles stimulate quality - for example through outcome and performance based payments, and are there any limitations to such funding models? Q6.16 Are there monitoring and feedback mechanisms in place to stimulate quality development through the sharing of promising practices and through systemic feed-back loops between promising practices and policy formulation at national, regional, and local levels?

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7: Relevance and Impact  PURPOSE This theme addresses questions relating to the relevance to the world of work and the impact in relation to the overall goals and priorities of TVET in the national context. Issues to be covered: Q7.1 Are there systemic features in place to assess impact and relevance in the implementation of new TVET policies and regulations embedded in the management of TVET with a view to improving effectiveness and impact, whether in the formal or informal sectors of the economy, or both? Q7.2 To what extent are pilot projects or other measures used to test the quality and relevance of new TVET initiatives? Q7.3 How are employers involved in ensuring that TVET provision corresponds to labor market demand? Are they primarily involved in a consultative role or are they involved in defining competence outcomes, assessments, and certifications? Q7.4 What is the level of portability of skills in the labor market (regionally recognized, nationally recognized, recognized) in bordering countries? Q7.5 Have broader skills sets relating to such issues as ICT usage, innovation and entrepreneurship, and greening of the economy been introduced with a view to improving employability? Q7.6 How are the coordination, planning and projection of TVET managed so as to align TVET policy planning with other policy priorities and industry demand? Q7.7 How does outcome and monitoring data feed into policy making and institutional practice? Q7.8 What are the employment effects of TVET- are there variations across programs and/or across contexts in terms of formal informal and non-formal TVET supply? Q7.9 Have policy measures been adopted or are there any currently planned specifically addressing the employment effects of TVET? Q7.10 Are there formulated indicators to monitor the external effectiveness of TVET? (E.g. does it improve the chance of finding work? Does it lead to ‘relevant work’? Does it lead to added income for trainees? Is the information put to much use?). If so, how are these indicators used in policy formulation and in the management of the TVET system, or are there measures currently planned? Q7.11 Are there formulated indicators about internal effectiveness, drop-out rates, scale of participation through recognition of informal learning, obtaining formal qualifications, and capacity utilization, and if so how are they used in policy formulation and in the management of the TVET system, or are there measures currently being planned? Q7.12 What are the overall impacts of the current TVET system at societal level in terms of its main socio-economic objectives originally specified, e.g. entrepreneurship, sustainable development, active citizenship and community building? Q7.13 Are there other impacts which can be recognized which may not have been formally sought (e.g. these could include improvements in social and economic cohesion, democracy, good governance, etc.)? Q7.14 Are there (unintended) negative impacts (perhaps greater emigration of talent as trained individuals cannot find domestic jobs, too much reliance on donor financing, too much vulnerability through reliance on foreign firms which may pull out at short notice, etc.), or other unexpected outcomes/impacts of the current system?

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Q7.15 Are there current plans or discussions concerning future objectives and impacts of the TVET system?

8: The knowledge and evidence base  PURPOSE The purpose of this theme is to provide an analysis of the extent to which policy formulation and management build on a formalized knowledge base, and whether there are other sources feeding into decision-making processes and management of the system, e.g. dominant industry interests’, learning from other systems, etc.? Issues to be covered: Q8.1 Are policy reforms in general accompanied by summative and formative evaluations, and if so how do they feed into policy making and the improvement of practice? Q8.2 Have tracer surveys been used to get greater insight into labor market transition and/or mobility and employability arising from different forms of TVET provision or targeting the formal or informal economy? Q8.3 Have measures been taken to improve the evidence base about TVET as the basis for policy making, including through the policy life-cycle, and if so what are the mechanisms, and are there specific funds set aside for such purpose? Q8.4 Do pilot projects play a role in implementing policy reforms to build capacity among practitioners and to improve the knowledge base and the implementation process?5 Q8.5 Which mechanisms are in place at a national, regional or institutional level to learn from, share and scale promising practices and to feed these experiences into policy making or does it occur more informally? Q8.6 Are data collected on TVET participation patterns and outcomes of TVET with a view to informing policy making? Q8.7 Have measures have been implemented, or are currently planned, to develop strong, professional management and leadership capacity drawing on the knowledge base about quality TVET in different delivery contexts? Q8.8 To what extent does the country have access to and learn from other countries? Q8.9 Overall, what experiences have there been in building and using various types of informal and formal knowledge bases and learning of promising practices, and have specific initiatives been set in place, or planned, to improve these processes?

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See OECD/CERI systemic Innovation processes in VET (2009)

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