WHAT IS THE EUROPEAN TRAINING
FOUNDATION (ETF)?
Agency of the European Union
VISION
To make vocational education and training in the
partner countries a driver for lifelong learning
and sustainable development, with a special
focus on competitiveness and social cohesion.
The ETF has both an analytical and a
developmental role and works within the
EU policy framework.
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ETF
EUROPEAN NEIGHBOURHOOD
AND PARTNERSHIP INSTRUMENT
COUNTRIES ENP SOUTH:
Algeria, Egypt, Israel, Jordan, Lebanon, Morocco,
occupied Palestinian Territory, Syria and Tunisia
ENP EAST:
Armenia, Azerbaijan, Belarus, Georgia, Republic
of Moldova, Ukraine and Russia
POTENTIAL CANDIDATE COUNTRIES:
Albania, Bosnia and Herzegovina, Kosovo
(UNSCR 1244/1999)
CANDIDATE COUNTRIES:
Croatia, former Yugoslav Republic of Macedonia,
Iceland, Montenegro, Serbia and Turkey
OTHER COUNTRIES FROM
CENTRAL ASIA:
Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan and
Uzbekistan
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THE TORINO PROCESS
THE TORINO PROCESS IS
a participatory process leading to
an evidence-based analysis of VET
policies in a given country.
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BACKGROUND
LAUNCHED IN 2010
• Conference organised in May 2011,
bringing together 250 people from all
partner countries.
• Final Declaration – participants
welcomed idea of strengthening
evidence/knowledge base in VET policy
design and evaluation, and are ready to
participate in next round.
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PURPOSE
TO BUILD CONSENSUS
on the possible ways forward in VET policy
and system development, including:
• Determining the state of the art and vision
for VET development in the country
OR
• After a certain period, an assessment
of whether countries are achieving the
results they want
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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 ETF’s support strategy
and recommendations to the EU’s external
assistance.
• Countries are empowered to coordinate
donor contributions.
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FOUR PRINCIPLES
01
02
03
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Ownership of both process and results by partner
country stakeholders.
Broad participation in the process as a basis for reflections
and consensus building/policy learning.
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.
Evidence or knowledge-based assessment.
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VOCATIONAL EDUCATION AND TRAINING
VET IS
• Understood in broad sense, covering education
and training that aims to equip both young
people and adults with knowledge, know-how,
skills and competences required on the labour
market, for social inclusion and personal
development.
• Provided at different levels (including
secondary, post-secondary and tertiary), in
formal, non-formal or informal settings, in
institutions, companies or other places, and
at different stages of people’s lives.
Adapted from Commission Communication on New Impetus for VET
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WHAT IS EVIDENCE?
EVIDENCE CAN TAKE MANY FORMS
such as experience and evaluation of practice,
the results of scientific analyses, quantitative
and qualitative research, basic and applied
research, and the development of statistics and
indicators. Education and training are part of the
diverse cultural traditions and … there can be no
simple prescriptions about what makes good
policy or practice. This makes it all the more
important to know … about what works, for
whom, under what circumstances and with
what outcomes.
Commission Staff Working Document, ‘Towards more knowledge-based policy and
practice in education and training’, SEC(2007)1098, Brussels, 2007
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WHAT IS POLICY LEARNING?
‘Policy’ is about visions for development and the
ways to achieve goals.
Learning is successful, i.e. learners acquire new
knowledge, skills and attitudes, when they have
been actively engaged in learning processes.
VET reform can only be sustainable if local
stakeholders have developed their own
policy solutions. Reforms need to be
embedded in local contexts – local knowledge
and initiative is a key source and starting point
for change.
The Torino Process offers a platform for policy
learning – for sharing experience, reflection and
creating new insights, knowledge and consensus
on VET policies.
Adapted from ETF Yearbook 2008 Policy Learning in Action
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KEY MESSAGES FROM IMPLEMENTATION
PROCESS 2010 IN …
G…
• G…
• G…
• G…
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ANALYTICAL FRAMEWORK
SLIGHT ADJUSTMENTS FROM
2010, INCLUDING:
• Definitions of external efficiency, and internal
quality and efficiency.
• Entrepreneurial learning included under ‘VET and
economic competitiveness’.
• New section on governance and financing.
• More emphasis on adult training.
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ANALYTICAL FRAMEWORK
Key Questions
POLICY VISION
INTERNAL QUALITY AND EFFICIENCY
What is the vision for VET development, and does
it comply with the broader socioeconomic
development objectives?
What further reforms are necessary to modernise
the various building blocks of the VET system?
VET IN RELATION TO ECONOMIC
COMPETITIVENESS
GOVERNANCE AND FINANCING
Do the skills offered by the VET system match
those required by the labour market and economic
development?
Are institutional arrangements, capacities and
budgets adequate for bringing about the desired
changes in the VET system?
?
VET IN RELATION TO SOCIAL
DEMAND AND SOCIAL INCLUSION
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?
?
?
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THE VET DELIVERY CYCLE
SECTOR SKILL
NEEDS ANALYSIS
Companies
Employment
Jobs
SECTION B
ECONOMIC
DEMAND
EQF
CLASSIFICATION
OF
OCCUPATIONS
SOCIAL
DEMAND
SECTION C
IMPACT/
MONITORING
SECTION D
Individual learners
Disadvantaged groups
COMPETENCE
BASED
STANDARDS /
QUALIFICATIONS
DEMAND
ASSESSMENT &
CERTIFICATION
SUPPLY
TEACHERS’
/ INSTRUCTORS’
TRAINING
TRAINING
PROVIDERS
ACTION-ORIENTATED
LEARNING
CURRICULA
LEARNING
MATERIALS
TRAINING SITES
/ SCHOOL
WORKSHOPS
& ENTERPRISES
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THE VET DELIVERY CYCLE
VISION FOR
VET DEVELOPMENT
POLICY & LEGAL
FRAMEWORK
SECTION A
SECTION E
SECTION B-D
VET
DELIVERY
CYCLE
GOVERNANCE
& FINANCIAL
FRAMEWORK
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STATISTICAL DATA
• (Internationally) available indicators gathered
centrally by ETF Statistics Team.
• Essential that countries complement these with
their own national data.
• Desired data specified in Analytical
Framework, plus Guidelines on Quantitative
Indicators (definitions, sources).
• ETF Statistics Team will run workshops for
statistics experts in each region (so-called
Torinet activities).
• Further support can be provided –
Country coordinator to liaise with ETF
country manager → ETF Statistics Team.
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ETF SUPPORT PACKAGE
• General introduction on the Torino Process.
• Analytical framework, including definitions of
terms, guiding questions, key indicators,
possible sources of evidence, governance
matrix and list of indicators gathered by ETF
Statistics Team.
• Guidelines on quantitative indicators, including
definitions and sources.
• Report template.
• Cedefop glossary.
• Guidelines on the creation and application
of quantitative data.
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IMPLEMENTATION
Phases
• Statistical data gathering.
• In-depth literature review.
• Analysis of occupations/skills needed on the
labour market (compared to VET programmes
on offer).
• Consultations (workshops, policy learning
forums, public hearings, etc.) involving
parliamentary committees, policy leaders,
social partners, school managers, teachers,
authorities, employers, researchers, civil
society, etc. – by topic.
• Drafting of report.
• Quality assurance of summary country report
(up to max. 15–20 pages) by the ETF.
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IMPLEMENTATION
Update of review
COUNTRIES ALREADY INVOLVED
IN THE TORINO PROCESS 2010:
• Gather most recent data and research.
• Engage in wider consultation/policy-learning
process.
• Refer to policy developments or actions that
have occurred since 2010 report.
• Improve where possible the quality of the
evidence and analysis throughout the report.
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IMPLEMENTATION
COMPLEMENTARITY WITH
ONGOING INITIATIVES:
• National VET strategy design processes.
• Baseline documents or progress reports using
sector approach.
• International initiatives – HRD reviews, Bruges
progress reports, employability fiches, etc.
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KEY MESSAGES FROM IMPLEMENTATION
PROCESS 2010 IN …
T…
• L…
• L…
• L…
• L…
• L…
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NEXT STEPS
• Appoint contact institution/team.
• Gather data.
• Conduct comprehensive literature review.
• Identify key stakeholders to be engaged in
consultation/policy-learning process.
• Agree on possible support by the ETF.
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MILESTONES IN …
JANUARY – FEBRUARY: Letter…
MARCH: ?...
APRIL: ?...
MAY: ?...
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MILESTONES IN …
JUNE – JULY: ?...
AUGUST: ?...
SEPTEMBER: ?...
OCTOBER: ?...
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FINAL REPORT
• Synthesises key findings from the analyses
and consensus-building processes and
includes a statistical data annex.
• Countries are encouraged to stick to Analytical
Framework questions as far as possible
(no descriptions of VET systems).
• The ETF will check quality and publish the
summary country reports, incl. the latest
statistics, up to a maximum length of 15–20
pages – in English and French, Russian or
Arabic.
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FINAL REPORT AND MEETINGS
• Draft reports by third quarter 2012.
• Final endorsed reports by last quarter 2012.
• Periodic forum of VET policy leaders.
• Next ETF Torino Process conference in 2013.
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