23-24 November 2011, Torino23-24 November 2011, Torino

Gabriela Ciobanu, DirectorGabriela Ciobanu, DirectorNational Centre for TVET Development RomaniaNational Centre for TVET Development Romania

Multi-level Governance in VETRomanian case study: strategic planning in TVET

Romanian VET policy - priorities

• Ensuring an equitable and flexible acces to VET• Increasing VET attractiveness• Increasing quality and efficiency of VET• Ensuring relevance of VET for labour market

needs• Promotion and capitalization of innovation,

entrepreneurship and cultural diversity in VET

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Romanian VET policy- coherence with national and

regional policies• Human Resources Development (SOPHRD 2007-

2013)• Governing Program 2009 – 2012• National Reform Program 2011-2013• National Strategy for Sustainable Development

2013 - 2030• Economic and Social Cohesion Policy (National

Development Plan 2007 – 2013 and Regional Development Plans)

• Employment policy (National Action Plan for Employment and Regional Action Plans for Employment)

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Evidence based policy in VET (1)

• EU benchmarks and indicators:– Participation and progression in initial VET– Upper secondary completion rates (focus on vocational

streams)– Participation rate in CVET

• VET performance indicators:– Relevance of QA system for TVET providers: share of VET

providers applying Quality Assurance Systems, share of Accredited VET providers

– Investment in training of teachers and trainers: share of teachers and trainers participating in further training, amount of funds invested

– Completion Rate: successful completion of training4

Evidence based policy in VET (2)

• VET performance indicators:– Placement rate : destination of VET students after completion of training,

share of employed learners after completion– Utilization of acquired skills at the work place: information on occupation

obtained by individuals after completion of training, satisfaction rate of individuals and employers with acquired skills/competences

– Unemployment rate– Prevalence of vulnerable groups: % of participants classified as

disadvantage group, success rate of disadvantage group– Mechanisms to identify training needs in the labour market: information

on mechanisms set-up to identify demands, evidence of their effectiveness

– Schemes used to promote better access to VET : information on existing schemes on different levels, evidence of their effectiveness

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• Evaluation at VET system level– Annual reports on VET contribution to achieve the

objectives set-up in the Government Program and National Reform Program

– Monitor the progress in reaching the targets and objectives at European level

• Evaluation at TVET provider level– Self assessment reports– External monitoring for validation of the self assessment

reports– External independent evaluation

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Evidence based policy in VET (3)

TVET Governance shared responsibilities

• The effective involvement of multiple actors in the decision making process is a major objective.

• The social partners participate effectively (decision, implementation, monitoring and evaluation).

• Parents and students an increased role to play.• Strategic partnerships in VET creates the premises of

developing a common concept about VET - an investment in personal and professional development of citizens and in the socio-economic development of the community.

Multiple actors/public responsibility

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TVET Governance multiple actors, different roles

-functional perspective-

TVETfunctions

MoERYS SDC MoLFSP Sect.Com/Valid. Com

SchoolInsp.

LCD Enterprise

TVET school

QualificationProposalvalidation

P C P D P P P

CurriculumCoreSBC/LDC

D C C CC

CC

D D

AssessmentCertification

DD C D C

CR

DR

Company-based training/Work based learning

P P D D

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TVET Governance multiple actors, different roles

-functional perspective-

TVETfunctions

MoERYS SDC Sect.Com/Valid. Com

RDB Reg. Cons

SchoolInsp.

LCD Local Adm

Enterprise

TVET school

Training of trainers

D D D C D D

TVET schoolsGoverning body

M M M

TVET financing

D C D S E

TVETplanning

D C D C D C P P

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TVET Governance multiple actors, different roles

-functional perspective-Abbreviations• MoERYS – Ministry of Education, Research, Youth and Sport• SDC – Social Dialogue commission of MoERYS• MoLFSP – Ministry of Labour, Family and Social Protection• Sect Com – Sectoral Committee• Valid Com – Validation Commission• RDB – Regional Development Board• Reg Cons – Regional Consortia (consultative body of RDB)• School Insp – County School Inspectorate• LCD – Local committee for Development of Social Partnership in VET (consultative body of school

inspectorate)• SBC – School based curriculum• LDC – Local Development Curriculum

• C- consultation• D – decision• E – extra-budget funding• M – members• P – propose• R – represented by evaluators• S - scholarships 10

TVET Governance – challenges

• How to ensure the involvement of key/relevant stakeholders at all decision making levels?

• How to ensure their accountability?• How to make the best use of the information

system available?• How to ensure the necessary expertise for

reliable qualitative data?• How to use the feedback to improve the decision

making process?

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Case studyStrategic Planning in TVET

an approach, promoted by the National Centre for TVET

Development

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Forward looking matching

• Integrated approach of TVET within the context of HRD strategies linked to the national, regional and local development plans.

• Strategic approach of the TVET supply – medium and long term perspective

• Early identification of training needs

• Strengthening partnership approach of the TVET planning / increased key stakeholders active participation and commitment – all levels

From anticipation to collective action leading to ownership

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AnticipationAnticipation

prospective studies

ActionAction

Shared strategic decisions

OwnershipOwnership

Participatory planning

Quality assured

Labour Market demand

• Medium and long-term forecast surveys for prognosis of the labour force demand based on National Development Plan (3 scenarios: pessimistic, moderate and optimistic) in order to achieve the target set-up by the SOPHRD 2007-2013

• Labour market intelligence– Comparative analysis Romania – EU member states– Regional analysis within the country (inter-regional and

intra-regional analysis)– Company-based surveys – Tracer studies– Official statistics and administrative records

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TVET supply

• Analysis of the TVET school network (geographical distribution, demographic pool, schools infrastructure and facilities for training, qualified human resources available)

• Analysis of the TVET offer (which qualifications, for which qualification levels, existence of partnerships between schools and enterprises)

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VET multi-level strategic planning

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National Development Plan National strategies for education and training

Regional Development PlanRegional Education Action Plan (REAP)

Local Education Action Plan (LEAP)

County Development Plans

School Action Plan (SAP)

The National Development PlanThe Sectoral Operational Programme Human Resources Development

Regional Employment Action Plan (REmAP)

SCHOOL LEVEL

COUNTY LEVEL

REGIONAL LEVEL

NATIONAL LEVEL

-Labour market intelligence - Tracer studies- Oficial statistics and administrativ records

Romania: 8 development regions

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Participative Management- Partnership levels -

SAP

LEAP

REAP

Regional Consortia

School’s Board

Local Committees for Development of Social Partnership

in TVET

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Regional Consortia• Creation in 2001 with ETF support and their capacity building

continued under Phare 2001- 2006 Program

• Set up in 2002 as partnership structures at regional level

• Role: consultative body of the Regional Development Council

• Institutional composition:– Regional Development Agency (RDA)– County Councils– Employment Agencies– School Inspectorates– Universities– Social partners (representatives of employers, trade unions, professional

associations decided based on their active involvement in VET an employment policy at county level)

– National Centre for TVET Development (NCTVETD) – Regional Branch

Regional Consortia

Responsibilities:• Updating and monitoring the REAPs implementation• Monitoring the LEAPs implementation• Assisting School Inspectorates and LDC in LEAPs

development and implementation• Updating and monitoring the REmAP

implementation• Assisting County Employment Agencies in REmAPs

implementation at local level• Assisting County Employment Agencies in

promoting and developing employment pacts

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Local Committees for Development of Social

Partnership in TVET (LCD)• Set up in 1997 with the support of the first Phare VET

Project (Phare VET RO 9405)• Role: Consultative Body of the County School

Inspectorate• Institutional composition:

– Local authorities– County Employment Agency– Employers organizations– Trade unions– County School Inspectorate– Other relevant NGOs

Local Committees for Development of

Partnership in VET

Responsibilities• Updating the LEAPs• Monitoring the SAPs implementation• Assisting schools for SAPs development and

implementation• Analyzing and advising the TVET supply anual

plans – county level• Endorsing the local component of TVET

curriculum

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School’s board

Responsibilities• SAP approval

• Monitoring the SAPs implementation

• Analyzing and advising the anual plans for TVET supply (according to the employers needs and REAP/LEAP general framework and specific recommendations)

• Advising the local component of TVET curriculum

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REAP• Level of planning: regional (8)• Aim:

– to improve the match between the TVET supply and the social demand, based on an integrated approach of education and training, human resources and regional development needs

• Role: – provide an overview on the regional context – demographic,

labour market and economic trends and forecasts– analyze the regional TVET supply vs. needs of changes and its

capacity to adapt – set-up priorities, targets and key actions at regional level– provide a reference framework for the elaboration and

harmonization of the local and schools action plans (LEAPs and SAPs)

• Time perspective: 2004 - 2013– annual up-date and revise

REAP content• Summary• Demography• The Regional Economic Profile• The Labour Market• TVET in the Region• Monitoring of Progress in Implementing REAPs• SWOT Analysis (TVET offer vs. LM demand)• TVET 2013 - Objectives• Action Plan 2013• Contribution of HE to Regional Development

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REAP calendarNo Action Period

1 Monitoring and evaluation reports of implementation of previous REAP Oct-Nov

2 Establishing the responsibilities and the calendar for REAP updating and monitoring/evaluation ( LCDP meetings)

December

3 Collecting and up-dating the administrative data (county agencies for employment, school inspectorates)

January - February

4 Up-dating according to the official statistical data (EUROSTAT, National Institute for Statistics)

February - March

5 Collecting and processing the data coming from labour market studies (previsional studies, companies surveys)

February - March

6 Collecting and processing data coming from graduates’ insertion monitoring surveys

February - March

7 Drawing up the first draft of up dated REAP March

8 Consultation process (Regional Consortia members and other interested stakeholders)

April - May

9 REAP revision based on results of the consultation process April - May

10 REAP adoption by the Regional Consortia May

11 REAP approval by the Regional Development Council May 27

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LEAP• Level: counties of the region (42)• Role:

– in-depth analysis of the county context – focus on specific issues of the TVET system at county level– set-up priorities, specific targets and key actions adapted at

county level– contribution to the regional targets– provide the county framework for the elaboration of the schools

action plans (SAPs) – facilitate decisions at county level for the restructuring of the

TVET schools network• Time perspective: 2004 - 2013

– annual up-date and revise

LEAP calendar

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No Action Period

1 Monitoring and evaluation reports of implementation of previous LEAP Oct-Nov

2 Establishing the responsibilities and the calendar for LEAP updating and monitoring/evaluation ( LCDP meetings)

February - March

3 Collecting and up-dating the administrative data (county agencies for employment, school inspectorates)

February - March

4 Up-dating according to the official statistical data (EUROSTAT, National Institute for Statistics)

March-April

5 Collecting and processing the data coming from labour market studies (previsional studies, companies surveys)

March-April

6 Collecting and processing data coming from graduates’ insertion monitoring surveys

March-April

7 Drawing up the first draft of up dated LEAP April - May

8 Consultation process (LCDP members, TVET schools and other interested stakeholders)

May - June

9 LEAP revision based on results of the consultation process June

10 LEAP adoption by the LCDP June

11 LEAP approval by the Governing Board of the County School Inspectorate July

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SAP• Level: each individual TVET school (1024)

• Role:– local context analysis, more in-depth for areas of interests

according to the school’s position and training domains– detailed screening of the school’s capacity to fulfill the

requirements and to adapt to the labour market changes– set-up priorities, specific targets and actions – contribution to the regional and local targets– provide the framework for the implementation of the Quality

Management System – facilitate cooperation within the schools network

• Time perspective: 2013– annual up-date and revise

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TVET supply - annual planning

Schools’ proposals for the annual plan

LEAP: training needs assessment & targets

(mid & long term – county level)

Social partners & schools’ board:

-additional & specific information

County School Inspectorate:

-draw-up the annual plan

(county level)

MoERYS

– approval Local VET Development Committee:

- advise the annual plan based on LEAP

SAP: mid & long term targets

(school’s level)

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The success comes from• Active involvement of all stakeholders concerned in

elaboration, implementation, monitoring and evaluation processes

• Accountability mechanisms set-up• Capacity building of the members of participative

management structures• Distribution of roles and responsibilities in a cost-effective

approach for ensuring a transparent management of VET• Coherence between national strategies and regional policies

and proper support mechanisms in the implementation• Availability of medium and long term prognosis for economic

and human resources development• Availability of institutional and technological infrastructure

for collecting and analysis of the relevant data and indicators (economy, education, demography, labour market)

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For further information…

National Centre for TVET Developmentwww.tvet.ro

Tel: +4021 311 1162 +4021 312 1161

Fax: +4021 312 54 98