Human Capital Operational Programme · Evaluation reports conclude that 3 major factors result from...

Human Capital Operational Programme

Poiana Brasov 14.11.2018

PO CH | 2 | www.PO CH.portugal2020.pt

AGENDA

1. The Human Capital Operational Programme (HCOP) in the context of Portugal 2020

2. Impacts of the EU funds in the reduction of early school leaving

3. Impacts of the EU funds in higher education

4. Main policy issues in education and training in Portugal

5. Comparative Education and Training Systems

6. PROJECT LIFECYCLE

7. Good Practices – Focus on the Results

8. Who´s who?


The Human Capital Operational Programme (HCOP) in the context of Portugal 2020

STRATEGIC TARGETS

Contribute to reduce early school leaving rates to 10%, until 2020 (18,9% in 2013, 12,6% in 2017)

Contribute to increase to 40% the population between 30-34 years old with higher education or equivalent, until 2020 (30% in 2013, 33,4% in 2017)

Promote the improvement of adult qualifications (in 2017 only 48% of the Portuguese population aged 25-64 had completed a secondary level (ISCED 3) or more)

Contribute to increase employability of graduated young people and adults – at least 50% of employability or further education or training six months after the end of the training courses

Promote increased levels of quality in the vocational education and training system


The Human Capital Operational Programme (POCH) in the context of Portugal 2020

Axis 1

Promotion of the educational success to reduce early school leaving and reinforcement of youth qualification

Axis 2

Strengthening higher education and advanced training

Axis 3

Lifelong learning and strengthening employability

Axis 4

Quality and innovation of the vocational education and training system

Axis 5

Technical assistance

Total financing = 3,6M€ (European Social Fund + National counterpart)

Structure ofHuman Capital

Operational Programme


Axis 1 - Promotion of the educational success to reduce early school leaving and reinforcement of youth qualification

Foreseen actions

Vocational courses of basic and secondary levels of education Other courses of basic level (e.g. artistic education) Professional courses of secondary level

Result targets for 2023

80% of graduates in training offers aimed at promoting school success at the basic level of education (ISCED 2)

95% of supported students in vocational courses of a basic level (ISCED 2) are retained the following school year

70% of graduates in double certification courses of secondary level (ISCED 3)

ESF1.455M€

National counterpart

255M€

Negotiating with COM 1.704M€


Axis 2 - Strengthening higher education and advanced training

Foreseen actions

Support to higher education students, namely through higher education scholarships

and merit-based scholarships Professional superior technical training (TeSP) PhD Programmes and Post-PhD Studentship

Result targets 2023

88% of students supported by the school social action programme in higher education will conclude the degree of education

68% of certified students in professional superior technical training (TeSP) 75% of PhD concluded

ESF932M€


164,5M€

Negotiating with COM

522M€


Axis 3 - Lifelong learning and strengthening employability

Foreseen actions

Centers for the Qualification and Vocational Education and Training (CQEP) and Qualifica Centers Apprenticeship courses Adult education and training courses (EFA)

Result targets 2023

60% of adults graduated in training courses with school and/or professional certification

61% of graduated students in apprenticeship courses of double certification of a secondary level (ISCED 3)

ESF503M€


88,8M€


719 M€


Axis 4 - Quality and innovation of the vocational education and training system

Foreseen actions

Interventions for the improvement of quality and efficiency of the education/training Training of teachers, school managers, trainers and other training agents Development of psychology and guidance services (SPO) Social innovation actions for the experimentation and testing of new answers in

education Promotion of quality management and innovation support and transnational

cooperation in the vocational education and training system

Result targets 2023

50% of the supported teachers will end the training in specific didactics 1.140 students per psychologist or orientation technician

ESF150M€


26,5M€


100M€


Impacts of the EU funds in the reduction of early school leaving

2013 Evaluation Report on Early School Leaving

• Contrafactual evaluation have concluded that participant students in dual certification training courses have had improvement in all considered indicators and there was a very positive impact in dropout rate, transition rate, retention rate and conclusion rateExample: in basic level education and vocational training courses of youngsters the conclusion rate is 65 percentage points (pp) higher when compared to other educational paths for similar students and in secondary vocational training courses the difference is nearly 20 pp, also compared with the control group from other education paths.

European Social Fund (ESF) 2007-2013 ex-post evaluation on investment in human capital also remarks

• “The decrease in early school leaving rates, was particularly significant in Portugal, which had a 17 pp decrease, halving its rate from 36,5% in 2007 to 18,9% in 2013”

The contribution of EU funds to the reduction of early school leaving (18-24 years)


Impacts of the EU funds in higher education

• Positive tendencies regarding the rates of higher education attainment which increased significantly in

groups (aged 30-34) of ESF intervention, when compared with non-participant students.

• Employment rates are higher in the population with higher education

• Unemployment rates are lower in the population with higher education, especially in terms of structural

unemployment (Long term).

Population between 30-34 years with higher education (or equivalent)


Impacts of the EU funds in adult education and training

Quite positive results in raising the qualifications of adult population

Very expressive increase of the number of participants (aged 25 to 64) in education and vocational training

Evaluation reports conclude that 3 major factors result from lifelong learning qualifications in vocational training and

had social economic impact

• Accessibility (adapted to the times; opening to flexibility / mobility)

• Inclusion (valuation of each individual and the his life story)

• Perspectives (access to plan for the future and possibility to dream and change)

The recession period, started in 2008, had negative impact on the (re)integration/relation with the labour market.

ESF helped to decrease significantly the numbers of low skilled population, which were (and still are) very high

(European Social Fund (ESF) 2007-2013 ex-post evaluation on investment in human capital)

Evaluation results adult education and vocational training


Main policy issues in education and training in Portugal

Early school leaving (18-24 years)

17,4

13,7 1412,6

19

14,3 1412,8

1412,5 12,5

10,5

18,4

12,513,4 12,9

0

10

20

30

2014 2015 2016 2017

%

Portugal Norte Centro Alentejo META 2020



Population between 30-34 years with higher education (or equivalent)

19,5

3031,3 31,9

34,633,4

14,6

31,3 30,3 30,331,5 31

21,6

25,7

28,7 29,6

36,6 36,2

17,1

2224,9 25 24,2

27,1

0

10

20

30

40

50

2007 2013 2014 2015 2016 2017

%

Portugal Norte Centro Alentejo META PT2020



Adults participating in lifelong learning programmes


Comparative Education and Training Systems


PROJECT LIFECYCLE Multi-level governance approach vs centralized governance approach

1. The Monitoring Commitee defines and aproves selection criteria for the operations2. MA takes strategic discussion with relevant stakeholders

1. Political level ( Interministerial Coordination Commission)2. Technical level (EU funds rules and national rules)

3. Project submission procedures4. Project Evaluation procedures5. Technical expertise6. Evaluation of the results achieved – internal (monitoring) vs external (independent

experts)

Receiving andassessing

applicationsProject

ResultsEvaluation

MonitoringCommitee

Preparingcalls for

applications

Publishingcalls for

applications


PROJECT LIFECYCLE Centralized governance approach

Projects are “pre-selected”

The Ministry of Education defines the school network and the training courses

The Institut for Employment and Vocational Training (IEFP) defines the lifelong learning courses for adults

(Apprenticeship courses)

The Ministry of Higher Education and Science defines who´s financed (higher education scholarships and advanced

training)

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PROJECT LIFECYCLE Multi-level governance approach


PROJECT LIFECYCLE Selection procedures

Selection criteria were defined by the Monitoring Commitee and proposals have to reach atleast 50% to be approved

Criteria of efficency, quality and innovation and effectiveness and focused on results must have a relative weigth of at least 50% in the total criteria categories approved

Evaluation by relative merit is analised during the calls which are oppened for a limited period(if its is an invitation it can be absolute merit)

Criteria of gender and opportunities equality must be present in all categories of interventions

Selection criteria are densified for each call for prposals and discussed with stakeholders andthey can use statistical data, they can also depend on external official techical advice (e.g. Axis4 – EQAVET; Axis 1 – Professional Courses)

Operation Indicators correspond to one selection criteria


PROJECT LIFECYCLE Contracting Indicators

How can we “boost” monitoring in the selection procedures and contract result indicators?

Indicators are defined in the calls for proposals

Beneficiaries have to compromise themselves with a minimum in order to get financed

One selection criteria corresponds to the result indicators so it counts for relative merit

Project managers supervise during the project (phisical implementation) if beneficiaries are gettingfar away for what they contract and they advise them explaning the financial consequences (cuts) ifthey do not reach the results on the contract

Rules and consequences are stablished in the calls and at the limit there can be consequences for those who don´t reach the result indicators in the next calls


Good Practices – Information/communication strategy

Communication - close to the beneficiaries

Technical notes and documents

Call center

FAQ´s

Guides

Simplified Costs Options – more time to the project

managers to visit and follow the results

Road Shows for the beneficiaries about public

procurement and technical issues

Compliance and control unit – legal advice and in

loco audits


Who´s who?

Executive Board (3)

Strategy andCommunication

Unit(7)

Project Management Unit 1 (19)

Coordenação Operacional GP1

Project Management Unit 2 (20)

Coordenação Operacional GP1

Systems andInformation

Management (7)

Planning andFinantial

Management (6)

Coordenação Operacional PGF

Legal AdviceCompliance and

Control Management (11)

Coordenação Operacional AJCC

POCH | 23 | www.poch.portugal2020.pt

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