VET for Social Inclusion in the Western Balkan

VET for Social Inclusion in the Western Balkan, Turkey and Israel ETF Action Research Project Lida Kita Vienna, 3 December 2012

A quick overview … (1) Introduction to the ETF (2)EU Policy Developments and Benchmarking. EU prospective and mechanisms (3) VET for Social Inclusion and Social Cohesion-ETF Project (4) Issues and Challenges- what can we learn from each other

What is the ETF ? (European Training Foundation) ? q Agency of the European Union (EU) + Centre of Expertise in Human Capital Development q Assisting neighbouring countries to the EU in reforming education and training systems through - supporting the EU external policy and aid programmes - policy advice/learning and capacity building to the countries - information and analysis q Three overarching themes (VET in a LLL perspective; Labour Market and Employability; Enterprise skills / Education and Business cooperation)

Potential candidate countries: Albania, Bosnia and Herzegovina, Kosovo (UNSCR 1244/1999), Serbia European Neighbourhood and Partnership Instrument countries ENP South: Algeria, Egypt, Jordan, Lebanon, Libya, Morocco, Occupied Palestinian Territory, Syria, Tunisia and Israel ENP East: Armenia, Azerbaijan, Belarus, Georgia, Republic of Moldova, Ukraine and Russia

The Key Indicators 2012 Total population Population growth Population by age GDP growth Employment by sector /status Dependency rates GDP per capita by sector Activity, Employment, Unemployment rates GDP Youth Unemployment rates Labour Market Socioeconomic Employment rates by education Unemployment rates by education Educational attainment of the population Literacy Education Participation VET by field Total enrolment Public Expenditure on VET Participation in Lifelong learning Drop-out rates in VET Student/teacher ratio in VET

EU 2020: what’s the situation? 2011 EU 27 OBJ 2020 AL BH HR KS ME MK RS TR Gross domestic expenditure on R&D - % of GDP 2. 0 (e) 3% 0. 2 (08) 0. 02 (09) 0. 8 (09) m 1. 1 (07) 0. 2 (08) 0. 9 (09) 0. 8 (09) Employment rate (20 -64) 68. 2 75% 60. 4 44. 9 (25 -64) 57 m 54. 4 (25 -64) 48. 4 49. 3 52. 2 13. 5 10% 39 (08) 65. 1 (07) 4. 1 (u) m 15. 5 (m) 9. 2 (f) (09) 13. 5 8. 5 41. 9 34. 6 40% 17. 2 (08) m 24. 5 m m 20. 4 m 16. 3 90. 8 (10) at least 95% 54. 0 12. 0 70 (10) m 35. 0 29 (10) 53 (e) 39 (10) 8. 9 15% 2 (09) m 2. 3 m 0. 1 3. 4 4. 3 2. 9 20. 0 less than 15% 56. 6 na 22. 5 na 49. 5 na 32. 9 24. 5 22. 7 less than 15% 67. 7 na 33. 2 na 58. 4 na 40. 5 42. 2 18. 1 less than 15% 57. 3 na 18. 5 na 53. 6 na 34. 4 29. 9 Early school leavers % of 18 -24 with at most lower secondary education and not in further education or training Tertiary educational attainment % of 30 -34 who have successfully completed university or university-like education Four-year-olds in education Participation rate (%) Lifelong learning % of 25 -64 participating in education and training % of pupils with low performance in the reading scale (Level 1 or below) (2009) % of pupils with low performance in the mathematics scale (Level 1 or below) (2009) % of pupils with low performance in the science scale (Level 1 or below) (2009) Sources: Eurostat, World Bank, OECD, National statistical Offices: LFS publications m: missing data; na: not applicable; (e) estimation; (f) female; (m) male ü Old data ü Age ranges ü Availab ility

EU developments Strategy: Europe 2020 (“smart, sustainable and inclusive Europe”) and Integrated Guidelines for the economic and employment policies of Member States § Guidelines 7 -10: increasing labour market participation and reducing structural unemployment; skilled workforce, job quality and LLL; improving performance of education and training systems; promoting social inclusion and reducing poverty § April 2012 Employment Package § Education and Training 2020 § New financing instruments 2014 -2020: 'Education Europe‘ - integrated programme of € 15. 2 billion for education, training and youth with focus on skills and mobility; ‘Creative Europe’ € 1. 6 billion § Education, youth, culture and sport : Conclusions of the Council of EU Member States on the participation and social inclusion of young people with emphasis on those with a migrant background, November 2012 § European Social Fund IPA Comp. IV HRD for candidate countries

TERMS AND DEFINITIONS

Video spot: What is Social Inclusion http: //www. youtube. com/watch? v=d 3 KOFZeu. Qmw&conte xt=C 36 b 699 f. ADOEgs. To. PDsk. JDGZ 4 oh 3 N 4_oh. Fa. KNr. Bm TZ

Education is a recognised human right and a means for empowerment of individuals to reach their full potential and participate in community and social life. T o b

E q u i t y i n e d "Equitable systems ensure that the outcomes of education and training are independent of socio-economic background and other factors that lead to educational disadvantage and that treatment reflects individuals' specific learning needs. “ Efficiency and equity in European education and training systems. Communication from the Commission to the Council and to the European Parliament, 2006.

n The process by which a school attempts to respond to all pupils as individuals by reconsidering and restructuring curricular organization and provision and by allocating resources to enhance equality of opportunity n The process of addressing and responding to the diversity of needs, and at the same time reducing and eliminating exclusion within and from education I n c l u

n Council Conclusions on Education and Training 2020: Strategic Objective 3: Promoting equity, social cohesion and active citizenship Educational disadvantage should be addressed by providing ……. . targeted support, and by promoting inclusive education…. . to ensure that all learners - including those from disadvantaged backgrounds, those with special needs and migrants - complete their education, including, where appropriate, through second-chance education and the provision of more personalised learning. Council of the European Union, 12 th May 2009

n Council Conclusions on Education and Training 2020: Strategic Objective 3: Promoting equity, social cohesion and active citizenship Education should promote intercultural competences, democratic values and respect for fundamental rights and the environment, as well as combat all forms of discrimination, equipping all young people to interact positively with their peers from diverse backgrounds. Council of the European Union, 12 th May 2009

n Council Conclusions on Education and Training 2020: Strategic Objective 3: Promoting equity, social cohesion and active citizenship Education and training policy should enable all citizens, irrespective of their personal, social or economic circumstances, to acquire, update and develop over a lifetime both job-specific skills and the key competences needed for their employability and to foster further learning, active citizenship and intercultural dialogue. Council of the European Union, 12 th May 2009

The socialisation dimension Socialisation of new generations and assisting them to become active citizens n This function is usually associated with general education, while VET has traditionally been ascribed more limited roles (providing skills for particular jobs or preparing for working life in general) n NB! VET acts as a primary means for the process of professional socialisation, for the development of professional identity and of a sense of belonging to a professional community

The civic dimension Education, including VET, promotes trust in social institutions, institutional integrity, and solidarity n ET prepares learners for a pro-social way of life and behaviour n NB! This function of ET has received prominence in national and international discussions on the subject, but still not enough is done in concrete actions/measures to address it

The social mobility dimension Education, including VET, may contribute to the reduction of social inequalities, although it cannot on its own eliminate them n Participation in education can compensate for inequalities and improve the social mobility potential of less advantaged students n NB! Education systems are also important tools for class reproduction and may reinforce – instead of diminishing – social inequalities through specific policies and arrangements that regulate the access to, participation in and the quality of education (e. g. separated/segregated education, elite universities, etc. )

The equity dimension Establishing inclusive and equitable E&T systems that provide access to all, allow for high completion rates and for high educational attainment n NB! Social, economic, territorial and/or personal inequalities continue to translate into educational inequalities n NB! Other – intrinsic – factors with impact on inequities in schools

The equity dimension System-level factors contributing to educational inequalities: n NB! The structure and architecture of the education system and the pathways it provides n NB! Curricular differences and organisational policies and practices n NB! Different human and financial resources available in schools n NB! Differences in teaching and learning methods

Why this project? • The concepts of social inclusion, social cohesion and equity are relatively new on the policy agenda and research discourse; • The role of VET as contributor to employment and social inclusion has not been systematically considered in the design of the undergoing VET reforms; Looking forward…. ETF has launched a new regional project in Enlargement Countries and Israel, focussing on the interlinkages between VET and social inclusion, implemented together with LSE-Enterprise (2012 -2013)

The project approach • • • Participatory action research involving key stakeholders (School directors, teachers, students, employers, community leaders) Involves 3 schools/center in each country (27 schools) Covers all stages of a student in VET - access, learning process, learning outcome: n Entry into VET system n Completion of course or drop-out n Educational experience of stayers n Transition from school to work n Subsequent career path

The project approach Covers all levels from national policies, VET systems, concepts and practives at school level Concepts Policies VET for social inclusion Practices Structures and systems 24

What do we want to achieve? Identify good practices and draw recommendations about: n How could VET be made attractive and available to vulnerable groups? n How could VET ensure the inclusion of vulnerable groups without having the image of a learning pathway for low-achievers? n How could VET deal with gender stereotypes and imbalances in terms of occupational choices and participation in education? n How could VET providers regularly cooperate with employers? n What role for local communities, NGOs and other local stakeholders? 25

Activities n. Evidence n. Regional network : Policy. Net a web-based interactive Social Inclusion Platform and at least 3 annual meetings of the network https: //lnconnections 02. etf. europa. eu/communities/login • Policy learning and capacity development through exchange of experience in the countries under study and EU 26