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Public Private Partnership for a Qualified Labour Force & Sustainable Economy Implementation Strategies in Turkey Sevilay Bicici & Ron Tuck Education for International Development Cambridge Education EBCC Conference Cairo, 19 January 2010. Content of Presentation. I. Challenges for Egypt TVET

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  1. Public Private Partnership for a Qualified Labour Force & Sustainable EconomyImplementation Strategies in TurkeySevilay Bicici & Ron TuckEducation for International DevelopmentCambridge EducationEBCC ConferenceCairo, 19 January 2010

  2. Content of Presentation I. Challenges for Egypt TVET II.TVET in the EU Context III.Turkey’s Progress in TVET IV.Lessons Learned

  3. I. Challenges for Egypt TVET • TVET held in low esteem and not well understood • No trust or respect from employers for outputs of TVET • No coherence across public and private TVET provision • Private sector concerns about ‘poaching’ of trainees

  4. I. Challenges for Egypt TVET • TVET not aligned to labour market needs • Inconsistent quality and standards • Poor progression across education and training • Poor access for adults • Egypt TVET not recognised internationally

  5. II. TVET in EU Context • These TVET challenges faced by almost all countries • In the UK – progressive attempts to address since early 1980s • In EU – the Lisbon Strategy (2000)

  6. II. TVET in EU Context The Lisbon Strategy set up the goal of making Europe “the most competitive and dynamic knowledge-based economy in the world, capable of sustainable economic growth with more and better jobs and greater social cohesion” by 2010 Specific developments for TVET “Raising levels of investment in human resources” was among the agreed priorities Priorities for VET - Sector initiatives - EU qualifications framework (EQF) - Increase investment in VET - EU credit transfer system (ECVET) - Target low skilled - Teachers and trainers - Partnership

  7. II. TVET in EU Context • Improved labour market analysis • Central role for social partners/sector organisations • Development of national occupational standards • National qualifications framework • Improved quality assurance • Modular qualifications/curricula • Flexible access, especially for adults • Greater autonomy for TVET providers • Expanded range of TVET providers

  8. III. Turkey’s Progress in Education and Training - unqualified labour force - low enrolment rates into the TVET schools - incompatibility of the TVET curriculum with the needs of business sector and the changing markets & technology Many countries have the same problems! TVET Schools Business World (Curriculum/Enrolment) (Unqualified Labour Force)

  9. Turkey’s Progress in Education and Training Cont. FUNDS EU Funded Private Sector World Bank Funded Others • Vocational Education: A Crucial Matter for the Nation (MLMM) • Festo Trainings • Man Training Center • … • Strengthening Vocational Education & Training (SVET) • Modernization of Vocational Education & Training (MVET) • Support to Human Resources Development through VET (HRD-VET) • Strengthening Vocational Qualifications Authority & National Qualifications System • Promotion of Lifelong Learning (LLL) • Industrial Schools Project • Industrial Training Projects • Basic Education Project • Access to Finance for SMEs Project • The Secondary Education Project • The Non-Formal Vocational Training • - UN (UNICEF/UNDP) • ILO • Bilateral • BMZ, GTZ • DEZA, SRK • … German Government Swiss Government Always with the State contribution (financial and/or service wise)

  10. The European Qualifications Framework (EQF) Reference Levels for Qualifications The levels range from a basic level of learning (at level 1) to the most advanced level of learning (at level 8). Source: The EQF Country Report

  11. Turkey’s Progress in Education and Training Cont. EU Funded Projects (with the contribution of the State) Strengthening Vocational Education and Training (SVET) (2002-2007) € 51 million • Labour market analysis, including methodology for gathering and analysing labour market information and designing and piloting qualitative labour market surveys in pilot regions; • Development and piloting of occupational and training standards; • Developing a national framework of qualifications and a supporting institutional structure; • Designing and piloting modular curricula; • Developing VET provider capacity though training for managers; • Supporting implementation of standards and curricula though the training of trainers from VET providers; • Assisting development of VET information centre capacity; • Supporting development of measures to promote lifelong learning; • Promoting effective social partnership in VET. Vocational Qualifications Authority (VQA) was established in 2006 LLL Policy Paper was prepared in 2006

  12. Private Sector Public and private sector collaboration in VET is CRUCIAL in increasing the awareness and ownership of VET. Dual character of the system requires active involvement and responsibility from the educational and labour side. VET schools are expected to facilitate the entry for their graduates to the labour force by delivering pre-employment skill training responsive to the needs of markets. 2 Days at school / Theory 3 Days at the work place / Practical Training Turkey’s Progress in Education and Training Cont.

  13. Meslek Lisesi Memleket Meselesi (MLMM)Vocational Education: A Crucial Matter for the Nation says: “ Turkish youth is looking for jobs whilst employers are having trouble in finding well-trained employees. We believe that the solution lies within vocational education We are proud of supporting thousands of vocational high school students They are the qualified employees of the future, they are the new blood for all the sectors in our country For Koç group, Vocational Education is a Crucial Matter for the Nation! Responsibility should be shared equally between the business world and the government” Private Sector Cont.

  14. Private Sector Cont. A Nationwide Campaign: MLMM • Started in 2006 with the collaboration of the Ministry of National Education (MoNE) with the aim of incentive of the VET. Raising awareness of the VET to the utmost degree in the society is the aim of the campaign. • A nationwide campaign with a 7 year time frame (2006-2013) in 81 cities, at 250 VET schools with 8.000 VET students • Includes: - Scholarships - Internships - Coaching

  15. A Nationwide Campaign: MLMM Cont.

  16. A Nationwide Campaign: MLMM Cont.

  17. A Nationwide Campaign: MLMM Cont. Top level support is at public all the time to show the ownership of the campaign! Mustafa Koç, Chairman of Koç Holding, with a VET student. Hüseyin Çelik, former Minister of Education, signing the protocol for the MLMM project in 2006.

  18. A Nationwide Campaign: MLMM Cont.

  19. Private Sector Cont. (MLMM Project + all the other initiatives) The percentage of students in VET secondary institutions within all secondary education institutions Source: MoNE, National Education Statistics 2008-2009 Academic Year

  20. Sharing the Experience ! • What has been very striking with the MLMM project that private sector is not having the worry about ‘poaching” of trainees anymore! The methods/outcomes are being shared!

  21. IV. Lessons Learned • Investment in TVET is higher than general secondary education, thus the feasibility studies together with labour studies and need analysis are very crucial to determine the country’s needs, and should be done with the participation of all stakeholders • Synergy should be established between VET policies and employment / economic / social policies at national level • Think globally act locally BUTmake the curriculum/policies in line with the EQF • It is good to achieve ‘quick wins’ that convince stakeholders that the reform process is worth engaging with BUT in the long term `policy borrowing` or `policy transfer ` should not be used as a quick fix by politicians!

  22. IV. Lessons Learned Cont. 5) TVET reform is expensive, especially if system-wide change is being attempted • Do not focus only on curriculum/qualifications etc – it is even more important to bring about change in TVET institutions • In particular, the aim should be to make TVET institutions more entrepreneurial

  23. References http://www.mesleklisesimemleketmeselesi.com/tr-TR/?LANGUAGE=tr-TR http://www.festo.com/INetDomino/tr/tr/63fc7129f30caa74c1256dbf00290b37.htm http://www.tr.man-mn.com/tr/company/Kariyer/Oerenciler_/Beceri_Eitim_Merkezi.jsp Yilmaz, H. (2007) Skills, Competencies, Vocational Education and Training, Sabanci University: Istanbul. European Union (EUb) The European Qualifications Framework, http://ec.europa.eu/education/lifelong-learning-policy/doc44_en.htm

  24. TVET in EU Context Cont. Annexes

  25. Modernization of Vocational Education and Training (MVET) (2003-2006) € 18,5 million Was focused on improving the quality and relevance of VET teacher training, and was designed to: Strengthen cooperation between Ministry of National Education (MoNE) as the employer of VET teachers and the provider of VET teacher training (Council of Higher Education-CoHE); Provide VET teachers with relevant pedagogic as well as technical skills; Link VET teacher training to an overall framework for human resources development including pre-service and in-service training. Align Turkish VET teacher training more closely to EU practices. EU Funded Projects (with the contribution of the State) Cont.

  26. Support to Human Resources Development through Vocational Education and Training (HRD-VET) (2008-2010) € 15,4 million The objective of this project is to promote the development of human resources through modernizing and increasing the quality of VET within a LLL perspective which is also one of the aims of the EQF. Conducting a local labour market needs analysis in the chosen 8 provinces through close relationship between the VET schools and the related sectors. Developing (revising/updating) modular education programs Supporting the 5 pilot Vocational Education Centers with new modular programs and organizing educational programs in the areas of management and entrepreneurship Promoting the social partners to contribute in making VET more attractive in the pilot provinces Awareness raising campaigns * 8 pilot provinces in Eastern and South-Eastern regions of Turkey are Diyarbakir, Elazig, Erzurum, Gaziantep, Kahramanmaras, Malatya, Sanliurfa and Van. * 8 chosen sectors are IT, elektric-elektronic, food, machinery, metal, automotive, textile and tourism. EU Funded Projects (with the contribution of the State) Cont.

  27. Strengthening Vocational Qualifications Authority (VQA) & National Qualifications System (NQS) (3 year project) € 4 million Supporting the VQA and occupational standards development, Vocational Knowledge and Skills Testing and Certification (VOC-TEST) Centers Supporting the establishment of a NQS in the selected priority sectors: - automotive - energy - transportation - construction - textile - ICT - printing and publishing - machine design and manufacturing - metal Source: Turkey VQA Terms of Reference (ToR), 2009. Promotion of Lifelong Learning (LLL) € 8 million Promoting the development and implementation of strategies for LLL through activities at national and local levels to build LLL philosophy with awareness raising campaigns and launching a grant scheme. Modernizing and increasing the quality of VET is a LLL perspective. EU Funded Projects (with the contribution of the State) Cont.

  28. Thank you! Cambridge Education www.camb-ed.com Sevilay.Bicici@camb-ed.com Ron.Tuck@camb-ed.com

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