Lessons from “Skills Development for Poverty Reduction” (SDPR)

1. Lessons from “Skills Development for Poverty Reduction”(SDPR) Eduarda Castel-Branco

2. The project • Assumption: widespread low skills deter economic growth, contributes to vulnerability in labour market and in the society • Objectives: • Poverty reduction is an overarching objective in all Central Asia countries and in EU external co-operation policy • Is this objective duly considered in national VET policies ? VET reforms? • Can existing VET capacity (public VET schools) effectively contribute to reduction of poverty (vulnerability)? What what are the necessary conditions? • Can VET open-up to local / rural learners (all), economies, conditions? What lessons for the system? • Kazakhstan, Kyrgyzstan, Tajikistan – 3 VET schools in rural areas (Kaskelen, Kochkor, Khovaling)

3. Timeline 2005 2008 2006 2007 • Predecessor: Training strategies for local development (stocktaking, 2004) • Main activities pilot projects • Debate workshops • Study trip to EU • Peer learning • National conferences • Consolidation, discussion, conclusions • Dissemination • Articles for publication • Final regional conference National studies • Country teams • Discussion on pilot projects • Prepare and launch pilot projects • Coaches 2009

4. SDPR – main expected outcome Local users / community VET school Open VET centre Lessons for policy /system Reform training approach At local level Institutional Services Partner-ships Open providers Value Relevance Learning Capacity

5. Common elements – “ETF message” • Ownership • Build on existing resource (VET school) • « Open up » VET school • Grasp new opportunities • Partnerships • Local learners / community needs • Sustainability

6. The project approach • Ownership • Self-selected and self-designed pilot projects • « Local »: conditions, potential, resources, perspectives, institutions, society • Influence policy and the VET system: overarching aim • Close participation of representatives of policy makers, relevant Ministries in all activities - dialogue • Discuss the rationale and positive lessons for the system and policy • Sustainability - role of public policy to support it • Capacity building and support to change • Coaching • Training, peer learning • Learning and sharing • From national debate meetings (central-local) to peer learning and regional conference • Effectiveness and feedback - into practise: independent survey of effectiveness - Q I an II 2008, followed by consolidating activities • « Learning » project: adjusted approach and activities (namely: more capacity and institutional building than originally planned)

7. SDPR involved parts Policy makers: MoE, MoL, Government … ETF Pilot partnership Coach Pilot skills development Project (VET school+local partners, representative Ministry)

8. What did these school do NEW? Kazakhstan Kyrgyzstan Tajikistan • Unemployed (wage employment) • « Adult training »: recognised as key activity - centre of new school charter • VET school remains centre of gravity • Enterprises skills needs curriculum • Adjust standards and curricula • Active training • New attention to learners • Farmers, rural • VET school becomes focal point for trainers and new ideas, but training goes to people • Operational and creative local partnership • New standard / curriculum – flexible, open (approved) • Support from centre / sector authority to disseminate • Skills in application (credit scheme available) • IMAGE ! • Farmers, rural • Scheme: VET school is a focal point for « trainers of the people » • Capacity of the school for new active training • IMAGE! But poor support from centre / sector authorities / Ministry

9. Farmers Kyrgyzstan case Community1 Village admin Schools Teachers Trainer VET school Community 2 Community 7

10. Farmers Tajikistan case Village 1 Local Trainers Teachers VET school Village 2 Village 7

11. From traditional VET school to open learning centre for all? How? • Question originally formulated by the Tajik team • But…can this done without changes in VET school work culture, management methods, autonomy? • Can the VET school be influenced - in its core activities - by the piloted innovative approaches? • Kaz: yes…how was it done? What changed? • Kyrg: yes…but it is sustainable? • Tajikistan: support to be continued

12. Conclusions • « Market of skills »: diversification of training services • Traditional VET school open learning centre (change of organisational culture, approach to learners and learning) • Skills for rural economy!! • Functioning continuing partnerships – not easy to sustain • No more « training for training » - interest for outcomes and effects on people’s livelihoods (better use existing resources) • Training: what relevance and flexibility vs existing standards • Association with economic levers (ex.: credit) where appropriate • Funding from budget for adult learning where + needed • Sustainability – central and local responsibility • Skills development for povery reduction is about (NEW for VET schools): • Access / « Training goes to people » • Build confidence (integrated set of measures) • Not only technical skills – also skills for empowerment, initiative, self-reliance • Practical learning, applied knowledge • Individual approach to learners (potential and needs)

13. Thank youwww.etf.europa.eu