Public Private Partnership for a Qualified Labour Force

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

• I. Challenges for Egypt TVET
• II. TVET in the EU Context
• III. Turkeys Progress in TVET
• IV. Lessons Learned

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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

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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

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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)

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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

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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

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III. Turkeys 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)

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Turkeys 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)
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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
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Turkeys 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

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Private Sector
Turkeys Progress in Education and Training Cont.

• 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
• 
  
  

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Meslek Lisesi Memleket Meselesi
(MLMM)Vocational Education A Crucial Matter
for the Nation
Private Sector Cont.

• 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

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A Nationwide Campaign MLMM
Private Sector Cont.

• 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

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A Nationwide Campaign MLMM Cont.
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A Nationwide Campaign MLMM Cont.
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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.
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A Nationwide Campaign MLMM Cont.
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• 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
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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!

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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 countrys
  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 BUT make 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!

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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

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References

• http//www.mesleklisesimemleketmeselesi.com/tr-TR/
  ?LANGUAGEtr-TR
• http//www.festo.com/INetDomino/tr/tr/63fc7129f30c
  aa74c1256dbf00290b37.htm
• http//www.tr.man-mn.com/tr/company/Kariyer/Oerenc
  iler_/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

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TVET in EU Context Cont.
Annexes
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EU Funded Projects (with the contribution of the
State) Cont.

• 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.

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Support to Human Resources Development through
Vocational Education and Training (HRD-VET)
(2008-2010) 15,4 million
EU Funded Projects (with the contribution of the
State) Cont.

• 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.

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Strengthening Vocational Qualifications Authority
(VQA) National Qualifications System (NQS) (3
year project) 4 million
EU Funded Projects (with the contribution of the
State) Cont.

• 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.

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• Thank you!
• Cambridge Education www.camb-ed.com
• Sevilay.Bicici_at_camb-ed.com Ron.Tuck_at_camb-ed.co
  m