Project Implementation Plan
WP 2008
Project Number: IPA 08-02
Project title: Education and training 2010
Countries covered: All IPA countries
Budget 2008: € 120,000
Project leader: Henrik Faudel
1. Background
Enlargement is a high priority for the EU’s external relations policy and for the ETF as an EU agency. EU assistance related to enlargement covers two groups of countries, which will also be the beneficiary countries of this project:
· Candidate countries (Croatia, the former Yugoslav Republic of Macedonia and Turkey)
· Potential candidate countries (Albania, Bosnia and Herzegovina, Kosovo - under UN Security Council Resolution 1244, Montenegro and Serbia).
Due to changing labour market requirements individuals must nowadays be in a position to absorb, select and process bigger amounts of information and knowledge. They must be capable to use this knowledge to solve work problems together with others, to learn and acquire new competences lifelong and apply them in ever new contexts. Education systems respond to these challenges with more individualised learning paths, new learning offers and arrangements, an optimisation of learning processes and institutions, a new focus on learning outcomes, as well as increasing and a better use of resources. A key issue in the transformation of education systems is the extent to which political actors and strategies can steer and increase the impact of such changes. One instrument put in place by the EU in the areas of education and employment policies is the so-called Open Method for Coordination (OMC). It uses the method of comparison, progress reporting and policy recommendations (for employment policy), the illustration of best practice examples, as well as peer learning as possible ways to influence national policy goals.
No scientific evidence has been gathered to date as to whether this had an impact on national policy setting and implementation.[1] National policies are, as we know, context-bound, firmly embedded in existing routines & institutions and the result of what was possible to achieve at a certain moment in time rather than a straightforward process. Nevertheless, the ‘softer’ policy instrument of promoting dialogue between relevant actors, which includes expert exchanges, argumentation and negotiation, can have a positive impact in terms of changing national policy priorities or informing existing ones. EU member states and other participating countries are asked to cooperate on EU and national policy priorities in education and training in the interest of further European integration.
See Annexes 1 and 2 for a more detailed presentation of the Copenhagen/ Maastricht process and the priority areas subsumed under the Education + Training 2010 agenda.
The main thrust of ETF’s work has so far been laid on disseminating information about key EU policies and instruments in VET (Copenhagen/ Maastricht process). National Copenhagen process coordinators were appointed who managed to establish dissemination structures in some countries. A series of regional and national events were held which stimulated debates on key reform issues of mutual partner country/ EU interest. In addition, the ETF produced several newsletters to keep counterparts up-to-date on EU policy developments.
From 2007 onwards ETF tries to move from a phase of ‘disseminating information’ to embedding related debates into ongoing reform discussions and activities, as well as establishing better links with the EU projects and the IPA programming framework in the countries. In this context, in 2007, ETF’s work shifted to the support given to each individual Country in preparing the implementation of specific activities related to EU policy developments. A particular focus was given on NQF preparation. Furthermore, the ETF organised a regional workshop on Social Partnership in VET in Turin.
The ETF Work Programme 2008 establishes that the ‘facilitation of access by policymakers and stakeholders in the IPA region to systematic information on the purposes and developments of the EU policy priorities subsumed under the so-called Education & Training 2010 agenda’ will remain a priority area for the ETF in the forthcoming years. This project will make available information and expertise to support policy learning initiatives in the beneficiary countries by accounting for respective expert, time, project and mission budget inputs. In this context, the project will have five main components as outlined below under scope of the project.
2. Objectives and results
In the period 2007-2010 ETF continues its strategy of assisting the partner countries in determining reform priorities, mobilising cross-stakeholder engagement, establishing consensus and commitment and creating the necessary level of policy knowledge in the education reform areas considered of mutual partner country/ EU interest.
Within this project the objective is to support national education reform/ HRD by facilitating access by policymakers and stakeholders in the region to systematic information on the purposes and developments of the EU policy objectives in education.
By the end of 2010, ETF support to the partner countries will have ensured the necessary access to information on key EU policy orientations in education, including the EU’s Copenhagen process and the wider Education and Training 2010 agenda, as a basis for national commitments, capacities and institutional readiness to take forward reform plans within this perspective.
Expected results of the E+T 2010 project in 2008 include:
ü Most of the eight IPA countries/territories have produced a National Report as part of the Policy progress report (in the main text or in annex)
ü Priorities have been identified and phased reform plans developed by national education reform/ HRD task forces or relevant project groups on policy areas that are of mutual partner country/ EU interest and comply with key EU policy orientations in education and training
ü ERI SEE and Cedefop used ETF expert advice and support, which has been delivered upon their request, to implement their work programmes with partner countries
ü Three ETF newsletters providing up-to-date information on national reforms and the E+T 2010 agenda have been produced and widely disseminated
ü ETF colleagues are up-to-date on E+T 2010 developments by participating in DG EAC Cluster meetings, peer learning activities and conferences and use their knowledge in (V)ET reform processes in partner countries.
See Logical Framework attached in Annex 1.
3. Scope
· Project approach
The project will have five main components which are described here:
1. Production of National Reports on progress towards the Copenhagen Maastricht priorities in IPA countries.
One tool to generate understanding of EU policy priorities will be the participation of the 8 IPA countries in the Policy progress report that will be undertaken in 2008 for the EU Member States and the Candidate Countries. Cedefop and ETF will prepare regular monitoring reports on the progress made by Member States and Candidate countries towards the “Lisbon objectives” defined in the Copenhagen-Maastricht-Helsinki process.
In the November 2007 the questionnaire was approved by the Directors Generals of vocational training who will use the ReferNet members to produce their reply before end of May. Cedefop will then analyse the responses till September and present a brochure to the French Presidency in autumn and produce the final analysis by the end of 2008 for publication in early 2009.
ETF will contribute as follows:
- candidate countries: Turkey and Croatia already participated in the Helsinki reporting and it is expected that these two countries will participate fully in both exercises (replies from DGVTs and National Reports). ETF will support them upon request. The former Yugoslove Republic of Macedonia will participate for the first time and may require more support in order to ensure the proper participation however Cedefop will take the lead.
- potential candidate countries: ETF will organise the elaboration of National reports together with the countries on a voluntary basis. The same structure of the questionnaire will be used. The objective is to produce comparative information and to identify areas where information is not yet available. The aim is to time these reports in order to be in the position of presenting the national contributions as an annex to the brochure and final reports[2].
Specifically, there will be two outputs:
• a brochure on policy progress which Cedefop-ETF will prepare for the Ministerial meeting to be held during the French Presidency;
• a final report which Cedefop-ETF will publish soon after the Ministerial meeting.
The Cedefop-ETF analyses and contributions will reflect the VET priorities in the Copenhagen Process within the Education and Training 2010 work programme and the wider context of the overall Lisbon objectives. As VET is a major pillar of lifelong learning, closely interrelated with economic, social and employment issues, Cedefop will also discuss the most important challenges for EU countries considering these interconnections and ETF will do the same for the Pre-accession countries. Analysis of national progress will refer to policies formulated at EU level (e.g. EQF, ECVET, quality, guidance, transparency, etc.) and include government and social partner policies. Analysis and comparison will aim at being critical and constructive while taking account of national and individual specificities and will include information from non-EU countries. Statistical data and results from VET research will be included to provide evidence.
The proposed themes have been chosen to reflect the key areas in the VET policy framework since the Copenhagen Declaration and within Education and Training 2010: (full questionnaire given in annexe)
1. Current VET priorities in your country
2. Improving access to and equity in VET;
3. VET as a major pillar of lifelong learning;
4. Improving quality of VET
5. Strengthening the links between VET and the labour market;
6. Governance and funding
7. Implementing EU tools;
8. Developing better statistics.
9. VET beyond 2010
2. Individual support to ETF priority countries in the implementation or preparation for EU policy in Education and Training (Turkey, Croatia, the former Yugoslav Republic of Macedonia, Kosovo - under UN Security Council Resolution 1244 and Albania)
In addition to the capacity building initiatives supported under IPA COM, ETF will support the understanding and awareness of EU education and training policy with a particular emphasis on relating these to the ongoing reform debates in the countries themselves. Main issues that will be covered relate to (for details refer to activities):
· Overall understanding of EU education and training 2010 and related benchmarks
· National qualification systems and European qualification frameworks, quality assurance and life long learning
· Accreditation and assessment procedures.
3. Coordination and synergy with other main actors working on Education and Training issues in the Region particularly Cedefop and ERISEE
This component covers the implementation of the joint ETF/Cedefop work programme endorsed by the Commission and presented to the European Parliament. The first part of this joint work programme is specified under point 1 above and focuses on the potential candidate countries. This part focuses exclusively on the three candidate countries Croatia, Former Yugoslav Republic of Macedonia and Turkey. The main areas of joint work will be the following: i) facilitating the involvement of candidate countries in the policy development of the Community; ii) social dialogue; iii) support to candidate countries for participation in Cedefop activities. ETF’s input in these areas will primarily be through sharing ETF country intelligence of the candidate countries, involving ETF experts in the thematic development activities in the EU and EEA countries and by involving Cedefop experts in the dissemination of European policy developments in education and training.
It will also aim at coordination and synergy with activities organised by ERI SEE with the view to continue promoting regional exchanges. This will be done in particular in the area of qualifications frameworks and lifelong learning. For ERI SEE (see their 2008 Work Programme attached in Annex) 2008 will be a transitory year and a limited number of activities are envisaged in these two areas during this year. The topics will primarily be discussed during the meetings of the Governing Board/Consultative Body for further action in 2009. The ETF will continue its involvement with ERI SEE and work on the preparation of coordinated and mutually supportive actions in 2009 in the two areas mentioned above.
4. Dissemination of EU policies and practices via ETF channels.
ETF will continue the dissemination of EU policies and practices in education and training through the so-called Copenhagen Newsletter to a range of stakeholders in IPA countries and elsewhere. The publication will be made available both electronically and on paper.
5. Participation of ETF colleagues in clusters, PLA, conferences and working groups under the Education and Training 2010 work programme and the relevant Presidency events.
To keep fully updated on the latest developments at EU level and to contribute to their further development, ETF staff will continue to participate in and contribute to activities and events such as mentioned above. ETF expects to be active in 8 clusters/thematic groups which all address areas of key thematic importance in education and training policies in the EU Member States. The purpose of the clusters are i) to develop a common understanding of success factors for the improvement of policy-making and the implementation of reform, and ii) to identify and disseminate key conclusions which can be fed into policy-making and implementation at the national level and European level. It is expected that each cluster will organise two cluster meetings to prepare and discuss the learning and effects of the peer learning activities (PLA) in the member states. Staff involvement has traditionally been restricted to colleagues working primarily with the IPA region but the themes can in fact be of general interest to an enlarged group of ETF specialists. Our participation in the clusters can be seen from three points of view: partly as a means for ETF to keep up to date on latest EU developments through knowledge sharing, as providing a resource person to the cluster and as an individual staff development tool. ETF expects to participate in the following areas (to be reviewed end February 2008): teachers and trainers (SNI), financing (JRM), key competences (EVI), social inclusion (EPE), European qualifications framework (ALD/BCH), ENQA (KAS), indicators (JJO) and adult learning (?).
In 2008, ETF will take active part in two events under the Slovene Presidency. The first is a conference on ‘Promoting innovation and creativity: school response to the challenges of future societies’ in which ETF will fund the travel costs for two participants from each of the eight countries one of which will be linked to the ETF IPA LEARN project.