European Training Foundation Research Articles

Evolvement of new professions in the sphere of career guidance as an imperative of our time

Introduction. The current situation with the employment of graduates, when almost half of them do not work in their speciality, is a negative phenomenon for both the state and the citizens. One of the reasons for this situation is a gap between the graduates’ expectations and the real content of labour activity. The core of the problem is inefficient career guidance. The need to modernise the career guidance system is recognised worldwide. Forecasting of new professions for career guidance should be one of the directions of this modernisation. Specialists having new competencies will be able to ensure the systemic and planned nature of transformations in the sphere of career guidance in order to optimise it. The aim of the study is to justify the need for and predict the emergence of new professions to improve the efficiency of career guidance. Materials and methods. The study involved the materials of the European Training Foundation, the World Economic Forum; the documents of the Ministry of Education of the Russian Federation: letters, orders, methodological recommendations; the data of the Russian Federal State Statistics Service; scientific articles by Russian and foreign authors. The following methods were used: theoretical analysis of the career guidance development sphere; inductive inferencing; forecasting based on the study of documents and scientific literature on the problem. Results. At present, there is a problem connected with the professional training of specialists engaged in career guidance. People with education in the fields of pedagogy, psychology, sociology and social work are not able to efficiently solve the numerous tasks of modern career counselling. The solution can be achieved by the introduction of new specialisations of employees in this sphere matching the needs of modernity and development trends. It is predicted that these specialisations will be transformed into new professions in the future. For instance, such new professions for career counselling as career research foresighter (prognosticator), career guidance playwork specialist, career guidance testing specialist and developer, career guidance imagemaker, etc. will presumably appear. Conclusion. The modernisation of the career guidance system requires innovations not only in its content and technical fit-out but also in its staffing. The research results can be further used in the process of development of new qualification requirements; for substantiation of proposals on training specialists in upand-coming professions in the sphere of career guidance. They can also serve as a basis for the development of training programmes in new specialities.

Використання великих даних для інформаційного забезпечення ринку праці

The challenges of collecting current labor market data amidst global changes and geopolitical fluctuations increasingly necessitate new approaches and alternative methods of data collection and analysis. This highlights the relevance of research aimed at developing and adapting labor market information provision methods to contemporary challenges. A promising approach in this context is the use of Big Data for labor market assessment, which involves collecting information from sources such as online job search and vacancy portals. This method allows for a deeper analysis of market trends and provides a more accurate and timely assessment of labor market needs and opportunities. The aim of this article is to discuss approaches to developing labor market information systems using Big Data, particularly online data from job vacancy websites. It examines the use of Big Data in labor market analysis based on a database containing over four million job vacancies posted on Ukrainian job search portals over the last five years, provided by the European Training Foundation (ETF). The effectiveness of these approaches in facilitating job search for all interested parties is evaluated, particularly through providing insights into the dynamics of supply and demand in the labor market based on data from these portals. The opportunities and limitations of using Big Data in this context are analyzed, including their impact on employment policy development and labor market planning. The potential benefits of Big Data in providing deeper and more accurate market condition analyses are outlined, along with technical aspects and challenges associated with their processing and interpretation. The article examines methodological approaches to data collection and analytical processing in the context of accelerated transformations, volatility, and limited access to traditional information resources. The scientific novelty of the article lies in the substantiation of the feasibility and appropriateness of using open data from online job portals for labor market information provision under current conditions. In conducting the research, methods of analysis, synthesis, and generalization were applied to identify the main contemporary issues of labor market information provision in Ukraine. The effectiveness of data collection methods based on web scraping and parsing techniques was evaluated, as well as the use of the integrated Snowflake platform to identify key trends and patterns in the labor market. The conclusions summarize the main points and substantiate directions for further research, highlighting the significance of Big Data in developing employment strategies and optimizing the labor market.

Microcredentials as an Educational Trend and a Challenge for Higher Education

Based on an analysis of official materials and analytical reports from international organisations (including the European Commission, UNESCO, the European Training Foundation, CEDEFOP, and international economic forums), as well as the findings of foreign scholars, this article outlines the history and essence of micro-qualifications as a component of education and training policies. It also reveals the specifics of utilising micro-qualifications within the higher education system.
 The article delves into the role and history of micro-qualifications within higher education, notably through the initiatives and documents of the European Commission. Micro-qualifications have become a pivotal instrument in ensuring flexibility and accessibility in education within contemporary society. The European Commission plays a crucial role in promoting the integration of micro-qualifications into the European educational landscape. A significant impetus for the development of micro-qualifications is provided by the Recommendation for a European approach to micro-qualifications for lifelong learning and employability enhancement, adopted by the European Union in 2022.
 It is demonstrated that micro-qualifications open promising opportunities for lifelong learning and skill development. Their integration into the higher education system represents a significant step in the advancement of both formal and informal education, addressing modern needs and requiring strategic planning and investments in high-quality educational digital ecosystem.
 The article analyses the institutionalisation of micro-qualifications in higher education, existing models for the implementation of short-term educational programs, and identifies key aspects that universities need to consider when implementing micro-qualifications. These include program management, the development of digital infrastructures, assessment and validation procedures in accordance with educational quality requirements, engaging faculty members in support for learners, and monitoring.

An Innovative Approach for Energy Transition in China? Chinese National Hydrogen Policies from 2001 to 2020

To accelerate clean energy transition, China has explored the potential of hydrogen as an energy carrier since 2001. Until 2020, 49 national hydrogen policies were enacted. This paper explores the relevance of these policies to the development of the hydrogen industry and energy transition in China. We examine the reasons, impacts, and challenges of Chinese national hydrogen policies through the conceptual framework of Thomas Dye’s policy analysis method and the European Training Foundation’s policy analysis guide. This research provides an ex-post analysis for previous policies and an ex-ante analysis for future options. We argue that the energy supply revolution and energy technology revolution highlight the importance of hydrogen development in China. Particularly, the pressure of the automobile industry transition leads to experimentation concerning the application of hydrogen in the transportation sector. This paper also reveals that hydrogen policy development coincides with an increase in resource input and has positive spill over effects. Furthermore, we note that two challenges have impeded progress: a lack of regulations for the industry threshold and holistic planning. To address these challenges, the Chinese government can design a national hydrogen roadmap and work closely with other countries through the Belt and Road Initiative.

Vocational Education and Training (VET) School Autonomy and Accountability: An analytical framework to contribute on moving forward VET policies and system in Ukraine

In the last years, the evolution of decentralization in education in Ukraine, whether in the field of general education or vocational education and training (VET), has created effective political will and good synergies to address systemic reforms. However, the steadily decreasing number of VET institutions, students -and teachers- testify to the need to further reform the VET system. In the context of its effort to make the VET system both more attractive for students and the labour market through decentralization, Ukraine is facing the challenge of advancing VET school autonomy and accountability regarding managerial, financial and pedagogical functions. Increasing vocational school autonomy has been considered a key policy driver for decentralization process. School autonomy (managerial, financial, and pedagogical autonomy) might enable schools to support on such ambitious goal. The European Training Foundation (ETF) working very closely with Ministry of Education and Science of Ukraine (2019-2020) explored-in pilot basis-how to make possible moving towards VET school autonomy and accountability in Ukraine, from a governance perspective of the VET system. The analytical framework is a result of desk research, focus groups in three Ukrainian regions (Poltava, Kharkov and Odessa). Further, it helped to implement national survey-online- in 24 Ukrainian regions Key outcome is an Analytical Framework for VET School Autonomy and Accountability. The purpose of such tool has been to provide a clear description of the suggested distribution of tasks among stakeholders at the different levels of the education system (practitioners and policy makers). This might support the decision-making authorities, i. e. first and foremost the Ministry of Education and Science) in their efforts to advance VET school autonomy and accountability in Ukraine to advance in policy agendas and continue improving effectiveness -and efficiency of VET system.

Models of private sector involvement in vocational education and training

Since 2008 youth unemployment and poverty have been a challenge for many countries. In order to equip young people in practical knowledge and skills and help them in transition to labour market governments started to invest in vocation education and training (VET). However effective VET is hard to build. In the text I analyse qualitatively data from 23 national reports covering VET systems prepared during Torino Process for European Training Foundation (ETF). The analysis shows that there are many obstacles to overcome: low prestige and attractiveness of VET for youngsters and their parents, aging work force, pending reforms on school management, ability to form partnerships between public and private sector. The text describes successes and challenges connected to private sector involvement in VET and builds on a theory of partnerships from Marriot and Goyder (2009) and Hands (2005). Additionally the paper provides examples of good practices, such as: clear division of responsibilities between schools and employers, tax incentives for employers, cooperation between state, university and companies.

New Methodological Approaches to Review Governance and Financing Arrangements in Vocational Education and Training (VET) and Skill Systems: A Data Collection Tool (DCT) 4.0 for Facilitating Self-Assessment Processes

The European Training Foundation (ETF) is more than aware that effective -good multilevel- governance arrangements in Vocational Education and Training (VET)-and Skill policies-is key for having sound skills in the labour market. The ETF developed new Data Collection tool 4.0 (DCT) to implement self-assessments working with partner countries (PCs) in governance and financing arrangements involving, at least, seven different categories of policy stakeholders (e.g. governmental actors-public servants-, social partners, private actors, key experts). This -innovative- tool contains 65 indicators for self-assessing seven governance- and financing- functions including institutional coordination mechanisms (e.g. strategic and legislative framework, management of public-private partnerships, VET providers network, evaluation, research and data analysis provision, councils/committee’s system etc.). The DCT 4.0 has been piloted in 5 ETF PCs (Albania, Jordan, Kazakhstan, Moldova and Uzbekistan). The results might inform further policy development driven by governance and financing arrangements/issues in ETF PCs (or perhaps, beyond). Further, this tool for policy analysis could inspire advisory processes focusing on how to support systemic reforms and/or carry out monitoring implementation-and/or policy review-, based on different types of governance and financing arrangements. The pilot experience developed in COVID 19 times, confirmed that online facilitation is a good way to get good results. However, the human touch factor is essential to facilitate such self-assessment in more impactful way as it could be embedded in real time into current policy dialogue strategies in the countries.

Governance Dynamics and the Application of the Multilevel Governance Approach in Vocational Education and Training (VET) in the European Neighbourhood Countries: the case of the ENPI South region

AbstractThis article analyses moves towards good multilevel governance approaches in Vocational Education and Training (VET) as an effective way to improve VET policy making in transition and developing countries, focusing on the Southern Neighbourhood of the EU (ENPI South). The centralised approaches in public administration and to VET governance still prevail in this region.The new modes of governance applied by the EU in the policy area of education and training are based on the Open Method of Coordination (OMC). They are a source of inspiration to improve VET governance, taking into account the complexity of VET policies and systems. According to current European and international experiences, the most effective, relevant and attractive VET models and systems are demand‐driven. They rely on the effective and accountable participation of both state (national/local public actors) and non‐state VET stakeholders (e.g. employers, sectoral actors, unions) in decision‐making and policy implementation processes. This could also pave the way towards self‐governed and performance‐based VET provider institutions which would give quicker responses to rapidly changing labour market skills, competences and qualification needs. Thus, this means putting in practice more and better inclusion and effective cooperation and coordination of regional and local voices of VET actors and developing stronger social partnerships to engage employers, unions and civil society in shaping and investing in skills development.Furthermore, the role of methodological tools for VET governance is not only to provide an analytical ground to capture data and structure further policy advice. These tools can also be used as ice‐breakers to improve collaboration, inclusiveness, multi‐participation and trust‐building among policy makers as they work together on very sensitive issues such as reviewing country VET governance models, modes and institutional arrangements, and/or planning policy thinking and/or learning for implementing coordination mechanisms for VET policy making. The European Training Foundation (ETF) has implemented a methodology to map, analyse and self‐assess good multilevel governance in VET, inspired by how EU governance soft tools in education and training are being used. This methodology has been applied to the Governance for Employability in the Mediterranean (GEMM) project in the ENPI South region, which is a regional project implemented by the ETF and financed by the European Commission's Directorate General for Neighbourhood and Enlargements Negotiations (NEAR).

Towards Improving the Quality of Technical and Vocational Education and Training in Bahrain

This article gives an overview of the technical and vocational education and training (TVET) system in Bahrain and proposes suggestions for improving the quality of TVET based on the international standards. The article begins by presenting a brief introduction about the demography, economy and the labour market in Bahrain. Then, it discusses the structure and organizations of the country’s education and training systems. Next, it highlights the main challenges currently facing TVET by illustrating the results of the four Bahraini TVET schools in the Quality Assurance Authority (QAA) review report. Then, the article presents some examples of the initiatives currently taken by the Ministry of Education (MoE) for improving TVET. The article concludes by outlining proposed suggestions for improving the quality of TVET in Bahrain by drawing on international recommendations presented by: (1) the European Training Foundation and the World Bank Report (2005) on reforming TVET in the Middle East and North Africa; (2) the principles of efficient TVET proposed by the Management and Training Corporation Institute (2010) in the United States; and (3) Jay Rojewski’s TVET framework (2009). The proposed suggestions are adapted to the Bahraini context, they emphasise the following elements of TVET: developing TVET framework; involvement of the private sector; improving accountably; diversification of funding; decentralisation; and improving the effectiveness of teaching and learning.

The rationale for a wider concept of inclusive education for teacher education: A case study of Serbia

Teacher education for inclusive education (IE) is recognized as vital for improving quality and equity in education globally. In the Western Balkan countries it is also part of the transition process towards joining the European Union and has attracted international funding for IE-related projects. A key finding from research funded by the European Training Foundation, carried out by the authors as members of a seven-country research team in 2009–2010, was that the prevailing local understanding of IE was very narrow. In this article we hypothesize the reasons for this finding. We use a case study of school and teacher education systems in Serbia to explore how this understanding has constrained the development of IE and associated teacher education and limited the efficacy of some recent internationally supported developments. We identify both challenges and possible ways forward for teacher education for IE based on promoting a concept of IE that is both collaboratively agreed and comprehensive.

CIES Bibliography 2010

CIES Bibliography 2010

Organised Governmental Learning: Vocational Education and Training Practices between Peer Review and Peer Learning

Peer learning has already existed for a long time, as an informal as well as a formal practice between people from the same professional area. However, peer learning systems on the macro level are relatively newer concepts. Policy learning can be fostered by various types of organised activities, ranging from peer review frameworks, which often have a focus on accountability and learning, to international learning events, which are based on concepts like the ‘learning spiral’. This article reviews existing international practices of organised governmental learning on the system level, which are also linked to processes on the micro level. It thereby gives a framework to discuss two different VET peer learning activities across Europe which are organised by the European Union (EU) and the European Training Foundation (ETF).

Preparing future teachers for inclusive education in Serbia: Current situation and needs

The paper presents one part of the research for Serbia Country Report, conducted within the regional project of the European Training Foundation. The research was aimed at analyzing the current situation in initial education of teachers, i.e. preparation of teachers for inclusive education (IE), as well as the need for introducing changes in the initial education curricula, leading towards a more efficient development of competences for working with all students needing additional support for learning and social participation. Qualitative research methodology was used. Data were collected via: analysis of documents comprising curricula of basic studies of five educational/teacher education faculties in Serbia with respect to IE preparation; three focus groups with teachers; and thirty-one interviews with other participants in the education system - principals of primary schools, school psychologists, university educators, decision-makers in education, NGO representatives and moderators of in-service teacher training programmes. Analysis of initial education curricula indicated that these do not contribute to the development of competences and preparation of teachers for inclusive education. The basic obstacles to preparation for IE perceived by research participants include inadequate curricula, dysfunctional professional practice and negative attitudes of university educators towards IE. The concluding part points out that the key factors for changes in initial education comprise sufficient motivation of university educators, awareness about the responsibility of the faculty to teach in accordance with the IE concept, as well as the support to these faculties through wide social action. The implications for enhancement of initial education of teachers refer to introducing changes into study programmes and implementing the strategies identified in practice, leading towards more effective preparation of teachers for IE.

Quality and Quality Assurance in Vocational Education and Training in the Mediterranean Countries: lessons from the European approach

This article reflects on the development of the European approach towards quality and quality assurance in vocational education and training (VET) and its relevance for VET reforms in the European Training Foundation (ETF) partner countries. The analysis is based on an ETF project conducted in 2007‐2008 in the Mediterranean partner countries to promote exchanges of information and experience between the decision makers and experts of the countries concerned and within the EU. More precisely, it aims to analyse how quality assurance (QA) initiatives could promote the quality of systems and support best practices already established in the EU and in the Mediterranean region in order to lay the foundations for specific actions at national and regional level.The authors of the article found out that: the tools developed by the EU to quality assure VET systems are relevant for the Mediterranean region. They can serve as a guideline for identifying strategic priorities. However, they do not provide a well‐delimited concept to be implemented in the short term. Moreover, these EU tools reflect a new model of governance based on decentralization of responsibilities, autonomy of providers and accountability that may be difficult to implement in Mediterranean countries where VET systems remain very centralised and compartimentalised.

Vocational Education for Sustainable Development: an obligation for the European Training Foundation

This article presents an argued case for making sustainable development a policy obligation for the European Training Foundation (ETF) and for vocational education and training (VET) reform in the partner countries that are served by ETF. In relation to ETF it points out that no major emphasis has been put to date on combining economic, social and environmental considerations. It then analyses the ways economies operate in relation to sustainable development and the changed knowledge and skills needed for both economies and for a sustainable future. Implications for VET reform include attending to the broad goals of inclusion and equity, a reconsideration of the competences to be developed and the didactic approaches within a framework of lifelong learning. The didactics proposed are in line with current thinking related to constructivist pedagogy, an inter‐disciplinary approach to ‘real life’ problems and increasing the porosity of school boundaries to the community. The scope of VET's mission should extend well beyond the confines of preparing young people for narrow labour market skills.The article is of particular significance for re‐directing the focus of ETF and VET reform policy but will be of interest to a much wider audience, as it provides a synthesis of future‐oriented ideas and options relating to education's obligations to face the urgent need to ensure sustainability.

National Qualification Frameworks: from policy borrowing to policy learning

This article takes up the issue of the internationalisation of Vocational Education and Training (VET) reforms, expressed in the way policy instruments such as National Qualifications Frameworks (NQF) are introduced in the European Training Foundation's (ETF) partner countries. There is an international debate and different perspectives regarding NQFs. These perspectives have largely talked past each other. The article brings together these perspectives and highlights the issues at stake in this field. Through the analysis of ETF interventions in different regions, the article makes a case for new approaches of intervention, namely policy learning, that aim at enabling national stakeholders and that are conducive for home‐grown VET policies. The discussion is broad in scope, not only because the article reviews developments in qualifications frameworks across‐regions, but also because it highlights the complex interaction of the global and local development when introducing NQFs and the impact of such reforms on VET systems.

Return and labour status at home: evidence from returnees in Albania

This paper looks at three issues related to return migration in Albania. First, do returnees transfer human and/or financial capital upon return? Second, what determines their post‐return position in the Albanian labour market? And third, is there any developmental impact of return migration? The analysis utilizes a database attained from a survey of returnees, conducted by European Training Foundation in Albania in 2006. Our findings suggest that Albanian returnees do transfer financial capital and to a lesser extent human capital upon return. They are investing back home but mostly after completion of a process of accumulation of money and skills. Our findings, however, also combined with the existing empirical evidence, do not point to the existence of any obvious link between return migration and the country's economic development up to now.

Education Reform for Raising Economic Competitiveness

P. Sahlberg, Lead Education Specialist, European Training Foundation Globalization has increased economic competition within and between countries and the world’s regions. Economic competitiveness is commonly seen as a valid index for judging a country’s level of economic prosperity. Many recent large-scale education reforms have been justified by the urgent need to increase labor productivity and promote economic development and growth through expanded and improved education. It is generally assumed that to increase economic competitiveness, citizens must acquire knowledge, skills and attitudes necessary for civic success and the knowledge-based economy. This article argues that what schools are expected to do in order to promote economic competitiveness often contradicts commonly accepted global education reform thinking. Experience in many countries indicates that increased standardization of teaching and learning, for example, may be counterproductive to the expectations of enhanced economic competitiveness. The conclusion is that rather than competition between education systems, schools and students, what is needed is networking, deeper co-operation and open sharing of ideas at all levels if the role of education in economic competitiveness is to be strengthened. The key features of education reform policies that are compatible with competitiveness are those that encourage flexibility in education systems, creativity in schools and risk-taking without fear on the part of individuals.

Using the Copenhagen Process to Facilitate National Qualification Framework Strategies in South Eastern Europe

AbstractThis article presents and discusses a perspective on the implications of the Lisbon Process for education and training in a selected group of partner countries of the European Union — the Western Balkans (Albania, Bosnia and Herzegovina, Croatia, The Former Yugoslav Republic of Macedonia, Serbia and Montenegro). It presents the reflections of a member of staff of the European Training Foundation responsible for managing the six country regional project underway since 2003 on developing strategies for national qualification frameworks. The reflection aims to assess the potential contributions of a major strategy of the European Union on the reform processes underway in the social and economic transitions in the Western Balkans. It draws on the broader experience of the Foundation in supporting reforms in vocational education and training systems. Qualification reform is taken as an illustrative example of the use, relevance and constraints of EU ‘processes’ in accompanying education and training reform. Although the Copenhagen process partially provides a broad structure and there is a shared history between the countries of the region, each country is sufficiently different in its local contexts to suggest that the manner and pace of adoption will diverge. The emphasis on further development to suit local circumstances essentially gives partner countries an approach or set of tools with which they can shape and form their own initiatives with some confidence that the result will be in line with general European trends.

Guide to the EU institutions

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