INTRODUCTION

The workshop, a joint venture of the European Training Foundation (ETF) and the Israeli

Ministry of Economy and the Israeli Ministry of Education, served as the concluding

event for the ETF action research project “VET policies and practices for social

inclusion and social cohesion”. The project uncovered new evidence on the role of

VET in promoting social inclusion in the participating countries: Albania, Bosnia and

Herzegovina, Croatia, Former Yugoslav Republic of Macedonia, Israel, Kosovo (UNSCR

1244/1999), Montenegro, Serbia and Turkey. Delegations from these nine countries,

each comprising schools, government authorities and national researchers, spent

three days in Israel reflecting on the findings, conclusions and recommendations of the

cross-country synthesis report that analysed the findings of the nine country reports. An

overview of Israeli policy and practice to support inclusive VET, as well as school visits

provided a lens through which the nine countries compared and contrasted their

policies and practices for supporting young people ‘at risk’ of social exclusion.

Sustaining momentum is crucial and discussions focussed on local, national and

regional measures, in progress and planned, to build on the phenomenal outcomes of

the project. One such initiative is the Joint European Union and Council of Europe

Project “Regional Support for Inclusive Education“, which includes the VET sector.

This brief report aims to capture the main outcomes of the workshop. It draws on the

presentations, discussions and observations of participants that can be found on the

ETF website www.etf.europa.eu

THE REGIONAL PROJECT

The ETF launched the regional project in 2012. It was conducted by the London School

of Economics, Enterprise Ltd: a team of international experts and 18 country experts.

The aim of the project was to deepen the understanding of the main barriers and

potential opportunities for building more inclusive and equitable VET systems. The

project sought to provide new evidence on the role of VET in combating social

exclusion and contributing to building more cohesive societies.

To achieve these aims, research teams investigated the impact of VET practice and

policy on social inclusion, focusing on three vocational schools/training centres in

each of the nine countries. The project used the method of participatory action

research led by researchers from the countries, engaging with practitioners at

vocational schools and associated community representatives. National and local

policy makers, school professionals, students, employers, researchers and civil society

organization representatives, as members of the national and local advisory boards,

worked closely with the schools.

VET STUDENTS MADE THESE!

MAIN CONCLUSIONS OF THE STUDY:

VET SYSTEMS ARE A POWERFUL

SOURCE OF SOCIAL REPRODUCTION

OF INEQUITY

Selection on entry channels

disadvantaged young people into

vocational schools

Family background has a strong

effect on school selection and on

educational outcomes

EXPERIENCE IN SCHOOL REINFORCES

THE ‘EXCLUSION POTENTIAL’ OF

LEARNERS, DUE IN PART TO:

Under-investment in equipment and

buildings

Outdated curricula

Poor teaching methods

Lack of practical lessons and work-

based training opportunities

CASCADING EFFECT OF

EXCLUSIONARY PRACTICE AS

LEARNERS PROGRESS THROUGH

SCHOOL AND BEYOND

TRANSITION FROM A VET SCHOOL

CAN REINFORCE THE ‘EXCLUSION

POTENTIAL’ OF LEARNERS, DUE IN

PART TO:

Qualifications that are lacking, in

terms of labour market currency

Lack of direction due to ineffective,

or an absence of, career guidance

Restricted access to further and

higher education and/or lack of

academically-orientated

competences

Social networks (a key source for

finding a job) are disconnected from

the world of work

Engagement, commitment and motivation levels were at their peak during the workshop as participants demonstrated their efforts and intentions to MAKE A DIFFERENCE! Project participants: policy-makers, policy advisers, managers, school professionals and

researchers joined forces during the event and pledged their assurance that they would make every effort to GIVE ALL YOUNG

PEOPLE A FAIR DEAL IN LIFE.

ENHANCING VET POLICIES AND PRACTICES FOR

SOCIAL INCLUSION

ENSURING THAT ALL YOUNG PEOPLE

GET A FAIR CHANCE!

REGIONAL WORKSHOP AND PEER LEARNING EVENT

TEL AVIV, ISRAEL -11 - 13 NOVEMBER, 2013

FOR YOUR NOTES

THE WORKSHOP FOCUSSED ON:

…………young people

School visits brought the participants into the world of VET. The energy,

vibrancy, talents and diligence of the budding motor cycle mechanics,

electronics technicians, dress designers, chefs and many others, preparing to

make their contribution to society, was remarkable. The competence and

dedication of the school principals and other professionals and support staff

was exemplary.

…………effective co-operation

Workshop participants acknowledged that they each formed a link in a

chain and a weak link can render that chain defective. The event had the

functions of strengthening inter-connectivity between key stakeholders and

facilitating joined-up action to tackle the task of improving social equity.

…………improving the inclusiveness of VET schools

Schools are microcosms of wider society and everything must be done to

ensure their inclusiveness; social inclusion of young people is of course

dependent on myriad external factors. The project ‘opened up’ the world of

the school and examined inclusion policies and practices from within

(engaging principals, teachers, learners) and outside (engaging external

stakeholders) in order to identify and champion measures for change.

RECOMMENDATIONS FOR PROVISION

Management: A proactive approach,

collaborative and innovative; e.g.

include learners in the management,

ensure cooperation with local

community

Build up a whole-school approach to

quality improvement for VET equity

and relevance- the organizational

structure should proactively facilitate

inclusion

Strengthen learner-centered learning

processes, foster positive learning

attitudes

Upgrade the skills and professionalism

of VET learning facilitators through

formal and non-formal professional

development

Create a friendly environment

Offer individual guidance and

psychological counseling, when

needed

Improve the capacity to prevent

dropout through expert identification

of its causes

Support more extra-curricular

activities, including volunteer

internships, voluntary work, and

greater involvement with youth clubs

and other community organisations

This project is timely as the EU steps up its internal and external policies and measures to

combat the alarmingly high rates of youth unemployment that threaten social cohesion.

This project identifies policy actions that could play a role in combating youth

unemployment. Project findings are feeding into ETF work, as follows: Improving ETF corporate knowledge and competence on VET and social inclusion

Re-shaping the Torino Process analytical framework to better support partner countries to

gather, analyse and use evidence to support reform for more inclusive VET.

Tailoring EU policies as guiding lights for reform

Building on achievements and disseminating good examples of policy and practice.

YOU NEED SKILLS FOR THIS!

RECOMMENDATIONS FOR POLICY

Build up a policy-supportive research

capacity and evidence base

Ensure a complete range of prevention,

intervention and compensation related

policy measures

Improve co-operation between

Ministries/Agencies involved in setting

the institutional and policy framework for

inclusive education, more integration

between education and social policies-

measures should be mutually reinforcing

Bridge the gaps make an early start and

break the cycle of inequity

Strengthen the relevance of VET/VET

qualifications for employability

Fortify engagement in VET of employers,

social partners, civil society and local

government institutions

Ensure that there is a full chain of support

from education and training through to

employment

Upgrade the skills and professionalism of

VET learning facilitators for the dual

purposes of school-based VET (societal

and economic), especially for fostering

inclusive environments

Expand and enhance guidance and

counselling.

PAGE 3 BRIEF REPORT

WHAT AN IMPACT!

Since the country reports were completed in the early months of 2013 participants

reported on measures introduced and ‘in the pipeline’ that directly respond to the report

recommendations. Some of these measures are clustered under the headings:

Equity gains recognition as a function of VET

Bosnia-Herzegovina: Goals for social inclusion are incorporated in strategic documents.

Israel: This research enabled us to identify the unique equity needs of the VET system.

Kosovo: There has been a strengthening of social inclusion references in policy papers.

Macedonia: Views on the meaning of social inclusion have expanded; isolating the

specific aspects of this multi-faceted issue help us to tackle its complexity.

Montenegro: This project was the first ever to connect VET and social inclusion.

Turkey: The project is referenced in the new policy paper (2014 – 2018).

Evidence is becoming available to support policy

Bosnia-Herzegovina: The project demonstrated that investments in social inclusion are less

expensive than the costs of dealing with socially excluded people.

Croatia: The project serves as an evidence-based tool for advocating social inclusion as a

VET policy concern and putting this on the political agenda.

Kosovo: The evidence on the extent of social inclusion within pilot schools is being

disseminated. The number of social inclusion indicators has increased.

Macedonia: The e-diary database has been established to track attendance records.

Turkey: The project introduced questionnaires at school level for international comparison

in the field of social inclusion for the 1st time.

Stakeholders are collaborating more effectively

Israel: Better co-ordination between the Ministry of Economy and the Ministry of Education

and other institutions/stakeholders responsible for VET; Strengthened ties between schools

and the local municipality allowing more apprenticeship jobs in civic institutions; NGO co-

operation focusing on professional development for VET teachers and experts.

Kosovo: Enhanced awareness of the role of social partners in social inclusion.

Serbia: New model of practice and co-operation with employers.

Capacity-building to improve VET equity

Bosnia and Herzegovina: Advisers for social inclusion are now employed in pedagogical

institutions.

Israel: Professional development for VET teachers and vocational experts - recruit, train

and empower quality teachers for the VET system.

Kosovo: Training of career guidance officers specifically for low performers.

Montenegro: Focusing on the continuous professional development of VET staff.

Improving equity by improving quality

Croatia: Social inclusion of vulnerable groups has been recognized in the new National

Strategy for Education, Science and Technology in the areas of: curriculum and

assessment; extended support for pupils and quality assurance.

Israel: Reforming the Apprenticeship Law - promoting obligatory collaboration with

industries to ensure students receive assistantship promotion of the good image of VET.

Improving VET schools’ infra-structure and facilities.

Montenegro: Defining quality standards related to equity.

Serbia: Implementing new standards and indicators for self-evaluation and external

evaluation for VET schools; promoting apprenticeship qualifications.

Turkey: We are tackling the challenging issue of VET quality assurance.

Equitable access and retention policies and measures

Albania: VET selection barriers have fallen and for the first time part-time education is on

offer to 17 year-olds and over.

Macedonia: Testing for professional orientation has been introduced prior to enrolment in

VET. Employers and government are collaborating on enrolment policy.

Serbia: Adaptation of students’ learning achievements for students with special needs.

Guidance measures to promote inclusion

Israel: Improved career services for students and graduates.

Macedonia: The government has introduced guidance services for parents of young

persons ‘at risk’ of social exclusion. Counselling will be introduced for students.

Montenegro: Introduction of guidance in VET schools.

Serbia: Legislation for career guidance in VET schools. A new model of annual planning of

pedagogues and psychologists in VET schools.

School-based action for equity

Albania: Pilot schools are being mobilised to develop social inclusion strategies, responsive

to returned emigrants and people with disabilities.

Bosnia-Herzegovina: Project used to identify ideas for IPA funding, e.g. development of

social inclusion index for schools, “friendly school for all students”, improvement of school

infrastructure, cross-border co-operation between schools.

Croatia: Follow-up project aims at the development of action plans for addressing social

equity and inclusion issues within schools included in initial project (financed with national

resources); the project is led by the Croatian Youth Network.

Israel: Bringing in high level professionals as visiting teachers, increasing school

involvement with the community, employers and parents.

Kosovo: Enhanced awareness of the responsibility of schools to implement social inclusion

mechanisms e.g. incorporate social inclusion actions in school development plans

Turkey: Reduced cost meals, free extra-curricula activities for low income students.

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The Dilemmas

Where do we Stand?

Vocational Students by Year

(Based on data published by CBS)

Vocational Classes by Year

Excellence in achievements – study tracks

Psychology / Sociology

Business

management

Biology

Art / Graphic design

Physics

Software engineering / Computer sciences

Media, TV and cinema

Electronic engineering

Robotics / Biomedicine

Roboner – participation in

international competition

ORTiada- increased number of participants and tracks represented

Outstanding young business

entrepreneurs

National final in navigation in

all teams

Excellence in achievements - competitions

Fact:

Among the highest

matriculation eligibility

level in the country