Libya’s Board for Technical and Vocational Education together with the ETF held a workshop  in the capital Tripoli that launched the Torino Process, a review of the state the vocational education and training (VET) in the country. The meeting at the College for Tourism and Hospitality in Tripoli on 12 December was opened by Fathi Akkari, Deputy Minister of Higher Education, who is in charge of the Board.
The event was also an opportunity for the participants to learn about the ETF’s current activities in Libya, the new EU-funded regional project on governance for employability in the Mediterranean (GEMM), and about the opportunities to network and learn from peers at various events, which the ETF will organise in the region and beyond.
‘What we expect from the Torino Process in Libya is a shared, evidence-based analysis of the challenges facing VET system and the ways forward’, said Mounir Baati, ETF country manager for Libya. Mr Baati identified a number of critical points in vocational education and training in Libya, among them:

•    the fact that VET reform is a new issue in the country,   
•    stakeholders are not used to work together, their roles are often new to them,
•    the accurate data on labour market are hard to obtain.

At the meeting a steering committee and a working group was agreed to be set up within the next four weeks. The working group will gather data and evidence, review the existent literature and report back to the committee. The initial findings will be presented to the ETF in the first half of 2013. Read more...

05 February 2013 - 06 February 2013, Copenhagen. Each year the Ministry of Children and Education organises an R&D conference in order to spread and utilize the experience and results of research and development projects and other development work in training.

Curriculum reform in Europe - The impact of learning outcomes
The past decade has seen intense curriculum reform in vocational education in Europe. This has been the result of national policies that seek to make vocational training more attractive, efforts to make economies more competitive by developing skills, and the introduciton of European policies and tools for transparency. Learning outcomes now provide the foundation for curriculum design in all European countries, but these are not understood in the same manner in all countries.
This Cedefop comparative study looks at how curriculum reform based on learning outcomes has affected two sectors: tourism and electronics. The study covers 32 countries participating in Education and Training 2020. Download Curriculum reform in Europe.

Trends in VET policy in Europe 2010-12 - Progress towards the Bruges communiqué
European countries have set themselves 22 specific goals by 2014 to support their long-term vision for vocational education and training (VET). This report is a first step in understanding progress by mid-2012 towards these goals, endorsed in 2010 in the Bruges communiqué to help achieve the Europe 2020 agenda. Attention has clearly focused on helping young people remain in, and return to, education and training through work-based learning routes. Building on their joint work in the last decade, countries have advanced in setting up qualifications frameworks and devising approaches to assure quality in VET, but much work is still in the planning stage. More attention to the professional development of VET staff, better monitoring of VET labour market outcomes, and considering incentives where appropriate, could help progress in the coming years. Download Trends in VET policy in Europe 2010-12.

VET-Alert - Just published on Vocational Education and Training - no 12 - December 2012 issue
VETAlert is a monthly selection of publications on vocational education and training available from Cedefop’s bibliographic database VET-Bib. Please subscribe to VET-Alert and you will receive this monthly review in your mailbox. Cedefop's "VETAlert" for December 2012 is now available for download: www.cedefop.europa.eu.
Abstract
Créativité et innovation dans les territoires: une stratégie d'avenir? 5e Université d'été "Emploi, compétences et territoires" / Michun, Stéphane [Creativity and innovation in the territories: a strategy for the future? 5th summer University « Employment, skills and territories ».] -- In Relief, No 38 (juillet 2012), 84 p. Marseille: CEREQ, 2012. 84 p. - ISBN 978-2-11-098951-2 ISSN 1763-6213, France.
Les observatoires prospectifs des métiers et des qualifications: des outils pour agir / d’Agostino, Alexandra; Delanoë, Anne [The prospective observatories of the trades and qualifications: tools for action] -- In Bref CEREQ, No 297-2 (Mars 2012), 4 p.. Marseille: CEREQ, 2012. 4 p. ISSN 2116-6110, France.
Apprentissage et professionnalisation: nouveaux potentiels, nouveaux financements / Tugal-Garraud, Marie [Apprenticeship and professionalisation: new potentials and new funds.]. Saint-Denis-La Plaine: Centre Inffo, 2011. 53 p. (Dossier documentaire). - ISBN 978-2-84821-205-0 ISSN 1269-1518, France.
CPRDFP 2011-2014/2015: orientations et gouvernance / Conseil national de la formation professionnelle tout au long de la vie [CPRDFP (Regional Contract of the Plan for the Development of Vocational Training) 2011-2014/2015: guidelines and governance.]. Paris: CNFPTLV, 2012. 8 p. (Jalons de la formation professionnelle). France.
Emploi des jeunes: synthèse des principales données relatives à l'emploi des jeunes et à leur insertion / Colin, Christel [Youth employment: a synopsis of the main data related to employment of young adults and to their inclusion.]. Paris: DARES, 2011. 63 p. (Document d'études; 166). France.
Formation professionnelle: pour en finir avec les réformes inabouties / Cahuc, Pierre; Zylberberg, André [Vocational training: how to do away with incomplete reforms.]. Paris: Institut Montaigne, 2011. 60 p. France.
Pour une approche circonstanciée de l'apprentissage / Romani, Claudine [For a detailed approach of the apprenticeship.] -- In Bref CEREQ, No 299-1 (Mai 2012), 4 p.. Marseille: CEREQ, 2012. 4 p. ISSN 2116-6110; France.
Les pays partenaires de la France dans les programmes européens d'éducation: Fiche No 5 / Agence Europe-Education-Formation France [The partner countries of France for the European programmes of education: fact sheet No. 5.] -- In Soleoscope, No 5 (Avril 2012), 6 p.. Bordeaux: Agence Europe-Education-Formation France, 2012. 6 p. France.
Les programmes européens et les stages professionnels: Fiche No 4 / Agence Europe-Education-Formation France [The European programmes and the vocational internships: Fact sheet No. 4.] -- In Soleoscope, No 4 (Février 2012), 6 p. Bordeaux: Agence Europe-Education-Formation France, 2012. France.
L'ingénierie de formation pour les publics adultes migrants: dossier / Verdier, Eric; Lembas, Elise [Training engineering for adult migrant: file.] -- In Savoirs et formation, No 77 (Juillet-Août-Sept. 2010), p. 8-19. Montreuil: AEFTI, 2010. ISSN 0769-6094; France.
Le retour en formation en début de vie active: un effet ambivalent sur l’accès à l’emploi / Arrighi, Jean-Jacques; Mora, Virginie [The return to training in the begining of the working life: an ambivalent effect on employment access.]. Marseille: CEREQ, 2011. 78 p. (Net.Doc; 83). ISSN 1776-3177. France.
VETAlert - no 11 - November 2012
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VETAlert - no 3 - March 2012
VETAlert - no 2 - February 2012
VETAlert - no 1 - January 2012.

The ETF held a seminar in Baku, Azerbaijan on 27 November 2012 to discuss and validate the Torino Process policy analysis. The event was attended by government representatives, educational authorities and other local and international stakeholders. Following the assessment led by ETF in the previous edition of the Torino Process, Azerbaijan carried out a self-assessment exercise. The ETF supported drafting the new chapter on governance which opened up many issues for discussion.
Namig Mammadov, head of the vocational education and training (VET) department in the Ministry of Education, who led the seminar and introduced Torino Process 2012, emphasised that the critical comments in the report were meant to support the VET improvements in Azerbaijan. Mr Mamadov said that the vast economic development achieved by Azerbaijan in the past decade has created different expectations of vocational education.
The 2007-2012 State Programme for Vocational Education and the Employment Strategy have helped to support initiatives to turn VET into a more modern responsive system. The effects of these measures are only starting to become evident with newly developed occupational and educational standards, modern curricula and refurbished schools.
‘Still more changes are needed,’ said Arjen Deij, ETF expert and country manager for Azerbaijan. ‘This includes measures in the area of governance, building more bridges with employers, and enabling schools to respond better to the local and regional developmental needs.’
Rza Zulfuqarzade from the EU delegation in Baku explained that despite the difficulties, the EU is looking upon ways to help the VET system to meet these challenges. One of the clearest messages of the Torino Process report draft is the necessity to strengthen the country’s capacities to implement reforms at all levels.

VET for social inclusion and cohesion: ETF launches new research
The ETF, together with KulturKontakt Austria, will host a workshop on the role of vocational education and training in social inclusion and cohesion in Vienna on 3-5 December.
The recently started ETF action research project will be discussed with the team from the London School of Economics Research on South Eastern Europe and some 70 stakeholders from the Western Balkan countries, Turkey and Israel.
The research project uses the methodology of participatory action research, in which a wide range of stakeholders, including national and local policy makers, school professionals, students, employers, researchers and civil society organisation representatives from the "community of practice," are consulted to ensure that the project addresses the relevant issues.
‘The research is based on the view that a school is an integral part of the community in which it functions,’ says Lida Kita, who is in charge of the project at the ETF. ‘Schools are key actors in the local "skill development system," along with the employers, local government, trade unions and NGOs.
The meeting will also be an opportunity to learn from the Austrian experience. The participants will visit VET schools and will talk to representatives of the Austrian Federal Ministry for Education, the Arts and Culture, the Austrian Federal Ministry of Economy, Family and Youth and other relevant institutions.
Background of the project
The profound economic and societal changes in the Western Balkans and Turkey have resulted in great inequities in the access to and participation in education, training and employment. This situation is shared by Israel’s minorities and vulnerable groups. The resulting skill mismatches gave rise to long term unemployment, poverty and social exclusion of young people and older workers alike.
‘Although skill mismatches should ideally be addressed by vocational education and training national systems have failed to provide this vital function,’ says Ms Kita. ‘In omitting to equip the most disadvantaged workers with appropriate skills they have also failed to fulfil their role of supporting social inclusion at an individual level and social cohesion at a societal level.’
The Western Balkans and Turkey, share common present-day aspirations for EU membership and are involved in the process of accession to the European Union, although at various stages.
Combating social exclusion and poverty is among the key priorities of the European Union. Building a more inclusive Europe is vital to achieving the European Union’s goals of sustained economic growth, more and better jobs and greater social cohesion, as reiterated by the Europe 2020 strategy. Therefore, social inclusion is a policy area highly relevant to the candidate countries and the potential candidates.
This has prompted the ETF to launch a regional intervention in the Western Balkans, Turkey and Israel to deal with linkages between VET and social inclusion. With this regional action research project, carried out in cooperation with three VET schools/training centres in each of the countries, ETF aims to deepen the understanding of the main barriers and potential opportunities for building inclusive and equitable VET systems vis-à-vis the current socio-economic challenges in the in the Western Balkans, Israel and Turkey.
The research will look into the holistic-school approach towards inclusion in education, i.e. incentives and barriers in developing whole-school systems and cultures to foster the participation and achievement of all students.
The ETF - European Training Foundation is an EU agency that helps transition and developing countries to harness the potential of their human capital through the reform of education, training and labour market systems in the context of the EU's external relations policy. We are based in Turin, Italy, and are operational since 1994.

In the EU, 79% of vocational education graduates were working in 2009.
Reducing unemployment, increasing employability and ensuring better job quality and working conditions are key European Commission priorities. Vocational education seems to be a contributing factor.
Several indicators are considered in this survey. First, the 25-29 year-old population is broken down by level and orientation of educational attainment. For medium-level graduates of the same age, three more factors are taken into account: current employment rates for non-students, time elapsed from graduation to the first job lasting longer than three months, and length of time spent in the first job.
Key points
- A 79% of vocational education graduates at medium level were employed in 2009, compared to 75% for general graduates. The difference is twice as much for 20-24 year-old non-students (8.2%).
- VET graduates tend to find a job slightly more quickly: of employed 25-29 year-olds, 85% found a job within 11 months, compared to 80% for general graduates.
- VET graduates are more likely to stay longer in a job: 34% stayed in their first job for four years or longer, compared to 29% for general graduates. This could point to a slightly better match among VET graduates between the skills needed for the job and those of the individual.
- Although short-term employment prospects are better for vocational graduates, there are worrying signs, according to Cedefop’s medium-term skill forecast. Fewer job openings in occupations traditionally filled by VET graduates will be entirely new, compared to occupations usually filled by higher education graduates. In the longer term, vocational education graduates would be well advised to continue training to ensure their skills are up to date.
These and similar findings are available in Cedefop’s new report, From education to working life: the labour market outcomes of vocational education and training.
Notes
Data originate from the EU labour force survey ad hoc module 2009 on the entry of young people into the labour market, and are subject to its methodology. Data were processed by Cedefop based on extractions provided by Eurostat. In interpreting the data, possible differences in national implementations of the EU LFS should be taken into account.
Indicators on time from graduation to work and average time in the first job exclude Germany. The first job is a job lasting longer than three months. Data date back to 2009, at which point EU Member States had been affected by and responded to the crisis in different ways.

The "EQAVET Quality Cycle" is a new online tool developed by the European Quality Assurance in Vocational Education and Training (EQAVET) network which helps Member States and vocational education and training (VET) providers to enhance the quality of VET.
The tool is based on the guidelines of the European quality assurance reference framework for VET and helps to adapt these guidelines to the situation in each country.
The tool assists VET systems and providers to:

• evaluate their approach to quality assurance;
• examine how other Member States and VET providers in Europe operate their quality assurance system;
• explore new ideas relating to the design of national, regional or institutional quality assurance systems;
• stimulate further thinking on how to introduce or develop quality assurance mechanisms.

The tool is available at:

• For VET systems: http://www.eqavet.eu/index.html
• For VET providers: http://www.eqavet.eu/index2.html

More information
Leaflet "EQAVET Quality Cycle"
See also Using ECVET for Geographical Mobility, The European Quality Assurance Reference Framework for Vocational Education and Training (EQAVET), Partnerships for lifelong learning in Europe: Towards greater permeability, Supporting modernisation of VET systems, Mainstreaming ECVET to practitioners, Quality assurance and Transparency.