Mapping of VET Educational Policies and Practices for Social Inclusion and Social Cohesion
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Mapping of VET Educational Policies and Practices for Social Inclusion and Social Cohesion CFT/12/ETF/0005 Interim Report November 2012 LSE Enterprise contact details LSE Enterprise Limited London School of Economics and Political Science Eighth Floor, Tower Three Houghton Street London WC2A 2AZ Tel: +44 (0)20 7955 7128 Fax: +44 (0)20 7955 7980 Email: [email protected] Web: lse.ac.uk/enterprise ETF PROJECT: Mapping of VET educational policies and practices for social inclusion and social cohesion ______________________________________________________________________ TABLE OF CONTENTS Project Overview Aims and Objectives 4 Methodological Approach 8 Research Objectives 12 Appendices 1: Schools 18 2: In Depth Interviews at National Level 20 3: In Depth Interviews at Local Level 23 4: Teacher questionnaire - draft 24 5: Student questionnaire - draft 33 Country reports Albania 40 Bosnia and Herzegovina 84 Croatia 102 Israel 114 Kosovo 142 Macedonia 162 Montenegro 186 Serbia 204 Turkey 216 3 ETF PROJECT: Mapping of VET educational policies and practices for social inclusion and social cohesion ______________________________________________________________________ PROJECT OVERVIEW AIMS AND OBJECTIVES The aim of the project is to deepen our understanding of the main barriers and potential opportunities for building inclusive and equitable VET systems in the Western Balkans, Turkey and Israel, given the current social and economic challenges facing the region. It aims to provide new evidence on the role of VET in combating social inclusion and contributing to building more cohesive societies. The project also aims to assist capacity building of national stakeholders to establish appropriate policies and practises to enhance the contribution of VET to the promotion of skills, socialization, civic values, social inclusion and social cohesion. To achieve these aims, research teams in nine countries are investigating the impact of VET practice and policy on social inclusion and social cohesion taking into account the community effects of VET. 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 relevant issues related to the role of VET in social inclusion and cohesion. The research is based on the view that a school is an integral part of the community in which it functions and a key actor, along with others such as employers, local government, trade unions and NGOs in the local ‘skill development system’. Sequencing of research activities The first phase of the project aims to identify and analyse educational policies and practices in vocational education, highlighting specific transformative approaches to education policy and practice at the macro (VET system and 4 ETF PROJECT: Mapping of VET educational policies and practices for social inclusion and social cohesion ______________________________________________________________________ policy) and micro (vocational schools) level. It draws on information gained through three case studies of selected schools in each of the nine participating countries. The case studies are designed to identify successful approaches in vocational schools that foster the participation and achievement of all students. The research findings will support recommendations and conclusions on possible strategies and practices for vocational schools in promoting social inclusion and cohesion. This Interim Report reflects the progress of the first phase of the research up to mid-November 2012. This first phase (country focused research) will be completed in March 2013. A second phase of the research will involve cross- country comparisons and syntheses of the research findings. The interim reports of the work carried out so far in the nine countries are included in this report in appendices. They report on the status of the project prior to the commencement of detailed field work in the case study schools and their local communities. Research Tasks –report on progress In this section we set out the six key research tasks develop in the Inception Report (LSE Enterprise, 2012) and identify the key research findings that have emerged so far at this early stage of the research. Research Task 1: to map the different policies towards VET, social inclusion and social cohesion in the WBTI countries and assess the relationship between them. This task will be carried out through documentary analysis followed by a series of focus groups and in-depths interviews with policy makers and policy advisors at national level including representatives of relevant government ministries and agencies, social partners, representatives of CSOs. Thus far a significant amount of documentary analysis has been achieved, providing a thorough understanding of current policy towards the VET system in each country and the relationship to social inclusion and social cohesion at a policy level. Most country teams have established National Advisory Boards and 5 ETF PROJECT: Mapping of VET educational policies and practices for social inclusion and social cohesion ______________________________________________________________________ initial meetings have been held with these with the aim to validate and guide the research process in each country. Some initial in depth interviews have been carried out and this element of the research is currently in progress. Research Task 2: to map the influence of selection and tracking on social inclusion in the WBTI countries. This will be done through face-to-face semi-structured interviews with the directors, other managerial personnel, and teachers in three case study VET schools in each country and with key informants at in the respective local communities including local employers, trade unionists community leaders, and NGO/CSO representatives. Where feasible, a student questionnaire will also be implemented and analysed in each case study school to identify reasons for choice of tracks and characteristics of students. This will supplemented where possible analysis of relevant data at national and local level. The vocational schools that are involved in the research have been selected in each country. Several Local Advisory Boards have been established in the case study communities based around the selected vocational schools. Research Task 3: To map the extent of drop-out from vocational education in the WBTI countries and assess the influence of drop-put on social inclusion This will be done through face-to-face semi-structured interviews with the directors, other managerial personnel, and teachers in three case study VET schools in each country and with key informants at in the respective local communities including local employers, trade unionists community leaders, and NGO/CSO representatives. This will supplemented where possible analysis of relevant data at national and local level. Thus far fieldwork has not yet begun at school level and so no specific information about the dropout problems in the case study schools is available. However, several country teams have gathered information about drop out rates at national level. 6 ETF PROJECT: Mapping of VET educational policies and practices for social inclusion and social cohesion ______________________________________________________________________ Research Task 4: To map the different patterns of school-based vocational education and apprenticeship systems and assess their influence on social inclusion in the WBTI countries This task will be carried out through documentary analysis followed by a series of focus groups and in-depths interviews with policy makers and policy advisors at national level including representatives of relevant government ministries and agencies, social partners, representatives of NGOs/CSOs. Where feasible, a teacher questionnaire will also be implemented and analysed in each case study school to identify patterns of school-based vocational education practice and work placement as well as teacher characteristics. This will supplemented where possible by analysis of relevant data at national and local level. So far, some initial exploration of school based education processes has been carried out at national level, but since the local field work has not yet begun there is little to report about education processes within individual schools. A teacher questionnaire and an associated student questionnaire have been developed and will be implemented in each country by the research teams in collaboration with the school Directors and their staff to gain a deeper insight into the processes within the school relating to the educational experience and its influence on social inclusion. The questionnaires will also be supplemented by in depth interviews with key informants within the schools and the local communities. Research Task 5: To map the transition from vocational education to work in the WBTI countries and assess the different ways in which this transition reflects differences in social inclusion. This will be done through face-to-face semi-structured interviews with the directors, other managerial personnel, and teachers in three case study VET schools in each country and with key informants at in the respective local communities including local employers, trade unionists community leaders, and NGO/CSO representatives. Where