How can we establish strong linkages between actors
from the education and employment systems?
Workshop with Prime Minister Vučić, at the Chamber of Commerce and Industry of Serbia, Belgrade 12.09.2016
Dr. Ursula Renold, Swiss Economic Institute, ETH Zurich
||
1. Functions of education systems and the purpose of
VET
2. Comparing VET systems
2.1 Analytical framework to compare VET systems
2.2 KOF Youth Labor Market Index
2.3 KOF Education-Employment Linkage Index
3. Why is Switzerland so strong?
4. How can we establish strong linkages between actors
from the education and employment systems?
5. Possible next steps in Serbia
Overview
Dr. Ursula Renold, Swiss Economic Institute, ETH Zurich 12.09.2016 2
||
There are three main functions of the education system.
We analyze them to find out the extent to which:
a. individuals are enabled to independently shape their own
biographies, their relationships to their environments, and lives in the
community (individual control ability),
b. the abilities required on the labor market are made available, thus
securing the volume of labor, quantitatively and qualitatively,
that is necessary for prosperity and social development
(human capital), and
c. social participation is ensured, including the aspect of social
cohesion (equality of opportunity / equity).
Functions of education systems
Source: Klieme et al. 2006
12.09.2016Dr. Ursula Renold, Swiss Economic Institute, ETH Zurich 3
||
Hence, the main focus is on preparing young people for
the labor market by organizing a meaningful and
effective educational process.
However, offering progression routes within the whole
education system (permeability no dead end
education) makes VET attractive for all youngsters.
What is the purpose of VET?
12.09.2016Dr. Ursula Renold, Swiss Economic Institute, ETH Zurich 4
||
Curriculum Design
Phase
Curriculum Application
Phase
Curriculum Feedback
Phase
Outcomes
on the labor market
Meaningful and effective educational processes:
The concept of the VET Curriculum Value Chain
12.09.2016Dr. Ursula Renold, Swiss Economic Institute, ETH Zurich 5
||
1. Functions of education systems and the purpose of VET
2. Comparing VET systems
2.1 Analytical framework for comparing VET systems
2.2 KOF Youth Labor Market Index
2.3 KOF Education-Employment Linkage Index
3. Why is Switzerland so strong?
4. How can we establish strong linkages between actors
from the education and employment systems?
5. Possible next steps in Serbia
Overview
Dr. Ursula Renold, Swiss Economic Institute, ETH Zurich 12.09.2016 6
||
Analytical Framework: Comparing VET Systems
Governance
Educational
Processes(Curriculum Value Chain)
Theoretical
Framework
12.09.2016Dr. Ursula Renold, Swiss Economic Institute, ETH Zurich 7
||
Encoding Programming
Reflection of unit Professional Career Education
Structuring of
operations
Pass / Fail VET Curriculum
Encoding Programming
Reflection of unit Wage Labor Market
Structuring of
operations
Payment /
Non-payment
Skills supply and
demand for labor
Coupling or linkage
mechanisms
VET system code and programming (own depiction)
Employment system code and programming (own depiction)
System Theory:
Linkage between Education & Employment Systems
Ed
uc
ati
on
Em
plo
ym
en
t
12.09.2016Dr. Ursula Renold, Swiss Economic Institute, ETH Zurich 8
||
Curriculum Design
Phase
Curriculum Application
Phase
Curriculum Feedback
Phase
Outcomes
on the labor market
VET Curriculum Value Chain leads to outcomes
on the labor market (employment system)
12.09.2016Dr. Ursula Renold, Swiss Economic Institute, ETH Zurich 9
||
1. Functions of education systems and the purpose of VET
2. Comparing VET systems
2.1 Analytical framework for comparing VET systems
2.2 KOF Youth Labor Market Index
2.3 KOF Education-Employment Linkage Index
3. Why is Switzerland so strong?
4. How can we establish strong linkages between actors
from the education and employment systems?
5. Possible next steps in Serbia
Overview
Dr. Ursula Renold, Swiss Economic Institute, ETH Zurich 12.09..2016 10
||
Correlation between Youth Unemployment Rate
and KOF Youth Labor Market Index
0
1
2
3
4
5
6
7
8
0 10 20 30 40 50 60 70
KO
F Y
ou
th L
ab
ou
r M
ark
et
Ind
ex
Youth Unemployment Rate
12.09.2016Dr. Ursula Renold, Swiss Economic Institute, ETH Zurich 11
||
The KOF YLM Index Tool
Interactive web tool for your
personal use:
http://viz.kof.ethz.ch/public/yunemp/
12.09.2016Dr. Ursula Renold, Swiss Economic Institute, ETH Zurich 12
||
0.00
1.00
2.00
3.00
4.00
5.00
6.00
7.00Unemployment rate
Relaxedunemployment
rate
NEET rate
Temporaryworker rate
Involuntarypart-time
worker rate
Atypical workinghours rate
In workat risk of poverty
rate
Vulnerableemployment rate
Formal educationand training
rate
Skills mismatchrate
Relativeunemployment
ratio
Incidence of long-term
unemployment…
Switzerland2013
Finland2013
KOF Youth Labor Market Index – Spiderweb Chart of Scores 2013
The further a value is from
the center, the more positive
the situation is for the
relevant indicator. If the value
is zero, this means that no
data are available for this
indicator in the country
Concerned.
12.09.2016Dr. Ursula Renold, Swiss Economic Institute, ETH Zurich 13
||
2.00
2.50
3.00
3.50
4.00
4.50
5.00
5.50
6.00
6.50
7.00
1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013
Nr.
of
ava
ila
ble
in
dic
ato
rs u
se
d in
th
e
ca
lcu
lati
on
of
the i
nd
ex
Yo
uth
La
bo
r M
ark
et
Ind
ex
Switzerland Finland France Italy
KOF Youth Labour Market Index over time
(Source: Renold, Ursula, Bolli, Thomas, Egg, Maria Esther, Pusterla, Filippo: On the Multiple Dimensions
of Youth Labor Markets, KOF Studies, 51, Zurich, 2014)
12.09.2016Dr. Ursula Renold, Swiss Economic Institute, ETH Zurich 14
||
Correlation: VET approach and KOF YLMI - I
Quelle: OECD (2015)
Percentage of school-based VET
12.09.2016Dr. Ursula Renold, Swiss Economic Institute, ETH Zurich 15
||Source: OECD (2015)
Percentage of combined school-/workplace-based VET
Correlation: VET approach and KOF YLMI - II
Switzerland
12.09.2016Dr. Ursula Renold, Swiss Economic Institute, ETH Zurich 16
||
1. Functions of education systems and the purpose of VET
2. Comparing VET systems
2.1 Analytical framework for comparing VET systems
2.2 KOF Youth Labor Market Index
2.3 KOF Education-Employment Linkage Index
3. Why is Switzerland so strong?
4. How can we establish strong linkages between actors
from the education and employment systems?
5. Possible next steps in Serbia
Overview
Dr. Ursula Renold, Swiss Economic Institute, ETH Zurich 12.09..2016 17
||
Education system Program: Curriculum
Code: Passing/failing: career
Employment system Program: Labor market
Code: Payment/Non-Payment: Wages
Generally, linkage is in all the
processes where actors from the
education and employment
systems interact in VET.
It should help improve graduates’
labor market outcomes.
What is education-employment linkage?
Labor Market Outcomes
Hyp
oth
esis
Education
System
Employment
System
Linkage
12.09.2016Dr. Ursula Renold, Swiss Economic Institute, ETH Zurich 18
||
Defining linkage:
An equilibrium of power
between actors from the
education system and
employment system during
VET processes.
What goes into power
sharing?
Linkage as an equilibrium of power
Education Employment
Lin
kag
e
Power
Optimal
Linkage
12.09.2016Dr. Ursula Renold, Swiss Economic Institute, ETH Zurich 19
||
Dimensions and subdimensions
Dimensions
Su
bd
ime
ns
ion
s
Curriculum Design
Phase
Curriculum Application
Phase
Curriculum Feedback
Phase
Qualification standards determination
Examination form determination
Involvement quality
Learning place
Workplace regulation
Cost sharing
Equipment provision
Teacher provision
Examination
Information gathering
Update timing
12.09.2016Dr. Ursula Renold, Swiss Economic Institute, ETH Zurich 20
||
KOF EELI: Results by country
0
1
2
3
4
5
6
7Focus Countries
Secondary Countries
Average
12.09.2016Dr. Ursula Renold, Swiss Economic Institute, ETH Zurich
KO
F
EE
LI
(Education
-Em
plo
ym
ent
Lin
kage Index)
21
||
Correlations between KOF EELI and KOF YLMI
12.09.2016Dr. Ursula Renold, Swiss Economic Institute, ETH Zurich 23
||
1. Functions of education systems and the purpose of VET
2. Comparing VET systems
2.1 Analytical framework for comparing VET systems
2.2 KOF Youth Labor Market Index
2.3 KOF Education-Employment Linkage Index
3. Why is Switzerland so strong?
4. How can we establish strong linkages between actors
from the education and employment systems?
5. Possible next steps in Serbia
Overview
Dr. Ursula Renold, Swiss Economic Institute, ETH Zurich 12.09.2016 24
||
Governance: Impact on Curriculum Value Chain
Government(central)
Companies
Schools,
providers
Professional
organizations(Trade Unions)
Cantons
SFIVET
Curriculum Design
Phase
Curriculum
Application Phase
Curriculum
Feedback Phase
Outcomes
VPET multilevel governance
Public-private
Partnership
defined by law
12.09.2016Dr. Ursula Renold, Swiss Economic Institute, ETH Zurich 26
||
Public-Private-Partnership:Setting stimulating incentives for VET success
Training costs are shared among
public and private partners.
Firms profit during training from
apprentices’ productive output.
Dr. Ursula Renold, Swiss Economic Institute, ETH Zurich 12.09..2016 27
||
Job Market Monitor Switzerland 1950-2014
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Perc
en
tag
eo
fjo
bo
ffer
Poly. (compulsory education) Poly. (apprenticeship TVET)
Poly. (higher education (tertiary A or B)) Poly. (experience)
Poly. (Soft Skills)
Source: Stellenmarkt Monitoring, Universität Zürich Dr. Ursula Renold, Swiss Economic Institute, ETH Zurich 12.09.2016
Not easy to teach in school
28
||
1. Functions of education systems and the purpose of VET
2. Comparing VET systems
2.1 Analytical framework for comparing VET systems
2.2 KOF Youth Labor Market Index
2.3 KOF Education-Employment Linkage Index
3. Why is Switzerland so strong?
4. How can we establish strong linkages between actors
from the education and employment systems?
5. Possible next steps in Serbia
Overview
Dr. Ursula Renold, Swiss Economic Institute, ETH Zurich 12.09..2016 29
||
How can we establish strong linkages?
The main features of VET in top performing countries are:
• Employers are involved in
setting qualification standards
deciding when an update needs to happen
setting examination form
• Students spend most of their time in the workplace instead
of the classroom
12.09.2016Dr. Ursula Renold, Swiss Economic Institute, ETH Zurich
Most important factor:
Employers and their associations must be involved!
30
||Dr. Ursula Renold, Swiss Economic Institute, ETH Zurich 12.09.2016
How to establish strong linkages:
1) Start by launching a dialogue among stakeholders
The first and most important step to digesting KOF EELI results
(or other research results) for any country is launching
a dialogue among stakeholders on questions such as:
• Do we agree with the findings? If no, why?
• Are there any results we find surprising?
• Are there any bad results that we already knew about?
• Do we have a strategy on where to start to reform the system?
• Do we have all the information we need to start a reform process?
• Do we have enough resources and expertise to start a
reform process?
• Do we have a strategy how to organize “buy-in” from companies?
31
||
Skills
Discussion about the role of employers:
Consumer of skills OR Producer and Consumer
Labor
Market
Education
System
Supply of
Skills
Employ-
ment
System
Demand
for Skills
Skills
Skills
Education
System
Supply of
SkillsEmploym
ent
System
Employ-
ment
System
Labor
Market
Skills
Employers as consumers of skills Employers as producers and
consumers of skills
Cooperation
12.09.2016Dr. Ursula Renold, Swiss Economic Institute, ETH Zurich 32
||
1. Functions of education systems and the purpose of VET
2. Comparing VET systems
2.1 Analytical framework for comparing VET systems
2.2 KOF Youth Labor Market Index
2.3 KOF Education-Employment Linkage Index
3. Why is Switzerland so strong?
4. How can we establish strong linkages between actors
from the education and employment systems?
5. Possible next steps in Serbia
Overview
Dr. Ursula Renold, Swiss Economic Institute, ETH Zurich 12.09..2016 33
|| 3412.09.2016
0.00
1.00
2.00
3.00
4.00
5.00
6.00
7.00
Unemployment rate
Relaxedunemployment
rate
NEET rate
Temporaryworker rate
Involuntarypart-time
worker rate
Atypical workinghours rate
In workat risk of poverty
rate
Vulnerableemployment rate
Formal educationand training
rate
Skills mismatchrate
Relativeunemployment
ratio
Incidence of long-term
unemploymentrate
Serbia 2012
Serbia 2013
KOF Youth Labor Market Index:
Spiderweb Chart of Scores 2012 and 2013 for Serbia
The further a value is from
the center, the more positive
the situation is for the
relevant indicator. If the value
is zero, this means that no
data are available for this
indicator in the country
Concerned.
||
0.00
1.00
2.00
3.00
4.00
5.00
6.00
7.00Unemployment rate
Relaxedunemployment
rate
NEET rate
Temporaryworker rate
Involuntarypart-time
worker rate
Atypical workinghours rate
In workat risk of poverty
rate
Vulnerableemployment rate
Formal educationand training
rate
Skills mismatchrate
Relativeunemployment
ratio
Incidence of long-term
unemployment…
Switzerland 2013
Finland 2013
France 2013
Italy 2013
KOF Youth Labor Market Index – Spiderweb Chart of Scores 2013
The further a value is from
the center, the more positive
the situation is for the
relevant indicator. If the value
is zero, this means that no
data are available for this
indicator in the country
Concerned.
12.09.2016Dr. Ursula Renold, Swiss Economic Institute, ETH Zurich 35Serbia 2013
|| 36Dr. Ursula Renold, Swiss Economic Institute, ETH Zurich 12.09.2016
2.00
2.50
3.00
3.50
4.00
4.50
5.00
5.50
6.00
6.50
7.00
1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Nr.
of
av
ailab
le i
nd
icato
rs u
sed
in
th
e c
alc
ula
tio
n
of
the in
dex
Yo
uth
Lab
ou
r M
ark
et
Ind
ex
Years Serbia
KOF Youth Labor Market Index over time for Serbia
(limited No. of indicators)
|| 37Dr. Ursula Renold, Swiss Economic Institute, ETH Zurich 12.09.2016
Which is the most relevant
program to be reformed?
What are- long-term (10-15 years)
- Mid-term (8 years)
- Short-term (3 years) reform goals?
|| 38
Analytical Pre-Reform Phase I
Dr. Ursula Renold, Swiss Economic Institute, ETH Zurich 12.09.2016
• How is the current program compared to international
benchmark countries positioned (diagnoses)?
(possible instrumemt: EELI current state)
• How should the current program be reformed in 10-15 years,
e.g. long-term goal (possible instrument: EELI future state)?
• What is the willingness to train among Serbian companies?
(possible instrument: EbS Survey, Potential of businesses)
• What resources (financial and non-financial) are available to
secure to long-term goal achievement?
• What is the governance of the new reform scheme?
||
Governance: Impact on Curriculum Value Chain
Government(central)
Companies
Schools,
providers
Professional
organizations(Trade Unions)
Provinces,
districts
Teacher Uni
Curriculum Design
Phase
Curriculum
Application Phase
Curriculum
Feedback Phase
Outcomes
VET multilevel governance
Public-private
Partnership
defined by law
12.09.2016Dr. Ursula Renold, Swiss Economic Institute, ETH Zurich 39
|| 40
Analytical Pre-Reform Phase II
Dr. Ursula Renold, Swiss Economic Institute, ETH Zurich 12.09.2016
What kind of processes along the Curriculum Value Chain need
to be organized in order to implement the new reform?
Curriculum Design
Phase
Curriculum
Application Phase
Curriculum
Feedback Phase
Qualification standards
determination
Examination form determination
Involvement quality
Learning place
Workplace regulation
Cost sharing
Equipment provision
Teacher provision
Examination
Information gathering
Update timing
||
pilot project(s) I
Long-term strategy and inter-generation project –
Education needs time
41
2017 2018 2019 2020 2021 2022 2023 2024
Trailblazers – pilot II
Evaluation/Research: what works?
Up-scaling and country/state-wide
introduction
New legislation ?
commitment of all partners
Public campaign Status of
VET
Most challenging
Aspect of a reform
Measuring
Outcome-
Effects on a
Makro-level
New VET
pathway
2025
Analytical &
preparation phase
|| 42
Preparation Phase I
Dr. Ursula Renold, Swiss Economic Institute, ETH Zurich 12.09.2016
• Who is in charge with the management of the pilot phases?
• What is the project organization and project planning
(implementationplan)?
• Where are the financial resources for the pilot phase coming
from?
• Who is part of the reform team (leader, manager, project
owner, collaborators)?
• What kind of communication strategy is planned to support
the reform process?
|| 12.09.2016Dr. Ursula Renold, Swiss Economic Institute, ETH Zurich
If you want to have a deeper understanding
about what matters within reform processes
and how to apply that knowledge to your
own country, please join us at the next
CEMETS Summer Institute 2017
43
How to establish strong linkages:
Work with us on your own reform case
Thank you for your attention and
I wish you success with your VET reforms!
For more information please contact me:
www.cemets.ethz.ch