Evidence is a common ground for discussion when talking about policy
development and effectiveness and efficiency of education reforms in all
countries of the world. Having the right information, at the right time,
allowing for reflection, informed decisions and ability of forecasting impact
and developments is at the core of sound management of policy making in the
sphere of human capital. However perfect conditions are far to be attended and
are difficult to be maintained. Evidence creation, use, communication of
evidence, networks of information, tools for evidence communication and
knowledge sharing often are confronted with dilemmas that bring policies and
policy makers far from sound evidence based decisions. Sometimes it is lack of
time, sometimes it is lack of data, sometimes it is lack of tools, sometimes it
is a lack of know-how. All these uncertainties as well as the complexity
connected to evidence based work compose the basis for the ETF project on
Capacity Building for Evidence Based policies. The project builds upon two
pillars; the first is the experience of the ETF in the framework of the policy
learning approach to supporting partner countries in their VET policies and
strategies, the second is the Torino process approach as a participatory tool
for VET assessment and policy identification. The Torino process conducted in
2010 has highlighted the need to enhance partner countries institutional
capacity and commitment to evidence creation and use in policy making; the ETF
experience built around the policy learning approach calls for an in-depth
reflection and development of tools and approaches to support capacity
development for evidence based policy making. How has ETF supported capacity
development in its partner countries and how shall act in the future? What
tools and approaches could be developed in support to partner countries? What
needs are there at country level to efficiently and effectively create and use
evidence throughout the policy cycle? What tools, actors, networks could
enhance the evidence approach to policy making? These four questions compose
the framework of the initiative which is launched in 2011. The initiative
follows a cooperative approach where both ETF and partner countries will be
involved through reflection on past experiences, creation and validation of
tools and methods for capacity development, as well as sharing ideas,
innovation and practices through peer learning and networks of practice for
improved use of evidence in the policy cycle and at all levels of governance.
It is expected that participating countries will contribute to the initiative
not only by benefitting from the ETF experience but actively acting and
contributing to the debate.
Put simply, lifelong learning means that people can – and should have the opportunity to – learn throughout their lives.
Across the world, certain groups of people are still hard pressed to get the most out of their education and training system.
Partnership between the worlds of work and education is a process that is set to become an integral part of how we go about developing education.
“Employment”: a better guidance contributes to broader economic and social well-being by easing the functioning of labour markets.
Making qualifications transparent and easily readable, even across international frontiers, is a high priority for the ETF.
Teachers are a critical factor in education reforms. The ETF takes therefore the role of schools and teachers seriously throughout its work.
Focusing on key competences is one of the surest ways of keeping education and training relevant in a fast-changing environment.
Governance modes and models have a high correlation with the overall performance of education and training policies, influencing their strategic formulation and implementation.
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