Continuing vocational training a priority for Armenia
Further developing continuing vocational training has been identified as a priority for Armenia in the European Training Foundation’s assessment of the country’s vocational education and training system. Carried out as part of the Torino Process – a periodic appraisal of the state of development of each country’s human capital development system – the ETF assessment also recommends, amongst other things, reinforcing partnerships for VET and skills, strengthening work-based learning, supporting women’s participation in the workforce and promoting job creation and higher quality work.
These recommendations aim to address Armenia’s significant human capital challenges: a high rate of labour market inactivity (39.1%) particularly among young people and women, high unemployment (17.8%), a large informal sector and major disparities between regions and population groups. The country spends relatively little on education (2.8% of GDP) and employment programmes (0.1% state expenditure).
Published following an extensive process of data collection and consultation with a wide range of stakeholders in the country, the report provides an external, forward-looking analysis of Armenia’s human capital issues and vocational education and training policies from a lifelong learning perspective. It identifies challenges related to education and training policy and practices that hinder the development and use of human capital. It takes stock of these challenges and offers recommendations for possible solutions.
The ETF’s assessment of Armenia will be discussed, together with those of the other Eastern Partnership countries, at a regional event to he held online on 16 and 17 September 2020.
These assessments are central to the Torino Process, an initiative launched by the ETF in 2010 with the aim of providing periodic reviews of VET practises in the wider context of human capital development and inclusive economic growth. In order to make a high-quality assessment of VET policy from a lifelong learning perspective, the process builds on four key principles: ownership, participation, holistic analysis, and evidence-based analysis.