Kazakhstan

The ETF recommends establishing a mechanism for the recognition and validation of informal and non-formal learning in order to capitalise on the skills obtained in this way. It also recommends expanding the coverage and impact of adult education as a policy priority.

The ETF recommends creating flexible schemes to encourage the participation of employers in the creation of lifelong learning opportunities, for instance through co-financing schemes for the professional training of adults in employment and those looking for employment, based on training and curricula in the VET sector.

The ETF recommends addressing the gap between the availability of evidence on adult education and lifelong learning. A first step in that direction would be to analyse the OECD's national PIAAC data, which is a rich repository of information on the skills of the adult population that can be used for monitoring and policy planning purposes.

The ETF recommends rebalancing the financial allocations for VET to increase capital investment in areas of significance that affect the contribution of VET to human capital development. Examples of such areas are up-to-date teaching and learning materials, including materials in priority languages for integrated learning; high-speed internet connectivity and e-learning content; and improvements in the physical infrastructure of all VET colleges to ensure that they can provide decent, up-to-date teaching and learning environments.

The ETF recommends providing employers with incentives – financial or otherwise – to get involved in consultations around the design of VET programmes. These incentives should be robust and ambitious enough to boost the currently modest level of involvement of SMEs in work-based learning schemes and partnerships.

The ETF recommends bringing the quality assurance system in VET colleges 'up to speed' with the range of changes taking place in the rest of the VET system. This includes shifting the focus of quality assurance from mere compliance with norms to promoting the performance of VET providers and guiding their improvement, as well as investing in the development of robust internal quality assurance mechanisms in VET.

The ETF recommends recalibrating the focus of career guidance services to include the needs and expectations of students in addition to considering labour market demand. There is also a need for better coordination of career guidance provision.