Two groups chose to work on quality assurance and classroom assessment in VET.

Group 1 agreed with the analysis and the recommendation and remarked that the low quality of student intake is a major challenge for the reliability of quality assurance in VET.

The group formulated the following actions: revision of grading criteria to improve trust in the learning outcomes of students; introduction of regular evaluations of quality assurance standards which involve the schools and external stakeholders (employers); provision of training for mentors in companies and for teachers, as well as the development of self-assessment tools for students; reduce the size of classes to improve the conditions of teaching and assessing; and monitor schools in order to take their conditions into consideration when discussing their performance.

The group also agreed that the success of these actions may be put at risk because of difficulties ensuring the regularity of evaluations and updates of assessment criteria and procedures, absence of instruments for assessing the work of mentors, weak system of professional development for teachers, as well as large discrepancies between providers in the conditions of teaching and learning.

Group 5 confirmed the, but participants also remarked that the narrative does not refer to recent activities on introducing and promoting a learning outcomes approach in VET. As to the recommendations, the group noted that ensuring the neutrality of assessment is not only a task for the schools, but a responsibility that must be shared between all parties involved: schools, parents, students, and teachers.

The group formulated the following actions: train teachers and include all stakeholders to provide them with common ground for cooperation afterwards; develop tools for self-assessment of teachers and students; promote communication between stakeholders; introduce flexible and simplified mechanisms for the definition and updating of learning outcomes; and develop a new system for the involvement of employers in the assessment of schools performance. To enhance cooperation, a representative from the business association suggested making student logs digital and thus accessible to teachers and mentors in the company.

The success of these actions may be put at risk through unclear distribution of responsibilities for cooperation in the VET providers, missing incentives for employers to engage in these actions, and absence of proper feedback mechanisms about the quality of cooperation around assessment.

The group agreed with the analysis and the recommendation but remarked that the public sector should be involved in a comprehensive way, also in a stronger supervisory function and at the local level in the definition of adult education (AET) programmes.

The group formulated the following actions: speed up the verification of programmes and reduce the time lag in aligning the AET offer with the labour market needs; simplify and 'lighten' the process of verification of programmes and providers, making it easier to extend their duration beyond the nominal duration stipulated in law; prepare books and manuals for priority training; harmonise the AET offer and give preference to supporting training offerings which contribute to employability; set up a coordination body for AET and involve the local economic councils in planning priorities for AET provision at the local level; and provide support and preferential access for people from vulnerable groups, for instance by involving non-governmental organisations who work with them.

These actions may be put at risk due to capacity limitations, including the absence of appropriate bylaws. The group did not identify other risks to implementation.

The group confirmed the analysis and the recommendation but remarked that the issue is complex and that the solutions should be approached in smaller steps.

The group agreed on dividing the actions into three major areas of follow-up: staff policy by opening of flexible pathways for teachers to move between the world of work and VET; programme revision to introduce more flexibility for adjustments between theoretical and practical content and avoid overly narrow specialisation by students; and create partnerships by rebalancing the conditions of involvement of employers, with a focus on partnerships and distribution of responsibilities between the Ministry of Education and Science, Ministry of Labour, and the chambers of commerce.

These actions may be put at risk due to failure to define clear distribution of responsibilities between all sides involved, the absence of a reliable legislative and practical basis when redesigning the cooperation modalities, and the challenge of diversity when adjusting curricula to the needs of individual sectors.

The group agreed with the analysis and the recommendation and noted that all aspects of relevance are covered, and that they acknowledge the importance of using solid data for decisions in the area of career guidance.

The group formulated the following actions: develop a systematic approach to data collection and its analysis, and ensure the sustainability of results of donor-supported projects in that area; determine which sources of data are good and reliable and ensure that parents have access to them so that they take informed decisions about enrolment, in full awareness of the options that may be available after graduation; and establish career centres with specialised staff at the schools.

These actions may be put at risk due to the absence of funding for the continuation of projects, human resource shortages, low wages which leave people without an incentive to try and base their actions on evidence, and inadequate legislation.