Autonomy is the right of an education provider to self-governance involving independent and accountable decision making in educational, organizational, financial, staff-related and other matters in pursuit of activity carried out within the scope defined by the law. Since the 1980s many countries have increased autonomy of education systems. Though increased autonomy can have a positive impact on learning outcomes, it can also put more pressure on schools; which is why successful autonomy needs to build on a set of key ingredients, such as a strong national framework, clear strategic vision, well-adapted school head and teacher training programmes and a collaborative environment (OECD, 2018)
The level of autonomy and its implications to VET centres and practitioners varies greatly from country to country. In an analytical overview of governance arrangements for vocational education and training in ETF partner countries between 2012 and 2017, the ETF states that highly centralised VET systems in most partner countries have moved towards more inclusive and participatory models and modes for managing VET policies and systems. According to this analytical overview, the implementation of systemic social partnerships approaches at sectoral, regional and VET provider levels remains a challenge in many partner countries, and the further development of PPP concept is VET is a must for all partner countries. (ETF, 2019)
Public-private partnerships (PPP) create the opportunity to combine the competencies of multiple actors and generate new solutions and services. The activation of external resources and competencies requires the public sector to develop new practical operating practices that highlight the benefits of partnership (TEM). In a comparative study on public-private partnerships (2020, in press) the ETF has distinguished between three models of partnership:
- Knowledge-oriented partnerships include sector skills councils, analytical centres or similar expert bodies, which produce labour market intelligence, work on qualifications frameworks, create other expert services and in general develop expertise.
- Resources-oriented partnerships are concerned with improving the level of financing of VET, infrastructure and human resources, therefore may deal with capital, equipment, schools and with people.
- VET provision-oriented partnerships include coordinated public-private offer of skills development, including various models of work-based learning such as the apprenticeships, but also guidance and career services.
National VET legislation should shape the basis for autonomy and PPPs. Operational dimensions either adding to or restricting autonomy and forms of PPP typically evolve from the following:
- The perceived role of VET centres in relation to the economy and human capital development
- Administrative and governance related processes e.g. obtaining a VET provider licence, quality control, setting and measuring key performance indicators, decisions on programmes offered
- Operational decision-making processes related to hiring of leaders and staff, financing, income generation and forms of external partnerships.
- Pedagogical decision on choice of learning environments, how study programmes are implemented and students assessed
From a Finnish perspective, for VET to contribute meaningfully to the economy, two conditions need to be met: 1) VET needs to be accessible and offer individuals relevant paths leading to skills, competence and employment at different stages in life i.e. supporting upskilling and reskilling needs. 2) VET needs to be embedded with a proactive role in national, regional and local ecosystems through vertical and horizontal partnerships developing both the public and private sector i.e. supporting and enabling growth, sustainability, prosperity and innovation. According to UNESCO-UNEVOC trends mapping of innovation in TVET (UNESCO-UNEVOC, 2019), innovation practiced by a TVET institution, makes it progressively more relevant to its economic, social and environmental context.
ETF is currently building a network of Centres of Vocational Excellence (CoVEs), which are organisations meeting criteria of innovation and quality in education and training provision and in how they respond to labour market skills demands. Typically, CoVEs are successful vocational schools or other providers or clusters of such schools which act as engines for VET development and are highly committed to change and improvement of VET, including partnerships with relevant stakeholders.
Autonomy plays an important role in enabling the development and success of CoVEs in all countries. The degree of autonomy CoVEs have established the boundaries and forms of public private partnerships. A high level of flexibility in forging win-win relationships gives CoVEs the ability to choose the forms of co-operation most suitable for partnership in each sector and region. PPPs in VET can take many forms; supporting small business in the area through tailored training, joint premises or equipment, work-based learning contracts ultimately supplying companies with skilled workforce, innovation projects, digital capacity building, curriculum development, etc. (For instance, the Dutch experience: https://wearekatapult.eu/)
The key is continuity: long term co-operation, where all parties acknowledge the benefits and develop an element of trust, tends to boost both private and public sector excellence. Commitment rarely comes top-down but rather stems from positive grassroots experiences. Legislation can provide guidance, but strong self-commitment of CoVEs and private sector partners form the basis of continuity. An ongoing dialogue between VET and industry also boosts the image and attractiveness of VET.
In order for vocational training centres to reach a level of excellence, they require sufficient autonomy and relevant data on local industry needs to choose the training programmes with potential to support economic growth. Joint, tailored curriculum development and innovation projects can portray CoVEs as attractive development partners to the private sector. In Finland, all VET qualifications are built on national-level learning outcomes developed together with industry. Vocational training centres together with their local industry partners devise implementation curriculum and localization of training modules. This supports the development of trust and ongoing cooperation. Ultimately PPPs become a part of everyday teaching and learning in VET, making the threshold to jointly develop each sector as low as possible for both staff and students.
CoVEs actively engaging in PPPs are essential to VET excellence. It cannot happen in isolation. Sufficient autonomy for VET centres ensures that partnerships can develop organically and flourish. VET policy should acknowledge the role of PPPs, supporting and encouraging CoVEs to become the beacons of good practice in sustainable PPPs. For magic to happen, present and future CoVEs need to push the boundaries of traditional models of implementing VET and take a leap towards continuous learning partnerships. Only through an ongoing dialogue, can we achieve high quality VET and respect for qualifications provided by CoVEs.
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