Armenia, Azerbaijan, Belarus, Georgia, Moldova and Ukraine are part of the Eastern Partnership. ETF prepared a report on Policies for Human Capital Development for the Eastern Partnership that is part of the fifth cycle of the Torino Process. Findings and recommendations were discussed at the regional summit in September. Although the report was prepared before the Corona crisis, this has only strengthened the key message. The situation is changing rapidly, and countries need to prepare for the future beyond the reform of existing provision.
Common challenges
In spite of their differences, the six countries face many common challenges. Student numbers are going down in the region. There are almost 25% less students in VET and higher education than five years ago. The UN predicts that across the region by 2050 the population under 15 will be halved compared to 2005, while the population over 65 will have increased almost 80%, making pension reforms and active aging inevitable. Demography aside, the labour force is for a large part underutilised. Those with less education and living in areas further away from the capitals have the worst employment and lifelong learning opportunities. There is a lack of stable and decent jobs. Self-employment is often vulnerable employment.
Dealing with change
The economies are witnessing profound changes. The service sectors continue to grow, but job growth is mainly in low-skilled poorly paid jobs. Economic integration with the EU has increased through trade opportunities and global value chains, but there is not enough investment in added-value goods and services. SMEs are often cut off from new markets abroad. The most promising development is the growth of online ICT services, where countries in the region are global leaders and earnings are significantly higher than in other sectors. Online ICT services can offer an alternative to migration. VET institutions cannot adapt quickly enough to changing circumstances and compensate student decline. Adults have been integrated into VET in Belarus and Georgia, but the numbers are low. There is no real cooperation between providers in VET and between VET and higher education to find integrated local solutions, with the exception of Resource Centres in Belarus.
Ongoing reforms
Countries are moving to competency-based VET curricula, and have started to work on quality assurance, key competences and career guidance and introduced more work-based learning.
Teachers and trainers are the focus of many donor projects and countries are planning better continuing professional development, but it is not enough to reach a majority of teachers and trainers. Beyond VET the countries are developing strategies, policies and mechanisms to improve job opportunities, especially for graduates. The EU is the most important donor in the region, and EU policies have informed national reforms.
Look at the future and address capacities for lifelong learning
While ongoing reforms take time, there is an urgent need to create more capacities for lifelong learning, to enable populations to contribute to sustainable growth. With changing needs, more experience with online learning and dropping student numbers, countries should learn from each other on how to rebuild their provider networks and map and evaluate existing provision. Exchanging experience in how to stimulate and support teachers and trainers into their new roles as facilitators of learning for young and adults is also important. There is only so much that existing training providers can do. There is a need for more intensive work with the private sector to explore their capacities to contribute to lifelong learning. As we move beyond provision, it is important to discuss and identify emerging needs considering global challenges including digitalisation and greening and monitor how countries are integrating lifelong learning strategies into National Development Strategies. The future can build on existing grass-root initiatives. Good practices should be collected, shared and celebrated.
By Arjen Deij, ETF Senior Specialist in Qualifications Systems
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