Ten years of the Torino Process in South Eastern Europe and Turkey

South Eastern Europe and Turkey (SEET) were the focus of the most recent Torino Process review (2018-2020), a participatory method that results in an analysis of vocational education and training (VET) policies, in a lifelong learning perspective. Given the rapid and deep structural changes affecting the European Training Foundation (ETF) partner countries, VET continues to be a mainstay with which to weather ongoing socio-economic changes.

The countries included in the report are Albania, Bosnia and Herzegovina, Kosovo*, Montenegro, North Macedonia, Serbia and Turkey. Key VET policy updates, data and information on human capital development and employment were examined.

All of these countries have continued to build up their education and training systems, and rates for leaving school early are diminishing everywhere; the study found that in Bosnia and Herzegovina, North Macedonia and Serbia, the rate is actually lower than the EU average. However, the quality of the education, in particular with low performance in foundation skills (reading, mathematics, and science) is a major challenge. The skills required for the labour market are becoming more knowledge and technology-based, and workers will need to adapt to a rapidly changing global economy, by upskilling and reskilling their competencies. The Smart Specialisation Strategies as well as SME Strategies define priority economy sectors for human capital  development.

Progress has happened, yet lack of relevant  educational programmes and teaching, and  underdeveloped links between schools and the business sector have led employers to complain about the lack of relevant skills in recent graduates that they have hired. Dual education initiatives in cooperation with the Chambers of Economy  and  school-to-work transition schemes such as internships and apprenticeships are all methods that countries are using to try to address this problem. Frameworks for national qualification have been put in place or are in the process of being so, however, with the exception of Turkey, the progress remains strongly dependent on external support (IPA and other donors). 

Key competence frameworks have been developed with digital and entrepreneurial skills integrated into learning programmes, but the quality of specialised training needs to increase, and above all adapt to the changing skills needed. New skills are required with the rise of new technology.  Often there are not enough skilled young people to replace older workers because of emigration.

Formal and informal education for adults between the ages of 25 to 64 is another topic that was examined. All countries in the region perform below the EU benchmark on adults participating in education and training.  The 2016 Adult Education Survey found that cost and family responsibilities were the main obstacle to adult learning. Younger adults participated more in training compared to older people and employed adults engaged more in programmes than unemployed and inactive adults. In all countries, adults with lower education engaged less with learning, whereas university graduates continued life-long learning.

Finally, poverty and social exclusion are not being fully addressed within education systems. Continued efforts must be made in order to help a significant number of children, young adults, and refugees leave behind poverty and social exclusion.

Inclusive societies benefit greatly from VET, and reforms in SEET countries need to continue. In a context where economic and social conditions are ever challenging and labour markets evolve rapidly, quality education and training systems must be able to rapidly adjust. In the SEET region where mid-level qualifications are in high demand, VET profiles and cooperation with the private sector are a necessity, but can develop much further.

* This designation is without prejudice to positions on status, and is in line with UNSCR 1244/1999 and the ICJ Opinion on the Kosovo declaration of independence.