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Since 2020, the ETF has conducted multiple studies ('Future of Skills' studies) to examine how various drivers of change -- both technological and non-technological -- are affecting occupations and related skill needs in selected sectors and countries, and how education and training systems are adapting to these evolving needs. This has led to identifying (emerging) future skill needs in the chosen sectors, through a combination of traditional research methods and innovative Big Data mining. The methodology is a step forward in the use and analysis of data and fills an important knowledge gap by complementing traditional empirical methods of research. The sectors that were analysed include agri-tech in Israel, automotive in Türkiye, agri-food in Morocco, energy in Albania, Tunisia and Egypt, healthcare in Ukraine, construction in Armenia and platform work in the Eastern Partnership countries, the Western Balkans, the South Mediterranean and Central Asia. The studies on the future of skills in different economic sectors focus on the evolving skills needs and occupations driven predominantly by technological innovations but with a keen eye on nontechnological developments. [The report was prepared by Fondazione Giacomo Brodolini Srl SB and Erre Quadro Srl.]

This study focuses on the gender dimension of labour market transitions and its implications for policymaking in the areas of active labour market policies, career guidance, and skills development. The ETF initiated this research to map how activation and skills development policies are gaining importance in the neighbouring countries of the European Union as key components of post-COVID-19 recovery, green and digital transitions and strategies to address emerging socio-economic risks and uncertainties, and significant security threats worldwide. The report provides an overview of the key trends in labour market participation among women, education outcomes, and gender-responsive policies and programmes. It sheds light on exemplary policies, national initiatives or donor programmes to enhance gender equality in labour market transitions and to address root causes of inequalities.

The European Training Foundation (ETF) and the UNICEF Europe and Central Asia Regional Office (ECARO) conducted polls and focus groups to better understand the needs, views, sentiments, and experiences of young people, mainly between the ages of 14 and 34, in relation to career guidance. The geographical focus of the research was on select countries in the Europe and Central Asia region, specifically covering Albania, Bosnia and Herzegovina, Greece, Kosovo, Kyrgyzstan, Montenegro, North Macedonia, Romania, Serbia, Ukraine, and Uzbekistan. The research was co-designed and conducted in close collaboration, and with the full participation, of young people. The initiative's main objective has been to generate new evidence on career guidance demand and expectations among the young generations in these 11 countries and beyond. Fit-for-purpose career guidance should ideally be: a systematic combination of structured career education programs (as part of curricula throughout formal education, to be able to reach whole generations), quality online self-learning and self-help opportunities; and person-centered career guidance service offered outside of school, both face-to-face and online.

This report explores policies and practices on validation of non-formal and informal learning in the ETF's partner countries and presents the results of studies carried out in 16 countries in the period 2021-23. Countries increasingly invest in validation schemes (also known as recognition of prior learning) in an effort to give visibility to all the skills acquired by learners beyond classroom settings. Validation offers people a new route to a qualification and is perceived as an essential element of flexible learning pathways. Get an insight into the progress made in creating validation schemes, the features of validation systems, and challenges and good practice examples. The report may serve as a source of inspiration for policy makers aiming at scaling up validation systems.

This is an age of profound socio-economic and geopolitical change. While the world is increasingly interconnected it is also threatened by climate change and demographic transformation. Russia's invasion of Ukraine is aggravating the disruption caused by these seismic societal shifts. Meeting the challenges of a changing world requires new skills and qualifications that can cross borders. The European Qualifications Framework for Lifelong Learning (EQF) can facilitate the transparency and recognition of qualifications internationally. This is key to mobility, as it allows students, professionals, migrants and refugees to work and study all over the world. [This report was prepared with the National Qualifications Agency and the Ministry of Education and Science of Ukraine.]

Qualifications frameworks are tools for describing qualifications of an education or training system by classifying them into levels. Each level provides a clear description of what the holder of a qualification knows, understands and is able to do. They are important tools for making qualifications transparent and comprehensible, within and across borders, and for promoting lifelong learning. This fifth edition of the "Global Inventory of National and Regional Qualifications Frameworks" consists of two volumes with up-to-date information on recent developments in this field destined for policy-makers, educators, researchers, and experts. This volume, Volume II, compiles case studies from countries across four world regions to record progress in the development and implementation of National and Regional Qualifications Frameworks globally. A cross-country analysis of national case studies is presented, examining the objectives, functions and characteristics of national qualifications frameworks and their contributions to wider educational and training systems.

Qualifications frameworks are tools for describing qualifications of an education or training system by classifying them into levels. Each level provides a clear description of what the holder of a qualification knows, understands and is able to do. They are important tools for making qualifications transparent and comprehensible, within and across borders, and for promoting lifelong learning. This fifth edition of the "Global Inventory of National and Regional Qualifications Frameworks" consists of two volumes with up-to-date information, collected in 2020-21, on recent developments in this field destined for policy-makers, educators, researchers, and experts. This volume, Volume I, features a series of thematic chapters that identify emerging issues in qualifications systems, including the digitalization of qualifications systems, the validation of informal and non-formal learning and the increased use of microcredentials. A cross-country analysis of national case studies is presented, examining the objectives, functions and characteristics of national qualifications frameworks and their contributions to wider educational and training systems.

Driven by social, economic and technological changes, labour markets are becoming more flexible in the European Union and its neighbourhing countries. This translates into growth in novel employment relationships, which differ from 'traditional work' in terms of working conditions, content, and regulatory and legal ramifications. Conducted between November 2021 and May 2022, the ETF's research focused on new forms of employment, including platform work, and the implications on youth employment policies and skills development. The analysis covered six Western Balkan countries, namely Albania, Bosnia and Herzegovina, Kosovo, Montenegro, North Macedonia and Serbia.

This report is the 2023 edition of the annual cross-country overview of highlights from evidence that the European Training Foundation (ETF) is collecting on trends and developments in education, training and employment across its partner countries in Central Asia, South Eastern Europe and Türkiye (SEET), the Southern and Eastern Mediterranean (SEMED), and Eastern Partnership (EaP). The report distinguishes itself from prior editions of similar, cross-country reports in two significant ways. Firstly, it is more comprehensive as it incorporates data and insights from the Torino Process -- a hallmark initiative of the ETF that has been regularly evaluating vocational education and training (VET) in ETF partner countries since 2010. The second distinction is the sharpened focus on lifelong learning (LLL) and the extent to which it is available to prospective and actual learners. The structure of this report is organised around thematic areas which capture the typical journey of learners from entry to completion. These areas not only reflect the stages learners go through, but also the overarching policy perspectives and priorities of educational institutions and stakeholders along this journey. The rest of this report is divided accordingly into three chapters: on access to learning, quality and relevance of learning, and system organisation. These chapters are preceded by a chapter discussing the extent to which ETF partner countries are confronted with the challenge of catering to the different needs of different groups of learners -- needs associated with their age, socio-economic disadvantages, educational attainment, and migration status. [Contributions to this report were made by Stefano Lasagni and Stylianos Karagiannis.]

The past years have witnessed a growing trend in applied research in Vocational Education and Training (VET), which refers to investigative activities and services conducted by VET organisations which have a strong practical focus on solving real-life problems. Insights from applied research can be used to develop or improve products and services, by commercialising ideas that can increase business productivity. Despite the many developments taking place on applied research in VET centres, carried out both within Europe and abroad, little empirical research has been carried out to present these practices. This present study addresses this knowledge gap by exploring good practices of applied research in VET in four countries: Spain, the Netherlands, Canada and Türkiye. To do so, it analyses the organisation of the respective VET systems, policy frameworks and financial mechanisms put in place to enhance these initiatives. Following this, the good practices of Tknika, Chemelot Innovation and Learning Labs (CHILL), Ideaworks, and Private Enka Vocational Technical and Anatolian Highschool (VTAH) are presented. The processes, activities, as well as levels of engagement of companies and students are described. Finally, the learning benefits of students who participate in applied research activities are summarised. After providing a systematic description of each case study, the final chapter of this study presents a comparative analysis to identify similarities between the various practices.

This paper, jointly prepared by Cedefop and the ETF, aims to inform the next steps in VET policy- making at EU level, including the Osnabruck declaration expected to be discussed by ministers in the autumn of 2020. It puts forward key challenges and opportunities for VET which have emerged from the intelligence, research and evidence collected over the years by the two agencies, each within its own remit and geographic scope.

Developments in five priority areas for VET, agreed in 2015 by the EU-28, Iceland, Norway, candidate countries, the European Commission and EU social partners, are at the centre of this report. Work in 2015-19 shows continuity with earlier national strategies and initiatives. It confirms the recent focus on apprenticeships and other forms of work-based learning, and increasing attention to widening access to VET and qualifications; these two areas have been reinforced by EU-level policy packages. The report also presents measures taken in VET teacher and trainer professional development, key competence provision, and quality assurance, including actions to make use of information on skills intelligence. Complementing this report, individual country chapters offer more detailed information on national developments. The report offers an overview of the progress made since 2015 and the state of play of VET policies in participating countries at the end of the Riga cycle, pointing out challenges for the future.

In light of the growing negative impact of the COVID-19 pandemic on national labour markets and people's lives and livelihoods, the role of career guidance has become ever more important to individuals, families, communities, the workforce, employers and society. This report is based on a flash joint international survey, designed to provide a snapshot of how career guidance policies, systems and services were adapting and coping, following the declaration of the world COVID-19 pandemic in March 2020. The survey, launched on 8 June 2020 and closed on 3 August 2020, included an exploration of these policies, systems and practices (focusing on remote and ICT-based delivery) in the context of the early phase of government reactions to the pandemic, the extent to which the pandemic and its social consequences triggered a debate on career guidance reform, and the role for career guidance in pandemic recovery measures. It also considered the support role of international and donor bodies. [This report was co-produced by the International Centre for Career Development and Public Policy (ICCDPP).]

This report provides the main findings and results from the 2022 collection of statistics on education, skills and employment in the ETF's partner countries. In addition, it provides the results of some ETF new strands of work: youth transition and skills mismatch. A statistical snapshot enabling the EU's candidate countries to reference themselves against the EU is also included. An overview of data available in ETF partner countries complete the report.

The publication "Global inventory of regional and national qualifications frameworks 2019 -- Volume II: National and regional cases" gathers information on progress in establishing national qualifications frameworks (NQFs), as well as the challenges and success factors in implementation. It shows how countries around the globe are reforming their education systems by improving the quality and relevance of their qualifications.Volume II comprises more than 100 country chapters, from all the continents, plus seven world regions chapters. The country chapters describe the characteristics and analyse the development and implementation of the national frameworks. They provide the educational, social, economic and policy context which shape countries' NQFs; assess the application of learning outcomes in the national education system; summarise the governance, stakeholder and legislative arrangements countries have adopted; examine the links between NQFs and associated policies, instruments and services; and conclude with an assessment of impact, successes and challenges. [For Volume I: Thematic Chapters, see ED604740.]

A national qualifications framework (NQF) is an instrument used to classify a country's qualifications at different levels. Each level is defined by a set of learning outcomes expected at that level. NQFs can be useful tools in education and training reforms and are vital reference points for lifelong learning and comparing qualifications across borders. The "Global Inventory of Regional and National Qualifications frameworks 2019, Volume I: Thematic chapters" comprises six thematic chapters, charting developments in national and regional qualifications frameworks worldwide. It shows the extent to which countries see NQFs as instruments for reforming their qualifications systems to improve transparency, relevance and quality, as well as widening access and opening up pathways to learning opportunities. This fourth edition (the first three editions appeared in 2013, 2015 and 2017) of the "Global Inventory of Regional and National Qualifications Frameworks" arrives at a crucial moment in the relatively short history of qualifications frameworks as tools within the wider reforms of education and training systems. Numbers of frameworks, national and regional, remain stable, while implementation of most frameworks has deepened and widened since 2017. At the same time, frameworks are evolving in a context of ever-faster technological, social and economic change. Much of this change has a direct bearing on the purposes and function of frameworks, notably the search for systems which compare skills and qualifications internationally, the emergence of digital credentials, and the development of methods and tools to recognise the skills of migrants and refugees, especially where those skills are undocumented or not formally certificated. [For Volume II: National and Regional Cases, see ED604742.]

Micro-credentials are an emerging phenomenon all over the world. They are seen as instrumental in supporting upskilling and reskilling in response to transformations in labour markets. New technologies and the green and digital transition are changing skills demand , and for such a transition, people will need to keep up-to-date and ensure their training is more adapted to individual needs. In May-June 2021, the European Training Foundation (ETF) conducted a survey that explored the views of different actors and stakeholders in education and training and the labour market on the subject of micro-credentials. It focused mainly on EU neighbouring countries. The survey received 499 responses from 60 countries all over the world, which gave a global snapshot of views on micro-credentials. Through a questionnaire, respondents were asked to share their views on what micro-credentials are, why they are important, and how they can make a difference and be linked to existing quality assurance and recognition mechanisms. The respondents were formal and non-formal education and training providers, national authorities and agencies, as well as labour market stakeholders. The aim of the survey was to identify what support is needed to boost a micro-credential approach and to collect examples of existing micro-credentials and opinions on the implications of their uptake and use. Based on the responses, the survey findings support the definition of micro-credentials as a shared tool, alongside other lifelong learning instruments.

This report presents an overview of policies and actions in support of lifelong learning in the ETF's partner countries in South Eastern Europe and Turkey, Central Asia, the Eastern Partnership region, and the Southern and Eastern Mediterranean. Our analysis explores the extent to which the creation of lifelong learning opportunities is a priority in the reform agenda of these countries in the field of education and training, and the ways in which they are influencing the formation of that agenda. The report also discusses the efforts of authorities and stakeholders in implementing their reform plans in the wake of changing circumstances before and during the COVID-19 pandemic, and identifies policy gaps and lessons to be learned before providing a handful of policy recommendations in a cross-country perspective.

Work in 2015-17 signals continuity with earlier national strategies and initiatives. It confirms the recent focus on apprenticeships and other forms of work-based learning, and increasing attention to widening access to VET and qualifications, two areas that have been reinforced by EU-level policy packages. The report also presents measures taken in: VET teacher and trainer professional development, key competence provision, and quality assurance, including actions to make use of information on skills intelligence. Complementing this report, individual country chapters offer more detailed information on national developments. Though their long-standing collaboration, countries aim at achieving common objectives set for 2020. As policy-makers are reflecting on their vision for VET and collaboration beyond 2020, this interim report also discusses these trends from a forward-looking perspective. [The thematic sections and accompanying country chapters were prepared and drafted by: Silke Gadji, George Kostakis, Dmitrijs Kulss, Jelena Letica, Vicky Oraiopoulou, Iraklis Pliakis, Anastasia Pouliou, Eleonora Schmid, Guy Tchibozo and Aristos Theocharous (Cedefop); and Georgios Zisimos, Evgenia Petkova and Mircea Badescu (ETF).]

The purpose of this study is to examine and compare the state of provision of continuing professional development (CPD) for vocational teachers and trainers across nine different countries: Albania, Algeria, Belarus, Kosovo, Moldova, Montenegro, Serbia, Tunisia and Turkey. However, rather than simply investigating CPD, the study examines CPD in the context of the working life of vocational teachers, including their pedagogy, their qualifications, their work satisfaction and their careers. It also considers the context of the schools in which they work: their culture, governance, resources and planning. This report builds upon nine separate national studies, each of which included a literature review, interviews with selected stakeholders, and two surveys, one for teachers and trainers and the other for principals. This methodological approach gives particular attention to the perceptions of vocational teachers and their principals, and it makes it possible to interpret their views in the context of normative frameworks and policy developments. Highlighting the perceptions of practitioners reveals the gaps between what the norms require (and what policy intends) and what practitioners experience. Of course, the views expressed by teachers must be interpreted. However, it is vital to understand and take on board the perspective of practitioners, as we cannot expect teachers to become highly motivated, highly skilled, innovative, autonomous professionals if they have little voice in the development of their own profession. It is anticipated that this report will be of particular interest to policy makers because it tries to clarify the current condition and professional development of vocational teachers, taking into account policy objectives. The report shows how certain indicators can be used to audit policy making and policy implementation in relation to teachers. The report also helps policy makers to make comparisons over time and between countries, which may help them to make more informed decisions in relation to goal setting and prioritisation. The surveys targeted, for the most part, public schools providing initial upper secondary education, at the levels of International Standard Classification of Education (ISCED) 3 and 4. In four of the countries, some private schools were included where this was possible and desired by stakeholders. In four smaller countries, all vocational schools were included in the surveys, while in larger countries a stratified random sample of schools was selected. All teachers and principals in the selected schools were then invited to participate in the two online surveys. Across the nine countries, 745 principals and 10 631 vocational teachers and trainers responded. The ETF surveys provide representative samples of all vocational teachers and principals working in the nine countries included in the study.

This study explores how the centres of vocational excellence (CoVEs) implement their autonomous role in public-private partnerships (PPPs), and the specific features and benefits of CoVEs' collaborations in PPPs for vocational education and skills development. Drawing on selected case studies in six ETF partner countries (Azerbaijan, Georgia, Israel, Morocco, Tunisia and Turkey) and two EU Member States (Finland and the Netherlands), the study provides insights into CoVE developmental processes and practices in PPPs and shows emerging trends that can inform vocational education policy development more widely.

A national qualifications framework (NQF) is an instrument used to classify a country's qualifications at different levels. Each level is defined by a set of learning outcomes expected at that level. NQFs can be useful tools in education and training reforms and are vital reference points for lifelong learning and comparing qualifications across borders. The "Global Inventory of Regional and National Qualifications frameworks 2017, Volume II: National and regional cases" gives an update on the national and regional qualification frameworks of 99 countries around the world. For each country, the NQF has been analysed based on the policy objectives, the levels and use of learning outcomes, stakeholder involvement and institutional arrangements, the recognition of non-formal and informal learning as well as whether references are made to existing regional frameworks. In addition, this volume also outlines existing regional frameworks in Southeast Asia, the Caribbean, Europe, the Gulf region, the Pacific, Southern Africa and the Commonwealth States. This third edition (the first two editions appeared in 2013 and 2015) of the "Global Inventory of Regional and National Qualifications Frameworks" is published at a time when the attention being paid to qualifications frameworks is rising, as evidenced by the UN's Education 2030 Framework for Action and Sustainable Development Goal (SDG) 4, which calls on countries to promote inclusive and equitable education and lifelong learning opportunities for all. Outcomes-based qualifications frameworks can contribute directly to achieving this goal. The "Global Inventory of Regional and National Qualifications Frameworks 2017, Volume II" is the result of collaborative work developed by the European Centre for the Development of Vocational Training (Cedefop), the European Training Foundation (ETF), UNESCO and the UNESCO Institute for Lifelong Learning (UIL). [The thematic chapters, and national and regional cases were drafted by: Jens Bjørnåvold, Slava Pevec Grm, Ernesto Villalba and George Kostakis, Anastasia Pouliou and Andreea Rusu (Cedefop); Michael Graham and Arjen Dej and all members of the qualifications team (ETF); Borhene Chakroun and Katerina Ananiadou (UNESCO); and Madhu Singh (UIL). For Volume I: Thematic Chapters, see ED604734.]

A national qualifications framework (NQF) is an instrument used to classify a country's qualifications at different levels. Each level is defined by a set of learning outcomes expected at that level. NQFs can be useful tools in education and training reforms and are vital reference points for lifelong learning and comparing qualifications across borders. The "Global inventory of regional and national qualifications frameworks 2017, Volume 1: Thematic chapters" comprises eight thematic chapters, charting developments in national and regional qualifications frameworks worldwide. It shows that countries around the world see NQFs as instruments for reforming their qualifications systems to improve transparency, relevance and quality of qualifications, as well as widening access and opening up pathways to learning opportunities. In its eight thematic chapters, the publication sheds light on: (1) the purposes and impacts of frameworks; (2) the role of frameworks as catalysts for lifelong learning; and (3) the role of NQFs in promoting international and global communication and cooperation. This third edition (the first two editions appeared in 2013 and 2015) of the "Global Inventory of Regional and National Qualifications Frameworks" is published at a time when the attention being paid to qualifications frameworks is rising, as evidenced by the UN's Education 2030 Framework for Action and Sustainable Development Goal (SDG) 4, which calls on countries to promote inclusive and equitable education and lifelong learning opportunities for all. Outcomes-based qualifications frameworks can contribute directly to achieving this goal. The "Global Inventory of Regional and National Qualifications Frameworks 2017, Volume I" is the result of collaborative work developed by the European Centre for the Development of Vocational Training (Cedefop), the European Training Foundation (ETF), UNESCO and the UNESCO Institute for Lifelong Learning (UIL). [The thematic chapters, and national and regional cases were drafted by: Jens Bjørnåvold, Slava Pevec Grm, Ernesto Villalba and George Kostakis, Anastasia Pouliou and Andreea Rusu (Cedefop); Michael Graham and Arjen Dej and all members of the qualifications team (ETF); Borhene Chakroun and Katerina Ananiadou (UNESCO); and Madhu Singh (UIL). For Volume II: National and Regional Cases, see ED604735.]

This report presents the results of first European Training Foundation (ETF) case study on the future of skills in the automotive sector in Turkey. Conducted between January and December 2020, the study analyses how various drivers of change have affected and will continue to affect jobs and skill needs in this sector. The results reveal the changing skills demands in the automotive industry, and it is hoped that the study will stimulate debate among policy makers, practitioners and researchers on how to best adapt education and training provision in the light of this information. The report is organised into 6 chapters. Chapter 1 presents an introduction. Chapter 2 sets out the analytical framework of the study and outlines the key steps of the methodological approach. This is followed, in Chapter 3, by an overview of the automotive sector in Turkey and its employment potential and occupational structure based on a literature review and a secondary analysis of official employment statistics (labour force survey). Readers are thus provided with the contextual background to the sector before delving into the details of the big data analysis and company interviews. Chapter 4 is based on the text-mining exercise and goes on to analyse the main drivers of change affecting the sector and the technological changes which are beginning to take root, with a focus on how these are likely to influence future skill needs. Using data derived from the text mining, combined with information obtained from the in-depth interviews with key stakeholders and selected innovative companies, Chapter 5 provides information on emerging skills needs and their impact on occupational job profiles. Chapter 6 outlines how the companies under review have responded to observed changes and met their emerging skill needs, including their strategies with regard to education and training providers and research centres. The chapter ends with a final word on the findings. The report also includes a list of key stakeholder institutions in Turkey that were consulted and/or interviewed for the study (Annex 1), a list of the occupational standards and vocational qualifications applicable to the automotive sector (Annex 2), a glossary to set standard definitions for the labour-related concepts and explain some technical terminology, and a detailed bibliography. [For the Summary Note to this study, see ED614467.]

This study focuses on the agri-food sector in Morocco and 'drivers' of change for skills. It alerts education and training institutions to prepare workers for the jobs of the future. The Moroccan society and economy depend heavily on agriculture production, employing around one third of the population and accounting for around 12% of GDP over the past five years. Agri-food as a whole is particularly important in rural areas. It is estimated that around 4 million rural inhabitants are employed in agriculture. On the other hand, the food processing industry has a more limited, but increasing workforce, as around 141 000 people work in the sector at the national level. The agri-food sector accounts for around 21% of total exports. The Green Morocco Plan 2008-2020 supported the development of the agriculture sector by fostering closer links between farms and industry, The new Generation Green (2020-2030) builds upon the achievements of the Green Morocco Plan to further consolidate growth and social improvements in the sector.

The pilot of SELFIE for work-based learning (SELFIE WBL) in Montenegro is part of a multi-country initiative. SELFIE WBL is a self-reflection tool for schools seeking to improve their digital capacity. It has been developed by the European Commission's Joint Research Centre (JRC). The JRC has organised the overall pan-European pilot of SELFIE WBL, while the European Forum for Technical and Vocational Education and Training (EfVET) has coordinated the pilot in France, Germany, Hungary and Poland. The European Training Foundation (ETF) has coordinated the pilot in four partner countries: Georgia, Montenegro, Serbia and Turkey. The SELFIE WBL pilot sought to explore opportunities for additional and more specific support to bolster vocational education and training, and to determine how the tool could be used purposefully in VET and WBL (apprenticeship and dual VET). To this end, the tool was expanded and further developed to take into consideration the schools' cooperation with employers in work-based learning environments. The task was to pilot the SELFIE WBL tool in Montenegro in close cooperation with national stakeholders--the Ministry of Education, Science, Culture and Sports (MoESCS), the Chamber of Economy and the Montenegrin Employers' Federation--while taking into account the specific features of Montenegro and respecting the current foundations of its strategic development of education, especially VET education, in order to produce a significant upgrade of the existing SELFIE tool within the European framework for promoting digital-age learning in educational organisations. The pilot results and related analysis have provided evidence of the usefulness of the initiative and opened up the possibility of further improving digital competences and embedding digital technologies in teaching, learning and assessment both in schools and in companies involved in WBL. [This report was written with Alessandro Brolpito and Ralph Hippe. For the main report, "SELFIE for Work-Based Learning Pilots in Georgia, Montenegro, Serbia and Turkey," see ED617575.]

The SELFIE WBL pilot project started in Turkey in July 2020. SELFIE WBL is a new SELFIE module for VET schools that involves in-company trainers. It provides a self-reflection tool for VET schools to improve their digital capacity. Aggregate data obtained from the tool can also be used to inform the Ministry of National Education's (MoNE's) digital education policy. The pilot study, which was completed in November 2020, drew on the involvement of 23 schools and 28 companies involving 7 301 students, 1 089 teachers, 170 school leaders and 87 in-company trainers. The quantitative results revealed that users (i.e. school leaders, in-company trainers, teachers and students) had a high level of satisfaction with SELFIE WBL. In Turkey, in-company trainers and school leaders were found to have a higher level of satisfaction with SELFIE WBL than other user groups. In addition, the results showed that users of SELFIE WBL were quite likely to recommend its use to others. School leaders were found to be more likely to recommend SELFIE WBL than other user groups. Overall, the highest mean rating on the SELFIE WBL questionnaire came in the area of 'Pedagogy: Supports and Resources', while the lowest mean rating came in the area of 'Infrastructure and Equipment'. The qualitative findings are also promising. All participants stated that SELFIE WBL made it possible for schools to identify their strengths and weaknesses in different SELFIE areas from the perspectives of different user groups. As the SELFIE WBL reports show, schools have started to prepare their action plans with the involvement of companies in order to address weaknesses in the use of educational technologies. The qualitative findings also show that in-company trainers highlight the potential of SELFIE WBL for self-reflection. [This report was written with Alessandro Brolpito and Ralph Hippe. For the main report, "SELFIE for Work-Based Learning Pilots in Georgia, Montenegro, Serbia and Turkey," see ED617575.]

The Self-reflection on Effective Learning by Fostering the use of Innovative Educational technologies (SELFIE) tool was piloted in the Republic of Serbia (hereafter Serbia) in 2017 and scaled up in early 2019. At the beginning of 2020, the European Commission's Joint Research Centre (JRC) developed a new version of SELFIE specifically focusing on Work-Based Learning (WBL) arrangements, including a questionnaire for in-company trainers who support students during their time with employers. Serbia's Ministry of Education, Science and Technological Development (MoESTD) expressed their interest in participating in the SELFIE WBL pilot study. Based on the results of the pilot in Serbia, it can be concluded that the SELFIE WBL tool was successfully tested and validated. At the national level, the SELFIE WBL tool is seen as a useful and easy-to-use education policy tool that considers all relevant stakeholders in schools and companies, namely principals, teachers, students and in-company trainers. [This report was written with Alessandro Brolpito and Ralph Hippe. For the main report, "SELFIE for Work-Based Learning Pilots in Georgia, Montenegro, Serbia and Turkey," see ED617575.]

The Self-reflection on Effective Learning by Fostering the use of Innovative Educational technologies (SELFIE) tool has been implemented in Georgia since 2018. In 2020 the Ministry of Education, Science, (MoES) expressed its interest in piloting the SELFIE Work-Based Learning (WBL) tool designed specifically for the WBL context in Vocational Education and Training (VET). In the period from October to November 2020, Georgia joined the European Commission's Joint Research Centre (JRC) and European Training Foundation (ETF) pilot in five European Union (EU) and three non-EU countries with the objective to validate the SELFIE WBL tool, and also to define the potential role of SELFIE WBL to support the use of Information and Communication Technologies (ICT) in WBL practices. In the Georgian context, the first exercise for the SELFIE WBL tool was intended to provide baseline data about adoption of digital technologies in VET institutions, and it was also the first attempt to involve dual education programme partner businesses in a structured self-assessment of their digital education practices. Fifteen state VET institutions providing dual education programmes were chosen for the pilot, each engaging one partner company involved in one dual programme. Eleven colleges have successfully finished the pilot. In total 209 respondents completed the customised questionnaires in 4 user groups: 32 school leaders, 74 teachers, 82 students and 21 in-company trainers. The outcomes provide indications and clues for finalising the SELFIE WBL tool and for regular use of the tool in the VET institutes involved in the pilot and, in general, in those offering dual WBL programmes. A case study of one VET college with the highest participation rates and established WBL practices was conducted, which included four semi-structured interviews with representatives of all respondent groups. Overall, the SELFIE WBL tool has been given a high satisfaction rate at 8.3/10. [This report was written with Alessandro Brolpito and Ralph Hippe. For the main report, "SELFIE for Work-Based Learning Pilots in Georgia, Montenegro, Serbia and Turkey," see ED617575.]

The purpose of this Joint Research Centre and European Training Foundation (JRC-ETF) joint report is to propose a methodology for the scaling up of SELFIE on the basis of several case studies from EU Member States and South Eastern European countries. Designed to support schools in using digital technologies for teaching and learning effectively, SELFIE is an initiative of the European Commission and consists of an online self-reflection tool for members of the school community to complete voluntarily. It is free of charge and is made available to schools, including at upper secondary vocational education and training level, for them to assess their digital learning capacity. Since October 2018, more than 650,000 school leaders, teachers and students from 7,400 schools in 57 countries have used SELFIE.

In order to support the EU Neighbourhood and Enlargement policy dialogue in the area of human capital development, the European Training Foundation (ETF) launched the study "Youth in transition: identifying profiles and characteristics to tap into young people's potential in the Southern and Eastern Mediterranean (SEMED) region." This report assesses the situation of young people in relation to changing labour markets and social conditions from the SEMED regional perspective. Taking into account the challenging situation young people are currently facing, a large part of the analysis looks into the situation of young people not in education, employment or training (NEETs). This vast group consists mainly of young people who are inactive -- not looking for any job -- or unemployed. However, as very often in this region those who have a job are in a precarious position, the report also looks at the situation of young people who are in employment, to assess their status and conditions, as well as their perception and use of skills. The report is divided into three parts: (1) a regional overview (setting the scene for the SEMED region); (2) more detailed insights from two case studies, namely Egypt and Jordan; and (3) policy reflections from the region.

This report presents findings from an assessment of the implication of skills in Moldova's smart specialisation strategy. The ETF's role is to support Moldova as it endeavours to give vocational education and training systems a clear role in the implementation of its smart specialisation strategy. The report explores skills data at sub-sectoral level in the context of an evolving labour market, in order to improve competitivity and foster innovation. Two priority areas are covered: renewable energy development and food processing. The impact of skills in both areas was studied using data from quantitative and qualitative research. From the results, it is possible to claim that smart specialisation in the energy sector requires investment in high-skilled workers, while low- and middle-skilled workers make up the food processing sector. Indeed, investment in human capital development has a long-term impact on citizens' and the economy's well-being. The results also reveal that despite relevant education and training programmes in the field of food processing and energy, skills imbalances persist. The skills mismatches can be characterised by skills shortages and skills gaps. Both hamper growth and innovation at the micro- and macro-levels. Neither individual companies nor the broader economy can withstand growth and innovation if the labour force is not equipped with the requisite skills that enable increased productivity and the capacity to adapt to market demand. Skills also have an important role in enabling workers to seize the best available opportunities. The types and levels of skills companies require changes with consumer preferences, increased international trade and technological change. Resolving the skills mismatch will allow Moldova's economy to face the future with confidence. The report concludes with nine recommendations: (1) Position vocational education in the skills ecosystems for innovation and regional development; (2) Overcome skills shortages and skills gaps in renewable energy -- with focus on biomass; (3) Overcome skills shortages and skills gaps in food processing; (4) Provide support to SME skills development in renewable energy; (5) Provide support to SME skills development in food processing; (6) Encourage and enable employer engagement; (7) Support the role of continuing vocational education; (8) Address limitations in human capital data and statistics; and (9) Promote replication of similar analyses in other priority areas. [This research was made possible with the collaboration and contribution of the National Bureau of Statistics, the Ministry of Education, Culture and Research, the Ministry of Health, Labour and Social Protection, and the National Employment Agency.]

The automotive sector is an important driver of growth in the Turkish economy. This note presents the main findings of the European Training Foundation (ETF) study which focuses on the future of skills that will be needed in the automotive sector in Turkey. It is part of a wider investigation in ETF partner countries on how global trends are impacting developing and transition economies and what actions are needed to prepare people for a changing world. A mixed methodology was used for the study combining traditional research techniques with data mining and interviews with stakeholders and companies. [For the full study, see ED614447.]

This report analyses the challenges faced by young people in Serbia in their transition from school to adult life, especially in their labour market integration, and with a particular focus on the most vulnerable groups. Therefore, the report looks at the main causes of youth vulnerability and skills mismatches at younger ages, forecasting of labour market demand and supply with key implications for younger generations, and policy approaches for labour market and social inclusion of young people.

Career development support comprises activities such as career guidance, careers education and staff development for workers. Career development support is key to the implementation of lifelong learning, active labour market policies and instrumental to successfully achieve social and economic targets. In the face of mounting challenges brought by global trends in technology, demography and environment, career development support has become more important than ever. This publication constitutes a joint effort by the European Training Foundation and the International Labour Organization to support countries in the process of enhancing their national career development support systems. Departing from the results of previous international initiatives, it provides a framework to develop system reviews and promote consensus around the definition of a national vision and planning. The specificities of low and middle-income countries are discussed, as well as the potential and limitations of digital technologies.

Education and training systems need the right tools and processes to plan and develop their digital capacity. SELFIE for work-based learning (SELFIE WBL) provides one such tool. SELFIE stands for self-reflection on effective learning by fostering the use of innovative educational technologies. SELFIE WBL is a self-reflection tool for vocational schools that use WBL in their programmes, designed to assess digital readiness, to encourage a practice of collective reflection on the use of digital technologies for teaching and learning, and to use this reflection to make informed and collective decisions about strategy and practices at all levels. Using anonymised aggregated data, it also has a system-wide dimension, helping policymakers take action towards developing the digital capacity of education and training systems, taking into account the views and needs of school leaders, teachers, students and in-company trainers. Based on the SELFIE tool for schools developed by the European Commission's Joint Research Centre (JRC) in 2018, SELFIE WBL has the added dimension of including in-company trainers in the self-reflection process, and thus responds to the growth in dual-learning systems in vocational education and training (VET). It aims to bring VET institutions and the private sector closer in order to embed digital technology that both benefits learners and narrows the skills gap. During 2020, SELFIE WBL was piloted in nine countries. Within the European Union (EU), the JRC and the European Forum of Technical and Vocational Education and Training (EfVET) organised pilots in France, Germany, Hungary, Poland and Romania. The European Training Foundation (ETF) joined this collaborative effort to coordinate the pilots in the EU neighbourhood countries of Georgia, Montenegro, Serbia and Turkey. The overall purpose and general objectives of the qualitative and quantitative analyses of the pilot outcomes were: (1) to identify if SELFIE WBL applies to national WBL/dual VET programmes, criteria and indicators; (2) to identify the extent to which digital tools are used for WBL by students, VET institutions and companies; (3) to identify possible deviation in some specific process, criterion and/or indicator in the user groups' responses; and (4) to identify whether/how SELFIE WBL needs to change to increase its usefulness to VET institutions and companies. [For the individual country pilot reports, see ED617596 (Georgia), ED617597 (Montenegro), ED617598 (Republic of Serbia), and ED617599 (Turkey).]

The European Training Foundation (ETF) has created a network of vocational schools and centres that aim for excellence: the ETF Network for Excellence (ENE). Its members are vocational education providers that wish to learn from each other, collaborate, improve their practice, introduce innovation, establish partnerships and provide support to other vocational education providers. Some members of the network have been selected to take an active part in a sub-initiative of the network, entitled 'The role of centres of vocational excellence in work-based learning'. The sub-initiative focuses on how centres of vocational excellence (CoVEs) can support work-based learning (WBL) in companies. The six countries involved are Albania, Armenia, Belarus, Kazakhstan, Moldova and North Macedonia. In November 2020, the Latvian Vocational Education Association (PIB) and the ETF carried out a study of WBL implementation in seven CoVEs in the six countries mentioned above (two centres were involved in Kazakhstan). The study aimed to map current WBL practices in the seven CoVEs and identify strengths, challenges and opportunities for cooperation and development. It was found that all seven CoVEs that participated in the survey are strong vocational education providers with modern and up-to-date technological resources. The CoVEs are focused on development and continuous improvement, and conduct their learning processes in close cooperation with industry. In this context, they develop vocational education programmes that are necessary for and relevant to the labour market; respond to the needs of the labour market; use and implement the latest technological advances in the learning process; and participate in implementing adult education.

These Key Indicators on Education, Skills and Employment (KIESE) are a collection of statistics that are part of a broader set of indicators proposed by the ETF to enable an assessment of developments in the field of human capital in the partner countries. They include data on education, initial vocational education and training, lifelong learning, labour market outcomes, skills and human capital. KIESE have been revised in 2020 to align them more closely with the ETF strategy, in terms of lifelong learning systems and human capital development coverage. One important objective of this report is to provide an overview of trends and developments in partner countries, and also to raise awareness on the use of indicators to drive the policy cycle. This document presents the main findings and results from 2020. It is divided into four parts: (1) the indicators and their definitions; (2) key findings for 2020; (3) data availability and quality; and (4) indicators. [For the 2019 report, see ED603407.]

All countries in the EU Neighbourhood and Central Asia have been hit by the COVID-19 outbreak to a greater or lesser extent, with overall lower infection numbers compared to some of the EU Member States, although issues of under-reporting may impact on the reliability of data. All countries, apart from Belarus and Turkmenistan, made similar decisions as regards their education and training systems, including closing schools and training providers as well as shifting to distance digital learning tools and preparing teachers and trainers to use them. Nevertheless, measures adopted in the economic field have been diverse -- from full lock down, which was in place in several countries for several weeks, to partial limitations, constrained working hours and restrictions applied in certain sectors of the economy. The result of these measures on the socio-economic status of the EU neighbourhood and Central Asian countries have been quite similar. In May 2020, many countries gradually began to lift restrictions, but overall, economic recovery will need to wait until 2021, assuming the second half of 2020 will not bring additional stress on already fragile economic and social issues. Businesses and consumers remain prudent and a V-shaped economic recovery is rather unlikely. Expectations and estimations vary from diverse institutional sources, increasing the level of uncertainty about the pace and type of economic recovery that will occur worldwide. This paper reflects the socio-economic challenges brought about by the COVID-19 crisis, and key policy responses as of July 2020. It includes key trends and developments in the partner countries covered by the European Training Foundation.

By 16 March 2020, most education systems in the EU neighbourhood and Central Asia had closed their schools. In a matter of days, some distance learning was offered in most systems and in the ensuing weeks, most countries steadily broadened the offer and the extent of participation. This short report aims to describe what happened in the countries of the EU neighbourhood and Central Asian during the COVID-19 crisis. It documents the truly impressive achievements, while providing a reality-check for those who see the internet as the means to fulfilling the promise of education for all, whenever and wherever. This report builds on the mapping of the responses of 27 education systems in South Eastern Europe, Turkey, the Southern and Eastern Mediterranean, Eastern Europe and Central Asia. The analysis is based on desk research and interviews conducted with key informants, generally in ministries and national agencies, over a three-week period from 20 April to 13 May. The mapping aimed to find out about the nature and the extent of distance learning in response to the COVID-19 crisis, the methods used, and how it is managed, regulated and implemented. The investigation has focused on the uptake of distance learning across compulsory public education systems, and, where possible, also in vocational and work-based learning contexts. One conclusion of this report is that better monitoring of competence, capability and participation in DDL will help countries make the most of the COVID-19 response and better prepare for and meet learning demands. This mapping nevertheless gives evidence of the capacity of educational systems to change. In particular, it demonstrates that, with the right support and training, many teachers were able to change how they teach in a very short period of time. However, the report also makes plain that countries that did not invest in educational technology and professional development and did not have organisations able to take the lead in the crisis, have been at a disadvantage. It also reveals that Digital Distance Learning is not a panacea: there are considerable challenges with respect to inclusion, pedagogy, connectivity, engagement and quality.

The end of the school year is approaching in most countries of the EU neighbourhood and Central Asia. Most countries closed schools and all forms of face-to-face education and training in mid-March/early April 2020. As the crisis progresses, a stable picture is emerging. Countries have passed through similar stages since the outbreak: being confronted with quick decisions to be made; prioritisation and mixed measures at central and provider level; an increased stabilisation of provision. Finally, countries have started to collect data, identify issues to be addressed through legislation or specific actions (such as buying equipment or increasing training), and have made decisions on end-of-year arrangements. All countries report the need and willingness to capitalise on the efforts made as regards teacher involvement, digital materials produced and new teaching and learning methods. The key takeaway from the remarkable reaction to the COVID-19 crisis is the realisation that the transformation is not about 'moving online' but it is about switching to learning throughout life and ensuring that learning is accessible to all. Highlighted findings in this update include: (1) Decisions taken in most countries regarding the management of end of year examinations; (2) In many countries evidence is being collected on digital and online learning as a basis for decisions on the future; (3) A large number of platforms and an impressive quantity of digital resources are available across countries; (4) Emotional and social proximity is a concern for many countries, and programmes addressing this have been implemented; (5) Practice based training is receiving attention in many countries with several solutions being adopted, materials developed, and partnerships established with the private sector; and (6) Cooperation with the private sector and civil society has accelerated during the crisis in exploring opportunities to ensure coverage, access and innovative solutions to education and training provision. These trends pertain to 27 European Training Foundation (ETF) partner countries making up South Eastern Europe and Turkey, Eastern Partnership and Russia, Southern and Eastern Mediterranean, and Central Asia.

As most countries are emerging from the first phase of the COVID-19 crisis the European Training Foundation's (ETF's) latest mapping, as part of their #learningconnects campaign, finds that they share common challenges on moving forward. The lockdown continues in most countries of the EU neighbourhood and Central Asia. In Belarus, Tajikistan and Turkmenistan schools remained open after extended spring breaks. In Albania, Egypt, Israel, Jordan and Tunisia, plans are in place for the start of phase two, which, in some countries includes a return to school, extension of the school year, or measures to ensure final examinations. Most countries, however, have confirmed there will be no return to school this year, and are putting in place detailed measures for final exams, as well as preparing scenarios for the new school year. Most countries have moved beyond the crisis management phase, except Belarus, Tajikistan and Turkmenistan, where plans are only now being made to manage a possible outbreak affecting the opening of schools. In all other countries, there is a clear trajectory and common challenges. Highlighted findings in this update include: (1) Decisions are being taken in many countries regarding the management of end of year examinations; (2) In many countries evidence is being collected on digital and online learning as a basis for decisions on the future; (3) A large number of platforms and an impressive quantity of digital resources are available across countries; (4) Emotional and social proximity is a concern for many countries, and programmes addressing this have been implemented; (5) Practice based training is receiving attention in many countries with several solutions being adopted, materials developed and partnerships established with the private sector; and (6) Cooperation with the private sector and civil society has accelerated during the crisis in exploring opportunities to ensure coverage, access and innovative solutions to education and training provision. These trends pertain to 27 ETF partner countries making up South Eastern Europe and Turkey, Eastern Partnership and Russia, Southern and Eastern Mediterranean, and Central Asia.

As school closures enter their second month (and more in some countries), the European Training Foundation's (ETF's) second report, as part of their #learningconnects campaign, on how 27 countries neighbouring the EU are coping finds that more structured responses to the COVID-19 pandemic are emerging in education and training. This update finds: (1) Increased attention to support for and delivery of vocational education and training, including practical training, in most countries; (2) Most countries are advancing their reflections on final examinations and certification, including starting training for online assessments and rolling out systems for online evaluation; (3) Research and evidence collection is gathering momentum, both through the activity of donors (several surveys and data collection exercises are under way either on general measures and responses, or on specific subjects) and at national level (in particular surveys targeting teachers and trainers, families and students), as well as through the research community; (4) Support to teachers and trainers is provided through dedicated platforms and through peer support at provider level, as well as through tutoring programmes delivered centrally by national authorities; and (5) Bottom-up initiatives are multiplying, including cooperation with the private sector to boost connectivity and access to equipment for teachers, trainers and learners and civil society organisations. Providers are sharing good practice and organising peer learning and support and upscaling models and approaches. These trends pertain to 27 ETF partner countries making up South Eastern Europe and Turkey, Eastern Partnership and Russia, Southern and Eastern Mediterranean, and Central Asia. [For the ETF's first report in their #learningconnects campaign, see ED607357.]

The ETF [European Training Foundation] has published a report focusing on how 27 countries neighbouring the EU are coping with COVID-19 in the field of education and training, as part of our #learningconnects campaign. The report includes information about countries from South Eastern Europe and Turkey, the Eastern Partnership and Russia, the Southern and Eastern Mediterranean, and Central Asia on: (1) support for teachers and trainers through multiple channels; (2) access to internet and outreach measures considering equality, opportunities and digital literacy; (3) decisions regarding examinations, certification and validation; (4) school autonomy in organising digital and online learning; and (5) addressing vocational education and training beyond general education subjects. Some good practice examples include the continued development of teachers and trainers virtually in Ukraine and Egypt and the focus on VET through training and online support in Armenia, Azerbaijan and Georgia. In addition, civil society is spearheading initiatives in Palestine, TV channels are broadening access for learners in Kazakhstan and Kyrgyzstan, and emotional support is offered to students through dedicated channels in Israel. [For the April 15, 2020 update, see ED607375.]

To ensure that young people and adults acquire the skills they need to render them employable, vocational education and training systems around the world construct various forms of collaboration between the public and private sectors. Public-private partnerships that focus on skills development are one form of collaboration in the provision of vocational education. Building on evidence from 23 case studies, this report provides an overview of these public-private partnerships; it clarifies what they are and how they function, and examines the conditions necessary for their formation and sustainability, as well as the risks they entail and their potential for success. [For "Public-Private Partnerships for Skills Development: A Governance Perspective. Volume II. Case Studies," see ED610847.]

"Public-Private Partnerships for Skills Development" discusses the concept of public-private partnership (PPP) and its application in the domain of skills development. Volume I proposes a three-dimension typology of PPPs for skills development, and identifies common elements and governance characteristics of these PPPs. Volume II contains the 23 case studies described and reviewed according to the analytical categories of the European Training Foundation's (ETF) study methodology. Chapter 1 presents 10 cases coming from countries that have a long tradition of public-private cooperation in vocational education and skills development: Italy, the Netherlands, Norway, Israel, France, Sweden, Germany, Morocco, Australia, and Belgium. Chapter 2 presents 13 cases coming from four countries that are now in the process of building a tradition of public-private cooperation in vocational education: Jordan, Kazakhstan, Serbia, and Ukraine. [For "Public-Private Partnerships for Skills Development: A Governance Perspective. Volume I. Thematic Overview," see ED610845.]

This report presents vocational education and training (VET) policy developments in North Macedonia between 2015 and 2019. It covers all five Europe-wide priority areas or medium-term deliverables (MTDs) agreed at Riga in June 2015: (1) Work-based learning with special focus on apprenticeships; (2) Quality assurance mechanisms in line with European Quality Assurance for VET (EQAVET) and continuous information and feedback loops to initial and continuing VET; (3) Access to VET and qualifications for all through more flexible and permeable systems, guidance and validation of non-formal and informal learning; (4) Key competences in both initial VET (IVET) and continuing VET (CVET); and (5) Systematic initial and continuing professional development of VET teachers, trainers and mentors. The report has been drafted within the terms of the mandate given to the European Training Foundation (ETF) by the Riga Conclusions to monitor and analyse progress made by the EU candidate countries towards the MTDs. This document is based on the annual monitoring reports submitted by North Macedonia to the ETF.

This report presents vocational education and training (VET) policy developments in Montenegro between 2015 and 2019. It covers all five Europe-wide priority areas or medium-term deliverables (MTDs) agreed at Riga in June 2015: (1) Work-based learning with special focus on apprenticeships; (2) Quality assurance mechanisms in line with European Quality Assurance for VET (EQAVET) and continuous information and feedback loops to initial and continuing VET; (3) Access to VET and qualifications for all through more flexible and permeable systems, guidance and validation of non-formal and informal learning; (4) Key competences in both initial VET (IVET) and continuing VET (CVET); and (5) Systematic initial and continuing professional development of VET teachers, trainers and mentors. The report has been drafted within the terms of the mandate given to the European Training Foundation (ETF) by the Riga Conclusions to monitor and analyse progress made by the EU candidate countries towards the MTDs. This document is based on the annual monitoring reports submitted by Montenegro to the ETF.

In Libya, three years after the deep political crisis that led to instability in the country and despite a renewed escalation of an armed internal conflict, stakeholders have requested the European Training Foundation (ETF) to facilitate a wide-ranging discussion on how to improve the quality of vocational education in the country. This report is the result of a series of subsequent workshops conducted under the auspices of the Ministry of Education. These workshops were led by the ETF over the course of 2018 and attended by representatives from various Libyan institutions across all regions, such as the National Board for Technical and Vocational Education, the Ministry of Labour and Rehabilitation, the trade unions, the Chamber of Commerce and the municipalities. In the workshops, the participants engaged in a structured discussion on the state of vocational education and training (VET) in their country, collected relevant evidence and agreed on its interpretation. This report reflects the outcome of this process. It is meant to serve as a point of reference for decision makers, the international community and anyone else who is interested in Libya and its VET system and requires up-to-date information that is as reliable as possible and vetted by a representative selection of national stakeholders: VET professionals, beneficiaries and decision makers. The report and the series of consultations that led to it were informed by the Torino Process -- a biannual review of policies for VET in all partner countries of the ETF. Chapter 1 of this report starts with an overview of the country and its geography, economy and labour market. Chapter 2 introduces Libyan VET and discusses its state at the time of the consultations in 2018, with a focus on teachers, learners, quality assurance and reform priorities. Chapter 3 discusses the main challenges confronting the Libyan VET system. These include external (contextual) challenges, such as fragmentation of governance, internal migration, problems with inter-institutional coordination and labour market challenges. They also include internal challenges, such as human and financial resource shortages, problems with the quality of provision and teaching and with the attractiveness of VET as a study choice. Finally, Chapter 4 summarises the major donor-led interventions in the area of VET at the time of the consultations.