1. 2012 BOSNIA AND HERZEGOVINA TORINO PROCESS:
RESULTS OF THE REVIEW OF THE PROGRESS IN VET REFORM

2. THE TORINO PROCESS
THE TORINO PROCESS IS
a participatory process leading to
an evidence-based analysis of VET
policies in a given country.
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3. LAUNCHED IN 2010….and
2012….and 2014
• Bosnia and Herzegovina took part in the
first cycle of Torino Process in 2010
• In 2012 new cycle of Torino Process has
been launched: methodology based on
ETF lead assessment
• To be continued in 2014: to move self-
assessment methodology
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4. Building on the priorities established as
part of the 2010 Torino process
•February 2012: ETF has organized consultations with different
stakeholders involved in VET in the country;
•26 April 2012: Agency for pre-primary, primary and secondary education,
VET Department in Banja Luka, seminar has been organized on the topic
“Curriculum reform in Vocational Education and Training in Bosnia and
Herzegovina: review of the progress in the framework of the Torino
Process”.
•23 May 2012: in cooperation with the Ministry of Civil Affairs seminar on
the topic “Torino process 2012: kick starting the Baseline Qualifications
Framework as a tool for European integration”, has been organized in
Sarajevo.
•8 November 2012: wider consultation event takes place in Sarajevo.

5. VET in the focus of Torino Process
Vocational education and training (VET) is
 understood in broad sense, covering education and
training which aims to equip both young people and
adults with knowledge, know-how, skills and
competences required on the labour market, for social
inclusion and personal development
 provided at different levels (incl. secondary,
postsecondary or tertiary), in formal, non-formal or
informal settings, in institutions, companies or other
places, and at different stages of people’s lives
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6. ANALYTICAL FRAMEWORK
Key Questions
POLICY VISION INTERNAL QUALITY AND EFFICIENCY
What is the vision for VET development, and does What further reforms are necessary to modernise
it comply with the broader socioeconomic the various building blocks of the VET system?
development objectives?
VET IN RELATION TO ECONOMIC GOVERNANCE AND FINANCING
COMPETITIVENESS Are institutional arrangements, capacities and
budgets adequate for bringing about the desired
Do the skills offered by the VET system match
changes in the VET system?
those required by the labour market and economic
development?
VET IN RELATION TO SOCIAL
DEMAND AND SOCIAL INCLUSION ?
Do institutions, as well as programmes and skills
offered by the VET system, match the aspirations ? ?
of individual learners and the needs of vulnerable
groups?
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7. Torino Process 2012 concludes that since last cycle
in 2010 there have been important developments
oBaseline Qualification Framework (BQF) in March 2011
o The document represents important direction for lifelong learning, linking the
education and labour market in meaningful way, and covers all levels of education
oStrategy for Entrepreneurial Learning 2012-2015, March 2012
oAgency for pre-primary, primary and secondary education: Development
Concept 2012 to 2016. Development of VET and lifelong learning is part of the
mission and vision, and should become operational though joint efforts of different
institutions at different levels.
oVET Department - the process of drafting standards for Agriculture and Food
processing VET profiles has been completed, including further development of
VETIS, which is aimed to support effective decision making in VET

8. Important messages from the Torino Process 2012 (1)
•Much of quality of teaching and learning in the VET pilot schools has been
improved
•The Republika Srpska (RS), the District of Brcko (DB), and five out of 10 Cantons
in the FBiH (Zenica-Doboj, Sarajevo, Posavina, Bosnian-Podrinje Cantons, Una-
Sana) had adopted new legislation for VET, harmonizing it with the state-level
Framework Law on VET adopted in 2008.
•Adoption of legislation needs to be followed with support in
implementation. Including Pedagogical Institutes, Education Inspection and
VET schools in the process should be an imperative
•A common feature of many VET curriculum reforms is that changes of programme
content are not accompanied by training teachers to use the new methods of
teaching and learning. And this is in particularly challenging for those teachers that
are teaching VET subjects.
•With developments in Entrepreneurial learning – at both levels –strategic level
and at the level of pilot school, BiH has a unique opportunity to ensure that
majority of the VET teachers are implementing problem-based, student-centred
and creative risk-taking approach.

9. Important messages from the Torino Process 2012 (2)
•Pedagogical institutes in the cantons and entities are responsible for
a wide range of tasks that have impact on quality in VET
•Education Inspection, also distributed in the cantons and entities
plays a role. They are in need for substantial further support in order to be
actively engaged in the development of VET quality in BiH
•The gradual establishment of BiH level institutions is supportive to
improve the governance of the system and to make it more efficient.
•There is long way to go in order to make social partners real partners
in VET development in BiH
•Without formal networks and active participation of social partners but
also active engagement of Civic Sector, the progress in VET reform may
suffer

10. Important messages from the Torino Process 2012 (3)
•The development of quality in adult education and training should
follow the steps taken recently
•All VET providers –those that offer programs at upper secondary VET
level as well as those that offer programs in adult education and training
(public and private) - should be given opportunity to improve the quality of
their teaching and learning services provided to various groups of
students and target groups
•Quality mechanism with specificity of the VET provider could be
strengthen: external evaluation of VET providers, than self-assessment of
providers, including VET schools, the development of indicators, etc.
European Quality Assurance Reference Framework could provide
inspiration for that.

11. Important messages from the Torino Process 2012 (4)
oThe VET system development, located as it is at the intersection
between education and work, requires strengthening of the multi-level
systems of relationship, including with Ministries of Labour and
Employment services
oVET policies, depend on a whole range of people and institutions, if they
are to be successfully implemented
oWhat will be the impact of VET strategic decisions depends on the way
how different partners organize the feedback process and how key
stakeholders are involved in VET policy implementation and review.

12. Important messages from the Torino Process 2012 (5)
oThe main focus in BiH VET reform has been on upper secondary VET
and transition to higher education and working life
oIntegrated approach in development of Qualification Frameworks will
have positive impact on attractiveness of VET in BiH.
oProvision should be made to facilitate the dialogue between VET and HE
sector in reflecting those issues

13. Implementing Baseline Qualifications Framework
More confidence in qualifications from Bosnia and Herzegovina.
On 11 March 2011 Baseline QF adopted by Council of Ministers, as a basis for further
work, but this need to be operationalised now.
How?
By linking with the EQF for lifelong learning (accession) & the Qualifications Framework
for the European Higher Education Area (Bologna process)
By developing and using quality assured, relevant qualifications, widening the
opportunities of citizens
• Qualifications address identified needs
• Focus on learning outcomes, describing the required knowledge, skills and competences
for a qualification
• Learners are assessed against qualifications standards
• Informal and non-formal learning can be recognised
• Qualifications inform curricula; Formal learning can take place in different contexts:
allowing for different pathways, curricula, programmes, more work-based learning

14. Work of the Intersectoral Committee
Intersectoral Committee: one year mandate to establish a work plan
19 members, decisions are made by majority of vote
Establish links to other developments, drawing on on-going work; and integrate it into workplan
• IVET: Curriculum reform started more than 10 years ago, positive experiences with
modular curricula. Recently a stronger focus on the needs of the world of work with EUVET
4 using occupational standards for initial VET. What can be done to strengthen the role of
the world of work further? How can more coherence in the assessment be ensured?
• HE: Can already use recent experience and curriculum development good practice guide,
Need to design more profiles, establish levels and ECTS credits for HE qualifications and
curricula. Rectors Conference should play a role in initiating development in HE.
Identify roles the Agencies for Higher Education and for Pre-primary, primary and secondary
education and other relevant organisations
Use International support : Existing projects, ETF, GiZ and CoE are willing to provide support to
the Intersectoral Committee

15. Important principles for progress
Qualifications Framework to build on qualifications that are fit for purpose and
widely recognised, allowing individuals to do more with their qualifications at home and
abroad
• A stronger focus on qualifications beyond curricula
• More relevance for beneficiaries and practicality for the users
The intersectoral committee should identify
• Beneficiaries for whom qualifications are developed: Learners (young and adults) &
employers (including self-employed, SMEs, international companies, NGO’s and public
institutions)
• Users for whom the qualifications are developed: expert bodies at different levels, including
agencies as well as learning providers (universities, schools, private training providers)
and/or assessment centres
• All the actors in the Qualifications Frameworks that are expected to contribute

16. Four Principles of Torino Process
01 Ownership of both process and results by partner
country stakeholders.
02 Broad participation in the process as a basis for reflections
and consensus building/policy learning.
03
Holistic approach, using a broad concept of VET for both
young people and adults and adhering to a system approach,
including links to economic and social demands.
04 Evidence or knowledge-based assessment.
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17. PURPOSE
• Country actors develop common
understanding of VET vision, priorities
and strategy.
• Home-grown and affordable VET policies
are designed and evaluated, based on
evidence/knowledge and collaboration.
• Analysis and achievements are updated at
regular intervals.
• Opportunities for policy learning within and
among partner countries and with EU.
• Policy priorities inform ETF’s support strategy
and recommendations to the EU’s external
assistance.
• Countries are empowered to coordinate
donor contributions.
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18. ANALYTICAL FRAMEWORK
Key Questions
POLICY VISION INTERNAL QUALITY AND EFFICIENCY
What is the vision for VET development, and does What further reforms are necessary to modernise
it comply with the broader socioeconomic the various building blocks of the VET system?
development objectives?
VET IN RELATION TO ECONOMIC GOVERNANCE AND FINANCING
COMPETITIVENESS Are institutional arrangements, capacities and
budgets adequate for bringing about the desired
Do the skills offered by the VET system match
changes in the VET system?
those required by the labour market and economic
development?
VET IN RELATION TO SOCIAL
DEMAND AND SOCIAL INCLUSION ?
Do institutions, as well as programmes and skills
offered by the VET system, match the aspirations ? ?
of individual learners and the needs of vulnerable
groups?
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19. Thank you for your active participation in 2012
Bosnia and Herzegovina Torino Process!