Project Overview

Funding and Implementing Organizations

- Gustav-Stresemann-Institut (GSI)
- Union of Educational Institutes

Jan U. Clauss, Email: clauss@gsi-bonn.de
Tel: +49 22 88 10 71 90

Project Summary, Objectives and Results

The project “Strengthening Social Partnership Development in Vocational Education and Training in Kyrgyzstan” is implemented by Gustav-Stresemann-Institut e.V. – GSI European Academy Bonn (Germany) in partnership with “Union of Educational Institutes” Association (Bishkek, Kyrgyzstan).

The project is co-financed by the European Union programme “Support to the Education Sector in the Kyrgyz Republic”. It started in December 2011, lasts 18 months, focuses on two pilot sectors, the tourism industry (with a special focus on eco-tourism) and construction of camping sites, and will be implemented in Issyk-Kul, Osh, Jalal-Abad and Chui oblasts of the Kyrgyz Republic.

The overall objective is to create a sectorial competence based qualification system in the Kyrgyz tourism sector to enable transparency and clarity of vocational education and validation of practical skills. More specifically, to create sectorial professional standards in accordance with the changing requirements of the labor market, develop educational modules that reflect units of profession qualification, and train young people and teachers on how to work with vocational education training modules.

Main tasks of the project are:

• To define new specialties and requirements in tourism sector
• To develop standards and learning modules of professions in tourism
• To train trainers to work with modules and carry out testing
• To elaborate system of qualification assessment and acknowledgment
• To develop certification system
• Information campaigns

Social Partnership in Vocational Education and Training (VET) in the Republic of Kazakhstan

I. Review new professions and requirements in pilot sectors.
II. Creation of a full register of all professions with the relevant functions in pilot sectors.
III. Development of sectorial professional standards.
IV. Development of educational modules in accordance with qualification units.
V. Round tables on professional standards and educational modules.
VI. Training of teachers and trainers on how to work with educational modules.
VII. Testing of educational modules in the educational institutions.
VIII. Development of evaluation and qualification assignment systems based on competences.
IX. Development of qualification certification system.
X. Ongoing evaluation and lessons learnt.
XI. Awareness-raising campaigns.

Overall, the project is foreseen to help develop an understandable, transparent and effective sectorial system of competence based qualifications based on educational modules linked to professional qualification units that provide young specialist with concrete and measurable knowledge, skills and competences.

More specifically the sectorial qualification framework will allow students and applicants to independently orient themselves in the required training to upgrade their qualification; young people and specialists to obtain relevant professional qualifications and competences; employers to obtain specialists with clear and measurable modern qualifications; and outsiders to return to the country and get an opportunity to confirm their qualifications and receive the necessary certificates to obtain employment.

Links and Materials

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