1. Multilevel governance in public education and training policies:
from theoretical frameworks to empirical approaches
(Example of Dnipropetrovsk Region) Oleksandr DEMCHYK

2. DNIPROPETROVSK REGION
Economic and Geographic position
favourable geographic location –
Dnipropetrovsk region is located in the
centre Ukraine and borders on 7 оblasts
31,9 thousand km2 – region's are
(5,3% of the total area of Ukraine)
Transportation & Infrastructure
developed network of highways
railroad network
main gas pipeline
key Ukrainian waterway goes through the
region (Dnipro river)
2 international airports
Manufacturing & Industry
10,2% GDP of Ukraine comes from
Dnipropetrovsk oblast Working Staff and Science Personnel
19,3 % of the whole industrial output of population of the region - 3,3 million people
(7,3% of the population of Ukraine), 56% are at
Ukraine are produced in Dnipropetrovsk working age (1,85 million people)
region there are more than 80 HEI of different
professional fields and 64 VET institutions
Agriculture Natural Resources
The space of the arable lands exceeds land 50% of the total national volume of
recourses of a number of EU countries, like Austria, the mineral resources are mined in the
Netherlands, etc. (2,5 million ha) lands of Dnipropetrovsk oblast
temperate continental climate (40 kinds of resources)
plain (steppe and steppe-and-forest zones)
MULTILEVEL GOVERNANCE IN EDUCATION AND TRAINING

3. FUNCTIONS DISTRIBUTION
VET REGIONAL AUTHORITY MINISTRY
• prognoses of volumes, • control of enrolment • appointment of VET
types and fields of provision; directors;
training; • VET financing; • monitoring of VET
• career guidance and • making proposals to functioning;
enrolment of students; Ministry of Education on • determine the total amount
• social protection; VET chief-staff of finance and funding policy
• organizing of a practical appointments; for educational institutions,
training and employment; • providing the first their staff list approval;
• providing complete stage of new • adoption of VET standards.
secondary education and professions licensing
professional training; and continuation of
• school base preparation already approved ones.
to academic work.
MULTILEVEL GOVERNANCE IN EDUCATION AND TRAINING 3

4. URGENT PROBLEMS
• VET funding was transferred to the regional level, but ownership of fixed assets
(buildings, equipment) remained at the state level;
• employers as a social partner, stakeholders are not engaged in the process of labour
potential formation;
• excessive consumption upbringing of the graduate, formed on the post-Soviet
legislation;
• low economic efficiency of budget spending on the VET schools network.
MULTILEVEL GOVERNANCE IN EDUCATION AND TRAINING 4

5. WAYS TO RESOLVE PROBLEMS
• To transfer the property rights of education establishments to regional authorities;
• To change a property ownership of VET schools regarding the objects that are in
common public use (for municipal and district communities, e.g. centralized boiler
houses);
• To ensure legal provisions for VET institutions to perform the only function of
education and training young people to be employed, to transfer social functions to
local authorities and involve employers to identify needs for staff training;
• To work out a new classifier of professions;
• To introduce a financial autonomy of educational establishments.
MULTILEVEL GOVERNANCE IN EDUCATION AND TRAINING 5

6. THE KEY STEPS of the project
“VET system development through anticipation of
skills demand, promotion of social partnership and
optimization of
the use of resources”
Survey of 400
. Final conference
enterprises of the
region VET surveys
Survey analysis by experts
Criteria for VET
Survey analysis by experts network development
MULTILEVEL GOVERNANCE IN EDUCATION AND TRAINING 6