Learning for Life, Work and the Future Initial ... - Unesco-Unevoc

More documents

Recommendations

Info

Learning for Life, Work and the Future Project Proposals Page 23 Project Proposals 1 Enhancing Access to Effective TVET Project Summary 1. Introduction This project highlights key barriers to accessing Technical Vocational Education and Training (TVET) and identifies interventions to address such barriers. 2. Rationale Access into TVET is important because: • Globalisation, and the development of knowledge and skills-based economies, has increased the demand for workers who are flexible, able to work in a team and communicate effectively • High unemployment requires that systems are in place to produce self-employed entrepreneurs, which in turn will provide opportunities for job seekers • SADC’s increasing role in the international community demands that TVET in the region has to keep pace and respond to the requirements of a global economy • The issue of access to TVET has been identified by SADC as one of the key problems to be addressed in the region 3. Analysis of the Actual Situation To date, no comprehensive analysis of access to TVET in the SADC region exists. As a result, a focus group involving representatives from eight countries within SADC suggested the following current barriers: • Disadvantaged sectors of society • Language • Attitudes towards TVET • Mismatch between the curriculum, its certification and the world of work • Lack of student support • Quality and quantity of teachers • Methodology of policy development and implementation • Current selection procedures • Lack of funding • The extent to which TVET contributes to socioeconomic systems • The small number of institutions available for TVET • Poor management • Decreased employment in the formal sector • Educational qualifications for entry and exit. 4. Definition of Access: the Focus of the Proposal The working group proposed a definition of access to TVET to include the following four aspects: • Entry barriers • Institutional barriers • Exit barriers • Barriers at the systematic level. 5. Problem Areas A number of problem areas have been identified which function as barriers to TVET: • Exclusion of specific sectors of society • Current low participation in TVET • Limited number of training facilities • Lack of student support • Quality of education and training at TVET institutions • Mismatch between curricula provided in TVET and lack of jobs in the formal sector • Negative attitudes towards TVET • Low budget allocation to TVET • Poor management structures which exclude industry and other relevant stakeholders • Lack of access policies. 6. Components of the Proposal • Develop policy frameworks for access to TVET • Develop and improve access to loans/grants • Create regional centres of excellence • Develop strategies for increasing the relevance of TVET and its responsiveness to the needs of stakeholders • Develop a knowledge base for access to TVET • Develop appropriate and relevant curricula.
Page 24 Project Proposals Learning for Life, Work and the Future 2 Improving the Quality of TVET The group initiated two project proposals: 1. Quality Assurance in TVET Project Summary Title: Reliability of TVET programmes in the SADC region. Objective: To establish quality guarantee mechanisms for the reliability of TVET standards up to technician level within the SADC region. Short description: This project intends to provide participating countries with the opportunity to measure the quality of programmes for Technical and Vocational Education and Training against guidelines that are given in a SADC Quality Control Blueprint. A ”Bureau of TVET Standards” will have to be established to monitor the reliability of the programmes in the region. 2. TVET Teacher Training Project summary Title: Developing quality pedagogical training for TVET teachers/instructors in the SADC region. Objective: To develop standards, quality curricula and resources for the pedagogical training of TVET teachers that can be ADAPTED or ADOPTED by individual countries in the SADC region. Short description: Based on existing programmes in the various countries, the partner countries in this project intend to develop standards, curriculum modules and curricular resources for TVET teacher training in the SADC region. 3 Strengthening TVET Teacher Education in Selected SADC Member States Project Summary expose them to the dangers of disease and HIV/ AIDS. 1. Introduction There is a close relationship between the quality of the teacher/support staff and the TVET programmes. This is why it is necessary to strengthen the capacity of both the teacher and the support staff in Technical and Vocational Education and Training (TVET). Furthermore, a situation analysis of the education system in the subregion indicates that: • TVET systems are affected by insufficient staff (both teachers and support staff), and by the presence of incompetent and ineffective teachers and support staff. Where ICT exists it is grossly under-utilised. This is due to the fact that either staff are not qualified enough to meet the changing demands of new technologies and the dynamic societal environments, or do not realise the full potential of ICT in teaching and learning. Staff who are qualified often leave the profession in search of better prospects within the country or abroad • Prospective teachers and potential candidates find it difficult to access existing institutions because such institutions have inadequate facilities • The impact of HIV/AIDS on staff is further eroding the existing limited number of teachers and support staff. Staff mobility and relatively low income 2. Project Objectives The project is intended to: • Strengthen Technical and Vocational Teacher Education and support staff training • Standardise ICT systems and education to support and relate to teacher and support staff training • Reduce the incidence of HIV/AIDS among staff in TVET through HIV/AIDS education in pre-service and in-service programmes. These objectives can only be achieved with the help of recipient governments that can contribute to the project by providing a secretary, co-ordinator, office, office furniture, some trainers, and transport where possible. 3. Project Outcomes • Competent, confident and effective teachers and support staff • Gender balanced and adequate numbers of staff in place • Adequate, relevant and up-to-date training facilities in TVET institutions of the subregion • Reduction in new HIV/AIDS infections and a better quality of life amongst staff in TVET.
Page 1 and 2: Learning for Life, Work and the Fut
Page 3 and 4: Angola Democratic Republic of the C
Page 5 and 6: Page 2 Acknowledgements Learning fo
Page 7 and 8: Page 4 Learning for Life, Work and
Page 9 and 10: Page 6 Report on the Workshop Learn
Page 11 and 12: Page 8 Report on the Workshop Learn
Page 15 and 16: Page 12 Main Working Document Learn
Page 23 and 24: Page 20 Minister’s Opening Speech
Page 25: Page 22 Welcome Address by UNESCO L
Page 29 and 30: Page 26 Project Proposals Learning
Page 33 and 34: Page 30 Call for Papers Learning fo
Page 37 and 38: Page 34 Participants’ Papers Lear
Page 77 and 78:
Page 74 Participants’ Papers Lear
Page 79 and 80:
Page 81 and 82:
Page 83 and 84:
Page 85 and 86:
Page 87 and 88:
Page 89 and 90:
Page 91 and 92:
Page 93 and 94:
Page 90 Learning for Life, Work and
Page 95 and 96:
Page 92 Workshop Programme Learning
Page 97 and 98:
Page 94 List of Participants Learni
Page 99 and 100:
Page 101 and 102:
Page 103 and 104:
Page 100 List of Participants Learn
show all

Learning for Life, Work and the Future Initial ... - Unesco-Unevoc

Create successful ePaper yourself

Delete template?

Save as template?