Education Sector Development Program - VLIR-UOS

Education Sector Development Program IV
With a view
to creating a
comprehensive, outcome
based and flexible TVET
system, the development
of occupational
standards, assessment
tools, certification
based on labor market
analysis, benchmarking
and stakeholder
consultation will be
continued.
Equity will receive
greater attention under
ESDP IV. In particular
the participation of
females in management
and training positions
needs to be strengthened
so as to ensure an
increasing number of
role models for female
students. Females will be
encouraged to join nontraditionally
female
professional training.
accumulation and transfer. In particular, TVET
institutions are also expected to play a stronger
role in providing support to the incubation and
establishment of MSEs as well as upgrading
and strengthening existing MSEs.
A combination of strategies relating to
the legal framework for TVET (TVET
Proclamation under way), the organizational
set up and the development of managerial
capacities throughout the system will be
deployed. A review of the TVET is suggested
for policy development, update and the
formulation of new guidelines regarding
technology, transformation and cooperative
training. Raising awareness will be conducted
within the broader society as well as among
stakeholders on the benefits of TVET in which
the industry will be mobilized to own the TVET
system.
At the systems level, the capacity of TVET agencies
and councils will be developed so as to reinforce
their role in policy development, implementation,
monitoring and evaluation of the TVET system.
Labor market intelligence, research capacity
and EMIS will need to be strengthened so that
national and regional authorities can fully play
their role in policy development and systems
coordination.
With a view to creating a comprehensive,
outcome based and flexible TVET system,
the development of occupational standards,
assessment tools, certification based on
labor market analysis, benchmarking and
stakeholder consultation will be continued.
Curriculum content will be designed and
teaching materials prepared in line with
occupational standards, assessment tools
and certification requirements. In this
respect, priority sectors will be emphasized
in order to concentrate efforts and be
better connected to market and increase
relevance. It is also foreseen to provide
support and enhance the capacity of centers
of competencies (COCs).
TVET programs will be modularized and
institutions equipped with ICT in order to make
the TVET offer more flexible in its delivery in
terms of entry and exit levels. Career guidance
structures will be strengthened so as to obtain a
better match between individual aspirations, the
available TVET offer and labor market prospects.
The TVET system will expand its offer via public,
NGOs and private provision of training programs.
An increasing number of TVET trainers will
be trained in line with the new TVET trainers’
qualifications framework and TVET trainers
will be provided opportunities for professional
development.
Under ESDP IV, it is expected that private
providers of TVET will play a stronger role in
the delivery of the TVET system. Incentives will
be provided by the government and support
through access to occupational standards,
certification guidelines and model curricula
and material. Regional accreditation systems
for private TVET providers will also be
strengthened.
As mentioned above, under ESDP IV, TVET
institutions are expected to become agents of
technology capability and transfer to micro- and
small enterprises (MSEs). With this in mind, it
will be necessary to include this new function in
the pre-service and in-service training of TVET
trainers, while also taking account of females’
participation
Equity will receive greater attention under
ESDP IV. In particular the participation of
females in management and training positions
needs to be strengthened so as to ensure an
increasing number of role models for female
students. Females will be encouraged to join
non-traditionally female professional training.
Preferential access will be provided to students
from disadvantaged regions and students with
special needs. Further more, special attention
will be given to the emerging regions. Capacity
development in planning and management of
TVET will be intensified in order to enhance
implementing capacity of the TVET Strategy and
in turn to increase enrolment rates.
Efforts will be made to control and prevent HIV
and avoid discrimination against trainees and
staff members living with HIV. By the same token,
prevention and control of drug and substance
abuse amongst the youth and adults in the
TVET sector will be carried out in collaboration
and partnership with the Drug Control and
Administration Authority and other relevant
agencies. Protection and sustainability of the
environment will also be given due attention
within the TVET system.
In order to ensure a sustainable system of
financing, income generating schemes and
cost sharing by users will be enhanced and an
effective utilization of training machines and
equipment promoted.
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