Education Sector Development Program - VLIR-UOS

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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. 56
Education Sector Development Program IV 4. Program matrix Strategies and component activities Indicator/target * Component 1: Strengthen technology capabilities’ accumulation and transfer Training of TVET trainers to enable them to become technology adopters Training of technology multipliers Supporting enterprises in their technology needs Organizing pre-service training of TVET trainers including in technology capability, accumulation and transfer Implementing in-service training for TVET trainers to enable them to become technology adopters Training technology multipliers No of trained technology adopters will be 3000 in 2014/15 No of transferred technologies will be 1000 in 2014/15 Copied/imitated 950 and improved 50 in 2014/15) No of incubated MSEs for technology transfer will increase from 600 to 3000 in 2014/15 2670 micro-enterprises with capital acquired up to 20,000; 300 small scale enterprises from 20,000 to 500,000; 30 medium size enterprises above 500,000. 3000 technology adopters will be trained by 2014/15 750 technology multipliers will be trained by 2014/15 Number of value chains mapped will be 300 in 2014/15 Number of identified technologies needed by MSEs will be 1800 in 2014/15 Number of selected technologies needed MSEs will be 1500 in 2014/15 Number of developed/documented blueprints will be 1500 in 2014/15 Number of developed prototypes will be 1200 in 2014/15 Number of tested and approved prototypes will be 1080 in 2014/15 Number of new patents will be 45 in 2014/15 6000 new TVET trainers will be trained by 2014/15 3000 technology adopters will be trained by 2014/15 750 technology multipliers will be trained by 2014/15 * See comment on indicators and/or targets at the beginning of chapter 3. 57
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