Strengthening Technical and Vocational Education and Training ...

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16 Supplementary Appendix D PROPOSED STRATEGIES FOR DEVELOPMENT OF MANAGEMENT CAPACITY A. System Review 1. There are a series of underlying system issues which limited the effectiveness of TVET in meeting national needs for basic and middle-level skill formation in the formal and informal economies. These include: (i) absence of entrepreneurial focus in most of public TVET; (ii) weak linkages between policies, plans, strategies and budgets; (iii) inadequate involvement of enterprises in TVET provision; (iv) inadequate quality control because there is no national qualifications framework (NQF), skills standards and provider registration; (v) limited access to training and higher levels of training; (vii) lack of information, particularly labor market information; and (viii) lack of system quality development though TVET teacher training and upgrading, curriculum development and training materials. 2. The effectiveness of system management is a major factor in all of these issues. Each of the issues links to the capacity of the central management, monitoring and supervision of the system, as well as the management of the TVET institutions. They also link to the effectiveness of the management of professional and development initiatives inlcuding the provision of TEVT teacher training; the organization and management of key quality assurance, and the system services of curriculum, training materials and testing. B. Proposed Management Provisions under the Project 4. System Management. All middle-level DGTVET officers, and one representative from each MOLVT provincial office, will undertake customized regional training in TVET system management, supervision and development. Training will focus on: (i) supervising and assisting development of MOLVT TVET institutions; (ii) gathering of TVET data and statistics; (iii) monitoring and review of NTF; (iv) developing data banks on special needs and gender within TVET and preparation of recommendations for action; (v) reviewing PTB training plans; (vi) supporting TVET system and professional development through NTTI; (vii) monitoring and supporting other TVET provision; and (viii) preparation of policy recommendations. Following their return from regional training, each officer will be involved in ongoing on-the-job performance mentoring by Project consultants to ensure transfer of skills. 6. System and Institution Finance. Finance officers from all PTCs and DGTVET will undertake formal basic accounting training through a registered national provider, and a program carrying credit for entry into future professional training. Post-training activities will be supported by detailed operational manuals developed with specialist consultant support. 7. Management of Policy Development. DGTVET capacity as secretariat of NTB will be strengthened through two major policy studies and through study tours on regional TVET policy for senior personnel, and through senior consultant support for NTB policy workshop reviews as a basis for preparation of DGTVET plans and expenditure frameworks, and for management of their implementation and review. Add policy studies 8. The recommended focus of the study tours will include: (i) Institutional and non-institutional approaches to TVET; (ii) TVET Governance; (iii) TVET System management, monitoring and development; (iv) TVET professional support services; (v) Labor market and enterprise linkages; (vi) ASEAN skills standards and labor movement; (vi) Public/private partnerships for TVET].
Supplementary Appendix D 17 9. DGTVET Management for System Standards and Regulatory Procedures. DGTVET officers of the Department of National Competency Standards and representative provincial officers (2 groups) will undertake customized regional training in supervision of NQF and skills standards, or in the administration of trainer provider registration and accreditation. On return from training all participants will be involved in ongoing on-the-job performance mentoring by Project consultants. 10. Training program content, supervision of NQF/national standards: (i) establishing the national qualifications framework; (ii) ensuring and supporting skills standards development and endorsement; (iii) meeting skills standards for overseas workers; (iv) ensuring and monitoring testing systems against skills standards; (v) supporting curriculum development against standards; (vi) monitoring the evaluation of training against standards. 11. Training program content, TVET trainer provider registration and accreditation: (i) organization and implementation of systems for TVET course accreditation; (ii) monitoring accreditation; (iii) organization and implementation of systems for TVET provider registration; (iv) monitoring TVET provider registration; (v) recording systems; (vi) legal constraints; and (vii) developing and implementing advisory services for registration and accreditation. 12. Information Systems Management. TVET management and planning capacity will be strengthened by the development and commissioning of a management information system (VETMIS) and a labor market information system (LMIS) closely integrated with national data systems. These systems will be developed through international and national consultant inputs and upgrading of national expertise for system implementation, maintenance, and development. Support for full institutionalization of the system across the MOLVT and the training institutes, and the training of all involved personnel, both system operators and users, will be provided. 13. Management of Training Institutions. All PTC and VTC directors will undertake structured training for institute management in each of the first four years of the project, focussing on: (i) developing links with local authorities, employers and community; (ii) managing finance; (iii) diversifying income sources; (iv) managing and upgrading training staff and training methods; (v) developing training proposals for short and long-term programs; (vi) managing data (staff, student, training and materials) records and reporting; (vii) planning of training to meet local labor market needs and opportunities, (viii) analysis of specialist training needs and development/adaptation of training programs; and (ix) evaluating program implementation. Ongoing post-training follow-up (and needs-based) job mentoring by Project consultants will be provided over the Project period. 15. All PTC directors will be trained in-country and supported on-the-job for the management and implementation of the VSTP by the national consultant VSTP implementation specialists. 16. Organization and Management of Programs Implementation. Two lead teachers in each of the 3 technologies to be targeted under the Project, and 2 NTTI teacher trainers, will undertake customized regional training programs including (i) skills upgrading in the relevant technology; (ii) skills standards development and application; (iii) training organization, management and methodology; and (iv) organization of work placements for TVET. Ongoing onthe-job consultant mentoring and support (years 1-5) will be provided following return from training, specifically to ensure transmission of skills learned. 17. Management of Technical and Professional Development and TVET System. Central management support will be provided under the Project for the proposed development of a central integrated TVET learning services system drawing on the existing complex of
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