Strengthening Technical and Vocational Education and Training ...

More documents

Recommendations

Info

44 Supplementary Appendix G Other Standards and Standard Terminology Standard Codes used in IT Systems To make data from various locations and sources compatible some other standard codes should be used preferably the same codes as used by NIS. Examples standards are the codes for provinces, districts and communes, the use of the same age groups etc. International Standards The International Labour Organization (ILO) has developed standards on labour statistics of two types, namely (a) Conventions and recommendations, adopted by the International Labour Conference, and (b) Resolutions and guidelines adopted by the International Conference of Labour Statisticians. Convention No 63 26 sets standards for Statistics of Wages and Hours of Work. Convention No 160 27 and Recommendation No 170 establish standards and standard methods for the compilation of the following labour market indicators, which the convention declares as standard indicators: o Economically active population, employment, where relevant unemployment, and where possible visible underemployment; o Structure and distribution of the economically active population, for detailed analysis and to serve as benchmark data; o Average earnings and hours of work (hours actually worked or hours paid for) and, where appropriate, time rates of wages and normal hours of work; o Wage structure and distribution; o Labour cost; o Consumer price indices; o Household expenditure or, where appropriate, family expenditure and, where possible, household income or, where appropriate, family income; o Occupational injuries and, as far as possible, occupational diseases; and o Industrial disputes. Recommendation No 19 28 establishes standards for statistics about emigration, immigration, repatriation, transit of emigrants on outward and return journeys. The UNESCO Institute for Statistics (UIS) provide a wide range of standard classifications and definitions of educational terminology 29 The World Bank (WB) offers a variety of International Classification Standards 30 such as classifications for institutional sectors, for classification of products etc. All these and other international standards should be considered when developing the Cambodian Standards Manual, which will include a bi-lingual glossary of the relevant terminology (see activity 1.2.4.b – page Error! Bookmark not defined.). Standard Terminology specific for Cambodia A standard terminology needs also to be clarified, preferably backed by legal or other official documents (see activity 1.2.7.b. – page Error! Bookmark not defined.). Examples where the terminology has to be standardized are the following: o How long exactly are ‘short’ courses or ‘long’ courses? o What are the criteria to distinguish ‘formal’ and ‘non-formal’ training? o Which types of courses belong to ‘track 1’ and ‘track 2’ training? 26 Ratified by 14 nations, but not by Cambodia 27 Labour Statistics Convention 1985, ratified by 46 nations, but not by Cambodia 28 http://www.ilo.org/ilolex/cgi-lex/convde.pl?R019 29 http://www.uis.unesco.org/ev.php?URL_ID=5455&URL_DO=DO_TOPIC&URL_SECTION=201 30 http://go.worldbank.org/US1F5OFKQ0
Supplementary Appendix G 45 o Are the criteria for ‘formal’ and ‘non-formal’ training the same as the criteria for distinguishing ‘formal’ and ‘non-formal’ businesses? In the example above, VETMIS needs a decision, whether ‘non-formal’ is an attribute of (i) the method of training delivery (ii) the type of certification that is issued at the end of a course, (iii) the length of the training course or (iv) the qualification of the training provider who delivers the training course. Currently, it seems that the length of a course is the only criterion for judging the courses skill level. Standard Formats for Surveys Between 1993 and 2000 Training evaluation needs assessments (TENA) were conducted and staff were trained using formats and processes developed by ILO. Training needs analyses were also conducted under ESDP II for the voucher program (VSTP) and are still being conducted by the ECOSORN project in the north west of Cambodia 31 . Based on the results of these activities and using lessons learnt, standards should be developed for regular tracer studies and for regular surveys of training needs 32 . Standardization will allow capturing the results of the surveys in VETMIS. And this will allow producing statistics and analysing and interpreting the results of the surveys (see activity 1.2.4.b page Error! Bookmark not defined.). Models for standard questionnaires are presented in annexe 12, 13 and 15. Standardization will also include the processes and procedures to be used during and after the surveys, which procedures will be documented and included in the Management Handbook for VET institutions (see activity 1.2.7.c – page Error! Bookmark not defined.) Standardization and Harmonization of MoLVT Data Each department and office within MoLVT collects and keeps data in different formats and dimensions. Data about employers, for example, is kept in different formats and different dimensions in the following departments: o Department of Labour Inspection o Department of Work Conflict o Department of Occupation and Manpower The purpose of activities 1.2.4.a through 1.2.4.c (page Error! Bookmark not defined.) is to harmonize and standardize data within MoLVT. Keeping in mind that a full standardization is outside the scope of the project, only basic data that is relevant for VETMIS and LMIS will be targeted by this activity. The result will be that relevant data from within MoLVT will be directly available for the purposes of VETMIS and LMIS. This will avoid duplications of the collection of same data by various departments. ICT Equipment and ICT Skills During the field visits (see Annex 2) and through a survey (see questionnaire Annex 3) a definite need for ICT equipment in all offices was identified. It also emerged that the officers in PTCs and at MoLVT lack basic ICT skills. The gap between the existing ICT situation and the required ICT infrastructure and ICT skills will widen if provincial institutions become agencies of the planned National Employment Agency. Transforming PTCs into offices of NEA will increase the need for a better ICT infrastructure and ICT training of more staff. 31 http://www.ecosorn.org/ 32 The recommendation in sections 28 and 29 of the final report of the Basic Skills program was to conduct TENA regularly, to regularly update the training and employment needs of the country and to regularly conduct tracer studies on learning outcomes.
Page 1: Supplementary Appendixes Project Nu
Page 4 and 5: 2 Supplementary Appendix A Table 2:
Page 6 and 7: 4 Supplementary Appendix A � Many
Page 8 and 9: 6 Supplementary Appendix A Program
Page 10 and 11: 8 Supplementary Appendix B IMPLEMEN
Page 12 and 13: 10 Supplementary Appendix B (vi) Pl
Page 14 and 15: 12 Supplementary Appendix C Table 1
Page 16 and 17: 14 Supplementary Appendix C Table 4
Page 18 and 19: 16 Supplementary Appendix D PROPOSE
Page 20 and 21: 18 Supplementary Appendix D Phnom P
Page 22 and 23: Training Program Target Group 9. In
Page 24 and 25: Training Program Target Group 26.TV
Page 26 and 27: 24 Supplementary Appendix F PROPOSE
Page 28 and 29: 26 Supplementary Appendix F 6. Proj
Page 30 and 31: 28 Supplementary Appendix G Introdu
Page 32 and 33: 30 Supplementary Appendix G make it
Page 34 and 35: 32 Supplementary Appendix G 4 Exit
Page 36 and 37: 34 Supplementary Appendix G informa
Page 38 and 39: 36 Supplementary Appendix G LMIS st
Page 40 and 41: 38 Supplementary Appendix G The Dep
Page 42 and 43: 40 Supplementary Appendix G network
Page 44 and 45: 42 Supplementary Appendix G o Cambo
Page 48 and 49: 46 Supplementary Appendix G ICT Equ
Page 50 and 51: 48 Supplementary Appendix G local s
Page 52 and 53: 50 Supplementary Appendix G An oper
Page 54 and 55: 52 Supplementary Appendix G The sam
Page 56 and 57: 54 Supplementary Appendix G Impact
Page 58 and 59: 56 Supplementary Appendix G Categor
Page 60 and 61: 58 Supplementary Appendix G LMIS is
Page 62 and 63: 60 Supplementary Appendix G These t
Page 64 and 65: 62 Supplementary Appendix G Data fo
Page 66 and 67: 64 Supplementary Appendix G Data Pr
Page 68 and 69: 66 Supplementary Appendix G conduct
Page 70 and 71: 68 Supplementary Appendix G Data fr
Page 72 and 73: 70 Supplementary Appendix G Aspect
Page 74 and 75: 72 Supplementary Appendix G LMIS Mo
Page 76 and 77: 74 Supplementary Appendix G PTCs th
Page 78 and 79: 76 Supplementary Appendix G There a
Page 80 and 81: 78 Supplementary Appendix G Softwar
Page 82 and 83: 80 Supplementary Appendix G Mainten
Page 84 and 85: 82 Supplementary Appendix G Labour
Page 86 and 87: 84 Supplementary Appendix G Annex 4
Page 88 and 89: 86 Supplementary Appendix G Section
Page 90 and 91: 88 Supplementary Appendix G USA: O*
Page 92 and 93: 90 Supplementary Appendix G not onl
Page 94 and 95: 92 Supplementary Appendix G main ta
Page 96 and 97:
94 Supplementary Appendix G Referen
Page 98 and 99:
96 Supplementary Appendix G 3: VET
Page 100 and 101:
98 Supplementary Appendix G 9: Trai
Page 102 and 103:
100 Supplementary Appendix G Annex
Page 104 and 105:
Page 106 and 107:
104 Supplementary Appendix G Animal
Page 108 and 109:
Page 110 and 111:
108 Supplementary Appendix G Employ
Page 112 and 113:
Page 114 and 115:
112 Supplementary Appendix G Averag
Page 116 and 117:
114 Supplementary Appendix G o Rese
Page 118 and 119:
116 Supplementary Appendix G o The
Page 120 and 121:
118 Supplementary Appendix G Table
Page 122 and 123:
120 Supplementary Appendix G This p
Page 124 and 125:
Page 126 and 127:
Page 128 and 129:
Page 130 and 131:
128 Supplementary Appendix G Questi
Page 132 and 133:
Page 134 and 135:
132 Supplementary Appendix G Conclu
Page 136 and 137:
Page 138 and 139:
Page 140 and 141:
Page 142 and 143:
140 Supplementary Appendix H A. Aim
Page 144 and 145:
142 Supplementary Appendix I PROCUR
Page 146 and 147:
144 Supplementary Appendix I Any te
Page 148 and 149:
146 Supplementary Appendix J OUTLIN
Page 150 and 151:
148 Supplementary Appendix J She/he
Page 152 and 153:
150 Supplementary Appendix J Projec
Page 154 and 155:
No. Issue Action to Mitigate Risk R
Page 156 and 157:
Page 158 and 159:
Page 160 and 161:
Page 162 and 163:
160 Supplementary Appendix L 2.2 2.
Page 164 and 165:
162 Supplementary Appendix L 4.11 4
Page 166 and 167:
164 Supplementary Appendix L 4.41 4
Page 168 and 169:
ATTACHMENT A.kk.1 Other Project Fun
Page 170 and 171:
168 Supplementary Appendix L
Page 172 and 173:
170 Supplementary Appendix L ATTACH
Page 174 and 175:
172 Supplementary Appendix L Two ma
Page 176 and 177:
174 Supplementary Appendix M A. Fin
Page 178 and 179:
176 Supplementary Appendix M 9. In
Page 180 and 181:
178 Supplementary Appendix M 15. Ta
Page 182 and 183:
180 Supplementary Appendix M 19. Ad
Page 184 and 185:
182 Supplementary Appendix M Econom
Page 186 and 187:
184 Supplementary Appendix M 530 co
Page 188 and 189:
186 Supplementary Appendix M Total
Page 190 and 191:
188 Supplementary Appendix M Figure
Page 192 and 193:
190 Supplementary Appendix M Figure
show all

Strengthening Technical and Vocational Education and Training ...

Create successful ePaper yourself

Delete template?

Save as template?