Transcript TVET and the challenge of South

TVET and the challenge of
North - South cooperation
Learn4Work Seminar
2009, Amsterdam
September 22, 2009
Jan van den Hoogen
Presentation in five steps
• Comparing TVET in South and North: some
reflections).
• Challenges for N/S cooperation: a possible agenda
for action).
• Dutch Development Policies and TVET.
• Strategy for N/S cooperation.
• Final conclusions.
Definition TVET (UNEVOC)
Post-compulsory education and training,
excluding degree and higher level programmes
delivered by Higher Education, which provides
people with occupational or work-related
knowledge and skills.
Comparing TVET in South and North (1)
South:
• Often buildings in poor condition, wiring
inadequate, pollution (health), safety problem,
broken/old equipment, traditional library, no/few
raw materials.
North:
• Often new buildings, proper wiring etc., health
precautions, new equipment, open learning
centers, ample materials.
Comparing TVET in South and North (2)
South:
• Large groups, mostly demonstration rather than
(active) learning by doing, safety issue, theory –
practical skills divide.
North:
• Small groups, assignments to promote active
learning, integration of theory and practical
skills training.
Comparing TVET in South and North (3)
South:
• TVET – industry linkages at best in initial stage,
often non existent; TVET supply driven, curricula
academic (supply) rather than industry based
(demand).
North:
• Industry involved in NQF development, strong
regional imbedding, demand driven, centres of
expertise (kenniscentra) as intermediate agencies.
Comparing TVET in South and North (4)
South:
• TVET is expensive, often underfinanced; need for
more financial support from industry, but private
sector still rather weak; as a result TVET must rely
on student fees, donor funding and similar.
North:
• Mostly higher government funding, more often
private sector (better developed) input through
Training Fund, high(er) student fees; funding from
other Ministeries (Labour, Immigration, Social
Affairs).
Comparing TVET in South and North (5)
South:
• Enterpreneurial skills training more academic than
focussing on practical entrepreunrial skills, not
integral part of overall curriculum, but seperate
subject or course; need to learn by doing.
North:
• Enterpreneurial skills at the heart of the
curriculum (especially at the higher levels),
integral part of teaching and learning.
Challenges for N/S partnerships (1)
• Development of a clear and comprehensive TVET
policy (legislation), e.g. new TVET in Kenya.
• Development of a National Qualification
Framework (NQF) incorporating lessons learnt in
the North e.g. Botswana;
• Creation of strong involvement of social partners
in TVET development, making use of good
practices in the North;
Challenges for S/N partnerships (2)
• Setting up of intermediate (= bridging)
agencies like Centers of Expertise
(kenniscentra) in NL.
• Development of MBO Council like national
interest group(s) promoting attention for and
investment in TVET as well as proper
conditions of services (renumeration).
• Development of demand rather than supply
driven curricula.
Short intermezzo
The national expertise centers (Kbb’s):
the Dutch collection….
Mission of Kenwerk
As centre of expertise for the sectors hospitality,
bakery, travel, leisure and facility services, we
bring vocational education and industry
together to contribute to a healthy labour
market.
•Jobs for young people
•Well trained employees for the industry
Kenwerk
Kenwerk works by commission of the minister for
Education, Culture and Science (OCW) as a
consequence of our new VET legislation
(1997:WEB). There are 18 CoE’s. Main tasks:
1. Maintaining a qualification framework (NQF)
2. Certification of workplacement companies
3. (International) projects for schools,
government, industry to stimulate good
education and a healthy labour market
Development qualification
structure
Social partners
(job profiles)
Educ.
institutions
(development of
curricula based
on
qualifications)
Inspection of:
•Education
•Examination
Centres of
expertise
(qualification
profiles)
Dialogue
social- and
educational
partners
Minister of
Education
(approval)
Which VET
programmes
are funded?
Development: the complex version
Social partners
Colo
MBO Council
Employers and
Employees organisations
Umbrella sector expertise
centres
Represents all
educational institutes
Industry / Branches:
Via National Expertise Centres
National Expertise Centres
Sector specific
Education VET:
Via regional educational
(Agricultural) institutes
(ROC+AOC)
Parity Committee
Define occupational
profiles (BCP)
(Description vocational context
core tasks, core issues and
competences)
Industry
Education
Sectors
Develop together qualification
profiles (KP) based on format
Design curriculum
Teach curriculum
Test competences
Develop Education Profiles (OP)
Assessment
Inspectorate
(for overall Inspection and
control)
Coordination Point
Qualification VET (CP)
Decision taker (approval)
Ministry of Education,Culture and Science Ministry of Agriculture, Nature and Food Quality
Challenges for N/S partnerships (3)
• Development of Quality Assurance Policy and QA
system(s), with special reference to school selfevaluation approaches; and making use of such
experiences in the North.
• Jointly avoiding a too narrow economic approach
to TVET.
• Developing proper career guidance system, and
assisting in job seeking initiatives.
• Development of TVET teacher training (ToT), and
related upgrading of TVET teachers and
instructors, and TVET managers.
Challenges for N/S partnerships (4)
• Development of more student centered, and IT
based learning methods.
• Improving learning through work placements
(internships) through training (certification) of
supervisors as well as companies.
• Promotion of problem solving skills,
• Combining funding (public, private sector, NGO)
to avoid waste of limited resources for TVET
development;
• Creation of Training Fund (sectorwise).
Challenges for N/S cooperation (5)
• Cooperation in promoting entrepreneurial skills
training through e.g. Student Enterprise Projects
(SEP), College Enterprise Projects (farm, car
repair workshop), and self-employment projects
(starting up SME’s).
• Cooperation in setting up database of graduates
to keep in contact in view of work placements,
in service training, SEP etc.
• Jointly promoting relevance and reputation of
TVET (industry, parents/students).
Dutch Development Policies and TVET
• No specific programme on TVET, neither a specific
TVET Dutch development policy.
• NPT includes TVET projects, but major focus of NPT
is on HE; NICHE has yet to start (will come back).
• Study (2007) indicated limited capacity and
expertise on TVET at HQ, and Embassies.
• Nuffic: primarily HE, no specific TVET department
or unit.
• Dutch TVET: limited capacity for tendering and
implementation of TVET projects.
• Limited (TVET) resources are not used effectively
and efficiently, too many and too small projects.
N/S cooperation to put TVET on Dutch
Development Agenda
• Cooperation amongst TVET stakeholders in both
North and South is essential.
• To promote that TVET is high on the agenda for
Dutch development support.
• To promote improved TVET capacity and
expertise of decision (policy) makers.
• To promote good TVET practices in the South
based on (new) N/S partnerships.
Strategy for N/S cooperation
• Combining forces of key TVET stakeholders in
North and South, and
• Combining limited financial resources (funding) to
realise.
• A small number of good TVET pilot projects
(= Centers of Excellence) to act as examples of
good TVET practice, and
• As models for further TVET development.
Rehabilitation and upgrading of the
Kenya TVET training centers
• Funded by Dutch Government (48% Grant
through ORIO) and Government of Kenya (52%)
• Total project value: 15 MLN EURO
1)
2)
3)
4)
5)
6)
7)
Technical Assistance
Consultancy
Curriculum Development
In-Country Training
Overseas Fellowships
Technical Training
Supply, Installation Commissioning for
Equipment
TIVET approach Kenya
• Comprehensive (holistic) approach.
• = whole package: both ‘hard’ as well as ‘soft’.
• Stepwise: upgrading of KTTC, and 9 TVET colleges
to become Centers of Excellence.
• Roll out to other colleges (nation wide), approx.
thirty, through ToT, curriculum reviews;
• Focus is on Technical VET;
• Main objective: to improve the quality of TVET.
• More demand-driven (societal needs), better
access, promote entrepreneurship, self
employment, higher enrolment.
ORIO programme
• ORET/ORIO is a Dutch facility for infrastructure
development, e.g. educational infrastructures,
including equipment;
• Governments in developing countries join with the
business community to set up large infrastructure
projects;
• Emphasis is on building and construction for
example of workshops, including equipment and
machinery.
NICHE programme
• Capacity development in post secundaire
education in developing countries to enable them
to provide themselves with better education and
workforce in the long run.
• Special attention for:
• Relation with the labour market;
• Vocational Education and Training;
• Gender issues;
• Input of local/regional expertise.
Niche budget and countries
• Budget: from ca. 40 MLN EURO in 2007 tot ca.
65 MLN EURO in 2012 (50% naar Sub Sahara
Afrika).
• 33 partner countries (inclusive fragile states).
• Fully operational in 14 countries (also in South
Africa) in 2009 (?),
• Gradual extension with more countries in the
coming years,
• Budget for hardware (renovation, equipment)
max. approx. 20% of total budget.
Strategy continued
• In North: Promotion of cooperation between
Centers of Expertise, TVET (ROC’s), private
sector, and NGO’s.
• In South: focus on establishment of Centers of
Excellence rather than spreading limited
resources over too many small projects with
little impact in view of sustainability of efforts.
• Support both at national and school level.
Final conclusions (to summarize)
• Strengthening of TVET in the South requires
combining Dutch TVET capacity as well as (Dutch)
funding,
• To create a (small) number of TVET Centres (of
Excellence) as regional or national good TVET
practices (small diamonds).
• To act as examples (awareness building,
dissemination, ToT) for other TVET schools in the
South, and as sustainable basis.
• For meaningful twinning of TVET N/S, for student
exchange, traineeships and others.
Thank you!
• Questions?
• Comments?
Definition TVET (UNEVOC)
Post-compulsory education and training, excluding
degree and higher level programmes delivered by
Higher Education, which provides people with
occupational or work-related knowledge and skills