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Regional Training Program on“Strengthening Competency Assessment in TVET”
By: SEAMEO VOCTECH
18th –> 30th August, 2014 | Brunei Darussalam.
Kingdom of CambodiaNation Religion King
Mr. Chhoum Khoeun,Mr. Enn Vuthy,Ministry of Labour and Vocational Training
INTRODUCTION TO CAMBODIA
Royal Arms
National Flag
King Norodom SihakmonyRoyal Palace
Preah Vehear
Angkor Wat Angkor Thom
Bokor Mountain
Land area : 181,035 km2
Population : 15,270,000 © 2010 NSDP Population Growth rate : 2.49 % Density of Population : 64 per km2
Life Expectancy : Male (56), Female (58) GDP ( US$ ) : 1,008 (By World Bank) Literacy rate 2007 (Ages15 and above) : 67.3 % Vocational Inst. (Public & Private) : 112,217
(Students) (By National Institute of Statistics, 2011)
Religion :
. Buddhism : 85%
. Muslim : 5%
. Preah Neang Kong Si Em : 5%
. Christian : 3%
. Other : 2%
INTRODUCTION TO CAMBODIA
2001 2005 2010 2012
Agriculture 36% 33% 37% 35%
Industry 24% 26% 21% 24%
Services 40% 41% 42% 41%
Total 100% 100% 100% 100%
ECONOMIC PERFORMANCE:GDP BY SECTOR OF
ACTIVITY
Source: Cambodia Macroeconomic, Ministry of Economy and Finance (2013).
Department ofChild Labour
Department ofOccupational Health
NTB
MINISTRY OF LABOUR AND VOCATIONAL TRAINING
The Ministry of Labour and Vocational
Training ( MLVT ) has mandated by the
Royal Government of Cambodia to lead
and manage all activities related to the
field of Labour and Vocational Training
in all over the Country that has the roles
and responsibilities as follow :
ROLES OF MINISTRY OF LABOUR AND VOCATIONAL
TRAINING
Apply the labour law in the goal of upgrading the Hygiene, Health, Security and Work conditions in all Enterprises.
Organize the labour inspection services in all Enterprises following the commitment of labour Administration scheme.
Follow up the application of labour law and concerned legislations related to Labour Standards, Labour conditions, Labour safety and the prevention of health risk for employees.
Coordinate the relation between the labour’ Unions and employers’ Representatives in all Enterprises.
Resolve the Labour disputes by the procedure of bargaining depends on the law and legislation.
Study and establish the National policy on employment and find out the needs of Labour market, the numbers of unemployment in over the country.
Manage the use of Cambodia and foreign manpower. Organize the Social security for workers and manage the
social security fund.
A- LABOUR FIELD
Develop the National Employment policy in according with the Vocational Training, skill development in the objective to help the needy people to find job and help the industries find the qualified manpower.
Organize and manage the Vocational Training in accordance with the Labour market needs.
Cooperate and coordinate with ADB and Government to Develop Vocational Training field.
Cooperate with training providers and industrial experts to develop the national system of Competency Standards, Competency Assessment, Accreditation and Certification.
Cooperate with the Ministry of Women Affairs in the purpose to develop the skill of the delinquencies and gender and development.
Organize and Manage the apprenticeship. Organize and Manage the national skill competition.
B- VOCATIONAL TRAINING FIELD
ROLES OF DNCS (Dept. of National Competency Standards)
Develop the National Qualification Framework
Develop Skills Standards
Conduct testing Skills Standards
Evaluate the effectiveness of all training
Validate Skills Standards against international benchmarks
where appropriate
Validate Skills Standards with Sector Councils
Develop curriculum to support Standards links with curriculum
developers of National Technical Training Institute
Involve in Sector Council development and support
Take part in the development of National Association of
Training Providers.
Involve in the national, ASEAN and world skills competitions
• Prepare the national policies and strategies on competency assessment for assessing the workers, graduates, and others.
• Prepare technical groups for developing the competency assessment packages and other documents related to assessment works.
• Create criteria for accrediting the assessment centers
• Create criteria for accrediting the competency assessors.
• Conduct Meeting, Workshops, and Training course on the National System of Competency Standards, Assessment, Accreditation and Certification.
• Conduct the Assessors’ Training Courses
ROLES OF COMPETENCY ASSESSMENT OFFICE
• Prepare documents and submit them for approval for using the assessment centers for each skill defined.
• Develop the competency assessment packages
• Conduct the process of competency assessment to assess the competence of workers, graduates and others.
• Organize and Manage the National, ASEAN and World Skills Competitions.
• Cooperate and coordinate with other related institutions (Training providers and industrial experts) for developing, updating, recommending, approving the assessment instruments.
ROLES OF COMPETENCY ASSESSMENT OFFICE
EDUCATION and TVET SYSTEM IN CAMBODIA
Schooling Year
General Education
System (MoEYS)
Higher Education System
(MoEYS + ACC)
TVET System (MLVT+NTB)
NQF Level Name
21 Doctoral 8 Doctoral
20
19
18 Master 7 Master of Technology/Business
17
16 Bachelor 6 Bachelor of Technology/Engineering/
Business15
14 Associate 5 Higher Diploma
13
12 Upper SecondarySchool Certificate
4 TVET Certificate III
11 3 TVET Certificate II
10 2 TVET Certificate I
09 Lower Secondary School Certificate 1 Vocational Training
Certificate08
07
01 – 06 Primary School
EDUCATION and TVET SYSTEM IN CAMBODIA
CAMBODIAN QUALIFICATION FRAMEWORK (CQF)
CQF comprises 8 levels was completed, and approved by NTB on the 28th March, 2014.
CQF Level
MLVT + NTB MoEYS + ACC TVET Higher Education
8 Doctoral Degree Doctoral Degree 7 Master of Technology / Business Master Degree 6 Bachelor of Technology / Engineering / Business Bachelor Degree 5 Higher Diploma Associate Degree 4 Technical & Vocational Certificate III 3 Technical & Vocational Certificate II 2 Technical & Vocational Certificate I 1 Vocational Certificate
To be used by TVET Institutions
-Course/ Program Development- Accreditation- Delivery- Assessment
Competency Standard
KnowledgeSkillsAttitude
PerformanceCriteria
-Competency- Based Curriculum-CompetencyLearning Package-Competency Assessment PackageTo be
reviewed and endorsed by Industry Advisory Group (IAG)
To be approved by the National Training Board (NTB)
CQF
All graduates are to take Competency Assessment
To be certified by the MoLVT based on set National Quality Framework
Quality TVETGraduates/ Competent SkilledWorkers
QUALITY ASSURANCE STRATEGY
50%
30%
17%
1%
1%
0% 10% 20% 30% 40% 50% 60%
Continue to University
Find Job
Study in TVET inst.
Help Family
Others
STUDENTS’ PLANS AFTER HIGH SCHOOLS
ENROLMENT BY QUALIFICATION LEVEL IN 2010
QualificationsEnrolment
Male Female Total
Bachelor+Upper 1,523 458 1,981
Diplomalevel 2,466 842 3,308
Certificate I, II,III 404 342 746
Source: Director General of TVET
2004-2005 2005-2006 2006-2007 2007-2008 2008-20090
20,000
40,000
60,000
80,000
100,000
120,000
140,000
160,000
180,000
27,894
47,986
88,367
113,648
168,630
12,320
19,987
31,873
53,903
87,887 TotalFemale
STATISTIC OF GRADUATES (2004-2005 to 2008-2009)
No. Description
2004-2005 2009-2010
Total Female Total Female
1 Bachelor + Upper 1,041 212 1,981 458
2 Diploma Level 1,237 416 3,308 842
3 Certificate I, II, III 594 51 746 342
4 Short-courses Training 25,022 11,641 114,142 56,882
Grand Total 27,894 12,320 120,177 58,524
STATISTIC OF GRADUATES (2004-2005 & 2009-2010)
ESTIMATES OF EDUCATION LEVELS OF SCHOOL LEAVERS AT THE BEGINNING OF THE 2010’S
Level of Education Percentage
None or some education 42
Primary school completed 14
Lower secondary education 16
Upper secondary education and higher education non completed
19
Higher Education completed 9
Source: Ministry of oEYS 2010
CS Development ProcessIdentification of priority job positions(Employers & Senior Managers of Industry)
Formulation of competency profiles for priority job positions (by Expert Workers)
Validation of competency profiles for priority job positions (by Expert Workers)
Development of Competency Standards (TWG, PCU & IC)
Endorsement of CS by IAG (Employers & Senior Managers of Industry)
Approval of CS by NTB (Sub-Committee of NTB+NTB)
Validation of Competency Standards (Expert Workers)
R
E
V
I
S
E
Sources: Competency Standards (CS) of Sri LankaPhilippines, Australia, Ethiopia, RMCS
Start CS & CBC Implementation
Source: NCS Development Strategy, STVET, DNCS, DGTVET.
Functional Analysis & Job Analysis (Using DACUM Approach) Workshop
Competency Standards (CS)Development Workshop
Competency-Based Learning Package Development Workshop
Competency-Based Curriculum Development Workshop
Competency Profile
Validation
Fee
db
ack
FLOWCHART OF COMPETENCY PROFILE, COMPETENCY STANDARDS,
COMPETENCY-BASED CURRICULUM, LEARNING PACKAGES AND
COMPETENCY ASSESSMENT PACKAGE DESIGN PROCESS
CAP Validation
Competency Assessment Package (CAP) Development Workshop
C S Validation
IAG C S Review and
Endorsement
NTB CS Promulgation
Source: NCS Development Strategy, STVET, DNCS, DGTVET.
INTERNAL ISSUES1. Teacher/trainer competencies are limited. 2. Inability to attract in sufficient numbers those
who need skills training the most-unemployed, under-employed, disadvantaged and drop-outs
3. Inadequate Qualified TVET Personnel,4. Weak Leadership & Management5. Poor Communication & Marketing,6. Inadequate & Inappropriate Teaching/Learning
Materials, Equipment & Environment,7. Inequitable Access,8. Limited Public Private Partnership.9. Some TVET curriculum are not matched
industrial needs
1. Social Factor
. population growth,
. social perception of TVET,
. job market & employment trends,
. natural calamities/disasters.
2. Economic Growth,
3. Legal & Regulatory Framework,
4. Rapid Technological Development,
5. Globalization.
EXTERNAL ISSSUES
NATIONAL TVET DEVELOPMNET PLAN
1. Macro PolicyPolicy 1 : Poverty ReductionPolicy 2 : DecentralizationPolicy 3 : Supporting Enterprise Growth with a Skilled Workforce
2. Development Policy to Support the Macro Policy
◦ Policy 4 : Out of School Youth◦ Policy 5 : Self-employment◦ Policy 6 : Micro Credit Access◦ Policy 7 : Small Enterprise Support◦ Policy 8 : Community & Enterprise ◦ Based Training (outreach)
3. Enabling Policy to sustain the demand driven TVET system
◦ Policy 9 : PPP-Beneficiary Financing TVET◦ Policy 10 : PPP-Enterprise Involvement in
TVET◦ Policy 11 : PPP-Expanding the provision of TVET◦ Policy 12 : Assuring Quality of TVET ◦ provision◦ Policy 13 : Quality of TVET Leadership, ◦ Management & Coordination,◦ Policy 14 : Labor Market Information,◦ Policy 15 : Skills Competency Standard.
NATIONAL TVET DEVELOPMNET PLAN
CAMBODIAN TVET OUTCOMES
Formulating comprehensive TVET Policy and
Regulatory Framework
Equitable access, and Improving skills
competencies
Improving Quality Assurance and Accreditation
Creating jobs in rural areas to increase
agricultural productivity
Creating jobs in formal and non-formal sectors
Ensuring continued improvement in national
productivity
Increasing family generating income.
Job Titles/Occupations Identified for CS Development for the Three Priority
Industry SectorsConstruction
Mechanics( Automotive)
ICT &Business Service
1. Mason1. Automotive Servicing Mechanic
1. Computer Technician
2. Rough Carpenter 2. Automotive Electrician2.PC Operator/Encoder
3. Finishing Carpenter3. Auto Air Conditioning Mechanic
3. Visual Graphic Designer
4. Steel Man/Rebar Man
4. Motorcycle and Small Engine Mechanic
4. Customer Service Specialist
5. Plumber 5. Auto body Painter 5. HR Specialist
6. Electrician 6. Auto body Repairer 6. Administrative Assistant
7. Structural Welder 7.Machinist (for auto parts)
7. Accounting Assistant
Competency Standards, Competency-based Curriculum, learning packages and assessment tools for 11 job positions across two levels to be completed by end of 2012
Get knowledge and experience from the training course to develop competency-based assessment
Know how to use assessment in the technical vocational education and training
Know how to make relationship between public sectors and private sectors
Know how the training providing matches industrial needs
Improve knowledge in the areas covered and their interested field, as well as deepen mutual understanding not only the participants of the program but also between the countries.
SEAMEO VOCTECH are ongoing to train and develop the human resource in our country
VISIONS AND EXPECTATIONS
Thank You
TERIMA KASIHOr Kun