the reform of the national vocational training system · guidance document and plan of operations...

GUIDANCE DOCUMENT AND PLAN OF OPERATIONS2014-2018

October

THE REFORM OF THE NATIONAL VOCATIONAL TRAINING SYSTEM

Édition scienti�que

2013

T a b l e o f C o n t e n t s

Background

Partners

Porject team

The minister’s address

Work Methodology

The Actual Situation of the National Vocational Training System 8

3.1 Presentation of the National Vocational Training System

3.2 The Current Situation of the National Vocational Training System

Outline of the Reform

4.1 Fundamental Principles of the Reform

4.2 Overall Objectives

4.3 Specific objectives

Objectives, Expected Results, Measures and Activities

The Process of Implementing the Reform

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THE REFORM OF THE NATIONAL VOCATIONAL TRAINING SYSTEMGUIDANCE DOCUMENT AND PLAN OF OPERATIONS 2014-2018

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Key Messages 7

ANNEX 1Plan of Operations 2014-2018

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THE MINISTER’S ADDRESS

The Minister of Vocational Training and EmploymentNAOUFEL ELJEMMALI

Vocational training has been the subject of extensive consultation with various stakeholders and partners with the aim of developing a comprehensive and harmonious reform project of the national vocational training system so that it can play its full role in the development of proficiency, fulfill the needs for skills and training and meet the aspirations of individuals, firms, regions and society, all in the context of a comprehensive and unified vision of the national human resources development system.This reform comes in the context of the general policy of the government aiming to develop and promote the national vocational training system as one of the essential pillars of employment policies.This reform has the goal of establishing a Tunisian system in tune with the economic and social characteristics of the country, valuing the individual and leading to success, in harmony with the other sections of the education system (education, higher education) and capable of producing skills in line with international standards to meet both the needs of the local and international markets.Moreover, the proposed reform is based on anchoring the principles of governance within the national vocational training system through the adoption of a new governance model and the laying down of the rules and mechanisms and undertaking the adequate structuring. This model should ensure a balance between the centers of decision-making and the optimum use of available resources and should promote the anchoring of the principles of delegation of powers, evaluation, accountability and transparency at all levels.Such governance model can only succeed through the participation of all stakeholders, especially social partners

and civil society, a necessary condition for improving the capacity to deliver and the sustainability of achievements.The compilation of this document has only been made possible by the adoption of a participatory approach during the different phases of its completion. This approach has allowed for the involvement of different stakeholders, social partners and civil society.I, therefore, would like to extend my sincere thanks to all the staff of the Ministry of Vocational Training and Employment, the Ministry of Education, the Ministry of Higher Education and Scientific Research, the Ministry of National Defense, the Agency for the Promotion of Agricultural Training, the Tunisian National Tourist Office, the National Handicrafts Office, the Tunisian Union for Industry, Trade and Handicrafts, the Tunisian General Labor Union and the Tunisian Union of Agriculture and Fisheries for their active participation in the development of the guidance document and the operational plan for the reform of the national system of vocational training.My sincere thanks go also to our international partners who contributed to the success of this endeavor including the French Development Agency (AFD), the International Organization of French-speaking Countries (IOFC), the International Labor Organization (ILO), the Agency for Training Adults (AFPA), the German and Swiss Development Cooperation Agencies.

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Ministry of Vocational Training and Employment (MFPE)

Ministry of Education (ME)

Ministry of Higher Education and Scientific Research (MESRS)

Ministry of National Defense (MDN)

Ministry of Development (MD)

The Tunisian General Labor Union (UGTT)

Tunisian Union of Industry, Trade and Handicrafts (UTICA)

Tunisian Union of Agriculture and Fisheries (UTAP)

Regional Directorates of Vocational Training and Employment (DRFPE)

National Centre for Trainer Training and Training Engineering (CENAFFIF)

National Center for Continuous Training and Skills Advancement (CNFCPP)

National Agency for Employment and Independent Work (ANETI)

National Observatory for Employment and Qualifications (ONEQ)

Tunisian Agency for Vocational Training (ATFP)

Tunisian National Tourism Office (ONTT)

Agency for the Promotion of Agricultural Training (AVFA)

National Handicrafts Office (ONA)

R A P P O R T A N N U E L W B I 2 0 1 2

PORJECT TEAM

Mr. Hedi Triki

Office of the Minister of Vocational Training and Employment.

Technical Committee

COORDINATION

Ms. Aicha ZEMNI National Centre for Trainer Training and Training Engineering.

Mounir DAKHLIMinistry of Vocational Training and Employment.

Mustapha LAKEHAL Tunisian Agency for Vocational Training

Mounir GRAMI National Centre for Trainer Training and Training Engineering..

Mr. Fakher ZAIBI National Observatory for Employment and Qualifications.

Sami RomdhaniNational Center for Continuous Training and Skills Advancement.

Mr. Lotfi OUESLATI Tunisian Agency for Vocational Training.

Mahmoud TurkiMinistry of Vocational Training and Employment

Riadh HAJJITunisian Agency for Vocational Training

Mustapha MansouriNational Agency for Employment and Independent Work.

PA R T N E R S

M i n i s t è r e d e l a F o r m a t i o n P r o f e s s i o n n e l l ee t d e l ’ E m p l o i

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GUIDANCE DOCUMENT AND PLAN OF OPERATIONS 2014-2018


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Background Work Methodology

The new reform of the National vocational training system came in a particular context marked by the revolution that broke out in 2011. With this revolution, Tunisia has been gradually moving towards anchoring the principles of democracy, the consecration of the rule of law and building a new project of an inclusive and balanced society based on freedom, good governance and social justice, in which the citizen is at the heart of any reform effort. The reform, therefore, aims to build a new society that stimulates learning, adaptation, openness and participation throu-gh work, consultation, ownership, accountability and mutual recognition.

Added to this general context are two constraining structural problems: (i) youth unemployment which affects mainly graduates of higher education and (ii) a high dropout rate at an early school age. This requires rethinking human resources de-velopment policies in general and adopting a new vision of vocational training in particular. This would allow for providing the production sector with intermediate skills, participating therefore in rebalancing the skills pyramid in the country and promoting continuous education and combating unemployment.

These internal challenges are combined with external challenges that the vocational training system is required to meet. Indeed, the training system is currently facing several challenges generated by international competitiveness, rapid technological advances, and changes in work organization, in addition to the more complex and less predictable economic crises.

Despite the achievements made through recent reforms, the vocational training system still suffers from shortcomings and imperfections preventing it from fully playing its role in achieving expected levels of efficiency and success.

To meet these challenges and gaps, a structural reform of the national vocational training system is needed. This reform must be part of an overall vision that takes into account the economic and social options that aim to promote vocational trai-ning to high levels of quality and efficiency in the preparation of a «human capital» capable of adapting to developments (technological, organizational, etc.) and of contributing to improving productivity, attracting domestic and foreign investment and ensuring the thriving of individuals and society.

In this context, the Ministry of Vocational Training and Employment held a national conference on the reform of the vocational training system from 23 to 25 Novem-ber 2012 with the participation of different stakeholders. Preparatory workshops were organized ahead of the conference to collect input from various stakeholders and partners (training providers, social partners, businesses, civil society, etc.) to allow for a diagnosis of the system and solicit proposals and recommendations to improve it.

The conference resulted in a set of recommendations and suggestions which were used as the basis for the development of the guidance document for the reform of the vocational training system and a plan of operations.

A steering committee was formed to follow the various stages of development of the orientation document of the reform of national vocational training system. The inter-agency committee defined the themes of preparatory work and areas of reform with the participation of representatives from the Ministry of Vocational Training and Employment, the Ministry of Education , the Ministry of Higher Education and Aca-demic Research, the Ministry of National Defense, as well as the National Office of Tunisian Tourism (ONTT), the Tunisian Union of Industry, Commerce and Handicrafts (UTICA), the Tunisian General Labor Union (UGTT), the Tunisian Union of Agriculture and Fisheries (UTAP), the Agency for the Promotion of Agricultural Training (AVFA), civil society and economic enterprises.

In the same context, under the auspices of the Regional Directorates of Vocational Training and Employment, regional workshops were organized with the participation of education specialists and educators from vocational training centers in order to discuss the role of the regions in the management of the national vocational training system.

Moreover, a questionnaire was administered to trainees spread over a number of vocational training centers in order to have a clear idea about their perception of vocational training to help the authors of the guidance document assess the current situation of the vocational training system. For the same purpose, another question-naire was posted on the Home Page of the official website of the Ministry of Vocatio-nal Training and Employment. A forum for dialogue on vocational training was also posted on the same Home Page.

These steps led to the organization of a national three-day conference on the reform of vocational training from 23 to 25 November 2012 in which all stakeholders took part.

3.1 - Presentation of the National Vocational Training System

In reference to Law N° 10-2008, vocational training is a key component of the hu-man resources development system and a factor in development as a whole, sharing complementary roles and being in synergy with the sectors of education and higher education and employment, to help training seekers acquire skills in business and also in the social and cultural realms. The system aims also to develop the workers’ skills and provide businesses with the means to improve productivity and increase competitiveness.

The curriculum for initial training consists of three levels:

z An initial course crowned with the Professional Aptitude Certificate (PAC) is open to those who have pursued their studies until the end of the ninth grade of basic education (preparatory, technical and general).

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3 The Actual Situation of the National

Vocational Training System


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z A second course crowned with the Vocational Training Certificate (VTC) is open to holders of the Professional Aptitude Certificate and those who continued their studies until the end of the second year of secondary education.

z An advanced course crowned with the Vocational Training Certificate (VTC) is open to holders of a High School Diploma and under certain conditions to holders of the Vocational Training Certificate.

z In addition, training leading to the Proficiency Certificate (PC) can be organized for training seekers who do not meet the educational level conditions to gain ac-cess to the initial course of vocational training mentioned above.

The Ministry of Vocational Training and Employment is the academic authority of the vocational training system and coordinates with various stakeholders:

z The Tunisian Agency for Vocational Training (ATFP), run by the Ministry of Voca-tional Training and Employment, manages 136 vocational training institutions co-vering 13 sectors including manufacturing, construction and public works, services and handicrafts.

z The National Office of Tunisian Tourism (ONTT), run by the Ministry of Tourism, manages eight vocational training institutions operating in the tourism and hotels sectors.

z The Agency for the Promotion of Agricultural Training (AVFA), run by the Ministry of Agriculture and Water Resources, manages 39 vocational institutions operating in the fisheries and agriculture sectors.

z The Ministry of National Defense manages 12 vocational institutions covering dif-ferent economic sectors including manufacturing, construction and public works.

z The Ministry of Health manages 18 vocational training institutions operating in the health and paramedics sectors.

z Initial vocational training run by the private sector includes about 930 training institutions operating mainly in the services sector.

z Continuous training run by the private sector includes approximately 2,700 ins-titutions providing continuous training courses for companies in various economic sectors.

In addition, the following specialized institutions are part of the national vocatio-nal training network:

z The National Center for Trainer Training and Training Engineering (CENAFFIF), run by the Ministry of Vocational Training and Employment, is responsible for conduc-ting studies to identify needs in skills for the production sector. The Center also handles the design of training curricula and their periodic updating and manages technical and pedagogical training of trainers and ensures the development of training engineering.

z The National Institute of Education and Continuous Farming Training, under the supervision of the Agency for the Promotion of Agricultural Training, is responsible for the development of training engineering and trainer training in the field of agriculture and fisheries in collaboration with the CENAFFIF.

z The National Center for Continuous Training and Professional Promotion (CNFCPP), run by the Ministry of Vocational Training and Employment, designs curricula and manages financing tools for training, assisting companies, partners and other sta-keholders with upgrading continuous training curricula and the management of job promotion institutes (Instituts de promotion supérieure du travail, IPST).

3.2 – The Current Situation of the National Vocational Training System

Since the early 90s, the vocational training system in Tunisia has undergone succes-sive reforms that have put in place the institutional framework to enact the legal and regulatory framework organizing vocational training and establishing since 1996 the principle of the compliance of the vocational training system with market demand.

These reforms were aimed mainly at:

z Increasing the enrollment capacity of the national vocational training system notably through the establishment and restructuring of training institutions and the diversification of training specialties.

z The development of training engineering and the adoption of the competency-based approach in identifying the skills needed for the production sector and the design and implementation of training curricula. This is in addition to internships with companies to enhance the learners’ professional skills and ensure easy inte-gration of vocational training graduates in the job market.

z Trainer training, the development of their teaching skills, and perfecting their technical savvy in various fields.

z The establishment of linkages with the economic sector principally through si-gning framework agreements with professional organizations and their involve-ment in the creation or restructuring of vocational training projects and in training engineering activities.

z Developing tools and measures to build up continuous training for the benefit of individuals and businesses.

These successive reforms, however, have not achieved their objectives, nor have they attained the desired results. Indeed, a clear and precise logic was lacking and the political dimension dominated the economic and social facets. The adopted re-formist path emerged from a large number of challenges, a variety of goals, in ad-dition to diverse international experiences that are not necessarily compatible, and that have not been properly valued in the absence of a real political will to decide in favor of one or the other.

Consequently, the vocational training system continues to suffer from gaps and weaknesses preventing it from fully playing its role as a pillar in skills development and in the national economy. The major problems of the system are attributed to the following three elements:

z Absence of a common global vision of human resources development that clearly and accurately defines the role and objectives of vocational training and its place within the system.

z The low responsiveness of the national vocational training system and its low capacity to adapt to the changing and growing needs of businesses, individuals, the regions and society.

z The steering and management of the national vocational training system does not allow for a governance model that guarantees fulfilling the economic and social needs at the national and regional levels.


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3.2.1 Absence of a common global vision of human resources development that clearly and accurately defines the role and objectives of vocational training and its place within the system:

The system of human resources development is marked by the absence of a com-mon global vision which defines the role and mission of vocational training and delineates its position within this system. The system also suffers from a lack of harmonization of various components of the education system (education, voca-tional training and higher education) as well as the dominance of a self-referen-tial tendency by each component. This lack of harmonization added to the lack of consistent and complementary transparent policies to link the various components of the educational system has deprived the system of control parameters. This re-sulted in a surplus of graduates and reluctance by young people to join vocational training programs. This in turn led to an inverted pyramid (unlike the situation in developed countries) characterized by a low proportion of intermediate skills and a high proportion of high-level qualifications.

It is also important to note the absence of a specific vocational training doctrine that differs from the «classical school» allowing it to meet the needs in skills for the eco-nomic sector. The clarification of the concept of vocational training will break with the perversion of the system where it turns into a schooling logic totally unrelated to specificities inherent to its true nature.

In addition, Tunisian society has always maintained a negative outlook vis-à- vis vocational training reinforced by a lack of an entrepreneurial culture and disrespect for the value of work, making vocational training a way of catching up and a last opportunity rather than a real choice for success.

3.2.2 The low responsiveness of the national vocational training system and its low capacity to adapt to the changing and growing needs of businesses, indivi-duals, the regions and society:

Successive reforms of the vocational training system undertaken since the early 90s were based mainly on a pilot training program geared by economic demand and did not incorporate the needs of individuals, the regions and society.

Even when it comes to economic needs, the current situation highlights the low capacity of the national vocational training system to respond and adapt to the qua-litative and quantitative needs of the production sector. Indeed, studies have shown that many economic sectors are experiencing a shortage of skilled labor like in the construction industry, textiles, agriculture, furniture, metal construction and welding. Added to this, most vocational training graduates are unable to integrate the labor market due to a lack of adequate professional skills.

As for the handicrafts sector and according to data from the National Handicrafts Office, only 2% of vocational training graduates enroll as artisans. Added to this is the lack of coordination and consultation in this area between the Tunisian Agency for Vocational Training and the National Handicrafts Office despite the potential of this sector in terms of job creation and business development, especially in the interior regions of the country, in addition to export opportunities and regional de-velopment.

However, the capacity of the vocational training system to meet and adapt to the needs of businesses and individuals faces several constraints, mainly the following:

The absence of a skills and training needs identification system: indeed, for initial training, with the exception of the preliminary studies undertaken for the develo-pment and updating of training courses and restructuring of vocational training or business start-ups, there are currently neither the tools nor the actions or the clear

objective to identify needs in the short and medium terms. As for continuous trai-ning and with the exception of a few studies in some sectors, there is no systematic process of identifying needs in this area.

Moreover, the national vocational training system has adopted a competency-based approach whose basic principle is to develop training curricula based on the identi-fication of training and skills needed in accordance with a global sector-based ap-proach. The approach followed, however, was based on the logic of covering opera-tional specialties in vocational training institutions through courses without verifying the actual needs of the labor market.

Furthermore, and in relation to new training specialties, training courses are designed based on the results of studies of opportunities to establish or restructure vocational training institutions, considered as studies of sector-based needs. This, however, is not the case.

It is also worth noting the lack of coordination between stakeholders in the field of identification of skills and training needs. The latter remains scattered without being clearly attributed to one party or another, despite the existence of dedicated struc-tures such as the national map of vocational training which is not operational. The National Observatory of Employment and Qualifications is not providing the necessary data for the identification of needs either.

z The vocational training system has adopted flexible educational approaches and organizations, but their application has encountered difficulties due mainly to: (i) the unavailability of adequate material and organizational conditions for the im-plementation of educational approaches and organizations both in training institu-tions and companies (internships/ on-the-job training), (ii) the incompatibility of trainer profile, mainly organized by areas of knowledge, with the requirements of competency-based training curricula, and (iii) the lack of adequate trainer training in competency-based pedagogy.

z The lack of foresight in vocational training prevented the system from exploring scenarios of possible developments. This also prevented it from being capable of anticipating and defining policies in the field of vocational training. Most measures to resolve encountered problems were taken hastily.

z With the exception of a few timid efforts, and despite the importance of eva-luation as a guarantee of the quality of training, it remains quasi absent at all levels starting from the evaluation of learners’ acquired knowledge and up to the evaluation of the training process, in addition to the evaluation of the trainers’ achievements.

Moreover, despite the many reforms undertaken at the structural and organizational levels, as well as that of financing tools, enrollment in continuous training remains relatively low for several reasons including the lack of conviction of the impact of trai-ning on improving the productivity of companies on the one hand, and the absence of a culture of lifelong learning among businesses and individuals on the other. Moreo-ver, the complexity of financing mechanisms and procedures, as well as inadequacies in the information and guidance systems, do not facilitate adherence to continuous training either.

3.2.3 - The steering and management of the national vocational training system does not allow for a governance model that guarantees fulfilling the economic and social needs at the national and regional levels:

Failures and difficulties that the system knows are not limited to those raised above, but also stem from the control mechanisms adopted. The system remains highly centralized and based on «guidelines» at all levels of the educational process (de-


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sign, implementation , funding, monitoring and evaluation) which does not allow for an effective and efficient participation of stakeholders namely in the regions, in professional organizations, and within the central structures in charge of training and vocational training institutions. This situation is aggravated by the lack of clear rules for delegating specific powers. This prevented the establishment and implementa-tion of the principle of accountability at all levels.

Thus, the major problem lies in the inexistence of a management model for vocatio-nal training institutions to implement and deliver strategies, policies, objectives and action plans for effective and efficient management. This can be explained by the adoption of approaches that may be successful in some countries, without checking in advance whether the system has the ability to adapt to such models or preparing the necessary conditions for the success of their implementation in the Tunisian vo-cational training system.

In addition, the steering and management of the system have been strained by two opposing logics. A formal division of the «management and control» function between different structures and a strong centralization of decisions. This did not allow vocational training institutions to properly carry out their mission and therefore achieve the desired results in terms of effectiveness and efficiency.

The system, moreover, does not possess instruments and effective monitoring tools and periodic evaluation of performance despite the efforts made in this direction, including the Training Information and Monitoring System Project in Training Insti-tutions «SIMFORM,» the «CONTROLLING,» the Medium-Term Expenditure Framework (MTEF), and the «Objective-based Budgeting» (GBO). These remained isolated expe-riments, not part of a cohesive system, and especially nonoperational and inappro-priately funded. In addition, the absence of periodic evaluation studies of integration of graduates of vocational training in the labor market is noted. All these elements have not allowed the establishment of a governance mechanism to ensure the im-provement and sustainability of a decent performance by the system.

Added to this, the regions are not associated as effective players in the field of vo-cational training as the governance model adopted in the country in all areas is a centralized one. The role of vocational training regional offices in practice is limited to data collection or to being a liaison office affiliated with the Ministry of Vocational Training and Employment.

The concept of partnership, moreover, has mainly applied to employers’ organizations and to a limited extent to the membership of a few professional associations. As for labor organizations, the Tunisian General Labor Union (UGTT), for example, was not fully involved in this process. This partnership suffers from the absence of a compre-hensive approach that ensures consistency and coherence between the strategic and the operational at the sector and regional levels, and is based primarily on voluntary efforts. This did not allow for the achievement of objectives.

The funding system of vocational training is based on taxes collected to support it, state subsidies, external resources such as loans and grants and limited revenues from services provided by training institutions. This funding system has its limitations and does not allow the system to improve its performance to meet the needs of businesses and individuals. Despite the existence of resources coming from invest-ment-oriented external funding, the system remains nonfunctional in the absence of a comprehensive and clear vision for funding education and training where respon-sibility of each participant are identified and performance-related indicators make funding focused on results. In addition, the complexity of funding mechanisms and cumbersome procedures has not improved the efficiency of the system.

Thus, the new reform of vocational training was reflected in a spirit of quality and efficiency resulting in strategic choices to ensure visibility, control changes and op-timize means while ensuring effective coordination with the various components of the education system (national education and higher education) in order to esta-blish «a system of human resource development» that promotes lifelong learning.

This major reform must meet the requirements of development of the country in its various dimensions, including economic growth, social mobility and the re-quirements of building a society that values the achievements of democracy and seamlessly integrates its regional and international environment. Reform must take into account the following:

1. Ensuring an effective balance between the needs of the labor market and the skills supply. Vocational training should be more responsive and helpful in deve-loping the ability to translate economic trends into training policies;

2. The need to lay the foundation for future growth and competitiveness in knowledge-based activities with a high added value for the economy. Education and training systems must gear their choices to appropriate profiles which will undeniably have a positive economic and social impact;

3. Establishing a knowledge-based society and economy which reinforces the recognition of the principle of lifelong learning. The vocational training system must have relevant content; training must be adequately organized and appro-priately funded through clear mechanisms.

4. Transition to democracy requires a more transparent mode of organization and accountability for all stakeholders involved;

5. The democratic transition can only be achieved in a logical convergence of po-licies for economic growth, national progress and development of society where the citizen is at the heart of the process. Training cannot ignore the new dimen-sions brought about by these changes. It must therefore work for the develop-ment of human resources, the formation of the modern citizen not just producing skills,

6. To cope with a demographic transition characterized by an aging population, increased life expectancy and an aging workforce, continuous training must meet the needs of these age categories with the aim of dealing with the decline in productivity.

4.1 Fundamental Principles of the Reform

The new reform of vocational training is based on the following guiding principles:

z A reform that is part of an overall view of the development of the human re-sources system.

z The establishment of a vocational training system that meets the expectations and aspirations of individuals, businesses, society and the regions.

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Outline of the Reform


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z Trained human resources, prepared to participate in the edification of a new society.

z An effective partnership, based on commitment and balance, where a wide net of stakeholders participate and are involved in the preparation of policies for vocational training.

z Anchoring the principle of evaluation and accountability at all levels.

z Taking into account the needs of the regions.

z Taking into account prior learning is a guarantee for the irreversibility of the reform process.

z The sustainability of the principle of lifelong learning.

4.2 Overall Objectives of the Reform

The reform has set as its overall goal the establishment of a national system of voca-tional training that meets the requirements of development in all its dimensions, in particular those relating to economic growth, social development and the construc-tion of a society that values the achievements of democratic change and that fits into its regional and international environment.

Overall Objective: The national vocational training system (NVTS) that meets the needs of individuals, companies, regions and society in the context of a comprehensive and shared vision of a national system of human resources de-velopment (NSHRD) is developed.

4.3 Specific Objectives of the Reform

The proposed reform is based on the following specific objectives:

z The national vocational training system is well integrated into the National Sys-tem of Human Resources Development (NSHRD).

z The efficiency and effectiveness throughout the training process are guaran-teed.

z A governance model of the national vocational training system that meets the needs of individuals, society, companies and the regions in harmony with the Social Contract, is adopted.

z A funding system of vocational training that meets the needs and aspirations of individuals, companies, the regions and society and promoting lifelong learning is developed.

Specific Objective 1 (SO1): The national vocational training system is well inte-grated into the National System of Human Resources Development (NSHRD):

The reform of the vocational training cannot be designed independently of an ove-rall vision of a national system of human resource development (education, higher education) based on a strategic vision for the development of human resources that takes into account the real needs of companies, individuals and society opening op-portunities for lifelong learning.

This reform is introducing major changes in the training philosophy by turning it into a real locomotive for skills development and economic growth rather than keeping it as an isolated instrument for the development of human resources and economic sectors or a way to catch up for young people who have failed in their schooling.

Achieving this goal requires a consensus around an articulated single global vision that ensures consistency across the various education systems including higher edu-cation and vocational training. This consensus should lead to the development of common guidelines and policies for the development of human resources, including the creation of a national body for human resource development involving all stake-holders, representatives of the different educational cones, as well as representati-ves of business, labor and civil society.

The achievement of lifelong learning goes through the establishment of bridges linking educational cones within the national human resources development sys-tem, the validation of prior experience and valuing continuous training and distance learning.

Thus, the adoption and implementation of the National Classification of Qualifica-tions (CNQ) as a common qualifications framework are likely to facilitate mobility within the system and within the other components of the national system of hu-man resources development.

Furthermore, the development of a communication strategy for vocational training, the establishment of a national forum for information and career guidance and upgra-ding training centers so as to become an attraction in the community and contribute to motivating young people to opt for vocational training as a path for success.

Specific Objective 2 (SO2): The effectiveness and efficiency throughout the trai-ning process are guaranteed:

Improving the effectiveness and efficiency of the national vocational training system is at the heart of the reform to enable it to respond with the required quality to the skills and training needs of companies, individuals, society and the regions.

To improve the external efficiency of the national vocational training system and be responsive to the real skills and training needs of companies, individuals, society and the regions, it is necessary to create specialized prospective and innovative standby units within the national vocational training system. These units will contribute to improving the capacity of the system, by translating information into training po-licies in the medium and long terms and also by incorporating new methods and pedagogical and technological tools in the act of training.

Moreover, this reform cannot be considered complete unless it focuses on improving the internal efficiency of the entire national vocational training system. This must be done through the adoption of new approaches and new learning organizations, building of trainers’ and learning advisors’ skills through continuous improvement of their technical and pedagogical savvy as well as through the optimization and rationalization of training facilities at the levels of procurement and operation of equipment.

Given the important role of trainers, advisors and training counselors and the lasting effect on the training process, reform efforts should give special importance to the


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proper definition of these trades, the delineation of their respective missions in or-der to give them better visibility on career development, and the establishment of «teacher performance assessment and evaluation» guidelines within the system.

Moreover, the reform of the national vocational training system endeavors to bring added value to the performance and success of trainees and seeks to establish a reputation internationally. This influence must benefit Tunisia in two ways: firstly, in terms of exporting expertise especially in engineering (engineering programs and centers) through the establishment of a strategic partnership that will promote the export of expertise, and secondly by integrating into training content and activities factors that prepare for skilled labor exportable to international labor markets.

Specific Objective 3 (SO3): A governance model of the national vocational trai-ning system that meets the needs of individuals, society, companies and the regions in harmony with the Social Contract is adopted:

The development of the national vocational training system and improving its effec-tiveness and efficiency require the adoption of a variety of rules, tools and organiza-tions providing balance in the delegation of powers and the availability of resources for decision-making without blocking the operation of the system, ensuring the optimal use of available resources, anchoring the principles of transparency, accoun-tability, delegation of authority and accountability at all levels.

Thus, it becomes necessary to adopt a new management model for the system, laying down the rules for the delegation of powers and responsibilities which leads to the review of the organization of the existing system, the definition of the roles and missions of the various structures and to the clarification of relations between them at the central and regional levels.

Moreover, given the diversity of stakeholders in the system, governance requires the active participation of all stakeholders in the training process and in particular the social partners, civil society and the regions by adopting an approach based on balance and commitment.

In the same vein, it is important to establish a system of monitoring and periodic evaluation of the performance of the system to ensure continuous improvement.

Specific Objective 4 (SO4): A funding system of vocational training that meets the needs and aspirations of individuals, companies, the regions and society and promoting lifelong learning is developed:

The success of any reform depends on a number of preconditions including funding, whose influence on the efficiency and effectiveness of any project does not need to be proven.

To ensure a qualitative leap of the national vocational training system and enable it to go to a higher level of performance, it is necessary to develop a new funding model for vocational training that is at once in harmony with the governance system and guarantees transparency. This model is based on the principle of diversification of funding sources on the one hand and on the principle of meeting the needs of businesses, individuals and society on the other.

The implementation of the new funding model requires the development of a new

vision of management in a perspective that matches funding and performance in-dicators, the review of the legal framework and the adoption of new management rules.

A whole communication strategy and training of all stakeholders on the new fun-ding model are also required.


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Speci�c Objective 1: The national vocational training sys-tem is well integrated into the Na-tional System of Human Resources Development (NSHRD).

Sub-objective 1.1 (previous objective):Lifelong learning in the national system of hu-man resources develop-ment is anchored

Sub-objective 1.2The attitude of society towards vocational training is improved.

1.1.1 A global vision of the national system of human resources develo-pment is designed and shared.

1.1.2 A standardized regula-tory framework reflecting the new vision of the national system of development of human resources is designed and published in the Official Gazette.

1.1.3 A national vocational training system integrated with education and higher education and ope-ning up opportunities for lifelong learning.

1.1.4 The paths of continuous training, professional achievements and life experience are validated and recognized in the vocational training system.

1.1.5 A national information and referral system for the benefit of individuals, families, companies and society is designed and operational.

1.2.1 Gateways in the national vocational training are established and operational.

1.2.2 Distance learning is adopted and operational in the national vocational training system.

1.2.3 Basic skills for lifelong lear-ning are rooted and widespread among learners and trainers in the national vocational training system.

1.2.4 Vocational schools are a pole of attraction in the life of the community.

1.2.5 A communication strategy on vocational training is designed and implemented.

1.1.1.1 Create and define the tasks of a national authority for human resources development composed of represen-tatives of public and private education institutions, social partners and civil society.1.1.1.2 Develop a comprehensive and shared vision of the national system of human resources development in the created authority. 1.1.1.3 Revise the National Qualifications Classification System (NQC) in line with the new vision of the national system of human resources development.

1.1.2.1 Develop a plan for a standardized regulatory fra-mework of the national system of human resources deve-lopment in the created authority.1.1.2.2 Present regulatory framework for executive and legislative authorities for approval and validation.1.1.2.3 Publish the approved regulatory framework in the Official Gazette (JORT).

1.1.3.1 Define the procedures for building bridges linking national education, vocational training and higher educa-tion.1.1.3.2 Create a system of credit unit transfer facilitating links between the components of the national system of human resources development.1.1.3.3 Establish an identification system of early school dropouts to enable them to have access to vocational trai-ning preparatory courses.1.1.3.4 Adopt learning methods adapted to the specific target populations (young school dropouts, for example).

1.1.4.1 Implementing the regulations on the validation of experience in the national vocational training system.1.1.4.2 Supporting stakeholders in the implementation of the validation of prior experience (VAE) in vocational training.

1.1.5.1 Establish an independent national structure and / or regional information structures for career counseling for individuals and families.

1.1.5.2 Mobilize human and material resources necessary for the development of activities related to information and guidance.1.1.5.3 Develop an information and career counseling sys-tem serving individuals and families.1.1.5.4 Implement the information and the career coun-seling processes.

1.2.1.1 Establish and implement the gateways within the same national vocational training structures.1.2.1.2 Create a system of credit unit transfer facilitating internal gateways within the vocational training system.

1.2.2.1 Implement a plan for the development of distance learning in the vocational training system.1.2.2.2 Produce digital training materials suited for dis-tance learning.1.2.2.3 Formally train and monitor distance learning trai-ners.1.2.2.4 Establish mechanisms and offer incentives to trai-ning institutions for adopting distance learning.

1.2.3.1 Integrating language skills in training and trainer training. 1.2.3.2 Integrate skills in information and communication technologies in the training and the trainer training.1.2.3.3 Integrate skills development of critical thinking and citizenship among learners.

1.2.4.1 Renovate and equip vocational training institutions to make them sources of influence in the life of the com-munity.1.2.4.2 Developing the sense of community in educational institutions to promote youth development.1.2.4.3 Launch «local, regional and national trades’ com-petitions paving the way for participation in international trades Olympiads.

1.2.5.1 Develop a communication strategy for vocational training with a focus on the added value of vocational trai-ning specialties.1.2.5.2 Mobilize human and material resources necessary for the implementation of the communication strategy.1.2.5.3 Adopt new channels of communication adapted to specific target youth groups (Web, social networks, etc.).

Sub-Objective Expected Result Activity / Measurement

Sub-Objective Expected Result Activity / Measurement

5 Objectives, Expected Results Measures and Activities

of the Reform


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Speci�c Objective 2Effectiveness and efficiency throughout the training process are guaranteed.

Sub-objective

Sub-objective 2.1:Prospective and inno-vative standby units in the national vocational training system are established.

Sub-objective 2.2. :Skills and training needs of individuals, companies, society and the regions are iden-tified periodically and regularly

2.1.1 Prospective and innovative standby units, present in all voca-tional training structures, each in its own field, are established.

2.1.2 The capacities of the natio-nal vocational training system for achieving expected training policies results are built.

2.1.3 The training engineering and teaching approaches according to the new international trends in the field are developed.

2.2.1 Skills and training needs of the regions (districts) in the short and medium terms are identified and disseminated. 2.2.2 Skills and training needs of individuals, companies and society in the short and medium terms are identified and disseminated.

2.1.1.1 Create prospective and innovative specialized stan-dby units within the structures of national system of voca-tional training and its mission. 2.1.1.2 Establish financing mechanisms for projects and programs for prospective and innovative standby units.2.1.1.3 Establish a national network in the regions of pros-pective and innovative standby units and create linkages with similar networks in the world.

2.1.2.1 Training of skilled human resources in the field of prospective and innovative standby units and developing the results into policies.2.1.2.2 Develop and define policies for long-term training on the basis of the results of the prospective and innova-tive standby units. 2.1.3.1 Adopt innovative pedagogical approaches and new technologies in the field of vocational training.2.1.3.2 Create the tools to encourage actors to develop pedagogical approaches and produce training materials.2.1.3.3 Disseminate data, documents and good practi-ces and encourage the exchange of practices through ICT channels.

2.2.1.1 Define methodologies and identification tools of skills needs in the regions. 2.2.1.2 Identify skills and training needs in the regions.

2.2.2.1 Define methodologies and identification tools of skills and training needs of individuals, businesses and society.2.2.2.2 Identify skills and training needs of businesses at sector and regional levels by adopting the set methods and tools. 2.2.2.3 Identifying skills and training needs of individuals and society by adopting the set methods and tools.

Expected Result Activity / Measurement

Sub-objective 2.3. :The outreach and the opening of the national vocational training system internationally is developed.

Sub- objective 2.4:Approaches and ap-propriate educational organizations to ensure the quality of basic and continuous training are adopted.

2.3.1 A strategic partnership in the field of vocational training at the international level is operational.

2.3.2 The mobility of vocational training graduates at the internatio-nal level is guaranteed.

2.4.1 Training curricula are deve-loped to meet skills and training needs of individuals, companies and society and ensure the imple-mentation of the «transfer of credit units» system.

2.4.2 The types of initial training now take into account the specifici-ties of regions, sectors, companies, field of training and target groups.

2.4.3 Continuous training modes meet the needs of individuals and companies.

2.4.4 Trainers and training advisors in the national vocational training system keep abreast of pedagogical and technological developments.

2.3.1.1 Rethinking «international cooperation» in order to develop activities on the exploration of the needs of inter-national markets and looking for export opportunities for Tunisian expertise in the field of vocational training.2.3.1.2 Creating a specialized group responsible for the export of Tunisian expertise and network development at the international level in the field of vocational training.2.3.1.3 Develop international marketing strategies for Tu-nisian expertise in the field of vocational training by adop-ting new communication channels. 2.3.1.4 Develop work tools in different contexts in the field of international business.

2.3.2.1 Adopt the mutual-certification system in accordan-ce with international standards and norms. 2.3.2.2 Integrate cultural and social adaptation in the trai-ning curricula.

2.4.1.1 Improve the process and develop methodology, update and implement training curricula in training institu-tions so as to best meet the real skills needs of individuals, businesses and society and promote the implementation of the «transfer of credit units» system.2.4.1.2 Develop and update training curricula by adopting the revised methodology.2.4.1.3 Produce teaching aids, resources and learning ma-terials for vocational training.2.4.1.4 Adopt pedagogies and activities, and develop lear-ning environments favorable to anchoring the entrepre-neurial spirit among students.

2.4.2.1 Develop a training model that takes into account the specificities of regions, sectors, and companies, field of training and target groups.2.4.2.2 Immediately review the regulatory framework or-ganizing the training model.

2.4.3.1 Review the legal framework and regulatory measu-res relating to various types of continuous training so as to improve the pedagogical aspect.

2.4.4.1 Establish a database of trainers and educational advisors to follow up on their careers and training. 2.4.4.2 Define tasks related to «trainer» and «learning ad-visor» and review and follow up on their career path.2.4.4.3 Establish a system of teacher and educational advi-sor training leading to recognized certification.2.4.4.4 Develop a structure for technical training of trai-ners and educational advisors.


of the ReformSub-Objective Expected Result Activity / Measurement


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Sub-objective

Sub-objective 2.5:An efficient assess-ment and evaluation, certification and trainer evaluation and monitoring systems are implemented.

2.4.5 Vocational training institutions are renovated and equipped accor-ding to the requirements of training curricula.

2.5.1 An upgrading system of initial and continuous training institutions is operational.

2.5.2 An evaluation system of learners’ acquired knowledge is standardized and operational.

2.5.3 A national evaluation and mo-nitoring system in initial vocational training system is established and operational.

2.5.4 The methods of monitoring and evaluation of continuing trai-ning are operational and effective.

2.4.5.1 Making a diagnosis of the current situation of training institutions in terms of training space and equi-pment.2.4.5.2 Establish an operational plan to renovate and equip training institutions in a vision to streamline the provision of training and the needs of the regions.2.4.5.3 Renovate and equip training institutions.

2.5.1.1 Review and implement empowerment approach structures and initial training establishments (version 2009) and establish the legal and regulatory framework.2.5.1.2 Establish and implement the approach clearance offices training and establish the legal and regulatory fra-mework.

2.5.2.1 Revise the system for evaluating learners’ (2008 Act) and establish the legal and regulatory framework for its implementation.2.5.2.2 Implementing the assessment of learner achieve-ments in the national vocational training system.

2.5.3.1 Define the function of trainer evaluation and mo-nitoring and establish the legal and regulatory framework relating to its implementation. 2.5.3.2 Establish an evaluation and monitoring system in the national vocational training approaches.2.5.3.3 Establish and implement a national evaluation and monitoring body within the national vocational training system.

2.5.4.1 Create the evaluation and monitoring system and define its mission and duties. 2.5.4.2 Design procedure manuals organizing methods for evaluation and monitoring of training is steered towards improving the quality of training and streamline the return on investment.



Speci�c Objective 3

A governance model of the natio-nal vocational training system that meets the needs of individuals, companies, society and the region in harmony with the Social Contract is adopted.

Sub-objective

Sub- objective 3.1: The roles and mis-sions of the various structures and the relationships between them at central and regional level in line with the new vision of vocational education and its place in the na-tional system of human resource development are defined.

3.1.1 A management model based on the principle of accountability and defining the rules of delegation of powers is designed and opera-tional.

3.1.2 Management by objectives in the national vocational training system is operational.

3.1.3 An organization model of training institutions is designed and operational.

3.1.1.1 Develop a management model of national vocatio-nal training defining responsibilities and defines the roles and relationships between the various stakeholders at the national and regional levels.3.1.1.2 Defining the tools, procedures and indicators to im-plement the principle of accountability at all levels.3.1.1.3 Establish the legal and regulatory framework for the control model.3.1.1.4 Supporting the restructuring of the national voca-tional training system on the basis of the new manage-ment model.3.1.1.5 Train stakeholders of national vocational training so as they can carry out their missions and facilitate com-munication, coordination and shared roles among them. 3.1.1.6. Develop instruments to encourage institutions of the national vocational training system to create a dyna-mic likely to develop the field of vocational training and contribute to its continuous improvement.

3.1.2.1 Establish a process for the preparation of vocational training in the framework of the «annual performance» program focusing on the involvement of stakeholders at central and regional level in the definition of performance indicators and the rationalization of resources. 3.1.2.2 The evaluation and monitoring of the implementa-tion of the «training program» is operational.3.1.2.3 Train stakeholders of national vocational training in management by objectives.

3.1.3.1 Review the organizational model of training ins-titutions so as to promote their autonomy, facilitate their responsiveness and reinforce the adopted governance principle.3.1.3.2 Develop a legal framework that lays down the pro-cedures for implementing organizational model training institutions.



of the Reform


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Sub-objective

Sub-objective 3.2: A new partnership approach based on reciprocity and commit-ment is adopted.

Sub- objective 3.3: A national monitoring and evaluation system of the effectiveness and efficiency of the national vocational trai-ning system is imple-mented.

3.2.1 A new partnership approach, based on the involvement of all stakeholders and taking into account the needs of the regions, sponsored and managed by the State, is defined and approved.

3.2.2 The tools of implementation of the new partnership approach are defined and operational and the partnership is evaluated periodi-cally.

3.3.1 An integrated information system specific to the national vo-cation training system is operatio-nal and up-to-date.

3.3.2 A system for evaluating the effectiveness and efficiency of the national vocational training system is established and operational.

3.2.1.1 Establish a committee involving stakeholders in the design of the new partnership approach.3.2.1.2 Develop and adopt a national charter setting out basic principles of partnership and engaging all partners.3.2.1.3 Institutionalize the partnership.

3.2.2.1 Develop tools for implementing and evaluating the progress of the partnership.3.2.2.2 Support partners in the development of strategies for the development of their human resources.3.2.2.3 Support the social partners in the development and updating of business directories.

3.3.1.1 Develop an information model to ensure the availability of data for evaluation and monitoring of the performance of the vocational training system.3.3.1.2 Implement the information in the national vocatio-nal training system.

3.3.2.1 Develop and implement dashboards control at dif-ferent levels of the structure based on key performance indicators.3.3.2.2 Design approaches and tools for the evaluation of the effectiveness and efficiency of the national vocational training.3.3.2.3 Conduct periodic evaluations of the effectiveness and efficiency of the national vocational training in accor-dance with designed procedures.



Speci�c Objective 4

A funding system of vocational training that meets the needs and aspirations of individuals, companies, regions and society and promoting lifelong trai-ning is developed

Sub-objective

Sub-objective 4.1:A new model of fun-ding consistent with the training governance model and promoting lifelong learning is adopted.

Sub-objective 4.2:Stakeholders in the national vocational training are trained on governance model and the new funding system.

4.1.1 A new funding model based on a diagnosis of the current situa-tion, allowing the diversification of funding sources and the definition of the rules, is adopted and opera-tional.

4.1.2 Transparency in the manage-ment of funding tools is guaran-teed.

4.2.1 Relevant human resources are trained.

4.2.2 A communication strategy on the new funding system is develo-ped and implemented.

4.1.1.1 Conduct an analysis of current financing system of vocational training.4.1.1.2 Develop a funding model for vocational training based on the diagnosis of the current situation.4.1.1.3 Revise the legal framework for the financing of vocational training in order to ensure consistency with the new funding model.4.1.1.4 Develop and implement financing tools for lifelong learning. 4.1.1.5 Develop a framework for setting standards and ru-les for the financing of vocational training.

4.1.2.1 Develop procedures for managing financial tools to ensure transparency.4.1.2.2 Establish the rules for access to data on financing transactions.

S4.2.1.1 Develop training programs for beneficiaries. 4.2.1.2 Implement training plans.4.2.2.1 Develop communication plans relating to the fun-ding system.

4.2.2.2 Develop media and communication tools on the new funding model.4.2.2.3 Perform communication actions on the new model of funding of vocational training.



of the Reform


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6 The process of implementing

the reformThe implementation of the reform should adopt an approach that allows, in addi-tion to carrying out the activities listed in the draft reform for strengthening two key elements of its success: (i) capacity building and human resources (ii) capacity building and institutional structures.

Regarding the human resources component, this suggested reform is characterized by the effective involvement of all stakeholders and partners in all stages of de-sign and implementation and support of the internal resources of the structure as the main change actor and quality guarantee. Continuous improvement of skills of human resources is a key factor in the successful implementation of the proposed reform and the sustainability of the achievements.

Compared to the capacity building of the system, the implementation of the reform project requires taking appropriate measures. In this sense, the reform provides for anchorage results by defining visions for all structures and the development of their capabilities in the design of strategies and the management of technology resour-ces, knowledge and financial resources. In addition, this project aims to develop the capacity of coordination between the existing functions within the various structu-res and dissemination of the culture of «performance» at all levels.

The spirit of implementation of this reform is based on the following principles:

- Act on both the process of activities

This reform is not just a set of activities to be performed, or a set of projects. It targets a reform that is based on the processes that lead to activities. To cite as an example, a follow up of the implementation of the reform will be put in place. While the implementation of the activities is the responsibility of enforcement bodies and agencies, another body will be referred to to make sure that the implementation of the activities induce real changes at the level of implementation methods.

- Act performance

All investments that have been made have not allowed the structure to have the capacity to mobilize existing to achieve superior results. This reform aims to put the necessary mechanisms and organizations to increase the effectiveness and ef-ficiency of the system by performance alone evaluation and reward structures and people mode.

- Ensure the qualitative leap irreversible

After a succession of reforms and programs, it is time to put the national vocational training on the track of continuous improvement. This reform aims at ensuring the qualitative leap that allows the structure to enter an irreversible improvement pro-cess. This would mainly appear in moving away from exclusive interest in material investment, and shift attention to ensuring a change in attitudes and ways of doing business.

- Ensure the consolidation and sustainability of acquired

The first principle of this reform is the consolidation of all the efforts and invest-ments that have been made so far. This reform is a synthesis of all his efforts aiming at building a coherent and able to evolve independently as possible by mobilizing its internal capacity national system.

And interest shall be paid to the structuring and management of this project is two key factors for the success of this reform.

z A control structure: it is a structure that will follow the changes that will be brought about by the implementation of activities and especially will ensure the sustainability of the changes.

This structure will have a communication strategy of its own outside the communi-cation strategies of different actors; it meets the need for a common understanding and collective ownership of all components of the reform.

It will, in particular to support the change management resistance and the transfer of good practices that are manifestations of the implementation of the reform, the project proposes to explicitly include in its activities adequate measures.

z Structure arbitrage: it is a structure that will have the role to intervene in case of blockage and will arbitrate between structures with common activities.

z A national system to meet both the needs of the local market and those of international markets and producing skills according to international standards that can adapt to different cultures,

z Means valuing the individual and producing success, integrated with the other components of the education system (education, vocational training, higher edu-cation).

z Anchoring the principle of transparency and accountability.

z Capacity building is a guarantee for the consolidation of the achievements of the system.

-

-

-

-

7

Key messages

ANNEX 1

Plan ofOperations

8

2014- 2018

Plan

ning

sch

eme

for

the

refo

rm o

f na

tion

al v

ocat

iona

l tra

inin

g sy

stem

2014

- 2

018

OVE

RALL

OB

JECT

IVE

: «A

nat

iona

l voc

atio

nal t

rain

ing

syst

em (

NVT

S) t

hat

mee

ts t

he n

eeds

of

indi

vidu

als,

com

pani

es, r

egio

ns

and

soci

ety

in t

he c

onte

xt o

f a

com

preh

ensi

ve a

nd s

hare

d vi

sion

of

a na

tiona

l sys

tem

of

hum

an r

esou

r-ce

s de

velo

pmen

t (N

SHRD

) is

dev

elop

ed.

SPEC

IFC

OB

JECT

IVE

1 (S

O1)

:Th

e na

tiona

l voc

atio

nal t

rain

ing

syst

em is

wel

l int

egra

ted

into

the

Nat

iona

l Sys

tem

of

Hum

an R

esou

rces

D

evel

opm

ent.

VERI

FICA

TIO

N IN

DIC

ATO

R (

VI):

30%

of

yout

h jo

in v

ocat

iona

l tra

inin

g by

201

8.

Co

de

SO1.

1

R1.1

.1

R1.1

.2

R1.1

.3

Life

long

lear

ning

with

in t

he n

atio

nal

syst

em o

f hu

man

res

ourc

es d

evel

opm

ent

is

anch

ored

.

A g

loba

l vis

ion

of a

Nat

iona

l Sys

tem

of

Hum

an R

esou

rces

Dev

elop

men

t is

des

igne

d an

d sh

ared

.

A u

nifie

d re

gula

tory

fra

mew

ork

refle

ctin

g th

e ne

w v

isio

n of

the

Nat

iona

l Sys

tem

of

Hum

an R

esou

rces

Dev

elop

men

t is

des

igne

d an

d pu

blis

hed

in t

he O

ffici

al G

azet

te.

A n

atio

nal v

ocat

iona

l tra

inin

g sy

stem

link

ed

to t

he e

duca

tion

and

high

er e

duca

tion

syst

ems

and

open

ing

up o

ppor

tuni

ties

for

lifel

ong

lear

ning

.

The

gene

ral s

chem

e of

th

e na

tiona

l voc

atio

nal

trai

ning

sys

tem

is d

efine

d,

appr

oved

and

pub

lishe

d in

th

e O

ffici

al G

azet

te (

JORT

) an

d im

plem

ente

d by

June

20

18.

A g

loba

l and

uni

fied

fram

ewor

k, r

eflec

ting

the

new

vis

ion

of t

he d

esi-

gned

Nat

iona

l Sys

tem

of

Hum

an R

esou

rces

Dev

elo-

pmen

t (S

ND

RH),

pub

lishe

d in

The

Offi

cial

Gaz

ette

(J

ORT

) an

d im

plem

ente

d by

the

end

of

June

201

6.

A la

w o

n N

SHRD

is

publ

ishe

d in

the

Offi

cial

G

azet

te b

y th

e en

d of

June

20

16.

Regu

lato

ry t

exts

rel

atin

g to

the

link

s be

twee

n th

e co

mpo

nent

s of

the

NSH

RD

to b

e pu

blis

hed

in t

he

Offi

cial

Gaz

ette

(JO

RT)

by

the

end

of Ju

ne 2

018.

Offi

cial

Gaz

ette

(J

ORT

)

Offi

cial

Gaz

ette

(J

ORT

)

Offi

cial

Gaz

ette

(J

ORT

)

Offi

cial

Gaz

ette

(J

ORT

)

Nat

iona

l A

utho

rity

for

Hum

an

Reso

urce

s D

evel

opm

ent

Nat

iona

l A

utho

rity

for

Hum

an

Reso

urce

s D

evel

opm

ent

Nat

iona

l A

utho

rity

for

Hum

an

Reso

urce

s D

evel

opm

ent

Nat

iona

l Aut

horit

y fo

r H

uman

Re

sour

ces

Dev

elop

men

t

Sub-

obje

ctiv

es /

res

ults

Indi

cato

rs v

erifi

cati

on s

ourc

esIn

stit

utio

n in

cha

rge

Impl

emen

tati

on T

imel

ine

2014

Q1

Q2

Q3

Q4

Q1

Q2

Q3

Q4

2015

Q1

Q2

Q3

Q4

2016

Q1

Q2

Q3

Q4

2017

Q1

Q2

Q3

Q4

2018

ANNEXE 1

PLAN

D'OPERATIONS

8

2014- 2018

THE

REF

OR

M O

F N

ATI

ON

AL

VOCATI

ON

AL

TRAIN

ING

SYSTE

M

ANNEXE 1

PLAN

D'OPERATIONS

8

2014- 2018

Plan

ning

sch

eme

for

the

refo

rm o

f na

tion

al v

ocat

iona

l tra

inin

g sy

stem

2014

- 2

018

OVE

RALL

OB

JECT

IVE

: A

nat

iona

l voc

atio

nal t

rain

ing

syst

em (

NVT

S) t

hat

mee

ts t

he n

eeds

of

indi

vidu

als,

com

pani

es, r

egio

ns

and

soci

ety

in t

he c

onte

xt o

f a

com

preh

ensi

ve a

nd s

hare

d vi

sion

of

a na

tiona

l sys

tem

of

hum

an r

esou

r-ce

s de

velo

pmen

t (N

SHRD

) is

dev

elop

ed.

SPEC

IFC

OB

JECT

IVE

1 (S

O1)

:Th

e na

tiona

l voc

atio

nal t

rain

ing

syst

em is

wel

l int

egra

ted

into

the

Nat

iona

l Sys

tem

of

Hum

an R

esou

rces

D

evel

opm

ent.

VERI

FICA

TIO

N IN

DIC

ATO

R (

VI):

30%

of

yout

h jo

in v

ocat

iona

l tra

inin

g by

201

8.

Co

de

R.1

.1.4

R.1

.1.5

SO1.

2

R1.2

.1

The

path

s of

con

tinuo

us t

rain

ing,

pro

fess

io-

nal a

chie

vem

ents

and

life

exp

erie

nce

are

valid

ated

and

rec

ogni

zed

in t

he v

ocat

iona

l tr

aini

ng s

yste

m.

A n

atio

nal i

nfor

mat

ion

and

refe

rral

sys

tem

fo

r th

e be

nefit

of

indi

vidu

als,

fam

ilies

, co

mpa

nies

and

soc

iety

is d

esig

ned

and

oper

atio

nal.

The

attit

ude

of s

ocie

ty t

owar

ds v

ocat

iona

l tr

aini

ng is

impr

oved

.

Gat

eway

s w

ithin

the

nat

iona

l voc

atio

nal

trai

ning

are

est

ablis

hed

and

oper

atio

nal.

At

leas

t on

e vo

catio

anl

trai

ning

inst

itutio

n by

re

gion

or

sect

or is

qua

lified

to

org

aniz

e VA

E’s

(Val

ida-

tion

of A

cqui

red

Expe

rienc

e Sy

stem

) by

May

201

8.

The

num

ber

of s

peci

alis

ts

in in

form

atio

n an

d re

ferr

al

incr

ease

s by

50%

by

the

end

of 2

016.

One

coo

rdin

atio

n co

mm

it-te

e pe

r re

gion

(di

stric

t) is

op

erat

iona

l by

the

end

of

2018

.

«80%

of

trai

ning

inst

i-tu

tions

ope

rate

at

leas

t 90

% o

f th

eir

enro

llmen

t ca

paci

ty b

y th

e en

d of

Ju

ne 2

018.

»

«A r

ate

of 5

to

10%

of

lear

ners

hav

e ac

cess

to

a hi

gher

leve

l as

of 2

016.

»

Offi

cial

Gaz

ette

(J

ORT

)

«Sta

tistc

s,D

epar

tem

ent

Mee

ting

Min

utes

an

d Re

port

s»

Repo

rts

and

stat

istic

s

File

s of

enr

olle

d s

tude

nts,

sta

tistic

s of

tra

inin

g op

erat

ors

The

min

istr

y in

ch

arge

of

voca

tiona

l tr

aini

ng

Nat

iona

l Aut

horit

y fo

r H

uman

Res

our-

ces

Dev

elop

men

t

The

min

istr

y in

ch

arge

of

voca

tiona

l tr

aini

ng

The

min

istr

y in

ch

arge

of

voca

tiona

l tr

aini

ng

Sub-

obje

ctiv

es /

res

ults

Indi

cato

rs v

erifi

cati

on s

ourc

esIn

stit

utio

n in

cha

rge

Impl

emen

tati

on T

imel

ine

2014

Q1

Q2

Q3

Q4

Q1

Q2

Q3

Q4

2015

Q1

Q2

Q3

Q4

2016

Q1

Q2

Q3

Q4

2017

Q1

Q2

Q3

Q4

2018

THE

REF

OR

M O

F N

ATI

ON

AL

VOCATI

ON

AL

TRAIN

ING

SYSTE

M

Plan

ning

sch

eme

for

the

refo

rm o

f na

tion

al v

ocat

iona

l tra

inin

g sy

stem

2014

- 2

018

OVE

RALL

OB

JECT

IVE

A

nat

iona

l voc

atio

nal t

rain

ing

syst

em (

NVT

S) t

hat

mee

ts t

he n

eeds

of

indi

vidu

als,

com

pani

es, r

egio

ns

and

soci

ety

in t

he c

onte

xt o

f a

com

preh

ensi

ve a

nd s

hare

d vi

sion

of

a na

tiona

l sys

tem

of

hum

an r

esou

r-ce

s de

velo

pmen

t (N

SHRD

) is

dev

elop

ed.

SPEC

IFC

OB

JECT

IVE

1 (S

O1)

:Th

e na

tiona

l voc

atio

nal t

rain

ing

syst

em is

wel

l int

egra

ted

into

the

Nat

iona

l Sys

tem

of

Hum

an R

esou

rces

D

evel

opm

ent.

VERI

FICA

TIO

N IN

DIC

ATO

R (

VI):

30%

of

yout

h jo

in v

ocat

iona

l tra

inin

g by

201

8.

Co

de

R.1

.2.2

R.1

.2.3

R.1

.2.4

R.1

.2.5

Dis

tanc

e tr

aini

ng is

ado

pted

, ope

ratio

nal

and

wid

espr

ead

in t

he n

atio

nal v

ocat

iona

l tr

aini

ng s

yste

m,

The

basi

c sk

ills

rela

ted

to l

ifelo

ng le

arni

ng

are

root

ed a

nd w

ides

prea

d am

ong

lear

ners

an

d tr

aine

rs in

the

nat

iona

l voc

atio

nal

trai

ning

sys

tem

.

Voca

tiona

l sch

ools

are

a p

ole

of a

ttra

ctio

n in

th

e lif

e of

the

com

mun

ity.

A c

omm

unic

atio

n st

rate

gy o

n vo

catio

nal

trai

ning

is d

esig

ned

and

impl

emen

ted.

At

leas

t 10

new

tra

inin

g di

scip

lines

are

ope

ratio

nal

by t

he e

nd o

f 20

17.

Des

igne

d cu

rric

ula

impl

e-m

ente

d an

d tr

aine

rs t

rai-

ned

by t

he e

nd o

f 20

16.

«The

num

ber

of a

gree

-m

ents

sig

ned

with

pa

rtne

rs in

crea

se b

y 20

%

per

year

.»A

t le

ast

one

cult

ural

com

-m

unity

eve

nt is

org

aniz

ed

at t

he r

egio

nal l

evel

by

cent

er a

nd b

y ye

ar b

y th

e en

d of

201

6.

At

leas

t on

e ca

mpa

ign

by

regi

on a

s of

201

5,

The

Info

rmat

ion

Sy

stem

of

the

Min

istr

y of

Vo

catio

nal T

rain

ing

(enr

ollm

ent

doc

umen

ts)

«Cur

ricul

a do

cum

ents

, t

rain

ing

plan

and

fie

ld s

tudi

es»

«Agr

eem

ents

,M

eetin

g M

inut

es

and

Repo

rts»

Med

ia a

nd s

ocia

l m

edia

net

wor

ks

The

min

istr

y in

ch

arge

of

voca

tiona

l tr

aini

ng

The

min

istr

y in

ch

arge

of

voca

tiona

l tra

inin

g an

d CE

NA

FFIF

The

min

istr

y in

ch

arge

of

voca

tiona

l tr

aini

ngan

d Tr

aini

ng

Ope

rato

rs

The

min

istr

y in

ch

arge

of

voca

tiona

l tr

aini

ngan

d Tr

aini

ng

Ope

rato

rs

Sub-

obje

ctiv

es /

res

ults

Indi

cato

rs v

erifi

cati

on s

ourc

esIn

stit

utio

n in

cha

rge

Impl

emen

tati

on T

imel

ine

2014

Q1

Q2

Q3

Q4

Q1

Q2

Q3

Q4

2015

Q1

Q2

Q3

Q4

2016

Q1

Q2

Q3

Q4

2017

Q1

Q2

Q3

Q4

2018

ANNEXE 1

PLAN

D'OPERATIONS

8

2014- 2018

THE

REF

OR

M O

F N

ATI

ON

AL

VOCATI

ON

AL

TRAIN

ING

SYSTE

M

Plan

ning

sch

eme

for

the

refo

rm o

f na

tion

al v

ocat

iona

l tra

inin

g sy

stem

2014

- 2

018

OVE

RALL

OB

JECT

IVE

A

nat

iona

l voc

atio

nal t

rain

ing

syst

em (

NVT

S) t

hat

mee

ts t

he n

eeds

of

indi

vidu

als,

com

pani

es, r

egio

ns

and

soci

ety

in t

he c

onte

xt o

f a

com

preh

ensi

ve a

nd s

hare

d vi

sion

of

a na

tiona

l sys

tem

of

hum

an r

esou

r-ce

s (N

SHRD

) de

velo

pmen

t is

dev

elop

ed.

SPEC

IFC

OB

JECT

IVE

2 (S

O2)

:

Effe

ctiv

enes

s an

d ef

ficie

ncy

thro

ugho

ut t

he t

rain

ing

proc

ess

are

guar

ante

ed.

VE

RIFI

CATI

ON

IND

ICAT

OR

(VI

):

In

tegr

atio

n ra

te o

f vo

catio

nal t

rain

ing

grad

uate

s in

the

job

mar

ket

incr

ease

s an

nual

ly b

y 5%

as

of 2

015

(6 m

onth

s af

ter

grad

uatio

n).

The

drop

out

rate

dec

reas

es f

rom

35%

to

15%

by

the

end

of 2

018.

Code

SO2.

1

R2.1

.1

R2.1

.2

R2.1

.3

Pros

pect

ive

and

inno

vativ

e st

andb

y un

its i

n th

e na

tiona

l voc

atio

nal t

rain

ing

syst

em a

re

esta

blis

hed.

Pros

pect

ive

and

inno

vativ

e st

andb

y un

its,

pres

ent

in a

ll vo

catio

nal t

rain

ing

stru

ctur

es,

each

in it

s ow

n fie

ld, a

re e

stab

lishe

d.

The

capa

citie

s of

the

nat

iona

l voc

atio

nal

trai

ning

sys

tem

for

ach

ievi

ng e

xpec

ted

trai

ning

pol

icie

s re

sult

s ar

e bu

ilt.

Trai

ning

eng

inee

ring

and

tea

chin

g ap

proa

-ch

es a

ccor

ding

to

the

new

inte

rnat

iona

l tr

ends

in t

he fi

eld

are

deve

lope

d.

New

tre

nds

in t

he jo

b m

arke

t (t

rade

s, s

kills

, etc

.)

are

take

n in

to a

ccou

nt in

th

e na

tiona

l voc

atio

nal

trai

ning

sys

tem

by

the

end

of 2

017.

Pros

pect

ive

and

inno

vativ

e st

andb

y un

its a

re o

pera

tio-

nal i

n al

l tra

inin

g st

ruct

ures

by

the

end

of

2016

.

The

«pro

spec

tive

and

inno

vativ

e st

andb

y un

its»

appr

oach

is m

aste

red

by

30 e

xecu

tives

in t

he v

oca-

tiona

l tra

inin

g sy

stem

by

the

end

of Ju

ne 2

015.

At

leas

t on

e in

tern

atio

nal

even

t on

the

new

tre

nds

in

trai

ning

eng

inee

ring

and

educ

atio

n is

org

aniz

ed

once

eve

ry t

wo

year

s as

of

201

5.

stud

ies,

rep

orts

Offi

cial

O

raga

niza

tiona

l St

ruct

ures

Repo

rts

on t

rain

ing

and

men

torin

g ac

tiviti

es

Pr

oduc

ed r

epor

ts

and

docu

men

ts

The

min

istr

y in

ch

arge

of

voca

tiona

l tr

aini

ng

The

min

istr

y in

ch

arge

of

voca

tiona

l tr

aini

ng

The

min

istr

y in

ch

arge

of

voca

tiona

l tr

aini

ng

The

min

istr

y in

ch

arge

of

voca

tiona

l tr

aini

ng

Sub-

obje

ctiv

es /

res

ults

Indi

cato

rs v

erifi

cati

on s

ourc

esIn

stit

utio

n in

cha

rge

Impl

emen

tati

on T

imel

ine

2014

Q1

Q2

Q3

Q4

Q1

Q2

Q3

Q4

2015

Q1

Q2

Q3

Q4

2016

Q1

Q2

Q3

Q4

2017

Q1

Q2

Q3

Q4

2018

ANNEXE 1

PLAN

D'OPERATIONS

8

2014- 2018

THE

REF

OR

M O

F N

ATI

ON

AL

VOCATI

ON

AL

TRAIN

ING

SYSTE

M

Plan

ning

sch

eme

for

the

refo

rm o

f na

tion

al v

ocat

iona

l tra

inin

g sy

stem

2014

- 2

018

OVE

RALL

OB

JECT

IVE

A

nat

iona

l voc

atio

nal t

rain

ing

syst

em (

NVT

S) t

hat

mee

ts t

he n

eeds

of

indi

vidu

als,

com

pani

es, r

egio

ns

and

soci

ety

in t

he c

onte

xt o

f a

com

preh

ensi

ve a

nd s

hare

d vi

sion

of

a na

tiona

l sys

tem

of

hum

an r

esou

r-ce

s (N

SHRD

) de

velo

pmen

t is

dev

elop

ed.»

SPEC

IFC

OB

JECT

IVE

2 (S

O2)

:

Effe

ctiv

enes

s an

d ef

ficie

ncy

thro

ugho

ut t

he t

rain

ing

proc

ess

are

guar

ante

ed.

VE

RIFI

CATI

ON

IND

ICAT

OR

(VI

):

In

tegr

atio

n ra

te o

f vo

catio

nal t

rain

ing

grad

uate

s in

the

job

mar

ket

incr

ease

s an

nual

ly b

y 5%

as

of 2

015

(6 m

onth

s af

ter

grad

uatio

n).

The

drop

out

rate

dec

reas

es f

rom

35%

to

15%

by

the

end

of 2

018.

Code

SO.2

.2

R.2

.2.1

R.2

.2.2

SO.2

.3

Skill

s a

nd t

rain

ing

need

s of

indi

vidu

als,

co

mpa

nies

, reg

ions

and

soc

iety

are

iden

ti-fie

d pe

riodi

cally

and

reg

ular

ly.

Ski

lls a

nd t

rain

ing

need

s of

the

reg

ions

(d

istr

icts

) in

the

sho

rt a

nd m

ediu

m t

erm

s ar

e id

entifi

ed a

nd d

isse

min

ated

.

Skill

s an

d tr

aini

ng n

eeds

of

indi

vidu

als,

co

mpa

nies

and

soc

iety

in t

he s

hort

and

me-

dium

ter

ms

are

iden

tified

and

dis

sem

inat

ed.

The

outr

each

and

the

ope

ning

of

the

natio

-na

l voc

atio

nal t

rain

ing

syst

em in

tern

atio

-na

lly is

dev

elop

ed.

The

desi

gn a

nd p

lann

ing

of t

rain

ing

iden

tified

in t

he

regi

ons

and

at t

he n

atio

nal

leve

l: 2

0% t

he fi

rst

year

, 30

% t

he s

econ

d ye

ar a

nd

50%

the

thi

rd y

ear.

Cove

rage

rat

es in

the

re

gion

s in

ter

ms

of id

en-

tifyi

ng s

kills

and

tra

ingi

ng

need

s: 2

0% t

he fi

rst

year

, 30

% t

he s

econ

d ye

ar a

nd

50%

the

thi

rd y

ear.

Cove

rage

rat

es o

f se

ctor

s in

ter

ms

of id

entif

ying

sk

ill a

nd t

rain

ing

need

s:

20%

the

firs

t ye

ar, 3

0% t

he

seco

nd y

ear

and

50%

the

th

ird y

ear

«Num

ber

of v

ocat

iona

l tr

aini

ng o

pera

tions

dis

pen-

sed

to f

orei

gn b

enefi

ciar

ies

is in

crea

sing

(ex

pert

ise,

as

sist

ance

, etc

.) b

y th

e en

d of

201

6.»

At

leas

t on

e in

tern

atio

nal

conf

eren

ce h

eld

once

eve

ry

two

year

s as

of

2015

.

Stat

istic

s, t

rain

ing

oper

ator

s an

d jo

b m

arke

t, fi

eld

stu-

dies

, sec

tor

profi

les

Sta

tistic

s, t

rain

ing

oper

ator

s an

d jo

b m

arke

t, fi

eld

stu-

dies

, sec

tor

profi

les

Stat

istic

s, t

rain

ing

oper

ator

s an

d jo

b m

arke

t, fi

eld

stu

dies

, sec

tor

profi

les

Agr

eem

ents

, co

ntra

cts

The

min

istr

y in

ch

arge

of

voca

tiona

l tr

aini

ngan

d so

cial

par

tner

s»

The

min

istr

y in

ch

arge

of

voca

tiona

l tr

aini

ngan

d so

cial

par

tner

s»

The

min

istr

y in

ch

arge

of

voca

tiona

l tr

aini

ngan

d so

cial

par

tner

s»

The

min

istr

y in

ch

arge

of

voca

tiona

l tr

aini

ngan

d ot

her

min

istr

ies

and

agen

cies

Sub-

obje

ctiv

es /

res

ults

Indi

cato

rs v

erifi

cati

on s

ourc

esIn

stit

utio

n in

cha

rge

Impl

emen

tati

on T

imel

ine

2014

Q1

Q2

Q3

Q4

Q1

Q2

Q3

Q4

2015

Q1

Q2

Q3

Q4

2016

Q1

Q2

Q3

Q4

2017

Q1

Q2

Q3

Q4

2018

ANNEXE 1

PLAN

D'OPERATIONS

8

2014- 2018

THE

REF

OR

M O

F N

ATI

ON

AL

VOCATI

ON

AL

TRAIN

ING

SYSTE

M

Plan

ning

sch

eme

for

the

refo

rm o

f na

tion

al v

ocat

iona

l tra

inin

g sy

stem

2014

- 2

018

OVE

RALL

OB

JECT

IVE

A

nat

iona

l voc

atio

nal t

rain

ing

syst

em (

NVT

S) t

hat

mee

ts t

he n

eeds

of

indi

vidu

als,

com

pani

es, r

egio

ns

and

soci

ety

in t

he c

onte

xt o

f a

com

preh

ensi

ve a

nd s

hare

d vi

sion

of

a na

tiona

l sys

tem

of

hum

an r

esou

r-ce

s (N

SHRD

) de

velo

pmen

t is

dev

elop

ed.

SPEC

IFC

OB

JECT

IVE

2 (S

O2)

:

Effe

ctiv

enes

s an

d ef

ficie

ncy

thro

ugho

ut t

he t

rain

ing

proc

ess

are

guar

ante

ed.

VE

RIFI

CATI

ON

IND

ICAT

OR

(VI

):

In

tegr

atio

n ra

te o

f vo

catio

nal t

rain

ing

grad

uate

s in

the

job

mar

ket

incr

ease

s an

nual

ly b

y 5%

as

of 2

015

(6 m

onth

s af

ter

grad

uatio

n).

The

drop

out

rate

dec

reas

es f

rom

35%

to

15%

by

the

end

of 2

018.

Code

R.2

.3.1

R.2

.3.2

SO

.2.4

A s

trat

egic

par

tner

ship

in t

he fi

eld

of v

oca-

tiona

l tra

inin

g at

the

inte

rnat

iona

l lev

el is

op

erat

iona

l.

The

mob

ility

of

voca

tiona

l tra

inin

g gr

adua

-te

s at

the

inte

rnat

iona

l lev

el is

gua

rant

eed.

App

roac

hes

and

appr

opria

te e

duca

tiona

l or

gani

zatio

ns t

o en

sure

the

qua

lity

of b

asic

an

d co

ntin

uous

tra

inin

g ar

e ad

opte

d.

The

num

ber

of p

artn

ersh

ip

agre

emen

ts in

the

fiel

d of

voc

atio

nal t

rain

ing

is

incr

easi

ng in

tern

atio

nally

as

of

2015

.

Tota

l sat

isfa

ctio

n of

ski

lls

need

s at

the

inte

rnat

iona

l le

vel i

s ac

hiev

ed a

nd a

d-dr

esse

d as

of

June

201

6.

100%

of

tra

inin

g sp

ecia

-liz

atio

n fie

lds

oper

atio

nal

in t

he t

rain

ing

syst

em a

re

clas

sifie

d un

der

valid

ated

no

rms

and

publ

ishe

d in

th

e O

ffici

al G

azet

te (

JORT

) be

fore

the

end

of

2018

.

Satis

fact

ion

rate

by

advi

-so

ry b

oard

s ex

ceed

s 50

%

in a

ll ce

nter

s by

the

end

of

201

8.

Refe

renc

e fr

amew

ork

(whi

te p

aper

s) o

n th

e pe

-da

gogi

cal a

ppro

ache

s an

d ed

ucat

iona

l org

aniz

atio

ns

in c

ontin

uous

tra

inin

g.

Agr

eem

ents

, co

ntra

cts

Agr

eem

ents

, co

ntra

cts

«Offi

cial

Gaz

ette

(J

ORT

)/ fi

eld

stud

ies,

whi

te p

aper

s»

«The

min

istr

y in

ch

arge

of

voca

tiona

l tr

aini

ngan

d ot

her

min

istr

ies

and

agen

cies

»

«The

min

istr

y in

ch

arge

of

voca

tiona

l tr

aini

ngan

d ot

her

min

istr

ies

and

agen

cies

»

The

min

istr

y in

ch

arge

of

voca

tiona

l tr

aini

ng a

nd T

he N

a-tio

nal C

ente

r fo

r th

e Tr

aine

r Tr

aini

ng a

nd

Trai

ning

Eng

inee

ring

Sub-

obje

ctiv

es /

res

ults

Indi

cato

rs v

erifi

cati

on s

ourc

esIn

stit

utio

n in

cha

rge

Impl

emen

tati

on T

imel

ine

2014

Q1

Q2

Q3

Q4

Q1

Q2

Q3

Q4

2015

Q1

Q2

Q3

Q4

2016

Q1

Q2

Q3

Q4

2017

Q1

Q2

Q3

Q4

2018

ANNEXE 1

PLAN

D'OPERATIONS

8

2014- 2018

THE

REF

OR

M O

F N

ATI

ON

AL

VOCATI

ON

AL

TRAIN

ING

SYSTE

M

Plan

ning

sch

eme

for

the

refo

rm o

f na

tion

al v

ocat

iona

l tra

inin

g sy

stem

2014

- 2

018

OVE

RALL

OB

JECT

IVE

A

nat

iona

l voc

atio

nal t

rain

ing

syst

em (

NVT

S) t

hat

mee

ts t

he n

eeds

of

indi

vidu

als,

com

pani

es, r

egio

ns

and

soci

ety

in t

he c

onte

xt o

f a

com

preh

ensi

ve a

nd s

hare

d vi

sion

of

a na

tiona

l sys

tem

of

hum

an r

esou

r-ce

s (N

SHRD

) de

velo

pmen

t is

dev

elop

ed.

SPEC

IFC

OB

JECT

IVE

2 (S

O2)

:

Effe

ctiv

enes

s an

d ef

ficie

ncy

thro

ugho

ut t

he t

rain

ing

proc

ess

are

guar

ante

ed.

VE

RIFI

CATI

ON

IND

ICAT

OR

(VI

):

In

tegr

atio

n ra

te o

f vo

catio

nal t

rain

ing

grad

uate

s in

the

job

mar

ket

incr

ease

s an

nual

ly b

y 5%

as

of 2

015

(6 m

onth

s af

ter

grad

uatio

n).

The

drop

out

rate

dec

reas

es f

rom

35%

to

15%

by

the

end

of 2

018.

Code

R.2

.4.1

R.2

.4.2

R.2

.4.3

R.2

.4.4

Trai

ning

cur

ricul

a ar

e de

velo

ped

to m

eet

skill

s an

d tr

aini

ng n

eeds

of

indi

vidu

als,

co

mpa

nies

and

soc

iety

and

ens

ure

the

impl

emen

tatio

n of

the

«tr

ansf

er o

f cr

edit

units

» sy

stem

.

The

type

s of

initi

al t

rain

ing

now

tak

e in

to

acco

unt

the

spec

ifici

ties

of r

egio

ns, s

ecto

rs,

com

pani

es, fi

eld

of t

rain

ing

and

targ

et

grou

ps.

Con

tinuo

us t

rain

ing

mod

es m

eet

the

need

s of

indi

vidu

als

and

com

pani

es.

Trai

ners

and

tra

inin

g ad

viso

rs in

the

nat

io-

nal v

ocat

iona

l tra

inin

g sy

stem

kee

p ab

reas

t of

ped

agog

ical

and

tec

hnol

ogic

al d

evel

op-

men

ts.

At

leas

t 15

% o

f tr

aini

ng

curr

icul

a re

view

ed a

nnua

lly

by e

xpre

ssed

nee

ds a

nd

guar

ante

eing

the

prin

cipl

e of

the

tra

nsfe

r of

cre

dit

as

of 2

015.

At

leas

t 10

% o

f st

uden

ts

enro

lled

in a

ltern

atin

g/

trai

ning

mod

e ar

e lis

ted

in

com

pany

dem

ands

as

of

2016

,

An

aver

age

annu

al in

crea

se

of 2

0% o

f th

ose

enro

lled

in t

he d

iplo

ma-

earn

ing

skill

s tr

aini

ng b

y th

e en

d of

201

8.A

n in

crea

se o

f 10

% a

nnua

l-ly

of

com

pani

es e

nrol

led

in o

ne o

f th

e co

ntin

uous

tr

aini

ng p

rogr

ams.

Two

new

tra

inin

g co

urse

s ar

e de

velo

ped

each

yea

r.30

% o

f tr

aine

rs t

ake

thes

e co

urse

s ea

ch y

ear.

The

stat

e of

tra

inin

g pr

ogra

ms

at C

E-N

AFF

IF

Stat

istic

s, C

ente

r ac

tivity

rep

orts

Stat

istic

s by

CN

FCPP

Trai

ner

up-g

radi

ng

plan

: in

divi

dual

file

s,ac

tivity

rep

orts

of

CEN

AFF

IF a

nd

INPF

CA

CEN

AFF

IF +

INPF

CA

The

min

istr

y in

cha

rge

of

voca

tiona

l tra

inin

g

The

Nat

iona

l Cen

ter

of

Cont

inuo

us T

rain

ing

and

Skill

s D

evel

opm

ent

The

Nat

iona

l Cen

ter

for

the

Trai

ning

of

Trai

ners

an

d Tr

aini

ng

Engi

neer

ing/

The

Nat

iona

l Ins

titut

e of

Ed

ucat

ion

and

Cont

i-nu

ous

Farm

ing

Trai

ning

Sub-

obje

ctiv

es /

res

ults

Indi

cato

rs v

erifi

cati

on s

ourc

esIn

stit

utio

n in

cha

rge

Impl

emen

tati

on T

imel

ine

2014

Q1

Q2

Q3

Q4

Q1

Q2

Q3

Q4

2015

Q1

Q2

Q3

Q4

2016

Q1

Q2

Q3

Q4

2017

Q1

Q2

Q3

Q4

2018

ANNEXE 1

PLAN

D'OPERATIONS

8

2014- 2018

THE

REF

OR

M O

F N

ATI

ON

AL

VOCATI

ON

AL

TRAIN

ING

SYSTE

M

Plan

ning

sch

eme

for

the

refo

rm o

f na

tion

al v

ocat

iona

l tra

inin

g sy

stem

2014

- 2

018

OVE

RALL

OB

JECT

IVE

A

nat

iona

l voc

atio

nal t

rain

ing

syst

em (

NVT

S) t

hat

mee

ts t

he n

eeds

of

indi

vidu

als,

com

pani

es, r

egio

ns

and

soci

ety

in t

he c

onte

xt o

f a

com

preh

ensi

ve a

nd s

hare

d vi

sion

of

a na

tiona

l sys

tem

of

hum

an r

esou

r-ce

s (N

SHRD

) de

velo

pmen

t is

dev

elop

ed.

SPEC

IFC

OB

JECT

IVE

2 (S

O2)

:

Effe

ctiv

enes

s an

d ef

ficie

ncy

thro

ugho

ut t

he t

rain

ing

proc

ess

are

guar

ante

ed.

VE

RIFI

CATI

ON

IND

ICAT

OR

(VI

):

In

tegr

atio

n ra

te o

f vo

catio

nal t

rain

ing

grad

uate

s in

the

job

mar

ket

incr

ease

s an

nual

ly b

y 5%

as

of 2

015

(6 m

onth

s af

ter

grad

uatio

n).

The

drop

out

rate

dec

reas

es f

rom

35%

to

15%

by

the

end

of 2

018.

Code

R.2

.4.5

SO.2

.5

R.2

.5.1

R.2

.5.2

Voca

tiona

l tra

inin

g in

stitu

tions

are

ren

ova-

ted

and

equi

pped

acc

ordi

ng t

o th

e re

quire

-m

ents

of

trai

ning

cur

ricul

a.

An

effic

ient

ass

essm

ent

and

eval

uatio

n,

cert

ifica

tion

and

trai

ner

eval

uatio

n an

d m

onito

ring

syst

ems

are

impl

emen

ted.

An

upgr

adin

g sy

stem

of

initi

al a

nd c

onti-

nuou

s tr

aini

ng in

stitu

tions

is o

pera

tiona

l.

An

eval

uatio

n sy

stem

of

lear

ners

’ acq

uire

d kn

owle

dge

is s

tand

ardi

zed

and

oper

atio

nal.

Inve

stm

ent

in e

duca

tiona

l m

ater

ials

(va

lidat

ed in

ac-

cord

ance

with

the

nor

ms

of

trai

ning

cur

ricul

a) in

crea

se

by 2

0% a

nnua

lly.

An

eval

uatio

n sy

stem

sub

-je

ct t

o no

rms

is o

pera

tiona

l an

d ge

nera

lized

by

the

end

of 2

018.

At

leas

t 20

% o

f tr

aine

rs

bene

fited

fro

m t

echn

ical

an

d ed

ucat

iona

l ass

ista

nce

by t

he e

nd o

f 20

18.

An

incr

ease

in t

he n

umbe

r of

upg

rade

d st

ruct

ures

(n

o la

ter

than

six

mon

ths

from

the

pub

licat

ion

of

upgr

adin

g no

rms)

by

30%

in

201

4 to

rea

ch 1

00%

by

2016

.

A s

tand

ardi

zed

and

oper

a-tio

nal s

yste

m is

impl

emen

-te

d at

the

leve

l of

upgr

a-de

d vo

catio

nal t

rain

ing

by

the

end

of 2

016.

Reno

vatio

n pl

ans,

Re

port

s on

the

im

plem

enta

tion

of

prog

ram

s»

«JO

RTm

onito

ring

and

eva-

luat

ion

repo

rts»

Repo

rts

by t

he

min

istr

y in

cha

rge

of

voca

tiona

l tra

inin

g

Uni

ts in

cha

rge

of

the

ass

essm

ent

and

eval

uatio

n at

th

e op

erat

or le

vel

The

min

istr

y in

cha

rge

of v

ocat

iona

l tra

inin

g

The

min

istr

y in

cha

rge

of

voca

tiona

l tra

inin

g

conc

erne

d m

inis

trie

s

Conc

erne

d m

inis

trie

s

Sub-

obje

ctiv

es /

res

ults

Indi

cato

rs v

erifi

cati

on s

ourc

esIn

stit

utio

n in

cha

rge

Impl

emen

tati

on T

imel

ine

2014

Q1

Q2

Q3

Q4

Q1

Q2

Q3

Q4

2015

Q1

Q2

Q3

Q4

2016

Q1

Q2

Q3

Q4

2017

Q1

Q2

Q3

Q4

2018

ANNEXE 1

PLAN

D'OPERATIONS

8

2014- 2018

THE

REF

OR

M O

F N

ATI

ON

AL

VOCATI

ON

AL

TRAIN

ING

SYSTE

M

Plan

ning

sch

eme

for

the

refo

rm o

f na

tion

al v

ocat

iona

l tra

inin

g sy

stem

2014

- 2

018

OVE

RALL

OB

JECT

IVE

A

nat

iona

l voc

atio

nal t

rain

ing

syst

em (

NVT

S) t

hat

mee

ts t

he n

eeds

of

indi

vidu

als,

com

pani

es, r

egio

ns

and

soci

ety

in t

he c

onte

xt o

f a

com

preh

ensi

ve a

nd s

hare

d vi

sion

of

a na

tiona

l sys

tem

of

hum

an r

esou

r-ce

s (N

SHRD

) de

velo

pmen

t is

dev

elop

ed.

SPEC

IFC

OB

JECT

IVE

2 (S

O2)

:

Effe

ctiv

enes

s an

d ef

ficie

ncy

thro

ugho

ut t

he t

rain

ing

proc

ess

are

guar

ante

ed.

VE

RIFI

CATI

ON

IND

ICAT

OR

(VI

):

In

tegr

atio

n ra

te o

f vo

catio

nal t

rain

ing

grad

uate

s in

the

job

mar

ket

incr

ease

s an

nual

ly b

y 5%

as

of 2

015

(6 m

onth

s af

ter

grad

uatio

n).

The

drop

out

rate

dec

reas

es f

rom

35%

to

15%

by

the

end

of 2

018.

Code

R.2

.5.3

R.2

.5.4

A n

atio

nal e

valu

atio

n an

d m

onito

ring

sys-

tem

in in

itial

voc

atio

nal t

rain

ing

syst

em is

es

tabl

ishe

d an

d op

erat

iona

l.

The

met

hods

of

mon

itorin

g an

d ev

alua

tion

of c

ontin

uing

tra

inin

g ar

e op

erat

iona

l and

ef

fect

ive.

The

num

ber

of e

duca

tiona

l an

d te

chni

cal m

onito

rs

incr

ease

s by

five

eac

h ye

ar

as o

f 20

14.

The

num

ber

of m

onito

ring

and

eval

uatio

n m

issi

ons

incr

ease

by

10%

eac

h ye

ar

as o

f 20

14.

5% o

f co

mpa

nies

tha

t ad

-he

re t

o co

rpor

ate

fund

ing

inst

rum

ents

ass

ess

thei

r ef

fort

s in

tra

inin

g w

ith a

n an

nual

incr

ease

of

1%.

10%

of

grou

p tr

aini

ng

prog

ram

s fu

nded

by

the

gove

rnm

ent

are

eval

uate

d w

ith a

n an

nual

incr

ease

of

2 pr

ogra

ms.

App

oint

men

t de

ci-

sion

s an

d m

onito

-rin

g an

d ev

alua

tion

repo

rts

«Sta

tistic

s by

CN

FCPP

Repo

rts

com

pile

d by

co

mpa

nies

»

Conc

erne

d m

inis

trie

s

The

Nat

iona

l Cen

ter

of

Cont

inuo

us T

rain

ing

and

Skill

s D

evel

opm

ent

Sub-

obje

ctiv

es /

res

ults

Indi

cato

rs v

erifi

cati

on s

ourc

esIn

stit

utio

n in

cha

rge

Impl

emen

tati

on T

imel

ine

2014

Q1

Q2

Q3

Q4

Q1

Q2

Q3

Q4

2015

Q1

Q2

Q3

Q4

2016

Q1

Q2

Q3

Q4

2017

Q1

Q2

Q3

Q4

2018

ANNEXE 1

PLAN

D'OPERATIONS

8

2014- 2018

THE

REF

OR

M O

F N

ATI

ON

AL

VOCATI

ON

AL

TRAIN

ING

SYSTE

M

Plan

ning

sch

eme

for

the

refo

rm o

f na

tion

al v

ocat

iona

l tra

inin

g sy

stem

2014

- 2

018

OVE

RALL

OB

JECT

IVE

A

nat

iona

l voc

atio

nal t

rain

ing

syst

em (

NVT

S) t

hat

mee

ts t

he n

eeds

of

indi

vidu

als,

com

pani

es, r

egio

ns

and

soci

ety

in t

he c

onte

xt o

f a

com

preh

ensi

ve a

nd s

hare

d vi

sion

of

a na

tiona

l sys

tem

of

hum

an r

esou

r-ce

s de

velo

pmen

t (N

SHRD

)is

deve

lope

d.

SPEC

IFIC

OB

JECT

IVE

3 (S

O3)

:

A

gov

erna

nce

mod

el o

f th

e na

tiona

l voc

atio

nal t

rain

ing

syst

em t

hat

mee

ts t

he n

eeds

of

indi

vidu

als,

co

mpa

nies

, soc

iety

and

the

reg

ions

, in

harm

ony

with

the

Soc

ial C

ontr

act,

is a

dopt

ed.

VE

RIFI

CATI

ON

IND

ICAT

OR

(VI

):

Re

fere

nce

fram

ewor

k la

ying

dow

n th

e ru

les

of g

ood

gove

rnan

ce a

dopt

ed b

y th

e A

ctor

s of

nat

iona

l vo-

catio

nal t

rain

ing

syst

em b

y th

e en

d of

201

4; T

he g

over

nanc

e of

the

nat

iona

l voc

atio

nal t

rain

ing

syst

em

mee

ts t

he g

over

nanc

e in

dica

tors

of

the

Uni

ted

Nat

ions

Dev

elop

men

t Pr

ogra

m (

UN

DP)

.

Code

SO3.

1

R3.1

.1

R3.1

.2

The

role

s an

d m

issi

ons

of t

he v

ario

us s

truc

-tu

res

and

the

rela

tions

hips

bet

wee

n th

em

at c

entr

al a

nd r

egio

nal l

evel

s in

line

with

th

e ne

w v

isio

n of

voc

atio

nal t

rain

ing

and

its p

lace

in t

he n

atio

nal s

yste

m o

f hu

man

re

sour

ces

deve

lopm

ent

are

defin

ed.

A m

anag

emen

t m

odel

bas

ed o

n th

e pr

inci

-pl

e of

acc

ount

abili

ty a

nd d

efini

ng t

he r

ules

of

del

egat

ion

of p

ower

s is

des

igne

d an

d op

erat

iona

l.

Man

agem

ent

by o

bjec

tives

in t

he n

atio

nal

voca

tiona

l tra

inin

g sy

stem

is o

pera

tiona

l.

A r

efer

ence

fra

mew

ork

of

orga

niza

tiona

l str

uctu

re in

lin

e w

ith t

he m

anag

emen

t m

odel

is d

evel

oped

and

ap

prov

ed b

y th

e en

d of

20

15.

The

refe

renc

e fr

amew

ork

of o

rgan

izat

iona

l str

uctu

re

is o

pera

tiona

l by

the

end

of 2

016.

A le

gal a

nd r

egul

ator

y fr

a-m

ewor

k fo

r th

e m

anag

e-m

ent

mod

el is

defi

ned

and

appr

oved

by

CPCF

P by

the

en

d of

201

5.A

man

agem

ent

mod

el is

op

erat

iona

l as

of 2

016.

Das

h bo

ards

bas

ed o

n ke

y pe

rfor

man

ce in

dica

tors

ar

e in

pla

ce b

y th

e en

d of

20

16.

Offi

cial

Gaz

ette

(J

ORT

)

Offi

cial

Gaz

ette

(J

ORT

)

Aud

iting

ann

ual

repo

rt

Repo

rt o

n th

e «a

n-nu

al p

erfo

rman

ce

prog

ram

»

The

min

istr

y in

cha

rge

of

voca

tiona

l tra

inin

g

The

min

istr

y in

cha

rge

of

voca

tiona

l tra

inin

g

The

min

istr

y in

cha

rge

of

voca

tiona

l tra

inin

g

Sub-

obje

ctiv

es /

res

ults

Indi

cato

rs v

erifi

cati

on s

ourc

esIn

stit

utio

n in

cha

rge

Impl

emen

tati

on T

imel

ine

2014

Q1

Q2

Q3

Q4

Q1

Q2

Q3

Q4

2015

Q1

Q2

Q3

Q4

2016

Q1

Q2

Q3

Q4

2017

Q1

Q2

Q3

Q4

2018

ANNEXE 1

PLAN

D'OPERATIONS

8

2014- 2018

THE

REF

OR

M O

F N

ATI

ON

AL

VOCATI

ON

AL

TRAIN

ING

SYSTE

M

Plan

ning

sch

eme

for

the

refo

rm o

f na

tion

al v

ocat

iona

l tra

inin

g sy

stem

2014

- 2

018

OVE

RALL

OB

JECT

IVE

A

nat

iona

l voc

atio

nal t

rain

ing

syst

em (

NVT

S) t

hat

mee

ts t

he n

eeds

of

indi

vidu

als,

com

pani

es, r

egio

ns

and

soci

ety

in t

he c

onte

xt o

f a

com

preh

ensi

ve a

nd s

hare

d vi

sion

of

a na

tiona

l sys

tem

of

hum

an r

esou

r-ce

s de

velo

pmen

t (N

SHRD

)is

deve

lope

d.

SPEC

IFIC

OB

JECT

IVE

3 (S

O3)

:

A

gov

erna

nce

mod

el o

f th

e na

tiona

l voc

atio

nal t

rain

ing

syst

em t

hat

mee

ts t

he n

eeds

of

indi

vidu

als,

co

mpa

nies

, soc

iety

and

the

reg

ions

, in

harm

ony

with

the

Soc

ial C

ontr

act,

is a

dopt

ed.

VE

RIFI

CATI

ON

IND

ICAT

OR

(VI

):

Re

fere

nce

fram

ewor

k la

ying

dow

n th

e ru

les

of g

ood

gove

rnan

ce a

dopt

ed b

y th

e A

ctor

s of

nat

iona

l vo-

catio

nal t

rain

ing

syst

em b

y th

e en

d of

201

4; T

he g

over

nanc

e of

the

nat

iona

l voc

atio

nal t

rain

ing

syst

em

mee

ts t

he g

over

nanc

e in

dica

tors

of

the

Uni

ted

Nat

ions

Dev

elop

men

t Pr

ogra

m (

UN

DP)

.

Code

R3.1

.3

SO.3

.2

R.3

.2.1

An

orga

niza

tion

mod

el o

f tr

aini

ng in

stitu

-tio

ns is

des

igne

d an

d op

erat

iona

l.

A n

ew p

artn

ersh

ip a

ppro

ach

base

d on

rec

i-pr

ocity

and

com

mitm

ent

is a

dopt

ed.

A n

ew p

artn

ersh

ip a

ppro

ach,

bas

ed o

n th

e in

volv

emen

t of

all

stak

ehol

ders

and

tak

ing

into

acc

ount

the

nee

ds o

f th

e re

gion

s, s

pon-

sore

d an

d m

anag

ed b

y th

e St

ate,

is d

efine

d an

d ap

prov

ed.

A r

epos

itory

of

man

age-

men

t ru

les

for

trai

ning

in

stitu

tions

gua

rant

eein

g in

itiat

ive-

taki

ng a

nd a

dap-

ted

to a

ll ki

nds

of s

ituat

ions

is

est

ablis

hed

by t

he e

nd

of 2

015.

An

orga

niza

tiona

l mod

el is

op

erat

iona

l as

of 2

016.

A N

atio

nal P

artn

ersh

ip

Char

ter

defin

ing

the

rule

s of

rec

ipro

city

and

com

mit-

men

t is

app

rove

d, t

este

d an

d op

erat

iona

l by

the

end

of 2

018.

A r

egio

nal a

utho

rity

for

the

deve

lopm

ent

of v

ocat

iona

l tr

aini

ng is

est

ablis

hed

by

the

end

of 2

015.

At

leas

t on

e re

gion

al p

ilot

pate

ners

hip

actio

n is

initi

a-te

d by

the

end

of

2015

in

each

are

a of

tra

inin

g.

Offi

cial

Gaz

ette

(J

ORT

)Re

port

s, M

eetin

g m

inut

es

Nat

iona

l Par

tner

ship

Ch

art

Offi

cial

Gaz

ette

(J

ORT

), A

ctio

n pl

an

Aut

horit

y in

cha

rge

of

trai

ning

inst

itutio

ns

The

min

istr

y in

cha

rge

of

voca

tiona

l tra

inin

g

The

min

istr

y in

cha

rge

of

voca

tiona

l tra

inin

g

Sub-

obje

ctiv

es /

res

ults

Indi

cato

rs v

erifi

cati

on s

ourc

esIn

stit

utio

n in

cha

rge

Impl

emen

tati

on T

imel

ine

2014

Q1

Q2

Q3

Q4

Q1

Q2

Q3

Q4

2015

Q1

Q2

Q3

Q4

2016

Q1

Q2

Q3

Q4

2017

Q1

Q2

Q3

Q4

2018

ANNEXE 1

PLAN

D'OPERATIONS

8

2014- 2018

THE

REF

OR

M O

F N

ATI

ON

AL

VOCATI

ON

AL

TRAIN

ING

SYSTE

M

Plan

ning

sch

eme

for

the

refo

rm o

f na

tion

al v

ocat

iona

l tra

inin

g sy

stem

2014

- 2

018

OVE

RALL

OB

JECT

IVE

A

nat

iona

l voc

atio

nal t

rain

ing

syst

em (

NVT

S) t

hat

mee

ts t

he n

eeds

of

indi

vidu

als,

com

pani

es, r

egio

ns

and

soci

ety

in t

he c

onte

xt o

f a

com

preh

ensi

ve a

nd s

hare

d vi

sion

of

a na

tiona

l sys

tem

of

hum

an r

esou

r-ce

s de

velo

pmen

t (N

SHRD

)is

deve

lope

d.

SPEC

IFIC

OB

JECT

IVE

3 (S

O3)

:

A

gov

erna

nce

mod

el o

f th

e na

tiona

l voc

atio

nal t

rain

ing

syst

em t

hat

mee

ts t

he n

eeds

of

indi

vidu

als,

co

mpa

nies

, soc

iety

and

the

reg

ions

, in

harm

ony

with

the

Soc

ial C

ontr

act,

is a

dopt

ed.

VE

RIFI

CATI

ON

IND

ICAT

OR

(VI

):

Re

fere

nce

fram

ewor

k la

ying

dow

n th

e ru

les

of g

ood

gove

rnan

ce a

dopt

ed b

y th

e A

ctor

s of

nat

iona

l vo-

catio

nal t

rain

ing

syst

em b

y th

e en

d of

201

4; T

he g

over

nanc

e of

the

nat

iona

l voc

atio

nal t

rain

ing

syst

em

mee

ts t

he g

over

nanc

e in

dica

tors

of

the

Uni

ted

Nat

ions

Dev

elop

men

t Pr

ogra

m (

UN

DP)

.

Code

R.3

.2.2

SO.3

.3

R.3

.3.1

R.3

.3.2

The

tool

s of

impl

emen

tatio

n of

the

new

pa

rtne

rshi

p ap

proa

ch is

defi

ned

and

ope-

ratio

nal

and

the

part

ners

hip

is e

valu

ated

pe

riodi

cally

.

A n

atio

nal m

onito

ring

and

eval

uatio

n sy

stem

of

the

effe

ctiv

enes

s an

d ef

ficie

ncy

of t

he n

atio

nal v

ocat

iona

l tra

inin

g sy

stem

is

impl

emen

ted.

An

inte

grat

ed in

form

atio

n sy

stem

spe

cific

to

the

nat

iona

l voc

atio

n tr

aini

ng s

yste

m is

op

erat

iona

l and

up-

to-d

ate.

A s

yste

m f

or e

valu

atin

g th

e ef

fect

iven

ess

and

effic

ienc

y of

the

nat

iona

l voc

atio

nal

trai

ning

sys

tem

is e

stab

lishe

d an

d op

era-

tiona

l.

At

leas

t th

ree

tool

s to

im

plem

ent

the

new

pa

rtne

rshi

p ap

proa

ch a

re

deve

lope

d an

d va

lidat

ed b

y th

e pa

rtne

rs o

f th

e tr

aini

ng

inst

itutio

n by

the

end

of

2015

.

An

eval

uatio

n of

the

pe

rfor

man

ce o

f th

e N

VTS

is u

nder

take

n on

ce e

very

th

ree

year

s.

A t

rans

actio

nal w

eb p

orta

l of

the

DN

FP is

des

igne

d,

deve

lope

d, t

este

d an

d va

li-da

ted

by t

he e

nd o

f 20

18.

Dat

a ar

chite

ctur

e is

in p

lace

by

the

end

of

2016

.A

Dec

isio

n-m

akin

g Su

ppor

t Sy

stem

is e

stab

lishe

d by

th

e en

d of

201

8.

The

eval

uatio

n sy

stem

is

intr

oduc

ed in

all

stru

ctur

es

of D

NFP

by

the

end

of

2016

.

Ann

ual r

epor

ts

and

eval

uatio

n of

pa

rtne

rshi

p

Follo

w-u

p an

d ev

a-lu

atio

n re

port

s

Info

rmat

ion

syst

em,

Das

h Bo

ards

Lega

l and

reg

ulat

ory

fram

ewor

k, e

valu

a-tio

n re

port

s

Nat

iona

l Par

tner

ship

Co

mm

ittee

The

min

istr

y in

cha

rge

of

voca

tiona

l tra

inin

g

The

min

istr

y in

cha

rge

of

voca

tiona

l tra

inin

g

The

min

istr

y in

cha

rge

of

voca

tiona

l tra

inin

g

Sub-

obje

ctiv

es /

res

ults

Indi

cato

rs v

erifi

cati

on s

ourc

esIn

stit

utio

n in

cha

rge

Impl

emen

tati

on T

imel

ine

2014

Q1

Q2

Q3

Q4

Q1

Q2

Q3

Q4

2015

Q1

Q2

Q3

Q4

2016

Q1

Q2

Q3

Q4

2017

Q1

Q2

Q3

Q4

2018

ANNEXE 1

PLAN

D'OPERATIONS

8

2014- 2018

THE

REF

OR

M O

F N

ATI

ON

AL

VOCATI

ON

AL

TRAIN

ING

SYSTE

M

Plan

ning

sch

eme

for

the

refo

rm o

f na

tion

al v

ocat

iona

l tra

inin

g sy

stem

2014

- 2

018

OVE

RALL

OB

JECT

IVE

A

nat

iona

l voc

atio

nal t

rain

ing

syst

em (

NVT

S) t

hat

mee

ts t

he n

eeds

of

indi

vidu

als,

com

pani

es, r

egio

ns

and

soci

ety

in t

he c

onte

xt o

f a

com

preh

ensi

ve a

nd s

hare

d vi

sion

of

a na

tiona

l sys

tem

of

hum

an r

esou

r-ce

s de

velo

pmen

t (N

SHRD

) is

dev

elop

ed.

SPEC

IFIC

OB

JECT

IVE

4 (S

O4)

:

A

fun

ding

sys

tem

of

voca

tiona

l tra

inin

g th

at m

eets

the

nee

ds a

nd a

spira

tions

of

indi

vidu

als,

com

pani

es,

the

regi

ons

and

soci

ety,

and

pro

mot

ing

lifel

ong

lear

ning

, is

deve

lope

d.

VE

RIFI

CATI

ON

IND

ICAT

OR

(VI

):A

t le

ast

thre

e ne

w f

undi

ng m

echa

nism

s ar

e id

entifi

ed, t

este

d an

d ad

opte

d by

the

end

of

2016

, an

an-

nual

rep

ort

on t

he f

undi

ng o

f N

VTS

is e

stab

lishe

d an

d co

mm

unic

ated

to

all s

take

hold

ers

as o

f 20

16.

Code

SO4.

1

R4.

1.1

R4.1

.2

SO.4

.2

A n

ew m

odel

of

fund

ing

cons

iste

nt w

ith t

he

trai

ning

gov

erna

nce

mod

el a

nd p

rom

otin

g lif

elon

g le

arni

ng is

dev

elop

ed.

A n

ew f

undi

ng m

odel

bas

ed o

n a

dia-

gnos

is o

f th

e cu

rren

t si

tuat

ion,

allo

win

g th

e di

vers

ifica

tion

of f

undi

ng s

ourc

es a

nd

the

defin

ition

of

the

rule

s, is

ado

pted

and

op

erat

iona

l.

Tran

spar

ency

in t

he m

anag

emen

t of

fun

-di

ng t

ools

is g

uara

ntee

d.

Stak

ehol

ders

in t

he n

atio

nal v

ocat

iona

l tra

i-ni

ng s

yste

m a

re t

rain

ed o

n th

e go

vern

ance

m

odel

and

the

new

fun

ding

sys

tem

.

Fund

ing

mec

hani

sms

of

lifel

ong

lear

ning

are

defi

-ne

d, a

ppro

ved

and

test

ed

by t

he e

nd o

f 20

16

A d

iagn

osis

of

the

fund

ing

syst

em is

com

plet

ed b

y th

e en

d of

201

4.A

lega

l, re

gula

tory

and

or

gani

zatio

nal f

ram

ewor

k is

defi

ned

by t

he e

nd o

f 20

15.

An

Ope

n D

ata

syst

em is

im

plem

ente

d by

the

end

of

201

6

At

leas

t 20

% o

f th

e ex

ecu-

tives

invo

lved

in t

he N

VTS

gove

rnan

ce a

nd f

undi

ng

syst

ems

are

trai

ned

by t

he

end

of 2

016.

Lega

l Fra

mew

ork

Offi

cial

Gaz

ette

(J

ORT

)

Repo

rts

on f

undi

ng

tran

spar

ency

Trai

ning

Pla

ns o

n G

over

nanc

e an

d Fu

ndin

g, T

rain

ing

Eval

uatio

n Re

port

s

The

min

istr

y in

cha

rge

of

voca

tiona

l tra

inin

g

The

min

istr

y in

cha

rge

of

voca

tiona

l tr

aini

ng

The

min

istr

y in

cha

rge

of

voca

tiona

l tra

inin

g

The

min

istr

y in

cha

rge

of

voca

tiona

l tra

inin

g

Sub-

obje

ctiv

es /

res

ults

Indi

cato

rs v

erifi

cati

on s

ourc

esIn

stit

utio

n in

cha

rge

Impl

emen

tati

on T

imel

ine

2014

Q1

Q2

Q3

Q4

Q1

Q2

Q3

Q4

2015

Q1

Q2

Q3

Q4

2016

Q1

Q2

Q3

Q4

2017

Q1

Q2

Q3

Q4

2018

ANNEXE 1

PLAN

D'OPERATIONS

8

2014- 2018

THE

REF

OR

M O

F N

ATI

ON

AL

VOCATI

ON

AL

TRAIN

ING

SYSTE

M

Plan

ning

sch

eme

for

the

refo

rm o

f na

tion

al v

ocat

iona

l tra

inin

g sy

stem

2014

- 2

018

OVE

RALL

OB

JECT

IVE

A

nat

iona

l voc

atio

nal t

rain

ing

syst

em (

NVT

S) t

hat

mee

ts t

he n

eeds

of

indi

vidu

als,

com

pani

es, r

egio

ns

and

soci

ety

in t

he c

onte

xt o

f a

com

preh

ensi

ve a

nd s

hare

d vi

sion

of

a na

tiona

l sys

tem

of

hum

an r

esou

r-ce

s de

velo

pmen

t (N

SHRD

) is

dev

elop

ed.

SPEC

IFIC

OB

JECT

IVE

4 (S

O4)

:

A

fun

ding

sys

tem

of

voca

tiona

l tra

inin

g th

at m

eets

the

nee

ds a

nd a

spira

tions

of

indi

vidu

als,

com

pani

es,

the

regi

ons

and

soci

ety,

and

pro

mot

ing

lifel

ong

lear

ning

, is

deve

lope

d.

VE

RIFI

CATI

ON

IND

ICAT

OR

(VI

):A

t le

ast

thre

e ne

w f

undi

ng m

echa

nism

s ar

e id

entifi

ed, t

este

d an

d ad

opte

d by

the

end

of

2016

, an

an-

nual

rep

ort

on t

he f

undi

ng o

f N

VTS

is e

stab

lishe

d an

d co

mm

unic

ated

to

all s

take

hold

ers

as o

f 20

16.

Code

R.4

.2.1

R.4

.2.2

Rele

vant

hum

an r

esou

rces

are

tra

ined

.

A c

omm

unic

atio

n st

rate

gy o

n th

e ne

w

fund

ing

syst

em is

dev

elop

ed a

nd im

ple-

men

ted.

At

leas

t tw

o an

nual

tra

inin

g cy

cles

are

org

aniz

ed f

or t

he

conc

erne

d m

anag

ers

as o

f 20

14.

Inte

rnal

Com

mun

icat

ion,

Ex

tern

al a

nd In

stitu

tiona

l Pl

ans

are

desi

gned

and

bu

ilt b

y th

e en

d of

201

6.

Goo

d go

vern

ance

tr

aini

ng p

lans

, tr

aini

ng e

valu

atio

n re

port

s

Com

mun

icat

ion

stra

tegi

es

The

min

istr

y in

cha

rge

of

voca

tiona

l tra

inin

g

The

min

istr

y in

cha

rge

of

voca

tiona

l tra

inin

g

Sub-

obje

ctiv

es /

res

ults

Indi

cato

rs v

erifi

cati

on s

ourc

esIn

stit

utio

n in

cha

rge

Impl

emen

tati

on T

imel

ine

2014

Q1

Q2

Q3

Q4

Q1

Q2

Q3

Q4

2015

Q1

Q2

Q3

Q4

2016

Q1

Q2

Q3

Q4

2017

Q1

Q2

Q3

Q4

2018

ANNEXE 1

PLAN

D'OPERATIONS

8

2014- 2018

THE

REF

OR

M O

F N

ATI

ON

AL

VOCATI

ON

AL

TRAIN

ING

SYSTE

M

the reform of the national vocational training system · guidance document and plan of operations...

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