TVET and the challenge of North - South cooperation

Learn4Work Seminar 2009, Amsterdam September 22, 2009Jan van den Hoogen

Presentation in five steps

• Comparing TVET in South and North: some reflections).

• Challenges for N/S cooperation: a possible agenda for action).

• Dutch Development Policies and TVET.• Strategy for N/S cooperation.• Final conclusions.

Definition TVET (UNEVOC)

Post-compulsory education and training, excluding degree and higher level programmes delivered by Higher Education, which provides people with occupational or work-related knowledge and skills.

Comparing TVET in South and North (1)

South: • Often buildings in poor condition, wiring

inadequate, pollution (health), safety problem, broken/old equipment, traditional library, no/few raw materials.

North:• Often new buildings, proper wiring etc., health

precautions, new equipment, open learning centers, ample materials.

Comparing TVET in South and North (2)

South: • Large groups, mostly demonstration rather than

(active) learning by doing, safety issue, theory – practical skills divide.

North:• Small groups, assignments to promote active

learning, integration of theory and practical skills training.

Comparing TVET in South and North (3)

South:• TVET – industry linkages at best in initial stage,

often non existent; TVET supply driven, curricula academic (supply) rather than industry based (demand).

North:• Industry involved in NQF development, strong

regional imbedding, demand driven, centres of expertise (kenniscentra) as intermediate agencies.

Comparing TVET in South and North (4)

South:• TVET is expensive, often underfinanced; need for

more financial support from industry, but private sector still rather weak; as a result TVET must rely on student fees, donor funding and similar.

North:• Mostly higher government funding, more often

private sector (better developed) input through Training Fund, high(er) student fees; funding from other Ministeries (Labour, Immigration, Social Affairs).

Comparing TVET in South and North (5)

South:• Enterpreneurial skills training more academic than

focussing on practical entrepreunrial skills, not integral part of overall curriculum, but seperate subject or course; need to learn by doing.

North:• Enterpreneurial skills at the heart of the

curriculum (especially at the higher levels), integral part of teaching and learning.

Challenges for N/S partnerships (1)

• Development of a clear and comprehensive TVET policy (legislation), e.g. new TVET in Kenya.

• Development of a National Qualification Framework (NQF) incorporating lessons learnt in the North e.g. Botswana;

• Creation of strong involvement of social partners in TVET development, making use of good practices in the North;

Challenges for S/N partnerships (2)

• Setting up of intermediate (= bridging) agencies like Centers of Expertise (kenniscentra) in NL.

• Development of MBO Council like national interest group(s) promoting attention for and investment in TVET as well as proper conditions of services (renumeration).

• Development of demand rather than supply driven curricula.

Short intermezzo

The national expertise centers (Kbb’s): the Dutch collection….

Mission of KenwerkMission of Kenwerk

As centre of expertise for the sectors hospitality, bakery, travel, leisure and facility services, we bring vocational education and industry together to contribute to a healthy labour market.

•Jobs for young people •Well trained employees for the industry

KenwerkKenwerk

Kenwerk works by commission of the minister for Education, Culture and Science (OCW) as a consequence of our new VET legislation (1997:WEB). There are 18 CoE’s. Main tasks:

1. Maintaining a qualification framework (NQF)2. Certification of workplacement companies3. (International) projects for schools,

government, industry to stimulate good education and a healthy labour market

Development qualification structure

Educ. institutions

(development ofcurricula based

onqualifications)

Social partners

(job profiles)

Centres of expertise

(qualification profiles)

Minister of Education

(approval)

Which VET programmes are funded?

Inspection of:•Education•Examination

Dialogue social- and educational

partners

Development: the complex versionSocial partners

Employers and Employees organisations

Colo

Umbrella sector expertise centres

MBO Council

Represents all educational institutes

Decision taker (approval)

Ministry of Education,Culture and Science Ministry of Agriculture, Nature and Food Quality

Inspectorate (for overall Inspection and control)

Coordination Point Qualification VET (CP)

Assessment

Industry / Branches:Via National Expertise Centres

Education VET:Via regional educational (Agricultural) institutes (ROC+AOC)

National Expertise CentresSector specific

Parity Committee

Define occupational profiles (BCP)(Description vocational contextcore tasks, core issues and competences)

Design curriculumTeach curriculumTest competences

Develop Education Profiles (OP)

Industry EducationSectors Develop together qualification profiles (KP) based on format

Challenges for N/S partnerships (3)

• Development of Quality Assurance Policy and QA system(s), with special reference to school self- evaluation approaches; and making use of such experiences in the North.

• Jointly avoiding a too narrow economic approach to TVET.

• Developing proper career guidance system, and assisting in job seeking initiatives.

• Development of TVET teacher training (ToT), and related upgrading of TVET teachers and instructors, and TVET managers.

Challenges for N/S partnerships (4)

• Development of more student centered, and IT based learning methods.

• Improving learning through work placements (internships) through training (certification) of supervisors as well as companies.

• Promotion of problem solving skills,• Combining funding (public, private sector, NGO)

to avoid waste of limited resources for TVET development;

• Creation of Training Fund (sectorwise).

Challenges for N/S cooperation (5)

• Cooperation in promoting entrepreneurial skills training through e.g. Student Enterprise Projects (SEP), College Enterprise Projects (farm, car repair workshop), and self-employment projects (starting up SME’s).

• Cooperation in setting up database of graduates to keep in contact in view of work placements, in service training, SEP etc.

• Jointly promoting relevance and reputation of TVET (industry, parents/students).

Dutch Development Policies and TVET

• No specific programme on TVET, neither a specific TVET Dutch development policy.

• NPT includes TVET projects, but major focus of NPT is on HE; NICHE has yet to start (will come back).

• Study (2007) indicated limited capacity and expertise on TVET at HQ, and Embassies.

• Nuffic: primarily HE, no specific TVET department or unit.

• Dutch TVET: limited capacity for tendering and implementation of TVET projects.

• Limited (TVET) resources are not used effectively and efficiently, too many and too small projects.

N/S cooperation to put TVET on Dutch Development Agenda

• Cooperation amongst TVET stakeholders in both North and South is essential.

• To promote that TVET is high on the agenda for Dutch development support.

• To promote improved TVET capacity and expertise of decision (policy) makers.

• To promote good TVET practices in the South based on (new) N/S partnerships.

Strategy for N/S cooperation

• Combining forces of key TVET stakeholders in North and South, and

• Combining limited financial resources (funding) to realise.

• A small number of good TVET pilot projects (= Centers of Excellence) to act as examples of good TVET practice, and

• As models for further TVET development.

• Funded by Dutch Government (48% Grant through ORIO) and Government of Kenya (52%)

• Total project value: 15 MLN EURO

1) Technical Assistance2) Consultancy3) Curriculum Development4) In-Country Training5) Overseas Fellowships6) Technical Training7) Supply, Installation Commissioning for Equipment

Rehabilitation and upgrading of the Kenya TVET training centers

TIVET approach Kenya

• Comprehensive (holistic) approach.

• = whole package: both ‘hard’ as well as ‘soft’.

• Stepwise: upgrading of KTTC, and 9 TVET colleges to become Centers of Excellence.

• Roll out to other colleges (nation wide), approx. thirty, through ToT, curriculum reviews;

• Focus is on Technical VET;

• Main objective: to improve the quality of TVET.

• More demand-driven (societal needs), better access, promote entrepreneurship, self employment, higher enrolment.

ORIO programme

• ORET/ORIO is a Dutch facility for infrastructure development, e.g. educational infrastructures, including equipment;

• Governments in developing countries join with the business community to set up large infrastructure projects;

• Emphasis is on building and construction for example of workshops, including equipment and machinery.

NICHE programme

• Capacity development in post secundaire education in developing countries to enable them to provide themselves with better education and workforce in the long run.

• Special attention for:• Relation with the labour market;• Vocational Education and Training;• Gender issues;• Input of local/regional expertise.

Niche budget and countries

• Budget: from ca. 40 MLN EURO in 2007 tot ca. 65 MLN EURO in 2012 (50% naar Sub Sahara Afrika).

• 33 partner countries (inclusive fragile states).• Fully operational in 14 countries (also in South

Africa) in 2009 (?),• Gradual extension with more countries in the

coming years,• Budget for hardware (renovation, equipment)

max. approx. 20% of total budget.

Strategy continued

• In North: Promotion of cooperation between Centers of Expertise, TVET (ROC’s), private sector, and NGO’s.

• In South: focus on establishment of Centers of Excellence rather than spreading limited resources over too many small projects with little impact in view of sustainability of efforts.

• Support both at national and school level.

Final conclusions (to summarize)

• Strengthening of TVET in the South requires combining Dutch TVET capacity as well as (Dutch) funding,

• To create a (small) number of TVET Centres (of Excellence) as regional or national good TVET practices (small diamonds).

• To act as examples (awareness building, dissemination, ToT) for other TVET schools in the South, and as sustainable basis.

• For meaningful twinning of TVET N/S, for student exchange, traineeships and others.

Thank you!

• Questions?

• Comments?

Definition TVET (UNEVOC)

Post-compulsory education and training, excluding degree and higher level programmes delivered by Higher Education, which provides people with occupational or work-related knowledge and skills