1. Technical and vocational skills development (TVSD) plays an important role in achieving socioeconomic goals in North Africa but faces several challenges.
2. Reforms are underway in some countries to improve prestige of TVSD and make programs more demand-driven, but challenges remain around funding, outdated curricula, and links to private sector.
3. Lessons from more successful TVSD systems include adopting an integrated long-term vision, improving forecasting of skills needs, fostering public-private partnerships, and addressing skills needs of informal sectors and vulnerable groups.
Presentation by Gillian Ong (Ms), SkillsFuture Singapore for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Ms. Gillian Ong, Manager of the Strategic Planning Division at SkillsFuture Singapore, shared some of the many innovative policies being implemented in her country to respond to global megatrends. She introduced SkillsFuture Singapore and the various initiatives they offer across the life course to upskill and reskill the national workforce.
The Future of Skills Support Presentationstevemartin75
Clive Howarth, Director of Skills at Learning and Skills Council recently delivered this presentation at a NTA networking event. If you require further information please contact me through my message board.
Presentation by Mr. Eric Chin, Skills Future SG, at the 9th OECD Southeast Asian Regional Policy Network on Education and Skills 11-12 October 2017, Ha Noi, Viet Nam.
More information: http://www.oecd.org/employment/leed/employmentesssa.htm
Skills for Southeast Asia - How to address challenges and seize opportunities?OECD Centre for Skills
Presentation by Mr. Ingo Imhoff Programme Director, Regional Cooperation in TVET/RECOTVET – Deutsche Gesellschaft für international Zusammenarbeit (GIZ) for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Mr. Ingo Imhoff, Programme Director of the Regional Cooperation in TVET/RECOTVET project implemented by the Deutsche Gesellschaft für international Zusammenarbeit (GIZ), explained how technical, vocational and educational training (TVET) balances skills supply and demand, thereby helping reduce skills mismatches. He outlined the challenges faced by TVET systems in Southeast Asia, especially with the onset of the COVID-19 pandemic.
Presentation by Mr. Thomas Mathew, Group CEO, TalentCorp for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Mr. Thomas Mathew, Group CEO of TalentCorp, provided a unique country-level perspective by sharing the opportunities and challenges of Malaysia in using skills effectively in the workplace. He presented some recent initiatives carried out by TalentCorp to promote labour market participation, increase the employability of the workforce, and promote wellbeing in the workplace.
Presentation by Gillian Ong (Ms), SkillsFuture Singapore for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Ms. Gillian Ong, Manager of the Strategic Planning Division at SkillsFuture Singapore, shared some of the many innovative policies being implemented in her country to respond to global megatrends. She introduced SkillsFuture Singapore and the various initiatives they offer across the life course to upskill and reskill the national workforce.
The Future of Skills Support Presentationstevemartin75
Clive Howarth, Director of Skills at Learning and Skills Council recently delivered this presentation at a NTA networking event. If you require further information please contact me through my message board.
Presentation by Mr. Eric Chin, Skills Future SG, at the 9th OECD Southeast Asian Regional Policy Network on Education and Skills 11-12 October 2017, Ha Noi, Viet Nam.
More information: http://www.oecd.org/employment/leed/employmentesssa.htm
Skills for Southeast Asia - How to address challenges and seize opportunities?OECD Centre for Skills
Presentation by Mr. Ingo Imhoff Programme Director, Regional Cooperation in TVET/RECOTVET – Deutsche Gesellschaft für international Zusammenarbeit (GIZ) for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Mr. Ingo Imhoff, Programme Director of the Regional Cooperation in TVET/RECOTVET project implemented by the Deutsche Gesellschaft für international Zusammenarbeit (GIZ), explained how technical, vocational and educational training (TVET) balances skills supply and demand, thereby helping reduce skills mismatches. He outlined the challenges faced by TVET systems in Southeast Asia, especially with the onset of the COVID-19 pandemic.
Presentation by Mr. Thomas Mathew, Group CEO, TalentCorp for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Mr. Thomas Mathew, Group CEO of TalentCorp, provided a unique country-level perspective by sharing the opportunities and challenges of Malaysia in using skills effectively in the workplace. He presented some recent initiatives carried out by TalentCorp to promote labour market participation, increase the employability of the workforce, and promote wellbeing in the workplace.
The Challenges, Opportunities and Recent Initiatives in the Thai VET systemOECD Centre for Skills
Presentation by Dr. Siripan Choomnoom, The Office of the Vocational Education Commission, for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Dr. Siripan Choomnoom, Senior Advisor at the Vocational Education Commission of Thailand, presented the various initiatives introduced by the Thai government to strengthen the country’s TVET system. These include the improvement of the recognition of prior learning, as well as the promotion of partnerships with educational institutions, SMEs and other industry stakeholders.
One of the main challenges of globalisation for TVET in Africa is the tension it has created between developing skills for poverty eradication and skills for global economic competitiveness......
Skills for Tourism Project - Adaptation: Education, Skills Development and Em...OECD Centre for Skills
Presentation by Ms. Laura Pineiro Nogueira, Chief Technical Advisor for TVET/Skills for Tourism Project of LuxDev, Luxembourg, for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Ms. Laura Pineiro Nogueira, Chief Technical Advisor for the TVET/Skills for Tourism Project of LuxDev, provided an international development cooperation perspective. She presented how her project has promoted upskilling and reskilling opportunities in Lao PDR’s tourism and hospitality sector, and described the impact of these interventions.
Challenges & Enablers of e-Learning Policy Implementation in Vocational Colle...Gabriel Konayuma
The study seeks to explore how implementation of e-Learning policies in a developing context could be enhanced so as to lead to improved access to technical and vocational education and training.
Strathmore University presentation - Youth Engagement Summit MauritiusAdrian Hall
ICT Engagement in the non-Formal education sector - Major moves are being made by the formal education sector in harnessing digital media and e-publications. This session addresses the key role that ICTs can play in the non-formal education sector as well, especially in an era when multiple generations of citizens are jointly engaged in the workplace, and when lifelong learning has become the need of the hour.
The Challenges, Opportunities and Recent Initiatives in the Thai VET systemOECD Centre for Skills
Presentation by Dr. Siripan Choomnoom, The Office of the Vocational Education Commission, for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Dr. Siripan Choomnoom, Senior Advisor at the Vocational Education Commission of Thailand, presented the various initiatives introduced by the Thai government to strengthen the country’s TVET system. These include the improvement of the recognition of prior learning, as well as the promotion of partnerships with educational institutions, SMEs and other industry stakeholders.
One of the main challenges of globalisation for TVET in Africa is the tension it has created between developing skills for poverty eradication and skills for global economic competitiveness......
Skills for Tourism Project - Adaptation: Education, Skills Development and Em...OECD Centre for Skills
Presentation by Ms. Laura Pineiro Nogueira, Chief Technical Advisor for TVET/Skills for Tourism Project of LuxDev, Luxembourg, for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Ms. Laura Pineiro Nogueira, Chief Technical Advisor for the TVET/Skills for Tourism Project of LuxDev, provided an international development cooperation perspective. She presented how her project has promoted upskilling and reskilling opportunities in Lao PDR’s tourism and hospitality sector, and described the impact of these interventions.
Challenges & Enablers of e-Learning Policy Implementation in Vocational Colle...Gabriel Konayuma
The study seeks to explore how implementation of e-Learning policies in a developing context could be enhanced so as to lead to improved access to technical and vocational education and training.
Strathmore University presentation - Youth Engagement Summit MauritiusAdrian Hall
ICT Engagement in the non-Formal education sector - Major moves are being made by the formal education sector in harnessing digital media and e-publications. This session addresses the key role that ICTs can play in the non-formal education sector as well, especially in an era when multiple generations of citizens are jointly engaged in the workplace, and when lifelong learning has become the need of the hour.
Be charmed by the friendly yet discreet waiting staff and spend your day lazing about on the sun kissed beach, or cool off in the Mediterranean inspired pool and pavilion. Come mealtime, there are plenty of mouthwatering and exquisitely delicious options to choose from. Tantalize your taste buds with the delicious fusion cuisine on offer, ranging from tropical fruit-based desserts, homemade pastas and breads, to the “Tamarind seafood platter” and other Asian styled delights.
this presentation is about Egypt ICT Trust Fund background and efforts to generate successful employment mechanism for Egyptian youth, women and PwDs, using ICT
Abstract
Technical and vocational Education and Training TVET has important role in imparting skills training for employment, self employment and enterprises. The main purpose of this study is to investigate the Practice of Income Generating Activities (IGAs) in selected government run five Technical and Vocational Education and Training Colleges in Addis Ababa city administration exploring the existing and emerging challenges in the areas of self-generated financial sustainability and utilization of this generated income. In view of this, the basic questions of the study are formulated and descriptive survey method will be employed to assess the current condition and overall performance of IGAs. The study will be undertaken in Addis Ababa TVET Colleges involving a non-random sampling technique preferred to be appropriate and to serve the desired ends in the study. The sample population will include department heads, deans of the colleges and Addis Ababa TVET Agency officers. The data collecting instrument will include questioner which consist of little open ended questioner ended and more on close-ended question, structured interview questions document analysis and observation; the data will be analyzed and using descriptive statistical method.
The research proposal hold tentative work plan that will be changed after identifying constraint, budget requirement to run this study also well prepared, it hold time schedule to carry out the entire parts of the study. Last but not least the researcher will make use of descriptive analysis and the methodology combines qualitative methods using document review, services and production observation and structured interview.
Higher Education Policy Reform for Impact, Dec. 4, 2023Mitchell Peters
Support for Higher Education Reform Experts’ (SPHERE) is an initiative managed by the OBREAL (Coordinator) and the European University Association (EUA) on behalf of the European Commission.
The Higher Education Reform Experts - HERE - are a diverse network of individuals coming from universities, ministries, national higher education agencies, student unions and other relevant organisations, in European neighbourhood countries (Southern Mediterranean, West Balkans, Eastern Europe, Central Asia). The SPHERE Team is organizing seminars, study visits and other training events for this network, including the present conference. All training topics are based on a thorough needs
assessment of the countries being targeted.
A Skills beyond School Review of Egypt examines what type of training is needed to meet the needs of a changing economy, how programmes should be funded, how they should be linked to academic and university programmes, and how employers and unions can be engaged. The country reviews in the series form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training.
OPPORTUNITIES IN HUMAN CAPITAL INVESTMENT FOR INCLUSIVE GROWTH
Educators must be transformed from those who impart knowledge to those who facilitate learning. Curricula must be transformed from mechanisms to deliver facts into mechanisms to promote and facilitate learning and thinking.
Experts assert that a Competency-based Approach to curriculum development can facilitate this transformation. Education and training integrated (a sound general education and broad-based initial training are essential bases for lifelong continuing learning).
TVET Role to meet the need of emerging industry:
Demand-driven approach
Learning for employability
Concept of continuing life-long learning
Self-learning and focus on the learner
A search for multi-skilling
Recognition based on competency and prior learning
Recognition of the need to focus both on formal and informal sectors
Training for wage and self-employment
Decentralized system requiring both strong national and decentralized institutions
Policy and delivery separate, market-driven
Participatory governance, recognition of multiple actors, social dialogue
21st Century Filipino Skilled Workforce Characteristic:
Technically competent
Innovative and creative
Knowledge-based, with higher order thinking skills
With foundational life skills
In pursuit of lifelong learning opportunities
Possessing desirable work attitudes and behavior
TVET Trends & Specific Skills Interventions :
KNOWLEDGE-BASED ECONOMY - Higher Order Thinking Skills (HOTS) are introduced to advocate critical thinking, analysis and problem solving to augment and enhance learning outcomes in TVET. They have also become common feature of standard-based education reforms.
RAPID TECHNOLOGICAL CHANGE - Possession of Generic Soft Skills has become a pre-requisite in the new work place. Skills including cognitive, interpersonal, attitudes, values work habits and enterprise, innovation and creativity are very much embedded in capacity building in TVET.
GLOBAL WARMING - Sustainable Development as key agenda of UNs and other development organizations education provisions, significantly calls upon reorienting TVET curriculum towards sustainability while maintaining the principles of 6Rs: Reduce, Reuse, Renew, Recycle, Repair and Rethink perspective.
POVERTY ALLEVIATION - Entrepreneurship, Modular Employable Skills and Informal Sector skills are largely considered to advance poverty reduction mechanisms and create gainful opportunities particularly in unorganized sectors.
Similar to Investing in african youth mesuring the pulse of africa (20)
Investing in african youth mesuring the pulse of africa
1. 1
UNECA
The African Economic Outlook 2008
Measuring the Pulse of Africa
Macroeconomic Outlook: Challenges
and Opportunities
HB Solignac Lecomte
Policy Dialogue Manager
OECD Development Centre
18 -19 November 2008
FEMIP Seminar on Human Capital
European Investment Bank
Investing in African Youth:
The North African Experience
2. 2
UNECA
Role ofRole of
TVSDTVSD
Key Facts
9
Sustained economic growth …but:
• Low productivity partly due to limited technical skills
• Increasing youth unemployment
• Large informal sector
Notable improvement in primary education, …but:
• Big pressure on secondary schools and TVET systems
• High drop out rates
3. 3
UNECA
DefinitionDefinition Technical and vocational skills
development
Acquisition of knowledge,
practical competences & knowhow
Public or
private TVET
schools
Degree of formalization
of labour market
Formal Informal
Workplace
training in
enterprises
Informal
ApprenticeshipDual
Training
4. 4
UNECA
Achieving the MDGs
Technical and
Vocational
Skills
Development
Technical and
Vocational
Skills
Development
MDG 1:
Eradicate
Extreme Poverty
and Hunger
MDG 2:
Expand Primary
Education
MDG 3:
Improve
Gender
Equality in
Educ.
MDG 4:
Lower Mortality
Rates
MDG 5:
Enhance
Reproductive
Health
MDG 6: Combat
HIV/AIDS,
Malaria, etc.
MDG 7:
Environmental
Sustainability
MDG 8: Develop
Decent Work
strategies for youth
GINI ↓
SMEs
development
Elimination
of child
labour
Better jobs
for parents
Empowering Rural
Women
Water & soil
mgt
For community
health workers
Info & counselling
Role ofRole of
TVSDTVSD
5. 5
UNECA
Access: ODA for vocational training in
Africa back on track?
The donor development agenda
(commitments in USD millions, 2005)
Source: OECD Development Centre / DAC
Creditor Reporting System, 2008
ConstraintConstraint
ss
7. 7
UNECA
• Low prestige, high attrition rate
• Weak budgets, underequipped and outdated; teachers
poorly qualified and remunerated; curricula obsolete;
no proper follow-up and evaluation.
• Can’t meet needs of new entrants to labour market or
provide skills required by expanding modern private
sector.
• Private sector: insufficient efforts to design and deliver
training (esp SMEs), no incentives
• Informal workers: no proper training
• Access remains more problematic for the poor and
vulnerable, especially in rural areas.
Technical & Vocational Education &
Training (TVET): a case for reform
North AfricaNorth Africa
Evaluation
8. 8
UNECA
• Revival of traditional craft trades and manual trades
(esp. agriculture and construction)
• New knowledge-based economy
• Funding of training of teachers
• Diversification of funding sources
Early stages of reformAlgeriaAlgeria
Reform
started in
2006
9. 9
UNECA
• Future Generation Foundation (FGF 1998) = 30 000
training scholarships
– Senior Executive Programme
– The Advanced Management Programme
– The Microsoft Scholarship Programme
– Basic Business Skills Acquisition programme
• Mubarak-Kohl Initiative
– Public/private
– With external support (GTZ)
• Supreme Council for Human Resource Development,
(2000)
– Reorganisation of TVET programmes
– Support from partners : Eu, World Bank
Most activeEgyptEgypt
Several
initiatives
10. 10
UNECA
• Meet the needs of firms for skilled workers and getting
trainees into the job market.
• Boost the TVET sector’s institutional autonomy from
the rest of the education system
– Own ministry
– financially-autonomous national office for vocational training and
work promotion (OFPPT).
• Welcome participation by the private sector and a
range of providers.
• Results:
– Share of women trainees rising
– 70 per cent leave with certificate, over half find a job within 9
months
– Number of pupils on the rise (est 300 000 in 2009/10)
PromisingMoroccoMorocco
2000-10
National
decade of
education
and
training
11. 11
UNECA
• All planned actions to be based on meeting the demand
in skills
– Respond to industry needs
– Flexibility
– autonomy
• Efforts to get private sector involved still in infancy
– Training centres mostly state financed
– Weak links with firms
– Weak tax incentives
• Challenges
– Attract applicants (VT = “failure”)
– New management model for training centres
New impetus neededTunisiaTunisia
MANFORME
1997
12. 12
UNECA
1.Further diversification of funding sources
2.Develop private training markets,
• competition public / private,
• encourage more and higher quality enterprise
training
• Strong private sector organisations
3.Tackling obstacles to youth employment
4.Informal sector
5.Migration policies
Challenges
13. 13
UNECA
The African Economic Outlook 2008
Measuring the Pulse of Africa
Macroeconomic Outlook: Challenges
and Opportunities
www.oecd.org/dev/aeo
THANK YOU
15. 15
UNECA
1. Adopt an integrated vision and clear lines of authorities
Training authorities need to be given clear mandate and authority over resources.
2. Improve Forecasting and Planning for Skills Needs
Long-term planning + skill audits, monitoring and Evaluation mechanisms
3. Improve the quality of TVSD
Switch to demand-driven training model + TVET National Qualification
Framework (NQF):
4. Address the informal sector’s skill needs (and those of vulnerable
groups)
In view of its large size, Training in the informal sector should be recognised.
LessonsLessons
LearntLearnt
Vision and Planning
16. 16
UNECA
5. Set up accompanying measures
• Design of integrated programs that couple training with access to finance,
Business development services, Marketing support, network
6. Foster Partnership with All stakeholders
• Policy design and actual delivery of education and training can best be achieved
through a partnership between government, social partners and various
stakeholder groups in the formal and informal sectors of the economy.
• Tunisia: strong partnership with private sector
• Egypt: The most successful example of PPP between training institutions & businesses is the
Mubarak-Kohl Initiative (MKI).
7. Involv Local Communities and Strengthening Local Management of
TVSD
• Delegation of responsibilities to regional authorities.(Tunisia: decentralization =
devolution of responsibilities to training centres)
But...
• local authorities and school mgt often have Insufficient pedagogical, managerial,
and administrative capacity
LessonsLessons
LearntLearnt
Innovation & Partnership
17. 17
UNECA
1.Coherent vision and governance to TVSD
2. Make TVSD bankable: Strategies, action plan and
identification of objectives & resources needed
3. Increase awareness about benefits of TVSD
among firms and parents
4. Foster evaluation and monitoring mechanisms
To sum up...
To be fully effective, TVSD strategies must be integrated into
comprehensive employment policies and focus on sectors experiencing
employment growth and skill shortages