youth employment, self employment and s ustainable development in the pacific and timor leste

ETFP TVET.....Votre Voie pour un Avenir Meilleur .... Your Way For a Better Future

NATIONAL TRAINING COUNCIL, EMPLOYMENT AND TRAINING FUNDS

YOUTH EMPLOYMENT, SELF EMPLOYMENT AND SUSTAINABLE DEVELOPMENT IN THE PACIFIC AND

TIMOR LESTE

How can Demand Training Respond?

27 – 29 September 2011Novotel Hotel, Nadi, Fiji Islands

David Lambukly – [email protected] Executive Officer, Vanuatu National Training Council

mailto:[email protected]

Vanuatu Context

Archipelago 83 islands stretching north to south over 1000 kms

Population 243,00080% population in rural areas

primarily engaged in subsistence production

Small monetised sector predominantly in two urban centres – Port Vila and Luganville


Vanuatu Context cont.


40% population income <$1 per day

Highest Gini coefficient in the world

Adult literacy 32% - one of the lowest in the region

Limited access to secondary education – gross enrolment rate 20%

Recent impressive economic growth but limited progress in rural areas

TVET Context


Traditionally a small sub-sector of education (0.7% of national budget compared to 28% for education overall)

Previously: Institutionally based, supply drivenLimited rural reachWeak link between economic growth and training No coherent HRD planningMinimal partnership between TVET and the productive sectorMinimal policy frameworkEmerging quality training system and qualifications structure

under Vanuatu National Training Council


CHALLENGESEnsure improvement in the skills and

management levels of the workforce – CRP 1997Quality of trainingRestricted access mainly for school leavers Under-utilised facilities and small class sizesMainly full-time courses lasting several years Formal delivery style – theory followed by practiceQualifications specific to formal TVET systemSupply driven curricular Limited rural reach

The NTC’s statutory powers and actions are determined by the Vanuatu National Training Council Act of 1999 and the VNTC Amendment Act of 2007.

The work of the VNTC is directed by a Board of 8 members drawn from:

Ministry of Youth Development, Sports and Training,

Department of Labour, Vanuatu Chamber of Commerce and Industry, Vanuatu National Council of Women,Formal and non-formal training providers and

associations.

concisely describe the unit of competency outcome.

Not exceed 100 characters including spaces between words.

ESTABLISHMENT OF NTC


KEY REPONSIBILITIES To advocate strongly the benefits of the national training system

and to support access by industry, communities, training providers and trainees.

To set up and administer a national TVET qualifications framework.

In consultation with industry set competency standards for any occupation, job, post, or position in any career situation.

Accredit TVET courses To register persons, institutions and organisations providing

accredited courses To evaluate and recognise competencies learnt outside formal

Training. To set up and support Provincial Training Boards in each

province in order for them to assist national policy


To set up and support Provincial Training Boards in each province .

To develop appropriate policies on technical vocational education and training in response to emerging priorities for skills development.

To provide guidance in the interpretation and operationalisation of TVET policy.

To contribute to regional and global developments in TVET and apply these as appropriate to the Vanuatu TVET system.

Providing training options that help all people in Vanuatu to achieve their career and personal ambitions


SOME SUCCESSES

Trust on credibility of TVET courses by industries and communities

TVET courses are developed based on demands from industries and communities

Accredited short courses for rural people Flexibility in TVET course delivery Increase in self – employment and

economic activities for rural people.


FLEXIBLE, QUALITY DEMAND DRIVEN TRAINING DELIVERY


Government of Vanuatu/AusAID response:

Dual Objectives:To strengthen decentralised TVET service delivery to better link

training to skill demands in the productive sectorTo strengthen the development of a quality-based national

training system

ETF

• Employment and Training Fund (ETF) piloted in Vanuatu as part of the AusAID - funded TVET Sector Strengthening Program (2008-12)

• Program based in two provincial locations where “TVET Centres” have been established

Ministry of Youth Development, Sports and Training (MYDST)

Vanuatu National Training Council (VNTC)

Strategic Advisory Group – national level productive sector representation

TVET Centres positioned alongside Provincial Training Boards (PTBs) – decentralised arm of VNTC

PTBs – provincial planners and productive sector representation to improve coordination and guide shift to demand driven training


MYDST

PTB

ETF

Line Relationship/OperationsAdvisory/C oordination Networks/Policy Inputs/Advocacy

Operational Framework

ProvincialTVET

Centre

StrategicAdvisoryGroup

PTB

VNTC

ProvincialTVET

Centre


ETF – Key Features TVET Centres operating within

the framework of the national quality based TVET system under the MYDST and VNTC

ETF funding mechanism for two provincial TVET Centres which offer range of training services

AUD1.5 million for two provinces over 3 years to finance accredited training and business development services


ETF – Key Objectives Leverage partnerships between demand and

supply stakeholders Leverage stronger link between training delivery

and economic outcomes Leverage quality training within the National

Qualifications Framework

ETF


ETF – Key Principles Only training providers registered with the VNTC can

access the ETF Only units of competency accredited by the VNTC can

be delivered under the ETF ETF disbursement governed by ETF Selection

Committee comprising key members of the PTB – Chair, Provincial Planner, rotating productive sector representative


ETF – Training Request Selection Criteria

Key criteria:Training must be in support of an economic

activityActivity is in line with provincial economic

development prioritiesClear link between skill acquisition and

economic outcomes (increased income, productivity, employment levels)

Activity has no negative environmental impact


Monitoring and Evaluation Baseline data collected at the beginning of every

ETF training to capture:Participant demographicsParticipant employment status

Follow-up “tracer” data collected six month after training completion to determine changes in trainee employment/ income/ production levels

Results - Training


Changes in income and production as at June 2011

70%3%

27%

Income level

Increased

Decreased

No change74%

5%

21%

Production level

Increased

Decreased

No Change

ETF TraineesSanma

61%7%

32%

Production level

Increased

Decreased

No change51%

4%

45%

Income level

Increased

Decreased

No change

ETF TraineesMalampa


ETF Training Sanma and Malampa CombinedParticipation by gender and sector

0 100 200 300 400 500 600 700

Business

Agric - Livestock

Agric - Crops

Trade Skil ls

Fisheries

Tourism

Female

Male

Results - Training


Results - TrainingETF Participants by Age

2010 – May 2011


System Results Strengthening of a demand-driven system

– ETF training requests coming from productive sector representatives in line with sectoral development priorities.

– Catalyst for training providers to gear development and delivery of courses

• Strengthening of a national training system based on quality

– Increased numbers of training providers registered with the VNTC and accredited course.


System Results cont. Strengthening of a national training system based on

flexible delivery mechanisms and equitable accessTraining providers delivering nationally recognised

single units outside of institutions in provincial “work-based” locations

Trainees able to build towards a full qualification over time without constraints of time and place

Increased access by women and people with disabilities through targeted programs


Future Directions Proven model of demand-driven training

coordination which can be replicated across the country within national framework

Based on this model, national TVET policy specifies:Roll-out of TVET CentresFeasibility of a National Training Fund

youth employment, self employment and s ustainable development in the pacific and timor leste

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