1 / 24

TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET) THEMATIC GROUP

TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET) THEMATIC GROUP. ISSUES. ACCESS FINANCING RELEVANCE APPRENTICESHIP CORDINATING BODY (COTVET). OTHER ISSUES Recommending that TVET should not be replaced with TVSD because:

gavan
Download Presentation

TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET) THEMATIC GROUP

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET) THEMATIC GROUP

  2. ISSUES • ACCESS • FINANCING • RELEVANCE • APPRENTICESHIP • CORDINATING BODY (COTVET)

  3. OTHER ISSUES Recommending that TVET should not be replaced with TVSD because: TVET has “Education” component to make graduates acquire skills and be broad minded TVSD would tend to erode the “Education” component limiting “TVET” to mainly skills acquisition and further lowering the already negative perception of TVET.

  4. 1.0 Promote Access to TVET Conduct advocacy and sensitization programmes to reduce the negative perception of TVET Conduct advocacy and sensitisation programmes to promote female enrollment in TVET Institute clear policies to address academic progression difficulties facing the TVET system Introduce special scholarship schemes for TVET students

  5. 2.0 FINANCING OF TVET 2.1 Observations: • TVET is an expensive programme and therefore cannot be fully funded by the government. • Evidence of expenditure in the reports indicates that TVET is not a priority area because a small proportion of the MDAs budget goes into TVET. • About 94% of TVET services are within the domain of the private sector which is not funded by GOG. • Most effective way to fund TVET is through Cost Sharing.

  6. 2.2 Recommended sources of funding • Establish a Skills Development Fund (SDF) – to be payroll tax of 1% from both public and private industries(MOE) • Increase support from GETFund to 10% of its proceeds (MOE) • Allocate 5% of District Assemblies income to support TVET in their districts (Ministry of Local Government)

  7. 2.2Recommended sources of funding Cont. 4. Increase MDAs funding to TVET progressively. (MDAs) 5. Solicit Development Partners to increase Support for TVET (MOE) 6. Assist TVET providers to develop a strategic plan to generate income(COTVET) 7. Ensure Trade Unions contribute 0.5% of their annual total membership contributions to the SDF. (COTVET)

  8. 3.0 APPRENTICESHIP SCHEME Observations: Access barriers to 2nd cycle education for majority of JHS graduates. Existence of informal apprenticeship scheme A need to provide employable skills for the youth

  9. 3.0 APPRENTICESHIP SCHEME 3.1 Recommendations Introduce formalised apprenticeship scheme in the informal sector to cover the following activities: Design hybrid system of Apprenticeship which involves combining training provided by mastercrafts persons and upgrading in TVET institutions (COTVET) Build capacity of traditional mastercrafts persons in technology and pedagogy (COTVET) Provide basic tools for apprentices (COTVET) Register and accredit mastercrafts persons (COTVET)

  10. 3.1 APPRENTICESHIP SCHEME cont. • Develop basic guidelines for use by mastercrafts persons (COTVET) • Formalise apprenticeships contract (COTVET) • Identify priority trade areas (COTVET) • Assess & certify apprentices (COTVET)

  11. 3.1 APPRENTICESHIP SCHEME cont. Encourage the re-organization of trade associations and establishment of new ones (COTVET) Involve industries, trade associations, employers in the design and implementation of apprenticeship (COTVET) Design apprenticeship scheme to cover an average period of three years. (COTVET)

  12. 3.1 APPRENTICESHIP SCHEME cont. Use mastercrafts persons in the informal sector for the delivery of the apprenticeship COTVET Include numeracy and literacy skills related to the trade in the design of apprenticeship COTVET Pilot implementation of programme at district levels COTVET Design and formulate policies at the national level COTVET

  13. 3.1 APPRENTICESHIP SCHEME cont. • Establish national and district monitoring and evaluation system for the programme COTVET • Set-up structures for M&E (human and material) • Develop capacity of stafffor M&E • Conduct quarterly monitoring of programme • Conduct semi-annual evaluation of programme

  14. 3.2 Cost-sharing in financing the NAP Responsibilities Parents: Feeding Transportation - commuting Accommodation Maintenance allowance (stipend/clothing) Health care Testing and certification fee (GoG/parents) Subsidised set-up tools and equipment

  15. 3.3 Cost-sharing responsibilities NAP GOG • Training /apprenticeship fee • Basic tools for apprentices • Group Insurance cover • Testing and certification fee (GoG/parents) Note.With reduced responsibility of GOG, it is proposed that for equity, GOG takes over the responsibility for apprenticeship for 3 years.

  16. 4.0 RELEVANCE OF TVET 4.1 Observations: • NERIC’s recommendations are still relevant for improving the quality and relevance of TVET to meet the demands of industry. • With the delay in establishing COTVET, not much implementation of the recommendations has taken place

  17. RELEVANCE cont. 4.2 RECOMMENDATIONS • Establish guidelines and implementation scheme for operating TVET Institutions (COTVET) • Strengthen linkage with industry to promote quality delivery (COTVET) • Reform existing curriculum to be demand-driven and of CBT model(COTVET)

  18. Relevance Recommendations Cont. • Improve institutional infrastructure and training facilities (MDAs) • Improve delivery of education and training through provision of adequate TLMs (MDAs) • Intensify staff development programmes to develop the teacher to be the agent of change (MDAs) • Strengthen institutional management and leadership skills (MDAs) • Institute Industrial training and re-training programmes for teachers and students (COTVET)

  19. Observations The need for coordination and harmonisation of the TVET system The need for creating effective linkages between TVET providers and industry Provision of demand driven TVET. 5.0 ROLE OF COTVET

  20. RELEVANCE RECOMMENDATIONS Cont. 9. Training in institutions shall replicate standard industrial practices 10. Improve conditions of service of TVET teachers 11. Improve conditions of service of TVET graduates

  21. 5.1 ROLE OF COTVET Recommendations: • COTVET must be supported by government to exercise its authority as mandated by Act 718 • COTVET to position itself as an independent body taking care of all TVET issues. (e.g. standard setting, accreditation, formal and informal apprenticeship, testing and certification) • COTVET to engage MDAs and other stakeholders to ensure that budgetary allocation for TVET are channelled through COTVET

  22. 5.1 ROLE OF COTVET cont. 4. COTVET to facilitate the movement of TVED from GES to MOE to ensure effective implementation of TVET policies and programmes. (COTVET - 2007 and on going)

  23. Conclusion We believe that if these recommendations are effectively implemented TVET would indeed be the master key to attain Ghana’s competitiveness in the global economy.

  24. THANK YOU FOR YOUR ATTENTION

More Related