VTC Workshop On The New Training Model Organized By: Vocational Training Corporation (VTC) and Vocational Training Corporation (VTC) and K-UTECH/ UHTM

VTC Workshop On The New Training Model

Organized By: Vocational Training Corporation (VTC) and

K-UTECH/ UHTM Consultants, MalaysiaProject: Restructuring the VTC Component, Employer-Driven Skills Development (EDSD)

ProjectDate: 28 & 30 November 2011

Venue: Crowne Plaza Hotel, Amman1UTHM Holdings & VTC Jordan

UTHM Holdings & VTC Jordan

The Development of the New Training Model

In-conjunction to the New VTC Restructuring towards 21st Century practices.

2

Business Model

Training Model

Finance Model

Governance Model

1

2

34

Training Models development steps

3UTHM Holdings & VTC Jordan

responsivenessrelevance

cost-effectiveness

efficiencyaccountabilitysustainability

+PPP

Quality Assurance

Internal Quality Control

Jordan National Agenda

Input

From TOR


VTC Role in National Agenda

In the “Employment Support and Vocational Training theme”, and within its recommendations related to reforming TVET sector to align its training programs according to labour market needs,

- National Agenda recommended restructuring VTC to become a New Skills Development Agency, and guaranteeing its autonomous financial and governance systems.


6

LeadershipExcellence

Provision & DeliveryVocational Training Services

Classify LaborsShops

Support Small & Medium Enterprises

Community

Labor Market

Training & PreparingCompetetiveHighly Qualified

Raising their Efficiency

viadesigningassessingevaluating

according

highest standard of quality

partneringemployers

civil society institutions

Occupational Safety & HealthTrainingTrainers

Supervisors

Classifying

LaborsShops

according toAccredited National Occupatonal Standards

Small & Medium EnterprisesDelivering ServicesEstablish

Develop

Values, Principles and Concepts:

1. Commitment and loyalty to the VTC.2. Team work spirit.3. Transparency.

4. High performance and professionalism.

5. Provide training for everyone.

6. Continuous training. 7. Subjectivity.

8. Management by facts.9. Flexibility and responsiveness to

changes.

Vision

Missions

1

2

3

4

VTC roles & functions


primary school (MoE)

semi-skilled

skilled

craftsman

secondary school

vocational school

7,8,9

world of work

continuous

dropouts

dropouts

1 2

3


TVET: a complex socio-economic system

Some backgrounds and guiding aspects

Interrelationships between TVET and Labour Market

Labour Market

“Employment- system“Industrial Needs

Further Training

VTC /TVET Provider

Initital Training

Qualifications:Supply Side

Qualifications:Demand Side

Training and Working Working and Training

Matching vs. Mismatching

Source: S.Harry(2008)

VTC


mailto:[email protected]

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TVET: a complex socio-economic system

Some backgrounds and guiding aspects

- TVET system/ -policy - Transition Training / Employment (Law/Regulations, Institution, Financing, Organisation)

- TVET research - Vocational Guidance / Orientation

- Development of Occupations/Qualification - Identification of Training Demands

- Teaching&Learning, Didactics&Methods - Analysis of occupational supply/demand (Curricula, Media, Quality, Testing, Certification and regional labour markets

- Training of TVET Staff - Prognosis of labour markets

- Technology oriented Training - Actions to support labour market (Occupational / Skills Standards )

- Management of TVET Institutions - Employment & occupational statistics

- Specific Target Groups - Specific Target Groups

- Knowledge Management

Action Fields Labour & Market Driven TVET

UTHM Holdings & VTC JordanSource: S.Harry(2008)

mailto:[email protected]

Main Issues and Challenges to VTC

The negative image of vocational education and training.

Weak academic level of VTC trainees. Training program closed track. Modest participation of the private sector in training

programs design, implementation and evaluation. Limited financial resources available to VTC. Modest female participation in training programs

and low participation rates of females graduates in labour market.

Irrelevance of some training programs with Labour Market needs.

Inconsistent current laws and regulations governing VTC that obstruct its development.


Source : DG Presentation KL


• Human capital is increasingly seen as the major determinant of the wealth and well-being of countries in Jordan.

• Skills inequalities and the labour market are growing.

• Gender issues and inequalities in various training industries.

• Workers’ skills demand are dramatically changing and not fulfilled by the existing public or private training programmes.

• Quality And Accreditation Standard with various skills

• Drastic Change of Technology need to change the training needs simultaneously.

• Changes in the world labour force

• Global production systems and shifts in employment

• Skills shortages emerge worldwide

• Conditions of work:- Rebalancing flexibility and security- Stable employment relations with flexible working time

Main Development Challenges in TVET Changes

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Planning for TVET Models

for 21st Century

" Tell me and I'll forget; show me and I may

remember; involve me and I'll

understand. " 12UTHM Holdings & VTC Jordan

TVET 21st Century

What is the primary Characteristics of the 21st Century?

Change brought about by Technology How fast is technology changing? How this impacts, how we teach and what

we teach. What can we do to adjust the TVET System

to this?


The Workplace is Changing New technologies bring new methods of

working Workers are going to have to learn many

new things as they come along Life-long learning will not be only be a

desired trait but an absolute necessity. Communication, collaboration, leadership,

innovation, creativity, cooperation and other soft skills become increasingly important.


21st Century Educational Trends

Adaptive approach – awareness of what is happening in the world.

Programs should included frequent benchmarking to International bodies and standards.

Life long learning for students, teachers and administrators.

Develop support programs for new content, teaching and learning tools.



Consequences to restructuring VTC The new Training Model needed

Learning The Training Model from selected Countries;

Malaysia TVET System Model’s;

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“Hands-on, Minds-on and Hearts-on” EducationSource: Institute of Technical Education.

UTHM Holdings & VTC Jordan 17

Indonesia Edu. Systems Model’s;Learning The Training Model from selected Countries;


Philippines TVET Model’s;

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Philippines National Qualification FrameworkSource: www.tesda.gov.ph/


http://www.tesda.gov.ph/


German TVET Model’s;

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Thailand TVET Model’s;

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The Technical and vocational education system in Thailand.



Australia TVET Model’s;

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Australia TVET Assesment Model’s;

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Assessment

Teaching Learning

Education systems

National objectives

Industry systems

Purposes

Forms

Content

Context

School education

Technical & vocational education & training

Higher education

Productivity Efficiency

Competitiveness Participation

Equity

Industry & occupation structure

Labour force

Age profile Skills profile

Qualification structures

Models of learning

Assessment system

Quality assurance

Program evaluation

Select & sort

Program evaluation

Promote learning

Certification & licensing

Effectiveness Efficiency

Equity

Learning outcomes

Standardised

Common tasks

Performance assessment

Portfolio construction

What should be assessed?

What do learners know?

What can learners do?


Singapore TVET Model’s;

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Singapore TVET Model’s;

24


UTHM Holdings & VTC Jordan 25

• Encourage modular, flexible and job oriented training programmes design and implementation.

• Effective when applied to different participants level or sectors.

• Producing cost-effective results in both large and small training undertakings.

• Producing training programmes that can be evaluated to certain standard and accreditation.

Basic Elements of an Effective & Efficient Training Programme


Basic Elements of an Effective & Efficient Training Programme

• Consistent with the development of systematic training

• Establishing cost-effective employment oriented training methodology with the development of employable skills;

• Apply a demand driven training approach taking into account identified training needs.

• Encourage proving provisions for “life -long learning”.

• Integration of work related generic skills


TVET Dimensions includes

IDENTIFICATION:IDENTIFICATION:

STANDARDISATION

TRAINING


CERTIFICATION

Tools, MachinesComponents

Contract

Registration

Job Sheet

PPC

QC

Packaging

Competency BasedEdu training


Design of Training Delivery

DEFINITION OF COMPETENCE

“Competence is defined as the application of skills, knowledge and attitudes to perform tasks to industrial and commercial standards under operating conditions”

(focuses attention on outcomes)


COMPETENCY-BASED

COMPETENCYSTANDARDS

KNOWLEDGESKILLS

ATTITUDEINDUSTRY

STANDARDS

TRAININGSTANDARDS

CURRICULUMFACULTYTOOLS/

EQUIPMENTFACILITIES

COMPETENCYASSESSMENT

INSTRUMENTASSESSORS

CRITERIAASSESSMENT

VENUES

WHAT TO LEARN HOW TO TESTHOW TO TEACH

TRAININGREGULATIONS

MANDATORYASSESSMENT

MANDATORYREGISTRATION



Standards, Curricula, Testing and Certification

• Standard Setting

• Curricula Development

Assessment

Certification and Recognition

Scope and content: • Scope: Local, national, regional, international.• Content:

• Level 1: work ethics (normative)• Level 2: academic (adaptive)• Level 3: specific skills (productive)

Who decide the scope and content:• A committee: teachers/education experts, employers,

government, professional association

Methods/approaches:• Recognition of Prior Learning• Holistic assessment: Portfolio, knowledge test,

observation• Who should assess? Assessment committee representing

independent assessors

• Who should issue the certificate? • How wide is the populations?

Standards?

Why Have Standards? Training provided does not meet employer

expectations, Meeting the needs of the labour market, Bring training closer to the world of work, Making students/trainees employable, Making the workforce trainable.


Standards are norms/specifications of a job or work activities, which are recognized and considered as such by a corporate body that includes workers, employers, training institutions and public sector.


Benefits of Standards

Amongst others, are:

evaluate education and training providers

provide students with a benchmark of relevant knowledge, skills and attitudes, and the motivation for attaining them.

training providers being able to adapt course content to prepare graduates with the most current knowledge and skills required by the labour market

Conclusion

New, higher technical skills & competencies for exploiting potential of advanced technologies.

Demand for key and/or core skills development (work related generic skills) that support adjustment to rapid changes in work organisation, the workplace & world of work in general.


Cont.

Skills & knowledge become rapidly obsolete and there fore, must be renewed continuously;

Skills & training as a strategic response to globalisation, technological change & other forces affecting labour markets;

As the life span of existing qualifications shortens, there is a greater and urgent need for skills-up-grading, re-training, continuous education and training, as well as lifelong learning.


Documents

VTC Workshop On The New Training Model Organized By: Vocational Training Corporation (VTC) and Vocational Training Corporation (VTC) and K-UTECH/ UHTM