1. The vision for Sri Lanka’s Tertiary and Vocational Education
Dr.T.A.Piyasiri
Director General
Tertiary and Vocational Education Commission

2. Tertiary (Non University) and Vocational Education system in Sri Lanka
Public sector institution networks
Individual public sector institutions
Private sector institutions
Institutions operated or assisted by the Non Governmental Organizations
Formal and informal apprenticeship training

3. Past Ten Years of development
Past ten years of development in the TVET sector was guided by:
Presidential Task force recommendations on TVET reform
‘Mahinda Chinthana’: Vision for a New Sri Lanka – A Ten Year Horizon Development Framework

4. NVQ National Vocational Qualification
Qualification framework in par with internationally recognized systems
National Vocational Qualification
NVQ
(Unified qualification system)

5. NVQ s are based on Competency Standards Competency based curricula
Competency based training and assessments
Quality Assurance
Qualifications are awarded through
Continuous and final assessments in accredited courses
Recognition of Prior Learning (RPL) and assessment

6. National Vocational Qualification Levels
NVQ
Level 7
Involve with Design and innovation
Level 6
Manage others
Level 5
Supervise others
Level 4
Work independently
Level 3
Work under some supervision
Level 2
Work under Supervision
Core entry/basic skills (NVQ Level 1)
Deg
Diplomas
Certificates

7. Linkages to Diploma & Degree Programmmes
NVQ Level 2
NVQ Level 3
NVQ Level 4
Middle Level
Non - NVQs
NVQ Level 5
NVQ Level 6
Cognitive attainment equivalent to GCE O/L + Selection Test
Selection Test
NVQ Credit Transfer
B.Tech (NVQ Level 7)
B.Tech (Special)
Non – NVQ credit transfer
NVQ Level 1
Optional 4th year
for selected courses
Three year
Degree
Programme

8. Process of Quality Assurance
Registration of Training institutions
Accreditation of courses
Establishment of Quality Management System
Monitoring and Auditing at regular intervals

9. Vision for short and medium term
National Policy Framework on University, Technical and Vocational Education -2009

10. Administrative aspects of TVET for improved efficiency
Legal framework
Change of focus in TVET system
Stress the need for integrated approach for systematic development of the TVET sector

11. Policy highlight
Policy 1: Create a legal environment that facilitates development initiatives and effective implementation of TVET.
Strategy: Enact legislation to bind all public, private and NGO institutions providing TVET to a common qualification and development framework.

12. Economic and Financial Aspects
Pro- poor policy of General Education and TVET
Standardised costing, budgeting and financial management
Alternate funding mechanisms
- Social and individual benefits
- Reluctance of companies to invest
- Government funding
- Contribution from the trainees
Legal status to generate and retain funds in institutions
Supporting private sector institutions

13. Policy highlights
Policy: Curricula and courses provided in state-run TVET institutions should be strictly responsive to economic and social demand and be maintained at national and international competitive levels.
Policy: Rationalise courses to optimise the use of resources in state TVET institutions.
Policy: Provide state assistance where necessary, to non –state sector TVET institutions.
Policy: Encourage establishment of formal, long term public-private partnerships at institutional and training centre level.

14. Improvement of image, effectiveness, and employability
Assessment of the present system and institutional image
Enhancing the employability
- courses for local and foreign employment - Marketing strategy
Entrepreneurship skills
Access to TVET for vulnerable groups

15. Policy highlights
Policy: Ensure due recognition of NVQ standards in recruitment to state sector posts, and in awarding government contracts.
Policy: Develop entrepreneurship skills to promote self employability.
Policy: Design customised TVET/livelihood training for vulnerable and disadvantage groups.

16. Quality assurance and Career guidance
Quality assurance through Institute Registration, Course Accreditation and Quality Management.
Admission, Accreditation and Quality Assurance Council of Univotec
Career Guidance

17. Policy highlights
Policy : Establish an accreditation and quality assurance framework for all TVET institutions.
Policy: Establish a career guidance network for the TVET system.

18. Long term vision
Transformation of institution based training system to institution and company based dual training system
Strong Public Private Partnerships in all areas of TVET
Larger share of cost of training transferred to companies and individuals
Larger international cooperation to make qualifications acceptable regionally and globally
Professional groups setting the standards of competencies and training

19. Existing industry relations in the TVET sector
Competency standard setting by NITACs
Industry participation curriculum development
Large number of assessors from the industry
Public – Private Partnerships for specific training
Industry Advisory committees in COTs
Strong private sector participation in Regulatory, Planning and Policy Making functions in TVEC
Sector Policy Training Advisory Councils (SPTAC) in the TVEC

20. Generic Terms of Reference of SPTAC
Advise the TVEC, on the possible impact of industry trends on technology issues.
Work closely with the TVEC and provide guidance/advise in strategic planning
Establish such committees, shared interest groups, task forces, and other organizational units, as it deems useful
Recommend / approve / validate work carried out by a third party
Facilitate sharing of physical and human resources between TVET providers and industry
Facilitate the placement of TVET trainees for on-the-job training
Help develop Public Private Partnerships (PPPs)

21. Thank you