Presentation on theme: "The vision for Sri Lanka’s Tertiary and Vocational Education"— Presentation transcript:
1 The vision for Sri Lanka’s Tertiary and Vocational Education Dr.T.A.PiyasiriDirector GeneralTertiary and Vocational Education Commission
2 Tertiary (Non University) and Vocational Education system in Sri Lanka Public sector institution networksIndividual public sector institutionsPrivate sector institutionsInstitutions operated or assisted by the Non Governmental OrganizationsFormal 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 systemsNational Vocational QualificationNVQ(Unified qualification system)
5 NVQ s are based on Competency Standards Competency based curricula Competency based training and assessmentsQuality AssuranceQualifications are awarded throughContinuous and final assessments in accredited coursesRecognition of Prior Learning (RPL) and assessment
6 National Vocational Qualification Levels NVQLevel 7Involve with Design and innovationLevel 6Manage othersLevel 5Supervise othersLevel 4Work independentlyLevel 3Work under some supervisionLevel 2Work under SupervisionCore entry/basic skills (NVQ Level 1)DegDiplomasCertificates
8 Process of Quality Assurance Registration of Training institutionsAccreditation of coursesEstablishment of Quality Management SystemMonitoring 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 frameworkChange of focus in TVET systemStress the need for integrated approach for systematic development of the TVET sector
11 Policy highlightPolicy 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 TVETStandardised costing, budgeting and financial managementAlternate funding mechanisms- Social and individual benefits- Reluctance of companies to invest- Government funding- Contribution from the traineesLegal status to generate and retain funds in institutionsSupporting private sector institutions
13 Policy highlightsPolicy: 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 imageEnhancing the employability- courses for local and foreign employment - Marketing strategyEntrepreneurship skillsAccess to TVET for vulnerable groups
15 Policy highlightsPolicy: 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 UnivotecCareer Guidance
17 Policy highlightsPolicy : Establish an accreditation and quality assurance framework for all TVET institutions.Policy: Establish a career guidance network for the TVET system.
18 Long term visionTransformation of institution based training system to institution and company based dual training systemStrong Public Private Partnerships in all areas of TVETLarger share of cost of training transferred to companies and individualsLarger international cooperation to make qualifications acceptable regionally and globallyProfessional groups setting the standards of competencies and training
19 Existing industry relations in the TVET sector Competency standard setting by NITACsIndustry participation curriculum developmentLarge number of assessors from the industryPublic – Private Partnerships for specific trainingIndustry Advisory committees in COTsStrong private sector participation in Regulatory, Planning and Policy Making functions in TVECSector 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 planningEstablish such committees, shared interest groups, task forces, and other organizational units, as it deems usefulRecommend / approve / validate work carried out by a third partyFacilitate sharing of physical and human resources between TVET providers and industryFacilitate the placement of TVET trainees for on-the-job trainingHelp develop Public Private Partnerships (PPPs)