COUNTRY REPORT Coat of Arms Fiji Flag MR. JOSEVATA CAUCAU Regional Program on “TVET for Global Competitiveness” and International Conference on “Skills for the Future World of Work and TVET for Global Competitiveness”. 25 – 29th July, 2017 DHAKA BANGLADESH

FIJI IN THE WORLD MAP

Republic of the Fiji Islands

Facts & Figures Official Name: Republic of Fiji Islands Location: Oceania, Island group in the South Pacific Ocean Land Area: 18.274 km² Population: 909,389 (2015) Climate: Tropical Currency: Fijian Dollar (FJD) Religions: Christian 52%, Hindu 38%, Muslim 8%, others 2% Languages: English (official), I Taukei (Fijian), Hindi

Overview of Fiji

MINISTRY OF EDUCATION, HERITAGE & ARTS Mission: To provide a holistic and empowering education system that enables all children to realize and appreciate fully their inheritance and potential contributing to a peaceful and sustainable National Development Vision: Quality Education for Change, Peace and Progress TECHNICAL COLLEGE OF FIJI 13 CAMPUSES

EDUCATION SYSTEM

“Skills for the Future World of Work & TVET for Global Competitiveness “ SUB THEME: 6 ‘INDUSTRY AND INSTITUTION LINKAGE FOR MATCHING QUALIFICATIONS WITH OCCUPATION INTRODUCTION Integration through collaboration and cooperation has been a common approach used by organisations in today’s world. Inter-department, Inter-ministry, inter-government, inter-sector, inter- institution and the list goes on. We are a global village, no longer living in isolation. We are of different nations, but are inter-dependent in several ways through our cooperation in trade and other areas in development. This is the sharing of resources and expertise through bi-lateral or multilateral agreement. The world have seen many success stories of the concept of cooperation and the developed nations of the world have adopted the same to solidify the linkage between the industry and TVET Education. The equation is simple; the industry creates job opportunities whilst TVET Education prepares candidates to have qualifications. They need to closely link to match, thus filled the gaps.

SUB THEME: 6 ‘INDUSTRY AND INSTITUTION LINKAGE FOR MATCHING QUALIFICATIONS WITH OCCUPATION THE SUB STRUCTURES THAT MAKES UP THE STRUCTURE: 1. LINKAGE FOR COMPLIMENTS 6.1 Industry – Institute Linkage for TVET and Skill development 2. CAPACITY BUILDING FOR STANDARDISATION 6.2 Capacity strengthening of selected representatives from industries for the development of the standard classified occupations 3. MATCHING THE QUALIFICATION AND DEMAND 6.3 Matching educational qualifications with the Occupational demand. 4. DATABASE FOR PLANNING AND CURRICULUM UPDATING 6.4 Establishing Skills Data System for supporting planning at all levels and curriculum updating. National Skills Data System

SUB THEME: 6 ‘INDUSTRY AND INSTITUTION LINKAGE FOR MATCHING QUALIFICATIONS WITH OCCUPATION 1. LINKAGE FOR COMPLIMENTS 6.1 Industry – Institute Linkage for TVET and Skill development In any linkage there is a need of a bonding agent. In any bonding agent, there are characteristics in it that helps to secure the linkage. POLITICAL WILL Legislation – to be made by government to reinforce a commitment as mandatory. FORMATION OF AN ADVISORY COUNCIL OR COMMISSION It will consists of stakeholders from both organisations This council will look after the co-linked affairs of both organisations FORMULATION OF POLICIES AND REGULATIONS The council’s role is to see that there is a policy made and regulations that will clearly define the roles of both institutions.

2. CAPACITY BUILDING FOR STANDARDISATION 6.2 Capacity strengthening of selected representatives from industries for the development of the standard classified occupations “Changes are inevitable, whether we like it or not”. Everything that exists in this planet called earth, has to get through the implications of changes, either its good or bad. Why we have to change? It’s simple, to meet the change! What are some of the changes that can happen within the linkage? The introduction of modern technology The introduction of new curriculum The upliftment of standards from national to international The changes in policy and regulations What are some capacity building that can be carried out? In-house training for up-skilling and updating Research & Planning – for review and renew of approach Prepare the human resources for the changes.

3. MATCHING THE QUALIFICATION AND DEMAND 6.3 Matching educational qualifications with the Occupational demand. Time rekindle and changes trickle, as decades gone past, with pace of economic activities increased. The market horizon expands, standards as well as special skills is in demand and the industry is stressed with gaps. What has to be done to fill the gap[s]? Identification of need from the Industry Submit need[s] to TVET Education Assessment of needs compiled and taken to the Advisory Council Council to decide for mutual cooperation and implementation of matching of qualification and work demands.

DATABASE FOR PLANNING AND CURRICULUM UPDATING 6.4 Establishing Skills Data System for supporting planning at all levels and curriculum updating The Skills Data System is a skills inventory which stores records of all employees in the organisation. The tool is essentially measure the different skills and possible ratings with each of them for the entire organisation. Creation of a Skills Database Consultation and inputs on manpower demand from Industry. Consultation and inputs from TVET Education for curriculum development. Vetting and approval to get through the Advisory Council Formulation of Changes Training of Trainers Training of employees Implementation of changes Internal Assessment / External Assessment

CONCLUSION: IF THE LINKAGE HAS BROUGHT SUCCESS IN DEVELOPED COUNTRIES CONCLUSION: IF THE LINKAGE HAS BROUGHT SUCCESS IN DEVELOPED COUNTRIES. ITS HIGH TIME FOR DEVELOPING COUNTRIES TO TAKE A QUE. THE WAY FORWARD: WE NEED TO BE SERIOUS FOR NOW AND HAVE A BODY TO LOOK AFTER THE FOLLOWING: Formalisation of the Link between the Industry and TVET Education. Capacity Strengthening for standardisation Matching of Qualification and Occupation Skills Database for Planning and Curriculum Updating

REFERENCES: https://www.surveyanalytics.com/skills-inventory-database.html http://www2.cedefop.europa.eu/etv/Upload/Information_resources/Bookshop/1 90/framework_en.html http://www.unevoc.unesco.org/go.php?q=World+TVET+Database&ct=NZL

VINAKA DHANYA VAAD THANK YOU