Central management of training Program development Local implementation of programs Government orientations, policies and structures Components of the Engineering of Vocational and Technical Training

Managing and organizing training Managing human resources Managing the development of the educational institution Management structure of educational institutions Establishment of an administrative apparatus Role of the State Social project Political commitments Social groups Political will Financial backers Implementing agencies Bilateral and multilateral agencies International organizations International partnerships Establishment of priorities and sociopolitical commitments Definition of the roles, powers and responsibilities of local and regional authorities Revision of the legislative and regulatory framework Laws respecting vocational and technical training Diagnostic analysis of existing laws Enactment or amendment of the legislative framework Content of the legislative framework Regulations: Initial and continuing training Content of the regulations Regulatory orientations with respect to studies Relationships between initial and continuing vocational and technical training Statutes governing the working conditions of VTT staff Teachers Management staff Support staff Partner ministries Continuing vocational and technical training Management structure of partner ministries and agencies Design and orientation of the system Funding of the system Programming of activities Continuing evaluation of the system Management structure of the architect Strategic planning Participation of political partners Local and Regional socioeconomic Development priorities Participation of the informal sector, the community and associations Relationships between the informal and formal sectors Development of cooperative efforts and partnerships Determination of work force needs Participation of businesses and employers Definition of conditions for participation Participation in the orientation and management of institutions Government orientations, policies and structures The Central management of training National partnerships Principles and dimensions of partnership Regional and local needs Areas of partnership Partners

Performance indicators Training costs Indicators illustrating The effectiveness and efficiency of the system Surveys of graduates Surveys of employers Indicators used to measure the degree of training- employment correlation The system’s ability to meet needs The system’s adaptability and flexibility Indicators illustrating the development and evolution of VTT Monitoring and evaluation of the VTT system Organization of training at the national level Physical and material organization Instructional and material Organization guide Funding methods Funding of VTT Participation of partners (businesses and local communities) Human resources development at the national level Training and recruitment of teachers Professional development related to the implementation of a program of study Recruitment and training of managers Labour market analysis Labour market observation Sector-based or regional approach Training sector Informal economy Determination of training needs Occupational classification Assessment of quantitative needs and determination of their geographic distribution Training-employment correlation Nature, complexity and recurrence of training needs Development priorities Establishment of priorities Relationships between social and economic development Planning of program offerings Pedagogical intervention strategies for program implementation Training in the Educational institution Training in the workplace Work-study programs coordinated by the educational Institution Vocational and technical training practicums Resources needed for program implementation Preliminary impact analyses Impact analyses Rules governing access to programs of study Geographic Access Financial access The central management of training Program development Program implementation at the local level Government orientations, polices and structures

Recognition of prior scholastic and experiential learning Evaluation of learning and competencies Support for the evaluation of competencies Physical and material organization Instructional organization Support for teaching and learning Production of instructional support documents Design of the proposed training plan Determination of the competencies associated with the trade or occupation Nature and scope of the competencies Correspondence between the competencies and the job Organization of the proposed training plan Organization of competencies Training scenario Harmonization of programs and the creation of bridges Validation of competencies and the proposed training plan Relevance, coherence and feasibility of the proposed training plan Analysis of qualitative training needs Study of training needs by sector Definition of training sectors Training sector profiles Orientations and the program development plan Program development priorities Development plan Job analysis Purpose of the job analysis Content of the job analysis Information gathering methods Development of the program of study Indicators of proficiency Conditions for the evaluation of competencies Performance criteria Organization of the program of study Order of training objectives Grid of competencies Training objectives Formulation of competencies as objectives Specifications on the scope of the objectives The central management of training Methodological framework Program development

Recognition of prior learning Missing components of training Service agreements Continuing training Practicums Work-study programs Sharing of resources Strategic alliances with businesses and the community School-business committees External committees Employability development agencies Education watch Cooperation between the educational institution and the community Greater management autonomy Strategic planning Governing board Internal and external committees Guidance and accountability Human resources management Evaluation of the institution Performance indicators and trend chart Annual report A learner-based approach to educational organization Instructional organization Educational planning Evaluation planning New competencies for teachers Pedagogical and administrative training Institutional organization Optimizing capacity Optimizing individualized training paths Placement of graduates Recruitment and admission Employment assistance and student services Equipment and facilities resembling those found in the workplace Material organization Instructional cost-control strategies Purchasing and inventory management strategies Diversification of funding sources Physical organization Equipment selection, acquisition and installation Equipment maintenance and replacement Upgrading of facilities Construction Renovation Constraints Specifications Teaching/learning scenarios Site development plan The central management of training Program implementation at the local level Operational planning Annual action plan Promotion and communications plan Determination and allocation of resources Educational projet Success plan Instructional management framework Emphasis on partnership And continuing training

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