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

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

Past Ten Years of development Past ten years of development in the TVET sector was guided by: Presidential Task force recommendations on TVET reform - 1998 ‘Mahinda Chinthana’: Vision for a New Sri Lanka – A Ten Year Horizon Development Framework 2006-2016

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

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

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

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

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

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

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

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.

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

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.

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

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.

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

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

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

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

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)

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