1. NVQF and Technical & Vocational Skills Development (TVSD) :
Introducing standards, NVQF and occupational licencing

2. Content
Part 1: Formal, non formal and informal TVSD: characteristics and respective weaknesses
Part 2: reforms, with a main focus on NVQF.
Part 3: Proof of evidence?
Part 4: Any alternative tracks to make NVQF work?
BTC Education Sector Days Burundi december 2012

3. Part 1: Formal, non-formal and informal skills development: definitions
Formal TVSD (= TVE)
organized by institutions, within the regular education system.
gives access to a diploma.
Knowledge is always transferred through a teacher.
Non-formal TVSD
usually organized outside the regular education system.
Knowledge is also transferred through a teacher or trainer.
Certificates or usually not recognized by the MoE, but can have a high added value on the labour market.
BTC Education Sector Days Burundi december 2012

4. Definitions: continued
Informal TVSD
sometimes non-intentional and never institutionalized (learning by doing, on the job, …).
No diploma nor certificate
Non-Formal and Informal TVSD = TVT (Technical and Vocational Training),
covers both preservice and “in service”,
initial learning and continuous Learning or Life Long Learning.
BTC Education Sector Days Burundi december 2012

5. Formal, non-formal and informal skills development: characteristics
Some characteristics
Most of the reform ambitions in TVSD relate to the three systems of skills development
Main ambitions are to strenghten the 3 systems and tackle the weaknesses by introducing different instruments and policies.
How does this relate to formal, non-formal and informal skills development?
BTC Education Sector Days Burundi december 2012

6. Respective Weaknesses
Formal:
supply driven and large distance to labour market!
Responsiveness and modularity?
Immediate employability?
Quality?
Non-Formal:
Variety in quality and systems/goals
Quality and worthiness of certification
Recognition of prior learning
Informal:
Tracking (who, how, where, when, what) and quality
Recognition and valorization of prior learning (portability of competences)
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7. Part 2: TVSD – looking backwards
Complete package of reforms,
national TVSD strategies (often system wide: formal, non-formal and informal),
supported through a wide range of instruments such as NVQF, curriculum development, LAMIS systems, etc
Characteristics
Focus on supply (internal improvements often lacking flanking measures)
High unemployment remains for TVSD graduates
The problem in LDCs: characteristics of labour market: low demand!
BTC Education Sector Days Burundi december 2012

8. BTC Education Sector Days - Burundi - 11 december 2012

9. What are NVQF and TVET reforms expected to deliver?
Improved understanding of education system
Increased coherence and coordination
Increased access, transfer and progression
Enhanced quality of learning
Greater recognition of skills and learning (incl. informal)
Increased mobility of learners and workers
Regional/International recognition and alignment of qualifications
Demand oriented education and training
Enhanced opportunities for lifelong learning
Improved employability of workers, productivity of enterprises and inclusive economic growth
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10. Goals of TVET support and NVQFs
National Vocational
Qualification Frameworks
Effects in time
PPP
Certification and comparability
Labour market
improvement
Social mobility
relevance
portability
quality
access
Economic development
TVET system improvement
Other objectives
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11. Part 3: Findings of The ILO Study on NVQF
Most success in improving communication
Risk of over-specification and unused qualifications
Little evidence of reduced mismatch between education and training and labour markets
Little evidence of improved Recognition of Prior Learning
Little evidence of improved access and mobility
Little evidence of increased productivity
BTC Education Sector Days Burundi december 2012

12. Demand and Supply in the labour market: 4 types
High skills equilibrium
Skills shortage imbalance
Econ
growth
Knowl
Driven
Econ
Low
purchasing
Power
econ
Econ
recession
Low skills equilibrium
Skills surplus imbalance
Skills demand
Skills supply
BTC Education Sector Days Burundi december 2012

13. The components of a low skills equilibrium
Low wages
(low purchasing
power)
Low (demand)
quality of products
Low supply
of high skills
Low demand
for high skills
BTC Education Sector Days Burundi december 2012

14. The main track to tackle the low skills equilibrium – Improve the supply side
TVET system reforms (incl NVQF)
EVIDENCE?
Better supply
of high skills
BTC Education Sector Days Burundi december 2012

15. Part 4: any alternatives or flanking measures
Occupational regulation and licensing
Product standards
Wage standards (minimum wages)
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16. 1. Tackling the demand side
BTC Education Sector Days Burundi december 2012

17. Regulating & licensing occupations
= entry requirements for a specific profession
Skills levels
Quality of products
Training of low skilled workers
Wages rise
No long term negative employment effects
protectionism?
by law or by professionnal board
trustworthiness?
BTC Education Sector Days Burundi december 2012

18. 2. Tackling the product side
BTC Education Sector Days Burundi december 2012

19. Introducing Product quality standards
Skills levels
Training of low skilled workers
More competitive in a regional and international market
Protectionism
World Trade Organisation
Health and safety?
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20. 3. Tackling the working conditions
BTC Education Sector Days Burundi december 2012

21. Introducing minimum wages
better qualified people
employers will engage in training and production innovation
Higher quality of products / higher productivity
higher income and savings for the government
delocalisation
competitive disadvantage
informal economy?
Slighty negative effects on employment 1/10 and inflation
BTC Education Sector Days Burundi december 2012

22. Combining demand and supply approach
higher wages
Minimum wages
NVQF
Better supply
of high skills
higher demand
for high skills
Occupational
regulation
higher (demand)
quality of products
Product standards
BTC Education Sector Days Burundi december 2012

23. LDCs: when and how to apply
Combined minimal conditions: regulations, inspection, application of rules, improved training, support from private sector.
Not all economic sectors
Keep it simple
Transition period
Excluded: fragile situations and failed states
Gradual approach
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24. NVQF expectations reached?
BTC Education Sector Days Burundi december 2012

25. Conclusion Complex Theoretical advantages obvious
Negative or perverse effects?
Implementation challenges
Need for testing
BTC Education Sector Days Burundi december 2012