VTC Workshop On The New Training Model
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Transcript of VTC Workshop On The New Training Model
VTC Workshop On The New Training Model
Organized By: Vocational Training Corporation (VTC) and
K-UTECH/ UHTM Consultants, MalaysiaProject: Restructuring the VTC Component, Employer-Driven Skills Development (EDSD)
ProjectDate: 28 & 30 November 2011
Venue: Crowne Plaza Hotel, Amman1UTHM Holdings & VTC Jordan
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The Development of the New Training ModelIn-conjunction to the New VTC Restructuring towards 21st Century practices.
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Business Model
Training Model
Finance Model
Governance Model
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4Training Models development steps
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responsivenessrelevance
cost-effectiveness
efficiencyaccountabilitysustainability
+PPP
Quality Assurance
Internal Quality Control
Jordan National Agenda
Input
From TOR
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VTC Role in National Agenda
In the “Employment Support and Vocational Training theme”, and within its recommendations related to reforming TVET sector to align its training programs according to labour market needs,- National Agenda recommended restructuring VTC to become a New Skills Development Agency, and guaranteeing its autonomous financial and governance systems.
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LeadershipExcellence
Provision & DeliveryVocational Training Services
Classify LaborsShops
Support Small & Medium Enterprises
CommunityLabor Market
Training & PreparingCompetetiveHighly Qualified
Raising their Efficiency
viadesigningassessingevaluating
accordinghighest standard of quality
partneringemployerscivil society institutions
Occupational Safety & HealthTrainingTrainers
Supervisors
Classifying
LaborsShops
according toAccredited National Occupatonal Standards
Small & Medium EnterprisesDelivering ServicesEstablish
Develop
Values, Principles and Concepts:
1. Commitment and loyalty to the VTC.2. Team work spirit.3. Transparency.
4. High performance and professionalism.
5. Provide training for everyone.
6. Continuous training. 7. Subjectivity.
8. Management by facts.9. Flexibility and responsiveness to
changes.
Vision
Missions
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VTC roles & functions
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primary school (MoE)
semi-skilled
skilled
craftsman
secondary school
vocational school
7,8,9
world of work
continuous
dropouts
dropouts
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TVET: a complex socio-economic system
Some backgrounds and guiding aspects
Interrelationships between TVET and Labour Market
Labour Market
“Employment- system“Industrial Needs
Further Training
VTC /TVET Provider
Initital Training
Qualifications:Supply Side
Qualifications:Demand Side
Training and Working Working and Training
Matching vs. Mismatching
Source: S.Harry(2008)
VTC
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TVET: a complex socio-economic system
Some backgrounds and guiding aspects
- TVET system/ -policy - Transition Training / Employment (Law/Regulations, Institution, Financing, Organisation)
- TVET research - Vocational Guidance / Orientation- Development of Occupations/Qualification - Identification of Training Demands- Teaching&Learning, Didactics&Methods - Analysis of occupational supply/demand (Curricula, Media, Quality, Testing, Certification and regional labour markets- Training of TVET Staff - Prognosis of labour markets- Technology oriented Training - Actions to support labour market (Occupational / Skills Standards )
- Management of TVET Institutions - Employment & occupational statistics- Specific Target Groups - Specific Target Groups- Knowledge Management
Action Fields Labour & Market Driven TVET
UTHM Holdings & VTC JordanSource: S.Harry(2008)
Main Issues and Challenges to VTC The negative image of vocational education and
training. Weak academic level of VTC trainees. Training program closed track. Modest participation of the private sector in training
programs design, implementation and evaluation. Limited financial resources available to VTC. Modest female participation in training programs
and low participation rates of females graduates in labour market.
Irrelevance of some training programs with Labour Market needs.
Inconsistent current laws and regulations governing VTC that obstruct its development.
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Source : DG Presentation KL
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• Human capital is increasingly seen as the major determinant of the wealth and well-being of countries in Jordan.
• Skills inequalities and the labour market are growing. • Gender issues and inequalities in various training industries. • Workers’ skills demand are dramatically changing and not fulfilled by the existing
public or private training programmes.• Quality And Accreditation Standard with various skills• Drastic Change of Technology need to change the training needs
simultaneously.• Changes in the world labour force• Global production systems and shifts in employment• Skills shortages emerge worldwide• Conditions of work:
- Rebalancing flexibility and security- Stable employment relations with flexible working time
Main Development Challenges in TVET Changes
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Planning for TVET Models
for 21st Century
" Tell me and I'll forget; show me and I may
remember; involve me and I'll
understand. " 12UTHM Holdings & VTC Jordan
TVET 21st Century What is the primary Characteristics of the
21st Century? Change brought about by Technology How fast is technology changing? How this impacts, how we teach and what
we teach. What can we do to adjust the TVET System
to this?
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The Workplace is Changing New technologies bring new methods of
working Workers are going to have to learn many
new things as they come along Life-long learning will not be only be a
desired trait but an absolute necessity. Communication, collaboration, leadership,
innovation, creativity, cooperation and other soft skills become increasingly important.
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21st Century Educational Trends
Adaptive approach – awareness of what is happening in the world.
Programs should included frequent benchmarking to International bodies and standards.
Life long learning for students, teachers and administrators.
Develop support programs for new content, teaching and learning tools.
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Consequences to restructuring VTC The new Training Model neededLearning The Training Model from selected Countries; Malaysia TVET System Model’s;
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“Hands-on, Minds-on and Hearts-on” EducationSource: Institute of Technical Education.
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Indonesia Edu. Systems Model’s;Learning The Training Model from selected Countries;
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Philippines TVET Model’s;
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Philippines National Qualification FrameworkSource: www.tesda.gov.ph/
Learning The Training Model from selected Countries;
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German TVET Model’s;
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Learning The Training Model from selected Countries;
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Thailand TVET Model’s;
20The Technical and vocational education system in Thailand.
Learning The Training Model from selected Countries;
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Australia TVET Model’s;
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Australia TVET Assesment Model’s;
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Assessment
Teaching Learning
Education systems
National objectives
Industry systems
Purposes
Forms
Content
Context
School education
Technical & vocational education & training
Higher education
Productivity Efficiency
Competitiveness Participation
Equity
Industry & occupation structure
Labour force
Age profile Skills profile
Qualification structures
Models of learning
Assessment system
Quality assurance
Program evaluation
Select & sort
Program evaluation
Promote learning
Certification & licensing
Effectiveness Efficiency
Equity
Learning outcomes
Standardised
Common tasks
Performance assessment
Portfolio construction
What should be assessed?
What do learners know?
What can learners do?
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Singapore TVET Model’s;
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“Hands-on, Minds-on and Hearts-on” EducationSource: Institute of Technical Education.
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Singapore TVET Model’s;
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“Hands-on, Minds-on and Hearts-on” EducationSource: Institute of Technical Education.
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• Encourage modular, flexible and job oriented training programmes design and implementation.
• Effective when applied to different participants level or sectors.
• Producing cost-effective results in both large and small training undertakings.
• Producing training programmes that can be evaluated to certain standard and accreditation.
Basic Elements of an Effective & Efficient Training Programme
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Basic Elements of an Effective & Efficient Training Programme
• Consistent with the development of systematic training
• Establishing cost-effective employment oriented training methodology with the development of employable skills;
• Apply a demand driven training approach taking into account identified training needs.
• Encourage proving provisions for “life -long learning”.
• Integration of work related generic skills
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TVET Dimensions includes
IDENTIFICATION:
STANDARDISATION
TRAINING
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CERTIFICATION
Tools, MachinesComponents
Contract
Registration
Job Sheet
PPC
QC
Packaging
Competency BasedEdu training
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Design of Training Delivery
DEFINITION OF COMPETENCE
“Competence is defined as the application of skills, knowledge and attitudes to perform tasks to industrial and commercial standards under operating conditions”
(focuses attention on outcomes)
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COMPETENCY-BASED
COMPETENCYSTANDARDS
KNOWLEDGESKILLS
ATTITUDEINDUSTRY
STANDARDS
TRAININGSTANDARDS
CURRICULUMFACULTYTOOLS/
EQUIPMENTFACILITIES
COMPETENCYASSESSMENT
INSTRUMENTASSESSORS
CRITERIAASSESSMENT
VENUES
WHAT TO LEARN HOW TO TESTHOW TO TEACH
TRAININGREGULATIONS
MANDATORYASSESSMENT
MANDATORYREGISTRATION
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Standards, Curricula, Testing and Certification
• Standard Setting
• Curricula Development
Assessment
Certification and Recognition
Scope and content: • Scope: Local, national, regional, international.• Content:
• Level 1: work ethics (normative)• Level 2: academic (adaptive)• Level 3: specific skills (productive)
Who decide the scope and content:• A committee: teachers/education experts, employers,
government, professional association
Methods/approaches:• Recognition of Prior Learning• Holistic assessment: Portfolio, knowledge test,
observation• Who should assess? Assessment committee representing
independent assessors
• Who should issue the certificate? • How wide is the populations?
Standards?
Why Have Standards? Training provided does not meet employer
expectations, Meeting the needs of the labour market, Bring training closer to the world of work, Making students/trainees employable, Making the workforce trainable.
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Standards are norms/specifications of a job or work activities, which are recognized and considered as such by a corporate body that includes workers, employers, training institutions and public sector.
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Benefits of StandardsAmongst others, are:
evaluate education and training providers
provide students with a benchmark of relevant knowledge, skills and attitudes, and the motivation for attaining them.
training providers being able to adapt course content to prepare graduates with the most current knowledge and skills required by the labour market
Conclusion
New, higher technical skills & competencies for exploiting potential of advanced technologies.
Demand for key and/or core skills development (work related generic skills) that support adjustment to rapid changes in work organisation, the workplace & world of work in general.
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Cont. Skills & knowledge become rapidly obsolete
and there fore, must be renewed continuously;
Skills & training as a strategic response to globalisation, technological change & other forces affecting labour markets;
As the life span of existing qualifications shortens, there is a greater and urgent need for skills-up-grading, re-training, continuous education and training, as well as lifelong learning.
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