TVET
GOVERNANCE ISSUE IN DEVELOPING COUNTRIES
Nurihah
Bte Mohamad Saleh
MP
111227
MPK
2053: Current Issue in TVE
1.0 1.0 INTRODUCTION
Therefore,
in order to ensure the citizen receives a quality of TVET and they will get a
place in the labor market, TVET governance plays a vital role in managing the
TVET systems. According to UNESCO (2010), governance is concerned with how the
funding, provision, ownership and regulation of TVET systems are coordinated,
which actors are involved, and what are their respective roles and responsibilities,
and level of formal competence either at the local, regional, national or
supranational level. Whilst in many countries government continues to play the
most significant role in coordinating TVET, the distribution of these responsibilities
has been changing in response to calls for greater efficiency and
effectiveness, particularly to engage employers.
TVET
systems may differ from country to country and within countries. TVET may be
delivered at different levels for different target groups and age cohorts in different
types of institutions, including technical and vocational schools neither public
nor private and as well as by NGOS, in enterprises, and apprenticeship training
centers through formal, informal and non formal learning arrangements. However,
UNESCO (2012) mentioned that in some countries TVET continues to be
fragmentation and a low level of participation of relevant stakeholders. While
in some cases TVET is owing to the uncoordinated provision and rigidity of
centralized bureaucracies.
2.0
RESPONSIBILITIES
FOR TVET
From the survey done by UNESCO (2006),
in developing countries, there are become obvious that a broad range of
national responsibilities for TVET at the national ministerial level. The
responsibilities of the TVET governance are describes as follows:
2.1 Scattered
Responsibilities
Responsibility
is scattered across a range of ministries. Examples:
a.
Burkina
Faso
Active cooperation of all partners in TVET, which
would include a range of Ministries (Teaching Secondary and Higher Scientific Research, Employment, Labour and
Social Security, Commerce, Enterprise Promotion and Handicrafts, Economics and
Finance, other ministries - Health, Agriculture).
b.
Burundi
Six ministries are dealing with TVET (Education; Crafts; Trades Education and Adult Literacy;
Public Health; Youth, Sports and Culture; Social Action and Advancement of
Women)
with each of them addressing particular aspects or branches of TVET.
c.
Democratic
Republic of the Congo
Eight ministries
organize TVET (Primary, Secondary
and Vocational Education, University and Higher Education, Social Affairs,
Health, Youth and Sports, Land Affairs, Labour and Social Welfare, Finance),
indicating that each department has
its autonomy in the development of training programs and management training
and training institutions under its supervision.
d.
Ghana
At least
seven ministries conduct TVET within their own mandates (Education; Youth and Sports;
Manpower Development and Employment; Agriculture; Trade and Industry;
Environment; Science and Technology; Tourism; Roads and Transports, others). It
is acknowledged that there is a lack of coordination.
e.
Kenya
Co-ordination of TVET is shared among thirteen ministries.
f.
Seychelles
At national
level the responsibilities of TVET are shared between the ministries of Education
and Youth, Administration and Manpower Development, Social Affairs and Employment,
Environment and Natural Resources, Health and Local Government Culture and Sport.
All theses ministries have some control on a number of issues pertaining to
TVET.
2.2 Core Responsibilities
Core
responsibility of TVET, although they do not always cover the entire scope.
Examples:
a. Senegal
The Technical
Education and Training is an area of education, even if there are still some
training structures under the supervision of other ministries. In the
organization of the State I'ETFP management is entrusted to a Minister Delegate
to the Minister of Education. Several TVET institutions beyond the tutelage of
such directions and found scattered in several other departments.
b. Swaziland
The
Ministry of Education is responsible for training providers whilst the Ministry
of Enterprise and Employment is responsible for ensuring that the training
meets industrial development. The Ministry of Home Affairs provides training to
persons with disabilities.
2.3 Coordinated Approach
Unified approach to responsibilities for
TVET at the government level. Examples:
a. Madagascar
The national agency
established to coordinate I'EFTP in Madagascar is the National Ministry of
Education and Scientific Research through the Department of Vocational and
Technical Training.
2.4 Grouping Responsibilities
Responsibility for TVET is grouped according to different
criteria, with separate responsibilities for each of them. Examples:
a. Botswana
College based TVET training is under the Ministry of
Education; industry based TVET is under the Ministry of Labour and Home Affairs
coordinated through the Botswana Training Authority (BOTA).
b. Mali
TVET in Mali is divided between the Technical and
Vocational Education and initial
vocational skills training. Mali has two national Coordination of TVET:
vocational skills training. Mali has two national Coordination of TVET:
1. The National Directorate of Technical and Vocational
Education responsible for Initial Vocational Training.
2. The National Vocational Training support continuing
professional.
c. Nigeria
TVET in Nigeria comprises three types and levels of
education in technology which are being coordinated by Agencies as follows:
1. Pre-vocational Education in secondary schools
coordinated by the States and Federal Ministries of Education.
2. Vocational
Education in Technical Colleges coordinated by the States and Federal
Ministries of Education.
3. Technical
Education in Polytechnics/ Monotechnics coordinated by the National Board for Technical
Education soon to be transformed to National Commission for Polytechnics.
d. Rwanda
TVET is shared
between two Ministries:
1. The Technical and Vocational Education at Secondary and
Higher Education under the Ministry of Education.
2. Vocational Training young people do not have access to
Secondary Education under the Ministry of Public Service, Vocational Training,
Trades and Labour.
e. Sierra
Leone
The
Ministry of Education, Science and Technology remains the main body responsible
for TVET matters. The Departments of Education, Labour, Trade and Industry
shall (through the NCTVE) provide linkages for those learning on the job to
upgrade their skills through short courses and provide opportunities for work
placements which will enhance the practical experiences of trainees.
f. Togo
Independence of Togo since 1960, technical education and
vocational training were precarious and could be summarized in a direction
integrated within the Ministry of National Education and Scientific Research. In
13 September 1984, the birth of the Ministry of Technical Education and
Vocational Training, type of education had long depended on the Ministry of
Education and Research, which made him much more theoretical than practical.
g.
Uganda
As part of the
restructuring process, government transferred all vocational training
institutions that used to be run individually by different Ministries to the
Ministry of Education and Sports. These vocational institutions were
transferred from Ministries of Health, Agriculture, Labor and industry among
others. A department was then established in the Ministry of Education to
coordinate vocational education and training centrally.
h.
Zimbabwe
The Ministry of Higher
and Tertiary Education through the Department of Technical and Vocational
Education co-ordinates TVET programmes. An additional network of Vocational
Training Centres is run by the Ministry of Youth Development, Gender and
Employment Creation caters for the rural population.
3.0 CURRENT
CHALLENGES AND ISSUES
According to UNESCO (2006), the involvement of a
large number of ministries and agencies as such should not be interpreted as an
indicator for unsatisfactory governance of TVET. On the contrary, it might well
be an indicator for a broad variety of opportunities for vocational learning
within a given country, as opposed to a rigid monolithic TVET system with a
limited spectrum of specializations and delivery patterns. The crucial issue
for governance of TVET seems to be the availability of adequate structures and
frameworks for information, communication, collaboration and coordination among
these ministries and agencies. To that end, some countries have already
established structures such as national training boards or agencies; others are
in the process of addressing the issue. Furthermore, the existence of national
frameworks for interaction, cooperation and coordination can be seen as an
indicator for a political intention to ensure consistency of the education and
training system. However, their mere existence as such does not guarantee the
effectiveness of their operation.
In addition, according to UNESCO (2012), four
indicators were involved in the conceptual framework of governance system which
is finance, quality, access and participation and also TVET relevance. All
these four indicators are become most important as it was a key characteristic
of generating the TVET system. However, governance structure is largely depend
on institutional arrangements and the respective roles of key stakeholders
which this situation is also contribute to the issue of how they manage these
four indicators within available resources. A barrier that hinder some of the
subgroup like women, dropout, and marginalized people to access and participate
in TVET area should cater by the policy maker so that it will decrease the
number of unemployment while at the same time increase the economy of the
countries. TVET institutions and schools should fully equip with the necessary
facilities and equipment that required for the programme offered. The trainers
or teachers also need to be well prepared and expertise in the subjects they
teach. In the aspect of funding, it is require describing precisely the various
financing schemes for the different types of TVET programmes.
4.0 DISCUSSION
From a few examples of TVET responsibilities in
developing countries, it clearly showed that in TVET system, governance plays a
vital role in managing the TVET system. The pattern of how the governance
system works is also varies from country to country. Apart from the involvement
of governmental ministries and agencies in such frameworks, there is also a
need to interact with non-governmental stakeholders, such as private training
providers, employers, and the workforce and their respective organizations and
representatives. Such interaction is an integral element in some countries,
whereas little evidence of it has been identified for other countries. TVET and
skills development should not be considered as independent and isolated from
the other parts of the education system. Articulation between general education
and TVET or skills development is a prerequisite for the learner to move both
horizontally and vertically within the education and training system in the
course of learning and working throughout life. National qualifications frameworks
that currently emerge in a number of countries are a tangible response to this
need. Further to this, this is also required to identify a number of policy
approaches which aim to improve governance. These include:
a.
Making TVET part of a strategy.
b.
Engaging stakeholders in active
partnerships.
c.
Deciding whether to decentralize, and
how.
d.
Reviewing and reforming qualifications.
e.
Developing quality assurance processes.
f.
Achieving an improved evidence base for
policy development.
g.
Linking policy frameworks and
implementation strategies in order to realize reform.
5.0
CONCLUSION
Governance plays an
important role in managing the TVET system.
They must be committed to people-centered, sustainable development and
the building of a competitive economy. In most of the 25 countries under
consideration, governmental responsibilities are scattered across a number of
ministries and governmental agencies which in some cases, ten and more
ministries are involved. However, the issues related to four indicators were
involved in this conceptual framework which is finance, quality, access and
participation and also TVET relevance. All these four indicators are become
most important as it was a key characteristic of generating the TVET system.
Therefore, to prepare vocational technical administrators and managers should
attempt to cultivate in individuals key attributes and characteristics that can
predispose successful leadership performance. The available of leadership
development programs and the possibility of being able to acquire certain
leadership behaviours and enhance and use certain leadership attributes holds
great promise for those participating in and leading vocational educational
programs, reform efforts, and the change process in the country.
REFERENCE
1. Hans.
K. (2006). Governance of Technical and Vocational Education and Training
Findings
from the UNESCO TVET Survey 2004. 4th SADC Annual TVET Conference
Swakopmund, Namibia.
2.
UNESCO. (2010). Guideline for Policy TVET Review.
3.
UNESCO. (2011). Participation in Formal TVET Worldwide: An Initial Statistical Study.
UNESCO-UNEVOC. German.
4.
UNESCO. (2012). Transforming Technical and Vocational Education and Training: Building
Skills for Works and Life. Paris.
5.
UNESCO-UNEVOC. (2011). Women and TVET. Report of the UNESCO-UNEVOC
Online Conference.
6.
Working Group Indicator (WGI). (2012). Proposed Indicators for Assessing Technical
and Vocational Education and Training.
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