In the UAE and Selected Countries - Technical and Vocational Education and Training (TVET)

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In the UAE and Selected Countries - Technical and Vocational Education and Training (TVET)
Technical and Vocational Education
        and Training (TVET)
in the UAE and Selected Countries

                    R&D Department
          National Qualifications Authority, UAE
                     February 2020
In the UAE and Selected Countries - Technical and Vocational Education and Training (TVET)
Table of Contents
 UAE TVET Market                                            Slides 3-12
 TVET in selected countries
     Germany                                                Slides 13-19
     Sweden                                                 Slides 20-23
     Republic of Korea                                      Slides 24-27
     Singapore                                              Slides 28-37
     Sultanate of Oman                                      Slides 38-40
     Kingdom of Saudi Arabia                                Slide 41
 Recommendations: Steps to improve TVET sector in the UAE   Slides 42-43

                                                                            2
In the UAE and Selected Countries - Technical and Vocational Education and Training (TVET)
What is the UAE TVET Market?
                                                                      General Secretariat of the
                                                                         Executive Council
            Emirate of Abu Dhabi
                                                                    Abu Dhabi Centre for Technical                                                                       Abu Dhabi Centre for Technical
     Post-secondary TVET Education                                  and Vocational Education and                                                                         and Vocational Education and
                                                                         Training (ACTVET)                                                                               Training (ACTVET) oversees a
                                                                                                                                                                         number of entities that provide
                                                                                        Abu Dhabi Vocational                                                             accredited educational and
                                                      Institute of Applied                                                                                               vocational training
                                                                                        Education & Training
                                                        Technology (IAT)

                                                                                                                                 A diverse range of applied programmes
                                                                                         Institute (ADVETI)                                                              programmes, in line with the
                                                                                                                                                                         best international standards, to
 Programmes in engineering,
                                                              Abu Dhabi                      Al Jazirah Institute of Science                                             prepare students for the labour
 aviation, and meteorology sectors                            Polytechnic                    and Technology (Abu Dhabi)                                                  market.
 (bachelor’s, applied bachelor’s,                              (AD Poly)
 diploma, and higher diploma)
                                                                                           Al Jaheli Institute of Science and
                                                           Fatima College of                      Technology (Al Ain)
 Programmes in healthcare
                                                            Health Sciences
 (bachelor’s and higher diploma)                                (FCHS)
                                                                                            Al Reef Institute of Logistics and
                                                                                            Applied Technology (Shahama)

                                                                                            Baynounah Institute of Science
Source: ACTVET, https://www.actvet.gov.ae/en/Pages/default.aspx#,                             and Technology (Al Dhafra)
IAT, http://www.iat.ac.ae/; ADVETI, http://adveti.abudhabi.ae/
In the UAE and Selected Countries - Technical and Vocational Education and Training (TVET)
UAE TVET Market (cont.)

                    Emirate of Abu Dhabi
                                                                                                                           Secondary Technical Schools (STS)
                 Secondary TVET Education                                        ACTVET                                    •      Offer studies in grades 10-12
                                                                                                                           •      Focus on technical and technology
                                                                                                                                  education
Applied Technology High Schools                                                                                            •      Programmes are articulated into
(ATHS)                                                                                                                            ADVETI’s post-secondary
•   Located in every emirate across                                                                 Abu Dhabi                     institutions
    the country                                          Institute of Applied                  Vocational Education        •      The UAE Ministry of Education
•   Offer studies for grades 8-12.                         Technology (IAT)                     & Training Institute              Grade 12 Secondary Technical
                                                                                                     (ADVETI)                     School Certificate upon
    Some ATHS schools accept
    students as early as from Grade 6.                                                                                            completion
•   Offer two programmes of study:
    The ATHS Core Programme and
    the Advanced Science Programme                       Applied Technology       Secondary Technical
                                                                                                                 Vocational
•   Applied Technology Secondary                                                                                  Education
                                                         High Schools (ATHS)         Schools (STS)                                    Vocational Education
                                                                                                             Development Centre
    Certificate upon completion
                                                                                                                                      Development Centre (VEDC)
                                                                                                                                      offers a Certificate of Applied
Source:                                                                                                                               Learning.
Applied Technology High Schools (ATHS), http://www.iat.ac.ae/schools,
Secondary Technical Schools (STS), http://www.sts.ac.ae/
In the UAE and Selected Countries - Technical and Vocational Education and Training (TVET)
UAE TVET Market (cont.)

                                                                                      ADNOC Technical Institute (ATI)
            Emirate of Abu Dhabi                                           https://www.adnoc.ae/en/corporate-responsibility/education
                                                                    • training facility for the oil and gas industry in the UAE
 Technical Institutes and Short-term Courses
                                                                    • offers hands-on in-plant training and real on-the-job training
           Some examples include:                                     experiences
                                                                    • provides career opportunities for the graduates from ATI in one
                The Centre of Excellence for                          of four specialisations: process operator, electrical technician,
                Applied Research & Training (CERT)                    instrument technician, and mechanical technician.
                http://www.cert.ae/
• commercial, research and training arm of the Higher
  Colleges of Technology (HCT)
• offers education solutions to both corporate and                       Etihad Aviation Training
  individual customers.                                             https://www.etihadaviationtraining.com/

                                                         • subsidiary of Etihad Airways
                                                         • a world-class flight training facility in the
                                                           UAE for Emirati and international cadet
                Etisalat Academy                           pilots
                https://www.ea.ae/                       • pilots can qualify for their Private Pilot’s
                offers:                                    Licence (PPL), Commercial Pilot’s Licence
                • Business training                        (CPL) or Airline Transport Pilot Licence
                • Telecom training                         (ATPL).
                • IT courses.
In the UAE and Selected Countries - Technical and Vocational Education and Training (TVET)
UAE TVET Market (cont.)

                  Emirate of Dubai
                                                                                       National Institute for Vocational Education (NIVE), Dubai
                  Training Institutes
                                                                     National diplomas:                   Higher national diplomas:
          Training institutes registered                                  • Business                           • Business
                    with KHDA                                             • IT practitioners                   • Computing
  There are about 1140 training institutes (as                            • Finance and accounting             • Jewellery business
  of May 2017) registered with KHDA.                                                                              development
                                                                          • Marketing
  They provide training or education-related                              • Public relations              Other programmes:
  services to the community, such as computer
  training facilities, management and                                     • Human resources                    • Bridge to work
  leadership courses, health and safety training,                         • Occupational health and            • Skills for the workplace
  paramedical training, private tutoring                                      safety
  services, educational services consultancies,                           • Banking and finance
  etc.

Source:
TVET, KHDA, https://www.khda.gov.ae/en/tvet; NIVE, Dubai, http://www.nive.gov.ae/En/
In the UAE and Selected Countries - Technical and Vocational Education and Training (TVET)
UAE TVET Market (cont.)

              Northern Emirates
                                                                                       Ras Al Khaimah Free Trade
                                                                                         Zone, Academy Zone

                        Fujairah Creative City
                                                                    As of 2017,
                                                                    • 18 training institutions, and
As of 2017,                                                         • Seven (7) higher education institutions (none was
                                                                       licensed by CAA, MoE)
• Training institutions
       o ATA Management Consultancy and Training
         FZE
       o Emirates Consulting & Training FZC                                  Ajman Free Zone
       o ISM Training FZE, and
• Nine (9) higher education institutions (none was   • Short courses for the employees under
   licensed by CAA, MoE)                               supervision of the Training and Development
Note: Media Free Zone                                  Section, Ajman Free Zone
In the UAE and Selected Countries - Technical and Vocational Education and Training (TVET)
UAE TVET Market (cont.)

     Continuing Professional Education & Workplace Learning
Short-term courses of less than a year of duration and on-the-job
training in various fields are offered by continuing education providers
and employers across the country.
Many of the continuing education providers offer internationally
recognised industry-based certifications or credentials.

                    Armed Forces, Police and Civil Defence Professional Education
               Vocational training opportunities are offered to Emiratis to meet the needs of
               the Armed Forces and Police. The training includes professional and technical
               skills in:
                 ∙ Electronics            ∙ Logistics
                 ∙ Mechanics              ∙ Administration
                 ∙ Construction trade     ∙ Disasters and emergencies services
                 ∙ Medical care
In the UAE and Selected Countries - Technical and Vocational Education and Training (TVET)
UAE TVET Market (cont.)

•   Internationally recognised vocational
    qualifications offered by education and
    training providers in the UAE who obtained                 Connec ME Education
                                                                                                              UAE Academy
    the UK awarding organisations, e.g., City &         • offers the City & Guilds language    • Business and Technology Education
    Guilds, Pearson (formerly Edexcel assured),           accreditation programme                Council (BTEC) qualifications
    etc., approved/assured centre status.
                                                                                               • offers City & Guilds International Trainer,
•   They offer internationally recognised
                                                                                                 Teacher, Assessor and Internal Quality
    vocational qualifications including the                                                      Assurer Public Courses
    National Vocational Qualifications (NVQs),
    Scottish Vocational Qualifications (SVQs), and                        Excellist
    the BTEC vocational/work-related                    • approved centre of Edexcel (UK) to
    qualifications.                                       provide various Edexcel BTEC
                                                          Levels programmes in the UAE
                                                                                                        Cromwell UK
                                                                                               • Offers vocational higher education
                                                                                                 qualifications awarded by Pearson –
•   Internationally recognised vocational qualifications offered by education and                Business & Technology Education Council
    training providers in the UAE who are accredited by professional bodies, e.g., CIPD          (BTEC)
    (Chartered Institute of Personnel and Development, the UK professional body for HR
    and people development) and others.
In the UAE and Selected Countries - Technical and Vocational Education and Training (TVET)
UAE TVET Market (cont.)

                  Institutional Learning
                 Some examples include:

           Higher Colleges of Technology
HCT 4.0 – Employability & Beyond, a new strategic plan
launched in 2019
HCT 4.0 aims at providing an academic & professional
education to prepare graduates to meet industry
needs.

                                                         Source: Higher Colleges of Technology, http://www.hct.ac.ae/en/strategy/hct-4-0-employability-beyond/
UAE TVET Market (cont.)

Higher Colleges of Technology (cont.)
                                                                             Emirates Aviation University

                                                      Professional training courses in the aviation industry
                                                     Note: KHDA is responsible for quality assurance of vocational non-
                                                     degree programmes offered by the Emirates Aviation University,
                                                     whose degree programmes are accredited by CAA, MoE.

                                                                    ESMOD, Dubai (fashion school)

                                                      • Fashion design and creative courses
                                                      • Courses in fashion business
                                                      • Courses in makeup

                                                     Source: Emirates Aviation University, UAE,
                                                     https://www.eau.ac.ae/en/programmes/?courseType=foundation;
                                                     Esmod, Dubai, https://www.esmod-dubai.com/
UAE TVET Market (cont.)

                           Awarding Bodies                                                     Registered Training Providers (RTPs)
   •    Abu Dhabi Centre for Vocational Education and Training
        (ACTVET) in the emirate of Abu Dhabi and northern
        emirates
   •    Knowledge and Human Development Authority (KHDA)
        in the emirate of Dubai
           o The Qualifications and Awards in Dubai (QAD)

                                                 NQA

                            ACTVET                                   KHDA

                                                                     to be
       RTP           RTP             RTP               RTP         announced
                                                                      soon

Source: ACTVET, https://www.actvet.gov.ae/en/Pages/default.aspx#, Qualifications
and Awards in Dubai (QAD), KHDA, https://www.khda.gov.ae/en/tvet
Germany

                                     Why Germany?
                                     Dual Education system
                                     •    Learning takes place at two venues – a company and a vocational school.
                                     •    Learners undergo training in one of more than 300 training occupations (skills areas)
                                          recognised in accordance with the Vocational Training Act (BBiG) or the Crafts and Trades
                                          Regulation Code (HwO).

  •    Duration of training is between two and three and a half years and depends on the occupation.
       Training may also be completed on a part-time basis.
  •    The only entry requirement to dual training is complete full-time schooling.
  •    Learners get paid for their apprenticeship.
  •    Each year, around half of Germany’s school leavers opt for this type of vocational education and
       training.

Source: The Federal Institute for Vocational Education and Training (BIBB), https://www.bibb.de/en/77203.php
Germany (cont.)

         The success of the German Dual Education
          system has inspired countries like Spain,
          Greece, Portugal, Italy, Slovakia, and Latvia to
          adapt their own TVET-like systems to the
          German model.
         Other countries, such as India, China, Russia,
          and Vietnam, are cooperating with the German
          government to modernise their systems.
Germany (cont.)

                                                                                             The German framework for quality assurance and quality
                                                                                                            development in TVET

   Two-step accreditation system
   To benefit from public funding, TVET providers:
   • must be certified by an accredited certification agency
   • their training courses must be licensed.
   TVET providers can apply for:
   •   nationwide certification
   •   for training activities in certain economic or educational sectors
   •   for training activities in certain regions.

  TVET providers are obliged:
  •    to have an internal quality management system
  •    must be assessed (‘certified’ or ‘licensed’) against a number of
       quality criteria by a recognised body, known as a ‘certification
       agency’ or ‘centre of expertise’.

Source: Accreditation and quality assurance in vocational education and training, CEDEFOP,
https://www.cedefop.europa.eu/files/4089_en.pdf
Germany (cont.)

Certification agencies                                                  Accreditation council
• have to be accredited by the Federal Employment Agency, which         • advises the national accreditation body and drafts
acts as the overall body for accreditation                              recommendations for accreditation and certification
• can apply for nationwide accreditation but the accreditation will     procedures
be limited to a specified economic or educational sector or regional    • consists of nine members: representatives from
territory                                                               both the Federal Ministry for Economics and Labour
• have to follow detailed criteria developed by the Federal Ministry    and the Federal Ministry of Education and Research, a
for Economics and Labour.                                               representative from the Länder (state), trade unions,
                                                                        employer organisations, organisations of TVET
                                                                        providers, and three independent scientific experts
                                                                        • Additionally, every year the national accreditation
                                                                        body verifies the system for quality assurance and
   TVET providers are free in choosing the certification agency.        quality development.
Germany (cont.)

                                                                    Certification is limited for three years maximum. Every
To pass the certification procedure, TVET providers have to:         year a “monitoring audit” has to be carried out by the
•   prove their financial efficiency                                 certification agency, focused on the TVET provider's
•   prove educational capacity                                       quality management system.
•   fulfil a number of detailed requirements, among them            Additionally, every year the national accreditation body
    the capacity to support the integration of their trainees        verifies the system for quality assurance and quality
    into employment.                                                 development.
Germany (cont.)

Quality assurance in TVET
German Reference Point for Quality Assurance in
Vocational Education and Training (DEQA-VET)

  DEQA-VET was established in 2008 within the
   Federal Institute for Vocational Education and
   Training (BIBB) in the framework of the European
   Quality Assurance in Vocational Education and
   Training (EQAVET) initiative to further develop
   different vocational education systems in Europe
   and make them more comparable.
  DEQA-VET has identified eleven cornerstones for
   quality assurance in company-based training.

Source: German Reference Point for Quality Assurance in Vocational
Education and Training (DEQA-VET), https://www.deqa-vet.de/en/
Germany (cont.)

 Quality assurance in TVET (cont.)
 Quality assurance in company-based training takes place
 via a broad range of instruments at three TVET levels –
 the system level, the intermediate level and the company
 level.

Source: German Reference Point for Quality Assurance in Vocational
Education and Training (DEQA-VET), https://www.deqa-vet.de/en/
Sweden

                                     Why Sweden?
                                     Over recent years, Sweden has launched a series of reforms to make TVET a more
                                     attractive option for young people and adults. Among the reforms are the
                                     following:
                                     • enhance involvement of social partners in TVET
                                     • increase provision of work-based learning in TVET programmes
                                     • promote apprenticeship.

Source: Sweden, Spotlight on VET, CEDEFOP, 2016, https://www.cedefop.europa.eu/files/8095_en.pdf
Sweden (cont.)

Secondary Vocational Education
•   TVET starts at upper secondary school after
    compulsory school.
•   All upper secondary TVET programmes may be
    offered as school-based or apprenticeship
    pathways.
•   TVET programmes lead to a vocational diploma.
•   TVET education satisfies the main national
    requirements: Swedish, English, and
    Mathematics.
•   Workplace-based training is compulsory in
    upper secondary school vocational programmes
    and counts for at least 15% of the programme.
•   All upper secondary programmes can lead to
    higher education.

                                                    Source: Sweden, Vocational Education and Training, CEDEFOP,
                                                    https://www.cedefop.europa.eu/en/tools/vet-in-europe/systems/sweden
Sweden (cont.)

Higher Vocational Education
 Higher Vocational Education (HVE) programmes have been
  developed in response to the real labour market needs.
 The range of programmes and specialisations change over time to
  suit an evolving market place situation.
 HVE programmes are delivered in close cooperation with employers
  and industry.
 Education providers are institutions or establishments such as
  universities, local authorities, or private training companies.

Source: Swedish National Agency for Higher Vocational Education, https://www.myh.se/In-English/Swedish-National-Agency-for-Higher-Vocational-Education-/
Sweden (cont.)

Higher Vocational Education (cont.)
 Business and organisations take an active part in planning and conducting HVE
  programmes.
 Employers and industry representatives take part as members of the programmes’
  steering committees. They may also give lectures, join in projects, or offer work
  placements.
 Most HVE programmes offer work placement.
 The programmes are at post-upper secondary level and provide skills in
  professional areas, e.g., building and construction, IT, agriculture, media,
  healthcare and care, technology, restaurants, etc.

   HVE programme length varies, although most are between one and three years in duration.
   HVE programmes span over a number of different fields.
   Completion of a one-year minimum programme results in a Higher Vocational Education Diploma.
   Completion of a two-year minimum programme results in an Advanced Higher Vocational Education Diploma.
   Prior learning can be used by learners to gain credit or exemption from parts of a study programme they already have learnt. Prior learning
    can also be used for personal and career development.
Republic of Korea

                                     Why Republic of Korea?
                                         Republic of Korea is a high-tech industrialised developed country and one of the
                                          “Four Asian Tigers”.
                                         Technical and vocational education and training in the country has effectively
                                          supported the rapid economic growth in the last 40 year.
                                         The enactment of the Vocational Training Law in 1967 on creating the compulsory
                                          vocational training system initiated TVET development in the country.
                                         Korea Research Institute for Vocational Education and Training
                                          (KRIVET) conducts research in TVET.

Source: Korea Research Institute for Vocational Education and Training (KRIVET), https://www.krivet.re.kr/
Republic of Korea (cont.)

   Vocational Education
   •   Vocational education is offered by vocational high schools,
       vocational colleges, in-house training system, and public
       training institutes.
   •   High schools are divided into general/academic, vocational,
       and special purpose (foreign language, art, and science high
       schools).
   •   Students in general/academic high schools have an option to
       choose vocational training after a year of general education
       in Grade 10.

Source: TVET Country Profile, Republic of Korea, UNEVOC,
https://unevoc.unesco.org/wtdb/worldtvetdatabase_kor_en.pdf
Republic of Korea (cont.)

Types of TVET institutions
       Type of institution      Education level       Ministry responsible     Specialised vocational high schools
Specialised Vocational High                                                       In the 1st year of studies, students take
                               Upper secondary    Ministry of Education
Schools                                                                            general secondary education courses.
                                                                                  In the final two years, they take
Meister High Schools           Upper secondary    Ministry of Education            specialised courses in the fields of
                                                                                   agriculture, industry, commerce,
                               Associate
Vocational Colleges                               Ministry of Education            fisheries/maritime, and home
                               bachelor’s
                                                                                   economics.
                               Up to associate    Ministry of Employment and      Graduates are awarded a Vocational
Polytechnic Colleges
                               bachelor’s         Labour                           High School Certificate.
HRD Centre, Korea Chamber of                      Ministry of Employment and      Once completed, graduates can join the
                               Upper secondary
Commerce and Industry                             Labour                           workforce or continue their studies in a
Vocational Training Centre,                                                        post-secondary or higher education
                                                  Ministry of Employment and       institution.
Korea Employment Agency for    Upper secondary
                                                  Labour
Disabled
Republic of Korea (cont.)

Meister High Schools
 modelled on German academies (mean “craftsman” in German)
 fully funded by the South Korean government
 combine academic content with apprenticeships, which is a part of a new dual-
  track system for secondary and post-secondary education in the Republic of
  Korea
 strict performance evaluation takes place within five years after opening a
  school
 as of 2017, 47 Meister high schools were in operation, with the final aim to
  have 50 schools piloted.

•   Meister schools sign agreements with industry groups, sector councils and business companies to establish cooperative
    network for education, technical support and employment.
•   Meister schools guarantee a job for their graduates.
•   In the future, if a graduate of the Meister programme decides to take advanced studies, the employer is expected to
    support them. They are offered special admission to obtain a diploma through continuous education and get a scholarship
    to take vocational studies abroad.
•   After getting a job, Meister school graduates have the obligatory military service postponed for four years and serve in the
    field of their specialisation.
Singapore

Why Singapore?
 Singapore is one of the “Four Asian Tigers”, which underwent rapid
  industrialisation between the early 1960s and 1990s, and has become one of the
  world-leading international financial centres.
 Singapore sees TVET as crucial to the country’s economic development and
  building a knowledge-based economy.
 Prior to the early 1990s, TVET in Singapore was perceived as the “last resort”
  associated with “losers, low achievers, and school dropouts”.
 The government set a goal to rebrand TVET as “hands-on, minds-on, hearts-on”
  education to increase its attractiveness and produce highly skilled graduates.
Singapore (cont.)

Key developments: 1950s – 1960s

                                                                                        In 1963, a government
   In 1954, Singapore                                                                      trade school was                      Between 1962 and
                                                         In 1960, Adult
  Polytechnic, the first                                                                  converted into the                        1966, twelve
                            In 1956, the first two   Education Board (AEB)
 institution to provide                                                                  Singapore Vocational                  vocational secondary
                             secondary technical      was formed to meet
     post-secondary                                                                        Institute, the first                  schools and seven
                            schools were opened.     the educational needs
technical training, was                                                                  vocational institute to                technical secondary
                                                       of working adults.
       established.                                                                        specialise in craft                   schools were built.
                                                                                                subjects.

                                                        One of the first reforms introduced by the Technical Education
   In April 1968, the       In May 1968, all TVET        Department (TED) at the Ministry of Education was to discontinue
  National Industrial          initiatives were          the vocational stream at the secondary level. Vocational schools
Training Council (NITC)      consolidated at the
     was formed to          Ministry of Education
                                                         were converted into vocational institutes or merged with academic
   establish policies       under a newly created        stream schools to become bilateral schools. In 1969, technical
 regarding TVET in the       Technical Education         training was extended at the secondary level.
        country.              Department (TED).

                                                                        Source: Technical and Vocational Education, Singapore,
                                                                        https://eresources.nlb.gov.sg/infopedia/articles/SIP_2019-06-14_155946.html
Singapore (cont.)

 Key developments: 1970s-1980s

                                                                                                       In 1979, the Skills           In the 1970s and 80s,
                                                   In 1979, the ITB and AEB                        Development Fund (SDF)         industrial training institutes
     In 1973, the Industrial
                                                    were amalgamated and                           was established and Skills        expanded in terms of
  Training Board (ITB) was set
                                                  formed the Vocational and                         Development Levy was              buildings, facilities,
      up. It took over TED’s
                                                   Industrial Training Board                       introduced to encourage         equipment, as well as the
         responsibilities.
                                                            (VITB).                               employers to invest in skills     student enrollment and
                                                                                                  upgrading of the workforce.          diplomas offered.

    As required by law under the Skills Development Levy (SDL) Act, employers are
     required to pay a monthly SDL to the Skills Development Fund (SDF) for all
     employees rendering services in Singapore. Terms and conditions apply.
       The SDL payable is at 0.25% of the monthly remuneration for each employee, with
       the minimum payable of S$2 and a maximum of S$11.25.
       SDF is used to support workforce upgrading and retraining courses. Employers can
       claim reimbursement for a large part of the course fees from the fund when they
       send their employees to attend training locally or overseas under the national
       Continuing Education and Training system.
       The SDL and SDF are administrated by the SkillsFuture Singapore Agency (SSG).

Source: Skills Development Levy (SDL) System, SkillsFuture Singapore Agency (SSG), https://sdl.ssg.gov.sg/
Singapore (cont.)

Key developments: 1990s-2010s

 In 1990, a new level,
the Normal (Technical)               In 1992, the VITB was
                                                                     Two new full-sized
      stream, was                       restructured and
                                                                   polytechnics, Temasek                                               The fifth polytechnic,
     introduced in                    elevated into a post-                                             In 1999, the
                                                                      Polytechnic and                                                  Republic Polytechnic,
 secondary schools to                secondary institution,                                           Manpower 21 Plan
                                                                    Nanyang Polytechnic,                                                was established in
prepare students who                     the Institute of                                              was launched.
                                                                   were founded in 1992                                                        2002.
were more technically                 Technical Education
                                                                   and 1994, respectively.
inclined for vocational                       (ITE).
        training.

                                                                    Manpower 21: Vision of a Talent Capital put forward the following six strategies:
                                        The Singapore Institute
Two specialised schools                                             •   integrated manpower planning to better align manpower demand and supply
                                         of Technology and the
     for the Normal                                                 •   promoting lifelong learning for lifelong employability
                                        Singapore University of
  (Technical) stream –
Crest Secondary School
                                          Social Sciences were      •   drawing on foreign manpower to augment the talent pool
                                        established in 2009 and     •   transforming the work environment to enhance productivity and optimise
and Spectra Secondary
                                         2017, respectively, to
 School – were opened                                                   resource use
                                        forge an applied degree
   in 2013 and 2014,
                                         pathway with a strong      •   developing a vibrant manpower industry by enhancing manpower development,
      respectively.                                                     deployment, and management
                                             industry focus.
                                                                    •   forging stronger partnerships between the public, private, and people sectors.
Source: Ministry of Manpower, Singapore, https://www.mom.gov.sg/
Singapore (cont.)

Key developments: 2010s and beyond

                                                                                                                                       In 2012, the National
In 2003, Singapore Workforce                                                                                                        Productivity and Continuing
  Development Agency was                     In 2005, the Singapore                                                               Education Council (NPCEC) was
                                          Workforce Skills Qualifications                 In 2008, the Continuing
      established. It was                                                                                                             established to develop a
                                             (WSQ) framework was                        Education and Training (CET)
    reconstructed into the                                                                                                            sector-based strategy to
                                                   launched.                             Masterplan was launched.
Workforce Singapore (WSG) in                                                                                                       improve national productivity
             2016.                                                                                                                  and identify new sectors of
                                                                                                                                              interest.

  The Singapore Workforce Skills Qualifications (WSQ) system is a national continuing
   education and training system designed for adult workers, complementing the formal education
   system for students. WSQ training is accessible to all workers and does not require academic pre-
   requisites.
  The Continuing Education and Training (CET) Masterplan is a comprehensive plan to prepare
   Singaporean workers for the future and develop a source of competitive advantage for Singapore.
   It was refreshed in 2014 and is now known as the Continuing Education and Training Masterplan
   (CET 2020).
  CET Centres were established to deliver quality adult education. CET Centres are public training
   providers which offer a comprehensive array of WSQ courses as well as additional services, such
   as employment advisory and placement.                                                            Source: Ministry of Education, Singapore, https://www.moe.gov.sg/
Singapore (cont.)

Key developments: 2010s and beyond (cont.)

                                                                                       In 2016, two statuary boards –
   In 2014, the Applied Study in                                                      SkillsFuture Singapore (SSG) and
                                               In 2014, the SkillsFuture
    Polytechnics and ITE Review                                                       Workforce Singapore (WSG) were
                                               Council was established.
 (ASPIRE) committee was formed.                                                      formed to move the national focus
                                                                                     on skills and employment forward.

  The Applied Study in Polytechnics and ITE Review (ASPIRE) committee, formed                SkillsFuture is a national movement to
   in 2014, aims to study and propose how applied education in the polytechnics                provide Singaporeans with the opportunities
   and ITEs could be enhanced to help students build a strong foundation in skills             to develop their fullest potential throughout
   that would enhance their career and academic prospects.                                     life, regardless of their starting points.
  The ASPIRE recommendations are centred on:
    Choices: Helping students make better education and career choices, both in
     school and beyond graduation
    Skills: Creating more opportunities for polytechnic and ITE students and
     graduates to grow the skills they need and excel in the career they choose to
     pursue
    Paths: Building more paths that will allow polytechnic and ITE graduates to
     progress in their careers by developing their skills.
                                                                                            Source: Ministry of Education, Singapore, https://www.moe.gov.sg/
Singapore (cont.)

                                                                        Workforce Singapore (WSG)
   SkillsFuture Singapore (SSG)
                                                                        (formerly known as Singapore Workforce Development
                 ↓                                                      Agency)
   Under the Ministry of Education of the Singapore                                  ↓
   Government
                                                                        Under the Ministry of Manpower of the Singapore
                 ↓                                                      Government
   Responsibilities                                                                  ↓
   • Drives and coordinates the implementation of the                   Responsibilities
        national SkillsFuture movement
                                                                        • Oversees the transformation of the local workforce and
   • Maximises synergies between pre-employment and
                                                                            industry to meet ongoing economic challenges
        continuing education and training
                                                                        • Promotes the development, competitiveness,
   • Develops an integrated system of education, training,
                                                                            inclusiveness, and employability of all levels of the
        and career progression for all Singaporeans
                                                                            workface
   • Promotes industry support for individuals to advance
                                                                        • Ensures that all sectors of the economy are supported
        based on their skills
                                                                            by a strong and inclusive Singaporean core
   • Fosters a culture and holistic system of lifelong learning
                                                                        • Matches manpower supply with industry demand
   • Ensures the high quality of education and industry-
                                                                        • Supports and assists Singaporeans seeking employment
        relevant training in the country.
                                                                        • Helps enterprises become more manpower-lean.

Source: SkillsFuture Singapore (SSG) / Workforce Singapore (WSG),
https://www.ssg-wsg.gov.sg/about.html
Singapore (cont.)
                                                                                     (cont.)

                                 Any training organisation that wishes to offer Workforce Skills Qualifications (WSQ) courses or WSQ and Private
WSQ Approved Training            Education (PE) courses must meet the accreditation criteria established by SkillsFuture Singapore (SSG). There are three
Organisation (ATO) and WSQ       types of WSQ Approved Training Organisations (ATO):
Approved Training
Organisation-Private Education      Public ATO or Public ATO-PEI
Institution (ATO-PEI)               Both ‘Public and In-house’ ATO or both ‘Public and In-house’ ATO-PEI
                                    In-house ATO only.
                                 To promote lifelong learning efforts and make learning more accessible, all training providers offering WSQ courses will
Blended Learning Requirement
                                 have to incorporate blended learning, including classroom learning and/or workplace learning and/or technology-
in WSQ Courses
                                 enabled learning.
                                 The Skills Framework is developed for the Singapore workforce by the government in partnership with employers,
                                 industry associations, unions, and professional bodies. The Skills Framework provides up-to-date information on:
                                    Various industry sectors
                                    Career pathways
                                    Occupations and job roles
                                    Existing and emerging skills
The Skills Framework                Training programmes for skills upgrading and mastery.
                                 Individuals can use the Skills Framework to make informed choices on career development and skills upgrading.
                                 Employers can use the Skills Framework to design progressive human resource practices to recognise skills and make
                                 informed decisions on skills investment.
                                 Training providers can use the Skills Framework to develop industry-relevant programmes to respond quickly to
                                 employers’ and individuals’ needs.
Singapore (cont.)

                                     (cont.)

 SkillsFuture Credit
SkillsFuture Credit aims to encourage individual
ownership of skills development and lifelong
learning.
Every Singapore Citizen aged 25 years and above
receives an opening SkillsFuture credit of S$500
to reskill and upskill, and be better equipped to
seize new career opportunities. Terms and
conditions apply.
Singapore (cont.)

                Source: Ministry of Education, Singapore,
                https://www.moe.gov.sg/education/education-system
Sultanate of Oman

                                             Why Sultanate of Oman?
                                              TVET in Oman is offered by:
                                                    o one Higher College of Technology located in Muscat
                                                    o six regional Colleges of Technology located across the country
                                                    o six regional Vocational Training Centres
                                                    o two Fisheries Training Institutes run by the Ministry of Manpower.
                                                  In addition, learners can pursue technical and vocational education and training in
                                                  numerous private institutions.

Source: Technological Vocational Education and Training, Sultanate of Oman,
http://www.tvetoman.net/Pages.php?PID=2
Sultanate of Oman (cont.)

The Higher College of Technology in Muscat and six
regional Colleges of Technology offer programmes in
engineering, IT, business studies, applied sciences,
pharmacy, fashion design, and photography.

                 Students can pursue studies at the diploma (two years), advanced diploma (three years), and
                  technological bachelor’s (four years) levels including the foundation year that focuses on English,
                  IT, and Mathematics.
                 Those students who cannot meet the academic requirements and proceed to a higher level of
                  studies are offered on-the-job training supervised by college-based tutors and industry-based
                  practitioners.
                 The current system focuses on the development, regular review and improvement of
                  programmes, training curricula, and vocational specialisations required for the current labour
                  market needs.
Sultanate of Oman (cont.)

 After completing Grade 10, students can enroll at the Vocational Training Centres. The centres offer
  three-year programmes preparing students for various vocational levels. Each level corresponds to one
  academic year:
    • First year: Limited skills
    • Second year: Skilled
    • Third year: Craftsman.
  The curriculum includes not only occupational sciences, but also the basic skills.
 Starting in academic year 2012/2013, the Vocational Training Centres offer post-secondary vocational
  diploma, which consists of a one-year foundation programme and a two-year diploma programme.
  Successful graduates who meet all academic requirements can proceed to bachelor’s studies at the
  College of Technology.
Kingdom of Saudi Arabia

                                                                              TVET sector is supervised by the Technical and Vocational Training Corporation (TVTC)

                                                                              Industrial secondary       Offered at the upper secondary education level
                                                                              vocational courses         Duration: 3 years
                                                                                                         Admission requirements: lower secondary certificate
                                                                                                         Graduates with this qualification are able to attend TVET
                                                                                                          programmes at the short cycle tertiary education.
                                                                              Technical programmes       Offered at the post-secondary non-tertiary level
                                                                                                         Duration: 2.5 years
                                                                                                         Admission requirements: upper secondary certificate
                                                                                                         Graduates with the Associate Technical Degree are able to
                                                                                                          attend TVET programmes at the tertiary education level.
                                                                              Applied bachelor’s         Offered at the tertiary education level
                                                                              programme                  Duration: 2.5+2.5 years (2.5 years diploma programme and
                                                                                                          then 2.5 years of further courses to obtain the applied
                                                                                                          bachelor’s qualification)
                                                                                                         Admission requirements: completed 75 credit hours of the
                                                                                                          technical diploma in a College of Technology or Higher
                                                                                                          Technical Institute
                                                                                                         Graduates are able to attend applied master’s programmes and
                                                                                                          General Education master’s programmes in a related field upon
Source: Technical and Vocational Training Corporation (TVTC), Saudi Arabia,                               graduation.
https://www.tvtc.gov.sa/_layouts/15/TVTCWeb/default-Ar.aspx#firstPage/2
Recommendations

Steps to improve TVET sector in the UAE
 Foster a more favourable perception of TVET by the society in general, and by students and their parents in
  particular
 Register good quality TVET providers that are subject to regular review
 Develop flexible approaches/pathways to register/license different types of TVET providers currently available in
  the UAE as well as various training and assessment processes
 Create a comprehensive inventory of TVET providers and what they deliver
 Increase the number of Registered Training Providers (RTPs) across the country
 Improve and ensure the quality of TVET providers and training they deliver
 Ensure transparency in the Qualifications Framework
 Increase transparency of learners’ certificates
 Provide endorsement and recognition of good overseas TVET qualifications
 Provide a limited number of national qualifications in specialist UAE-relevant fields
Recommendations

Steps to improve TVET sector in the UAE (cont.)
 Arrange articulation agreements, and implement Recognition of Prior Learning (RPL) and Credit Accumulation and
  Transfer Scheme (CATS) to enhance learners’ progress upwards in their qualifications
 Increase the number of expatriate and adult learners in TVET
 Promote female participation in TVET programmes
 Establish a lifelong TVET system
 Establish a TVET provider-industry linkage
 Develop curricula based on current and future labour market needs
 Ensure TVET instructors have practical work experience in their fields
 Integrate learning and work
 Improve communication between education authorities and TVET providers
 Increase collaboration between TVET providers
 Restructure TVET providers, if required, to enhance learners’ competitiveness and
  employability.
Thank you!
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