Project Steering Committee - third meeting - GOPA
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EuropeAid/137704/DH/SER/TJ Quality education support programme I
Project Steering Committee
third meeting
QESP I – Lot 2
Presentation of Project Progress and a Work plan
Galia Bozhanova, Team Leader and TVET Policy expert
Dushanbe, 12 October 2018
www.gopa.de
www.gopa.de
EuropeAid/137704/DH/SER/TJ Quality education support programme I
QESP I - Lot 2
Technical assistance to the Ministry of Labour,
Migration and Employment of Population in the
area of in-service teacher training for the initial
technical, vocational education and training
system
www.gopa.de
www.gopa.de
EuropeAid/137704/DH/SER/TJ Quality education support programme I
To contribute to the development of a modern education
Overall objective system, able to prepare informed and qualified citizens who are
ready for the "world of work" and who can contribute to
greater political stability, economic prosperity and social well-
being in Tajikistan
To support the development of a modern and viable
Purpose Continuing Professional Development (CPD) system for
TVET teachers of practical subjects, which better responds
to teachers’ needs and builds on successful national and
regional experiences
www.gopa.de
www.gopa.de
Geographical area and
schedule
Geographical area to be covered- in the capital
Dushanbe and selected regional TVET in-
service teacher training centres
Project duration – 3,5 years (42 months)
Presented Implementation period - 3
February – July 2018
Project is funded by the EU
Lot2 TA to MoLME
: Regulatory framework,
defining roles and responsibilities RF : Establishment of
different ministries and their
mechanisms for
subordinated structures
“school-businesses”
CB CPD P Partnership
: Capacity Building
of MoLME to develop and : CPD - Continuous
manage the initial TVET sector TT Professional
Development system,
: In-service TT Providers TCF and SAS
for the IVET teacher training
.
Project is funded by the EU
EuropeAid/137704/DH/SER/TJ Quality education support programme I
Outcomes
3d Implementing period
www.gopa.de
www.gopa.de
Outcomes
3d Implementing period
• Outcome 1: A Concept Document on Governance of IVET
Outcome 2: TNA
• Outcome 3: Pilot INSET TT programme on Seamstress
• Outcome 4: Technical Specification for Supply of TE
• Outcome 5: MTAP2018-2020 (IVET&VET)
• Outcome 6: Participation in Regional workshop Uzbekistan
• Outcome 7: Study visit
Project is funded by the EU
BUILD CPD System for IVET professionals
CPD PROCESS
Situation analysis Priority
VET fields and specialties
TNA TCF
Structure INSET TT
TT Programmes
Centers
Pilot
TT Programmes SAS
Situation Analysis
8 IVET fields are considered priority
Frequency of provision of
Total number of
IVET qualifications within the
VET Field teachers and masters Rating
IVET system
employed
(narrow field)
Technique and technology 103 494 1
Light industry 62 273 2
Road and railway transport 50 276 3
Agriculture 49 316 4
Power (electrical) mechanical engineering 45 194 5
Economy 41 208 6
Architecture and Construction 28 90 7
Tourism and service 15 71 8
Radiotechnics (Radio-engineering) 7 18 9
Mining Industry, Oil&Gas 3 9 10
Telecommunications 1 4 11
Crafts 1 2 12
Project is funded by the EU
Situation Analysis
18 IVET qualifications considered priority
№ Name of profession and specialties Code of
profession
VET qualifications
(National)
1 Accountant with computer knowledge 3-25 01 52,01
2 Gas-electro welder 3-36 01 51,03
3 Computer system and Internet technology 3-40 02 52,01
4 Turner 3-36 01 54
5 Assistant locomotive driver 3-37 02 53,01
6 Locksmith on car repair (Auto mechanic) 3-37 01 52,01
7 Electrician (for repair and maintenance of electrical 3-01 51,01
equipment)
8 Seamstress 3-50 01 55
9 Weaver of cotton, hemp, woollen, and silk products 3-50 01 53.02
Project is funded by the EUSituation Analysis
18 IVET qualifications considered priority
№ Name of profession and specialties Code of profession
VET qualifications (National)
10 Builder (installation of architectural elements) 3-19 01 51,01
11 Carving wood and wooden products 3-46 01 2,01
12 Carpenter-Builder 3-46 01 51
13 Carpenter 3-70 02 53.01
14 Plumber (Locksmith on the manufacture of parts 3-70 04 31,01
and parts of sanitary technical/sanitary technician)
15 Tour-operator 3-89 03 04.02
16 Confectioner (Cook – pastry cook) 3-91 51 1
17 Farmer-entrepreneur 2-74 01 31
18 Tractor driver –Machinist Agricultural industry 3-37 01 52,02
Project is funded by the EUTNA – Training Needs Analysis
STEP 4
3 workshops
STEP 3
63 participants
1611
889 T TNA Report &
722 M Recommendations
+ 250
managers
STEP 2 validation of
Research/ results with
data collection – stakeholders,
feed-back
STEP 1 2 questionnaires,
Validation – first analysis of reflection,
3 validation findings, and analysis
workshops validation with
WG2
beneficiar y
Methodology
Project is funded by the EUTNA – FINDINGS
Managers
01 | First priority 23
• Special software/application(s) used in my subject 01
field
• ICT for teaching
• Student behaviour and classroom management 02
• Teaching students with special needs
• Teaching in a multilingual and multicultural setting
(including gender sensitivity)
• Strategic planning
• Project management
• …
02 | Second priority
• Knowledge and understanding, Practical skills,
Pedagogical competences in my subject field(s)
• Knowledge of the curriculum
• Student assessment and evaluation practices
• … Project is funded by the EUTNA – FINDINGS
29
Teachers and Masters
of practical training 1 First priority
• Knowledge of the curriculum
• Knowledge and understanding , Practical skills
and Special software applications in the subject
field(s)
01 • Student assessment and evaluation practices
02 • ICT for teaching
• Student behaviour and classroom management
• Approaches to individualised learning
• Student career guidance and counselling
• Customer orientation /Service- minded
management
• Health and safety procedures and practices
• Quality management
• Knowledge about civil service and legislation
• …
2 Second priority
• Pedagogical competences in my subject
field(s), …
Project is funded by the EUDeveloping TCF
Lot1&Lot2 Transversal Specific
Generic
VET VET
Project is funded by the EUDeveloping TCF Project is funded by the EU
Developing TCF
Three fundamental topics for all
teachers
1. Teaching and learning strategies (or
techniques)
2. Lesson planning
3. Assessment
Project is funded by the EUTNA – FINDINGS
TT Programmes proposed structure
1. Pedagogical Training Program
2. Core Skills Training Program
3. Transversal Skills Training Program 4+1
4. IVET Civil Service Training Program modules
5. Subject Specific Training Programme
minimum duration of 36 or 72 training hours
Project is funded by the EUTNA – FINDINGS
1. Pedagogical Training Program
Knowledge of the curriculum
Student assessment and evaluation
practices
ICT for teaching example
Student behaviour and classroom modular TT
Programme
management
Approaches to individualised learning
Teaching students with special needs
Teaching in a multilingual and multicultural
setting (including gender sensitivity) …
Project is funded by the EUTNA – FINDINGS
2. Core Skills Training Program example
Problem solving modular TT
Programme
Communication and interpersonal
relations
Creativity and innovation
Working in teams
Presentation …
Project is funded by the EUTNA – FINDINGS
3. Transversal Skills Training Program
Entrepreneurship
Strategic planning
example
Project management modular TT
Developing and managing a business Programme
Work and time management
Risk management
Quality management
Negotiation
Customer orientation /Service- minded
management
Health and safety procedures and practices
Education and employment opportunities
Project is funded by the EUTNA – FINDINGS
4. IVET Civil Service Training example
modular TT
Program Programme
IVET civil service and legislation of
Tajikistan
IVET standards of Tajikistan
Project is funded by the EUTNA – FINDINGS
5. Subject Specific Training
Programme example
Use construction software: AUTOCAD, modular TT
ARCHIСAD, NANOCAD Programmes
Water supply system Plumber
Heating system
Toilet system
Gas supply system
Usage and repair of plumbing equipment
Measurements
Marketing
Project is funded by the EUSituation Analysis &TNA
Pilot TT programme on Seamstress
Training objectives: Training outcomes:
• Acquire technologies for Practical skills acquired and
sewing school clothes demonstrated in sewing of:
• Clothes modelling • school uniforms for boys and
• Acquire practical girls
experience in sewing • three-part costume, trousers
school clothes and vest for boys
• dress (sarafan) with trousers and
a skirt for girls
Project funded by the EUPilot TT programme
on Seamstress
25 participants
10 days training
72 hours
97.62% success rate
Project funded by the EU8 INSET TT providers selected
In-service training providers for the CPD of IVET
professionals by regions and specialisation:
No: Region Number of IVET priority programmes/specialties
In-service TT
providers
1 Training on theory, in priority directions
Linguistic
2 Accountant with computer knowledge
Computer system and Internet technology
Dushanbe Region 3 Tour operator
Confectioner (Cook – pastry cook)
3 Seamstress
Weaver of cotton, hemp, woollen, silk products
Electrician for repair and maintenance of electrical
equipment
4 Region of Architects of the architectural elements,
Republican 1 Carving wood and wooden products
subordination Carpenter – builder
Carpenter8 INSET TT providers selected
In-service training providers for the CPD of IVET
professionals by regions and specialisation:
No: Region Number of IVET priority programmes/specialties
In-service TT
providers
5 Gas-electro welder
Turner
Khatlon region 2 Confectioner (Cook – pastry cook)
6 Auto mechanic (Locksmith on car repair)
Electrician for repair and maintenance of electrical equipment
Farmer-entrepreneur (o.k.)
Tractor driver – Agricultural machinist
7 Architects of the architectural elements
Carving wood and wood,
Carpenter-Builder
Carpenter
Sughd Region 2 Plumber (Locksmith on the manufacture of parts and parts of
sanitary technical)
Gas-electro welder
8 Auto mechanic (Locksmith on car repair)
Farmer-entrepreneur
Tractor driver – Agricultural machinistSupply of TE
for the INSET TT providers
Technical specifications for procurement of TE
02 - Technical and technology equipment
03 - Transport equipment
04 - Light industry equipment
05 - Architecture and construction equipment
06 - Food processing and agriculture
Project is funded by the EUPartnership development
• Initial meeting
• Review and establish a Legal
database for TVET-Business
partnership mechanisms
Project is funded by the EURegulatory Framework
• Comments on the Draft Educational
Code in the part dealing with IVET
• Comments on the draft New IVET Law
(a version, proposed by the ADB)
• Recommendations on the current IVET
Law
• Regulation on VET Quality Assurance
• A full version of a VET law - sample
• Recommendations on the Terminology
Project is funded by the EUVET Governance
A Concept Document on
Governance of IVET WG1
Project is funded by the EUGovernance
Actions 2018-2020 2020-2025 Comments
1. Revised TVET policy and X Joint WG established by
strategy (unified)
MoES and MoLME
2. Action Plans for IVET and X X In 2018/2019
WBL
3. EU QESP II identification X Identification and
and programming
programming phase in
2018
4. New IVET Law X In 2018
5. Up-dated secondary X In 2018-2020
legislation
6. Capacity building on X In 2018/2019
Governance and Regulatory
Framework
7. QESP II X Should commence in 2020Governance
Recommendations
The Action Plan should be supported by a
regulatory framework consisting of:
a new IVET Law and
Secondary legislation
Project is funded by the EUCapacity Building
Altogether 205
participants/tr
ainees have taken
participation in
different activities
in
a comprehensive
Capacity Building
Programme;
486 training
days totally were
employed in CB
activities during
the reporting
period.
Project is funded by the EUCapacity Building
• MTAP2018-2020
(IVET&VET)
• Participation in
Regional workshop
Uzbekistan
• Study visit
Project is funded by the EUMTAP2018-2020 (IVET&VET)
Goal 1
MTAP 2018-2020
QA Graduates of lyceums and colleges are in demand on the labor market and
the prestige of the VET professions and vocational schools is increased
1.1 The content of IVET and S-VET are aligned with
the needs of the labour market
1.2 Strengthening human resource capacity of educational institutions
of IVET and secondary VET schools
1.3 Development of a methodological and regulatory
framework for assessment the quality of IVET
Project is funded by the EUMTAP2018-2020 (IVET&VET)
Goal 2
MTAP 2018-2020
By 2020, equality in access to primary and secondary vocational education,
EA and additional education for adults, including vulnerable groups,
has been increased
2.1 Improve the gender balance in IVET and S-VET
Creation of conditions for expanding the admission of persons
2.2 with special educational needs
Improved access to additional education, including
2.3 PWDs
Improved infrastructure of vocational education institutions in
2.4 rural areas
Increased prestige and attractiveness of profession
2.5 of IVET and S-VETCapacity Building
Organisational Development Seminar
for the IVET department, MoLME
Vision
• Accessible, flexible, quality
education
• Modern educational institutions
• Leading Position
• Growing material and technical
base
• Modern educational standards
• Innovative competence-based
technologies
Project is funded by the EUCapacity Building
Organisational Development Seminar
for the IVET department, MoLME
Mission
Provide a competitive VET provision for
the growth of human resources to meet
the internal and external needs of the
labour market;
Preparation of a highly qualified
specialist, contributing to the prosperity
of the country.
Project is funded by the EUCapacity Building
Regional workshop
on Developing TVET Policies Designed to Increase Skills for
Employment and Entrepreneurship in Asia-Pacific
• Developing TVET policy recommendations and action plans for
fostering youth employment and entrepreneurship in line with
the national economic plans
• Promoting quality and inclusive learning for all
• Strengthen the capacities to effectively contribute to national
TVET development
• Emphasize implementation framework of SDG 4
• Good practices that can be applied to national contexts
Project is funded by the EURegional workshop
Tashkent
Panel Discussion
on Stakeholder Engagement for Inclusive Youth Employment and
Entrepreneurship
• strengthening the capacity and cooperation among
the government, TVET schools, non-formal education
institutions, development sector organizations, and
the private sector to accelerate inclusive youth
employment and entrepreneurship
• develop sound TVET policies and
• mainstream entrepreneurship in TVET curricula for
inclusive youth employment and entrepreneurship
Project is funded by the EUCapacity Building
Regional workshop
Tajik policy priorities presented at the workshop:
• Policy priority in terms of the NSED 2020 and the NDS
2030 and the SDG 4
• Development and implementation of CPD of IVET
professionals
• Development of a career guidance system
• Improvement of the legal framework for linking VET and
the labour market
• Improving the quality of education
• Expansion of quality entrepreneurial education
Project is funded by the EUStudy visit
Bangkok, Thailand
• VET policy framework
• Models of VET QA
• Thai national qualifications framework
• HRD strategies and measures in the TVET - in-service TT
training of TVET personnel
• Relevance of VET supply to the LM expectations
• National Skill Standards
• Skills forecast, Skills assessment, Sector Skills Councils,
involvement of economic sectors – VET sectoral dialogue
• Occupational Standards and Professional Qualifications
• Work force development, measures for employability and
adaptation, school-LM transition policies
Project is funded by the EUAPMED2030
Bangkok, Thailand
4th Asia-Pacific Meeting on Education 2030
“Transforming Learning - Meeting the skills demand to
achieve the SDGs in the Asia-Pacific”
• follow-up on the intensive process of planning of the next Mid-Term
Action Plan 2018-2020 for the implementation of the National
Education Development Strategy2020
• implications to the CPD - implementation of a new performance
assessment mechanism in light of the Quality education concept
(context of SDG 4)
• optimisation of TVET/IVET regulatory framework in order to increase
the relevance of VET provision to the LM expectations
• defining the strategic goals, targets and indicators for the TVET/IVET
development in the next programming period until 2030
Project is funded by the EUhttp://www.mehnat.tj/gopa/
Project is funded by the EUhttp://www.mehnat.tj/gopa/
Project is funded by the EUhttp://www.mehnat.tj/gopa/category/gallery/?lang=ru
Project is funded by the EUhttp://www.mehnat.tj/gopa/category/publications/presentationofprojectactivities/?lang=ru
Project is funded by the EUhttp://www.mehnat.tj/gopa/category/project-visibility/newspapers-publications/?lang=ru
Project is funded by the EUActivities, milestones for the
next implementing period
Reviewed Regulatory Framework and Action Plan
meetings of project WGs
Methodology for Labour market research and draft report of findings
Report on legal base for TCF, SAS&CPD
General Training Methodology for IVET specialists
CB events on TCF and SAS
Introduction to the internal QA systems – CBP
TNA for employers – methodology and report
TNA for MoLME IVET staff – methodology and report
Analysis of the IVET and LM statistics – the capacities of MoLME for
forecasts
Defined communication needs of IVET department at MoLME and VET
department at MoES
MoLME Capacity Assessment report
Project is funded by the EUComprehensive
Capacity Building
Programme
Capacity Building is a central theme of
the project and plays a critical role
under all five results targeted to
achieve through the project realisation.
The Consultant employs a holistic
approach to capacity development that
comprises four major dimensions -
human resource development,
organisational development, network
development and systemic
development in the respective policy
field.Project Steering Committee
third meeting
QESP I – Lot 2
Project is funded by the EUYou can also read
