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The vision for Sri Lanka’s Tertiary and Vocational Education

Dr.T.A.PiyasiriDirector General

Tertiary and Vocational Education Commission

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Tertiary (Non University) and Vocational Education system in Sri Lanka

• Public sector institution networks• Individual public sector institutions• Private sector institutions• Institutions operated or assisted by the Non

Governmental Organizations• Formal and informal apprenticeship training

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Past Ten Years of development

Past ten years of development in the TVET sector was guided by:

• Presidential Task force recommendations on TVET reform - 1998

• ‘Mahinda Chinthana’: Vision for a New Sri Lanka – A Ten Year Horizon Development Framework 2006-2016

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Qualification framework in par with internationally recognized systems

National Vocational Qualification

NVQ

(Unified qualification system)

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– Competency Standards – Competency based curricula– Competency based training and

assessments– Quality Assurance

NVQ s are based on

Qualifications are awarded through

• Continuous and final assessments in accredited courses

• Recognition of Prior Learning (RPL) and assessment

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National Vocational Qualification Levels

NVQ Level 7 Involve with

Design and innovation

NVQ Level 6 Manage others

NVQ Level 5 Supervise others

NVQ Level 4

Work independently

NVQ Level 3 Work under some supervision

NVQ Level 2

Work under Supervision

Core entry/basic skills (NVQ Level 1)

Certificates

Diplomas

Deg

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Linkages to Diploma & Degree Programmmes

NVQ Level 2

NVQ Level 3

NVQ Level 4

Middle Level Non - NVQs

NVQ Level 5

NVQ Level 6

Cognitive attainment

equivalent to GCE O/L + Selection Test

Selection Test

Selection TestNVQ Credit

Transfer

B.Tech (NVQ Level 7)

B.Tech (Special)

Selection TestNon – NVQ

credit transfer

NVQ Level 1

Optional 4th year for selected courses

Three year

Degree

Programme

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Process of Quality Assurance

• Registration of Training institutions• Accreditation of courses• Establishment of Quality Management System• Monitoring and Auditing at regular intervals

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Vision for short and medium term

• National Policy Framework on University, Technical and Vocational Education -2009

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Administrative aspects of TVET for improved efficiency

• Legal framework • Change of focus in TVET system• Stress the need for integrated approach for

systematic development of the TVET sector

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Policy highlight

• Policy 1: Create a legal environment that facilitates development initiatives and effective implementation of TVET.

• Strategy: Enact legislation to bind all public, private and NGO institutions providing TVET to a common qualification and development framework.

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Economic and Financial Aspects

• Pro- poor policy of General Education and TVET• Standardised costing, budgeting and financial

management• Alternate funding mechanisms

- Social and individual benefits- Reluctance of companies to invest- Government funding- Contribution from the trainees

• Legal status to generate and retain funds in institutions• Supporting private sector institutions

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Policy highlights

• Policy: Curricula and courses provided in state-run TVET institutions should be strictly responsive to economic and social demand and be maintained at national and international competitive levels.

• Policy: Rationalise courses to optimise the use of resources in state TVET institutions.

• Policy: Provide state assistance where necessary, to non –state sector TVET institutions.

• Policy: Encourage establishment of formal, long term public-private partnerships at institutional and training centre level.

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Improvement of image, effectiveness, and employability

• Assessment of the present system and institutional image

• Enhancing the employability

- courses for local and foreign employment - Marketing strategy

• Entrepreneurship skills• Access to TVET for vulnerable groups

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Policy highlights

• Policy: Ensure due recognition of NVQ standards in recruitment to state sector posts, and in awarding government contracts.

• Policy: Develop entrepreneurship skills to promote self employability.

• Policy: Design customised TVET/livelihood training for vulnerable and disadvantage groups.

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Quality assurance and Career guidance

• Quality assurance through Institute Registration, Course Accreditation and Quality Management.

• Admission, Accreditation and Quality Assurance Council of Univotec

• Career Guidance

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Policy highlights

• Policy : Establish an accreditation and quality assurance framework for all TVET institutions.

• Policy: Establish a career guidance network for the TVET system.

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Long term vision

• Transformation of institution based training system to institution and company based dual training system

• Strong Public Private Partnerships in all areas of TVET

• Larger share of cost of training transferred to companies and individuals

• Larger international cooperation to make qualifications acceptable regionally and globally

• Professional groups setting the standards of competencies and training

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Existing industry relations in the TVET sector

• Competency standard setting by NITACs• Industry participation curriculum development• Large number of assessors from the industry• Public – Private Partnerships for specific training• Industry Advisory committees in COTs• Strong private sector participation in Regulatory,

Planning and Policy Making functions in TVEC• Sector Policy Training Advisory Councils

(SPTAC) in the TVEC

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Generic Terms of Reference of SPTAC

• Advise the TVEC, on the possible impact of industry trends on technology issues.

• Work closely with the TVEC and provide guidance/advise in strategic planning

• Establish such committees, shared interest groups, task forces, and other organizational units, as it deems useful

• Recommend / approve / validate work carried out by a third party

• Facilitate sharing of physical and human resources between TVET providers and industry

• Facilitate the placement of TVET trainees for on-the-job training

• Help develop Public Private Partnerships (PPPs)

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Thank you