Skills for Youth Employability through Industry Linkages

17-18/RPPAK |
28-31 August 2017, Pakistan |
Regional Program |

| Introduction and Concept |

TVET is defined by UNESCO as “those aspects of the educational process involving, in addition to general education, the study of technologies and related sciences and the acquisition of practical skills, attitudes, understanding and knowledge relating to occupation in various sectors of economic life”. TVET thus equips people not only with vocational skills, but with a broad range of knowledge, skills and attitudes that are now recognized as indispensable for meaningful participation in work and life.

In developing countries, a number of significant factors have created urgent demand for new forms of skills development to meet economic and social needs. These factors include globalization, need for demand-driven TVET and technological change. TVET needs to do more than just provide learners with knowledge and skills for specific jobs. It needs to be demand-driven, learner-centred, inclusive, accessible, and flexible.

Challenges in Industry - Institute Partnership in the TVET sector have always been a topic of discussion in both the sides. And still no sustainable model exists that is widely used. Indeed, the interaction/collaboration/partnership, world over, is quite limited. This just shows the difficulty of the problem. The sustainable partnership between Technical and Vocational Education and Training (TVET) institutions and industries is often complex, relying on a variety of arrangements. In most of the developing countries, the State plays and will be going to play a predominant role in this partnership. Regarding TVET institutes – industries partnerships, in some countries we find loose partnerships between key TVET players (institutes and industries) do exist, but there is a lack policy guidelines to provide a framework for solid sustainable partnerships.

In any TVET reform initiative, quantitative increase in TVET graduates is expected to be accompanied by quality improvement, which will require new occupational standards and demand-driven curricula, modern training equipment, more and updated training materials, more and competent teachers/instructors, etc. All this requires more resources to be mobilized for TVET. In this context, there is an urgent need for conceptualizing and implementing new sustainable partnership architecture, instruments and mechanisms and to mobilize additional resources (from both public and private) to appropriately and sustainably fund any planned TVET expansion and quality improvement. High-quality TVET systems that have a strong work-based learning element facilitate young people’s transition to work and can contribute to reducing unemployment and supporting economic development. TVET is also a powerful means of empowering people to develop their full capabilities, enabling them to seize social and employment opportunities, and increasing the productivity of both workers and enterprises. Better education and training is also necessary for (although it does not guarantee) decent work and socially sustainable, fair growth.

| Program Objectives |

  • To inform TVET Stakeholders, TVET Institutions and industrial representatives about the current policy development and collaboration between TVET institutions and industries in the Asia-Pacific Region.
  • To create a sustainable industry-institute partnership architecture in the TVET that will facilitate joint activities among participants in the future.
  • To promote and develop market driven competency based curriculum with sustainable industrial linkages.
  • To identify and develop practical mechanisms and comprehensive action plans that will accelerate institute – industry partnership.

| Program Themes |

The main goal of the regional program is to enhance the capacity of the participants, ensuring continuous improvement by internalizing and later implementing the concepts and processes in the area of Industry – Institute Linkages for Quality Assured TVET.

At the end of the program, the participants are expected to:]

  • Theme I: Creativity and Innovation in Industry – TVET Institute partnership
  • Theme II: Industry-TVET Institution Linkages - Trends, Expectations and Opportunities
  • Theme III: Qualifications systems for connecting skills development and lifelong learning
  • Theme IV: Sustainable governance and widening stakeholders’ (especially industry) engagement in TVET

| Participants' Profile & Criterion |

This regional program is primarily meant for the capacity building of TVET teachers/trainers/managers from technical training institutions, TVET related organizations and relevant officials from various TVET related government agencies.

| Collaborating Partner |

National Vocational & Technical Training Commission (NAVTTC), Pakistan