Education for Employment Forum ACCC Conference Edmonton, Alberta, Canada June 4, 2011

1. Education for Employment Forum ACCC ConferenceEdmonton, Alberta, CanadaJune 4, 2011 By Diouma GNING DIOUF EFE Coordinator Sénégal

2. The EFE Project is supporting the implementation of TVET reform which aims to better align education with employment needs by: - Institutionalizing competency-based education, the pedagogical model chosen by the METFP for the reform - The development of links with the private sector. - Institutional support to national departments.

3. Competency-based Education (1) • Development, revision, validation and certification of programs (integrated continuum) • The programs are developed through the institutional partnerships • This work is undertaken in line with the ministerial authorities responsible for program validation - The colleges and institutes support the certification process: • Through technical support to the Ministry (DECC) • By using new programs that have been developed and the new certification process as a pilot

4. Competency-based Education (2) • Winning conditions in the EFE (leverage effect) • Number of institutions involved • 13 Canadian colleges and institutes are partners with 13 Senegalese TVET institutions (7 technical colleges, 4 vocational training centres, 2 private TVET institutions) • B) Number of people trained • 228 trainers and 28 managers plus 12 Monitoring officers, assigned by the Ministry to each institutional partnership • C) Number of programs developed • 16 CBET programs developed, of which 5 are already being offered and for which 2 will graduates their first cohorts in 2011 • * ACCC and the Ministry will give participates an attestation of training at the end of the project

5. Important capacity building activities • Technical Discipline training, based on needs • Entrepreneurship training with support from ILO (20 participants) to develop an entrepreneurship module and integrate it into the programs • Management training: management, information systems management, prior learning and assessment (based on the model from Quebec), administrative management practices and pedagogical practices using CBET

6. Development of new links with the private sector • Participation of the EFE in defining the mandate of structures for public/private partnership

7. Development of new links with the private sector (2) • Participation of the private sector in identification of programs, in occupational analysis and at the Forum • 6 professional organizations from 3 sectors of activity covered by the project are participating in the the development of programs to be developed are in the EFE change management committee • 68 participants from the productive sector partcipated in the occupational analysis • Private sector participated in the forum on “TVET institutions serving industry and business competivity”. Various employers’ associations did some publicity

8. Development of new links with the private sector • Creation of employer advisory committees at the level of the institutions

9. The development of new links with the private sector (4) • Services for businesses • Training session for the 13 institutions on financing models for continuing education so that they would know how to subscribe to such a program • Creation or strengthening of a continuing education service within the institutions (expected during the 3rd year of the project)

10. The development of new links with the private sector (5) • An example of a college serving local development – Mining College of Kedougou • End-of-year projects (students from Kedougou and Sherbrooke) to help the local population: shea nut graters, water extraction, processing tool for gold washers

11. Institutional Change (1) • Support to the department of exams and certification • Revise of the certification process • Develop a guide for certification standards, validation frameworks • Revise the law on CBET certification • Still to be done: validate the certificaton standards at the Ministry and distribute these to the 13 institutions involved in the EFE

12. Institutional Change (2) • Support to the department of technical and vocational training • Training of 50 people on sharing responsibilities related to TVET, the role of different actors in the the process for developing programs and models for sectoral monitoring at the national level • To do: supporting the approval by the ministry of this shaaring of responsibiliteis for a more effective of management of the system

13. Institutional Change (3) • The EFE supports institutional change at all levels: with the Ministry, training institutions; it also supports networking collaboration • It is an in-depth transformation of roles, responsibilities and relations with partners

14. Important actions for the 3rd year of the project • Providing adequate equipment and workshops • Support to implementing the programs that have been developed (management of institutional trainers & managers, up-dating or harmonizing, support to autonomy for the institutions (task-sharing & responsibilities in the process of program development • Support to developing services for businesses – continuing education in particular • Support to the TVET Institutions network

15. Lessons - challenges • An outstanding engagement of teachers and adminstrators • A remarkable participation of the private sector in occupational analyses • The difficulty of harmonization and management within the ministry which has support from a various partners

16. Conclusion • The “partnership” strategy allows for brainstorming, exchanges of experience of training in Canada as well as in Senegal • Briefly, a variety of situations that facilitate creativity and innovation and which can serve all of us • This approach needs coordination and harmonization to avoid too great an dispersion with the same ministry