Central management of training

2. Components of the Engineering of Vocational and Technical Training Program development Central management of training Government orientations, policies and structures Local implementation of programs

4. The Central management of training Principles and dimensions of partnership Regional and local needs Areas of partnership Partners Financial backers Implementing agencies Bilateral and multilateral agencies International organizations Role of the State Social project Political commitments Social groups Managing and organizing training Local and Regional socioeconomic Development priorities Political will National partnerships International partnerships Managing human resources Determination of work force needs Managing the development of the educational institution Management structure of educational institutions Participation of political partners Participation in the orientation and management of institutions Partner ministries Participation of businesses and employers Management structure of partner ministries and agencies Continuing vocational and technical training Definition of conditions for participation Design and orientation of the system Participation of the informal sector, the community and associations Management structure of the architect Relationships between the informal and formal sectors Strategic planning Programming of activities Regulations: Initial and continuing training Statutes governing the working conditions of VTT staff Laws respecting vocational and technical training Funding of the system Development of cooperative efforts and partnerships Continuing evaluation of the system Diagnostic analysis of existing laws Enactment or amendment of the legislative framework Content of the legislative framework Content of the regulations Regulatory orientations with respect to studies Relationships between initial and continuing vocational and technical training Teachers Management staff Support staff Establishment of priorities and sociopolitical commitments Definition of the roles, powers and responsibilities of local and regional authorities Government orientations, policies and structures Establishment of an administrative apparatus Revision of the legislative and regulatory framework

6. Government orientations, polices and structures Program development Sector-based or regional approach Training sector Informal economy Occupational classification Assessment of quantitative needs and determination of their geographic distribution Training-employment correlation Nature, complexity and recurrence of training needs Establishment of priorities Relationships between social and economic development Training in the Educational institutionTraining in the workplace Work-study programs coordinated by the educational Institution Vocational and technical training practicums Labour market observation Determination of training needs Development priorities Performance indicators Indicators illustrating The effectiveness and efficiency of the system Pedagogical intervention strategies for program implementation Training costs Surveys of graduates Indicators used to measure the degree of training-employment correlation Resources needed for program implementation Surveys of employers Indicators illustrating the development and evolution of VTT The system’s ability to meet needs Preliminary impact analyses Impact analyses Rules governing access to programs of study Human resources development at the national level Physical and material organization The system’s adaptability and flexibility Funding methods Geographic Access Financial access Training and recruitment of teachers Professional development related to the implementation of a program of study Recruitment and training of managers Funding of VTT Participation of partners (businesses and local communities) Instructional and material Organization guide Program implementation at the local level Labour market analysis Monitoring and evaluation of the VTT system The central management of training Planning of program offerings Organization of training at the national level

8. The central management of training Methodological framework Definition of training sectors Training sector profiles Program development priorities Development plan Purpose of the job analysis Content of the job analysis Information gathering methods Nature and scope of the competencies Study of training needs by sector Orientations and the program development plan Job analysis Evaluation of learning and competencies Correspondence between the competencies and the job Determination of the competencies associated with the trade or occupation Support for the evaluation of competencies Organization of competencies Recognition of prior scholastic and experiential learning Organization of the proposed training plan Training scenario Support for teaching and learning Harmonization of programs and the creation of bridges Instructional organization Validation of competencies and the proposed training plan Physical and material organization Relevance, coherence and feasibility of the proposed training plan Organization of the program of study Indicators of proficiency Training objectives Formulation of competencies as objectives Specifications on the scope of the objectives Conditions for the evaluation of competencies Performance criteria Order of training objectives Grid of competencies Analysis of qualitative training needs Program development Production of instructional support documents Design of the proposed training plan Development of the program of study

10. The central management of training Human resources management Evaluation of the institution Performance indicators and trend chart Annual report Educational projet Success plan Instructional management framework Annual action plan Promotion and communications plan Determination and allocation of resources Governing board Internal and external committees Educational planning Evaluation planning New competencies for teachers Pedagogical and administrative training Strategic planning Operational planning Guidance and accountability Recognition ofprior learning Missing components of training Service agreements Continuing training Instructional organization Practicums Work-study programs Sharing of resources Strategic alliances with businesses and the community Optimizing capacity Optimizing individualized training paths Institutional organization School-business committees External committees Employability development agencies Education watch Cooperation between the educational institution and the community Placement of graduates Recruitment and admission Employment assistance and student services Physical organization Upgrading of facilities Material organization Instructional cost-control strategies Purchasing and inventory management strategies Diversification of funding sources Equipment selection, acquisition and installation Equipment maintenance and replacement Specifications Teaching/learning scenarios Site development plan Construction Renovation Constraints Greater management autonomy Program implementation at the local level Emphasis on partnership And continuing training A learner-based approach to educational organization Equipment and facilities resembling those found in the workplace

11. The following five slides can be used to enrich the presentation with comments or supplementary explanations