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Dushanbe , 12 October 2018

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.

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Dushanbe , 12 October 2018

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  1. Project Steering Committeethird meeting QESP I – Lot 2Presentation of Project Progress and a Work planGalia Bozhanova, Team Leader and TVET Policy expert Dushanbe, 12 October 2018

  2. QESP I - Lot 2Technical 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

  3. To contribute to the development of a modern education 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 Overall objective To support the development of a modern and viable 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 Purpose

  4. Geographical area to be covered- in the capital Dushanbe andselected regional TVET in-service teacher training centres Project duration – 3,5 years(42 months) Presented Implementation period- 3 February – July 2018 Geographical area and schedule Project is funded by the EU

  5. Lot2 TA to MoLME R1: Regulatory framework, defining roles and responsibilities different ministries and their subordinated structures RF • R4: Establishment of mechanisms for “school-businesses” Partnership CPD CB P • R5: Capacity Building • of MoLME to develop and manage the initial TVET sector R2: CPD- Continuous Professional Development system, TCF and SAS TT R3: In-service TT Providers for the IVET teacher training . Project is funded by the EU

  6. Outcomes 3d Implementing period

  7. Outcome 1: A Concept Document on Governance of IVET Outcome 2: TNA Outcome 3: PilotINSET 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 Outcomes 3d Implementing period Project is funded by the EU

  8. BUILD CPD System for IVET professionals CPD PROCESS Priority VET fields and specialties Situation analysis TCF TNA Structure TT Programmes INSET TT Centers Pilot TT Programmes SAS

  9. 8 IVET fields are considered priority Situation Analysis Project is funded by the EU

  10. 18 IVET qualifications considered priority Situation Analysis Project is funded by the EU

  11. 18 IVET qualifications considered priority Situation Analysis Project is funded by the EU

  12. TNA – Training Needs Analysis STEP 4 3 workshops 63 participants STEP 3 TNA Report & Recommendations validation of results with stakeholders, feed-back reflection, analysis 1611 889 T 722 M + 250 managers STEP 2 Research/ data collection – 2 questionnaires, first analysis of findings, and validation with beneficiary STEP 1 • Validation– • 3 validation workshops Methodology WG2 Project is funded by the EU

  13. TNA – FINDINGS Managers 23 01 01 | First priority • Special software/application(s) used in my subject field • ICT for teaching • Student behaviour and classroom management • Teaching students with special needs • Teaching in a multilingual and multicultural setting (including gender sensitivity) • Strategic planning • Project management • … 02 FINAL STEP 4 Priority 2 Priority 1 STEP 2 02 | Second priority STEP 1 • 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 EU

  14. TNA – FINDINGS 29 Teachers and Masters of practical training • Knowledge of the curriculum • Knowledge and understanding , Practical skills and Special software applications in the subject field(s) • Student assessment and evaluation practices • 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 • … First priority 1 01 02 2 Second priority • Pedagogical competences in my subject field(s), … Project is funded by the EU

  15. Developing TCF Lot1&Lot2 Project is funded by the EU

  16. Developing TCF Project is funded by the EU

  17. Three fundamental topics for all teachers Developing TCF 1. Teaching and learning strategies (or techniques) 2. Lesson planning 3. Assessment Project is funded by the EU

  18. TNA – FINDINGS TT Programmes proposed structure 1. Pedagogical Training Program 2. Core Skills Training Program 3. Transversal Skills Training Program 4. IVET Civil Service Training Program 5. Subject Specific Training Programme minimum duration of 36 or 72 training hours 4+1 modules Project is funded by the EU

  19. TNA – FINDINGS 1. Pedagogical Training Program Knowledge of the curriculum Student assessment and evaluation practices ICT for teaching Student behaviour and classroom management Approaches to individualised learning Teaching students with special needs Teaching in a multilingual and multicultural setting (including gender sensitivity) … • example modular TT Programme Project is funded by the EU

  20. TNA – FINDINGS • example modular TT Programme 2. Core Skills Training Program Problem solving Communication and interpersonal relations Creativity and innovation Working in teams Presentation … Project is funded by the EU

  21. TNA – FINDINGS 3. Transversal Skills Training Program Entrepreneurship Strategic planning Project management Developing and managing a business Work and time management Risk management Quality management Negotiation Customer orientation /Service- minded management Health and safety procedures and practices Education and employment opportunities • example modular TT Programme Project is funded by the EU

  22. TNA – FINDINGS 4. IVET Civil Service Training Program IVET civil service and legislation of Tajikistan IVET standards of Tajikistan • example modular TT Programme Project is funded by the EU

  23. TNA – FINDINGS 5. Subject Specific Training Programme Use construction software: AUTOCAD, ARCHIСAD, NANOCAD Water supply system Heating system Toilet system Gas supply system Usage and repair of plumbing equipment Measurements Marketing • example modular TT Programmes • Plumber Project is funded by the EU

  24. Pilot TT programme on Seamstress Situation Analysis &TNA Project funded by the EU

  25. Pilot TT programme onSeamstress 25 participants 10 days training 72 hours 97.62% success rate Project funded by the EU

  26. 8 INSET TT providers selected In-service training providers for the CPD of IVET professionals by regions and specialisation:

  27. 8 INSET TT providers selected In-service training providers for the CPD of IVET professionals by regions and specialisation:

  28. Supply of TE for the INSET TT providers Project is funded by the EU

  29. Initial meeting Review and establish a Legal database for TVET-Business partnership mechanisms Partnership development Project is funded by the EU

  30. Commentson 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 Regulatory Framework Project is funded by the EU

  31. VET Governance A Concept Document on Governance of IVET WG1 Project is funded by the EU

  32. Governance Priority 1

  33. Governance 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 EU

  34. Capacity Building Project is funded by the EU

  35. MTAP2018-2020(IVET&VET) Participation in Regional workshop Uzbekistan Study visit Capacity Building Project is funded by the EU

  36. MTAP2018-2020 (IVET&VET) Goal 1 Graduates of lyceums and colleges are in demand on the labor market and the prestige of the VET professions and vocational schools is increased The content of IVET and S-VET are aligned with the needs of the labour market MTAP 2018-2020 Strengthening human resource capacity of educational institutions of IVET and secondary VET schools QA 1.1 1.2 1.3 Development of a methodological and regulatory framework for assessment the quality of IVET Project is funded by the EU

  37. MTAP2018-2020 (IVET&VET) Goal 2 • By 2020, equality in access to primary and secondary vocational education, and additional education for adults, including vulnerable groups, • has been increased • Improve the gender balance in IVET and S-VET MTAP 2018-2020 • Creation of conditions for expanding the admission of persons with special educational needs • Improved access to additional education, including PWDs EA 2.1 2.2 2.3 2.4 2.5 Improved infrastructure of vocational education institutions in rural areas • Increased prestige and attractiveness of profession of IVET and S-VET

  38. 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 Capacity Building Project is funded by the EU

  39. 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. Capacity Building Project is funded by the EU

  40. Regional workshop on Developing TVET Policies Designed to Increase Skills for Employment and Entrepreneurship in Asia-Pacific Developing TVET policy recommendations and action plans forfostering 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 Capacity Building Project is funded by the EU

  41. Regional 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 soundTVET policies and mainstream entrepreneurship in TVET curricula for inclusive youth employment and entrepreneurship Project is funded by the EU

  42. 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 Capacity Building Project is funded by the EU

  43. 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 Study visit Bangkok, Thailand Project is funded by the EU

  44. 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 APMED2030Bangkok, Thailand Project is funded by the EU

  45. http://www.mehnat.tj/gopa/ Project is funded by the EU

  46. http://www.mehnat.tj/gopa/ Project is funded by the EU

  47. http://www.mehnat.tj/gopa/category/gallery/?lang=ru Project is funded by the EU

  48. http://www.mehnat.tj/gopa/category/publications/presentationofprojectactivities/?lang=ruhttp://www.mehnat.tj/gopa/category/publications/presentationofprojectactivities/?lang=ru Project is funded by the EU

  49. http://www.mehnat.tj/gopa/category/project-visibility/newspapers-publications/?lang=ruhttp://www.mehnat.tj/gopa/category/project-visibility/newspapers-publications/?lang=ru Project is funded by the EU

  50. 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 Activities, milestones for the next implementing period Project is funded by the EU

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