The National Skills Development Programe Strategy Summary

1. The National Skills Development ProgrameStrategy Summary Presentation overview Summary of the main & current skills development provision Advantages of the current provision Constraints associated with the current provision Solutions likely to successfully overcome the constraints Strategy to implement the solutions

2. 1. Summary of the main & current skills development provision MoE Dept. of Tech. and Voc. Ed. 42 Voc. Schs. (Mostly monotechs) Approx 15,000 students enrolled Tech. and higher tech. courses offered Class 9/10 entry requirement MoLSAMD 19 new VTCs plus small Provincial VTCs & contracted NGOs Approx. 12,000 trainees enrolled Shorter-term basic skills courses offered Lit/num entry requirement NGOs &Pvt Sector A small number (10-20) of intentional/dedicated VTCs A small number (100-200) of private training schools. (Eng., computing etc.) A large number (many 100s) of NGOs involved in basic skills development A huge number of small informal businesses training ‘apprentices’ - many underage. This sector is by far the largest provider of skills training in Afghanistan

3. 2. Advantages of the current provision • A good (and typical) mix of providers and provision • Providers having certain well-established expertise to serve particular target groups. (There is some overlap and duplication and Ministries need to agree on target groups.) • Mix allows great flexibility to direct funding and to target training for particular groups (and underserved groups), in particular geographical areas - rural and urban.

4. 3. Constraints associated with the current provision(Sample outputs from UNESCO-hosted Workshop on New Developments in Vocational Training and Education in Afghanistan held by the MoE DoVE on 5th and 6th September 2004) • Little cooperation/sharing/coordination of provision, at present, among GOs, NGOs,& Pvt. sector. • More technical and financial support for the Govt.sector providers needed. • Providers are not accountable or registered/accredited. • Training is not linked to the labour market/job opportunities and is therefore very wasteful of resources – and disheartening for the trainees. • Little by way of second-chance skill development is available. • Few links to further training opportunities are available. • Few alternative/more appropriate range of skills training options for women are available. • VET providers have no solid links with industry and commerce.

5. 4. Solutions likely to successfully overcome the constraints • Coordination and cooperation across the sub-sector (GO/NGO/Pvt/Ind.) • A framework which provides bridges and links for horizontal and vertical progression for trainees. • A standards and accreditation system to maintain quality and international best practice of pedagogical and technical delivery. • A national certification system which gives recognized credit for learning. • A wide range of high quality curriculum units and trainer guides (created with industry support) which fit the skills standards and levels and which can be shared and used by all. • Modern, competency-based technical teacher training which provides the skills to manage a competency-based approach to skills development. • Labour market information systems. • In short – an oversight TVET management and service support agency, commonly called Technical Education Boards, Technical Education and Skills Development Authorities, etc., to deliver the above.

6. Govt. providers NGO. providers Pvt. providers Std. curric. Mod./guides Accreditation system Certification system Instructor training Coordinated provision on a solid framework built through consultation with key stakeholders (particularly employers) Graphical representation of the solutions in place Future (5-10 yrs) Now MoLSAMD MoE DoVE NGO. providers Pvt. providers Fractured provision having no solid framework

7. COMPONENT 1: • FUNDING HIGH QUALITY TRAINING • Contracting and funding labour market driven training across all providers • (Through competitive bidding and formative contract negotiations) • COMPONENT 2: • TVET SYSTEM BUILDING • Standard curric. modules • Capacity building support • Accreditation • Certification • Qualifications framework • Instructor training 5. Strategy to implement the solutions The NSDP’s 2 key & initial components

8. NSDP COMPONENT 1: (FUNDING HIGH QUALITY TRAINING) Rationale for routing significant levels of funding for training through the NSDP • Funding, across providers, through competitive bidding and formative contract negotiations, combined with formative M&E, is a very powerful tool with which to encourage the development of consistent technical, pedagogical and managerial good practice, and deliver true labour market driven training, in a relatively short time. • Funding allows direct communication with, and coordination of, a wide range of providers to enable capacity building elements (through ToT, curriculum development etc., activities) of NSDP Component 2, to be invoked. The objective is to create a relevant, cost-effective and equitable skills development system

9. NSDP COMPONENT 2: (TVET SYSTEM BUILDING) THE NSDP IS TO ASSIST IN: • Capacity building training providers’ technical, pedagogical and managerial functions and advising on labour market linkages. • The development of competency-based and other curricula modules. • Instructor technical and pedagogical training. THE NSDP IS TO LEAD ON: • Developing and maintaining TVET quality standards. • Developing an accreditation system of training providers. • Developing a certification system and qualifications framework. • Advising on aspects of training provision supply and labour market demand and TVET policy/strategies

10. Govt. providers NGO. providers Pvt. providers Std. curric. modules Accreditation system Certification system Instructor training Framework supported by the National Vocational Education and Training Authority (NVETA) The Longer-term Role Of The NSDP The NSDP is expected to evolve into a National Vocational Education and Training Authority (NVETA) $$$$ Direct funding of training providers from multiple sources (Fees, grants, earnings etc.) $$$ Funding from accreditation, examination and TVET-service fees

11. The End Thank you