Armenian VET Sector: areas of good practice, but room for improvement.

1. Armenian VET Sector: areas of good practice, but room for improvement. Anthony Tyrrel UNDP International VET Advisor.

2. UNDP VET Assignment • Duration 8 months • Location NCVETD • Main objectives • Assist NCVETD to develop its capacity and to meet its business goals • Work more broadly to assist in modernisation of the Armenian VET system

3. What are the key areas to focus on? • Endorsement of ANQF • Quality framework in place for VET • Licensed and accredited colleges • Standards development process streamlined • Engagement of business and industry • Private/public models developed • Radical reform of government college model • Focussing the role of NCVETD ( See next slide)

4. Key areas in VET • The framework within which VET operates • The delivery sector (colleges or other providers) • Stakeholders (government, industry, business, students, unions and so on) • Government policy and funding Today I want to comment on the first 3 of these areas.

5. Armenian VET sector • VET government policy and funding • Armenian National Qualifications Framework Quality assurance framework (ANQA) • Standards Influences Guides and ‘owns’ • Industry and business

6. ANQF • The ANQF has been developed. • It is an essential building block for the VET framework • It needs speedy approval and implementation • There will be many issues to be addressed in implementation (See next slides) Armenian National Qualifications Framework

7. ANQF Implementation issues for the VET sector • The draft ANQF needs editing before it is endorsed by government (See available edited draft) • All VET qualifications issued in Armenia will be within the ANQF • Within two years all previously awarded qualifications need to align to the ANQF. (This is not sustainable as an objective) • The VET licensing and accreditation process will need to be in place. ANQA is responsible for this but there is more work to be done in the VET sector • Any form of learning can lead to an award. The sector needs to understand the concepts of ‘recognition’ and ‘credits’ • Workplace learning and assessment needs to be acknowledged and encouraged

8. ANQF Implementation issues for the VET sector (cont.) • The currency for an award will be competency, not course completion • ANQA is given a role in assessments. (This is not sustainable) • Standards need to be developed separate to content or curriculum • Standards and qualifications need to be aligned to the ANQF levels. Industry needs to agree on this alignment • Assessment needs to be detailed and competency becomes the currency for awards • Providers will need record keeping processes • Provider staff will need to develop new practices

9. Armenian VET sector • VET government policy and funding • Armenian National Qualifications Framework Quality assurance framework (ANQA) • Standards Influences Guides and ‘owns’ • Industry and business

10. ANQA • ANQA is responsible for QA in the tertiary sector • To date their focus has been on universities • ANQA processes are developed but now need to be applied to the VET sector • How? • Delegate the VET QA role to NCVETD or develop a VET team in ANQA Quality Assurance Framework (ANQA)

11. Standards • Under development (needs to be driven by business and industry, not colleges) • Need to be simplified with ‘non essential’ components identified • Standards should be separated from delivery details • Continuous development and review is needed • Contracted development may be better Standards

12. Armenian VET sector • VET government policy and funding • Armenian National Qualifications Framework Quality assurance framework (ANQA) • Standards Influences Guides and ‘owns’ Stakeholders include • Industry and business

13. Social partners and stakeholders 1. Industry and business: • Employers and industry need to see the VET system as a supplier of well skilled employees who have the skills they need for immediate and productive work • Employers and industry need to feel an ‘ownership’ of the VET system. It should be their system supplying them with the skills they need

14. Social partners and stakeholders • The Public • VET is seen as a second rate option for students and parents • There is a need for a publicity campaign that ‘sells’ the benefits of VET as a pathway to employment that is highly valued by employers • The pathways from university to VET need to be highlighted

15. Social partners and stakeholders • Government • Needs to see its investment providing a return • Needs to see social inclusion and social development goals met • Needs regional development goals supported • Needs all Armenians to have access to quality VET • Needs VET to be integrated into the European Education Framework

16. Social partners and stakeholders 4. Employee representatives • Need to see development of workers’ skills • Need to see wide access to quality and affordable VET • Need career development options for VET sector staff and fair salaries • Need social inclusion objectives met

17. The delivery sector, colleges and other providers • A vibrant and well supported private sector along side the government colleges • Many issues need to be addressed (see later slide) • There are pockets of very good practice in both government and private VET colleges (See later slides). These need to be leveraged across the whole sector

18. The delivery sector (colleges or providers), some limited good practices, including: • Strong pedagogical tradition • Some willingness to look at new ways to work • Close relations with business • Work experience for students • Job opportunities for graduates • Use of business facilities • Advice on courses and college running • Advice and assistance with assessment • Short courses developed for business • Utilising business experts as part-time teachers

19. The delivery sector (colleges or providers), some limited good practices (cont.) • Teacher incentive pay for generating additional business • Entrepreneurial use of college facilities and equipment • Close links to local communities • Links to international institutions • Links to universities in Armenia • Improving facilities and equipment

20. However...the delivery sector (colleges or providers), room for improvement • Need to support private colleges within the ANQF and VET QA process • Address issue of low salaries (new models?) • Need for skilled teachers • Closer links to business • Work place delivery and assessment • Professional development for staff • Increase the student to staff ratios • Public/Private partnerships. Share: • Staff • Facilities • Amalgamate colleges • Share staff and facilities • Combine admin roles • Colleges need to specialise • Network colleges • Set minimum class sizes • Only offer courses that business needs • Performance pay for staff

21. What makes a good VET provider? • Balancing stakeholder expectations • Access to current industry equipment and facilities and expert and skilled staff • Strong links to business and industry • Strong partnerships with business and industry • Flexible delivery that meets business and students needs • A strong focus on assessment processes

22. What makes a good VET provider (cont.)? • A culture of evaluation and continuous improvement • Focus on developing skills and competency to meet employers’ needs • Commitment to employment outcomes for graduates • Efficient and effective use of resources • Good governance • An enrollment policy that encourages access to all Armenians

23. What could new colleges look like? Students move between institutions College University

24. Key areas of focus for NCVETD: • Acknowledge that NCVETD serves all the VET sector; public and private • Acceptance and implementation of the Armenian National Qualifications framework • Refresh the format of the National Standards to separate outcomes from additional materials • Work with ANQA to develop a VET quality assurance process • Broaden the social partnership model with the aim of business feeling an ‘ownership’ of the sector • Develop a VET publicity campaign to target businesses and the public • Establish an NCVETD team to work with the Army to align their training and assessment to the ANQF • Lead college reform • Internal focus on: • Business planning • Position descriptions in the NCVETD. • New team descriptions • Performance appraisal processes

25. What could new colleges look like? Work required short courses Work College Industry &business Full or part qualification

26. What could new colleges look like? College assesses skills Work

27. What are the key areas to focus on? • Endorsement of ANQF • Quality framework in place for VET • Licensed and accredited colleges • Standards development process streamlined • Engagement of business and industry • Private/public models developed • Radical reform of government college model • Focussing the role of NCVETD.