ERIC ED619362: TVET Advocacy: Ensuring Multi-Stakeholder Participation. New Qualifications and Competencies for Future-Oriented TVET. Volume 2

2021·3.4 MB·English

by  ERIC

International Centre for
Technical and Vocational
Education and Training
New qualifications and competencies for future-oriented TVET
TVET advocacy
Ensuring multi-stakeholder participation
Volume 2
New qualifications and competencies for future-oriented TVET
TVET advocacy
Ensuring multi-stakeholder participation
Volume 2
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oonn g geennddeer re eqquuaaliltiyty a anndd A Afrfircicaa a accrorosss sa alll la acctitoionns.s. pprorovvididees sg guuididaannccee f ofor rt hthee i mimpplelemmeenntatatitoionn o of ft hthisi s
aammbbitiitoiouus sg gooaal la anndd c coommmmitimtmeenntst.s .
UNESCO-UNEVOC International The designations employed and the
Centre for Technical and Vocational presentation of material throughout this
Education and Training document do not imply the expression of any
UN Campus opinion whatsoever on the part of UNESCO
Platz der Vereinten Nationen 1 concerning the legal status of any country,
53113 Bonn territory, city or area or of its authorities, or
Germany concerning the delimitation of its frontiers or
boundaries.
© UNESCO 2021
The ideas and opinions expressed in this
document are those of the authors; they are not
This publication is available in Open necessarily those of UNESCO and do not commit
Access under the Attribution-ShareAlike the Organization.
3.0 IGO (CC-BY-SA 3.0 IGO) license (http://
creativecommons.org/licenses/by- Written by Matteo Sgarzi
sa/3.0/igo/). By using the content of this from Centre d’études et de recherches
publication, the users accept to be bound sur les qualifications (Céreq), France
by the terms of use of the UNESCO Open
Access Repository (http://www.unesco.org/ Cover and design by Christiane Marwecki
open-access/terms-use- ccbysa-en).
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Volume 2 — TVET Advocacy: ensuring multi-stakeholder participation
Acknowledgements
This publication on new qualifications and The lead expert was supported by:
competencies (NQCs) in TVET has been
compiled as part of the Bridging Innovation • Ms Anaïs Chatagnon
and Learning in TVET (BILT) project. The BILT International and European Coordination
project is implemented by the UNESCO- Officer, Centre d’études et de recherches
UNEVOC International Centre for TVET, with sur les qualifications (Céreq), France
support of the German Federal Institute for
Vocational Education and Training (BIBB), The expert group for this volume were:
sponsored by the German Federal Ministry
of Education and Research (BMBF) and in • Ms Vesna Anđelić
collaboration with the UNEVOC Network. Assistant Director for VET Development,
Agency for Vocational Education and
UNESCO-UNEVOC would like to acknowledge Training (AVETAE), Croatia
the significant input of the expert groups that
guided the work and provided many examples • Ms Lina Vaitkute
of how new qualifications and competencies Head of Qualifications Formation Unit,
are identified, integrated and implemented in Qualifications and VET Development
policy and practice. Centre (KPMPC), Lithuania
This volume was written by the Lead Expert • Ms Isabel G. Gamurot
Matteo Sgarzi from Centre d’études et de Chief TESD Specialist Competency
recherches sur les qualifications (Céreq), France. Standard Development Division (CSDD)
Qualifications and Standards Office (QSO),
The senior expert responsible for the TESDA, Philippines
coordination of the work of the three expert
groups was: • Ms Agnes P. Panem
Chief TESD Specialist Curriculum and
• Mr Dieter Euler Training Aids Development Division
Emeritus Professor, St Gallen University, (CTADD) National Institute for Technical
Switzerland Education and Skills Development
(NITESD), Technical Education and
Skills Development Authority (TESDA),
Philippines
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New Qualifications and Competencies for future-oriented TVET
• Mr Ajith Polwatte • Mr Wilson Lima Junior
Director (Quality Assurance and Project Manager, UNESCO-UNEVOC,
Assessment Regulation), Tertiary and Germany
Vocational Education Commission (TVEC),
Sri Lanka • Ms Vera Hark
Project Manager, BIBB, Germany
• Mr Fred Oanda • Mr Michael Schwarz
Deputy Director of Accreditation Services, Senior Technical Advisor, Federal Institute
Technical and Vocational Education and for Vocational Education and Training
Training Authority (TVETA), Kenya (BIBB), Germany
• Mr Suleiman Mohammed Yusuf • Mr Matt Zuvela
Desk Officer, National Board of Technical Sustainable Development Editorial and
Education, Nigeria Communications Consultant; and
• Mr Amon Haufiku The external validation team representing TVET
Manager TVET Standards, Namibia Training experts from different systems across the globe:
Authority, Namibia
• Ms Ewa Filipiak
In addition, the broader BILT team provided TAFE Directors Australia (TDA), Australia
expertise, support and assistance, including:
• Mr Amon Haufiku
• Mr Jens Liebe Namibia Training Authority (NTA), Namibia
Former Team Leader for Innovation and
the Future of TVET, UNESCO-UNEVOC, • Mr Erik Swars
Germany Swiss Federal Institute for Vocational
Education and Training (SFIVET),
Switzerland
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Volume 2 — TVET Advocacy: ensuring multi-stakeholder participation
Table of contents
Acronyms and abbreviations 6
1. Introduction 7
2. The ‘three-i’ approach: identification, integration and
implementation of new qualifications and competencies 8
What are NQCs? 8
How can TVET remain responsive to new developments in the
economy and society? 10
Methodology and structure of this publication 10
3. Identification of NQCs: a meso-level perspective 11
Frame conditions 11
Identification challenges 12
Promising identification practices 13
4. Integration of NQCs: a meso-level perspective 18
Frame conditions 18
Integration challenges 18
Promising integration practices 20
5. Implementation of NQCs: a meso-level perspective 27
Frame conditions 27
Implementation challenges 28
Promising implementation practices 28
6. Conclusion 32
References 34
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New Qualifications and Competencies for future-oriented TVET
Acronyms and abbreviations
AFD Agence française dedéveloppement/ NQC New Qualifications and
French Development Agency Competencies
AVETAE Agency for Vocational Education NTA Namibia Training Authority
and Training (Croatia) PEFOP Platform of Expertise in Vocational
BIBB Federal Institute for Vocational Training
Education and Training (Germany) OECD Organization for Economic
BMBF Federal Ministry of Education and Co-Operation and Development
Research (Germany) OPCO Competencies Operators
BMO Business Membership Organization OPMQC Observatoires prospectifs des
Cedefop European Centre for the métiers et des qualifications
Development of Vocational Training (France)
Céreq Centre d’études et de recherches QSO Qualifications and Standards Office
sur les qualifications (France) RCC Regional Centres of Competence
CSDD Competency Standard RPL Recognition of prior learning
Development Division SFUVET Swiss Federal University for
CTADD Curriculum and Training Aids Vocational Education and Training
Development Division SMEs Small and medium-sized
EQF European Qualification Framework enterprises
ERDF European Regional Development TDA TAFE (Technical and Further
Fund Education System) Directors
ESF European Social Fund Australia
GEPP Gestion des Emplois et des TESDA Technical Education and Skills
Parcours Professionnels Development Authority (Philippines)
GIZ Deutsche Gesellschaft für TVEC Tertiary and Vocational Education
Internationale Zusammenarbeit Commission (Sri Lanka)
GmbH (Germany) TVET Technical and Vocational Education
HR Human Resources and Training
ILO International Labour Organization TEVETA Technical and Vocational Education
KPMPC Qualifications and VET and Training Authority (Kenya)
Development Centre (Lithuania) UNESCO United Nations Educational,
NBI South African National Business Scientific and Cultural Organization
Initiative UNESCO- UNESCO-UNEVOC International
NGO Non-Governmental Organization UNEVOC Centre for Technical and Vocational
NITESD National Institute for Technical Education and Training
Education and Skills Development
(India)
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Volume 2 — TVET Advocacy: ensuring multi-stakeholder participation
1. Introduction
A total of three volumes on new qualifications commerce, industry or crafts. However, the
and competencies (NQCs) in TVET focus on the definition of meso stakeholders can be also
role of different stakeholder groups, which are enlarged to include a variety of different
categorized into macro, meso and micro levels. organizations such as NGOs, national
These stakeholders are principally responsible institutions or platforms and teachers or deans’
for the following processes: efficient and associations. Stakeholders engaged in research
rapid identification of NQCs, prioritization and activities at institutes and universities can be
integration of NQCs into curricula and training also included. Many UNEVOC centres fall into
regulations, and effective implementation of the above categories and actively contributed
NQCs into learning environments. to this publication.
This volume – ‘TVET Advocacy: ensuring multi- This volume is intended to give meso-level
stakeholder participation’ – addresses the role TVET stakeholders a better understanding
of meso-level TVET stakeholders in the process of their role in the greater TVET ecosystem;
of maintaining and updating TVET systems to potential tools for identifying, integrating
ensure they remain fit for purpose. and implementing NQCs for a TVET system;
and action items for closer collaboration with
Meso-level stakeholders indicate institutions other stakeholders. Readers are encouraged
participating in the advancement of TVET to explore the two other BILT NQC volumes
systems. Of particular note in this document for additional insights: ‘TVET governance:
are organizations covering activities in steering collective action’ targets macro-level
specific economic sectors, such as business stakeholders, while ‘TVET delivery: providing
membership organizations (BMOs), trade innovative solutions’ focuses on micro-level
unions, joint organizations or chambers of stakeholders.
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New Qualifications and Competencies for future-oriented TVET
2. The ‘three-i’ approach:
identification, integration and implementation
of new qualifications and competencies
TVET plays a key role in any society when it What are NQCs?
comes to providing qualified labour for the
economy and transitioning young people from We recognize that there is limited common
‘learning to earning’. As the education sector understanding in the international TVET
closest to the labour market, TVET is designed community on terms such as ‘qualification’
to tackle current and future challenges: first and ‘competencies’. In this publication, we
by making people professionally capable and have deliberately decided against adopting
resilient to occupational changes in their lives; a single prescriptive definition. Instead, we
and second, to keep TVET relevant for the offer an interpretation that covers a prevalent
economy and society. understanding of many experts. Given the
future perspective inherent to NQCs, there is a
These demands can only be met if TVET keeps preference for a broader notion of competency
up with the pace of change: accelerated to be understood as a non-observable
innovation in digital technology, new demands disposition and inner potential of people. As
in sustainability and environmental protection, such, it covers knowledge, skills and attitudes
and increased processes of migration are just (knowing – doing – wanting). At a certain
a few areas where TVET systems must respond point in the design of curricula and training
more rapidly than in the past to modernize regulations and for assessment purposes,
its infrastructure, capacities and practices. We competencies need to be put into observable
need to look no further than the COVID-19 and measurable form.
pandemic for a convincing example of the
need for education systems to prepare for In this publication, ‘qualification’ is understood
unprecedented and unpredictable disruptions. as a formal proof of successfully completed
learning according to an agreed standard.
What is the best way to keep TVET responsive
to economic and societal changes, with the
agility to swiftly address new challenges? Or,
put another way, how should TVET approach
NQCs? Our approach centres upon presenting
some convincing practices to identify NQCs,
integrate them into curricula and training
regulations and effectively implement them
into adequate learning environments. Figure 1
(next page) shows the key components of the
approach.

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Volume 2 — TVET Advocacy: ensuring multi-stakeholder participation
Figure 1 Key components of the ‘three-i’ approach
New
Identification Integration Implementation
qualifications
and
e.g. dedicated e.g. four approaches e.g. constructive
competencies research institutions; in curriculum alignment; training
(NQCs) commissioned research; development: of TVET personnel;
transfer bodies; bottom-up vs. top- communities-of-
intelligence units; down development; practice.
observatories; platforms; abstraction level of
networks; conferences; curricula; degree
company-based of flexibility;
detection strategies. modularization.
1 Macro-level
Governance
e.g. ministries,
statutory bodies, etc. Contributions of respective
2 Meso-level stakeholders to continuously
Advocacy
maintain a responsive and agile
e.g. business member TVET system, keep it relevant for
organizations, trade
the economy, and to make
unions, research institutes,
teachers’ associations, people capable and resilient to
non-governmental
organizations, etc. tackle current and future
3 challenges in their working and
Micro-level
Delivery private lives.
e.g. TVET schools,
companies, other
TVET providers
9