Technical education and vocational training in SL

Present status and future directions:

Earle Fernando

What is Technical Education and Vocational Training (TEVT)? Generally it refers to skill training related to industrial, manufacturing, construction and service sectors. In other words, training related to non-farm occupations. Also, it refers to education and training outside the general education and higher education systems. And TEVT covers a diverse range of activities, which are undertaken by the government, non-government and private sector organizations.

In the recent past, a considerable amount of work has been done to reform and rationalize the TEVT sector. It is, therefore, useful to discuss very briefly the outcomes of reforms and rationalization initiatives of the government.

Over the past four decades, the socio-economic setting of Sri Lanka has changed considerably. Among the most significant changes that brought about social upheavals were youth insurrections of 1971 and 1989. And, in 1978, the introduction of liberalized economic policies set in motion a radical shift in the economy.

As a response to the youth insurrection of 1971, the government established the National Apprenticeship Board (NAB). One of the recommendations of the Youth Commission, which probed into the youth uprising of 1989, was the establishment of the National Education Commission (NEC). In 1990, the government set up the Tertiary and Vocational Education Commission (TVEC).

Technical education was traditionally with the Education Ministry for over a century. And vocational training was part of the employment services of the Labour Department. In 1994, the government took a bold step of bringing together the main government agencies responsible for technical education, vocational training, apprenticeship, technical teacher training and the TEVC under one ministry. This made it possible for Technical Education and Vocational Training (TEVT) to be mutually supportive, complementary functions. Also, for the first time, TEVT sector was elevated to a ministerial function.

In 1977, the government liberalized the economy. And the liberalized economic setting diminished the role of government and boosted the involvement of the private sector in production, manufacturing, construction and services. Consequently, reform and redirection of education and training became an urgent necessity.

Hence, in 1995-1996, three Presidential Task Forces on General Education, Higher Education, and Technical Education and Vocational Training (TEVT) were charged with the responsibility of formulating reforms in these respective sectors.

The Presidential Task Force on Technical Education and Vocational Training Reforms recommended sector-wide policy reforms. These were categorized under four main thrust areas. The most significant steps initiated under each of the main thrust areas of TEVT Reforms are outlined under the following headings.

The role of the government

The Task Force on TEVT Reforms recommended that the government should move away from being the main provider of training and become its facilitator, standard-setter, regulator and coordinator. Accordingly, the private sector was given a more active and participatory role. And the Tertiary and Vocational Education Commission (TVEC) was reconstituted and converted to a statuary body with greater autonomy and increased representation by the private sector. Thus, TVEC was made a more functional and effective organization with enhanced capacity and capability to set skill standards, ensure quality, and to regulate and coordinate TEVT.

The private sector participation in particular, made it possible for the TEVC to respond more closely to emerging skill needs of the labour market.

The involvement of the private sector in planning and implementation of TEVT

Private sector investors were given a range of incentives including grants, duty-free imports, and tax concessions to set up training facilities. The government also established the Skills Development Fund (SDF) to assist the employers to get their employees trained in new skills.

The SDF commenced in July 2000 with a contribution of Rs. 100 million from the government, and Rs. 1 million each from the Employers Federation of Ceylon (EFC) and from a private sector entrepreneur. This entrepreneur became the first chairman of SDF. And even with all these incentives, there was lack of motivation on the part of employers to pay for training and upgrade the skills of their employees. Their preferred option was to poach trained workers from other companies. This practice is very common even in more developed countries.

Linkage between general education, university education and TEVT

The Task Force recommended that the TEVT system should offer opportunities to thousands who leave the general education system at different points to progressively acquire a certificate, diploma and degree level qualifications.

This was aimed at making TEVT more attractive to the large number of students who miss opportunities for higher education including admission to traditional universities.

The Task Force also recommended the establishment of a degree-awarding institution at the apex of the TEVET system exclusively for those following TEVT.

Accordingly, the government gave priority for the establishment of a University of Vocational Technology (UNIVOTEC).

To be continued