Technical education and vocational training in Sri Lanka

Continued from last Tuesday

Earle FERNANDO

The government has given priority for the establishment of a University of Vocational Technology (UNIVOTEC), a brief account of which is given below;

Training for self-employment

The Task Force recommended several measures to promote self-employment among those who complete TEVT courses. These included career guidance, training on how to start a business backed by start-up capital. The first phase of the ADB Skills Development Project piloted the Self Employment Promotion Initiative (SEPI), which provided assistance in these and other related areas.

External assistance to implement TEVT reforms

Vocational training for youth. File photo

Since 1998, the ministry responsible for TEVT initiated several steps to implement the TEVT reforms and to rationalize and streamline the system. The ministry also obtained external assistance from Germany, Japan, Korea and the ADB to implement the reforms.

The multi-donor funded Skills Development Project (2000-2006) led by the ADB substantially contributed to the implementation of reforms in TEVT. The main contributions of the project are briefly explained in the following sections.

Skill standards, curricula and competency-based training (CBT)

The Skills Development Project formulated skills standards for 45 selected occupations. These covered existing and new courses. The method of delivery of these courses is the Competency Based Training (CBT). In contrast to the traditional, time-based training, CBT offers a more systematic mode of training. The CBT is a flexible system, which provides opportunities for anyone within or outside the TEVT system to build-on what has been learnt already using modular approach. The project also developed a large number of manuals and guidelines and other documentation, which gives planning and operational details of Skill Standards, Curricula and CBT.

National Vocational Qualification (NVQ) framework

A priority area of reform in TEVT is the development of a National Vocational Qualification (NVQ) framework. It may be said that NVQ is the backbone of the quality assurance system of the TEVT sector. Hence, the development of the NVQ framework by the ADB skills development project contributed positively to the establishment of a quality assurance system, which is one of main functions of the Tertiary and Vocational Training Commission (TVEC).

The NVQ system starts with Level 1, which covers core, entry-level skills. The NVQ Levels 2 to 4 correspond to increasing levels of competence at the certificate level. The Levels 5 to 6 and Level 7 correspond to competencies at diploma and degree levels respectively.

University of Vocational Technology (UNIVOTEC)

As mentioned earlier, the establishment of a degree awarding institution at the apex of the TEVT system exclusively for those following TEVT is one of the main recommendations of the Task Force. Accordingly, the government gave priority and sought external assistance to establish the University of Vocational Technology (UNIVOTEC).

The University of Vocational Technology (UNIVOTEC) has some unique features. As mentioned earlier, its degree courses are exclusively for those completing certificate and diploma courses at appropriate NVQ Levels. Thus, for the first time in Sri Lanka, those who choose TEVT, or who are already in the TEVT sector will have opportunities to move up, exit laterally, gain work experience, earn an income, and return to acquire certificate, diploma, and bachelor degree qualification.

The German Fachhochschule (in English, this is known as University of Applied Technology) was used as the model in establishing UNIVOTEC. German assistance was also obtained to provide part of the funds necessary to establish UNIVOTEC.

The main focus of UNIVOTEC is on new and emerging fields of vocational technologies related to the new initiatives of the government aimed at harnessing local resources. Hence, the fields of study that were planned for implementation by UNIVOTEC include technologies related to wood and wood processing, clay and ceramics, foundry and casting, welding and fabrication, manufacturing and production, and polymers, plastics and rubber. However, commencement of these new fields seems to be delayed due to various reasons.

Self-Employment Promotion Initiative (SEPI)

The Self-Employment Promotion Initiate (SEPI) Program of the Skills Development Project referred to above is essentially a loan or a credit scheme. Loans are given exclusively to those who complete courses and obtain a certificate from any of the project institutions. The most significant feature of SEPI is that the certificate is treated as the collateral for the loan. Those in the TEVT system have never had an opportunity to obtain loans without collateral.

Future directions of TEVT

The foregoing account outlines the initiatives of the government to reform and rationalize the TEVT system and the main achievements of the ADB Skills Development project in the implementation of TEVT reforms. The project has addressed the major issues related to quality and relevance of courses by establishing skill standards, developing curricular, and laying down procedures for assessment and certification. Among these, the formulation of NVQ framework and the introduction of CBT are pioneering efforts. Also, those in the TEVT sector have been provided with opportunities for upward and lateral mobility, which enhances their employment prospects.

Elimination of duplication of functions and responsibilities of major training providers of the government.

As mentioned earlier, the government has taken steps to bring together the main government-training providers namely, Department of Technical Education and Training (DTET), National Apprentice & Industrial Training Authority (NAITA) and Vocational Training Authority (VTA) under one ministry. However, due to historical reasons, these providers have been assigned overlapping functions and responsibilities. One approach to eliminate these duplications and achieve grater degree of rationalization and cohesion is to amalgamate these providers and establish a single statutory authority, which will have a clear mandate to plan and deliver technical education, vocational training and apprenticeship in a mutually supportive and flexible manner. Two options for implementing this proposal are described in a report prepared by the writer.

Establishment of a national organization to assess skills and award NVQ certificates

An important goal of rationalization is to have a reliable and independent system of skills testing and certification. At present, skills testing and certification are being conducted by DTET and VTA for their own trainees and by NAITA for their apprentices and for others. This arrangement where trainees are trained and tested by the same organization is not satisfactory as it affects quality and relevance. Hence, skills testing and certification functions of these agencies, together with staff and other resources responsible for such work should be transferred to an independent body, which may be called the National Testing and Certification Service (NTCS).

The sole responsibility of NTCS is to conduct tests based on national skill standards set by the TEVC. The certification should conform to the NVQ framework, which is developed by the TVEC. The proposed NTCS should also offer greater opportunities and access for skill testing and certification to those who acquire skills mostly on-the-job and under a master craftsman and to those who seek foreign employment. If the proposed NTCS is to perform this role, it should be an independent and autonomous organization. Details of setting up NTCS are also available in a report prepared by the writer, which is referred to earlier.

Post-training work experience

There is popular belief that combining training with production could yield better results in terms of gaining work experience and recouping training costs. It is an attractive proposition. However, it has inherent drawbacks. The main objective of training is to impart skills. And, if production activities are planned strictly as part of skills acquisition, there is no reason for concern. Very often, this is not the case. Production takes precedence over skills training. And there are abuses. Accountability becomes an issue.

Therefore, separate production units should be established and operated on commercial lines. The production units should have a manager and a core group of skilled workers and support staff who will work on regular basis. Newly graduated trainees should be employed on contract basis for a fixed period, say maximum of two years.

The instructors, teachers and other staff of training centres may work after their normal hours on part-time basis and earn some extra income. The report referred to earlier also contains details of setting up NTCS.

Incentives to the private sector to train and employ

The private sector in general, except some multinationals and a few large companies, hardly invests in training job entrants. They claim that inflexible labour laws prevent them from employing job seekers let alone training them. The most common way is to recruit job seekers as learners and apprentices under the provisions of the Wages Boards and train them. If needed, they are retained. When skilled workers are required, the preferred option of employers seems to be to recruit those trained by other employers.

When apprentices are sent by NAITA for on-the-job and in-plant training, most often they are treated as ‘free labour’ as they are paid a stipend by NAITA. Consequently, the employers are less interested in NAITA apprentices than those recruited under the provisions of the Wages Boards. Also, the Skills Development Fund mentioned earlier was not able to achieve desired results mainly due to the reluctance of the employers to pay for services. The management of the Fund was also a problem.

There is, therefore, an urgent need to look at these issues afresh taking into account the current priorities of the government and to come up with innovative programs that would fulfill the needs of the employers and the aspirations of the job entrants. There are several successful models from other countries in the region and outside, which may be studied, and adapted to suit national needs.

(The writer is a former Senior Specialist, International Labour Organization (ILO) for 17 years. On his return to Sri Lanka, the government invited him to be the Advisor on TEVT. And, as member of the Presidential Task Force on TEVT Reforms, he coordinated the formulation and implementation of reforms. He was also the Chief Technical Advisor, ADB Skills Development Project. Presently, he is a Board Director, Information and Communication Technology Agency - ICTA)

Concluded