Ministry of Education




SKILLS TRAINING FOR EMPLOYMENT POLICY
(STFE)

“Skill and Enterprise Fiji”





POLICY ADVISOR:

ADVANCED VOCATIONAL AND TRAINING UNIT (AVT)


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CONTENTS
TOPIC
PAGE
1.0
POLICY OBJECTIVE
3
2.0
POLICY
3
3.0
BACKGROUND
4
4.0
RELEVANT POLICIES AND LEGISLATION
8
5.0
PROCEDURES
8
6.0
GUIDELINES
10
7.0
EFFECTIVE DATE
11
8.0
REVIEW DATE
11
9.0
KEY SEARCH WORDS
11
10.0
APPROVAL
11
APPENDICES



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1.0
POLICY OBJECTIVE
The purpose of this policy is to provide a clear, co-ordinated and quality assured structure for the
effective delivery of Technical and Vocational Skills programs in private institutions, non
formal training providers, traditional and resource owners, relevant ministries and tertiary
institutions to ensure quality standards, recognition and value of the program as an important
component of training, human resource development and employment throughout Fiji. SKILLS
TRAINING FOR EMPLOYMENT (STFE)
encompasses technology, vocational and
entrepreneurship programs provided by tertiary institutions, private vocational schools including
informal and non-formal vocational, government ministries and resource owners training
providers.

2.0
POLICY

2.1 STFE providers will develop and implement training programs that:
• allow learners to achieve optimal holistic training outcomes;
• address community, resource utilisation, labour market and business needs;
• promote life-long learning skills acquisition and
• address equity, inclusion and access issues; e.g. gender, people with disabilities
etc.

2.2 STFE providers must strengthen quality partnership and linkages between education,
training institutions, communities, resource owners, business and industries. Areas
for partnership will include development, implementation, monitoring systems,
career guidance and counselling, placements assistance, content review, sponsorship,
product development, marketing, research and export, set up of small businesses and
income generation activities through memorandum of understanding between
resource owners, Ministries, schools, institutions and industries.

2.3 STFE will offer financial literacy programs in competency-based curriculum and
courses that reflects social, labour market and industry and natural resource
utilisation needs and ensure wide employer, industry, ministry, resource owners and
community consultation for all STFE initiatives, for courses offered, quality
products, export, follow up of trainees, marketability of trainees and products.

2.4 Existing accreditation bodies and the proposed National Qualification Authority will
co-ordinate the monitoring, reviewing and evaluation of STFE operations. This
applies only to appropriate STFE members receiving government assistance.

2.5 STFE providers will adhere to the relevant bodies risk management procedures,
OHS manual training institutions and infrastructure including ensuring premises,
facilities and equipment will comply with minimum standard and relevant
regulations and rules such as those prescribed by the Ministry of Education, i.e.
building standards, standard equipment list, lighting, water and sanitation.

2.6 STFE providers must comply with the applicable financial regulation from the
Ministry or relevant authority.






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3.0
BACKGROUND

3.1 GENERAL

3.1.1 Introduction


This policy applies to all post school institutions and individuals delivering TVET
courses and includes all formal, non formal and in formal private vocational
centres, resource owners, tertiary institutions and government Ministries offering
technology, technical and vocational skills training.

3.1.2 Rationale

In line with present government priorities the Skills Training for
Employment (STFE) policy aims to ensure that all STFE providers develop
and implement training programs that allow students to achieve optimal
holistic training outcomes, address community, resource owners, labour
market and industry needs and meet the proposed National Vocational
Qualifications Framework requirements.
This policy document encompasses all post school TVET providers. This is
illustrated in the diagram below.



SKILLS TRAINERS FOR

EMPLOYMENT (STFE)












Institutions
Ministries
Resource
Non- formal and

owners
informal

Vocational training

providers


The STFE policy aims to integrate and coordinate institutional, private training
and non-formal training. The Policy intends to effect the establishment of a
practical, market-oriented, needs based and equitable systems and structures for
integrating and coordinating vocational training programs starting from
employment planning, skills development and vocational training delivery.

For a robust coverage of vocational education and training issues, the Policy will
include the following:
• Planning, management and administration of STFE
• Curriculum and program/course content and assessment

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• Employment planning, skills formation and development and training
delivery
• Skills testing, assessment and certification
• Programs and institution accreditation, teachers/trainers and training
licensing
• Apprenticeship, Work – Study (On the Job Training – OJT) and cadetship
training
• Certificate equivalency
• Training in the informal sector
• Community based training and community based enterprise development
• Government funding and resourcing
• Franchising Programs
• Autonomous status of Qualification Authority
• Equity issues

The desired outcome of the implementation of the policy and any subsequent
legislation would be for a visible and robust post school technology and
vocational training system, which is highly coordinated and linked to
employment, markets needs and resource utilization. The system will have clear-
cut focus on its vision and mission for promoting employment, incomes, self -
employment and high productivity. It will have definite organizational structure,
systems, strategies, programs and institutions, qualified program implementers,
and a complementary system of development and regulation. It is also important
in Fiji to include values and citizenship in any education and training policy and
activity.

3.1.3 DEFINITIONS

Accreditation (of providers)
A process for ensuring that training providers have the capacity including
management of quality to deliver training programs.

Certification
Documentary evidence that a qualification has been awarded.

Community Based Training
Training in a community, village or settlement on traditional and contemporary
trade and business skills. It targets vocational graduates, school leavers,
unemployed and under-employed, youth, women and people with disabilities.

Community Based Enterprise Training
Training in a community, village or settlement on traditional and contemporary
trade and business skills for delivery, teaching and learning approaches, context
and content, resources and range and number of assessments, training Outcomes,
Competencies/achievements which must be demonstrated for successful
completion of module, unit, course or program apprenticeship and cadetship

Enterprise education
is learning directed towards developing in young people
those skills, competencies, understandings and attributes which equip them to be
innovative, identify, create, initiate and successfully manage personal,
community, business and work opportunities, including working for them.


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Enterprise skills and attributes. Those “generic life skills” seen by education
and the community as being important for students to develop so that students are
setting themselves up to be able to cope with changes that will occur in all
aspects of their lives and to be resilient in the face of this change.

Establishment means that the school has complied with the procedures and
requirements for establishment in terms of the curriculum and successfully
completed and approved feasibility study report that identifies the relevancy and
sustainability of the program in the identified locality.

Formal
It is structured training program offered in schools/institutions.

Non-formal
It is a comprehensive way to include community education for development
purposes, education for character formation and the training of individuals for
integration into the market economy.

Lifelong learning Skills
A lifelong Learning skill refer to all learning skills acquired throughout ones
lifetime and also refers to formal and non-formal education and training.

Qualifications Framework.
It is a policy framework that defines all qualifications recognised in education
and training. It comprises titles and guidelines, which define each qualification,
together with principles and protocols covering articulation and issuance of
qualification and Statement of Attainment.

Optimal holistic
Refers to teaching and learning experiences that encompasses the development of
the head, heart and hand. It also refers to the four pillars of education, which are
Learning to Be, Learning to live together, Learning to Know and Learning to Do.
It also includes learning of traditional and western skills and knowledge.

Private Training Provider
A non-government funded individual or organisation providing education or
training Qualifications Framework. Collectively, all the registered qualifications
and the registered unit standard from which they are derived. Implicit is a defined
and logical relationship between them

Private Vocational Schools under the Ministry are classified as private owned
vocational schools with full responsibility for courses for school age leavers to
mature aged students.

Private Vocational Working Committee (PVWC) is an advisory committee to
the CEO Education, which process all application for establishment of private
vocational schools. Upon receipt of all requirements and satisfactory reports in
support of the application the committee may endorse the application for
establishment or recognition.

Recognition means the ongoing approval to maintain a Private Vocational
School provided regulations; procedures and guidelines have been met. For
example, building and facilities in the school are in line with building regulation

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as well Occupational Health and Safety requirements and the teachers identified
to teach the approved courses in the school are qualified under the teaching
regulation.

Registration of training providers
A process for ensuring that basic education and training and customer safeguards
are in place

Registration of Qualifications
A process for ensuring that training units and qualifications have been evaluated
and endorsed by the responsible authority.

Skills Training for Employment

Technical Vocational Education and Training
Technical and Vocational Education and Training TVET is defined as a
comprehensive term referring to those aspects of holistic, lifelong educational
process involving, in addition to the general education, study of technologies and
related sciences, acquisition of practical skills, attitudes, understanding and
knowledge relating to occupations in various sectors of economic and social life.

Vocational training
“Provisions of programs for all students which support greater understanding of
the world of work and the development of those skills and abilities which they
will need to demonstrate in their working lives.” Report of the Fiji Islands
Educational Commission 2000
.


3.5
MINISTRIES
AND
TERTIARY
INSTITUTIONS
VOCATIONAL
TRAINING

3.5.1 Introduction
This policy targets other Ministries and tertiary institutions delivering TVET,
resource owners training providers and non formal and informal training
providers. Whilst MoE cannot mandate how these external organisations operate
when delivering TVET, it is hoped that the policy will provide encouragement to
these organisations to follow these procedures and guidelines.

3.5.2 Rationale
These procedures and guidelines provide a system for ministries, tertiary
institutions and resource owners who offer vocational training and tertiary
institutions for the purpose of providing an effective and efficient skill
development programs and employment and self-employment. This requires that
training be treated as an investment aimed at improving productivity. The
procedures and guidelines include:
• Manpower Skills survey and Training Needs Analysis
• Vocational Skills Training Information Database
• Vocational Skills Training Programs
• Accreditation of Ministries and Tertiary Institution Vocational Providers
• Apprenticeship Cadetship Training
• Monitoring and Evaluation
• Rural Vocational Training
• Funding and Resourcing

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• Apprenticeship, Work – Study (On the Job Training – OJT) and cadetship
training
• Certificate equivalency
• Training in the informal sector
• Community based training and community based enterprise development
• Government funding and resourcing


4.0

RELEVANT POLICIES AND RELEVANT LEGISLATION OR AUTHORITY

Current Relevant Policies
Establishment of Schools (provision 4 of Section 29 of the Registration Regulations)
Occupational Health and Safety

Current Relevant Legislation or Authority
Education Act 1978
Public Service Act, 1999

Part 2; Section 6 (1) – (14) Public Service Code of Conduct
Social Justice Act 2001
Legislative programs in education and training
Fiji Training Council Act of 1973
Labour Act Apprenticeship Act
Social Justice Act 2001
Compulsory Education Act 2000

Orders


5.0
PROCEDURES

5.1 MINISTRIES , TERTIARY INSTITUTIONS, RESOURCE OWNERS, AND
NFORMAL VOCATIONAL TRAINING PROVIDERS

The Ministry encourages other Ministries, Tertiary, informal training providers and
resource owners delivering TVET courses to comply with the policies and procedures
outlined in this policy.

5.1.1 Manpower Skills Survey and Training Needs Analysis
The Ministry will, in consultation with the Ministry of Labour’s Labour
Administration and Productivity unit, the Ministry for Planning,
industries, informal training providers and resource owners, prioritise
skills and conduct training need analysis and enterprise skill training
needs.

5.1.2 The Ministry in consultation with the Ministry of Labour and all post
school vocational training providers will develop an integrated training
strategy that maximises resources and avoids duplication and matches
skill demand.

5.1.3 Vocational Skills Training Information Database
All vocational skills training providers must supply on an annual basis
through standard Ministry data collection form, information on
programs/courses, duration and costs, teacher/trainer trainee/student

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numbers teacher/trainer teaching qualifications, teaching and learning
resources for recording in the Ministry of Education Database.

5.1.4 All vocational training providers must clearly outline specific skill
training needs being targeted by their programs/courses.

5.1.5 The Ministry will be responsible for distributing this information for
students/trainees and parents use in career planning.

5.1.6 Vocational Skills Training Programs
The Ministry will monitor, review and evaluate the match in training
demand and supply to facilitate achievement of human resource
development goals.

5.1.7 Apprenticeship Cadetship Training
The Ministry will set guidelines for cadetship in schools and on the job
training in conjunction with PSC, industries, employers, FIT, TPAF and
relevant ministries.

5.1.8 Monitoring and Evaluation
The Ministry in consultation with the Ministry of Labour’s Labour
Administration and Productivity Unit, the Ministry for Planning,
industries, informal training providers and resource owners monitor and
evaluate the quality, relevancy and effectiveness of training carried out by
training providers in meeting labour market needs.

5.1.9 Rural Vocational
The Ministry through TVET section, AVT unit and in conjunction with
FIT Open and Distance Learning and its mobile training unit and informal
and resource owners will deliver relevant training to rural communities
and dwellers.

5.1.10 The Ministry through its vocational schools will set up training cum
production centres and village enterprises to meet rural vocational and
enterprise needs.

5.1.11 The Ministry through TVET and AVT will design further training
modules to meet JIT (Just in Time) market demands.

5.1.12 Funding and Resourcing
The Ministry will co-ordinate discussions with other Ministries exploring
options for efficient and cost effective strategies for the resourcing and
funding of current and future skills trainings that meet labour market and
social needs.

5.1.13 Training in the informal sector
The Ministry will develop a data base of informal sector training
providers including their contact addresses, courses offered to
compliment current information available in the formal education and
training to career advisors and careers counsellors and students and
parents.

5.1.14 A register of informal trainers will be kept

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5.1.15 Community based training and community based enterprise
development
The Ministry will document for distribution to user

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GUIDELINES FOR SKILLS TRAINING FOR EMPLYMENT (STFE)

The following guidelines outline suggested considerations and recommended steps in the
effective delivery and assessment of vocational training in ministries, tertiary institutions,
informal training providers and resource owners training providers.

6.1 STFE providers need to offer opportunities for skills training and entrepreneurship
to all students through the curriculum and course they are offering.

6.2 Course content need to match national, industry, labour market, social and resource
owner’s needs. The investigation of the employment/business feasibility should be
an integral part of course/curriculum planning.

6.3 STFE providers are encouraged to make the links with the local and wider
community when undertaking their planning, training, review and evaluation.

6.4 STFE are encouraged to allow trainees greater autonomy and control of business
and income generation activity they plan to enter into.

6.5 The Ministry will disseminate examples memorandum of understanding and course
linkages, sponsorship, pathways.

6.6 STFE providers are encouraged to provide Business and enterprise education as an
integral addition to skills training.

.

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7.0
EFFECTIVE DATE
1 January 2006

8.0
REVIEW DATE
1 January 2007

9.0
KEY SEARCH WORDS

Vocational and training policy, vocational programs, accreditation, certification, community-
based training, vocational models, community based enterprise, validation, students records,
enterprise education, TVET, private vocational , Skill training for employment.

10.0. APPROVED BY CEO


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