Appendix 2: Vanuatu – TVET Policy and Strategy.
The Masterplan and Policy Directions (April 2004)

Raise the profile of and expand Technical Vocational Education and Training (TVET)
working with the Vanuatu Institute of Technology as a lead agency and cooperating
with the Ministry of Youth Development and Training. New course areas are to be
introduced in areas such as Information Technology, Horticulture, Plumbing, Arts and
Craft, Management, Food Technology. Reach agreement on key terms such as further
education.
Establish a VIT Campus in each province and introduce a bridging/ safety net
program (the Vanuatu Community Certificate) and the current Year 11 and 12 courses
(the Vocational Foundation Certificate) into the provinces.
Support VIT to be further strengthened to develop and deliver higher level
Certificates and Diplomas to meet the needs of the formal economy. Links with the
Department of Labour and others will be strengthened to make best use of resources
for industry training, and to strengthen the Trade Testing Scheme.
Cooperate with the MYDT to support NGOs to offer safety net programs including
the Vanuatu Community Certificate for school drop-outs and other people in the
community in need of a second chance.
Take a lead agency role in the development of a National Human Resource
Development Plan for Vanuatu as a framework to link education, training, and the
national scholarship program to the productive sectors and the REDI plans.

The Ministry of Education supports the Government and the Business Forum’s vision
for a private-sector-led economic recovery and economic self-reliance. Education and
TVET curriculum will be progressively reviewed to take into account the views of
key industry advisory committees.

Vision Vanuatu Education and Training - 2004 to 2015

Goals in summary:

A quality framework to ensure improved service delivery.
Quality universal basic education initially to Year 8 and later to Year 10.
Improved quality and access to secondary education and a re-think of pre-tertiary
opportunities.
A strong Technical and Vocational Education (TVET) system.
Improved access to higher education.
Strong curriculum and learning materials, accessible to all schools.
Improved pre-service teacher education and expanded in-service teacher education.
A major initiative to improve the levels of English and French language and bi-
lingualism, and a sensitive but cautious use of the vernacular in pre-school and initial
education.
A major initiative to improve mathematics, science, and computer literacy in our
schools.

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A major initiative to define and implement a strategy which utilizes the best features
of distance learning, appropriate and sustainable in Vanuatu, to facilitate increased
access to education and training.
A major initiative to improve access and quality of information to parents and
students to assist them to make informed decisions re courses, schools, and career
options.
A major effort to strengthen the management of the Education and Training System,
and to involve and support students, teachers, and Provincial Education Offices and
Provincial Training Boards.

Goal Three: A strong Technical and Vocational Education (TVET) system.

Objectives:
Establishing VIT Provincial campuses and expanding rural training and training for
disadvantaged groups.
Introducing higher level certificates and diplomas at VIT in Port Vila and introducing
new course areas to meet the needs of the formal economy and the productive sectors.
Promoting technology (TVET) in schools.

Goal Four: Improved opportunities for pre-tertiary and improved access to
higher education.

Objectives:
Continuing to support USP and the French Speaking Universities center.
Assisting TVET institutions and selected senior secondary schools to provide Year
14 and 15 Diploma programs which are recognized by international universities and
institutes.
Exploring Associate Degree options with USP and VIT.

Goal Five: Strong curriculum and learning materials, accessible to all schools
and teachers.

Objectives:
Improve coordination of curriculum and materials development/ adaptation. Explore a
model of a Vanuatu Polytechnic which combines VIT, VITE, the CDC, and the
Examinations Centre.
Remove barriers to teacher and school access to curriculum and materials.

Goal Eight: A major initiative to improve mathematics, science, technology, and
computer literacy in our schools.

Objectives:
Introduce a policy to promote courses in maths, science, computer literacy, and
technology as entitlements for every child. This should be mandatory in all levels of
the education and training system.
Evaluate current mathematics, science, technology, and computer literacy curriculum,
materials, and teaching in the context of international best practice. Assess
participation rates and barriers, understanding of the importance of these subjects, and
motivation to undertake these courses.

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Develop and implement a strategy to improve participation in and quality of maths,
science, computer literacy and technology courses.
Incorporate extra-curricular activities such as weekend classes, summer schools,
science festivals, science and technology clubs and competitions. Special measures
may be needed to encourage young girls and women and to gifted children.
Support VIT to strengthen maths training and re-introduce science, both generic and
applied.
Adapt, improve, increase, and implement maths, science, computer literacy and
technology training (pre-service and in-service) for teachers.
Issue standards specifications for equipment and laboratories for use in basic,
secondary, and TVET education in these areas.
Encourage close working relationships between schools, TVET, industry and higher
education.

Goal Nine: A major initiative to define and implement a strategy which utilizes
the best features of distance learning, appropriate and sustainable in Vanuatu, to
facilitate increased access to education and training.

Goal Ten: A major effort to strengthen the management of the Education and
Training System, and to involve and support students, teachers, and Provincial
Education Offices and Provincial Training Boards.

Objectives:
We will continuously improve the management of the education and training system,
by aligning our resources to this vision, and providing fair and transparent decisions,
procedures, and systems. We will progressively increase devolution of responsibilities
to the provincial education and training boards, the education authorities, and the
individual schools and institutions. Our system will be student-centred and demand-
driven, rather than focused on the central bureaucracy.
These commitments will require us to address issues of transport, communication,
delegations, accommodation, and to implement the spirit of the new Education Acts.
We will steer, not row. The schools and institutes are primarily responsible for
providing quality of education and training. Our job is to provide direction and
assistance. Decentralisation of roles and accountability for use of resources will be the
focus of the next five years.
Formula for funding based on international unit cost approach and additional funds to
address disadvantage.
An effective Teaching Service Commission and teaching terms and conditions which
increase productivity and reflect affordable and sustainable class sizes and teaching
hours within international standards, whilst recruiting the best teachers and managers
in open and transparent processes, and raising the status of the teaching profession
and recognizing good teaching.
Providing training and development for our educational managers and leaders and
assisting our Principals and PEOs to move from fighting fires to strategic leadership.
We will embrace our custom of the “chief looks after the people” and we will provide
training in good governance, leadership, and codes of conduct.
Introducing parent and student choice of school and course.
Improving completion rates and reducing waste such as drop-outs and failures.

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Rationalising the large number of very small primary schools that are unable to
deliver quality education within the funding formula.
Establishing a sustainable, useful, and user-friendly EMIS – Education Management
Information System. Build on the school mapping data and make better use of these
data systems to inform decisions.
Improving the library and internet and research facilities available to senior officers of
the MOE an MYDT.


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TVET Masterplan 2003 to 2010 (November 2003)

Skills for a Self-Reliant, Productive, and Proud Vanuatu

Preface

Technical and vocational education, as an integral component of lifelong
learning, has a crucial role to play as an effective tool to realize the objectives
of a culture of peace, environmentally sound sustainable development, social
cohesion and international citizenship. – Declaration from the Second
International Congress on TVET, Korea, 1999.


This TVET Masterplan has developed over several years of consultations, within the
evolving framework of the Comprehensive Reform Program and the Prioritised
Action Agenda. This plan is focused on contributing to Vanuatu’s development
objectives and the development of our people – our most important resource.

You will note the emphasis on TVET as a “demand-driven system”. Under this
Masterplan, we are encouraging TVET providers to respond to the needs identified by
communities, and through the REDI plans, the proposed National HRD Plan, and the
Industry Advisory Committees. We need to help our people to develop productive
skills and a work ethic. At the same time, we are encouraging providers to retain and
strengthen their focus on “students first”.

The first broad framework was agreed at a National Forum in February/March 2001.
During 2002, TVET plans were further elaborated as part of the Education For All
country planning. The proposal to establish policy leadership with one Ministry was
heeded, and in March 2003 the Council of Ministers approved the Youth
Development and Training Policy Directions and established the Ministry of Youth
Development and Training with responsibilities for TVET and the Vanuatu National
Training Council.

With ongoing assistance from Vanuatu Institute of Technology, the ADB Skills
Development Project, and the VIT Strengthening Project, a first draft TVET
Masterplan was prepared in May 2003, and a National Workshop was held on 23rd
July 2003. Following the workshop, and responding to the Government’s new
Prioritised Action Agenda, a second draft was prepared. Consultations occurred with
VRDTCA and within the Ministry of Youth Development and Training and the
Ministry of Education. A further National Workshop with representatives of all
stakeholders was held on the 30th October 2003.

The TVET Masterplan should be viewed as an open and flexible document. It is not
GOV’s intention to impose uniformity or bureaucracy on providers. It is our intention
to support and build the capacity of providers to better contribute to the development
of Vanuatu at all levels. The TVET Masterplan is a guide to be adapted to our
emerging needs, and should not be interpreted prescriptively or in ways that limit
innovation, flexibility, and responsiveness.

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We have listened to the feedback from stakeholders, especially the Provinces. They
want action, not just talk and dusty plans. They have requested that we emphasise to
Government the importance of increased funding for TVET, to enable the TVET
sector to play its role in creating a better, more productive country. TVET is a major
tool for building our nation.

Following the endorsement of this Masterplan, we will prepare a matrix listing all
actions and potential funding sources, including the re-allocation of existing
resources. Meetings will be scheduled with development partners to discuss a
coordinated approach to the building of Vanuatu’s TVET system. An implementation
plan will be developed to guide and monitor action to bring this plan alive.

Thank you to the many stakeholders who contributed over the last four years to the
development of this fist TVET Masterplan.


Abel Nako
Director-General Education Youth Development and Training.

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Skills for a Self-Reliant, Productive, and Proud Vanuatu

Development mission

Through choice, improve the standard of living and attain individual, community, and
national development goals.

The TVET system will provide maximum opportunities through formal, non-formal,
and distance learning approaches, to acquire appropriate lifelong skills, knowledge,
and values for all.

Vision

A demand-driven, coordinated, cooperative, and continually improving TVET system.

A TVET system which provides lifelong and practical opportunities to develop skills
and values for self-reliance and to participate in the building of the economy and a
productive and well-governed nation.

Values and guiding principles

Transparency, fairness, equity, and accountability
Respect for unique contribution of formal and non-formal providers
Focus on the needs of the individual, the village, and the nation
Cooperation and collaboration and wise use of limited resources
Leadership codes and ethics
Grounded in the best of ni-Vanuatu culture, traditional skills and resources, and
languages
Promoting the best of world cultures.

Goals

1. Strong and effective policy, coordination, recognition, and support for Vanuatu’s
TVET system.
2. Expanded range of practical, high quality, and relevant competency-based TVET
courses to meet the development needs of the formal, informal, and non-formal
economies, and to promote self-employment and self-reliance.
3. Expansion and strengthening of TVET training in the rural areas and to meet
Provincial development needs.
4. A strong Vanuatu Institute of Technology and other formal TVET providers, with
a longer-term vision of a single, sustainable, multi-purpose, multi-campus national
institute.
5. Strong, community-responsive, non-formal TVET groups providing various
learning opportunities and services for empowerment, community development,
and improvement of quality of life.
6. An accessible and equitable TVET system.
7. Sustainable funding for the TVET system, both formal and non-formal.



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The Benefits of the TVET System Outlined in this Masterplan

The benefits of registration and accreditation with VNTC and of being part of the
TVET System are:
• Formal recognition by GOV, via the Vanuatu National Training Council.
• Options to accredit existing courses under the Vanuatu Community Certificate and
thereby to provide graduates with nationally recognised certificates.
• Opportunities for providers to develop their own courses for national accreditation
leading to national certificates.
• More training for rural areas.
• Increased quality assurance.
• More qualified teachers.
• Training which is better aligned to Village, Provincial, and National needs.
• Pathways between schools, non-formal and formal TVET providers, and higher
education.
• Access to curriculum and materials, and accredited teacher training.
• Access to information, ideas, and support, including specialist trainers
• Access to management training for TVET providers, formal and non-formal
• Options to work together on joint projects and major initiatives such as the
improvement of communications, and access to information and computing
technologies.
• Participation in a network of TVET providers with international links and
resources.
• Better value to families and communities for their student fees.
• More likely to attract funding from GOV and development partners.
• Easier to avoid duplication and waste and to make better use of resources.
• Retention of provider autonomy and self-direction.
• Increased accountability for GOV and donor funds.
• Improved information about TVET for the public, providers, and GOV.
• A “home-grown” TVET system able to take its place with pride alongside the
school and higher education sectors, and in regional and international arenas.

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TVET Masterplan

Goal One: Policy, coordination, recognition, and support


Objective
Actions, timelines, and responsibilities
Consolidate the Ministry Senior TVET officers in place by 2004.
of Youth Development
and Training as the core Implementation Plan for the TVET Masterplan to be prepared
Ministry for setting in 2004. New TVET roles, responsibilities, and structures to be
policy directions and clearly communicated to stakeholders.
overseeing the
development of TVET.
New or amended TVET legislation, regulations, and policies in
place by end 2005.

Funding arrangements progressively strengthened to achieve
sustainable funding by 2008.

TVET plans and policies regularly reviewed.

Liaise across Government to contribute to and take a leadership
role in the development of a HRD Plan for Vanuatu.
Strengthen Vanuatu VNTC membership reviewed and revitalized by September
National Training 2003. The independence of VNTC to be assured.
Council (VNTC) and
support coordination VNTC Executive Officer and Office Manager in place by end
agencies to provide 2003. Accreditation Officer to be recruited by 2005.
coordination, policy and
funding advice, AusAID Technical Advisor to assist VNTC for 6 months 2003
accreditation of courses, – 2004.
registration of providers,
and monitoring and ADB Technical Advisor to assist VNTC for 1 month and to
evaluation for the TVET provide a study tour to PNG for Executive Officer, 2003 –
system.
2004.

Training to strengthen VNTC officers and council members.

Guidelines for TVET Qualifications, Course Accreditation,
Provider Registration and Quality Improvement approved by
VNTC and in place by 2004 for full implementation by 2005.
Provider registration to be actively promoted, identifying
benefits for providers, students, and the nation, not
compulsory.

Training provided annually in the new guidelines for TVET
providers, starting in 2004.

Data base of courses and providers established and maintained.
User-friendly information available across Vanuatu. Promotion
of TVET and its benefits across Vanuatu.

Provincial Training Boards in place by end 2003, formally
recognized by VNTC in 2004, and progressively strengthened

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to assist TVET meets local and provincial development needs.

The VNTC Consultative Committee established by end 2003
and meeting at least twice a year to ensure stakeholder
involvement with the ongoing planning of the TVET system.

Non-formal coordinating organizations such as VRDTCA,
VANGO, and the NFE Taskforce strengthened.

National Industry Advisory Committees recognized and
supported for their contributions to establishing competency
standards for the formal economy.

Existing TVET legislation and regulations reviewed and
changes recommended to MYDT by end 2004.

A Benefit and Evaluation System for TVET to be in place by
the end of 2004.

Advice to be developed on:
— Trade Testing and cooperation with the Department of
Labour and the ILO.
— Skills Olympics.
— A TVET Management Information System (MIS),
integrated where possible with the GoV’s whole of
Government MIS, EMIS, and VIT MIS.

VNTC and PTBs to provide a role model in user-friendly
systems and procedures and to work to avoid unnecessary
bureaucracy and waste.

Annual evaluations and reports on progress against this
Masterplan to be prepared by VNTC. A midway report to be
completed in 2007.

A national TVET Award scheme to be established to annually
recognize excellence amongst students, teachers, managers,
volunteers, and courses and materials.
Integrated approach with Effective communication systems to be in place between
the Ministry of Education MYDT, VNTC, and MoE (including the education advisory
and the Education For All bodies) for a cooperative approach to:
country plan.
• Refinement and implementation of the Education For All
country plan.
• Development of TVET in schools.
• Improved pathways between schools, TVET, and higher
education, and more opportunities for early school leavers.
• A common Management Information System and
information technology and communication systems.
• Opportunities for a common approach to course
accreditation.
• Integrated policy development.
International TVET links. Links with international TVET bodies strengthened to
maximize value to Vanuatu’s TVET system, eg

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— The Pacific TVET Association
— Commonwealth of Learning TVET Distance Learning
Network
— UNEVOC Centres
— Asian South Pacific Bureau of Adult Education
— South Pacific Communities
— PIANGO
— Regional and international TVET providers.
A strengthened The Vanuatu UNEVOC (TVET Resource) Centre to be
UNEVOC (TVET progressively strengthened and expanded to better perform the
Resource) Centre.
established functions of:
— developing and leading a national TVET network
— Information flow within Vanuatu’s TVET network and
with the wider UNEVOC network
— Research, publications, and databases
— Professional development
— Sharing resources.

The Vanuatu UNEVOC Centre to be accommodated in the VIT
Learning Resource Centre proposed to be built in 2004, and to
be more widely available to TVET providers.


Goal Two: Practical, high quality, relevant, and competency-based courses.

Development,
Vanuatu Community Certificate to be developed by building
accreditation, and on, adapting, and recognising existing curriculum and materials
delivery of the Vanuatu for piloting and accreditation in 2004. The VCC to provide
Community Certificate open access and to comprise flexible modules in:
(VCC) and the • Functional literacy and numeracy
Vocational Foundation • Personal development, lifeskills, health and hygiene
Certificate (VFC) as • Basic technical and practical skills relevant to rural life.
recognized and respected • Communications and study skills
alternative pathways for • Custom traditional skills
young people and adults.
• Community development
• Basic entrepreneurial and income-generating skills
• Environmentally sound, sustainable development
• Disaster management.

Vanuatu Vocational Foundation Certificate to be developed,
piloted, and accredited in 2004. The VFC to comprise flexible
modules which build on the VCC and prepare people for their
own vocational projects, employment, or further study. VFC
vocational modules will cover areas such as agriculture, rural
tourism, sports, performing arts, information technology.

The expansion of structured training in Sports and Recreation.

The VCC to be available to be offered in every Province by
registered non-formal providers.

The VFC to be available to be offered in every Province by
VIT Provincial Campuses and other registered providers.

33


The VCC and VFC widely recognized and respected as
providing pathways to further education and TVET, self-
reliance, improved quality of life, and employment.
Increased demand-driven VNTC and PTBs to regularly summarise and disseminate
course options.
training needs identified in GoV HRD and training plans,
REDI plans, Industry Advisory Committee reports, surveys,
and other sources.

Providers to respond to demand for new courses from
communities, provinces, and the formal and informal
economies.

VRDTCA and other NGO organizations to continue to
promote responsiveness to community needs.
More higher level TVET Vanuatu Institute of Technology (VIT) Vila campus to move to
Certificates and post Year 12 entry in 2005 as required by MoE policies.
Diplomas.


VIT, in liaison with Industry Advisory Committees, to review

existing course profiles and develop higher level TVET
courses and present these for VNTC accreditation.

VIT to explore new course areas to benefit the productive
sector. In the first instance, VIT should explore the
introduction of:
— Information and Communication Technology
— Management
— Entreprenurial and Small business Skills
— Performing Arts

Vanuatu Maritime College, School of Nursing, Police College,
College of Agriculture, and other providers to be encouraged to
meet VNTC requirements for higher level TVET course
development and delivery.
Expansion of literacy VNTC to work with Literacy Providers (World Vision, RTCs,
programs to improve the and other provider) to provide assistance in:
levels of literacy for • The development of a national Literacy Plan.
young people and adults.
• The expansion of literacy programs for adults and young
people.
• The conduct and assessment of the national Literacy
Survey.
• The formation of a Vanuatu Literacy Council or
Association.
• Links with Literacy projects in the Region and
internationally.
TVET in Schools.
A working party to be established by 2004 to explore a
coordinated approach to the introduction of accredited TVET
courses in schools.

Accredited TVET in Schools options to be progressively
introduced from 2005.

Role of secondary technical schools within the TVET system

34

to be further explored by key stakeholders.
Quality of delivery and a VNTC, through its registration, accreditation, monitoring, and
focus on students.
quality systems will work cooperatively with providers to
improve the quality and standards of TVET courses. All TVET
providers will be encouraged to “put students first” and to
provide access and pathways to accredited training and
recognized qualifications.

Goal Three: Rural and provincial training


Consolidate the VIT Permanent Head of Department of Rural Development
Department of Rural appointed in 2004.
Development and VIT’s
provincial services.
VIT’s Department of Rural Development to assist Provincial
Campuses and VNTC and PTBs, and to work cooperatively
with VRDTCA and other NGO organizations.
Establish VIT Campuses/ VIT, in liaison with PTBs, to establish a campus/ centers in
centers in each Province.
each province to deliver the VFC, and to support NFE
providers and PTBs. Two Provincial Campuses to be piloted in
2004. Every province to have a campus by 2007.

VIT to establish communication networks with the Provincial
campuses to facilitate communication and resource and data
management.

VIT Provincial Campuses will not duplicate the work of
existing providers, formal and non-formal.
VRDTCA and other NFE Members of VRDTCA to continue to strengthen their
bodies to be strengthened. Association and to clarify and confirm the roles of the
Association.

Support and recognition to be given to Provincial groups of
RTCs and other NFE providers.

Support and recognition to be given to agencies which promote
non-formal TVET, eg VNCW, World Vision.
Expanded TVET With GoV and ADB TVET pilot funding, provide short
provision in the courses and train the trainer programs in each Province during
Provinces.
2003 –2004.

VIT to explore the provision of a Provincial Equipment repair
and training service to assist Provinces to make full use of and
maintain their equipment.

Proposals to be explored to provide tool and equipment boxes
to support rural training.

Establish an ongoing funding scheme to encourage the growth
of TVET in rural areas and in each Province.




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Goal Four: A Strengthened VIT and other formal TVET providers, working in
the longer term towards a single, sustainable, multi-purpose, multi-campus
Institute.

Further strengthening of Support a further VIT Strengthening Project to commence by
VIT.
the start of 2005. The project to focus on:
— Provincial campuses and expanded rural training.
— The move to post year 12 courses.
— Governance (VIT Council strengthening).
— New course areas eg management, information technology,
agriculture and horticulture, public service training,
science, sports, language testing and training, performing
arts.
— Customised training for the productive sector.
— A new Library and Learning Resource Centre, also
housing the UNEVOC (TVET Resource) Centre.
— The TVET Teacher Development Centre.
— The TVET Curriculum Development Centre.
— A computer maintenance service for the MoE and MYDT.

Promote cooperation with development partners to achieve
VIT’s balanced development as a bi-lingual Institute.

GoV to introduce direct funding to VIT by the start of 2004.

GoV to progressively provide additional funding for Provincial
Campuses beginning in 2004.

GoV to provide additional funding for the expansion of the
TVET Teacher Development Unit and the TVET Curriculum
Development Unit.

GoV to amend the VIT Act and the TSC Act to enable VIT to
directly employ its own teachers by the end of 2004.
Improvements to TVET teacher terms and conditions and
status to be pursued as part of the Teacher Regrading Strategy.

GoV to review the VIT Act and regulations to ensure that VIT
has sufficient autonomy to operate as Vanuatu’s national
TVET Institute.

Adjacent land identified for VIT campus expansion to be
transferred to VIT Council by 2004.
Establish and recognize Liaise with the Department of Agriculture, VIT, and other
the College of stakeholders to develop an agreed plan for the development of
Agriculture.
the College of Agriculture as a major TVET provider.
Strengthen and recognize Liaise with the Department of Health and other stakeholders to
the College of Nursing.
develop an agreed plan for the development of the College of
Nursing as a major TVET provider.
Strengthen and recognize Liaise with stakeholders to develop an agreed plan for the
the Police College.
development of the Police College as a major TVET provider.
Strengthen and recognize Liaise with the VMC Board and management and other
the Vanuatu Maritime stakeholders to encourage the VMC to register and accredit its

36

College.
courses with the VNTC as a major TVET provider.
A single, sustainable Continue to explore with all stakeholders the merits and risks
national institute.
of a single formal TVET Institute as proposed in the Education
Masterplan.

Goal Five: Strong non-formal TVET providers

Strengthened
VNTC and PTBs to organize regular Provincial and national
collaboration between workshops to discuss TVET plans, policies, training needs, and
TVET providers.
to encourage sharing and cooperative approaches.
A pool of accessible VNTC to work with VIT, Provincial Campuses, VRDTCA,
TVET curriculum and and other providers to provide access for all registered TVET
learning materials.
providers to curriculum and learning materials.

VIT and the Provincial Campuses to establish TVET Resource
Centres to assist non formal providers.
Accredited train the VIT to train 150 community and rural trainers by mid 2004.
trainer courses and
specialist trainers.
VNTC to accredit the Vanuatu Community Train the Trainer
and Certificates in TVET Training by 2004.

VIT, VRDTCA, and other providers to ensure that train the
trainer opportunities continue to be available and that a pool of
traveling trainers is developed.
A strengthened RTCs and non-formal TVET providers to continue to
association for non- strengthen the capacity of VRDTCA to support their
formal TVET Providers.
development.

Strengthening and support for VANGO.
Accredited Management VIT, Provincial Campuses, and other providers to ensure that
training available for non- appropriate management and financial management training is
formal TVET providers.
available to support non-formal TVET providers.
Accredited Community USP, VIT, and other providers to develop/ adapt community
Development training development training courses for accreditation by VNTC and
available for non-formal delivery by registered providers.
TVET providers.
Greater recognition of the VNTC to work with VANGO, VRDTCA, and other agencies
contribution of voluntary to establish a system to recognize excellence in NFE
NFE workers.
volunteers.

NFE volunteers and workers to be given assisted access to
formal training to further develop their skills.
Greater recognition and VNTC to encourage private providers, (eg VCCI, NEXT) to
integration with the work register and to engage in the development and provision of
of private TVET accredited courses.
providers.







37

Goal Six: Access and equity

A percentage of GoV and The general area of poverty alleviation, and girls and women,
donor funds targeted at early school leavers, rurally isolated, and people with
special needs groups.
disabilities, will continue as priority special needs groups.
Funding arrangements will provide incentives to increase
courses for these groups. Other groups will be prioritized from
time to time.
Open access to the The VCC to be open to people of all ages and background.
Vanuatu Community
Certificate.
The VCC to include strategies to recognize existing skills
whether acquired through life, work, or education. These
processes to be adapted from international models of
Recognition of Prior Learning (RPL) and Recognition of
Current Competencies (RCC).
Access and equity, and VNTC to incorporate access and equity principles in provider
human rights principles to registration, course accreditation, and funding procedures.
be a requirement for all
registered TVET VNTC to monitor and report on equity and access across the
providers.
TVET system.

The importance of the family and family values to be
reinforced by TVET providers wherever possible.
Gender balance.
Gender equity to be apparent in the composition of the VNTC,
PTBs, and other TVET bodies, and to be promoted in provider
management committees.
Affordable fees and VIT to continue its Equity Scholarship scheme.
scholarship schemes for
TVET.
The Scholarship Office to identify specific places for TVET
teachers and students, and to ensure strategic responses to the
national HRD Plan.

The private sector, including employers, to be approached to
fund additional TVET scholarships.
More accessible TVET Support for non-formal providers that are owned and managed
provision.
by special needs groups to be continued and expanded.

Providers to consider evening and week-end courses, to open
up access.

The development of distance learning delivery modes and
materials to be actively encouraged.

VIT campuses to be strategically located to maximize access.

User-friendly information about TVET options to be widely
disseminated and promoted.

Goal Seven: Sustainable Funding

An increased share of MoE budget to be reviewed to achieve an increased share for
Education funding for TVET from the 0.7% allocation in 2003.
TVET.


38

A further VIT Strengthening Project to be actively pursued to
commence by 2005, following an extension of Phase Two in
2004.

An extension of the ADB Skills Development TA Grant
actively pursued for 2004 – 2005.

The EU-funded Tourism and Hospitality Training Centre
project to be actively supported 2003 to 2006.
Additional and new The MoE and the MYDT to pursue additional funds to
initiative funding secured implement this TVET Masterplan through the new initiative
for the TVET sector.
and GIP processes.

Links with existing micro-financing schemes to be explored.
Enhanced financial MYDT, VNTC, and PTBs to give leadership to a culture which
management and values responsible and accountable resource management.
accountability, and
effective use of resources. Finance management training to be provided to TVET
providers.

A rational funding model or formula to be developed to guide
the allocation of GoV funds to formal and non-formal TVET
providers.

VNTC to establish effective financial monitoring and reporting
systems to oversee GoV and donor funding. for TVET.

PTBs and VIT to work with other stakeholders to ensure best
use of existing resources when establishing Provincial
campuses.
Achieve sustainable and Training Fund Schemes trialled and evaluated with GoV funds
coordinated funding for during 2003 – 2004.
non-formal TVET
providers.
Training Fund Schemes trialled and evaluated with ADB funds

in 2003 – 2004.
Achieve sustainable and
coordinated funding for The Council of Ministers Working Party on a Training Trust
formal TVET providers.
Fund to be actively supported to:
• Conduct consultations and liaise with DESD and the
Department of Finance and other stakeholders.
• Conduct further research and feasibility studies into
Training Trust Funds.
• Prepare a discussion paper and recommendations by mid
2004.

Sustainable TVET Funding Schemes in place by 2006.

Annual negotiations with development partners to sustain a
coordinated approach to TVET funding.



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