CBET – a pedagogical modalilty - Colleges and Institutes Canada

Education for Employment Forum
ACCC Conference
Edmonton, Alberta, Canada
June 4, 2011
EFE Coordinator
The EFE Project is supporting the
implementation of TVET reform which aims to
better align education with employment needs
Institutionalizing competency-based education, the
pedagogical model chosen by the METFP for the
The development of links with the private sector.
Institutional support to national departments.
Competency-based Education (1)
Development, revision, validation and certification
of programs (integrated continuum)
The programs are developed through the institutional partnerships
This work is undertaken in line with the ministerial authorities
responsible for program validation
The colleges and institutes support the certification process:
Through technical support to the Ministry (DECC)
By using new programs that have been developed and the new
certification process as a pilot
Competency-based Education (2)
Winning conditions in the EFE (leverage effect)
Number of institutions involved
13 Canadian colleges and institutes are partners with 13 Senegalese
TVET institutions (7 technical colleges, 4 vocational training centres, 2
private TVET institutions)
B) Number of people trained
228 trainers and 28 managers plus 12 Monitoring officers, assigned by
the Ministry to each institutional partnership
C) Number of programs developed
16 CBET programs developed, of which 5 are already being offered and
for which 2 will graduates their first cohorts in 2011
* ACCC and the Ministry will give participates an attestation of training at
the end of the project
Important capacity building
• Technical Discipline training, based on needs
• Entrepreneurship training with support from ILO
(20 participants) to develop an entrepreneurship
module and integrate it into the programs
• Management training: management, information
systems management, prior learning and
assessment (based on the model from Quebec),
administrative management practices and
pedagogical practices using CBET
Development of new links with the
private sector
• Participation of the EFE in defining the
mandate of structures for public/private
Development of new links with the
private sector (2)
• Participation of the private sector in identification of
programs, in occupational analysis and at the Forum
• 6 professional organizations from 3 sectors of activity
covered by the project are participating in the the
development of programs to be developed are in the
EFE change management committee
• 68 participants from the productive sector partcipated in
the occupational analysis
• Private sector participated in the forum on “TVET
institutions serving industry and business competivity”.
Various employers’ associations did some publicity
Development of new links with the
private sector
• Creation of employer advisory committees
at the level of the institutions
The development of new links with
the private sector (4)
• Services for businesses
• Training session for the 13 institutions on
financing models for continuing education
so that they would know how to subscribe
to such a program
• Creation or strengthening of a continuing
education service within the institutions
(expected during the 3rd year of the
The development of new links with
the private sector (5)
• An example of a college serving local
development – Mining College of
– End-of-year projects (students from
Kedougou and Sherbrooke) to help the local
population: shea nut graters, water
extraction, processing tool for gold washers
Institutional Change (1)
• Support to the department of exams and
– Revise of the certification process
– Develop a guide for certification standards,
validation frameworks
– Revise the law on CBET certification
– Still to be done: validate the certificaton
standards at the Ministry and distribute these
to the 13 institutions involved in the EFE
Institutional Change (2)
• Support to the department of technical and
vocational training
• Training of 50 people on sharing responsibilities
related to TVET, the role of different actors in the
the process for developing programs and
models for sectoral monitoring at the national
• To do: supporting the approval by the ministry of
this shaaring of responsibiliteis for a more
effective of management of the system
Institutional Change (3)
• The EFE supports institutional change at
all levels: with the Ministry, training
institutions; it also supports networking
• It is an in-depth transformation of roles,
responsibilities and relations with partners
Important actions for the 3rd year of
the project
• Providing adequate equipment and workshops
• Support to implementing the programs that have
been developed (management of institutional
trainers & managers, up-dating or harmonizing,
support to autonomy for the institutions (tasksharing & responsibilities in the process of
program development
• Support to developing services for businesses –
continuing education in particular
• Support to the TVET Institutions network
Lessons - challenges
• An outstanding engagement of teachers
and adminstrators
• A remarkable participation of the private
sector in occupational analyses
• The difficulty of harmonization and
management within the ministry which has
support from a various partners
• The “partnership” strategy allows for
brainstorming, exchanges of experience of
training in Canada as well as in Senegal
• Briefly, a variety of situations that facilitate
creativity and innovation and which can
serve all of us
• This approach needs coordination and
harmonization to avoid too great an
dispersion with the same ministry
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