Designing Demand-Based Human
Resource Development
Frameworks for the Pacific
Policies & Programs for Skill Development
Regional Seminar
26-27August Nadi, Fiji Islands
Dr. Dave Fretwell
Sub-topics
• Governance
• Role of APEX Institutions
• Delivery of TVET services
• Financing
• Evaluation and assessment
3/22/2016
2
Governance
Policies & Programs
Issues
• Triparte input
• Regional, national and
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•
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•
local
• Legal status
3/22/2016
Balanced representation
Employer interest
Advisory/policy
Cost
Conflicts with laws
3
Role of APEX Institutions
Policies & Programs
Issues
•
•
•
•
•
• Existing structures
• Coordination of selected
3/22/2016
Regional and national
Scarce resources
Overlap
Cost efficiency
e.g.
– SPC/PATVET
services
• Financing innovation
• High priority products
• Sub-contracting
4
Organization & Administration of
TVET Institutions
Policies & Program
Issues
• Trained and qualified
• Little regional or national
staff
• Financial regulations
• Decentralization
3/22/2016
pre in in-service staff
training
• Donor scholarships
• Autonomy with
responsibility
• ICT links for MIS
5
Delivery of TVET Services
Policies & Programs
Clients
• In school youth
• Unemployed out of school youth
and adults
• Adults who need retraining
Role of Providers
• Secondary Schools
• Post Secondary Tertiary
• Non-formal institutions
• NGOs and Private for Profit
• Apprenticeship and OJT
3/22/2016
Issues
• Demand for Secondary
enrollment
• Questions about vocational
programs in secondary
• Long vs. short cycle training
• Pre-service vs. in-service
training
• Issues with accreditation and
licensing of private and NGOs
• Limitations on formal
Apprenticeship
• Incentives for Employer
training
6
Training Program Design
Policies & Programs
Issues
Public Private
Partnerships
• Labor Market Information
• Governance
• Program advisory
committees
• On-Job Training
3/22/2016
• Employer interest
• Employer availability
• Distances, international
migration
• Advisory vs. policy
• Decentralization
7
TRAINING PROGRAM DESIGN
Policies & Programs
Issues
Occupational & Training
Standards
• Develop, adopt, adapt
• Role of APEX institutions
• Impact of migration
3/22/2016
• Require resources to
develop and maintain
• Consider adaptation
• (DACUM)
• Link with selected
developing country
standards
8
Occupational & Training Standards
Translating Occupational Standards into Training Standards
Cooperation
The World of Employment
other
employment
requirements
eg:
age, location,
design of jobs,
physical
characteristics.
The
Competence
required in
occupations
Employment
Outcomes
Translation
Transfer
Occupation Standard
The World of Education
Learning
Outcomes
- learning content
related to the
learning outcomes
- the assessment of
achievement
- other process
requirements (eg
responsibilities,
duration of
programmes,
acceptable learning
locations
(Outcomes)
(Processes)
The
Competence
to be achieved
in training
Other
educational
requirements
eg:
teaching
methods,
general
education
content.
Training Standard
System components which are not related
3/22/2016
9
Training Program Design
Policies & Programs
Issues
Competency Based Modular
Instruction
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•
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Labor mobility
Lifelong learning
Career mobility
Linked to standards
Role of APEX institutions
3/22/2016
• Role of Regional Apex
Institutions
• Need for flexible entry
and exit
• Recognition of prior
learning
• Performance &
knowledge assessment
10
Training Program Design
Policies & Programs
Issues
Regional and National
Qualification Frameworks
•
•
•
•
•
Labor mobility
Lifelong learning
Career mobility
Linked to standards
Role of APEX institutions
3/22/2016
• Regional Apex Institutions
• Need for flexible entry and
exit
• Recognition of prior learning
• Performance & knowledge
assessment
11
Training Program Design
Policies & Programs
Issues
Just in Time Training
• Support investment &
economic development
• Customized training
• Rapid implementation
• Generate revenue for TVET
institutions
3/22/2016
• Requires independent
department and
management
• Financial autonomy
• Does not depend on
existing staff and programs
12
Training Program Design
Policies & Programs
Issues
Entrepreneurship
• Address lack of demand of
•
•
•
•
labor
Primary and secondary
school awareness
SME Modules in TVET
programs
SME Centers in TVET centers
Incubators in TVET centers
3/22/2016
• Not well addressed in PICs
but interest
• PIC Education Ministers are
interested
• Good models and materials
in EU, US, ILO.
• Link with
13
Training Program Design
Policies & Programs
Issues
Distance Learning
• Good TVET software
• International recognition
and standards
• Stand alone or internet
based
• Address geographic
isolation
3/22/2016
• Poor and high cost internet
connection
• Equipment & software
requirements
• Recognition of
competencies obtained
(NQF)
• Can Use for staff in-service
14
Financing
Policies & Programs
Issues
Investment and Recurrent
Cost
Donor investments high
Poor Sustainability
Reducing recurrent finance
Increasing client demand
Sources Of Finance
• Who pays
• Who finances
• Instruments
3/22/2016
Need multiple sources
Trainee payment & equity
Formal Private sector limited
Reducing public budget in
comparison to demand
Need for internal efficiency
15
Financing Approaches
Who pays
Who Finances
Instrument
Learner
Learner
Savings Account
Private
Private Loan
Public
Govt. Guaranteed Loan
Private
Training Levy
Public
Employer graduate tax
Government
Vouchers, Tax Credits,
Production of goods/services
Employer
Taxpayers
3/22/2016
16
Tools for Financing
Policies & Programs
• Management Information
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Cost Benefit Analysis
Decentralization
Autonomy with Responsibility
Competitive Investment funds
Public Private Partnerships
Recurrent Financing
incentives for quality and efficiency
Innovation Financing
Employment and Training (E&T)
funds
Need to address frictional &
Structural unemployment, & lack of
Demand for labor
3/22/2016
Issues
• Weak MIS
• Competition and equity
• Where to manage funds (Region,
•
•
•
National)
Funds can finance TVET delivery and
development, as well as cross cutting
regional and national services (i.e.
career guidance, standards)
Issue in PICs is unemployment, not
just skill training which is only one
HRD program which addresses
structural unemployment
Competitive funds need to be
performance based and can be open
to public, private, and NGO TVET
providers
17
Net Impact of Labor
Programs
Training Programmes
Current Employment
Current Monthly
Earnings
Czech
Republic
o
Hungary /1
Poland
Turkey
+
+
-
+
o
+
+
Wage Subsidy Programmes
Current Employment
Current Monthly
Earnings
3/22/2016
Czech
Republic
o
Hungary /1
Poland
Turkey
-
+
-
-
-
o
+
18
Net Impact of Labor
Programs
Self-employment Programs
Current Employment
Current Monthly
Earnings
Czech
Republic
o
Hungary /1
Poland
o
+
+
o
+
Temporary Community Employment Programs
Current Employment
Current Monthly
Earnings
3/22/2016
Czech
Republic
-
Hungary /1
Poland
-
o
-
-
-
19
Evaluation and Assessment
Policies & Programs
• Clear Objectives
• Efficiency:
– internal inputs
– program content
• Effectiveness: external
outcomes and impact
Issues
• Objectives not well defined
• Weak MIS
• Lack of occupational standards
and need for links to
international standards
• Trade tests vs. test item data
banks
• Little measurement of
outcomes, none of impact
• Need independent review
3/22/2016
20
Objectives of TVET
TVET GOAL
YOUTH
INITIAL
ADULT
W0RKER UNEMPINITIAL
LOYED
SOCIAL
•prepare for LLL
•improve sex equity
•crime reduction
•social cohesion
•poverty reduction
•reduce unemployment
X
X
X
X
X
X
X
X
X
X
X
X
X
X
ECONOMIC
•employment
•improve wages
•reduce social costs
•increase productivity
3/22/2016
X
X
X
X
X
X
X
X
X
21
Evaluating Internal Inputs
1. Policy and Program
• management
• personnel qualifications
• stakeholder input
• internal program evaluation
2.
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•
3/22/2016
Physical
facilities
equipment
materials and supplies
22
Evaluating External Impact
3/22/2016
1.
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•
Economic Impact
increased productivity
increased employment
better wages
reduced social expenditure
2.
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Social Impact
prepare for LLL
improve equity
reduce crime
improve social cohesion
reduce poverty
reduce unemployment
23
Measuring Economic Impact
1. Growth Accounting Studies
2. Productivity Studies
3. Rate of Return
3/22/2016
24
Communicating the Results
of Evaluations
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3/22/2016
timely communication is critical
target communications carefully
select appropriate media
reporting should be unbiased
focus recommendations on improvement of training
use individuals and agencies which the audience trusts
25
Evaluation is a Crucial Activity to
Help Ensure That HRD Programs
Respond to Changing Social and
Economic Conditions
“WHEN THE PACE OF CHANGE OUTSIDE AN
ORGANIZATION BECOMES GREATER THAN
THE PACE OF CHANGE INSIDE THE
ORGANIZATION, THEN THE END IS NEAR”
John Walker
Former President, AT&T
3/22/2016
26
Thank you
3/22/2016
27