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Technical Vocational Education and Training: ‘The Master Key’

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Technical Vocational Education and Training: ‘The Master Key’ Technical Vocational Education and Training: ‘The Master Key’ ‘The Review of the Functions of FIT, TPAF and other TVET Providers’ For the Ministry of Education, Youth and Sports, Arts, Culture & National Heritage June 2008 Prepared by: Dr Akhilanand Sharma of the University of the South Pacific and Eci Naisele of the Ministry of Education TVET Section This report does not reflect the views of the University of the South Pacific or the Ministry of Education ii Technical Vocational Education and Training: ‘The Master Key’ ‘The Review of the Functions of FIT, TPAF and other TVET Providers’ For the Ministry of Education, Youth and Sports, Arts, Culture & National Heritage Prepared by: ………………………………………………… Dr Akhilanand Sharma of the University of the South Pacific …………………………………………………. Eci Naisele of the Ministry of Education TVET Section iii June 2008 Table of Contents Acknowledgement v Executive Summary vi Acronyms xiv Definitions xv Chapter 1 Introductory Chapter 1 Rethinking Technical Vocational Education and Training: Vocationalising Education Chapter 2 TVET…Programmes 14 2.1 TVET administration 14 Managing Authorities TVET Characteristics Different TVET Providers 2.3 Types TVET Programmes 2.3.1School Based 17 2.3.1.1 Formal TVET Education-Pre-Vocational 2.3.1.2 Curriculum 2.3.1.3 Vocational Education Training 2.3.2 Private Vocational Training Institutions 22 2.3.2.1 Monfort Boys Town 2.3.2.2 Private TVET Providers 2.3.3 Non Formal TVET 24 2.3.3.1 Advanced Vocational Training (AVT 2.3.3.2 Ministry of Youth, Sports and Productivity, Department of Youth Training Scheme 2.3.3.3 Tutu Vocational Centre 2.3.4 TVET Tertiary Institutions 27 2.3.4.1 Fiji College of Agriculture [FCA] 2.3.4.2 Fiji Forestry School 2.3.5 Teacher Preparation Institutions 29 2.3.5.1 Fiji College of Advanced Education 2.3.5.2 University of the South Pacific [USP] Chapter 3 FIT and TPAF 30 Chapter 4 Presentation and Discussions of the Findings 45 Chapter 5 The Way Forward for TVET in Fiji: Recommendations for 77 Policy and Practice References 86 Appendices (A) 1-9 List of people met and places visited (A1), schools visited 90 (A2), Correspondence (A3) Interviews (A4), Report on Business Excellence Award (A5), FEA – A Case Study (A6), Key Economic Data (A7), Statistics (A8), Projected Budget (A9) iv Acknowledgement We were inspired to name this review report as ‘TVET: The Master Key’ after attending a very successful workshop on TVET in the Republic of Palau in 2006. In particular, the term is mentioned in the editorial section of the prospects, quarterly review of the comparative education (UNESCO, vol. XXXV, no. 3, September 2005) and it became very popular in the workshop. This title sets the conceptual basis of this review. We are grateful to numerous persons, institutions and organizations that have provided valuable information as well as documents for this review. Firstly, we thank the former Interim Minister for Education, Science and Technology, Mr. Netani Sukanaivalu, for giving us the opportunity to conduct this review. We also acknowledge, with appreciation, the contribution made by the current Education Minister, Mr Filipe Bole, while he was a senior lecturer at the University of Fiji and now in the office of the Minister. This review was of great educational value to us. We also acknowledge the Permanent Secretary for Education, Mrs Rabukawaqa and the Deputy Secretary for Education, Administration and Finance, Mr. Filipe Jitoko, for their assistance throughout the review process and for seconding Mr. Eci Naisele of the TVET section of MOE as the project secretary. The Human Resources Planning Committee of the Ministry of Finance, National Planning and Sugar Industry has also made useful input in this review exercise and for that we are indeed grateful. We are indebted to the Directors of FIT and TPAF for providing valuable documents and time for discussion and consultation. Both Mr. Jone Usamate and Dr Ganesh Chand deserve our heartfelt gratitude. The staff members and students of FIT and TPAF are also thanked for their contributions. We also express our gratitude to the industry representatives for discussing the work of FIT and TPAF and for providing valuable information on the effectiveness or otherwise of the courses and the programs of the two institutions. We acknowledge with appreciation the input provided by the appropriate sections, Government and NGOs to this exercise. The University of the South Pacific (USP) and the University of Fiji (UOF) have freely discussed the rationale for establishing the National University of Fiji and the ways in which USP, UOF, FIT and TPAF can function as a team to provide relevant and authentic education to Fiji citizens within the confines of limited resources available. The valuable input of FESP and TVET Vocational Adviser, Mr. Donald de Klerk also needs mentioning in this submission. Selected secondary schools that provide franchised TVET programs have also made considerable contribution to this review. Their critical examination of the strengths and limitations of the franchised programs provided insights that were helpful in suggesting ways in which the limitations may be addressed. We also like to put on record, with appreciation, the contribution made by USP, the Ministry of Education and the Forum Secretariat for making available the necessary documents for our desk study. Finally, we thank everyone who has contributed in this review and wish them success in their future TVET endeavours. Dr Akhilanand Sharma, (Chairperson) Associate Professor and Head of School of Education The University of the South Pacific Eci Naisele (Secretary) Senior Education Officer, Ministry of Education v Executive Summary 1.0 Introduction The review of the functions of FIT, TPAF and other TVET providers was commissioned by the Minister of Education. A clearly articulated ‘Terms of Reference’ (TOR) was provided for the review. In conjunction with this work, the TOR also expected the review team to look at TVET in totality especially the initiatives of MOE in secondary schools and those of private providers and the University of the South Pacific. This review is seen as increasingly necessary for two reasons. Firstly, TVET plays an equally important role in the social, economic and political development of any nation together with its academic counterpart. However, Fiji has not fully realized its potential and has treated it as a ‘second best option’ to academic education. TVET is gradually gaining the attention it deserves in the total learning system of all Fiji citizens. Education is regarded as the key to development, however, TVET is seen as ‘the master key’ because it has the ability to open all the ‘doors’ of life-long learning and improve the vocational expertise and consequently the quality of living. It is expected that this review report would empower the stakeholders, especially the policy-makers, so that they can genuinely accept TVET as an equally important component of the total learning system providing relevant knowledge, skills and competencies for employability, quality living and learning communities. Secondly, FIT and TPAF are the two main institutions responsible for training skilled human resources for various industries in Fiji. The review examines the extent to which these institutions are fulfilling this need and how they could work as a team to avoid any unnecessary duplication of functions and reach-out to the other sectors of the economy. To locate FIT and TPAF in the realistic TVET scenario, it became necessary for the review team to examine TVET programs in secondary schools and private organizations. After studying these organizations, the review team strongly recommends the setting up of an overarching national coordinating authority for policy, quality assurance and monitoring. Furthermore, the team stresses the need to vocationalise education beginning right from pre-school through secondary to tertiary programs of study. The vocationalising initiative, it is emphasized, is concerned with educating the ‘whole person’ by providing life-skills including values education and preparation for the ‘world of work’, self- employment and ongoing learning. In this regard, it becomes a learning strategy destroying the dualist nature of our education system, that is, the academic education stream for the majority and the vocational for slow learners. Therefore, this review report takes a visionary approach and goes beyond the review of the functions of the TVET providers and suggests the ‘restructuring of the whole education system’ to enable students to acquire academic as well as vocational education within the same program of the schooling process. 2.0 Terms of Reference 2.1 To compare the FIT Act, TPAF Act and the Education Act with the view to identifying areas of duplications in terms of responsibilities. It would be relevant to the understanding of the Taskforce for FIT and TPAF to provide an interpretation of their roles and core responsibilities according to their Acts and what links they have with the other institutions such as USP and MoE. 2.2 Make recommendations to the review of the three Acts to clearly demarcate responsibilities of the three institutions in terms of training activities. FIT and TPAF may need to identify areas they are currently working with that lie outside of their Act. 2.3 Consider the robustness of the Acts in terms of meeting the country's demands for skill training and requirements. 2.4 Define and assess the target audience for each institution. vi 2.5 Ensure that the two institutions have greater accountability to the responsible Minister for meeting their core functions within the resources provided by government. 2.6 Review the current structure of accountability with the two institutions coming under two different Ministers and Ministries. 2.7 Review the training programmes of FIT and TPAF and identify areas of duplications in training.
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