Regional Training Program on“Strengthening Competency Assessment in TVET”

By: SEAMEO VOCTECH

18th –> 30th August, 2014 | Brunei Darussalam.

Kingdom of CambodiaNation Religion King

Mr. Chhoum Khoeun,Mr. Enn Vuthy,Ministry of Labour and Vocational Training

INTRODUCTION TO CAMBODIA

Royal Arms

National Flag

King Norodom SihakmonyRoyal Palace

Preah Vehear

Angkor Wat Angkor Thom

Bokor Mountain

Land area : 181,035 km2

Population : 15,270,000 © 2010 NSDP Population Growth rate : 2.49 % Density of Population : 64 per km2

Life Expectancy : Male (56), Female (58) GDP ( US$ ) : 1,008 (By World Bank) Literacy rate 2007 (Ages15 and above) : 67.3 % Vocational Inst. (Public & Private) : 112,217

(Students) (By National Institute of Statistics, 2011)

Religion :

. Buddhism : 85%

. Muslim : 5%

. Preah Neang Kong Si Em : 5%

. Christian : 3%

. Other : 2%

INTRODUCTION TO CAMBODIA

2001 2005 2010 2012

Agriculture 36% 33% 37% 35%

Industry 24% 26% 21% 24%

Services 40% 41% 42% 41%

Total 100% 100% 100% 100%

ECONOMIC PERFORMANCE:GDP BY SECTOR OF

ACTIVITY

Source: Cambodia Macroeconomic, Ministry of Economy and Finance (2013).

Department ofChild Labour

Department ofOccupational Health

NTB

MINISTRY OF LABOUR AND VOCATIONAL TRAINING

The Ministry of Labour and Vocational

Training ( MLVT ) has mandated by the

Royal Government of Cambodia to lead

and manage all activities related to the

field of Labour and Vocational Training

in all over the Country that has the roles

and responsibilities as follow :

ROLES OF MINISTRY OF LABOUR AND VOCATIONAL

TRAINING

Apply the labour law in the goal of upgrading the Hygiene, Health, Security and Work conditions in all Enterprises.

Organize the labour inspection services in all Enterprises following the commitment of labour Administration scheme.

Follow up the application of labour law and concerned legislations related to Labour Standards, Labour conditions, Labour safety and the prevention of health risk for employees.

Coordinate the relation between the labour’ Unions and employers’ Representatives in all Enterprises.

Resolve the Labour disputes by the procedure of bargaining depends on the law and legislation.

Study and establish the National policy on employment and find out the needs of Labour market, the numbers of unemployment in over the country.

Manage the use of Cambodia and foreign manpower. Organize the Social security for workers and manage the

social security fund.

A- LABOUR FIELD

Develop the National Employment policy in according with the Vocational Training, skill development in the objective to help the needy people to find job and help the industries find the qualified manpower.

Organize and manage the Vocational Training in accordance with the Labour market needs.

Cooperate and coordinate with ADB and Government to Develop Vocational Training field.

Cooperate with training providers and industrial experts to develop the national system of Competency Standards, Competency Assessment, Accreditation and Certification.

Cooperate with the Ministry of Women Affairs in the purpose to develop the skill of the delinquencies and gender and development.

Organize and Manage the apprenticeship. Organize and Manage the national skill competition.

B- VOCATIONAL TRAINING FIELD

ROLES OF DNCS (Dept. of National Competency Standards)

Develop the National Qualification Framework

Develop Skills Standards

Conduct testing Skills Standards

Evaluate the effectiveness of all training

Validate Skills Standards against international benchmarks

where appropriate

Validate Skills Standards with Sector Councils

Develop curriculum to support Standards links with curriculum

developers of National Technical Training Institute

Involve in Sector Council development and support

Take part in the development of National Association of

Training Providers.

Involve in the national, ASEAN and world skills competitions

• Prepare the national policies and strategies on competency assessment for assessing the workers, graduates, and others.

• Prepare technical groups for developing the competency assessment packages and other documents related to assessment works.

• Create criteria for accrediting the assessment centers

• Create criteria for accrediting the competency assessors.

• Conduct Meeting, Workshops, and Training course on the National System of Competency Standards, Assessment, Accreditation and Certification.

• Conduct the Assessors’ Training Courses

ROLES OF COMPETENCY ASSESSMENT OFFICE

• Prepare documents and submit them for approval for using the assessment centers for each skill defined.

• Develop the competency assessment packages 

• Conduct the process of competency assessment to assess the competence of workers, graduates and others.

• Organize and Manage the National, ASEAN and World Skills Competitions.

• Cooperate and coordinate with other related institutions (Training providers and industrial experts) for developing, updating, recommending, approving the assessment instruments.

ROLES OF COMPETENCY ASSESSMENT OFFICE

EDUCATION and TVET SYSTEM IN CAMBODIA

Schooling Year

General Education

System (MoEYS)

Higher Education System

(MoEYS + ACC)

TVET System (MLVT+NTB)

NQF Level Name

21 Doctoral 8 Doctoral

20

19

18 Master 7 Master of Technology/Business

17

16 Bachelor 6 Bachelor of Technology/Engineering/

Business15

14 Associate 5 Higher Diploma

13

12 Upper SecondarySchool Certificate

4 TVET Certificate III

11 3 TVET Certificate II

10 2 TVET Certificate I

09 Lower Secondary School Certificate 1 Vocational Training

Certificate08

07

01 – 06 Primary School

EDUCATION and TVET SYSTEM IN CAMBODIA

CAMBODIAN QUALIFICATION FRAMEWORK (CQF)

CQF comprises 8 levels was completed, and approved by NTB on the 28th March, 2014.

CQF Level

MLVT + NTB MoEYS + ACC TVET Higher Education

8 Doctoral Degree Doctoral Degree 7 Master of Technology / Business Master Degree 6 Bachelor of Technology / Engineering / Business Bachelor Degree 5 Higher Diploma Associate Degree 4 Technical & Vocational Certificate III 3 Technical & Vocational Certificate II 2 Technical & Vocational Certificate I 1 Vocational Certificate

To be used by TVET Institutions

-Course/ Program Development- Accreditation- Delivery- Assessment

Competency Standard

KnowledgeSkillsAttitude

PerformanceCriteria

-Competency- Based Curriculum-CompetencyLearning Package-Competency Assessment PackageTo be

reviewed and endorsed by Industry Advisory Group (IAG)

To be approved by the National Training Board (NTB)

CQF

All graduates are to take Competency Assessment

To be certified by the MoLVT based on set National Quality Framework

Quality TVETGraduates/ Competent SkilledWorkers

QUALITY ASSURANCE STRATEGY

50%

30%

17%

1%

1%

0% 10% 20% 30% 40% 50% 60%

Continue to University

Find Job

Study in TVET inst.

Help Family

Others

STUDENTS’ PLANS AFTER HIGH SCHOOLS

ENROLMENT BY QUALIFICATION LEVEL IN 2010

QualificationsEnrolment

Male Female Total

Bachelor+Upper 1,523 458 1,981

Diplomalevel 2,466 842 3,308

Certificate I, II,III 404 342 746

Source: Director General of TVET

2004-2005 2005-2006 2006-2007 2007-2008 2008-20090

20,000

40,000

60,000

80,000

100,000

120,000

140,000

160,000

180,000

27,894

47,986

88,367

113,648

168,630

12,320

19,987

31,873

53,903

87,887 TotalFemale

STATISTIC OF GRADUATES (2004-2005 to 2008-2009)

No. Description

2004-2005 2009-2010

Total Female Total Female

1 Bachelor + Upper 1,041 212 1,981 458

2 Diploma Level 1,237 416 3,308 842

3 Certificate I, II, III 594 51 746 342

4 Short-courses Training 25,022 11,641 114,142 56,882

Grand Total 27,894 12,320 120,177 58,524

STATISTIC OF GRADUATES (2004-2005 & 2009-2010)

ESTIMATES OF EDUCATION LEVELS OF SCHOOL LEAVERS AT THE BEGINNING OF THE 2010’S

Level of Education Percentage

None or some education 42

Primary school completed 14

Lower secondary education 16

Upper secondary education and higher education non completed

19

Higher Education completed 9

Source: Ministry of oEYS 2010

CS Development ProcessIdentification of priority job positions(Employers & Senior Managers of Industry)

Formulation of competency profiles for priority job positions (by Expert Workers)

Validation of competency profiles for priority job positions (by Expert Workers)

Development of Competency Standards (TWG, PCU & IC)

Endorsement of CS by IAG (Employers & Senior Managers of Industry)

Approval of CS by NTB (Sub-Committee of NTB+NTB)

Validation of Competency Standards (Expert Workers)

R

E

V

I

S

E

Sources: Competency Standards (CS) of Sri LankaPhilippines, Australia, Ethiopia, RMCS

Start CS & CBC Implementation

Source: NCS Development Strategy, STVET, DNCS, DGTVET.

Functional Analysis & Job Analysis (Using DACUM Approach) Workshop

Competency Standards (CS)Development Workshop

Competency-Based Learning Package Development Workshop

Competency-Based Curriculum Development Workshop

Competency Profile

Validation

Fee

db

ack

FLOWCHART OF COMPETENCY PROFILE, COMPETENCY STANDARDS,

COMPETENCY-BASED CURRICULUM, LEARNING PACKAGES AND

COMPETENCY ASSESSMENT PACKAGE DESIGN PROCESS

CAP Validation

Competency Assessment Package (CAP) Development Workshop

C S Validation

IAG C S Review and

Endorsement

NTB CS Promulgation

Source: NCS Development Strategy, STVET, DNCS, DGTVET.

INTERNAL ISSUES1. Teacher/trainer competencies are limited. 2. Inability to attract in sufficient numbers those

who need skills training the most-unemployed, under-employed, disadvantaged and drop-outs

3. Inadequate Qualified TVET Personnel,4. Weak Leadership & Management5. Poor Communication & Marketing,6. Inadequate & Inappropriate Teaching/Learning

Materials, Equipment & Environment,7. Inequitable Access,8. Limited Public Private Partnership.9. Some TVET curriculum are not matched

industrial needs

1. Social Factor

. population growth,

. social perception of TVET,

. job market & employment trends,

. natural calamities/disasters.

2. Economic Growth,

3. Legal & Regulatory Framework,

4. Rapid Technological Development,

5. Globalization.

EXTERNAL ISSSUES

NATIONAL TVET DEVELOPMNET PLAN

1. Macro PolicyPolicy 1 : Poverty ReductionPolicy 2 : DecentralizationPolicy 3 : Supporting Enterprise Growth with a Skilled Workforce

2. Development Policy to Support the Macro Policy

◦ Policy 4 : Out of School Youth◦ Policy 5 : Self-employment◦ Policy 6 : Micro Credit Access◦ Policy 7 : Small Enterprise Support◦ Policy 8 : Community & Enterprise ◦ Based Training (outreach)

3. Enabling Policy to sustain the demand driven TVET system

◦ Policy 9 : PPP-Beneficiary Financing TVET◦ Policy 10 : PPP-Enterprise Involvement in

TVET◦ Policy 11 : PPP-Expanding the provision of TVET◦ Policy 12 : Assuring Quality of TVET ◦ provision◦ Policy 13 : Quality of TVET Leadership, ◦ Management & Coordination,◦ Policy 14 : Labor Market Information,◦ Policy 15 : Skills Competency Standard.

NATIONAL TVET DEVELOPMNET PLAN

CAMBODIAN TVET OUTCOMES

Formulating comprehensive TVET Policy and

Regulatory Framework

Equitable access, and Improving skills

competencies

Improving Quality Assurance and Accreditation

Creating jobs in rural areas to increase

agricultural productivity

Creating jobs in formal and non-formal sectors

Ensuring continued improvement in national

productivity

Increasing family generating income.

Job Titles/Occupations Identified for CS Development for the Three Priority

Industry SectorsConstruction

Mechanics( Automotive)

ICT &Business Service

1. Mason1. Automotive Servicing Mechanic

1. Computer Technician

2. Rough Carpenter 2. Automotive Electrician2.PC Operator/Encoder

3. Finishing Carpenter3. Auto Air Conditioning Mechanic

3. Visual Graphic Designer

4. Steel Man/Rebar Man

4. Motorcycle and Small Engine Mechanic

4. Customer Service Specialist

5. Plumber 5. Auto body Painter 5. HR Specialist

6. Electrician 6. Auto body Repairer 6. Administrative Assistant

7. Structural Welder 7.Machinist (for auto parts)

7. Accounting Assistant

Competency Standards, Competency-based Curriculum, learning packages and assessment tools for 11 job positions across two levels to be completed by end of 2012

Get knowledge and experience from the training course to develop competency-based assessment

Know how to use assessment in the technical vocational education and training

Know how to make relationship between public sectors and private sectors

Know how the training providing matches industrial needs

Improve knowledge in the areas covered and their interested field, as well as deepen mutual understanding not only the participants of the program but also between the countries.

SEAMEO VOCTECH are ongoing to train and develop the human resource in our country

VISIONS AND EXPECTATIONS

Thank You

TERIMA KASIHOr Kun