T L NQF PAT HWAYS GAPS AND CHAL L E NGE S BACK GROUND - PowerPoint PPT Presentation

T L NQF PAT HWAYS GAPS AND CHAL L E NGE S

BACK GROUND

2010 CE NSUS DAT A  But 366,000 we re ne ithe r In the 2010 Ce nsus: lo o king fo r wo rk, in tra ining o r 85% o f wo rke rs c la ime d to wo rk wo rking : the se re pre se nt in fa rming (o wn b usine ss) o r pe o ple who re q uire skills fa rming re la te d a c tivitie s(o the r de ve lo pme nt pe rso n’ s fa rms).  Ma ny yo ung pe o ple a c c e ss With this re a lity, ma ny tra ining a nd unive rsity c o urse s vo c a tio na l a nd unive rsity a nd de sire this. g ra dua te s in T imo r to da y, c o uld  In 2013 19% o f tra ining c o urse b e the first in the ir fa milie s to b e e mplo ye d in ro le s o utside the g ra dua te s fo und jo b s within fa rm. o ne ye a r a c c o rding to SE PF OPE T ra c e r Study. No 252,000 ha d wo rk, 9,000 we re da ta ye t o n sta ying in jo b s o r lo o king fo r wo rk. unive rsity o utc o me s.

T HE BI NARY SYST E M SOME E XAMPL E S AND HOW

All syste ms ha ve b a rrie rs/ b lo c ka g e s  Ple nty to c ritic ize in the Austra lia n syste m  T L NQF is five ye a rs o ld in a ne w syste m a nd due fo r re vie w  T his a na lysis is b a se d o n wo rking unde r T L NQF fo r five ye a rs  Po lic e – e sta b lishing the Po lic e Ac a de my a s a dua l tra c k institutio n.  Curre nt ro le : SE F OPE Mid-le ve l Skills tra ining

NOT E S  T he re is a Ba rrie r/ fe nc e b e twe e n Ce ritfic a te IV a nd L e ve l 5. All syste ms ha ve this to so me de g re e , b ut this ta lk will lo o k a t the spe c ific b a rrie rs tha t e xist in T imo r-L e ste .  Vo c a tio na l e duc a tio n is o n its o wn – a nd ma ro o ne d.  T he le ve ls 1-10: 1-4 Vo c a tio na l CE RT I F I CAT E S, 5,6,7 a re Diplo ma 1-3, a fte r whic h a re se a rc h pro je c t is c o mple te d the n yo u ha ve a Ba c he lo r De g re e .  L e ve l 8 is po st g ra dua te diplo ma ’ s a nd g ra dua te c e rtific te s.  L e ve l 9 is ma ste rs  L e ve l 10 is PhD

SOCI AL BARRI E RS T O PAT HWAYS  T ra nsitio n fro m 85% a g ric ultura l wo rke rs: a g ric ulture c a nno t pro vide wo rk fo r a ll pe o ple .  T o de ve lo p a g ric ulture – skills a re ne e de d:  Se mi-skille d a nd te c hnic a l-skille d wo rke rs a re ne e de d to fill T imo r-L e ste g o ve rna nc e , ma na g e me nt a nd le a de rship de ve lo pme nt ne e ds  Wo rldwide the re is a tre nd to re turn a fte r Unive rsity fo r vo c a tio na l tra ining fo r spe c ific jo b skills

T VE T PE RCE PT I ON ST UDY  Ove ra ll it wa s fo und tha t the re is fa irly po o r pub lic pe rc e ptio n o f T VE T .  Pe o ple se e it a s so me thing do ne b y pe o ple who do n’ t finish sc ho o l, do n’ t ha ve mo ne y o r c a n’ t g e t into unive rsity.  T he y do n’ t se e it a s a c a re e r pa thwa y b ut ra the r a me a ns to fill in time a nd g a in supple me nta ry skills.  T he se a re so c ia l/ e mo tio na l b a rrie rs b lo c k skill de ve lo pme nt  I n Austra lia a plumb e r e a rns mo re mo ne y

PHYSI CAL BARRI E RS  T VE T SYST E M ST OPS AT L E VE L I V  WHAT ABOUT DI PL OMA OF T RAI NI NG AND ASSE SSME NT ?  T HI S L E VE L I S DI RE CT E D AT MANAGE ME NT OF AN I NST I T UT I ON AND DOE S NOT E XI ST I N T I MOR AF T E R T E N YE ARS OF T VE T DE VE L OPME NT  A GROUP GAI NE D QUAL I F I CAT I ON T O T E ACH I T BUT HAVE NOT BE E N ABL E T O DE L I VE R T HE COURSE  Curre ntly must to b e ta ug ht unde r the a uspic e s o f a te rtia ry institutio n – I OB/ two -ye a r de la y

No te s:  T he Diplo ma o f T AE c a nno t b e de live re d unde r the T imo r-L e ste syste m. Give n the c urre nt INDMO (L a b o ur F o rc e Institute fo r Ac c re dita tio n o f Vo c a tio na l T ra ining ) spe c ific a tio n to ha ve c e rtifie d tra ine rs  L a c k o f de live ry o f Diplo ma o f T AE ho lds b a c k the de ve lo pme nt o f skills to ma na g e tra ining institutio ns in T imo r-L e ste  A g ro up o f e xpe rie nc e d a nd c e rtifie d tra ine rs we re se nt to Austra lia to g a in a te rtia ry vo c a tio na l q ua lific a tio n in 2012 a nd we re re a dy to te a c h a Diplo ma o f tra ining a nd a sse ssme nt.  T he diplo ma ha s no t ha ppe ne d ye t, b ut is pla nne d. It is ha s no t ha ppe ne d b e c a use a n institutio na l re la tio nship with a hig he r e duc a tio n institutio n did no t e xist a nd to o k time to de ve lo p.  T he pro g ra m will sta rt this ye a r – a 3 ye a r de la y o n pro viding impo rta nt ma na g e me nt skills in T imo r L e ste T VE T syste m.  Whe n the pro g ra m is up, a re q uire me nt to ha ve a tra ine d pe rso n a t this le ve l in e a c h institutio n c o uld g re a tly inc re a se ma na g e me nt skills in tra ining institutio ns.

PHYSI CAL BARRI E RS  POL I CE T RAI NI NG PROGRAM F OR E XE CUT I VE L E ADE RSHI P- GI VE N COMMAND L E ADE RSHI P WI T H F I VE YE ARS E XPE RI E NCE  L E VE L I , I I , I I I , I V AND V E XPL AI NE D  POL I CE L E ADE RS NE E DE D L E VE L 5 SK I L L S  UNDE R T L NQF I T CAN ONL Y E XI ST I N HI GHE R-E D  T HI S L E VE L I S ONE OF T HE MOST NE E DE D T RAI NI NG L E VE L S I N T I MOR F OR L E ADE RSHI P AND GOVE RNANCE

No te s:  L E VE L I E XAMPL E : A BOSS WIT H DIRE CT SUPE RVISION OF AN E MPL OYE E  L E VE L II : A BOSS WIT H CONST ANT SUPE RVISION, BUT SOME INDE PE NDE NCE OF AN E MPL OYE E  L E VE L II I IS A PE RSON WHO CAN WORK INDE PE NDE NT L Y UNDE R T HE GE NE RAL SUPE RVISI ON OF A SUPE RIOR  L E VE L IV IS A PE RSON WHO CAN MANAGE WORK T ASK S AL ONE AND MANAGE OT HE RS IN T HE T E CHNICAL T RAINI NG ARE A  L E VE L V IS T HE MANAGE R OF A SMAL L INST I T UT I ON OR BROADE R WORK PL ACE MANAGE R – T HIS L E VE L IS ABOUT MANAGE ME NT , SYST E MS, PL ANNING AND COORDI NAT I ON IN A GIVE N T E CHNICAL ARE A.  T HIS L E VE L IS T HE MOST IMPORT ANT F OR T IMOR’ S DE VE L OPME NT ACROSS AL L INST I T UT I ONAL AND GOVE RNANCE ARE AS  T HE F ACT T HAT IT DOE S NOT E XIST IN T IMOR-L E ST E AT PRE SE NT RE DUCE S T HE SK IL L DE VE L OPME NT ACROSS BROAD ARE AS  T HE F ACT T HAT T HIS L E VE L DOE S NOT E XIST IN T VE T – WORK ORI E NT E D E DUCAT ION –

PHYSI CAL BARRI E RS  DE PM pro g ra m a c c e pte d b y e xte rna l e xa mine rs unde r ANAAA  Crimina l I nve stig a tio ns wa s re q uire d to b e e ssa y/ c o nc e ptua l pro g ra m – le ss a ppro pria te to le a ding inve stig a tio ns  T his is a b a rrie r b e c a use L e ve l V T VE T c o urse s ha ve to mo ve into c o nc e ptua l a re a s  Also a b a rrie r b e c a use L e ve l V c o urse s a re c ruc ia l fo r c urre nt g o ve rna nc e a nd de ve lo pme nt ne e ds in T imo r-L e ste

No te s  I N T HE POL I CE DI D MANAGE T O GE T A L E VE L 5/ DI PL OMA GOI NG F OR T HE POL I CE F OR T HRE E YE ARS AND HAVE T HI S ACCRE DI T E D.  T HE E XAMI NE RS (I NT E RNAT I ONAL ) UNDE RST OOD T HAT COMPE T E NCY-BASE D DI PL OMA F OR POL I CI NG, E VE N UNDE R HI GHE R E DUCAT I ON SYST E M, WAS A GOOD MODE L  T HRE E YE ARS L AT E R T HE PROGRAM T RI E D T O GE T A CRI MI NAL I NVE ST I GAT I ONS DI PL OMA T HROUGH, AF T E R T E ACHI NG CE RT I F I CAT E I I I AND I V. T HE Y WANT E D A GROUP  CAPABL E OF MANAGI NG I NVE ST I GAT I ONS. T HI S WAS NOT WE L L RE CE I VE D.

PAT HWAYS AS OUT COME S T HI NK I NG DI F F E RE NT L Y ABOUT L E ARNI NG ACROSS L E VE L S 1-10

T L NQF SHOUL D PROVI DE :  Ne e ds to b e mo ve me nt b e twe e n c e rtific a te a nd re se a rc h/ te c hnic a l a re a s fo r spe c ific jo b c o mpe te nc ie s  Ba c he lo r q ua lifie d e xpe rt ne e ds a Ce rt I V o r Gra d Ce rtific a te in T VE T to te a c h vo c a tio na l a re a s  Skille d industry wo rke rs c a n re c e ive c o mpe te nc y to tra in o the rs via T VE T tra ining  Skille d c o nstruc tio n wo rke rs ma y wa nt to mo ve into te c hnic a l/ re se a rc h o r ma na g e me nt a re a s  A pe rso n ma y wish to c ha ng e c a re e r/ wo rk fo c us  PAT HWAYS: L E ARNI NG OUT COME F OCUS