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Contents
1. Background 2. TVET Reforms 3. Governments TVET Policy and Strategic Directions 4. Key Challenges
1.1
Sector
Employed Person
1.2
It is the strategy underpinning the economic policies of the Government of Cambodia to promote
1.3
YEAR OF SCHOOLING
21 20 19
DEGREE
UNIVERSITY
21 20 19 18 17 16 15 14 13
21 20 19 18 17
18 17
BACHELOR
16 15 14 13
BACHELOR
16 15
DIPLOMA
W O R L D O F W O R K
14 13
CERTIFICATE
12 11 10 GENERALSC HOOLS 9 8 7 6 5 4 3 2 1
12 11 10 9 8 7 6 5 4 3 2 1
LEGEND
Mobility Direction
BRIDGING
Optional
1.4
CQF Level
TVET
Doctoral degree Master of Technology/ Business
8 7 6 5
4
3 2 1
TVET Reforms
Step 4, 2015 to 2020
Distance Education for Technology Expand number of providers offering industry responsive training at international standards TIs in each Province NTTI regional centers
2020
Strengthen NTB and NTF plus new TVET financial model Strengthen capacity of DG.TVET to support TVET delivery Accelerate decentralization Strengthen Provincial Training Boards Target poverty reduction and out of school youth PTC development in support of community based skills Pilot test Commune training voucher program Develop revenue/life long learning model for PTCs Improve quality and number of private sector TVET providers Develop NTTI as a model trainer for all TVET
1996
2.1
1
A supply driven system based on a A demand driven system guided by large social demand labor market signals A TVET system delivering " competencies" as per recognized standards An education and training system with multiple exit/entry points and flexible delivery A system which recognizes competencies wherever and however they are obtained (RPL)
A school based system delivering 2 "diplomas" upon examination A school based system with minimum flexibility in delivery
A school based system with a study A TVET system oriented to officially program orientation recognized professions and trades
2.1
6
Centralized management
Institutions and organizations fully supported and run by central government Low-level and terminal courses offered by the Institutions
Decentralized management
Self supporting/managing institutions and organizations with partial support from central government Institutions to offer higher level courses as part of an alternative technical and vocational stream
10
2.1
11
12
13
14
15
Track 1: Poverty Reduction - basic skills for the rural poor to improve family income. Track 2:
Supporting Industrial Development - higher level skill as requested by industry or required in the future to attract industry.
3.1
TVET
3 Improving the Quality and Management of TVET services
2 Expanding TVET provision through out the country to make it more accessible and equitable
12
Key Challenges
Social concepts/cultures (poor image of TVET) Economic & industrial growth mismatch between supply and demand Constrained financial resources Limited resource mobilization - staff & logistics Necessity to Improve quality of TVET programs Weak public-private partnership, Insufficient quality management instruments
Or Kun
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