TA SESIP

Description

About TA SESIP

The TA SESIP is an EU-funded project with an objective to provide capacity development support, and technical assistance, trainings for strengthening the TVET social partners dialogue, and advisory. The before mentioned is for E-TVET line ministries and their related institutions, civil society organisations, and social partners in the areas of governance, capacity building, quality assurance, curricula development and training of trainers, and employability and labour market management. In addition to intermediation and information systems, social inclusion for disadvantaged groups, involvement of business associations and civil societies in the E-TVET reform. Also, TA SESIP provides monitoring and evaluation of the E-TVET strategy, and its action plans included within E-TVET strategy (2014-2020), National employment strategy 2011-2020, and the national strategy for human resources development 2016-2025 with a focus on actions referenced in the financing agreement between the government of Jordan and the European Union. SESIP project is part of a €52 million European Union budget support Programme to Jordan.

SESIP Brief

SESIP Brief

About the Project:

Skills for Employment and Social Inclusion Programme “SESIP” is a strategic project supporting the implementation of the sector strategies (ETVET Strategy 2014-2020, National Employment Strategy 2011-2020, and HRD strategy 2016-2025) under the capacity development component of the Financing Agreement between the Government of Jordan and the European Union.

The SESIP overall objective is to provide capacity development support and technical assistance for ETVET line Ministries and their related institutions, CSOs and Social partners and support the implementation of the sector strategies (ETVET Strategy 2014-2020, National Employment Strategy 2011-2020 and HRD strategy 2016-2025) with a focus on actions referenced in the Financing Agreement between the Government of Jordan and the European Union to implement the programme entitled Skills for Employment and Social Inclusion and keeping the indicators of support payments in the Agreement in force.

The EU funded project “Technical Assistance to the Skills for Employment and Social Inclusion Programme” – TA SESIP- occupies a special place in a long process that have been developed in the recent years towards the Jordan´s reforms in employment and TVET (ETVET) sector with clear focus on social inclusion. This project is part of EUR 52M budget support programme entitled "Skills for Employment and Social Inclusion". It is foreseen to complement a direct budget support component to a multi-sector set up of ETVET encompassing the mandates of four-line ministries: Ministry of Education, Ministry of Higher Education and Scientific Research, Ministry of Labour and Ministry of Social Development including the National Aid Fund. The ETVET Council, chaired by the Minister of Labour and co-chaired by the private sector representative ensures the multi-sector governing mechanism.

Project Objective

To provide capacity development support and technical assistance for E-TVET line Ministries and their related institutions, CSOs and Social partners and support the implementation of the sector strategies (E-TVET Strategy 2014-2020, National Employment Strategy 2011-2020 and HRD strategy 2016-2025) with a focus on actions referenced in the Financing Agreement between the Government of Jordan and the European Union to implement the programme entitled Skills for Employment and Social Inclusion and keeping the indicators of support payments in the Agreement in force.

Project Purposes:
- Purpose 1

Provide advisory and technical assistance in the areas of Governance, Capacity building, Quality Assurance, Employability and Labour Market management, Intermediation and Information Systems, Social Inclusion for disadvantaged groups, Monitoring and Evaluation of the E-TVET strategy and sector action plans for the ETVET stakeholders in Jordan.

- Purpose 2

To provide technical assistance, advisory and training for strengthening Social Dialogue, concrete involvement and partnership of Social Partners in the E-TVET Sector.

- Purpose 3

To provide support to the national ETVET authority to design and implement the communication and visibility actions related to the ETVET reform and the achievements realised through the EU budget support and Technical Assistance.

Methodology

At Macro level, SESIP supports the relevant authorities of the central government, to anchor the necessary policy making mechanisms and planning processes for an employment-driven E-TVET sector in a favourable legislative and regulatory framework.
At Meso level, SESIP strengthens the supervising and implementing E-TVET institutions as well as business associations and CSOs in development and implementation of demand-driven E-TVET programmes and QA including Recognition of Prior Learning.
At Micro level, SESIP reinforces providers in the three E-TVET streams (VT, TE, VE) to develop models that can be replicated for ALMMs and ETVET training and financing models.
Implementation Approach
SESIP technical assistance mainly utilise Capacity building (CB) as “the ability of people, institutions and societies to perform functions, solve problems, and set and achieve objectives” (UNDP 2002).

The Capacity Building’s dimensions comprise of: (i) human resources skills development; (ii) changes in organisations and networks; and (iii) changes in governance/institutional context. It is a process whereby individuals, groups, and organisations enhance their abilities to mobilize and use resources to achieve their objectives on a sustainable basis.

To optimise the effectiveness of capacity building, TA SESIP has opted for the Working Group approach as key to:
allow all the ETVET key stakeholders to receive technical assistance and capacity building,
validate the outputs of the TA to the Budget Support,
directly participate to the implementation of the ETVET reform pillars as laid down in the sector National Strategies,
report on the results to their senior management and disseminate them within their own institutions.

Components:

Component 1: Governance and Performance Management.
Advise and support to the relevant line Ministries, their related institutions including those recently created and other stakeholders from the public, private and the NGO sectors for the implementation of the HRD strategy 2016-2025 and other related strategies.
Conducting Training and Capacity Building Needs Assessment for the members and technical support units of the E-TVET Council, the Educational Board and the Higher Education Council as well as any other council that might be established during the life of the project related to E-TVET.
Support to prepare and implement a Capacity Building Plan for the above-mentioned target group from the members and technical support units of the ETVET Council, the Educational Board and the Higher Education Council as well as any other councils that might be established during the life of the project related to ETVET.
Support the further development of the social partnership framework in Jordan and the finalisation of its regulatory framework to govern social partnership in consultation with all stakeholders.
Organize trainings; workshops and/or seminars for the representatives of the public sector, Social Partners, Private Sector and NGOs in the expressed areas of interest.
Support assessment and development of the current performance measurement system for E-TVET in line with the E-TVET Strategy 2014-2020 and in consultation with all relevant stakeholders and support the process of its adoption and implementation. It is recommended to use the best EU/international practices and standards in use in E-TVET or Education Sector.
Assist public and private TVET providers (including VTC and NET) in the development, updating & implementation of an internal monitoring and evaluation system.
Advise and provide technical support and analysis to develop, harmonize and sustain the funding resources of the E-TVET sector as well as providing recommendations for alternative E-TVET financing mechanisms suitable for the Jordanian context.
Advise on the development/updating of performance and value for money indicators based on unit cost analysis of ALMMS and TVET building on VTC scheme of cost effectiveness scheme.
Assist stakeholders in conducting a Public Expenditure Tracking Survey (PETS) of E-TVET services – including ALMMS and TVET.
Assist stakeholders in conducting a Qualitative Service Delivery Survey (QSDS) of E-TVET including ALMMs and TVET.
Advise on how Outcomes from PETS and QSDS can be incorporated into the Medium-term Expenditure Framework.
Develop capacities for data collection and statistics to facilitate reporting on indicators of the EU budget support programme.
Support the E-TVET Council Secretariat, the Ministry of Planning and International Cooperation and other key stakeholders to better coordinate donor activity and dialogue in the E-TVET sector, in line with the international aid effectiveness standards.
Component 2: Curricula Development and Training of Trainers (ToT)
- Develop and implement E-Learning /Blended learning, i.e. e-learning combined with institutional learning skill platform for short-term training in partnership with MOL, Social Partners, line Ministries and VET providers.
- Develop Teaching of Trainers/Teachers (TOT) and implement E-teaching (Blended learning) platform in relationship with VET providers and the line Ministries /VET, BAU, MoE.
- Provide support to strengthen institutional capacity building and prepare teachers/trainers plans and trainings.
- Provide technical support and guidelines for acquiring innovative material and equipment updated with labour market needs and requirements for teaching and learning in relationship with the curricula, qualifications and programmes.
- Organise at least 1 study visit to the EU or MENA to facilitate learning from the best practice in Curriculum development and teaching of teachers programmes.
- Assist in developing continuous vocational and technical education and training for both formally and informally employed and unemployed.
- Assist in evaluating and developing a plan to reform technical programmes of community colleges and to re-orient them towards the needs of the labour market and of a longer-term economic growth.
- Assist the MOE to develop a new qualifications and teaching programmes with a partnership with private sector.
- Assist the involved TVET providers on development of teacher/instructor training programmes for the new educational programmes.
- Assist in implementation including funding of pedagogical and management training for teachers, instructors and managers of public TVET institutions, i.e. NTTI/BAU and TDI/VTC.
- Assist VTC and other TVET providers in piloting Modularize Competency Based Education and Training (MCBET) and Production Based Training.
Component 3: Quality Assurance and Accreditation
- Assist all Accreditation Bodies to implement common accreditation principles and approaches for the whole TVET sector of curricula that respond to the needs of the economy, the society and individuals in line with international good practices, and broad spectrum of courses developed.
- Assist all Accreditation Bodies in developing an understanding of the implementation of International Accreditation practices within the TVET sector.
- Organise at least 1 study visits to the EU to facilitate learning from the best international practice in the implementation of accreditation within TVET sector, also to include the broader and related activities of Quality Assurance.
- Assist all existing and newly established Independent Sector Committees/Bodies to elaborate the development of Educational/Training programme curricula through the establishment of Occupational Standards.
- Assist the existing/new independent sector committees/bodies and the relevant Institutions to review, adapt and design the educational programme curricula and the professional occupational standards.
- Assist CAQA to elaborate qualification assessment criteria and test items to certify qualifications of learners and people with prior learning (non-formal and in-formal).
- Organise 1 study visit to the EU to facilitate learning from the best practice concerning Recognition of Prior Learning Scheme and Credit Transfer Scheme.
- Assist in the implementation of the established Jordanian National Qualification Framework in relation to TVET qualifications and in relationship with the Social Partners, as well as conduct a diagnostic analysis to review the Education sector pathways to improve the attractiveness of the E-TVET sector.
- Assist public and private TVET providers, CAQA and AQACHEI, in the preparation for international accreditation.
- Assist VTC/MOL to prepare and finalise the feasibility studies of the new programme of the Centres of Excellence /CoE.
Component 4: Inclusive access to E-TVET services and Labour Market Information Systems
- Advise and provide technical support to NAF on prioritisation and cost effectiveness of measures for labour activation and employability of beneficiaries in receipt of social assistance cash transfers and assist in integrating such measures into the NAF strategic plans.
- Advise on policy review of referral pathways for improving access to E-TVET with particular focus on disadvantaged groups of the society and disadvantaged regions.
- Advise on cost effective Active Labour Market Measures (such as training and career guidance, job search assistance, labour market training) targeting disadvantaged groups and regions across formal and informal economies.
- Advise on and assist in developing capacities for improved linkages between the employment, social protection and micro-finance services, focusing on disadvantaged groups such as people with disabilities (PWDs), long-term economically inactive people depending on cash assistance, and beneficiaries of the government social protection services.
- Organise a study visit to the EU to facilitate learning from the best practice in linking social protection and assistance with the employment services.
- Provide technical support and assist the MOL and relevant stakeholders to integrate and harmonise the fragmented labour market information systems and develop unique and accessible relevant LMIS (Labour Market Information System) based on the labour market needs with the participation of the National Department of Statistics and other key institutions.
- Advise on Public Private Partnership measures within Employment and Human Resource Development (i.e. job fairs, apprenticeships and internships, wage subsidized jobs for special target groups, job rotation projects, etc.).
- Advise and support to the E-TVET Council Secretariat/TVETC and the new Unit created by the MOL as well as the new Skills Development Corporation and line ministries on conceptual and analytical framework, qualitative and quantitative methods and costing for annual consolidated employability and employment report and on content, focus and outputs of annual employability and employment conference.
- Provide technical assistance for the delivery of the annual employability and employment report and the performance indicators report.
- Assist in studies measuring employment satisfaction and tracing employability of graduates of ETVET including the trained skills targeted by the programme.
- Develop an Internal Information System in the E-TVET Secretariat or TVSDC to follow up the labour market access of the skills trained under the programme.
Component 6: Communication and Visibility
- Develop a national communication strategy for the E-TVET sector including a communication campaign plan in consultation with all stakeholders to raise awareness and to promote the reform in E-TVET and EU support.
- Integrate communication and visibility activities under the above-mentioned grant scheme into the overall campaigning on the whole programme.

WORKING GROUPS

SESIP adopts the use of 4 Working Groups with participants from the Line Ministries and related institutions, social partners (employers’ and workers organisations) and Civil Society Organisations (CSO) involved in the E-TVET governance.

WG1: E-TVET Governance reform and Performance Management

Governance and policy reform.
Private sector engagement and social partnership dialogue.
Performance management of the E-TVET system including M&E.
Financing the E-TVET system.
Involvement of Social partners including the EU grant scheme.
Communication and Visibility including the E-TVET Communication Strategy.

WG2: Curricula Development and Training of Trainers/Teachers (ToT)

Curricula development.
Training of trainers and teachers.
Engaging the private sector and social partners in curricula development and ToT.
E-learning platform for learners and teachers.
Education pathways, Qualifications and Curricula.

WG3: Quality Assurance, Accreditation and Relevance

Quality assurance.
Accreditation including international accreditation.
National Qualification Framework (NQF).
Competence Assessment including RPL.
Involving the private sector in setting standards and qualifications.

WG4: Inclusive access to E-TVET and Labour Market Information System (LMIS)

Inclusive employment for disadvantaged groups depending on social assistance: design and implementation of cost-effective measures for inclusive access to employment and TVET services including ALMMs, M&E of measures, improving referral pathways and linkages between employment, social protection and micro-finance services.
Integrating the fragmented LMISs into one optimal LMIS in which the labour market demand for skills is reflected in the supply side.
PPP measures for employment and HRD with special focus on disadvantaged groups e.g. youth, women, persons with disability, etc.
Preparing and conducting tracer surveys and employers’ satisfaction surveys.
Annual employability and employment report.
E-TVET Secretariat Internal Information system including M&E tools.

Members of the Working Groups

TVET stakeholders’ institutions, appoint members of Working Groups(WG) on the basis of relevant competency and experience. Each WG member is accountable to, will inform and report to own senior management.

Role of Working Group Members

The WG members provide their contribution to achieve the agreed objectives in line with their area/s of expertise.
The WG members disseminate the outputs in their organisations and promote awareness of the issues tackled by the WG to wider target audience.
The WG members collect feedback from own organisations on WG outcomes implementation.
The WG members are committed to the tasks agreed within the WG.

Working Groups Implementation Process

TAT submits a working paper including an overview of the item and alternative options for discussion.
The working groups analyses the working paper while the project team facilitates the open discussion.
Sub-working groups are formed to study and to make proposals for specific points of the item under examination.
The working group produces recommendations for adoption and will formally submit them to the Beneficiary for revision and approval.
External expertise can be invited to provide contribution on specific issues.

SESIP EU BUDGET SUPPORT

Programme Title

Budget Support Skills for Employment and Social Inclusion

Organization responsible for implementation

ETVET Council and its Secretariat

Organization (s) partner (s)

Ministries of Labour, Education, Higher Education and Scientific Research, Social Development, planning, Finance and other related institutions

Implementation period

48 months

Country

Hashemite Kingdom of Jordan

Date of signature

08 November 2015

EU Contribution

€ 52 millions of which 9 millions of complementary support

Programme contact (address/email/web site)

Ministry of Planning and International Cooperation Jordan

Context

The proposed new programme was in line with the National Employment Strategy 2011-20 which focused on:

employment growth,
increased involvement of youth and women in the labour market,
stronger participation of the social partners.

The EU assistance on employment and human resource development was complemented by a programme supporting private sector’s development.

Further assistance in both fields was provided within the Single Support Framework 2014-17, focal area 2, promoting employment and private sector development.

The programme design took into consideration:

the lessons learned from the preceding budget support to the Employment and Technical and Vocational Education and Training (ETVET) reforms.
the key stakeholders’ position that investment for an effective ETVET sector contributes to economic growth and social cohesion.
GOJ’s preference for the budget support modality as more effective leverage for TVET development.

Objectives

The specific objectives of SESIP are the following:

To support policy making, planning and financial resource allocation in a coordinated way across different line ministries: Ministry of Education (MoE), Ministry of Labour (MoL), Ministry of Higher Education (MoHE), Ministry of Social Development (MoSD), other institutions of the Technical and Vocational Education and Training (TVET) system and social partners.
To improve relevance, quality, effectiveness and attractiveness of technical and vocational education and training for employability.
To increase the number of people in education and training and other Active Labour Market Measures (ALMMs), in particular women, youth and people with disabilities.
To enhance the role of social partners and civil society organisations in promoting employment and human resource development

Results (Objective 1 and 4):

policy making, planning and financial resource;

role of social partners

Cross-sectoral mechanisms for policy making, planning, performance-based financing, monitoring and evaluation to support employment and human resource development are enhanced.
The cross-sectoral mandate of the TVET Council and its secretariat is legally empowered, enhanced and its capacities further developed (incl. result-oriented budgeting).
Coherence between the TVET system, the labour market demand and the socio- economic growth policies is improved.
Enhanced tripartite dialogue between the Ministry of Labour, the TVET Council and Social Partners (Chamber of Industry (JCI), the Jordan Chamber of Commerce (JOCC) and the General Federation of Jordanian Trade Unions (GFJTU) are fully integrated in the governance of the TVET system and the related legislation/regulations is revised to reflect clearly their role.
An attractive model for employers financing-based learning is elaborated.

Results (Objective 2):

improve relevance, quality, effectiveness and attractiveness

Technical stream of the higher education, vocational stream of secondary education and vocational training are reformed in close cooperation with social partners involved in economic sector teams and advisory committees for education and training programmes. Those include development of demand driven programmes, mainstreaming of core skills such as entrepreneurial learning, capacity development of management and teachers, up-grading of equipment and maintenance of facilities.
A framework of technical and vocational qualifications, allowing for recognition of all forms of learning and skills development is set up and operational and establishment of links between qualification frameworks of secondary, vocational and higher education are ensured within the TVET system.
Common accreditation principles and approaches for the whole TVET sector are developed.
Curricula responding to the needs of the economy, the society and individuals in line with international good practices are set, and broad spectrum of courses are developed.
An inclusive approach to the non-formal economic sectors (i.e. access to active labour market programmes and recognition of all forms of learning) is established. Continuous technical and vocational education and training is developed and improved for both formally and informally employed and unemployed.

Results (Objective 3):

increase the number of people in education and ALMMs

Administrative arrangements and fiscal incentives in place to support employment, education and training – including for women, youth and people with special needs are revised.
Cost effective Active Labour Market Measures “ALMM” (such as training and career guidance, job search assistance, labour market training) are implemented for disadvantaged target groups and regions– and delivered by state and non-state actors across the formal and informal economies.
The number of ALMM groups for disadvantage people is increased.
Linkages between the employment, social protection and micro-finance services are developed and improved, focusing on disadvantaged groups such as people with disabilities (PWDs), and long-term economically inactive people depending on cash assistance.

Indicators and Benchmarks

Achievements

INDICATOR 1:

Integrated policy and regulatory framework governing the ETVET sector revised and strengthened

Benchmark 1

Revised draft law of the ETVET Council approved by the Cabinet

Regulatory framework formalizing social partnership in ETVET adopted, including a model of apprenticeship / internship agreement in partnership with private sector and public TVT providers.

BS Objective 1:

To support policy making, planning & financial resource allocation in a coordinated way across different line ministries.

Benchmark 2

Performance measurement system for at least public TVET is operational. This should cover technical aspects and resource utilization as indicated in the ETVET strategy

The law 9 of 2019 on Technical and Vocational Skills Development, replaced the Law 46 of 2018. was published on 01.05.2019 and entered into force on 01.06.2019.

The Technical Vocational Skills Development Council is now formed by 13 members with a a stronger presence of the e private sector, when compared with the previous E.-TVET Council:. The private sector is represented by the:

Jordanian Chamber of Industry
Jordanian Chamber of Commerce
Jordanian Federation of Tourism
Jordanian Construction Contractors Association
Jordanian Association of ICT Companies
Jordanian Association of Private Hospitalsand health sector

The term is prescribed by law and is two years renewable for one time (Art. 6 B of Law 9 of 2019).

The TVSDC Commission has been established in The TVSD Commission was established in September 2029 making both the Fund and CAQA integral parts of its administrative structure.

Sector Skills Councils as public-private partnerships with representatives from employers` associations, trade unions and the government, are formed to better respond to the specific skill needs of the different productive sectors. So far about 20 different sectors have been developed by the leading employers` associations JCI and ICC.

Six sector skills councils have been established in the sectors of (a) water and energy sector, (b) logistics sector, (c) chemical sector, (d) tourism and hospitality sector, (e) Information and communication technology sector and (f) leather and garment sector.

A Social Partnership Committee as a tripartite entity with an equal presence of members from government, the representatives of employers and the trade union. is operational, following follows best international practices. Its regulatory framework has been approved, to contribute to the strengthening of multi-level governance and an improved co-ordination in the TVET sector. The SPC has started to develop its presence at sector and local level, in addition to the national one.

As a concrete application of public private partnerships, various agreements and MoU were concluded to introduce apprenticeships/internships between the Ministry of Education, VTC and Balqa Applied University.

Four Technical working groups have been established to work on the implementation of the reform .They are expected to contribute to the finalisation of the By-Laws foreseen by the Law, as well as to the definition of the administrative structure, working instructions and job descriptions of the TVSD Commission. The By-laws concern:

Administration and financing of the TVSC Commission
Accreditation of public/private TVET providers
Equivalence of certification and its and accreditation
SSCs (Establishment and regulation)
Norms and standards for selection, classification and training of TVET trainers and supervisors
Licensing of TVET providers

An ICT-based Monitoring and Evaluation system has been developed and installed at the M&E unit of the ETVET secretariat which, hence, assumes a pivotal task. It is structured fin our levels, the system or national level, the level of providers, the level of programs and the level of individuals.

22 key performance indicators, classified as inputs, outputs and outcomes have been introduced, related to

labour market data such as employment, unemployment, formal and informal sector and foreign workers,
governance encompassing co-operation with the private sector, number of accredited programs, investment in the capacity of trainers, satisfaction of the beneficiaries/students and career guidance,
provision of training taking into account the number of enrolments in various TVET programs, number of graduations and drop-outs and
funding comprising the different sources of funds, private, public and foreign

Data collected along the new set of indicator have been utilized for the preparation of thte Performance Measurement report and 2018 he TVET Sector Annual Reports

A Donor Coordination Strategy and a National Strategy Vocational Guidance and Counseling have been finalized.

Indicators and Benchmarks

Achievements

INDICATOR 2

Number of TVET qualifications registered on the TVQF with assessment criteria

Benchmark 2

98 Qualifications Registered

The registered qualifications by CAQA and AQACHI covered MOE, VTC and other private sector providers, as well as BAU programmes in industrial, agricultural, home economy, tourism and social sciences, totaled to 125 distributed as follows:

CAQA = 98 (17 for MOE; 81 for VTC+ other training provider
HEAC/AQACHEI = 27.

For example, AQACHEI (secondary level 4 and above): Accreditation and Quality Assurance Commission for Higher Education Institutions registered technical qualifications in the following disciplines;

Road area and quantity calculation
Construction and maintenance technology
Electrical Equipment & Installations
Energy technology
Business Management
Accounting
Social Service
Sharia Sciences
Autotronics
Electrical Power Science
HVAC systems
Chemical Industry Technology
Electrical wiring
Solar Technology
Electromechanical maintenance

During the year 2018 AQACHEI has registered 12 qualifications, as the following table below,

The list of vocational programs that have been accredited and registered at the community colleges in year 2018

College

Specialization

BAU – Faculty of Maan College

Solar Technology

BAU – Faculty of Maan College

Electromechanical maintenance

Khawarizmi University Technical College

Architecture and interior design

Khawarizmi University Technical College

Energy Technology

Luminus Technical University College

Architecture and interior design

BAU – Faculty of Engineering Technology

Electrical Equipment and Installations

BAU – Faculty of Engineering Technology

Road Survey and Quantity Calculation

BAU – Faculty of Engineering Technology

Construction and maintenance technology

BAU – Faculty of Engineering Technology

Energy Technology

Prince Faisal Military Technical College

Electrical systems and precision equipment in aircraft

Prince Faisal Military Technical College

Information security and networks

Khawarizmi University Technical College

Interior Design

CAQA: (level 1 to 4) has registered:

its first VET qualification on the TVET QF in December 2014
5 qualification, in 2015
22 qualifications, and in 2016
46 qualifications in 2017 CAQA
32 qualifications in 2018

Total: 95 qualifications

distributed between the private sectors, Vocational training institutions, Net and Ministry of education, as stated in the indicator 2 of the FA 2019. The registrations are provided as follows:

List of qualifications adopted by CAQA / Record of registration in 2018

Training Providers names

Sector

No. qualifications

Habawwal Academy for Cosmetology

Private Sector

Khaled Radwan Latifah and Partners Co (SDK)

Private Sector

Vocational Training Corporation (VTC)

Public Sector

National Employment and Training (NET)

Public Sector

Ministry of Education (MOE)

Public Sector

Volt Training Academy

Private Sector

Total

Indicators and Benchmarks

Achievements

INDICATOR 3:

Number of TVET qualifications registered on the TVQF for which equipment has been purchased or equipment and adaptation of facilities has been purchased.

Benchmark 3

Procurement finalized for all qualifications

BS Objective 2:

Objective 2: Improve relevance, quality, effectiveness and attractiveness of technical and vocational education and training for emplobility

Equipment has been purchased in order to equip VE schools, TVIs and CC which have been awarded a total number of 59 qualifications distributed among the public TVET suppliers as follows:

VTC 18,
MOE 11,
BAU 30

The supply of equipment covered almost all disciplines for which new qualifications were registered following the current process of quality assurance:

the validation committees are created from the private sector; (2) the TVET qualification development are based on Occupational Standards (in the case of MOE VET – on Educational Standards – until the operation of new National Centre for Curricula Development);
The Occupational Standards are developed by Sector Skills Committees (established by CAQA from skilled practitioners);
Each qualification registered on the TVQF is required to be based on at least one Occupational standard to ensure relevance to labour market demand;
(4) Each qualification registered on the TVQF will be a piloting Qualification for two years.

The procedure to accredit qualifications (by CAQA to VTC or MOE VET and by AQACHEI to Community Colleges of BAU) was:

verifying the equipment,
training facilities and
capacity of trainers to use equipment for TVET.

The legal requirements (exemption from VAT for importing respective equipment) impose that the decisions to purchase specific lots of equipment is based on the TVET qualification for which new equipment or refurbished facilities has been approved. In identifying and procuring equipment, priority was given to industrial disciplines of high and advanced technologies mostly but not exclusively related to automotive and renewable energy. The qualification for which the equipment was purchased and the teachers and trainers retrained were:

Electricity and electrical wiring
Electronics
Information Technology
Maintenance of vehicles and machinery including Hybrid and electrical
Chemical Industry
Handicraft industry and traditional
Carpentry, upholstery and decoration
Construction and maintenance technology
Conditioning, cooling and sanitary installations
Agriculture
Renewable and solar energy
Personal Services (Cosmetics)
Sales and Commercial Services including business management
Pharmaceutical Industries
Manual and Traditional Crafts
Textile
Hospitality and Tourism
Home Economy
Automotive /Autotronics
Metal Formation and Mechanical Maintenance
Road area and quantity calculation
Accounting and social sciences

Indicators and Benchmarks

Achievements

INDICATOR 4:

Number of ETVET teachers, trainers, laboratory supervisors who participated in professional training and completed secondment (min 1 month/year) to industry relevant to their field of training.

Benchmark 4

Training assessment report by the training providers with the list of participants per programme

BS Objective 2:

Improve relevance, quality, effectiveness and attractiveness of technical and vocational education and training for employability

Increasing the quality of TVET through consistent training requirements for TVET instructors, aligning standards and quality assurance for all institutions, and closer coordination with private sector (Strategic Objective (2) of NSHRD strategy 2016-2025).

Target: 2270 trainers retrained with the following distribution

- VTC, 600 trainers
- MOE 1125 VE teachers
- BAU 520 professors, technicians and trainers

Achieved: 2293 trainers and teachers had been retrained from the 3 institutions, as follows:

- VTC (560)
- MOE (1117)
- BAU (616)

Training of Trainers, teachers, laboratory supervisors have been prepared, organized and delivered by:

the BAU National Institute for Training and Upgrading of Trainers and
private training providers from Industry for MoE teachers and BAU instructors;
VTC + VTI for Training of Trainers (Training and Development Institute) for VTC trainers.

The TOT curricula specifications reflected the qualifications newly accredited by CAQA for MOE and VTC and by AQACHEI for BAU. The industries where TVET trainers were trained for the practical component of the TOT (one-month duration) were:

For VTC trainers and supervisors:

International Engineers for Trading Foundation
French Academy
Virtue City Academy
Integrated dimensions of training
Al – Safwa for Electrical Home Appliances
Jadara Electronics Company
Alsura Corporation
Alsawary Trading Company
New Horizon Apex Company

For BAU TVET trainers and supervisors

QuickBooks Jordan Company
Nada Company
Certiport Company
Intuit Quickbooks International Companies
Luminous Company
Cisco
Engineering Geniuses Company

For MOE VET teachers and supervisors

Visual Software Consultancy Corporation PRAVO – Food Manufacturing; Amadeus Program in Tourism and Hotels
Garment Design & Training Services Centre – Design and Garment Making
Alhalat Development Corporation – Agriculture; Carpentry and Decoration; Blacksmith and metal formation.

Indicators and Benchmarks

Achievements

INDICATOR 5:

Number of people benefiting from E-TVET specifically from disadvantaged segments of the society and specifically NAF beneficiaries

Benchmark

MOL/VTC:2494 referred by NAF;

BAU: 1200 referred by NAF

Training assessment report by the training providers with the list of participants certified per PGM.

Objective 3:

increase the number of people in education and training and other Active Labor Market Measures (ALMMs), in particular, women, youth and people with disabilities

Target: 3694

MOL/VTC:2494 referred by NAF;
BAU: 1200 referred by NAF (in addition to the target of the previous year)

Trained: 3911

Number of people trained at BAU 1889
Number of people t trained at VTC 2022

Sample of VTC programmes

Forming Metal and General Mechanical Maintenance.

• Electricity

• Automobile Maintenance and Repair

• Electronics

• Personal Services (Cosmetics(

• IT

• Sales and Commercial Services

• Pharmaceutical Industries

• Food Industries

• Manual and Traditional Crafts

• Carpentry, Upholstery and Decoration

• Hospitality and Tourism

• Textile

Number & Percentage of Participants trained by VTC were :

Total

Male

Female

Handicapped

767

468

269

64.9%

35.1%

3.9%

For 2018 the benchmark for BAU was : 750 referred by NAF (in addition to the target of the previous year)

Total number of NAF beneficiaries referred by NAF to BALQA: 771

Classification by gender

Males

Females

Numbers

737

Ratio

4,4%

95,6%

Total number of NAF beneficiaries referred by NAF to BALQA: 771

Classification by region

South

Middle

North

Overall number

238

228

305

Ratio

30,87%

29,57%

39,56%

Male

Ratio

2,1%

10,09%

1,97%

Female

233

205

299

Ratio

97,9%

89,91%

92,03%

Indicators and Benchmarks

Achievements

INDICATOR 6:

Number of people benefiting from recognition of prior learning (RPL)

Benchmark 6:

Number of people benefiting from recognition of prior learning (RPL)13221:

9750 in addition to 4700 already registered

Data collection on training actions obtained by CAQA including: Training assessment report by the training providers & list of participants certified per training PGM.

Objective 2: Improve relevance, quality, effectiveness and attractiveness of technical and vocational education and training for employability

Inclusive access to continuous learning pathways of the ETVET has been supported through the Recognition of Prior Learning (RPL).

The progress have been assessed through Data collection on training actions obtained by CAQA including: Training assessment report by the training providers & list of participants certified per training PGM.

Result: Number of people benefited from RPL exceeds 13221 in many trades.

For 2018 CAQA conducted 3160 tests as follows;

Specialization

Number

Electricity

357

Electronics

Information Technology

Maintenance of vehicles and machinery

325

Hospitality and tourism

119

Handicraft industry and traditional

Carpentry, upholstery and decoration

105

Personal Services

1277

Constructions

634

Conditioning, cooling and sanitary installations

269

Water and Agriculture Environmental Treatment

Metal Formation and Mechanical Maintenance

Total

3160

The number of practitioner’s workers which have been recognized their experiences according to the occupational levels:

Craftsman

Skilled

Semiskilled

Total

1523

1592

3160

The methodology of assessment the implementation of Indicator 6 has included:

study of documentary proofs, RPL legal basis and CAQA methodology, and interviews with former and current CAQA Directors.
The complete lists of beneficiaries and of the beneficiaries of Licenses on reference to vocational school certificate Tawjihei (in this case the copies of issued certificates were presented) were verified (these documents have been delivered as hard copies).
CAQA assessment report and list of participants certified per specialty and level were studied

Indicators and Benchmarks

Achievements

INDICATOR 7:

Number of people from disadvantaged segments of society, including NAF beneficiaries who benefited from ALMMs other than TVET.

Benchmark 7:

MOL/VTC 2350 NAF 420

Objective 3:

increase the number of people in education and training and other Active Labor Market Measures (ALMMs), in particular, women, youth and people with disabilities

1000 (MOL/VTC - 150 referred by NAF;

MOL: 850) of which at least 32% of female. (in addition to the target of the previous year).

Number of beneficiaries;

MOL/VTC (9389 )
NAF (418)

For example in 2018 MOL, a total of 3,437 trainees were trained in the life skills program in 2018, of whom:

1538 were females and
1899 were males.

The percentage of females was 44.7% distributed as follows:

Per institution

Overall number

Males

Females

Ratio of women

3437

1899

1538

44,7%

Net

1551

1006

545

35,19%

Luminus

1378

738

640

46,44%

Rich Pine

186

100

53,76%

Classic Fashion

322

253

78,57%

NAF referred in 2018 128 beneficiaries falling short of the target of 150. An additional 29 beneficiaries six being males and 23 females were transferred by NAF to VTC for training in 2019, the training was held from 24.02. – 03.03.2019.

Training assessment report by the training providers with the list of participants certified per programme and by gender.

NAF Report on the targeted and selected beneficiaries by gender

The number of beneficiaries receiving training is impressive. The geographical coverage and the ration of females, a particular vulnerable sector, are commendable. The increasing involvement and the willingness of the private sector to assume responsibility is encouraging

Latest activities

Project details

Duration

Starting: 9 Mar 2017

Ending: 31 Dec 2020

Owner

Rasha Al Rousan

Admins

Rasha Al Rousan

Budget

€52,000,000.00

Source of funding

EU Budget Support

Stakeholders/Partners

EU & GIZ

External URL

SESIP section in the TVSDC Website

Related countries

Asia

Overview

Description

Latest activities

Project details

Related topics

Related countries