NATIONAL TVET STRATEGY 2015/16-2017/18 September 2015

THE REPUBLIC OF RWANDA

NATIONAL TVET STRATEGY

2015/16-2017/18

September 2015

National TVET Strategy 2015/16-2017/18

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Published by

Ministry of Education

P.O. Box 622

Kigali

Rwanda

www.mineduc.gov.rw

Enquiries: [email protected]

September 2015

http://www.mineduc.gov.rw/

mailto:[email protected]


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Vision for TVET

“To develop an accessible TVET system that produces quality men and women graduates, with

employability skills that respond to the changing demands of employers and the country’s, regional

and international labour market, providing them with the opportunity to engage in decent work, be

competent entrepreneurs and engage in life-long learning”


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Table of Contents

Vision for TVET ........................................................................................................................................ 3

List of Abbreviations ............................................................................................................................. 5

Introduction ............................................................................................................................................ 6

The Context ............................................................................................................................................. 7

The Policy Framework ........................................................................................................................... 10

Objectives of the National TVET Strategy for Rwanda ......................................................................... 14

Overall Objective ........................................................................................................................... 14

Specific Objectives ........................................................................................................................ 14

Guiding Principles of the TVET System in Rwanda ............................................................................... 19

TVET Governance .................................................................................................................................. 21

TVET Objectives & Strategies 2014/15-2017/18 .................................................................................. 25

1. Improved understanding of skill demands in economic sectors .............................................. 25

2. Improved horizontal and vertical pathways ............................................................................. 26

3. Develop the human capacity within the TVET system .............................................................. 28

4. Improved Coordination of TVET-initiatives ............................................................................... 33

5. Improved TVET facilities and its sourcing ................................................................................. 34

6. Expanded availability of the responsive curriculum offer in TVET ........................................... 35

7. Improved attractiveness of TVET .............................................................................................. 37

8. Increased employer engagement in TVET ................................................................................ 38

9. Increased equitable and inclusive TVET .................................................................................... 41

10. Sustainable Innovative financing mechanisms in TVET ........................................................ 42

Annex: Intervention Matrices ............................................................................................................... 45


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List of Abbreviations

9YBE Nine-year basic education

12YBE Twelve-year basic education

A0, A1, A2 Qualification levels for Post-Basic Education

CBA Competency Based Assessment

CBT Competency Based Training

DP Development Partner(s)

DPCG Development Partners Coordination Group

EAC East African Community

EDPRS Economic Development and Poverty Reduction Strategy

ESSP Education Sector Strategic Plan

GDP Gross Domestic Product

HIV/AIDS Human Immunodeficiency Virus/Acquired Immune Deficiency Syndrome

HR&A Human Resources and Administration Unit

ICT Information and Communication Technology

IPRC Integrated Polytechnic Regional Centre

LMIS Labour Market Information System

MDGs Millennium Development Goals

MIFOTRA Ministry of Public Service and Labour

MIGEPROF Ministry of Gender and Family Promotion

MINALOC Ministry of Local Government

MINEAC Ministry of East African Community Affairs

MINECOFIN Ministry of Finance and Economic Planning

MINEDUC Ministry of Education

MINICOM Ministry of Commerce

MINISANTE Ministry of Health

MYICT Ministry of Youth and ICT

NCBS National Capacity Building Secretariat (formerly known as PSCBS)

NCHE National Council for Higher Education

NEP National Employment Programme

NGO Non-Governmental Organisation

NUR National University of Rwanda

PRSP Poverty Reduction Strategic Plan

PSF Private Sector Federation

RCC/RPL Recognition of Current Competence/Recognition of Prior Learning

RDB Rwanda Development Board

REB Rwanda Education Board

RTQF Rwanda TVET Qualifications Framework

RTTI Rwanda Technical Trainer Institute

S4, 5, 6 Secondary year 4, 5, 6

SEO Sector Education Officer

SNE Special Needs Education

ToT Training of Trainers

TSS Technical Secondary School

TVET Technical and Vocational Education and Training

UR University of Rwanda

VTC Vocational Training Centre

WDA Workforce Development Authority


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Introduction

A guiding policy document for TVET was first developed for Rwanda in 2008, coinciding with the

establishment of the Workforce Development Authority (WDA) and clearly reflected the importance

that was given to the institutions and processes of human capacity development and their alignment

with other sectors in the overall development process.

This National TVET Strategy 2014/15-2017/18 reflects an important paradigm shift that is taken place

in Rwanda over the last years which places access, quality and relevance of TVET as its priority.

Merely expanding TVET does not solve the problems of unemployment, low productivity of the

economy nor provides the proper response to combatting poverty. TVET has to respond to the needs

of the labour market and create a competent, motivated and adaptable workforce capable of driving

economic growth and development. It is such a TVET system that would provide the proper response

to the ambitious goals set in the Economic Development & Poverty Reduction Strategy (EDPRS-2) as

adopted by the Government of Rwanda.

A broad range of stakeholders from the private and public sector was involved in the development of

this TVET strategy. Their dedication and trust will be crucial in the further development of TVET in

Rwanda.


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The Context

Historical under-investment in education in general and workforce development in particular,

compounded by the 1994 genocide against the Tutsi, resulted in a low level of human capital in

Rwanda. Over the past few years, progress has and continues being made through rapid expansion of

capacity building initiatives, including technical and vocational education and training and higher

education. Despite these, capacity constraints continue being one of the main impediments of the

country in realizing its ambition of becoming a middle income country by 2020. Hence, interventions

may need to be scaled up significantly, and also better targeted.

A range of audits and surveys validate the observation that Rwanda has an acute shortage of human

capital, with staff capacity assessed at 60% of labour market short-term requirements, a deficit of

40%. The private sector has the most acute deficit, equivalent to 60 per cent of short-term need. The

public sector deficit is estimated at 30 per cent and civil society at 5 per cent1.

Public Sector

Skill deficit in the public sector ranges covers the entire spectrum in terms of severity from well over

90 per cent in the land and environment to zero in the security sector. By and large, the deficits in the

public sector are concentrated in the professional cadre. There are however two notable exceptions,

land/environment and agriculture which report an acute deficit in artisan cadre skills. The governance

related sectors (i.e. justice, governance and security) report the lowest deficits.

Figure 1: Skills Deficit in the Public Sector (Source: GoR-HIDA 2009)

1 Source: GoR-HIDA 2009.

0 20 40 60 80 100

Total

Land & Environment

Capacity Building & Employment…

Agriculture

JESPOC

Health

Financial Sector

Decentralisation

Infrastructure

Science & Technology

Education & Training

Justice

Governance

Secutiry

Skills Deficit in Public Sector

Not specified

Artisans

Technicians

Professionals

Managers


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In terms of severity, the shortfall in professional cadre is most acute in the capacity building/

employment, health and youth sectors, as well as decentralisation, financial, infrastructure and

land/environment sectors. The security sector is the only sector without a shortfall of professionals,

while the governance and justice sectors report relatively modest shortfalls

Private Sector

The range of the skill deficit in the private sector is also quite wide. Unlike the public sector where the

deficit is predominantly in the professional cadre, shortage in the artisan cadre (i.e. skilled workers) is

more pronounced. The other notable feature is that the private sector deficit is most acute in the key

sectors of the economy, namely, hospitality/ tourism, construction, agriculture, finance and mining.

Figure 2: Skills Deficits in the Private Sector (Source: GoR-HIDA, 2009)

Civil Sector

Overall, the civil society sector reports the most favourable situation with regards to skill availability;

a deficit under 5 per cent in the social protection sector. The other two sectors, agriculture and justice

did not report a skill deficit.

The recognition of the critical need for skilled human resources to be able to meet private and public

sector demands was the trigger for establishing WDA in 2008. It is within the mandate of WDA to

promote, facilitate, and guide the development and upgrading of skills and competences in order to

0 20 40 60 80 100

Total

Arts & Craft

Tourism

Construction

Agriculture

Finance

Mining

Artisans

Auto Garages

Agro Processing

Manufacturing

ICT

Private Sector Coordination

Printing

Tailoring & Design

Environment

Media

Skills Deficit in the Private Sector

Artisans

Technicians

Professionals

Managers


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enhance competitiveness and employability of the Rwandese workforce. Especially the shortages in

the artisans’ cadre, the technicians’ cadre and, to some extent in the professionals’ cadre will dictate

the development agenda for WDA in the immediate future.


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The Policy Framework

In Vision 2020, the Government of Rwanda expressed its ambition to develop Rwanda into a middle

income country by 2020, through an economy that is service led. A nationally owned and driven

agenda was adopted that resulted, via the PRSP 1 (2002-2006) and EDPRS 1(2008-2012) in EDPRS 2

(2013/14-2017/18). The targets set in the EDPRS 2 are challenging and put an even greater

requirement on the economy for job creation whilst the private sector is constrained by low skills and

productivity. Yet, Rwanda can reap its demographic dividend by productively engaging its youth,

creating opportunities for off-farm employment through on-going urbanisation and develop an

enabling environment for increased private investment.

Table 1: Targets as set in the EDPRS 2 (2013/14-2017/18)

The Education Sector plays a crucial role in meeting the targets set in the EDPRS 2. Aligned to the

EDPRS 2, the Education Sector Strategy Plan (see for details on the targets set for TVET in the ESSP the

table 2 on the next page) will inform and guide the development of the education sector in the coming

years and aims at providing the population with the skills and knowledge they need to become

productive members of Rwandan’s society and economy. To facilitate the development of human

capital for the socio-economic development of Rwanda, three goals have been identified in the ESSP:

Promoting access to education at all levels,

Improving the quality of education and training, and

Strengthening the relevance of education and training to meet labour market demands.

Equity in access to education is emphasised across all three goals to ensure that disadvantaged

students, such as girls, the poor and disabled, have access to meaningful learning opportunities.

Skills development is prioritized in the ESSP, to strengthen the quality and relevance of education and

to better equip students to meet the requirements of the diverse labour market. Technical and

Vocational Education and Training takes a prominent role in the current ESSP, acknowledging the need

to strengthen this sector, including the need for well-trained and motivated trainers. One of

•GDP per capita of $1000

•Average GDP growth of 10.2%Rapid economic growth to Middle Income status

•Poverty reduced under 30%

•Extreme poverty under 10%Increased Poverty Reduction

•200,000 new off farm jobs p.aMore off-farm jobs

•Exports Growth of 28% p.a.

•Exports cover. of Imports 75% by 2017Reduced external dependency

•Private sector investment to reach 15.4% of GDP Private Sector as engine of growth

SECTOR OUTCOME

SECTOR OUTCOME INDICATOR

BASELINE (2012/13)

TARGETS TAKEN FROM…

ANNUAL TARGETS

2013/14 2014/15 2015/16 2016/17 2017/18

Increased

equitable

access to

relevant,

high-quality,

demand-

driven TVET

programmes

Percentage of TVET graduates employed after graduation

N.A. EDPRS 2 30% 35% 40% 45% 50%

Percentage of employers satisfied with TVET graduates

71,6% EDPRS 2 72% 74% 76% 78% 81%

Number of TVET institutions with career guidance specialists

20 EDPRS 2 120 220 320 325 328

TVET enrolment (TSS, VTC, IPRCs/Polytechnic)

74,320 ESSP 2 86,814 98,162 109,569 122,664 134,185

% TVET students passing final exam

90.95% ESSP 2 91.15% 91.45% 92% 92.45% 92.60%

Pupil: trainer ratio 41:1 ESSP 2 29:1 26:1 26:1 25:1 25:1

% TVET trainers with pedagogical training & CBT /CBA approach

4% ESSP 2 5% 10% 50% 75% 95%

% TVET curricula used in a competency-based approach

0% ESSP 2 21% 25% 59% 91% 100%

% of TVET institutions with adequate facilities, infrastructure and equipment

30% ESSP 2 40% 50% 60% 70% 75%

Number of TVET institutions with career guidance specialists

20 ESSP 2 120 220 320 325 328

Table 2: Sector outcome indicators and targets as set for TVET in the ESSP2 (2013/14 – 2017/18)

the strategic outcomes areas is therefore fully devoted to TVET: Increased equitable access to relevant, high-quality, demand-driven TVET programmes.

Figure 3: TVET Policy & Strategy is informed by Rwanda’s key strategic policy documents

The National Employment Programme (NEP), which principles and aim are derived from the thematic

orientation, objectives and strategy of EDPRS2, defines the following objectives:

To create sufficient jobs that are adequately remunerative and sustainable across the

economy

To equip the workforce with vital skills and attitude for increased productivity that are needed

for the private sector growth, and

To provide a national framework for coordinating all employment and related initiatives and

activities in the public, private sector and civil society.

The NEP articulates the role TVET has to play in closing the existing skills gaps and encourage

entrepreneurship among young people in Rwanda. The TVET Policy and Strategy is aligned to the

specific policies and initiatives identified in the NEP to bring about skills and promote industrial and

technological upgrading as a basis for ensuring competitiveness in global and regional production

markets and networks.

The TVET Policy was developed by WDA, in close consultation with the stakeholders in the TVET

System, in parallel with the ESSP 2. In the policy, the identified constraints of the TVET System have

been addressed through the formulation of a number of policy objectives. Naturally, these objectives

are aligned to the expected outputs from the ESSP.


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Table 2: EDPRS 2, ESSP 2 and NEP Informing the TVET Policy

In this TVET Strategy, a pathway is provided as how to realize the policy objectives in the course of the

coming 5 years. In the following sections the overall and specific objectives of this TVET Strategy are

stated, followed by the guiding and conceptual principles of the Rwandan TVET System. The heart of

the Strategy is formed by the earlier mentioned TVET Policy objectives, being translated into the

necessary measures, mechanisms and systems for developing and improving technical and vocational

education and training in Rwanda.


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Objectives of the National TVET Strategy for Rwanda

Overall Objective

The overall objective of the National TVET Strategy is to create quality male and female graduates,

responsive to the social and economic developments in Rwanda, the regional and the international

labour market, providing them with relevant, high quality technical and vocational education and

training that is accessible at all levels and to all people, men and women, boys and girls, and

marginalized/vulnerable populations.

Specific Objectives

The overall objective of this TVET Strategy can be broken down into the following specific objectives:

To further develop a comprehensive, integrated, competence-based and decentralized TVET system for

Rwanda

It is the vision of WDA to create a TVET system that encompasses all forms of vocational and technical

training, for all sectors in the economy, accessible for all Rwandans regardless previous education,

experience, socio-economic background or where they live. It covers formal, non-formal and informal

TVET2. The TVET offer will be competence based, meaning that emphasis is placed on what a trainee

can do in the workplace as a result of completing a program of training or based on workplace

experience and learning. Furthermore, the WDA views TVET not as a standalone sub-system within

the education sector; students within the TVET system have the opportunity to move into

general/academic education, just as students initially opting for general/academic education can

switch to a technical stream in the system.

To provide a coherent and transparent structure of the TVET system to all stakeholders

There are many stakeholders in the TVET system, actively involved in the development,

implementation, funding and/or evaluation of TVET. Another group is indirectly involved in TVET,

heavily depending on the outputs of the system. A need is felt to provide actors and stakeholders with

a clear ‘state of play’ of TVET, which would not only provide them with a more thorough understanding

of the functioning of the system and their respective roles, but also would allow for proper

coordination of current and future interventions.

2 Formal TVET: training typically provided by an education or training institution, structured (in terms of learning objectives, learning time or learning support) and leading to certification. Formal learning is intentional from the learner’s perspective. Non-formal education and training: Education and training which takes place outside the formal system either on a regular or intermittent basis. Informal learning: Learning resulting from daily life activities related to work, family or leisure. Informal learning is part of non-formal learning. It is often referred to as experience based learning and can to a certain degree be understood as accidental learning.


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To promote the Rwanda TVET Qualifications Framework (RTQF) throughout the nation

The launch of the RTQF in 2012 was to make an end to a series of issues within the TVET System. There

was as lack of uniformity in qualifications across TVET providers, no clear recognized pathways of

learning, lack of credibility among stakeholders (i.e. employers), no formal recognition of informal

(prior) learning and TVET was delivered in a traditional, input based approach (teacher-centred).

Though these issues have been addressed by the RTQF, there is a need to make all stakeholders in the

system (employers, employees, students, parents, (semi-) governmental institutions and the public at

large) aware of the existence of the framework and its implications. The framework can only function

properly when it is accepted and referred to by all stakeholders.

To further establish the necessary institutional set-up to manage and implement TVET

Rwanda does not have a long history in TVET and this was mirrored by under-investments in the past.

Only since the establishment of the Workforce Development Authority one can speak of a serious,

coordinated approach towards skills development in general and TVET in particular. Still the

governance within the sector is in its early days with the current mandate of WDA being ‘hybrid’,

combining regulatory and implementation responsibilities and needs further consideration, the

relations with MINEDUC and key institutions such as RDB, NCBS, PSF, to name a few, need to be made

more explicit as do the roles and responsibilities of each in respect to the TVET system. The revised

WDA law and TVET law3 are expected to provide the legal framework that further strengthens the

institutional set-up within TVET. These issues will be tackled in the course of the current strategy.

To strengthen the human capacities to effectively regulate, manage and implement TVET

In 2012 and 2013, a number of audits/assessments and reviews were conducted that revealed issues

around capacitating the TVET system. In close collaboration with MINEDUC, WDA took the initiative

to develop a Single Action Plan for Capacity Building in the TVET System. The plan identified capacity

gaps around 1) Institutional aspects and policy environment, 2) Organisational Aspects and 3) Human

Resources aspects.

The Single Action Plan covers the whole TVET system, at all levels. The plan allows for an orchestrated

approach in which Rwandan stakeholders work closely together with the Development Partners.

To improve the quality of TVET (formal and non-formal) through the establishment of a Rwanda

Quality Assurance for Technical and Vocational Training (RQAVET)

The (perceived) lack of quality is seen as one of the root causes of TVET often being seen as "second-

best option” education. It is often argued that a high-quality TVET would contribute to a higher status

and improved attractiveness of TVET. Therefore the standards of Quality Assurance and Quality

Control should be applied to TVET, preferably by adopting quality assurance mechanisms to ensure

the quality of TVET provision. Under this TVET Strategy efforts will be undertaken to develop such a

Quality Assurance Framework that meets the needs of all stakeholders in the system (i.e. students,

funders, employers, TVET providers, government policy makers). It is aimed at supporting

stakeholders to document, develop, monitor, evaluate and improve the effectiveness of TVET

provision and quality management practices. The introduction of a framework for the Rwanda Quality

3 At publication of the TVET Strategy, the Government of Rwanda was in the process of finalizing the WDA law and TVET law.


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Assurance in TVET (RQAVET)4, which is based on outcomes of TVET, will facilitate the cooperation

between TVET providers and the private sector. As a result, TVET providers can strengthen the link

between education and training and the labour market, enrich training provision, raise the

attractiveness of training programmes and enhance regional reputation.

Such framework can be applied at both system and TVET provider levels and can therefore be used to

assess the efficiency of TVET provision in Rwanda. It would require the need for regular monitoring

and reporting on progress, underpinned by common quality criteria and indicative descriptors. The

following indicators may be used as a toolbox to further adapt and develop the Rwanda TVET System:

1. Relevance of quality assurance systems for TVET providers

2. Investment in training of teachers and trainers

3. Participation rate in TVET programmes

4. Completion rate in TVET programmes

5. Placement rate in TVET programmes:

6. Utilisation of acquired skills at the workplace

7. Unemployment rate

8. Prevalence of vulnerable groups

9. Mechanisms to identify training needs in the labour market

10. Schemes used to promote better access to TVET

To expand the availability of responsive curricula offer in TVET

Despite considerable efforts undertaken in the TVET system over the past years, the current TVET

offer is not fully meeting the demands of the labour market. Curricula are often outdated, not taking

into account the realities of nowadays’ workplace. Furthermore, proper Teaching, Training and

Learning Materials (TTLM) are scarce, facilities and equipment inadequate and – often not qualified –

trainers take preference to traditional ‘frontal’ teaching. WDA embarked on an impressive effort to

develop new, competence-based curricula, informed by the earlier mentioned RTQF. A rigid

qualifications and curriculum validation process ensures the much needed relevancy and

responsiveness. As the task is too challenging to take on by itself, WDA envisages an active role for

the TVET providers, Private Sector and other relevant actors in the system in qualifications and

curriculum development.

To strengthen the participation of the private sector industry in TVET

International Studies reveal that successful TVET systems exist in countries that succeed in

meaningfully involve the private sector in TVET. In order to have an accessible, high quality and

relevant TVET, that is (financially) sustainable; WDA promotes active engagement of the private sector

at various levels5:

Inform: to provide advice on activities that may relate to the private sector

Consult: to seek feedback from the private sector to help inform policies and strategies

development

4 The Rwandan Framework is based on the quality assurance aspects of the European Qualifications Framework and the European Quality Assurance in Vocational Education and Training (EQAVET). 5 Source: Australian Council for Private Education and Training (ACPET) – “Best Practice in sustainable industry engagement for the VET sector” (June 2010)


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Participate: to involve the private sector through a range of mechanisms to ensure that issues

are understood and considered as part of the decision making process

Partner: to collaborate with the private sector by developing partnerships

To promote gender equality and access for students with special needs in TVET & Empowerment of

women in rural areas

Competence development has been recognized globally as an essential stepping block to achieve

empowerment of women and persons with disabilities. Men and women, if equipped with market-

responsive skills, can make a significant contribution to their own well-being and the country’s

economy. Many training interventions, however, do not cater for the specific needs of women and

people with disabilities. They are often under-represented in formal training programmes and often

women are directed towards typical female occupations, most of which are less lucrative, or do not

have any access to training at all. Persons with disabilities face barriers to access and participation as

training programmes often are not adapted to meet their needs. Under this TVET Strategy, WDA

pushes an agenda that takes into account differential needs and experiences to ensure equal access,

participation and results through training provision, methodology, training content and transition to

labour markets.

To adequately address EDPRS’ thematic area of rural development, skills have to be developed to

improve rural productivity, employability and income-earning opportunities, enhancing food security

and promoting environmentally sustainable rural development and livelihoods. Despite the major role

of rural women in agriculture and other essential activities, barriers in accessing education and

training limit women’s participation in productive and remunerative work and their ability to engage

in managerial and leadership roles. Although women participate significantly the development of their

communities, they are often not equally engaged in decision making nor have equal control over

resources.

To strengthen the culture of self-employment and support job creation in the economy

There is increasing emphasis on education as a way to eradicate poverty and entrepreneurship as a

driving force behind a strong economy. Under this TVET Strategy, focus will be on developing

entrepreneurial and innovative skills to build sustainable economic development, create jobs

(especially cater for the employability of the Rwandan youth) and increase competitiveness. TVET

needs to play a significant role, by embedding entrepreneurial skills training & education, shaping

young people’s knowledge, skills and attitudes and must serve as focal point for collaboration between

students, trainers, companies and entrepreneurs. In doing so, TVET would bridge the gap between the

world of education and the (ever increasing demands of) the world of work.

To develop a sustainable, innovative financing system for TVET

The fiscal year 2013/14 witnessed a major increase of the budget allocated to TVET. About 75% of the

budget is allocated for infrastructural works, though it cannot be argued that the government makes

strong efforts catching up with the years of neglecting the sector. However, it is enormously difficult

for the government to continue funding the sector at this level by itself as in Rwanda, as in most sub-

Saharan Africa countries, the national budget is overstretched by many diverse and ever increasing

demands. There are different interests and perspectives between governments (taking a long term

view towards skills development, geared towards creating a competitive and competent national

workforce) and the private sector (taking a short term view on skills development, aimed at fulfilling


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the current skills gaps in the company) on the areas of focus and utility of public funding. Under this

TVET Strategy, WDA will initiate a discussion on developing a sustainable and innovative financing

system for TVET in Rwanda. It will most likely lead to a financing system that combines budget

appropriations, market contributions, dedicated taxes/levies, financial assistance from Development

Partners, the continued stimulation of initiating and expanding the income generating activities of

TVET providers and, having successfully adopted this concept in general education, the community-

led approach.


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Guiding Principles of the TVET System in Rwanda

In the further development of the Rwandan TVET System, the following guiding & conceptual

principals are paramount:

Relevance

The education sector, and TVET is no exception, needs to equip students with the competencies they

require to become productive members of society and the economy. The need for a close labour-

market orientation is more direct and immediate in the case of TVET, requiring more direct

engagement with potential labour markets, and a bigger role for employer and industry bodies in

policymaking, curriculum development, governance, financing and provision thereof. Only then TVET

is able to enhance the competitiveness of all economic sectors through a competent workforce and

towards improving people’s employability in the labour market and with regard to self-employment.

Quality

A high quality TVET will boost the reputation of the sector and therefore a quality culture will be

promoted and enhanced across the sector through highlighting the importance of quality in increasing

the efficiency and effectiveness of TVET system, institutions processes and procedures through a

participatory approach in quality management and raising the awareness and responsibility of all

actors in the sector.

Equal access and equal opportunity – inclusive TVET

For the Rwandan TVET System to be successful, it needs to address current gender-based inequalities

in the economy in general and in TVET in particular, and to ensure that both men and women have

equal access to new technologies, skills, and opportunities being introduced. The previous neglect of

people without relevant schooling, school drop-outs, and people living in the rural areas, people with

special needs, and people who are already in work will be overcome through targeted measures. An

inclusive TVET will be accessible, irrespective of the level of educational background, gender, ethnicity

and religion.

Pathways

The TVET system should always create the possibility of career progression and continuation of

learning, therefore must promote vertical and horizontal mobility and progression between different

TVET occupations and different qualification levels, but also between TVET, general and higher

education. Clear pathways strengthen TVET’s effectiveness as they make TVET more attractive to

students in general, they help attract brighter students into TVET and they underpin Lifelong learning.

Life-long learning

Lifelong Learning comprises all learning activities undertaken throughout an individual’s life with the

aim of improving competencies (knowledge, skills and attitudes) within a personal, civic, social or

employment-related perspective6. WDA adopts the concept of Lifelong Learning which has far-

reaching implications for the physical infrastructure required, the required competencies of trainers,

Curriculum, Assessment and Certification, the Rwanda TVET Qualification Framework and its

integration into a National Qualification Framework (including Recognition of Prior Learning &

6 European Commission


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Recognition of Current Competence), Management and Administration Structures and Procedures as

well as for the Financing of it.

Actively addressing social issues in TVET, including the fight against HIV/AIDS, Child Abuse and Early

Pregnancy

HIV and AIDS are major threats to the world of work as they affect the most productive segment of

the labour force. It may lead to reduced earnings, increase of labour costs, decline of productivity, loss

of skills and experience and erosion of rights at work (discrimination and stigmatization of positive co-

workers etc.)7. Other social issues should not ignored either such as the occurrence of child abuse

and/or neglect, and early pregnancy. WDA pursues a TVET that contributes to remedy these social

issues by creating awareness and by incorporating training about signalling, identification and

preventive measures in all its programmes. WDA will further stimulate its TVET institutions to develop

policies to ensure that staffs are not discriminated against and have access to appropriate care and

follow-up. Moreover, support for pregnant adolescent girls to continue their program (e.g. through

the provision of on-site child care) is being considered.

Contributing to environmental protection

Environment protection and management rank among the main pillars of Rwandan’s vision 2020. To

ensure the objectives, a series of measures have been planned for, amongst others that the

environment issue is integrated into all education, sensitisation, and development policies and

programmes as well as in all decision‐making processes. WDA views Technical and Vocational

Education and Training as the strategic entry point for ensuring a world of work that contributes to

and promotes environmentally sound sustainable development.

TVET and skills development initiatives play a significant role not only in developing human and social

capital, but also in promoting necessary competencies and expertise needed for a more sustainable

society and a greener Rwanda.

Life-skills & Entrepreneurial learning

TVET goes beyond promoting skills development for employability. It empowers young people and

adults to develop skills for work and life and therefore TVET means more than merely developing

technical competencies for the world of work. It also means developing ‘soft’ skills through life-skills-

education (social skills, thinking skills, emotional skills) and entrepreneurial learning. WDA embraces

the view that TVET should ensure that all workers are able to play appropriate roles, both in the

workplace and the broader community, by contributing to environmental, economic and social

sustainability.

7 UNESCO – “HIV and AIDS and TVET”


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TVET Governance

Introduction

To ensure Rwandans receive a quality and relevant TVET, leading to a place in the labour market, TVET governance plays a vital role in managing the TVET system. Governance is concerned with how the funding, provision, ownership and regulation of TVET systems are coordinated, which actors are involved, and what are their respective roles and responsibilities, and level of formal competence – at the local, regional and national level.

Whilst in many countries, including Rwanda, government plays an important role in coordinating TVET, the distribution of these responsibilities is changing in response to calls for greater efficiency and effectiveness, particularly to engage employers. Decentralisation and redistribution of implementation tasks

The GoR has adopted the view that some level of decentralisation and redistribution of implementation tasks from national agencies (i.e. WDA, REB, HEC) to local levels is required, which is in line with Rwanda’s decentralisation strategy; implementing responsibilities of the agencies will increasingly be limited to innovations, whereas routine delivery is delegated and decentralised. This would require WDA’s legal mandate to be updated, allowing these routine implementation tasks to be decentralised from the national level to the IPRCs.

Figure 4: demarcation of responsibilities in TVET

Inspectorate of Education

Inspection of education is currently split between quality assurance functions in REB, HEC and WDA

with IPRCs also providing quality assurance of TVET colleges, technical secondary schools and VTCs in

their areas. Unfortunately much efforts is spent on collecting quantitative rather than qualitative

measures, Directors of Education (DoE) and SEOs are not required to share data with MINEDUC (since

they are accountable to Mayors) and the current system lacks independence with the same bodies

responsible for both implementation and inspection of education8. In summary, the current

inspection regime provides necessary support to schools but inadequate accountability and no

8 This point was made in the 2013 Public Institutions Performance Analysis review to the Prime Minister


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feedback loop enabling the Ministry to act on inspection findings nor gives sufficient weight to

evaluation of performance against standards.

To provide greater independence and a framework for clear accountability of education providers to the Minister of Education, an Independent Inspectorate Education9 is to be established as a separate budget entity under the Ministry, reporting as do REB, WDA and HEC direct to the Minister; it should have the authority to instruct Mayors to take action where failings are identified. The functions of the Inspectorate are as follows:

To manage training of Regional Inspectors and Pedagogical Inspectors;

To set standards and tools (focus on evaluation, support & accountability)

To establish criteria for and carry out targeted inspections

To report to MINEDUC on findings

To share information within education sector and externally, supporting greater transparency and accountability to public and Parliament.

As TVET provision increasingly moves away from schools and encompass informal TVET, the special nature of TVET quality assurances must be preserved despite TVET and basic education inspectors being managed within the same structure. ICT in Education

Currently Rwanda cannot maximize the value it gets from the many donors (and private companies) who are keen to invest in ICT in education. The rolling out of infrastructure and equipment is not a guarantee that these have been integrated with teaching methods and materials, questioning the educational benefits. The absence of a single head of ICT in Education projects - tasked with the integration and coordination of ICT in Education Projects, driving successful implementation and mobilization of funds - bears the risk that priorities are set by donors or private companies, rather than the Government. Though there is a consensus for such a single body to spearhead change and to integrate ICT tools with new pedagogical methods, further deliberations are felt necessary to arrive at a construct overseeing and delivering the following requirements:

Installing infrastructure and equipment in schools, TVET colleges and universities;

Ensuring digitisation of content;

Training teachers, trainers and HE faculty to transform teaching methods with use of ICT; and

Managing broadband connectivity for HLIs and also schools and colleges.

Workforce Development Authority

Established in 2011, WDA since then has delivered a massive expansion in TVET enrolment10, opening new schools and colleges at an impressive rate across the country. Obviously, the more access increases, the more pressure is put on the system financially11 and in terms of training and retaining trainers to deliver high quality and relevant TVET. The current and projected rate of expansion – aimed at the having 60% of secondary school graduates choose the TVET path by 2017 - will put greater pressure still on WDA if greater access is not to come at the cost of quality and relevance. To ensure WDA is equipped, in terms of mandate and structures, to adequately address these challenges a number of changes are deemed necessary:

9 This is in line with recommendations of the 2013 Public Institutions Performance Analysis report to the Prime Minister. 10 Education Sector Annual Report 2013/2014 “Student enrolment in TVET programmes increased from 74,320 students in 2012 to 83,893 students in 2013” 11 Greater numbers of technical schools and colleges means more expensive equipment while the desire to have TVET contribute to a modern technological economy set against rapid technological change means that costly equipment may be obsolete within a few years’ of its installation.


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Update of WDA’s legal mandate to better reflect its economic role and give IPRCs separate legal existence

Revise WDA’s structure to help it match skills supply to labour market demands

Enable government better to engage with the private sector to develop - and fund - TVET. TVET legal framework Updating WDA’s current legal mandate would allow the agency to move away from its traditional training role and capture its future economic role envisaged under NEP12 and supporting lifelong (including informal) TVET to build the skills necessary to drive Rwanda’s economic growth. Likewise it would direct MINEDUC’s attention more towards economic goals (i.e. EDPRS 2 and NEP)13rather than towards education outcomes (i.e. ESSP 2).

In updating the TVET legal framework, the Integrated Polytechnic Regional Centres (IPRCs) will be given a legal status separate from WDA, ensuring an effective relationship and division of labour between WDA and IPRCs, which will be an important step towards achieving some measured decentralisation of implementation to IPRCs14. Concurrently the opportunity can be seized to position them as Regional TVET Centres with campuses across the province, recognising the considerable role played by TVET providers (public and private) and the growing need for non-formal and work based TVET and employment promotion. TVET structure Thorough analysis of prevailing challenges and a full appreciation of current strengths and successes led to a consensus on the need to restructure TVET alongside similar revisions in basic and tertiary education as well as in the overall education management at MINEDUC. This resulting restructuring (see next page figure 5) will entail considerable deliberation and inter-agency consultations. The restructuring should take into account the complex nature and important socio-economic value of education provision; involving a wide sector and many actors. It should prioritize the enablement of the Ministry of Education and its affiliated agencies to strengthen policy formulation, implementation and monitoring and consequently delivery on its mandate. The restructuring should be guided by the following general principles:

Efficiency and Effectiveness (functions coverage and ability to accomplish the mandate).

Accountability and Quality Assurance (internal checks and balances).

Integration (mutual working relationships and complementarity).

Span of control (coordination capacity).

Decentralization (Adherence to the National Decentralization policy).

Affordability (keeping within the confines of the available wage bill for 2014/2015). Private sector engagement The ESSP sector outcome of “Increased equitable access to relevant, high-quality, demand-driven TVET programmes” cannot be achieved without collaboration between WDA/MINEDUC and the private sector15. Although engaging the private sector is wider than just for WDA to manage – other

12 For the current year, WDA’s target is to train 100,000 individuals, of whom 80% should find employment. 13 See interview with Vikas Pota, CEO GEMS Foundation, in New African Magazine November 2014 http://newafricanmagazine.com/vikas-pota-business-business-education/ 14 in keeping with 2013 PIPA report which stated “WDA should focus on ensuring quality of programs/

curricula used in technical education and leave the implementation to IPRCs.” 15 This TVET strategy proposes “To strengthen the participation of the private sector industry in TVET” as a specific objective and says “International Studies reveal that successful TVET systems exist in countries that succeed in meaningfully involve[ing] the private sector in TVET.”

http://newafricanmagazine.com/vikas-pota-business-business-education/


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Government players are involved - MIFOTRA, MINECOFIN, MINICOMM, RDB, NCBS.. - at present there is no permanent structure to support this collaboration. The private sector needs TVET to fill skills gaps (e.g., mining, finance) and to support economic growth. The TVET system needs the private sector to:

Help assess current and future labour market demands

Develop relevant TEVT curricula and training materials

Validate TVET qualifications and support recognition of prior learning

Train TVET trainers and make available industry experts as part-time TVET trainers

Provide industry-based training, internships, apprenticeships

Contribute to TVET funding. The GoR views the Sector Skills Councils as the forum to bring together Government, private sector and labour to ensure private sector needs are reflected in TVET plans.

Figure 5 Thematic re-organisation of the Rwandan TVET management under MINEDUC represented here in

terms of the principal functions and their anticipated interactions

TVET Objectives & Strategies 2014/15-2017/18

In the TVET Policy the constraints the TVET System is facing have been identified as well as the policy

responses to those. In this section the strategies are being elaborated upon, showing how WDA is

actually planning to achieve those policy objectives.

1. Improved understanding of skill demands in economic sectors

A profound understanding of the nature or extent of the immediate and future skills shortages in

Rwanda is needed to adequately inform policies, strategies and planning. Without it, TVET strategies

are too reactive and merely responding to change, rather than anticipating and supporting change. It

should be avoided that these TVET Strategies are developed in isolation of guiding documents such as

Vision 2020, the EDPRS 2, ESSP 2, NEP and other strategies that may have an impact on TVET, including

strategies for SME development, skills development and entrepreneurship. The situation would be

worsened by a lack of comprehensive and up-to-date information that adequately informs the policy

and strategy development and the overall decision making process within the TVET System.

Strategic Intervention 1.1

Establishment of a geographically contextualized TVET Information System

Currently the development of various TVET Strategies and action plans is being hindered by the lack of

a solid baseline. Detailed and disaggregated qualitative and qualitative data on trainees, trainers,

school managers, infrastructure, equipment & facilities and curricula & programmes is not readily

available. The decision has been taken to move away from the ad hoc data collection approach as

taken place in the past. This includes the establishment of a comprehensive TVET Information System,

based within WDA and informed by the TVET sector, especially the TVET providers.

Such TVET Information system establishes, without duplicating efforts, a form of local, provincial and

national monitoring, not only the TVET System but also the labour market, in order to establish the

requirements of the labour market as well as measuring the satisfaction of employers16. The TVET

Information system will be utilized by planners, policy makers, decision makers, researchers,

employers and job seekers. The system enables the development and reorientation of the TVET System

towards the needs of the (local) market and future economic trends impacting on the sector.

In order for the TVET Information System to be comprehensive, a careful assessment will be carried

out of the information needs of TVET, and partnering government departments, industries and

16 “% of TVET employers who are satisfied with the performance of TVET graduates” is one of the TVET sub sector outcome indicators as included in the ESSP 2


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agencies. This will include the frequency in which such information will need to be provided as well as

the reporting formats.


Improved coordination and collaboration of data collection, analysis and dissemination

Different government departments, industries and agencies conduct an array of studies to determine

which occupations are in highest demand in the short-term and over the longer term. The TVET Sector

needs to address the current situation in which it is commonplace that entities work in parallel with

each other, not optimally sharing data, having limited attention for or interest in compatibility/

linkages of databases and engaging in stand-alone studies rather than joint efforts. A clear overview is

established of the data collection activities taking place and/or planned for, communication thereof,

objective assessment of opportunities for collaboration, synergy and/or alignment of such activities.

This ‘state of play’ exercise is followed by establishing a structural coordination and collaboration

between relevant data collection entities.

2. Improved horizontal and vertical pathways

Until recently Rwanda did not have a TVET Qualifications Framework17 and most stakeholders did not

know the value of qualifications and the degree to which a certain qualification would provide access

to the next level of the education or TVET system. Despite the existence of the RTQF, actors within the

TVET system, as well as the public at large, know little about it.

The RTQF established clear linkages between the various parts of the TVET system, including the

smooth transition from vocational training centres, to Technical Secondary Schools into Polytechnics.

Despite this, there is still limited mobility between formal education and TVET systems, fuelling the

conception that TVET is ‘second best’. In this context, the establishment of a truly National

Qualifications Framework, integrating TVET and General/Academic Education, is seen as an important

step to address this aspect.

The launch of the RTQF can be considered an important milestone in the development of the TVET

System. However, the RTQF itself is an empty framework that needs to be populated with relevant and

validated qualifications on the basis of which curricula can be developed and delivered at TVET

institutions. As such it provides the essential vertical and horizontal linkages to create a coherent

system of courses leading to qualifications at different levels.

17 The Rwanda TVET Qualifications Framework – RTQF – was officially launched in June 2012


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Implementation of the RTQF

All stakeholders within the TVET System will be made aware of the importance of horizontal and

vertical pathways in nowadays economy. This awareness intervention acknowledges that many skills

requirements are driven by rapid technological change, which increases demand for higher level

technical skills (including at tertiary level). Furthermore, following the ambition of Rwanda in

developing into a service led economy, developing vocational programmes in new technical white-

collar occupations including healthcare and computing is promoted. In addition, attention is drawn to

the situation that those entering the labour market need lifelong career and (cognitive) competences

to handle different jobs and keep learning. Hence, many participants in upper secondary vocational

programmes now expect to go on to post-secondary and tertiary education. Moreover, it should be

understood that good pathways strengthen TVET’s effectiveness as they make TVET more attractive

to students in general, could attract brighter students into TVET and underpin lifelong learning.

WDA will continue to work on a RTQF that is well articulated so that students and employers can see

what qualifications actually represent and how they fit together. The concept of Competence Based

Education is strongly embraced, both in qualifications and curricula as well as in (competence based)

assessment approaches. Accreditation and Quality Assurance of training and training providers will be

further formalised. All these aspects will be communicated to (potential) trainees, trainers, training

institutions, employers, parents/guardians/sponsors, governmental institutions and agencies.


Proactively contribute to the establishment of the Rwanda National Qualification Framework

Under this TVET Strategy support is given to the (further) development of pathways, including the

revision of TVET provision at upper secondary level, to facilitate easy movement between vocational

and academic/general programmes within a level (e.g. at upper secondary school level), from one level

to the next level of education (including from vocational at one level to academic at a higher level) and

between education and the labour market. Participation in the current discussions on the

establishment of a National or Regional Qualification Framework18 therefore is both obvious and

essential.

The development of an integrated policy approach combining TVET, academic/general education,

workplace training and lifelong learning is paramount. To this effect a meaningful collaboration

between education providers, government departments, industries and agencies is established,

18 Currently the NCHE, REB and WDA are involved in the process on establishing a National Qualification Framework. For reasons of harmonization of the regional education system, the option of developing a Regional Qualification Framework within the EAC is kept open.


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through the Sector Skills Councils19. Obviously, such integrated policy approach should ensure TVET

curricula to contain adequate literacy and numeracy skills. Furthermore, attention has to be given to

issues of transparency and communication so that all stakeholders within the system, especially

students and employers, can easily identify the options possible.

The current RTQF captures the TVET qualifications from level 1 up to level 7 (advanced diploma). It is

felt necessary to expand the current RTQF to facilitate the TVET provision at professional bachelor

(level 8) and professional master (level 9). Such expansion of the RTQF would meet the demands of

the labour market for TVET professionals and managers as such levels. Furthermore, such provision

would be in keep with international developments in TVET provision.


Development and Implementation of “Recognition of Current Competence (RCC)”

The introduction of CBT allows for a more flexible provision and assessment of TVET and to that effect

the provision and assessment of Recognition of Current Competence (RCC) is envisaged so that

trainees can use their existing competencies and experience to get a formal qualification. Such RCC

process takes into account all relevant and current knowledge, skills, and attitudes that a trainee has

regardless of the way they got them. It may include experience and training gained through paid work,

volunteer work, and previous training and/or life experiences. The assessment process may provide

the trainee with a complete TVET qualification or, if there are gaps in the required competencies, parts

of a qualification which can then be completed with additional training.

3. Develop the human capacity within the TVET system

In order to improve the quality of TVET delivery and its market relevance, it is necessary to adequately

capacitate the TVET system at all levels: institutional/policy environment, WDA related (Organisation)

and at an individual level (Human Resources).

At institutional level the actors in the TVET System require clear direction and strong cohesion. There

is a limited involvement of the private sector in the development, implementation and evaluation of

policies and strategies, leading to a less-than-optimal alignment of TVET to the labour market

requirements. The same can be said of the involvement of Local Government which is needed to make

TVET also locally relevant. The absence of a clear framework that binds the actors in the TVET system

and its governance has an impact on the transparency in the system as it has on the reporting and

communication mechanisms (accountability). The sector is facing enormous challenges and paired

19 More on the Sector Skills Councils under policy objective 8: Increased employer engagement in TVET


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with major shortages in resources, situations of under-utilisation should be prevented at all times. This

also touches upon the support from Development Partners who are very present in TVET.

Rwanda has had a well-developed aid coordination policy and structure for over ten years. Policy and

practice have been led by MINECOFIN who first set out its policy in the Framework for Aid Coordination

in Rwanda in 2002 and have made periodic changes and refinements to the framework in response to

international agreements and declarations20.

At the highest, national level coordination is through the Development Partners Coordination Group

(DPCG). In 2002, the DPCG advocated the establishment of Cluster or Sector Working Groups, the TVET

Working Group being one of them. A recent review found that “coordination in the education sector is

working well in places: there is a strong sense of partnership built around transparency and openness,

and where technical level groups are functioning effectively clear value added through bringing the

right people together. This is however, patchy, and in the TVET area in particular this cohesion is yet to

be established, thus DP (Development Partners’, red.) effort is fragmented. Strong government

leadership and ownership are not surprisingly seen as a major determinant of effectiveness”21.

The focus of local government, mainly through the District Education Officers and Sector Education

Officers has been on general education not on TVET. The responsibilities at district and sector level in

creating a strong and regionally relevant TVET are not fully captured yet by local government. This

leads to a situation where there is a limited alignment between TVET and general education; mismatch

between local skills demand and supply; inadequate support to local TVET providers (mainly VTCs);

inadequate fit to decentralisation policies and processes

At an organisational level the position of the Integrated Polytechnic Regional Centres is continuing to

trigger discussions in the TVET System. The WDA and TVET laws that are currently under revision

envisage a consolidation of the mandate of the IPRCs, their roles and responsibilities and their

relationships between other sector institutions. Additional resources and support are needed at IPRC

level which makes the earlier mentioned need for avoiding under-utilisation and duplication an issue

for these centres as well.

Six years after the establishment of WDA as a regulatory body for the TVET sector, senior and middle

management have realized substantial progress in many areas of the TVET system, especially when

taking into account the state of play within TVET in the recent past. Further capacitating is however

needed. The effectiveness and efficiency of available human resources at management level will be

further improved, especially through continued and targeted capacity building.

At technical level, the quality and effectiveness of staff within WDA & IPRC is in need of strengthening.

The task and responsibilities facing staff is not fully matched with the competencies and experience

needed. Payment and secondary working conditions impacts motivation of staff and could impact

20 Reference is made to the first major international conferences in Rome (2003), Paris (2005), Accra (2008 and Busan (2011) that established internationally agreed principles of aid effectiveness. 21 Quote from “Review of the Education Sector Coordination - An assessment of the mechanisms and configuration of sector working groups and recommendations for change”; Roger Cunningham & Claver Yisa (2013).


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accountability. Though Technical Assistance, from Development Partners and other sources, is quite

substantial in the TVET sector, also addressing capacity building, the support is not always utilised in

the most optimal way and/or not evenly availed.

The quality and quantity of TVET trainers is a major concern in the sector. Especially for the public TVET

providers it is very difficult to attract and retain adequate number of TVET trainers, due to the

unattractive conditions in the sector. Though most TVET trainers have a degree or (advanced) diploma

in a technical field, they did not receive a specific training in becoming a TVET trainer. The lack of

pedagogical and didactical competencies is seen as a major impediment in the sector and needs urgent

attention. Furthermore, the entrepreneurial skills, skills in ICT and the command of English need to be

brought to higher levels in order to ensure a quality TVET. The roll out of competence based curricula,

requiring trainer to facilitate and assess competence based training, is an additional quality challenge.

In order to not only remedy the short term challenges but also provide for a strategic and orchestrated

response to the qualitative issues in the sector, including boosting the image of TVET, a Training of

Trainer Strategy is developed and communicated under this TVET Strategy, including the establishment

of a TVET Trainer Qualification Framework.


To convert existing TVET sub sector coordinating mechanism into an influential TVET Platform with

well-functioning Technical Working Groups that proactively steer the TVET Subsector

On the basis of the “Review of the Education Sector Coordination”22 steps are taken to revise the

overall structure of working groups in order to reduce the number and improve coordination.

Furthermore, the procedures that govern the way groups work, will be improved (e.g. standard ToRs,

controls of membership, periodic review, better information controls and availability and improved

scheduling of work). Lastly the Memorandum of Understanding and Partnership Principles are adjusted

to reflect the changes in policy priorities and the organisational structure of the sector since 2005. For

WDA to remain at the forefront of these developments, continued capacitating of staffs in related

fields is needed. A series of strategies and actions are proposed to address the capacity constraints in

the TVET System at the identified levels.


To develop and implement externally evaluated “Procedures and Operations Handbooks” for relevant

stakeholders in the TVET system

The development and implementation of “Procedures and Operations Handbooks” is aimed at the

further improvement and alignment of the processes of relevant stakeholders in the TVET system,

amongst other the decision making processes. The Handbooks list the instructions for specific

22 Review of the Education Sector Coordination - An assessment of the mechanisms and configuration of sector working groups and recommendations for change”; Roger Cunningham & Claver Yisa (2013).


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situations, adding to consistency. It would also include the setting of timelines for reviewing and

validating draft documents, and the regulation for effective management meetings and strategy

retreats. At the same time, an evaluation of current processes and procedures can be undertaken to

identify opportunities for delegation and reduction of the number of management levels involved. As

for WDA, such evaluation also addresses the Board of Directors of WDA as a forum for supervision and

consultation as WDA management is accountable to the Board and full transparency must be adhered

to. The WDA Handbook will therefore include the information, communication and decision making

processes and procedures between the Board and WDA Management.


Provide guidance and orientation to local government in TVET through capacity building programmes

In various sections of this strategy the need for a locally contextualised TVET provision has been

mentioned. In order to realize such a locally relevant TVET, the role of the local government to inform,

guide and support WDA, is therefore of the utmost importance. Unfortunately, to date, the focus of

local government was mainly geared towards general education. In order to strengthen the role of

local government in TVET, both guidance/orientation and capacity building for Director of Education

in District, Sector Education Officers, as well as Education Inspectors (REB) is planned for under this

TVET Strategy23.


Determine capacity building needs of the IPRCs and support of capacity building programmes

At the Human Resources level, a continued Training Needs Assessment of the IPRCs will be carried out,

in parallel with the Functional Reviews. It informs the prioritisation and implementation of training

needed. Preference will be given to capacity building that prepares staff for their responsibilities,

rather than formal (degree) training. Opportunities for short targeted training, industrial exposure and

job shadowing will be identified in the region or, if not readily available, in the wider region. In addition,

where found appropriate and feasible, long term advisors will be attached as mentors to selected units.

All forms of capacity building will be an integrated part of a Single Action Plan for Capacity Building in

the TVET System, ensuring that under-utilisation or sub-optimal use of Technical or Financial

Assistance through Development Partners, is kept at a minimum.

23 There is a need for specific support for women DoE and SEOs, as they are few, such as leadership training etc.


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Determine and remedy areas for capacity building of management at both senior and middle

management level within WDA

Organisational Development is crucial under this TVET Strategy and the responsibility for this will be

assigned to the HR&A Unit within WDA. A number of interventions are planned for to support WDA

management in its challenging tasks and further strengthen processes within WDA. Targeted

capacitating of senior management is foreseen, through high impact training and learning from best

(international/regional) practices. Furthermore attaching a senior TVET Advisor to selected senior

managers is to be implemented as well as TVET mentoring for the lower management levels.

The Human Resources function within WDA needs strengthening in order to equip them adequately.

This would include the introduction of a performance management, as is currently being developed

by MINECOFIN.

As mentioned earlier, the Board of Directors of WDA must be facilitated, supported and involved, for

them to fulfil their strategic role in the system.


Development and Implementation of the TVET Training of Trainers Implementation Framework

The ToT Development Plan plans for the establishment of the TVET Trainer Qualification Framework,

which provides TVET Trainers with a formal qualification24 after completion of a curriculum that

focuses on pedagogy and didactics in a CBT setting. These ToT Qualifications and related ToT curricula

will be developed in the course of this strategy. To address the enormous shortages of TVET Trainers,

both in quantity and quality, increased by the planned TVET Expansion, an in-service and pre-service

approach is taken. In the short term, the emphasis will be on an accelerated upgrading of the

pedagogical and didactical competencies of current trainers; on the mid and long term this is extended

to enhancing also technical, ICT, English language and entrepreneurial competencies of both current

and new trainers (pre-service). The ToT Development Plan anticipates the establishment of the

Rwanda Technical Trainer Institute (RTTI) at IPRC Kicukiro as well as the ToT Centre at IPRC South, both

playing an important role in the provision of (in-service and) pre-service Training of Trainers.

In order to realize an attractive TVET system of high quality, the Training of current and future TVET

Trainers is crucial. A strong coordination mechanism will be put in place to effectively coordinate the

range of interventions in this area, including those of Development Partners. The ToT Development

24 The ToT Strategy identifies the following qualifications: Certified Trainer (in-service qualification), Qualified Trainer (pre-service qualification), Senior Trainer (post-experience qualification) and Master Trainer (post-experience qualification)


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Plan will also provide measures for attracting and retaining quality trainers by providing them

incentives and clear career perspectives.

4. Improved Coordination of TVET-initiatives

The TVET system in Rwanda is rapidly developing and, with the expansion around the corner, efforts

must be undertaken to strengthen the coordination, monitoring and evaluation of the multitude of

interventions from a range of actors. Linkages and/or Partnerships in TVET can be found between the

various actors in the TVET sector, between the TVET sector and Development Partners as well as

between the TVET sector and the private sector industry. It is expected that not only number of these

partnerships will increase, but over time, such linkages will become more complex.


To proactively coordinate and align interventions of Development Partners through an Annual

Implementation Framework

In the previous section, the absence of a clear framework that binds the actors in the TVET system and

its governance was already mentioned. The number of Development Partners in the TVET system25 has

increased significantly over recent years and new, large(r) scale projects are to be expected over the

coming years. Interventions will typically involve capacity building, curriculum development, training

of trainers and infrastructure/facilities/equipment. WDA will proactively coordinate, monitor and

evaluate these interventions, by adopting an Annual Implementation Framework26.


To establish a system for monitoring and evaluating the interventions in the TVET system

Monitoring and evaluation (M&E) are critical to the success of the implementation of this TVET

Strategy that further strengthens the system. The TVET Program M&E will inform stakeholders in order

to improve their planned interventions. Monitoring is the regular checking of program progress

through the routine and systematic collection of information. This information highlights progress or

problems that allow for adjustments in plans and implementation as needed. Evaluation is the

assessment of the merit of the various interventions by measuring it against planned outcomes. The

magnitude of the planned interventions in the Rwanda context demands a solid M&E system to

document the range of experiences and distil lessons to inform a continuous improvement process.

25 Including interventions in Skills Development 26 This Annual Implementation Framework is based on the Single Action Plan approach which was successfully used in capacity building and Training of Trainers. In such plan, all Development Partners indicate and align their (planned) interventions in named areas


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To proactively coordinate the initiation, management and administration of the linkages between the

TVET sector and its partners through the Strategic Partnership Framework

WDA strives to substantially increase the number of linkages between the TVET sector and the private

sector industry as such activities are seen as the most important feature of TVET in its orientation

towards development of the Rwandan Workforce on the world of work.

To proactively coordinate the initiation, management and administration of such linkages, a Strategic

Partnership Framework will be developed, validated and disseminated. Such framework forms a

valuable reference and guiding instrument for establishing, maintaining and expanding all types of

partnerships, not necessarily limited to the industry27. It will be designed for use at any level of

partnership, whether it is national, state, or local - and in any size of partnership, from single partner

to coalition. Special attention will be given to determining the optimal governance of the coordination

of these partnerships.

5. Improved TVET facilities and its sourcing

The need for construction and renovation of infrastructure, provision and replacement of technical

equipment and their maintenance, materials and other facilities are high in TVET. In addition, the

development and implementation of competency-based qualifications are relatively costly in terms of

training infrastructure as students require access to multiple resources, work individually at times but

often also need to collaborate in small groups, under the trainer’s supervision. The Government of

Rwanda has approved a triplication of the TVET budget, which is considered a breach with the past, in

which TVET was largely ignored by policy makers. However, budget allocations need to be kept at these

higher levels for the TVET sector meeting the targets of quality, access and relevance as set in both

EDPRS-2 and ESSP 2. This puts question marks to the financial sustainability of the TVET sector, an issue

that is addressed in a separate section in this strategy.

Momentarily, there is a lack of detailed data on the available infrastructure, equipment and facilities

in the TVET sector and to what extent it meets the actual demand. In view of the expansion over the

coming years, absence of such baseline makes it difficult to determine the actual needs or prioritize

investments.

Private TVET providers tend to focus their efforts on the delivery of programmes with the lowest costs

(i.e. business studies and ICT) due to the high costs associated with the delivery of science and

27 Partnerships with the private sector could include a special focus on women-owned businesses, as well as support for partners to become responsive to persons with disabilities.


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engineering based programs that require capital equipment. Unfortunately, such programmes do not

always address an actual demand in the labour market.


To improve the infrastructure, equipment and facilities in the TVET Sector, both in quantitative and

qualitative terms, based on a comprehensive TVET provision mapping

The earlier mentioned TVET Information System must have provisions for collecting detailed data on

infrastructure, equipment and facilities (e.g. workshops, labs), both in quantitative terms (availability,

volume) as in qualitative terms (condition, effectiveness & relevance) in the TVET sector, disaggregated

by TVET providers, districts, sectors and cells. These data informs the ‘TVET Provision Mapping’

through which is determined when and where infrastructural investments and/or improvements,

provision of equipment and/or facilities are needed. A meaningful and frequent dialogue between

WDA, public and private TVET providers will be initiated to ensure a provision of TVET that is both

relevant to local labour market needs and cost-effective. It implies that new, market responsive TVET

curricula will be developed and implemented locally but will also cover availing regionally available

expertise, infrastructure, equipment and facilities to districts and sectors lacking these. Obviously it is

important to ensure that in any new infrastructure development, the needs of students/trainers with

disabilities and gender-sensitive spaces are considered.

6. Expanded availability of the responsive curriculum offer in TVET

The TVET sector in Rwanda has adopted the concept of Competence Based Education and Training,

though its implementation is still in its early days. Only a limited number of curricula have been

developed on this CBET concept, whereas the bulk of curricula currently do not produce graduates

who have the essential knowledge, skill and attitude for entry to and skilled performance in the

workplace.

It will be a challenge to move away from the traditional view of curriculum existing in secondary

schools in TVET (and academic streams). Currently trainers adopt a trainer-centred approach in which

the curriculum list resources, equipment and teaching strategies to support (uniform) student learning.

However, Competence Based Curricula require a student-centred approach in which the trainer acts

as facilitator, helping students to access and process information. The student in turn is expected to

take responsibility for learning, is an active knowledge seeker and constructs competence by

interaction28.

Currently the involvement of the private sector industry in the development, validation, assessment

and evaluation of TVET is rather limited. Though intentions are there to have the labour market play a

28 Educational Initiative Centre, University of Westminster (2004)


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more visible role through the Sector Skills Councils, there is a clear need for institutionalizing and

capacitating these councils. This aspect is further addressed in the section below.

As guiding principles, WDA takes the stand that all curricula in TVET need to be:

• Developed in collaboration with industry

• Capable of reflecting changes in technology and the workplace

• Learner rather than teacher-centred;

• Using resources drawn from practical applications of knowledge and skill

• Including flexible learning mechanisms of delivery to respond to those learners who cannot

study full-time as well as addressing learning needs of students with disabilities

• Using assessment methods that enable learners to demonstrate their competence through

demonstrations of the required knowledge, skills and attitudes.


To accelerate the development of locally relevant qualifications and related curricula, both through

WDA and relevant stakeholders in TVET

The Qualifications Validation Manual and Curriculum Development Manual provides all actors within

the sector with the necessary guidance and instruction, necessary to accelerate the population of the

Rwanda TVET Qualification Framework and the development of Competence Based Curricula at all

levels and for all sectors. To this effect, support is solicited from TVET Providers and Private Sector

Industry to actively participate in, or even initiate, the development (and ultimate validation and

implementation) of qualifications and related curricula.

The Sector Skills Councils29 will actively participate in processes around qualifications development

and validation, curriculum development and validation and industrial attachments. This aspect is

being addressed in more detailed in the section below which is dedicated to employer involvement.

29 So far twelve (12) Sector Skills Councils have been formed and include Tourism, Mining, ICT, Agriculture and Food Processing, Financial Services, Energy, Construction and Building Services, Manufacturing, Arts and Craft, Health, Technical Servicing, Hospitality.


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7. Improved attractiveness of TVET

Technical and Vocational Education and Training is challenged by a less than favoured reputation,

which origins from the perception, for many years, that TVET is a career path for the less academically

endowed. This perception is fuelled by the low academic requirements for entering into TVET, the

limited opportunities for further education and sometimes even by picturing the objective of TVET as

to keep dropouts from the basic and secondary school system ‘from the street’.

Enhancing the status and attractiveness of TVET will involve changing perceptions and attitudes of the

public about technical and vocational education. The only way to change perceptions is to demonstrate

the positive outcomes that can be achieved from TVET and to orientate students’ attitudes – already

in an early stage (i.e. 9YBE) - towards the benefits of studying TVET qualifications, as opposed to

academic ones. Furthermore, TVET should be promoted as a tool for economic empowerment in

Rwanda. For this to happen, an orchestrated approach is needed in which MINEDUC, WDA, TVET

providers, and Private Sector Industry will play a key role.


To improve the attractiveness of TVET under trainees, trainers, employers, parents and the public at

large

Changing the perceptions and attitudes of the public about technical and vocational education is not

an easy task. A number of communication strategies will be adopted, including but not limited to the

use of role models in TVET and involving successful entrepreneurs in motivation campaigns, especially

in schools. Electronic media to promote TVET is effective30 as well, as is networking among TVET

experts, which leads to increased visibility and funding for the sector.

The poor reputation and lack of public acknowledgement of TVET is the top reason people do not

select TVET. A turnaround is needed in which TVET is seen as a viable educational option. To this effect

emphasis should be put on picturing TVET as the sector training the national workforce for Rwandans

Economic Development and Poverty Reduction, the sector that improves the quality of resources and

introduces new technology and new methodology. Such a public campaign, aimed at trainees, trainers,

employers, parents/guardians/sponsors and the public at large, should emphasise the improved TVET

trainers’ professional level and their pivoting role in the country’s development.

The awareness campaign includes promoting short-term TVET as a viable strategy to boost the image

of TVET. Public outreach activities will be aimed at introducing short TVET courses and programmes to

the public to help close the awareness gap. Information provided includes the attractive duration of

30 The TV soap opera “Hand in Hand” in Uganda and the film “The Other Choice” in Ghana, are successful examples of the use of electronic media (source: Strategy to Revitalize Technical and Vocational Education and Training (TVET) in Africa, 2007)


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these TVET courses and programmes, locations of schools, training fields, and opportunities for

employment and higher pay after completion.

The planned, targeted campaigns for potential TVET students, in lower secondary schools but also at

primary schools will help these students becoming aware of the characteristics of TVET, which will help

them making an informed decision on whether to pursue an academic or a TVET education.


To develop and implement a TVET Career Guidance Framework aligned to the national Career

Guidance Framework

Better informed course selection by students leads to benefits for learners, who are more pleased with

their selection. It also has benefits for TVET providers due to a lower drop-out rate. To this effect a

TVET Career Guidance Framework is set up, providing learners with both career guidance and

counselling. Career guidance bridges the world of study with the world of work, leading to closing the

gap between education and un/underemployment (i.e. education for unemployment) and is thus

considered an effective means of improving the status of TVET in the public perception. The

establishment of a quality career guidance system becomes even more important in a society in which

people are expected to make multiple career changes throughout their lives and continually feel the

need (or are expected) to upgrade their skills in order to successfully adapt, and continue to adapt, to

future labour market challenges31.


To strengthen polytechnic institutions and their role in industrial and technological development,

among others in applied research

The status of technical and vocational education will be enhanced by upgrading polytechnics and

vocational centres, to strengthen polytechnic institutions and their role in industrial and technological

development (e.g. applied research) to raise their status and attractiveness of TVET as choice for senior

secondary school leavers.

8. Increased employer engagement in TVET

Improving the quality of TVET is one of the key reform agendas being addressed by governments

throughout Africa, including Rwanda. A supply led skills’ training, based on outdated curricula does not

31 UNESCO - New Roles and Challenges for Guidance and Counselling (2002)


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adequately prepare trainees for today’s labour market. To address this, the private sector32 are being

brought closer to the planning and delivery of TVET, as part of the process of making TVET delivery

demand-driven and more adaptable to change and progress. To date, the involvement of employers

and industry in TVET is rather limited and its influence on the training of young Rwandans is therefore

modest.

There is a need to develop strategies that are focused on the engagement of the private sector in the

development and delivery of TVET, including the provision of training. Although there are key roles for

the private sector to play, its involvement is not simple and both the state and the private sector should

participate as partners. There are clear benefits for such involvement:

For the employer it can provide a means of identifying future employees with the appropriate

skills and attitudes

For the trainee it will enable him/her to gain the so called employability skills and access to the

workplace

For the TVET system the increased involvement of employers can provide a valuable means to

make its delivery more relevant, for obtaining additional funds and technical advice to help

ensure that provision becomes more efficient, and responsive to market needs.

The private sector is the main client of the TVET system and it is therefore imperative that they take

on active involvement in TVET at different levels of the system, from policy & strategy development to

provision of internships apprenticeship programs. Such involvement could take the following forms33:

System governance and financing (e.g. participation in overall decision making, policy &

strategy development, prioritising TVET requirements and funding of training both inside

and outside companies)

Definition of training contents (e.g. participation in defining occupational profiles,

participation in curriculum development and development of working aids and teaching

materials)

Execution of training (e.g. experts from the world of work teaching at TVET schools,

training at the workplace through apprenticeships or internships, private sector as training

providers, training of trainers)

Assessment and certification (e.g. private sector representatives as members of testing

and assessment panels, endorsement of certifications)

Diverse other functions (e.g. participation in applied research, promotion of innovations

in TVET, participation in labour market research and in professional guidance)

32 The private sector includes industry and employers, as well as non-government training providers, which may include for-profit organisations, employers and NGOs. 33 Adapted from “The GMR EFA View on Vocational Education and Training: Isn’t there more to do for the Private Sector?”- Franz Kehl et all (NORRAG 2013)


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To support the establishment and institutionalization of the sector skills councils

To involve the private sector, the institutionalising of the Sector Skills Councils is seen as crucial.

Through these councils, the validation and improvement of occupational standards is accelerated, and

the relevance of curricula ensured. Industrial attachments are seen as key, not only in the initial

training of students, but also for allowing TVET trainers to gain industrial exposure. Attention is given

to improving and expanding the access of company employees to TVET training. Under this TVET

Strategy, Public-Private-Partnerships are further strengthened as such regular communication

between employers and TVET providers is seen as a vital means to realize a high quality TVET.

Support will be given the institutionalising of the Sector Skills Councils which includes the development

of a legal framework covering governance structures (e.g. mandate, roles and responsibilities,

information, communication and decision making mechanisms), sustainable funding mechanisms and

capacitating of the councils.


To establish a system for Industry Based Training

Apprenticeship has been providing the traditional solution for developing and financing vocational

skills of young people in poor societies. Today, apprenticeship in the informal economy, often referred

to as traditional apprenticeship, represents the main road to skills development in most developing

countries34; Rwanda is in this respect no exception. Apprenticeship in the informal economy is

governed by informal institutions such as traditions, social norms and networks, providing incentives

to craftspeople to supply and to youngsters to demand apprenticeship. Furthermore, apprenticeship

also provides a mechanism to finance training which allows in particular young people from poor

families to access training. In this respect, apprenticeship is potentially a self-regulating, self-financing

and effective training system, providing occupational skills to a large number of young people and

helping poor people gain access to training. However, studies also identified important weaknesses

and challenges in terms of relevance and quality of training, decent work and equal access to

apprenticeship. Furthermore, in the area of training and skills development, policies largely focused

on developing formal, government-led and centre-based training systems which provided training in

advanced skills to a limited number of workers. These formal training systems remained inaccessible

for informal economy workers and the poor due to high costs of training, and a lack of formal education

required for admission.

34 Estimations suggest that 80 per cent of the skills imparted in the informal economy in West Africa are transferred through apprenticeship. In Benin, in 2005, approximately 200,000 young apprentices were trained, which represents ten times as many apprentices than students in vocational and technical education.


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Under this TVET Strategy a System for Apprenticeship is established through which the competencies

acquired through traditional apprenticeship in the informal sector will be recognised through

Recognition of Current Competence. Consequently, these formally recognised competencies ensures

access to formal education and, eventually, to break out of this vicious circle of low skills, low

productivity and low income many youngster find themselves in.

9. Increased equitable and inclusive TVET

The Government of Rwanda explicitly addresses through its policies and strategies issues of gender

inequalities related to education and health, including water and sanitation, as well as women’s

participation in environmental management and access to land, control over resources, decision-

making and participation, and the issue of gender-based violence.

Traditionally, the enrolment of girls into TVET is limited, due to social structures of institutions and the

segmentation of the labour market, compounded by social values and beliefs about appropriate roles

and expectations, not to mention a range of other barriers to their participation (e.g. lacking

qualifications, situational factors, and institutional barriers).

Besides the limited enrolment of female learners into TVET, some vocational training programmes are

enrolled in by predominantly female trainees, such as dressmaking, hairdressing, and cookery. Other

programmes are predominantly followed by male trainees such as construction, electro-engineering

and mechanical engineering. The access and participation in TVET in Rwanda reflects a gender-biased

division of labour, which calls for continued efforts of gender mainstreaming in TVET, in both

directions.

Also one should not ignore the impact of economic and geographical inequities to participation in

TVET; children of poor parents and orphans are often unable to afford the fees charged by training

institutions. Often, the good technical and vocational schools are located in the big towns and cities,

thereby limiting access to individuals from rural communities. We see therefore a paradox of

potentially excluding the provision of technical and vocational training for those who need it most –

the rural and economically disadvantaged

It is acknowledged that unless girls and women get equal opportunities to participate in and benefit

from TVET national development will be severely hampered. The reality is that the majority of women

are confined to low-paid, un-skilled work, working long hours which just about keep them above the

poverty line. Add to this the existence of large numbers of households headed by a female, who is

often the only bread-winner – working in the informal sector – and the need for continued and

accelerated action is clear.

Disability and poverty are also closely interrelated, with disability accentuating poverty and poverty

increasing the likelihood of disability. Currently more needs to be done to break this cycle by

integrating persons with disabilities into mainstream education, including TVET, thereby opening up

pathways to decent employment and quality of life.


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To promote gender mainstreaming as well as the participation of disadvantaged groups in TVET

Foremost the TVET trainer needs to be sensitized on gender equality, with a particular focus on

education. The teaching, training and learning materials need to become gender equitable and cultural

gender stereotyping should be proactively addressed, as well as ensuring a safe learning environment

and no tolerance for harassment or GBV.

A fundamental change is needed to break away from the stereotyped position of women and girls in

education in general and TVET in particular. To this effect an integrated communication strategy is

developed reach out to parents and (future) trainees. Such communication will inform female learners

about the availability of flexible short and foremost relevant courses, persuade them to opt for TVET,

emphasises the flexible times and place of study. As career choices are highly influenced by parents,

special sensitization sessions for parents/guardians are included.

The TVET providers will have to review their offerings on gender disparities and actively promote TVET

for girls and women. Furthermore providers need to ensure adequate sanitary facilities for girls and

women and the provision of nursery facilities is considered.

This TVET Strategy focusses on a quality, relevant and accessible TVET for a continued economic

growth and improving the standard of living for all Rwandans, be it workers, particularly women or

other disadvantaged groups including persons with disabilities. Mainstreaming these groups into TVET

and employment opportunities strengthens the National Workforce and reduces poverty amongst the

most vulnerable people by increasing access to decent work. To this effect WDA seeks to develop a

strategy aimed at increasing the participation of persons with disabilities in TVET/skills training. This

strategy will set itself an overall target of enrolments for persons with disabilities across TVET/skills

development programs.

10. Sustainable Innovative financing mechanisms in TVET

The financing of Technical and Vocational Education and Training (TVET) is one of the most crucial and

heavily debated issues within the TVET system. On a per-student basis and compared with other levels

of education, in particular primary and (general) secondary education, TVET is much more expensive

to deliver35.

35 Mainly caused by: lower student to teacher/trainer ratio in TVET compared to general education; high capital cost for training workshops and equipment; higher cost of training material, in particular if technical fields are


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Though the Government of Rwanda has substantially increased budget allocations to the TVET sector,

budget constraints force authorities to prioritize and it is therefore doubtful whether these financing

levels can be sustained. At the same time, the overall expenditure for TVET is expected to rise as a

result of the planned expansion of TVET (60% of upper secondary students opting for TVET) and

because of the roll out of a national TVET reform which is aimed at improved quality and relevance of

TVET. Improved Quality Assurance measures, including RTQF governance and the establishment of a

National Training of Trainers Institute will require additional resources as well.

It is a known fact that high quality TVET is expensive, usually significantly more expensive than general

education. TVET needs to react flexibly to ever changing demands in the labour market, whether it is

through the development of new training programmes, applying new training technologies and

provide opportunities for employees to engage in continuous professional development, life-long

learning. To meet these challenges, governments need partners in TVET, both in financing as well as in

delivery.

Currently, the possibility of cost sharing with those who benefit from TVET (employers, trainees and

their families, or the society at large) is seriously considered by the Government of Rwanda. Currently,

WDA encourages TVET providers to develop and increase the generation of own income, through

production centres, as a common and generally accepted means to raise resources available for

training.

There is no single international best practice to finance TVET. Each country that embarks on a TVET

reform, including the rules of its’ financing, must find its own best mix of different financing

instruments that can accommodate the specific circumstances, resources and policy objectives.

Rwanda is no exception to this.


To proactively contribute to the national discussion on determining the optimal mix of financing

instruments for TVET

Together with MINEDUC, MINECOFIN, MIFOTRA, TVET providers, Private sector and other

stakeholders in the TVET sector, WDA will take the lead in a national discussion on working towards a

sustainable financing mechanism for Rwanda, based on (regional, international) best practices, such

as:

National Governments allocating a respectable percentage of their national budgets to the

TVET sector

Employers, both public and private, should contribute to a training levy based on a percentage

of their enterprise payrolls.

concerned; more diversified system of curricula and standards which increases administrative cost incurred in the TVET system.


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Continued support from known Development Partners will remain an essential source TVET’s

funding.

Fees paid by trainees should cover their training costs

Training providers can raise funds internally through the operations of their production units

Local communities can make cash and non-cash contributions in the form of land and through

community fundraising activities.

Individuals or groups (e.g. wealthy individuals, churches or faith based organisations, NGOs)

can support TVET through donations.

Young entrepreneurs can benefit from a Venture Capital Fund to start their own businesses.

Annex: Intervention Matrices

SUMMARY OF THE COSTED IMPLEMENTATION PLAN Costing the interventions of the TVET Strategy

ESSP II goals Policy Responses Strategic interventions

2015/16 2016/17 2017/18 Total per Strategic

Intervention

Total per Policy Response

Relevance

Improved understanding of skills needs in economic

sectors

Intervention 1.1: Establishment of a geographically contextualised TVET Information system

28,000,000 40,000,000 40,000,000 108,000,000

126,500,000

Intervention 1.2: Improved coordination and collaboration of data collection, analysis and dissemination

6,500,000 6,000,000 6,000,000 18,500,000

Access

Improved horizontal and

vertical pathways

Intervention 2.1: Implementation of the RTQF

30,000,000 20,000,000 20,000,000 70,000,000

397,500,000

Intervention 2.2: Proactively contribute to the establishment of the National Qualification Framework - NQF

35,000,000 40,000,000 40,000,000 115,000,000

Intervention 2.3: Development and implementation of "Recognition for Prior Learning - RPL"

75,000,000 70,000,000 67,500,000 212,500,000

Quality Develop the

human capacity within

Intervention 3.1: Establish an influential TVET platform with well-functioning Technical Working Groups - TWGs

5,000,000 5,000,000 5,000,000 15,000,000 2,013,497,780


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Costing the interventions of the TVET Strategy



Intervention


the TVET System - 1

Intervention 3.2: To develop and implement "Procedures and Operations Handbooks- POHs"

60,000,000 10,000,000 10,000,000 80,000,000

Intervention 3.3: Provide guidance and orientation to local government in TVET through capacity building

27,500,000 30,000,000 15,000,000 72,500,000

Intervention 3.4: Determine capacity building needs of the IPRCs and support of capacity building programmes

70,000,000 40,000,000 40,000,000 150,000,000

Intervention 3.5: Determine areas for capacity building of the senior/middle management within WDA

85,046,000 55,000,000 55,000,000 195,046,000

Intervention 3.6: Development and implementation of the ToT development plan

500,013,466 600,024,916 400,913,398 1,500,951,780

Quality (Improved

Management)

Improved Coordination

of TVET initiatives

Intervention 4.1: To proactively coordinate and align interventions of development partners

5,000,000 5,000,000 5,000,000 15,000,000 101,508,000

Intervention 4.2: To establish a system for monitoring and

34,008,000 20,000,000 12,500,000 66,508,000


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Intervention


evaluating the interventions in the TVET system

Intervention 4.3: To proactively coordinate the linkages between the TVET sector and its partners

10,000,000 5,000,000 5,000,000 20,000,000

Access Improve TVET Facilities and their sourcing

Intervention 5.1: To improve the infrastructure, equipment and facilities in the TVET sector

45,059,320,736 42,079,088,280 41,719,088,280 128,857,497,296 128,857,497,296

Quality & Relevance

Expand the availability of

responsive curriculum

offer in TVET

Intervention 6.1: To accelerate the development of locally relevant qualifications and related curricula

478,800,000 675,770,000 540,616,000 1,695,186,000 1,695,186,000

Relevance Improving the attractiveness

of TVET

Intervention 7.1: To improve the attractiveness of TVET under trainees, trainers, employers, parents and the public at large

343,471,866 340,410,741 365,740,257 1,049,622,864 1,154,622,864

Intervention 7.2: To develop and implement the TVET Career Guidance Framework

15,000,000 7,500,000 7,500,000 30,000,000


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Intervention


Intervention 7.3: To strengthen polytechnic institutions and their role in industrial and technological development

35,000,000 20,000,000 20,000,000 75,000,000

Relevance

Increased employer

engagement in TVET

Intervention 8.1: To increase involvement of the private sector in TVET through the establishment and institutionalisation of the Sector Skills Councils - SSCs

33,750,000 25,000,000 20,000,000 78,750,000 194,620,000

Intervention 8.2: To develop a system for Industry Based Training - IBT (Apprenticeship)

50,000,000 50,250,000 15,620,000 115,870,000

Access Increased

equitable and inclusive TVET

Intervention 9.1: To promote gender mainstreaming as well as the participation of disadvantaged groups in TVET

23,500,000 10,000,000 10,000,000 43,500,000

305,300,000

Access

Sustainable innovating financing

mechanisms in TVET

Intervention 10.1: To proactively contribute to the national discussion on determining the optimal mix of financing instruments for TVET

101,800,000 80,000,000 80,000,000 261,800,000

Totals 47,111,710,068 44,234,043,937 43,500,477,935 134,846,231,940


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DETAILED IMPLEMENTATION PLAN Policy Objective: 1. Improved Understanding of skills needs in economic sectors

Output

Stakeholders Indicators Baseline Annual Planning Activities Budget

Intervention: 1.1 Establishment of a geographically contextualized TVET Information System

Outcome: TVET sector at local, regional, provincial and national level is informed through relevant, up-to-date and contextualized information

Outcome Indicator: Geographically contextualized TVET Information System created and applied to inform policies, strategies and action plans at local, regional, provincial and national level

Fully operational, geographically contextualized TVET Information system is established

WDA, TVET institutions, (local, regional, provincial, national) Governmental institutions and agencies, Development Partners, Private sector

1. Geographically contextualized TVET-IS informing local, regional, provincial and national (TVET) Policies, Strategies and plans

2. # of stakeholders trained in data entry, data processing & analyses and reporting

3. # of reports provided by the TVET

TVET Information System developed

Stakeholders capacitation in using the TVET Information System done for school managers

Data collection initiated through Mineduc on annual basis

Lack of availability of comprehensive

2015/16: Stakeholders capacitated in using the TVET Information System TVET Information System operational, providing data & information to stakeholders 2016/17: Consolidated data and information is informing local, regional, provincial and national policies, strategies and action plans 2017/18: As above

1. To capacitate relevant

stakeholders in data entry, data processing & analysis and reporting mechanisms related to the TVET. Information System

2. To provide relevant TVET information to all stakeholders in online/real-time mode.

2015/16: 28,000,000 2016/17: 40,000,000 2017/18: 40,000,000


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Output


Information System

TVET data to inform Policies and Strategies

Output


Intervention: 1.2 Improved coordination and collaboration of data collection, analysis and dissemination

Outcome: Increased efficiency and effectiveness of collection, analysis and dissemination of workforce planning data in Rwanda

Outcome Indicator: Mechanisms in place to govern the collaboration between entities involved in local, regional, provincial and national workforce planning

Mechanisms for improved coordination and collaboration of collecting, analyzing and disseminating workforce planning data created

Entities collecting workforce planning data in Rwanda

1. Comprehensive understanding of the relevant ((TVET) data that is required

2. Comprehensive understanding of the relevance, quality and quantity of data collected by data collection entities

3. Structural and meaningful collaboration between data collection entities

2014 Education Statistics approved 2013 Education Statistical Yearbook available 2009 CPAF/ tracer study available No structured collaboration between entities Absence of a national workforce

2015/16: Defining relevant Workforce Planning & TVET data Identifying relevant entities collecting workforce planning & TVET data To establish preliminary dialogue between relevant entities in workforce planning To formalize collaboration between relevant entities in workforce planning 2016/17: To implement measures and mechanisms for collaboration

1. To define workforce planning data that needs to be collected, including frequency, to inform local, regional, provincial and national (TVET) policies, strategies and action plans

2. To identify relevant entities involved in collecting workforce planning data

3. To initiate, steer, monitor and evaluate a frequent dialogue to ensure exchange of workforce planning data, alignment of interventions and collaboration

2015/16: 6,500,000 2016/17: 6,000,000


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Output


planning council

2017/18: As above

2017/18: 6,000,000


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Policy Objective: 2 Improved horizontal and vertical pathways

Output


Intervention: 2.1 Implementation of the RTQF

Outcome: RTQF established as national reference system for all for stakeholders in the TVET System

Outcome Indicator: Estimated proportion of the stakeholders with active and passive awareness of the main characteristics of the RTQF

Integrated communication plan to inform stakeholders in the TVET sector about the rationale, purpose, value, benefits and specificities of the RTQF is developed and implemented

(potential) trainees, trainers, training institutions, employers, parents/ guardians/sponsors, governmental institutions and agencies, public at large

1. RTQF Implementation Plan available

2. Activities indicated in Implementation Plan carried out

3. RTQF-Awareness of stakeholders improved through targeted communication campaigns and actions

4. RTQF-awareness integrated in the roles and responsibilities of the AQA Unit

RTQF as reference system for qualification launched Limited actions undertaken to communicate the value and benefits of the RTQF

2015/16: Plan for the Implementation of the RTQF developed Implementation of the RTQF RTQF Communication plan developed and implementation initiated To establish baseline on the awareness of the RTQF Conduct surveys to monitor impact of the RTQF communication plan 2016/17: Implementation of the RTQF Implementation of the RTQF communication plan

1. To create and implement a detailed plan for implementing the RTQF, including governance and quality arrangements

2. To develop a comprehensive communication plan for improving the understanding of the RTQF under stakeholders

3. To implement the communication plan through regular, targeted and thematic communication campaigns and actions

4. To establish baseline and conduct follow up surveys to monitor the impact (and adjust the further roll out) of the communication plan

2015/16: 30,000,000 2016/17: 20,000,000


53 | P a g e

Output


Conduct surveys to monitor impact of the RTQF communication plan 2017/18: As above

2017/18: 20,000,000


54 | P a g e

Output


Intervention: 2.2 Proactively contribute to the establishment of the Rwanda National Qualification Framework

Outcome: Rwanda has a single unified qualification reference system, bringing together education and training, expressing the competencies of its workforce at all levels

Outcome Indicator: The Education subsectors’ frameworks aligned to the Rwanda National Qualification Framework

Harmonization of Rwandan Education Subsectors’ frameworks into the Rwanda National Qualification Framework realized

MINEDUC, REB, NCHE, WDA, TVET providers, UR, equivalent institutions from EAC

1. RTQF identifies 9 levels, including professional bachelor and professional master

2. Horizontal mobility between TVET and academic/ general programmes established

3. RTQF aligned to the RNQF

Separate qualification frameworks exist without articulated pathways TVET provision within TSS challenged to ensure horizontal mobility as well as smooth transition to labour market

2015/16: To articulate the RTQF entry requirements and desired pathways To develop and initiate implementation of a comprehensive plan to ensure horizontal mobility and smooth school-work transition To pro-actively support the development of the Rwanda National Qualification Framework 2016/17: To realize the inclusion of levels 8 and 9 in the RTQF To further implement the measures and mechanisms to ensure horizontal mobility and smooth school-work transition

1. To establish levels 8 (professional bachelor) and 9 (professional master) within the RTQF

2. To establish measures and mechanisms in TVET provision that ensures both horizontal mobility between the education systems as well as a smooth school-work transition

3. To guard the interests of TVET towards the Rwanda National Qualification Framework (RNQF)

4. To align the RTQF to the RNQF

2015/16: 35,000,000 2016/17: 40,000,000


55 | P a g e

Output


To continue support to the development of the RNQF To align the RTQF to the RNQF 2017/18: As above

2017/18: 40,000,000


56 | P a g e

Output

Stakeholders Indicators Baseline Annual Planning Activities

Budget

Intervention: 2.3 Development and Implementation of “Recognition of Current Competence (RCC)”

Outcome: Recognition of Current Competence is linked to the objectives and activities of the Rwanda National Employment Programme

Outcome Indicator: System for Recognition of Current Competence is created and applied in the TVET system

System for Recognition of Current Competence developed and implemented

TVET institutions, PSF, SSCs, Employers, RCC candidates

1. Concept of RCC commonly applied by approved TVET providers using the RCC Manual

2. RCC team within WDA engaged in monitoring (& conducting) RCC assessments

3. Accredited RCC assessment centres engaged in conducting RCC assessments

4. Stakeholders in TVET system aware of the concept of RCC through targeted communication campaign and

RCC system for the construction sector in place; No RCC assessors/centres available Pilot assessment of 150 masons in the construction sector carried out

2015/16: RCC system for the construction sector developed To appoint and capacitate staff responsible for monitoring and conducting RCC assessment Identify, inform and capacitate TVET providers for conducting RCC assessment To accredit TVET providers eligible for conducting RCC assessment To develop and initiate implementation of a communication plan for increasing RCC awareness To develop a RCC database

1. To develop a comprehensive system for RCC

2. To establish and capacitate a team of WDA & IPRC officers responsible for (monitoring and conducting) RCC assessments

3. To identify, inform and capacitate TVET providers for conducting RCC assessment

4. To accredit TVET providers eligible for conducting RCC assessments

5. To increase the awareness of the value and benefits of RCC to stakeholders, target audiences and end users on the basis of an integrated communication plan

6. To develop a RCC database, including RCC institutions, RCC assessors, number of RCC

2015/16: 75,000,000


57 | P a g e

Output

Stakeholders Indicators Baseline Annual Planning Activities

Budget

actions which is integrated in the roles and responsibilities of the EC Unit

5. RCC database providing up to date information on number of assessments conducted and outcomes

2016/17: Ongoing capacitating of WDA staff in RCC assessment and monitoring Continued capacitating of TVET providers for conducting RCC assessment Continued accreditation of TVET providers for conducting RCC assessment Continued implementation of the RCC communication plan To implement the RCC database 2017/18: As above

assessments and their outcomes

2016/17: 70,000,000 2017/18: 67,500,000


58 | P a g e

Policy Objective: 3 Develop the organizational capacity within the TVET System at institutional, organizational and human resources level

Output


Intervention: 3.1 To convert existing TVET sub sector coordinating mechanism into an influential TVET Platform with well-functioning Technical Working Groups that proactively steer the TVET Subsector

Outcome: Increased effectiveness and efficiency of the TVET subsector coordination

Outcome Indicator: Influential TVET Platform and Technical Working Groups established, proactively steering TVET subsector developments

Existing sub sector coordination mechanism converted into an influential TVET Platform with Technical Working Groups

WDA, Development Partners

1. TVET Platform and Technical Working Groups operate in accordance with renewed Terms of Reference

2. (Updated) Roles and Responsibilities of WDA directorates, units and staffs ensuring (pro)active participation in TVET Platform and/or TWGs

TVET subsector coordination mechanism in place for some years (recommendations for improvement adopted) TVET Subsector and 3 TWGs identified (Skills Development, Standards, Delivery); no ToRs available

2015/16: Annual constituting of the TVET Platform and TWGs Quarterly meeting of the TVET Platform Monthly meetings of the TWGs ToRs of TVET Platform and TWGs Quarterly meeting of the TVET Platform Monthly meetings of the TWGs Annual evaluation report evidencing the functioning of the TVET subsector coordination

1. To update the Terms of Reference of the TVET Platform and the Technical Working Groups

2. To constitute the participants of the TVET Platform and Technical Working Groups

3. To facilitate regular meetings of the TVET Platform and Technical Working Groups

4. TVET Platforms to involve, task, inform and consult the Technical Working Groups

2015/16: 5,000,000


59 | P a g e

Output


2016/17: Monthly meetings of the TWGs Quarterly meeting of the TVET Platform Annual evaluation report evidencing the functioning of the TVET subsector coordination 2017/18: As above

2016/17: 5,000,000 2017/18: 5,000,000


60 | P a g e

Output


Intervention: 3.2 To develop and implement externally evaluated “Procedures and Operations Handbooks” for relevant stakeholders in the TVET system

Outcome: Increased effectiveness of relevant stakeholders within the TVET System to perform their functions according their respective mandates.

Outcome Indicator: “Procedures and Operations Handbooks” are in place to ensure accountable execution of the respective mandates

Procedures and Operations Handbooks developed and implemented by relevant stakeholders in the TVET system

TVET providers, Directorates, units and staff of WDA, Board of Directors, other relevant stakeholders in TVET

1. Relations between MINEDUC, WDA Board of Directors, WDA, TVET Providers governed by ‘Procedures and Operations Handbooks”

2. Procedures and Operations within WDA are governed by the Handbook

3. (Updated) Roles and Responsibilities of Units/Teams ensure operations are in accordance with the Handbook

4. All Units/Teams

Procedures and Operations Handbooks not available Draft ToR for developing Handbook available

2015/16: Dissemination of the template of the Handbook to relevant stakeholders with request to develop Develop, approve and disseminate WDA Procedures and Operations Handbook to all directorates and units within WDA Capacitate WDA staff in using the Handbook. To revise current job descriptions of WDA staff to enforce usage of the Handbook To develop and implement mechanisms to ensure procedures and operations according WDA Handbook 2016/17: Continued implementation of mechanisms to ensure

1. To disseminate the template of the Procedures and Operations Handbook to selected stakeholders

2. To develop a Procedures and Operation Handbook for WDA

3. To capacitate staff within WDA in using the Procedures and Operations Handbook

4. To make reference to the Procedures and Operations Handbook in the job descriptions of staff

5. To create and implement mechanisms to ensure usage of the Procedures and Operations Handbooks by the selected stakeholders

2015/16: 60,000,000 2016/17: 10,000,000


61 | P a g e

Output


informed of and capacitated to working in accordance with the Handbook

procedures and operations according WDA Handbook To create and implement mechanisms to ensure procedures and operations according Handbooks of stakeholders 2017/18: As above

2017/18: 10,000,000


62 | P a g e

Output


Intervention: 3.3 Provide guidance and orientation to local government in TVET through capacity building programmes

Outcome: Local government enabled to advocate for and to support TVET at a local level

Outcome Indicator: Existence of national legislation and proper measures to capacitate and equip local government for their roles in TVET

446 education officers capacitated to ensure meaningful support and guidance of TVET at local level

District Education Officers, Sector Education Officers, Education Inspectors (REB), Quality Assurance & Accreditation Officers at IPRCs

1. Expected support and guidance from education officers is articulated and formalised

2. Thorough understanding of the Training Needs of Education Officers

3. 446 education officers trained

No clear understanding of the role of the local government in TVET No deliberate capacity building taking place

2015/16: Defining the desired support from local government in TVET Creating policy, legal and regulatory framework to formalize the local government support to TVET Conduct Training Needs Assessment (TNA) of local government in view of desired TVET sector support 2016/17: Initiate training of local government to equip them to support the TVET system. 2017/18: Continue training of local government

1. To formalize the desired support and guidance expected from local government (i.e. education officers)

2. To conduct a Training Needs Assessment (TNA) of local government (i.e. education officers)

3. To train local government (i.e. education officers) according the TNA

2015/16: 27,500,000 2016/17: 30,000,000 2017/18: 15,000,000

Intervention: 3.4 Determine capacity building needs of the IPRCs and support of capacity building programmes


63 | P a g e

Output


Outcome: Increased effectiveness and efficiency of IPRCs in their operations carrying out their mandate

Outcome Indicator: Revised TVET law governing the IPRCs and measures for their capacitation in fulfilling their mandates in place

Capacity Building Plans for strengthening the organisational capacity of the IPRCs developed and implemented

WDA, IPRCs, Development Partners

1. Comprehensive understanding of the scope and nature of the capacity building needs of IPRCs through Functional Reviews

2. Capacity building interventions, planning and sourcing determined

3. Number of staff trained for Improved operations

Functional Review of WDA conducted Initial Functional Review of IPRC Kigali attempted Concept Note for conducting Functional Review at IPRC Kigali, South and North available; preparatory meeting taken place

2015/16: To prepare IPRC Kigali, South and North for the upcoming Functional Reviews Functional Reviews conducted at IPRC Kigali, South and North Capacity Building plans, informed by the Functional Reviews (including sourcing), available at IPRC Kigali, South and North. Capacity Building according revised capacity building plans, initiated at IPRC Kigali, South and North Prepare IPRC East and West for the upcoming Functional Reviews 2016/17: Functional Reviews conducted at IPRC East and West

1. To conduct Functional Reviews at the IPRCs

2. To develop capacity building plans for the IPRCs, based on the Functional Review

3. To support IPRCs in implementing their capacity building plans

2015/16: 70,000,000 2016/17: 40,000,000


64 | P a g e

Output


Capacity Building plans, informed by the Functional Reviews (including sourcing), available at IPRC East and West. Capacity Building according revised capacity building plans, initiated and continued at all IPRCs 2017/18: Capacity Building according revised capacity building plans continued

2017/18: 40,000,000


65 | P a g e

Output


Intervention: 3.5 Determine and remedy areas for capacity building of management at both senior and middle management level within WDA

Outcome: Increased efficiency and effectiveness of WDA in implementing its mandate

Outcome Indicator: Revised TVET law and WDA law governing WDA and measures for WDA’s capacitation in fulfilling its mandate in place

Capacity Building Plans for continued strengthening of the organisational capacity of WDA developed and implemented

Senior and Middle Management WDA, Development Partners

1. Thorough, up-to-date, understanding of the training needs of senior and middle management

2. Capacity building interventions, planning and sourcing determined and planned for

3. Number of WDA staff trained for strengthened operations

Draft TVET law and WDA law available WDA Capacity Building Plan 2013 available and being implemented

2015/16: Provide support to the revision of TVET law Developing and Approving of the capacity Building Plan of the new TVET structure Implementation of the capacity Building plan for the new TVET structure Revision of the capacity building plan for the new TVET structure in accordance with changing mandate & challenges (TVET law), Implementation of the revised capacity building plan for the new TVET structure 2016/17: As above 2017/18: As above

1. To revise prevailing capacity building plan in relation to the (changing) training needs within WDA, including funding sources

2. To support staff in participating in capacity building for WDA staff in accordance with the (revised) capacity building plan

2015/16: 85,046,000 2016/17: 55,000,000 2017/18: 55,000,000


66 | P a g e

Output


Intervention: 3.6 Development and Implementation of the TVET Training of Trainers Development Plan

Outcome: Policy and Legal Framework and regulatory mechanisms for Training of Trainers established to improve the quality of TVET provision in Rwanda

Outcome Indicator: Proportion of the TVET Trainers and School Managers successfully participated in the in-service and pre-service programmes under the ToT Development Plan

ToT Development Plan for the TVET system developed and implemented

WDA, TVET providers (management & trainers), ToT providers, Development Partners

1. Stakeholders within the TVET system operate in accordance with the ToT Development Plan

2. ToT Development Plan implementation Plan is guiding interventions related to ToT

3. System for Monitoring & Evaluation ToT interventions established

ToT Development plan validated and approved Training of Trainers according to ToT Development plan commenced (350 trainers trained)

2015/16: Implementation of the ToT Development plan Establish a M & E system for the implementation of the ToT Development plan 2016/17: As above 2017/18: As Above

1. To disseminate the ToT Development Plan to relevant stakeholders

2. To initiate and coordinate the implementation of the ToT Development Plan interventions

3. To establish a system for monitoring & evaluation of the ToT Development Plan implementation

2015/17: 500,013,466 2016/17: 600,024,916 2017/18: 400,913,398


67 | P a g e

Policy Objective: 4 Improved coordination of TVET Activities

Output


Intervention: 4.1 To proactively coordinate and align interventions of Development Partners through an Annual Implementation Framework

Outcome: Improved alignment and utilization of Interventions/activities of WDA and its Development Partners in the TVET system

Outcome Indicator: Annual Implementation Framework for the TVET System created and operational

Developing the Annual Implementation Framework for coordination and alignment of interventions/ activities of WDA and Development Partners institutionalized

MINEDUC, WDA, Development Partners

1. Interventions in the TVET system are coordinated and aligned through joint development of an Annual Implementation Framework

Template for the Annual Implementation Framework developed Separate action plans exist; no alignment

2015/16: Development of the 2016/17 Implementation Framework 2016/17: Development of the 2017/18 Implementation Framework 2017/18: Development of the 2018/19 Implementation Framework

1. To update the template for the Annual Implementation Framework

2. To develop an Annual Implementation Framework as joint effort of WDA and Development Partners

2016/17: Development of the 2017/18 Implementation Framework 2017/18: Development of the 2018/19 Implementation Framework

2015/16: 5,000,000 2016/17: 5,000,000 2017/18: 5,000,000


68 | P a g e

Output


Intervention: 4.2 To establish a system for monitoring and evaluating the interventions in the TVET system

Outcome: Systematic monitoring of progress in realizing the agreed upon objectives and targets in the TVET system

Outcome Indicator: Comprehensive monitoring and evaluation system created and applied to track progress in the establishment of an integrated TVET system in Rwanda

System for Monitoring and Evaluating the interventions in the TVET system established and operational

MINEDUC, TVET System, Development Partners, Private sector, Public at large (accountability)

1. M&E for the TVET system established

2. TVET system planning capacitated in M&E

3. Interventions in the TVET system are monitored, and evaluated

No system for M&E in place

2015/16: Capacitation of TVET system staff in M&E M&E system for interventions in the TVET sector developed and operational 2016/17: M&E system in TVET operational 2017/18: As above

1. To develop a system for monitoring and evaluating the interventions in the TVET system, including reporting mechanisms

2. To capacitate the M&E function within the TVET system

3. To implement the M&E system including its reporting mechanisms

2015/16: 34,008,000 2016/17: 20,000,000 2017/18: 12,500,000


69 | P a g e

Output


Intervention: 4.3 To proactively coordinate the initiation, management and administration of the linkages between the TVET sector and its partners through the Strategic Partnership Framework

Outcome: Partnerships in TVET respond to the identified and prioritized needs of the system

Outcome Indicator: Strategic Partnership Framework established and operational

Strategic Partnership Framework is developed and implemented

WDA, TVET institutions, local, regional, provincial, national and international partners (either private or public (incl Development Partners and NGOs))

1. The initiation, management and administration of Partnerships is governed by a Strategic Partnership Framework

2. PBU staff capacitated to assume the Roles and Responsibilities allotted to them under the Framework

3. Thorough understanding of the number, scope and nature of partnerships in the TVET system through a well-kept database

Draft Strategic Partnership Framework available

2015/16: To develop mechanisms for Governing the strategic partnership framework To validate and approve the strategic partnership framework, including the governance To capacitate staff within the TVET System including Training providers in using the strategic partnership framework To implement the strategic partnership framework To develop a template for a partnership database at local/regional level 2016/17: To further implement the strategic partnership framework

1. To disseminate the Strategic Partnership Framework

2. To establish a governance system for the implementation of the Strategic Partnership Framework

3. To capacitate selected staff in fulfilling their roles and responsibilities related to the Strategic Partnership Framework

4. To develop and maintain a Partnership database at local/regional level, informing the TVET Information System

2015/16: 10,000,000 2016/17: 5,000,000


70 | P a g e

Output


To support implementation of the partnership database at local/regional level 2017/18: As above

2017/18: 5,000,000


71 | P a g e

Policy Objective: 5 Improve TVET facilities and its sourcing

Output


Intervention: 5.1 To improve the infrastructure, equipment and facilities in the TVET Sector, both in quantitative and qualitative terms, based on a comprehensive TVET provision mapping

Outcome: Infrastructure, Equipment and Facilities provide for a quality, relevant and accessible TVET provision

Outcome Indicator: “TVET provision mapping” developed and used as guiding instrument

TVET institutions are being adequately equipped with infrastructure, equipment and facilities, in accordance with the TVET provision mapping

WDA, Public TVET institutions, Development Partners, Private Sector

1. Infrastructural investments and/or improvements, provision of equipment and/or facilities follows a detailed “TVET provision mapping”

2. Progress made towards the ‘3 TVET Schools per district’ objective

3. # of TVET institutions equipped with (improved) infrastructure, equipment and facilities

Draft TVET Provision Mapping available infrastructural investments and improvements, provision of equipment and facilities for IPRCs, TSSs and VTCs

2015/16: To plan, guide and monitor the infrastructural investments and/or improvements, provision of equipment and facilities (incl. procurement procedure) To approve the multi-annual TVET provision mapping 2016/17: To update the multi-annual TVET provision mapping

1. To maintain the TVET provision mapping ( = identification of TVET institutions/locations eligible for infrastructural investments and/or improvements, provision of equipment and/or facilities)

2. To plan for the infrastructural investments and/or improvements, provision of equipment and facilities (incl. procurement procedure)

3. To monitor the realization of infrastructural investments and/or improvements, provision of equipment and facilities

2015/16: 45,059,320,736 2016/17: 42,079,088,280


72 | P a g e

Output


To plan, guide and monitor the infrastructural investments and/or improvements, provision of equipment and facilities (incl. procurement procedure) 2017/18: As above

2017/18: 41,719,088,280


73 | P a g e

Policy Objective: 6 Expand the availability of the responsive curriculum offer in TVET

Output


Intervention: 6.1 To accelerate the development of locally relevant qualifications and related curricula, both through WDA and relevant stakeholders in TVET

Outcome: CBT qualifications and curricula allow for a quality and locally relevant TVET provision

Outcome Indicator: Number of validated, locally contextualized curricula, as developed by WDA and relevant stakeholders, is annually increasing by (at least) 50

Locally relevant qualifications and related curricula developed, validated and disseminated

WDA, TVET institutions, SSCs, Private sector

1. 113 of Qualifications and related Curricula developed by WDA and other stakeholders in accordance to the Validation Manual, Curriculum Development Manual and locally contextualized prioritization instruction

2. 113 of validated and published qualifications and curricula

3. 113 of curricula

Qualifications validation manual developed Curriculum Development Manual Developed 71 curricula & qualifications development

2015/16: To develop a prioritized plan for the development of locally relevant qualifications and curricula To develop 19 curricula & qualifications within public TVET To guide/support the development of curricula by other stakeholders in the sector

1. To disseminate the Qualifications Validation Manual and the Curriculum Development Manual to relevant stakeholders

2. To identify and prioritize and plan for locally relevant qualifications and related curricula to be developed

3. To develop locally relevant qualifications and related curricula as WDA

4. To guide and support the development of locally relevant qualifications and curricula by other stakeholders

5. To validate the developed qualifications and related curricula according the validation manual

6. To disseminate the developed qualifications and related curricula to TVET providers

2015/16: 478,800,000


74 | P a g e

Output


implemented by TVET providers

2016/17: To develop 25 curricula within CDU of WDA To guide/support the development of 25 curricula by other stakeholders in the sector To validate and disseminate 25 qualifications/ curricula 2017/18: To develop 20 curricula within CDU of WDA To guide/support the development of 20 curricula by other stakeholders in the sector To validate and disseminate 20 qualifications/ curricula

2016/17: 675,770,000 2017/18: 540,616,000


75 | P a g e

Policy Objective: 7 Improving the attractiveness of TVET

Output


Intervention: 7.1 To improve the attractiveness of TVET with trainees, trainers, employers, parents and the public at large

Outcome: The value and benefits of TVET acknowledged by (potential) trainees, trainers, employers, parents and the public at large

Outcome Indicator: Level of awareness of the benefits of TVET with (potential) trainees, trainers, employers, parents and the public at large

Value and benefits of TVET clearly communicated to target audience through the development and implementation of an integrated communication plan

(future) trainees, trainers, employers, parents, public at large, Primary schools, Lower Secondary Schools

1. Raised reputation

of TVET among

trainees, trainers,

employers,

parents/guardians/

sponsors, and the

public at large

First awareness campaign launched in 2013/14

2015/16: Determine TVET value propositions for identified target groups To develop a draft communication plan for raising the reputation of TVET Implementation of the TVET communication plan Conduct survey to determine baseline on the reputation of TVET within identified target groups Implementation of the TVET communication plan 2016/17: Conduct survey to determine impact of the communication interventions on the

1. To determine TVET value propositions for relevant target groups in the TVET system

2. To develop an integrated communication plan to raise the reputation of TVET among the relevant target groups

3. To implement the communication plan to raise awareness

4. To conduct regular surveys to define baseline and monitor the impact (and adjust) the communication efforts

2015/16: 343,471,866 2016/17: 340,410,741


76 | P a g e

Output


reputation of TVET within identified target groups Implementation of the TVET communication plan 2017/18: As above

2017/18: 365,740,257


77 | P a g e

Output


Intervention: 7.2 To develop and implement a TVET Career Guidance Framework

Outcome: Improved match between skills’ supply and demand of the Rwanda Labour Market

Outcome Indicator: TVET Career Guidance Framework developed and carried out

TVET Career Guidance Framework developed and implemented

TVET institutions, Private Sector, (future) trainees and parents/ custodians/ sponsors

1. Trainees and their parents/guardians/sponsors professionally guided into, during and after their participation in TVET, governed by the TVET Career Guidance Framework

2. Career Guidance Function established and professionalized within TVET institutions

Draft Career Guidance Framework available

2015/16: To develop mechanisms for Governing the TVET Career Guidance Framework To validate and approve the TVET Career Guidance Framework, including the governance To capacitate staff within the TVET system providers in providing Career Guidance according the framework To implement the TVET Career Guidance Framework 2016/17: To further capacitate staff within the TVET system and Training

1. To disseminate the TVET Career Guidance Framework

2. To appoint Career Guidance Officers within the TVET institutions

3. To capacitate Career Guidance Officers

4. To inform relevant institutions involved in workforce planning on trends and developments in skills’ supply and demand

2015/16: 15,000,000 2016/17: 7,500,000


78 | P a g e

Output


providers in providing Career Guidance according the framework To implement the TVET Career Guidance Framework 2017/18: As above

2017/18: 7,500,000


79 | P a g e

Output


Intervention: 7.3 To strengthen polytechnic institutions and their role in industrial and technological development, among others in applied research

Outcome: Increased industrial an technological development in Rwanda

Outcome Indicator: Polytechnic institutions involved in applied research in close collaboration with the private sector

Development and Implementation of explicit policies to strengthen the applied research function within Polytechnic Institutions

MINEDUC, Polytechnic Institutions, (applied) Researchers, Private Sector

1. Polytechnic institutions perform applied research as part of their core business

2. Recruitment, retention and appraisal of staff facilitates strengthening of applied research

No deliberate strategy in place for involving polytechnic institutions in industrial and technological development (i.e. applied research and collaboration with private sector through setting up of extension & incubation centres)

2015/16: To develop a Strategy for strengthening the role of polytechnic institutions in industrial and technological development (e.g. extension & incubation centres) in Rwanda To support Polytechnic institutions in capacitating current staff and/or recruiting qualified staff to meet the objectives of aforementioned strategy 2016/17: To support Polytechnic institutions in capacitating current staff and/or recruiting qualified staff to meet the objectives of aforementioned strategy

1. To develop a strategy that determines the goals and actions needed for the polytechnic institutions to become involved in industrial and technological development, including applied research (e.g. extension & incubation centres).

2. To support Polytechnic Institutions to recruit and/or capacitate staff preparing them for their role in in industrial and technological development, including applied research (e.g. extension & incubation centres).

2015/16: 35,000,000 2016/17: 20,000,000


80 | P a g e

Output


2017/18: As above

2017/18: 20,000,000

Policy Objective: 8 Increased Employer’ Engagement in TVET

Output


Intervention: 8.1 To support the establishment and institutionalization of the sector skills councils

Outcome: Increased Private Sector involvement in TVET to allow for a quality and relevant TVET provision

Outcome Indicator: Sector Skills Councils established and institutionalized in xx economic sectors

Sector Skills Councils established and institutionalized within the TVET sector

Private sector in general, Sector Skills Councils in particular, WDA

1. Legal framework SSC

2. Role of SSC in WDA procedures formalized

12 Sector Skills Councils established (currently under NCBS) Limited capacity building undertaken so far

2015/16: To contribute to the discussions on the mandate of the SSCs To participate in capacity building initiatives around stakeholder dialogue To support the development of the legal framework and mechanisms to enable the SSCs to fulfil their mandate To contribute to the capacitation of the SSCs To support the implementation of the

1. To formalize the participation of the sector skills councils in development, validation, evaluation/assessment, provision and financing of TVET (i.e. legal framework)

2. To support the institutionalizing of the Sector Skills Councils (in collaboration with NCBS) and their embedment in WDA processes and procedures

2015/16: 33,750,000


81 | P a g e

Output


mechanisms to enable the SSCs to fulfil their mandate 2016/17: To contribute to the capacitation of the SSCs To support the implementation of the mechanisms to enable the SSCs to fulfil their mandate 2017/18: As above

2016/17: 25,000,000 2017/18: 20,000,000


82 | P a g e

Output


Intervention: 8.2 To establish a system for Industry Based Training

Outcome: The policy, legal and regulatory frameworks reformed to allow for recognition of non-formally and informally gained competencies

Outcome Indicator: Number and proportion of non-formal and informal competencies/qualifications recognized through a system of RCC under the RTQF

Workplace Learning developed and implemented

Private sector, TVET providers, WDA, informal trainees

1. Rwanda Apprentice Ship System Taskforce is appointed with clear ToRs

2. To facilitate the recognition of Industry Based Training under the RTQF (RCC)

3. Structure for the governance of the Workplace Learning established

4. Providers of traditional apprenticeships informed on the benefits of Rwanda Workplace Learning

Traditional apprenticeships not being recognized under RTQF The Workplace Learning Policy being developed

2015/16: To facilitate the formal recognition of Industry Based Training under the RTQF 2016/17: To develop and initiate implementation of mechanisms and measures to successfully implement the WL To develop and initiate implementation of a communication plan to communicate the benefits of the WL 2017/18: To further implement mechanisms and measures to successfully implement the WL

1. To establish a baseline on the current situation (types and extent) of non-formal and informal training in Rwanda

2. The develop policy, legal and regulatory framework for the Workplace Learning (WL)

1. To set up a governance structure for the implementation of the Workplace Learning (WL)

2. To communicate the benefits of the WL system to (potential) providers of traditional apprenticeships

2015/16: 50,000,000 2016/17: 50,250,000 2017/18: 15,620,000


83 | P a g e

Output


To further implement the communication plan to communicate the benefits of the WL To conduct surveys to assess the success of the communication efforts


84 | P a g e

Policy Objective: 9 Increased equitable and Inclusive TVET

Output


Intervention: 9.1 To promote gender mainstreaming as well as the participation of disadvantaged groups in

Outcome: Improved gender balance as well as increased participation of disadvantaged groups in TVET

Outcome Indicator: Availability of measures for improving gender balance and increased participation of disadvantaged groups

Mechanisms and Measures for improving gender balance and participation of disadvantaged groups in TVET developed and implemented

TVET institutions (trainers, management and other staffs), (future) trainees, Private Sector

Communication Plan

Communication actions

Improved ratios

Limited efforts undertaken in the past towards gender equity and access of disadvantaged groups in TVET Support provided for the development of TVET specific legislation to ensure equitable and inclusive TVET A gender and inclusiveness action plan developed and approved

2015/16: To develop gender/inclusiveness training programmes for implementation by TVET providers To support GIFPs in providing training to colleagues in accordance with gender & inclusiveness action plan To conduct survey to determine development in gender balance and access of disadvantaged groups in TVET 2016/17: To further implement measures to realize the gender and inclusiveness objectives as set in the action plan

1. To develop a communication plan for promoting gender mainstreaming and inclusiveness in TVET

2. To implement the communication plan

3. To conduct surveys to monitor development of baseline ratios

2015/16: 23,500,000 2016/17: 10,000,000


85 | P a g e

Output


Gender and Inclusiveness Focus Points (GIFPs) within the TVET system appointed Continued support provided to the development of TVET specific legislation to ensure equitable and inclusive TVET Baseline of the gender balance and access of disadvantaged groups in TVET determined Measures to realise the gender and

To support GIFPs in providing training to colleagues in accordance with gender & inclusiveness action plan To conduct surveys that determine development in gender balance and access of disadvantaged groups in TVET 2017/18: As above

2017/18: 10,000,000


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Output


inclusiveness objectives as set in the action plan developed and implemented TVET providers encouraged to appoint GIFPs


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Policy Objective: 10 Sustainable Innovative Financing Mechanisms in TVET

Output


Intervention: 10.1 To proactively contribute to the national discussion on determining the optimal mix of financing instruments for TVET

Outcome: The policy, legal and regulatory framework reformed to allow for a sustainably financed TVET system

Outcome Indicator: Proportion of public funding in TVET as fraction of the total TVET budget

Optimal mix of financing instruments for TVET determined and implemented

Government, trainees, Employers, Development Partners

1. Unit Costs for TVET programmes determined

2. TVET financing Think Tank working under guidance of clear ToRs

3. Governmental decision makers provided with recommendations on the (future) financing of the TVET system

4. Implementation of the TVET financing recommendations actively supported

High proportion of Public funding as share of total budget of TVET No comprehensive understanding of the Cost per Unit in TVET

2015/16: To participate in national discussion on the introduction of a training levy To advocate the establishment of and participate in a Think Tank on TVET financing, including the drafting of the ToRs To pro-actively contribute to the discussions in and recommendations of the Think Tank To support the implementation of the approved outcomes of the recommendation of the think tank 2016/17: To pro-actively contribute to the discussions in and

1. To determine the Unit Cost for TVET programmes

2. To define Terms of Reference of the TVET financing Think Tank

3. To provide decision makers with recommendations on the (future) financing instruments for TVET in Rwanda

4. To support the implementation of the recommendations for financing of TVET

2015/16: 101,800,000 2016/17: 80,000,000


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Output


recommendations of the Think Tank To support the implementation of the approved outcomes of the recommendation of the think tank 2017/18: As above

2017/18: 80,000,000

Costs Summary (including recurrent costs) Costs 2015/16 2016/17 2017/18 Overall costs

Total costs 47,111,710,068 44,234,043,937 43,500,477,935 134,846,231,940

NATIONAL TVET STRATEGY 2015/16-2017/18 September 2015

Documents

Transcript of NATIONAL TVET STRATEGY 2015/16-2017/18 September 2015