Quality and Outreach of TVET- Zambian Case Study

Quality and Outreach of TVET: Quality and Outreach of TVET: A Case Study from A Case Study from

ZambiaZambiaGabriel S. Konayuma, BA Ed., MBA Gabriel S. Konayuma, BA Ed., MBA Ministry of Science, Technology & Ministry of Science, Technology &

Vocational Training, Zambia.Vocational Training, Zambia.

eLearning Africa 2008

May 2008

Accra

Quality & Outreach of TVET: Zambia Case Quality & Outreach of TVET: Zambia Case Study [Konayuma]Study [Konayuma]

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Snapshot of TVET in ZambiaSnapshot of TVET in Zambia

The lead ministry in TEVET is the The lead ministry in TEVET is the Ministry of Science, Technology & Ministry of Science, Technology & Vocational TrainingVocational Training

TEVET enrolls a total of 30,000 TEVET enrolls a total of 30,000 trainees annually.trainees annually.

In the TEVET sector distance learning In the TEVET sector distance learning is not well developed.is not well developed.

Currently approx. 2% of registered Currently approx. 2% of registered institutions offer distance learning.institutions offer distance learning.


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Definitions of Quality, Outreach & Definitions of Quality, Outreach & TVETTVET

Quality is defined as “fitness for purpose” (Harvey, Quality is defined as “fitness for purpose” (Harvey, 1997). Also defined as “fulfillment of requirements”. 1997). Also defined as “fulfillment of requirements”.

Outreach defined as access to trainingOutreach defined as access to training TVET: comprehensive term referring to those TVET: comprehensive term referring to those

aspects of the educational process involving the aspects of the educational process involving the study of technologies and related sciences, and study of technologies and related sciences, and the acquisition of practical skills, attitudes, the acquisition of practical skills, attitudes, understanding and knowledge relating to understanding and knowledge relating to occupations in various sectors of economic and occupations in various sectors of economic and social life (UNESCO, 2001:1-2).social life (UNESCO, 2001:1-2).


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Quality Assurance Systems in Quality Assurance Systems in TVETTVET

Inspections to assess the quality in Inspections to assess the quality in management systems, infrastructure, management systems, infrastructure, curriculum development are conducted by curriculum development are conducted by TEVETA. TEVETA is a regulatory body for TEVETA. TEVETA is a regulatory body for TEVT providers.TEVT providers.

Grading of TEVT institutions is done after Grading of TEVT institutions is done after inspections are done. Grades are from 1 to 3.inspections are done. Grades are from 1 to 3.

Institutions not meeting minimum standards Institutions not meeting minimum standards are de-registered and asked to attend to the are de-registered and asked to attend to the highlighted areas in a given period.highlighted areas in a given period.


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Challenges to issues of QualityChallenges to issues of Quality

Institutions not registering with TEVETA thus offering Institutions not registering with TEVETA thus offering poor quality training to unsuspecting trainees.poor quality training to unsuspecting trainees.

Having poor management systems, lowly Having poor management systems, lowly qualified staff and poor infrastructure and qualified staff and poor infrastructure and equipment. equipment.

Having different concepts of qualityHaving different concepts of quality Legal framework that needs strengthening for Legal framework that needs strengthening for

non-complying institutions to be dealt with non-complying institutions to be dealt with appropriately.appropriately.

Institutions not taking personal responsibility for Institutions not taking personal responsibility for quality assurance.quality assurance.


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Best PracticesBest Practices

Some institutions have made notable Some institutions have made notable efforts in offering accessible and quality efforts in offering accessible and quality training e.g. 49% of registered training e.g. 49% of registered institutions are in Grades 1 & 2 (having institutions are in Grades 1 & 2 (having good management systems, equipment good management systems, equipment and qualified staff).and qualified staff).


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Examples of Outreach in Examples of Outreach in ZambiaZambia

TVTC is offering distance TVTC is offering distance learning to 1000 learners learning to 1000 learners

ZACODE is also offering ZACODE is also offering distance learning to 1000 distance learning to 1000 learners.learners.


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ChallengesChallenges

Low and poor use of ICT in Low and poor use of ICT in Quality Assurance & distance Quality Assurance & distance learninglearning

Poor staffing levels and lack of Poor staffing levels and lack of adequately qualified staffadequately qualified staff


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Best PracticesBest Practices

TVTC offers 24 hours support to distance TVTC offers 24 hours support to distance learners telephonically and by email.learners telephonically and by email.

TVTC blends face to face learning with TVTC blends face to face learning with distance learning.distance learning.

e-learning in Radiography by Evelyn Hone e-learning in Radiography by Evelyn Hone College College

Short courses tailored for industry (NORTEC, Short courses tailored for industry (NORTEC, NIEC, ZIBC and Evelyn Hone).NIEC, ZIBC and Evelyn Hone).


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Recommendations for Enhancing Recommendations for Enhancing Quality & Outreach in TVETQuality & Outreach in TVET Networking among TVET providers locally and Networking among TVET providers locally and

internationallyinternationally Benchmarking against best practicesBenchmarking against best practices Aggressively developing and introducing distance Aggressively developing and introducing distance

and e-learningand e-learning Investing in ICT for distance learning and e-learningInvesting in ICT for distance learning and e-learning Developing Qualification Frameworks to enhance Developing Qualification Frameworks to enhance

quality of assessment & certification.quality of assessment & certification. Strengthening partnerships among industry, Strengthening partnerships among industry,

employers, professional bodies, local communities employers, professional bodies, local communities and the government. and the government.


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Why Quality Assurance?Why Quality Assurance? The education system – and the TVET system, as part of it – is developed in ways that allow enough The education system – and the TVET system, as part of it – is developed in ways that allow enough

flexibility for the individual to move from one educational strand to another (“articulation”);flexibility for the individual to move from one educational strand to another (“articulation”);

There is coordination among the Ministries involved with TVET, Standards are set in order to guarantee a There is coordination among the Ministries involved with TVET, Standards are set in order to guarantee a minimum quality for every aspect of TVET;minimum quality for every aspect of TVET;

Quality is monitored both at the institutional level and among the teaching and training staff;Quality is monitored both at the institutional level and among the teaching and training staff;

Curricula are in line with the requirements of the labour market;Curricula are in line with the requirements of the labour market;

Training institutions interact closely with the world of work;Training institutions interact closely with the world of work;

The learner benefits from sufficient practical and theoretical elements throughout the training;The learner benefits from sufficient practical and theoretical elements throughout the training;

Teaching and training staff are well-qualified, knowledgeable about the world of work, and available in Teaching and training staff are well-qualified, knowledgeable about the world of work, and available in sufficient numbers;sufficient numbers;

Facilities correspond with latest requirements and technologies, are well-maintained and available in Facilities correspond with latest requirements and technologies, are well-maintained and available in sufficient numbers;sufficient numbers;

The delivery methods allow for a maximum learning effect;The delivery methods allow for a maximum learning effect;

Vocational guidance is available from the beginning of the learner’s training (the right choice of Vocational guidance is available from the beginning of the learner’s training (the right choice of programme), during the training (learning matters, personal problems, financial difficulties, etc.), and at programme), during the training (learning matters, personal problems, financial difficulties, etc.), and at the end of the training (finding employment). (UNSESCO, 2005:1).the end of the training (finding employment). (UNSESCO, 2005:1).


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ConclusionConclusion

Example of Outreach of TVET in Zambia: Women Gemstone Miners after training

Quality and Outreach of TVET- Zambian Case Study

Education

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