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SOLOMON ISLANDS WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2014
SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 1
StatusStrategic FrameworkSolomon Islands is in the midst of developing a set of policies, strategic plans, and frameworks that will enable the education and training system to better respond to the country’s economic and social development goals. These have not yet been operationalized. The activities of Solomon Islands’ ministries and agencies are often fragmented. However, there are signs of increasing coherence and ad-hoc collaboration in the government’s approach to WfD, especially in the development of strategic plans. Other stakeholders are not consistently active in strategic WfD initiatives, some of which may potentially be curtailed by the lack of legal provisions for stakeholder involvement.
System OversightProcedures for allocating funds to education and training providers do not take into account performance or efficiency. The education and training system lacks a national qualifications framework and a process for approval of qualifications and of training providers. Such processes are currently being developed and build on intermittent success in setting standards and competency-based testing in a limited number of occupations. Pathways available for students to pursue vocational education and training are limited, and progression to further study is challenging. There have been no significant system-wide efforts to facilitate the recognition of prior learning or provide a broader set of services for adult education and occupational development.
Service DeliveryA range of non-state providers are active in the training market; however, the number and breadth of these providers is unknown, leaving the government with limited ability to manage the quality of education and training provision. The government does not require any providers (both public and private) to meet implicit or explicit quality standards or performance targets, nor does it provide financial or non-financial incentives for provider performance. Links with industry and opportunities for staff professional development vary across providers. The collection and use of data from providers for managing performance and informing policy development is limited.
Solomon IslandsWORKFORCE DEVELOPMENT SABER Country Report
2014
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SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 2
Table of Contents
Table of Contents ............................................................................................................................... .............. 2
Executive Summary ............................................................................................................................... ........... 4
The Findings............................................................................................................................... .................. 5
Next steps ............................................................................................................................... ..................... 5
1. Introduction............................................................................................................................... ................. 10
2. Country Context ............................................................................................................................... .......... 13
Overview............................................................................................................................... ..................... 13
Economic Trends ............................................................................................................................... ........ 13
Demography ............................................................................................................................... ............... 14
Employment ............................................................................................................................... ............... 14
Education and Training.............................................................................................................................. 17
3. Overview of Findings and Implications ...................................................................................................... 34
Overview of the SABER WfD Assessment Results..................................................................................... 34
Policy Implications of the Findings ............................................................................................................ 36
4. Aligning Workforce Development to Key Economic and Social Priorities ................................................. 42
Socioeconomic Aspirations, Priorities, and Reforms................................................................................. 42
SABER WfD Ratings on the Strategic Framework ..................................................................................... 44
5. Governing the System for Workforce Development.................................................................................. 48
Overall Institutional Landscape ................................................................................................................. 48
SABER WfD Ratings on System Oversight ................................................................................................. 51
6. Managing Service Delivery ......................................................................................................................... 55
Overview of the Delivery of Training Services........................................................................................... 55
SABER WfD Ratings on Service Delivery.................................................................................................... 55
Annex 1: Workforce Development Actions for Solomon Islands................................................................... 60
Annex 2: Summary of Key Providers .............................................................................................................. 63
Annex 3: Sustainable Labor Market Information System .............................................................................. 65
Annex 4: Acronyms ............................................................................................................................... ......... 66
Annex 5: The SABER WfD Analytical Framework........................................................................................... 68
Annex 6: Rubrics for Scoring the SABER WfD Data........................................................................................ 69
Annex 7: References and Informants............................................................................................................. 78
Annex 8: SABER WfD Scores .......................................................................................................................... 82
Annex 9: Authorship and Acknowledgements............................................................................................... 83
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Executive Summary
Solomon Islands is a lower middle income countrythat has achieved considerable gains indevelopment and macroeconomic stability in recentyears. Since the end of the conflict in 2003, rapidgrowth recovery has been driven by an influx of aidand a logging boom.
However, economic growth has not kept up withthe high population growth rate of 2.1 percentannually,1 and revenues – including from naturalresources – have not been distributed evenlyamong Solomon Islanders. New challenges includeuncertainty in future aid and the expectedexhaustion of the logging stocks on which SolomonIslands has relied for government revenue, exports,and employment.
Formal public and private sector growth in SolomonIslands will not be sufficient to provideopportunities for the roughly 10,000 new entrantsto the labor force each year, making informal sectoropportunities and productivity vital.2 This presentsan important social problem, as low absorption ofschool leavers into formal employment was animportant factor in civil unrest in 1999 2003 and2006.
Solomon Islands’ youth bulge is a majorconsideration in employment policy andexpenditure. Given limited formal employment, andto an even greater extent than other Pacific Islandcountries, education and employment systems thatsupport opportunities in the transition fromsubsistence agriculture to livelihoods will beimportant for the majority of Solomon Islanders.Education and training systems need to prepareSolomon Islanders for the job opportunities whichare available in formal and informal business, and at
1 World Bank, 2012.2 World Bank, 2010.
home and overseas. Solomon Islands could benefitmuch more from employment opportunities inlabor mobility, as while Tonga and Samoa regularlygain over 30 percent of gross domestic product(GDP) from overseas remittances, Solomon Islandsgains only 0.3 percent.
Furthermore, while levels of education expenditure(at 20 to 25 percent of budget) is consistent withboth recognized international good practice oneducation expenditure and levels in other PacificIsland countries, budget allocations are significantlyskewed to a small minority of students in tertiaryeducation. Tertiary education spending also facesconsiderable efficiency problems and lack ofincentives for improved performance. Educationand training expenditure does not adequatelybenefit the majority of Solomon Islanders. Mostnotably, despite an estimated 80 percent of thepopulation being functionally illiterate, SolomonIslands is one of the eight lowest funders of adultliteracy in the world.
In response to these challenges, Solomon Islandshas embarked on a set of important strategicinitiatives to create a favorable environment foraddressing the importance of skills to economic andhuman development including (i) the developmentof a National Qualifications Framework (NQF), (ii)reform of tertiary education and training, and (iii)the creation of coordinating bodies to better linkeducation and training to the labor market.
Solomon Islands has undertaken a comprehensiveassessment of the strength of its workforcedevelopment (WfD) policies and institutions tosupport these initiatives and enhance evidencebased dialogue on their implementation. Thisassessment has been based on the World Bank’sSystems Approach for Better Education Results(SABER) systems benchmarking initiative, underwhich a suite of analytical tools have been
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developed for important education subsectors,including WfD.
The Findings
Solomon Islands is rated at the Emerging level3 forthe Strategic Framework dimension, achieving itshighest score across the three dimensions. SolomonIslands has a number of recently developed policies,strategic plans, and frameworks. To date, practicalimplementation of these has been limited, andgovernment coordination to implement strategiesstill requires strengthening. Useful analysis isavailable on workforce development (WfD)constraints, and recent initiatives like the NationalHuman Resource Development and Training Plan(NHRDTP) have started to define formal roles andresponsibilities for government entities. Astrengthened WfD strategy and its effectiveimplementation require stronger politicalleadership, consistent engagement by policy makerson agreed coordination mechanisms, and increasedparticipation and advocacy by employers ontraining needs and standards.
The System Oversight dimension is rated as Latent.The rating is based on the fact that (i) no keyprocesses are currently in place for the qualityassurance of qualifications within the education andtraining system; and (ii) the several subsectors oftertiary education and training are disconnected,resulting in limited opportunities for those trying toprogress through the system. There is stronggovernment support for tertiary education andtraining, but relative to the size of the population,the number of places available at tertiaryinstitutions is limited. Scholarship processes are ofvarying credibility, but are the subject of policyreform during 2014. In the absence of consolidatedinformation from schools on administration and
3 Please refer to Figure 2 on page 12 for a summary of the levels in theSABER WfD scoring rubric, and Annex 6 for a full description of therating criteria for each policy goal assessed.
funding usage, the system is currently not able toeffectively manage resources to promote efficiencyin public expenditure on education and training.Development of a Solomon Islands QualificationsFramework (SIQF) will be important forstrengthening system oversight.
The Service Delivery dimension is rated asEmerging. There are a range of formal and nonformal non state providers active in the trainingmarket across Solomon Islands’ provinces,responding to strong demand for training from alarge youth population. The government does notrequire any providers, state or non state, to meetimplicit or explicit quality standards or performancetargets, nor does it provide financial or nonfinancial incentives for provider performance. Thereis no consolidated administrative data fromeducation and training providers for the analysis ofprovider performance and system trends or toinform policy. Sources of data on labor marketoutcomes are limited to a few ad hoc skills relatedsurveys or studies. Finally, there is no consolidatedinformation on the nature, extent, and quality ofprovision in the tertiary education sector in theSolomon Islands.
Next steps
Solomon Islands is facing some key challenges inrelation to workforce development. Based on theSABER WfD assessment, there are some areasrequiring priority attention, which Solomon Islandsgovernment agencies, employers, and trainingproviders can prioritize to implement programs forbetter employment outcomes:
1. Solomon Islands’ leaders need to define theskills required for participatory economicdevelopment
An emergent priority for realizing implementation isstrong leadership from political leaders to enableaction to be taken and coordinated. The SABER
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analysis of Solomon Islands’ WfD system shows thatpublic servants and individuals from education,training providers, and industry are taking the leadin WfD, and not political leaders. SABER WfD resultsfrom advanced countries show that sustainedsystem improvement is almost impossible withoutclearly articulated strategic priorities from thecountry’s political leadership. Officers at thetechnical level can submit for Cabinet approvalbudgeted NHRDTP policy commitments andresource requirements for priority implementation.However, ownership and active support frompolitical leaders will be essential to sustain progressmade under employment initiatives andovercoming institutional barriers toimplementation. In the medium term, day to dayresponsibility for coordination in implementing WfDpolicy can be a shared priority of the newly formedNational Human Resource Development TrainingCouncil (NHRDTC) and the proposed SolomonIslands Tertiary Education Commission (SITEC).Advice and briefings from technical officers cansupport political leaders to drive employmentinitiatives and overcome institutional barriers.
2. Policy makers need to sustain coordinationand regularly participate in agreed meetings
Solomon Islands has multiple policies, plans, andstrategies in place that have not seen practicalimplementation. A key constraint has been theability to sustain coordinated participation inagreed meetings across policy makers in keyagencies. Regular and empowered participation inmeetings to define skills policies and programallocations is needed. This needs to be supported bytimelines and secretariat resources from centralcoordinating agencies such as the Ministry ofDevelopment Planning and Aid Coordination(MDPAC) and the NHRDTC. A consistent linkbetween coordinating functions such as theNHRDTC and budget allocations (includingDevelopment Budget, Tertiary Education funding,
and possibly Constituency Funds) will both helpmaintain participation and make full use of theimportant opportunity for coordination.
3. Employers need to participate at the strategyand governance levels of the WfD system toguide education and training policy andstandards
Strengthened coordination among the governmentagencies, employer groups, and training providersmaking up Solomon Islands’ WfD system is vital forestablishing pathways leading Solomon Islanders toemployment either domestically or internationally.Stronger engagement by industry, including throughemployer associations, is needed to drive WfDstrategy and a demand driven approach toeducation and training provision. Practically, thisrequires active participation and representation byemployer groups, such as the Chamber ofCommerce and Industry, in coordination structuressuch as the NHRDTC, and in the future the SITECand the Solomon Islands Qualifications Authority(SIQA). In addition, employers in specific industrysectors need to lead the development ofcompetency standards to form the basis ofqualifications under the SIQF.
4. Policy makers should develop a strategy tosupport the informal economy including skillsdevelopment for livelihoods
Given that many Solomon Islanders will make theirliving in the informal economy, it cannot be left outof a comprehensive WfD strategy. Evidence fromother countries shows that the informal economyhas proven effective in creating jobs, absorbing newlabor market entrants, and fostering entrepreneurs,and often offers a better standard of living thansubsistence farming and fishing.4 At present, there
4 World Bank, 2012. Improving Skills Development in the InformalSector: Strategies for Sub Saharan Africa.
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is little information available on the activity ofinformal businesses, what types of people theyemploy, and the barriers they face in growing andtransitioning to formality. How these firms rely onthe formal education and training system is also notwell understood. A first step to improvingproductivity and incomes in the informal economyis to better understand the characteristics ofinformal businesses and the constraints that theyface, and identify key strategies and programs tosupport the informal economy, including skillsbuilding for livelihoods. The Ministry of Commerce,Industry, Labour and Immigration (MCILI) could takethe lead in developing this strategy and keyprograms within NHRDTC.
5. Build stronger pathways connecting the preemployment education and training system,including recognition of prior learning (RPL) asa key component in the SIQF
Within the tertiary education and training sector,there is considerable disconnect between the nonformal, TVET and higher education subsectors. Inaddition, pathways through informal or formalmeans are limited as there is little opportunity forRPL or second chance opportunities to gain skills.Increased coordination between relevant ministriesand agencies and training providers should helpalleviate these issues. Work has recently beenundertaken to develop an NQF and associatedquality assurance arrangements. Until it isestablished, pathways between institutions andprocedures for RPL will remain limited. Mechanismsfor RPL can be integrated into current work beingundertaken by the Ministry of Education andHuman Resource Development (MEHRD) withAustralian support to develop the SIQF andaccompanying legislation. The SIQF should defineand emphasize the key role of RPL.
Skills development for informal livelihoods needs tobe included in the WfD strategy and resourcing, due
to their relevance to the majority of SolomonIslanders. Recognition of prior or informal learning(adult literacy and livelihoods training), remedialeducation, and expanded support to communitybased training are priorities that can increase accessto employment and recognized education andtraining credentials for the majority of thepopulation. MEHRD, and in the medium term theproposed SITEC and SIQA, should be responsible for(i) working with training providers (formal andinformal) to identify and take action on priorities toimprove access to employment, such as certificaterecognition, information sharing betweeninstitutions, and development of joint programs;and (ii) providing multiple exit points withinqualifications (e.g., embed lower level qualificationsin higher level qualifications through modularcurriculum).
6. Include robust quality standards in the SIQF toensure Solomon Islands qualifications arevalued.
Quality matters if qualifications are to have anyvalue to trainees, or if employers are to investresources or time in the WfD system. A two stepprocess of registration of providers is suggested sothat all interested providers can be listed with theregulator and supported with resources fromgovernment, development partners, and employersto develop capacity to meet the full qualitystandards. Providers such as Vocational RuralTraining Centers (VRTCs) will require resources forcapacity development to meet quality standardsover time. Measures to support compliance withquality standards will be required, including throughincentive based allocation of funds (as perRecommendation 7). Integration of robust qualitystandards in the SIQF will require training providersto engage with employers to ensure that educationand training programs are current and appropriate.
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7. Introduce basic incentive and efficiencymeasures for tertiary education and trainingfunding
Resources are a constraint to supplying an adequatelevel of education and training. It is essential thatsuch limited resources for tertiary education andtraining are used increasingly efficiently.Development of the SIQF alone will be insufficientto improve the quantity and quality of educationand training delivered.
Tertiary education and training providers needincentive based funding. MEHRD’s TertiaryEducation Division, and in the medium term SITECcould develop—or seek technical advice todevelop—proposals for new funding arrangementsbased on evidence of employment needs andstudent performance. This could include a baselevel of regular funding with the addition of grantsbased on performance against key criteria such asenrollment, completion, and employmentoutcomes. Given the current limited supply oftrainers, private training provision provides animportant opportunity to expand and broadentraining to meet the significant demand. However,private training provision needs to be regulated,recognized, and encouraged through similarincentive based programs.
More equitable funding will not be realized untilfiscal management of tertiary scholarships isimproved. At present, such scholarships (almost allof which are for higher education qualifications—i.e., degree level and above) take up a largeproportion of the budget envelope. The proposedEducation Act includes rationalization ofscholarships to realistic employment needs andmerit based selection, greater control measures onexpenditure, and an additional focus on TVETscholarships.
The government also needs to consider how toaddress identified funding gaps, particularly forcontinuing vocational education, employmentservices programs, and VRTCs, which currently haveto rely on other sources of income, such as studentfees and sale of products, to be self sustaining,despite being provided with some financial supportfrom the government. Drawing on existing analysisand recommendations and potentially additionaltechnical advice, responsibility for proposing newfunding arrangements for efficiency andincentivizing quality would sit with MEHRD and inthe medium term with the proposed SITEC.
8. Invest in the capacity to measure education andtraining performance and jobs demand
The current accountability systems are weak; thereis no consolidation of education and training data toanalyze provider performance and system trends orto inform policy. Better administrative data couldinclude enrollments, completion rates, studentsatisfaction, and employment outcome data. Withbetter quality education and training datacollection, relevant agencies would be able tostrengthen the management, oversight, and qualityof training delivery and have the ability to introduceperformance based funding mechanisms.
It is critical to address the general lack of labormarket data. A practical and sustainable labormarket information system needs to be establishedto regularly provide information on labor marketdemand to government, training providers, jobseekers, and employers. The MDPAC and MCILIhave prepared initial steps to allocate staff positionsor recruit national consultants, supported by theDevelopment Budget, to undertake this datacoordination role. Implementing procedures tomeasure the performance of tertiary education andtraining providers can be undertaken as part of thecurrent MEHRD and development partnerstrengthening of Solomon Islands’ Education
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Management Information System (SIEMIS). In themedium to long term, the accountability measuresof education and training performance will rest withthe proposed future SITEC.
A summary of the WfD actions for Solomon Islandsis included in Annex 1.
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1. Introduction
The Government of Solomon Islands and itsdevelopment partners place a high priority onpublic investment in skills formation. Almost aquarter of the annual government budget is spenton education and training, supplemented bysignificant donor and civil society investment. Yetthere is concern about the results of this importantinvestment. While primary school enrollment ishigh, estimated rates of functional literacy are low,even among those completing Grade 6. Moreover,while there is high youth unemployment andinactivity, employers report difficulties in recruitingsuitably skilled employees. This skills shortageconstrains employers from growing their businessesor employing more young Solomon Islanders.
In response to these challenges, Solomon Islandshas embarked on a set of important new initiatives,including (i) the development of a NationalQualifications Framework (NQF), (ii) reform oftertiary education and training, and (iii) the creationof coordinating bodies to better link education andtraining to the labor market.
To inform policy dialogue on these importantissues, this report presents a comprehensivediagnostic of the country’s WfD policies andinstitutions. The results are based on a new WorldBank tool designed for this purpose. Known asSABER WfD, the tool is part of the World Bank’sinitiative on Systems Approach for Better EducationResults (SABER),5 which aims to provide systematicdocumentation and assessment of the policy andinstitutional factors that influence the performanceof education and training systems. The SABER WfDtool encompasses initial, continuing, and targetedvocational education and training that are offeredthrough multiple channels, and focuses largely on
5 For details on SABER see http://www.worldbank.org/education/saber;for acronyms used in this report, see Annex 4.
programs at the secondary and post secondarylevels.
In Solomon Islands, the SABER WfD tool wasimplemented in close consultation with key WfDstakeholders, who provided and vetted theinformation used for the analysis. Previousassessments—several of which were donorcommissioned and/or not widely disseminated orconsulted on—laid a solid information base anddisplayed valuable analysis (see Table 4, page 47 fora list of these assessments). Building on theseassessments, SABER WfD data collection effortsprovided a forum for systematic and broad baseddiscussions about the state of WfD policies andinstitutions with Solomon Islanders active in thesector. Both the process of carrying out the SABERWfD assessment and this report are intended tostrengthen the existing deliberative processes onthe major system reforms.
The tool is based on an analytical framework6 thatidentifies three functional dimensions of WfDpolicies and institutions:
(1) Strategic framework, which refers to thepraxis of high level advocacy, partnership,and coordination, typically acrosstraditional sectoral boundaries, in relationto the objective of aligning WfD in criticalareas to priorities for nationaldevelopment;
(2) System Oversight, which refers to thearrangements governing funding, qualityassurance, and learning pathways thatshape the incentives and informationsignals affecting the choices of individuals,employers, training providers, and otherstakeholders; and
6 For an explanation of the SABER WfD framework see Tan et al 2013.
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(3) Service Delivery, which refers to thediversity, organization, and management oftraining provision, both state and non state,that deliver results on the ground byenabling individuals to acquire market andjob relevant skills.
Taken together, these three dimensions allow forsystematic analysis of the functioning of a WfDsystem as a whole. The focus in the SABER WfDframework is on the institutional structures and
practices of public policymaking and what theyreveal about capacity in the system toconceptualize, design, coordinate, and implementpolicies in order to achieve results on the ground.
Each dimension is composed of three Policy Goalsthat correspond to important functional aspects ofWfD systems (see Figure 1). Policy Goals are furtherbroken down into discrete Policy Actions and Topicsthat reveal more detail about the system.7
7 See Annex 5 for an overview of the structure of the framework.
Figure 1: Functional Dimensions and Policy Goals in the SABER WfD Framework
Source: Tan et al 2013
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Implementing the Analysis
Information for the analysis is gathered using astructured SABER WfD Data Collection Instrument(DCI). The instrument is designed to collect, to theextent possible, facts rather than opinions aboutWfD policies and institutions. For each Topic, theDCI poses a set of multiple choice questions whichare answered based on documentary evidence andinterviews with knowledgeable informants. Theanswers allow each Topic to be scored on a fourpoint scale against standardized rubrics based onavailable knowledge on global good practice (See
Figure 2).8 Topic scores are averaged to producePolicy Goal scores, which are then aggregated intodimension scores.9 The results are finalizedfollowing validation by the relevant nationalcounterparts, including the informants themselves.
The rest of this report summarizes the key findingsof the SABER WfD assessment and also presents thedetailed results for each of the three functionaldimensions. To put the results into context, thereport begins below with a brief profile of thecountry’s socioeconomic makeup.
8 See Annex 6 for the rubrics used to score the data. As in othercountries, the data are gathered by a national principal investigator andhis or her team, based on the sources indicated in Annex 7, and theyare scored by the World Bank’s SABER WfD team. See Annex 8 for thedetailed scores and Annex 9 for a list of those involved in datagathering, scoring and validation, and report writing.9 Since the composite scores are averages of the underlying scores, theyare rarely whole numbers. For a given composite score, X, theconversion to the categorical rating shown on the cover is based on thefollowing rule: 1.00 X 1.75 converts to “Latent”; 1.75 < X 2.50,to “Emerging”; 2.50 < X 3.25, to “Established”; and 3.25 < X 4.00,to “Advanced.”
Figure 2: SABER WfD Scoring Rubrics
Source: Tan et al 2013.
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2. Country Context
Overview
Solomon Islands, situated in the south west PacificOcean, is a lower middle income country that hasbeen an independent parliamentary democracysince 1978. In the late 1990s, Solomon Islandssuffered significant civil unrest, marked by ethnictension, which erupted into open confrontations in1998 between two militant forces. Stabilizationstrategies included the government signing theTownsville Peace Agreement with the two militiagroups in October 2000 and the establishment of aRegional Assistance Mission in the Solomon Islandsin 2003 to help restore peace and order. Additionalperiods of unrest have occurred in 2006 and 2010.
The conflicts have had significant economic andhuman costs. A 2004 survey of Honiara marketplaces found that around 73 percent of respondentshad experienced direct personal trauma from theimpacts of the tensions. Unknown numbers ofpeople died during the conflict, at least 35,000people were displaced, and the disruption toeducation and health services resulted in a range ofadverse human development outcomes (including a20 percent increase in malaria cases in 2000–2002,in contrast to an 80 percent reduction over 1995–1999).10
Beyond the human and social costs of theseconflicts, the periods of unrest have had significanteconomic consequences. From 1998 through 2002,GDP decreased by an estimated 24 percent, whilemerchandise exports fell by an average of 19percent per year between 1999 and 2002. Morethan 8,000 jobs were lost due to the closure ofbusinesses, which had been a significant source ofemployment opportunities in the formal sector.11
10 UNICEF, 2005.11 Department of Foreign Affairs East Asia Analytic Unit, 2004.
While new businesses are now entering SolomonIslands, they have not done so in the numberspresent before the conflict. Institutions that hadtraditionally channeled employer input to policymakers and had provided training opportunities toSolomon Islanders have also yet to re emerge.
Economic Trends
Solomon Islands has achieved considerable gains indevelopment and macroeconomic stability in recentyears. Since the end of conflict in 2003, rapidgrowth recovery has been driven by an influx of aidand a logging boom. Living standards today aremuch better than a decade ago, although still lowerand more unequal than prior to the tensions.
Despite strong growth in certain areas in recentyears, Solomon Islands currently faces some seriouseconomic challenges. Growth driven by extractiveindustries in the last decade has been narrowlybased, boosting GDP, exports, and tax payments,but offering economic opportunities to only a smallproportion of the population. Reliance on naturalresources and smallholder agriculture leaves theeconomy dependent on ongoing resourceavailability and vulnerable to volatility in globalprices and external and internal shocks. Sustainedexternal financing over the long term will remainimportant.
New economic challenges include the impendingexhaustion of the logging stocks on which SolomonIslands has relied for government revenue, exports,and employment. Growth has slowed in recentyears, with the recent Honiara floods expected tohave a significant negative impact on output,reducing growth to 0.1 percent in 2014.12 Lendingto the private sector has stagnated, foreigninvestment is expected to decline, and revenuegrowth has also slowed. International aid, a key
12 IMF, 2014.
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feature of growth following the tensions, is likely toflat line at current levels. As a result, fiscalexpansion of the last decade is likely to come to ahalt, with new spending programs being limited.Figure 4 outlines expected real growth for 2013 and2014.
Figure 4: Real growth expected in 2013 and 2014
Demography
Solomon Islands’ population in the 2009 Census was515,870, of which 102,030 were urban and 413,840rural. The share of people aged 15 29 years oldnationally is 45 percent, and in Honiara it is 52percent. The population in the youngest age group(0 4) is almost double that of the 25 29 age group.Accordingly, by 2020, Solomon Islands faces anincrease of over 100 percent in the population aged15 25 years old. This is the largest youth bulge ofany Pacific Island country.
Solomon Islands’ youth bulge is a majorconsideration in education and employmentpolicies and in expenditure decisions. It also placesdemands on service delivery and on employmentgeneration. Figure 5 outlines the projecteddemographic projections for 18 to 30 year olds inthe Solomon Islands, and also makes a comparisonwith other Pacific Island countries for the projectedpopulation increase for 15 to 25 year olds by 2020.
Figure 5: Demography projections and Pacific comparison
Source: Solomon Islands 2009 Population and Housing Census, 2013
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Figure 6: Employment by Wealth Quintile
Source: World Bank, 2013
Employment
Pacific Island countries face overlappingemployment challenges. Space and distance arebarriers to larger scale development of services andmanufacturing industries. Natural resourcerevenues are uneven and unsustainable, benefitingenclaves of Pacific economies but not yieldingbroad based employment. Rapid populationgrowth, rapid urbanization, exhaustion oftraditional subsistence resources, climate change,and—in the case of Solomon Islands—post conflictbarriers and barriers to labor mobility (see Box 1),make employment generation both challenging andpressing in the development choices of PacificIsland countries.13
To an even greater extent than other Pacific Islandcountries, subsistence agriculture is the mostcommon economic activity in Solomon Islands,followed by informal employment, and then by
employment in the small formal sector. From ananalysis of 2009 census results, of a total workforceof 208,118 people, 43,505 (20.9 percent) were inthe formal workforce; 77,763 (37.4 percent) were inthe informal economy; and 86,850 (41.7 percent)were in the subsistence economy. Within the formalsector, 15,126 positions (34.8 percent) were in
13 World Bank, 2014.
government, and 28,379 (65.2 percent) were in theprivate sector (such as employment in small tomedium sized firms and self employment inregistered businesses). Figure 6 provides anoverview of employment by wealth quintile,illustrating the predominance of agriculture sectorengagement. Figure 7 provides an outline of formalemployment levels since 2007.
The most important source of household incomerecorded in the 2009 census was the sale of fish,crops, and/or handicrafts, with 45 percent of allhouseholds stating this as their main source ofincome. Nationally, only 14 percent of householdsdo not produce any crops for sale, and 93 percentof rural households have some cash income fromthe sale of crops.14 The transition from subsistenceagriculture to selling goods for profit is thereforethe most important skill and employment transitionfor the majority of Solomon Islanders.
Wages and salaried jobs were only the second mostimportant source of household income nationally,and are predominantly located in urban areas. Theformal sector will likely not be able to absorb thelarge number of youths leaving school in the comingyears. There are roughly 10,000 new entrants to the
14 Solomon Islands 2009 Population and Housing Census: Report onEconomic Activity and Labour Force, Solomon Islands Government,Honiara, 2013, p. 14.
Figure 7: Formal employment
Source: Central Bank of Solomon Islands, Ministry of Finance & Treasury, 2013
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labor force each year. Simply maintaining thecurrent employment to population ratio willrequire the creation of over 2,000 formal jobs everyyear, an increase of 5 percent per year of thecurrent formally employed workforce. While publicsector growth (a large portion of which was due toan increase in the teacher corps) was an importantcontributor to formal jobs growth in the decadeleading up to 2009, the lack of any furthersignificant increase in government revenues willlimit the extent to which the government canfurther contribute to increased employment. Thispresents an important social problem, as lowabsorption of school leavers into formalemployment was an important factor in the civilunrest in 1999 2003 and 2006, and makes thecreation of productive informal sector opportunitiesvital.15
Box 1: Looking Ahead: Where Will Future Jobs ComeFrom?
Predicting areas of job growth to satisfy the rapidlygrowing Solomon Islands population is not easy. Growthin the last decade has come from expanded publicservices supported by recovering public revenues andincreased aid resources, with the largest growth being inthe number of teachers. But these sources of jobs arenot expected to grow in the coming years. Informallivelihoods participation has expanded in the pastdecade during post conflict recovery and urbanization,and the transition from subsistence income to sellinggoods for profit is likely to form the main economicopportunity for the majority of Solomon Islanders.Natural resource sectors such as mining and logginghave contributed to grow, but will not be significantemployers without initiatives to expand theemployment and economic participation of suchventures. Catching up with other Pacific Island states totake better advantage of labor mobility will be animportant opportunity for Solomon Islands (see Box 2:‘Looking Overseas’).
15 World Bank, Solomon Islands Growth Prospects, 2010.
Twenty two percent of households receive someincome from remittances, but with wide provincialvariation. The majority of these remittances arefrom internal migration rather than internationallabor migration. Labor migration abroad is anunder exploited opportunity in Solomon Islands,which lags behind other Pacific Island countriessuch as Tonga and Samoa in accessing benefits suchas international remittance income (see Box 2).16
16 Solomon Islands 2009 Population and Housing Census: Census Reporton Economic Activity and Labour Force, Solomon Islands Government,Honiara, 2013, p. 27.
Box 2: Looking Overseas: Workforce Development forOpportunities Abroad
Solomon Islands could gain substantial benefits fromlabor mobility. While countries like Tonga or Samoaregularly gain 30 percent of GDP from overseasremittances, Solomon Islands only gains 0.3 percent.There are 10 times more Samoans working in Australiathan Solomon Islanders, despite a smaller globalpopulation. Several Pacific Island countries such asTonga, Samoa, and Vanuatu have benefitedsignificantly from the Regional Seasonal EmploymentScheme in New Zealand and the more recent SeasonalWorkers Program in Australia. Solomon Islands is a latestarter to these schemes, and while numbers accessingwork on New Zealand farms have increased, SolomonIslanders currently form only 2.9 percent of Australianscheme participants. Solomon Islands’ private sectormodel for labor sending struggles to compete withother Pacific Island countries, which benefit fromcoordinated government labor sending functions.Solomon Islands needs a coordinated strategy,networks in labor receiving countries such as Australia,and stronger sending capacity so as to enhanceSolomon Islanders’ access to these opportunities.Market sectors including hospitality, health, and agedcare, as well as farm work, are promising industriesthat may offer new opportunities for Solomon Islands’workforce to access remittance incomes, networks,and skills that they can bring home.
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Education and TrainingSolomon Islands has significantly improved accessto education in recent years (see Table 1), albeitfrom a low base. The net primary enrollment rate in2013 was 65 percent, with 47 percent of studentsbeing female.17 Net enrollment rates in 2013 forearly childhood education (ECE) and secondaryschool sectors were much lower, with the net ECEenrollment rate at 30.7 percent, and the netsecondary enrollment rate at 47 percent.18
The Ministry of Education and Human ResourceDevelopment (MEHRD) data from its SolomonIslands Student Testing and Assessment survey in2010 reveal a slight improvement in the literacy andnumeracy achievement levels at year 4 comparedto 2005/2006, but the critical level for both literacyand numeracy remains under 50 percent, which
17 Revised data, White Paper 2014. MEHRD Performance AssessmentReport for 2006 2013 (2013) put primary net enrollment at 89 percent.18 MEHRD Performance Assessment Report 2013.
means that too many primary students cannotread, write, and calculate very well (see Figure 8).19
Tertiary sector enrollment data from theuniversities, the Institute for Public Administrationand Management (IPAM), and from VocationalRural Training Centers (VRTCs) are notsystematically reported. Statistics on the number ofstudents attending private providers are notcollected. Based on available information fromrecent research, Table 2 gives details of totalstudent tertiary sector enrollments for the period2009 2011.
As a group, VRTCs train the most students in TVET.Research in 2013 undertaken by Bateman et al(draft 2014) indicated that, for the sampled VRTCs,supply did not meet the demand for places.20
19 MEHRD Annual Report 2012.20 Bateman et al., draft 2014.
Table 1: School enrollments by subsector, 2007 2012
School subsectors 2007 2012 Increase % increase
ECE 18,818 21,045 2,227 11.8Primary Education(1 6) 105,049 120,718 15,669 14.9Basic Education (1 9) 124,140 148,858 24,718 19.9Secondary Education (7 13) 29,420 42,209 12,789 43.5Senior Secondary (10 13) 10,329 13,889 3,560 34.5Source: MEHRD Annual Report 2012.Note that there is overlap between these subsectors as the categories are linked to MEHRD performance indicators.
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Education outcomes are modest and are noted byemployers as not leading strongly to employment.The Solomon Islands Chamber of Commerce andIndustry (SICCI) Skills in Demand Report 2011 2012,based on a survey of its members, indicated that 85percent of respondents believed students did notpossess the necessary skills to ensure employability.
Solomon Islands’ education and trainingexpenditure was an average of 27.6 percent of thenational budget between 2009 and 2012.21 22 Table3 summarizes subsector expenditures from 2009 to2012.
Solomon Islands’ significant financial commitmentto education, around 20–25 percent of the budgetannually, is consistent with both recognizedinternational good practice on educationexpenditure and levels of expenditure in otherPacific Island countries. As in neighboring countries,concerns rest with the allocation, execution, andefficiency of expenditures.
21 Gannicott (2012), based on SIG Recurrent and Development Budgets,2010, 2011, 2012 and 2013.22 This can be compared to an average of 16 percent for educationalexpenditure as a percentage of public spending in developing countries.UNESCO Table 9, as cited in Gannicott (2012).
Solomon Islands faces similar challenges asneighbors Vanuatu and Tuvalu: high and over spentallocations to higher education (mostly tertiaryscholarships) and teacher salaries, which haveproven difficult to control as they involve multipleauthorities and databases. In 2012, allocations tothe higher education subsector comprised 24.5percent of the education budget, benefiting 1percent of students (see Table 3). This limits thenational budget available for developmentexpenditures, such as infrastructure maintenance,professional development, and learning materials. Italso stands to divert funds from lower levels ofeducation–including TVET–something which raisesconcerns with respect to access and equity. Withone of the highest rates of population growth in thePacific, declining unit cost allocations are beingmade to lower levels of education. The TVET andearly childhood education subsectors have thelowest percentage of funding. Moreover, SolomonIslands is one of the eight lowest funders of adultliteracy programs in the world, despite thewidespread lack of functional literacy amongSolomon Islanders over the age of 15.
Figure 8: The national overall literacy and numeracy achievement levels at year 4 in 2010 compared to the baseline year 2005/2006
Note: The levels used are as follows: L5: Full mastery of the learning outcome; L4: Substantial mastery of the learning outcome; L3: Moderate mastery of the learningoutcome; L2: Minor mastery of the learning outcome; Lc: Critical underachievement levels reflecting minimal or no mastery of the learning outcome. Source: MEHRDPerformance Assessment Report for 2006 2013 (2013)
L5 L4 L3 L2 LC L3+baseline 5 6 11 18 58 242010 7 9 16 22 47 32
0
10
20
30
40
50
60
70
percentage
National literacy achievement levels
L5 L4 L3 L2 LC L3+baseline 14 13 17 14 42 44
2010 16 11 19 20 33 46
0
5
10
15
20
25
30
35
40
45
50
percentage
National overall numeracy achievemnet levelsLiteracy Numeracy
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Table 3: Expenditure by subsector, constant 2009 prices, Solomon IslandsSubsector 2009 2010 2011 2012
ECE 8,512,459 (1.7) 8,213,825 (1.5) 7,253,088 (1.3) 11,947,256 (2.1)
Primary 253,141,932 (50.0) 250,704,446 (46.2) 219,238,434 (41.0) 239,083,725 (42.6)
Lower Secondary 72,706,589 (14.3) 81,229,674 (15.0) 74,090,410 (13.9) 93,614,749 (16.7)
Upper Secondary 42,965,450 (8.5) 52,167,893 (9.6) 50,063,691 (9.4) 65,850,625 (11.8)
TVET 18,681,352 (3.7) 13,822,992 (2.5) 18,434,080 (3.4) 13,035,167 (2.3)
Higher education 110,530,446 (21.8) 136,780,704 (25.2) 165,830,449 (31.0) 137,369,172 (24.5)
Totals 506,538,228 (100) 543,184,345 (100) 534,910,152 (100) 560,900,694 (100)Note: Bracketed figures are sub sector percentage sharesSource: Gannicott 2012
Table 2: Enrollments, Solomon Islands 2009 2011
Provider* 2009 2010 2011
SINU 1146 862 866
USP Solomon Islands campus 793 875 1,044
VRTCs n.a. 1,874 2,398
IPAM** 724 1424 1,953
NTTTU certificate assessments+ n.a. n.a. 850
NTTTU apprenticeship assessments# n.a. 34 26*Data for UPNG were not provided. **IPAM participation is not full time equivalent student. + For the year 2012, participation is notfull time equivalent student. #Participation is not full time equivalent studentsSource: Bateman et al draft 2014.
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Dimension Policy Goal
1 2 3 4
1. Direction
2. Demand led
3. Coordination
4. Funding
5. Standards
6. Pathways
7. Excellence
8. Relevance
9. Accountability
Strategic
Fram
ework
System
Oversight
Service
Delivery
1.9
1.6
1.8
3. Overview of Findings andImplications
This chapter highlights findings from theassessment of Solomon Islands’ WfD system basedon the SABER WfD analytical framework and tool.The focus is on policies, institutions, and practices inthree important functional dimensions ofpolicymaking and implementation—strategicframework, system oversight, and service delivery.Because these aspects collectively create theoperational environment in which individuals, firms,and training providers, both state and non state,make decisions with regard to training, they exertan important influence on observed outcomes inskills development. Strong systems of WfD haveinstitutionalized processes and practices forreaching agreement on priorities, for collaborationand coordination, and for generating routinefeedback that sustain continuous innovation and
improvement. By contrast, weak systems arecharacterized by fragmentation, duplication ofeffort, and limited learning from experience.
The SABER WfD assessment results summarizedbelow provide a baseline for understanding thecurrent status of the WfD system in the country, aswell as a basis for discussing ideas on how best tostrengthen it in the coming years.
Overview of the SABER WfDAssessment Results
Figure 10 shows the overall results for the threeFunctional Dimensions in the SABER WfDframework.23 Solomon Islands is rated at theEmerging level of development for the twoDimensions of Strategic Framework and ServiceDelivery and at the Latent level for SystemOversight.
23 Refer to Annex 8 for the detailed scoring results.
Figure 10: Dimension Level Scores
Note: See Figure 2 for an explanation of the scale on the horizontal axis.Source: Based on analysis of the data collected using the SABER WfD questionnaire.
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Solomon Islands scores highest on the StrategicFramework for WfD (1.9). This rating reflects thefact that a number of initiatives to reform systemdesign are underway but also that practicalimplementation of these initiatives has beenlimited. The SABER analysis shows that publicservants and individuals from training providers andindustry are currently taking the lead in settingstrategic WfD priorities, and not political leaders.The findings suggest that, apart from thefragmented, ad hoc efforts of this limited numberof champions, the important connection betweenWfD and economic development is tenuous. Thelack of a shared vision as to how WfD affectseconomic development can make coordinationdifficult.
Strengthened coordination among the governmentagencies, employer groups, and training providers isvital for improved employment opportunities athome and overseas through labor mobility.Although recent initiatives, like the development ofthe National Human Resource Development andTraining Plan (NHRDTP), have started to defineformal roles and responsibilities for governmententities, these have not yet resulted in coordinatedaction to harmonize various ministries’ efforts toadvance strategic WfD initiatives. Otherstakeholders are not consistently active in strategicWfD initiatives, some of which may potentially becurtailed by the lack of legal provisions forstakeholder involvement. At present, theparticipation of non government stakeholders islargely driven by the government suggesting thatformalizing the roles of non governmentstakeholders may also require effort to incentivizethem to assume such roles.
Solomon Islands scores lowest (1.6, Latent level) onSystem Oversight. The rating reflects the fact thatthe procedures for allocating funds to SolomonIslands National University (SINU) and Vocational
Rural Training Centers (VRTCs) do not take intoaccount outcomes achieved or allow for assessmentof the efficiency of resource deployment. It alsoreflects the lack of a system wide process forquality assurance of qualifications and of trainingproviders, including approval and monitoring. Bothquality assurance and funding procedures arehampered by a paucity of timely and reliableadministrative data. Putting in place effectivemeasures for funding and quality assurance suffersfrom limited engagement of industry, somethingstakeholders are working to overcome.
In addition, the institutions that comprise thetertiary education and training system aredisconnected. Formal pathways that allow studentsto progress from lower levels of training at VRTCs tomore advanced training at SINU or other postsecondary institutions do not exist. Privateproviders make their own decisions about theadmission of students, and their qualifications donot necessarily have value for further study. Therehave been no significant system wide efforts tofacilitate the recognition of prior learning (RPL),though provision for RPL as well as for competencybased testing does exist through the National TradeTraining and Testing (NTTT) Unit. Governmentsupport services for disadvantaged groups arelimited.
Solomon Islands scores 1.8 for Service Delivery.Within the Solomon Islands there are a range offormal and non formal non state providers active inthe training market. Except for financial support andsome training for staff at the VRTCs, thegovernment provides no incentives to encouragenon state provision. With regard to public trainingprovision, the three universities are considered selfgoverning and therefore have considerableautonomy. However, this is not the case for theInstitute for Public Administration and Management(IPAM), which provides continuing training togovernment employees and, through contractual
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arrangements, to businesses, as it resides within theMinistry of Public Service and follows governmenthuman resources and budget policies. Thegovernment does not require any providers to meetimplicit or explicit quality standards or performancetargets, nor does it offer financial or non financialincentives for provider performance. In terms oflinks with industry and opportunities forenhancement of staff professional development,the results across providers have varied.
The overall score for the Dimension was affected bythe very low score on Policy Goal 9 (1.5), whichreflects how the Solomon Islands government doesnot consolidate administrative data from trainingproviders in a system wide database for analysis ofprovider performance and system trends or toinform policy. There is no consolidation ofeducation and training data to analyze providerperformance, system trends, or to inform policy.There is a general lack of labor market data toinform WfD, with sources of data on labor marketoutcomes being limited to a few ad hoc skillsrelated surveys or studies.
Policy Implications of the Findings
Solomon Islands is currently in the midst ofambitious system reform. The SABER WfD study ismeant to inform and reinforce these existingefforts. The following recommendations thushighlight key entry points where initial success canlay the foundation for sustained systemimprovement over the coming years.
A rating of Established or Advanced is not aprerequisite for success in WfD. Rather, advancedsystems are the product of a series of successes inpolicy design and implementation over a period ofyears, and sometimes decades. Sustained,incremental improvement in key areas is thus thehallmark of successful WfD system development.
1. Solomon Islands’ leaders need to definethe skills required for participatory economicdevelopment. An emerging priority for realizingimplementation of WfD outcomes is strongleadership from political leaders to set strategicpriorities and enable coordinated action. SABERWfD results from advanced countries show thatsustained system improvement is almost impossiblewithout clearly articulated strategic priorities fromthe country’s political leadership. The SABERanalysis of Solomon Islands’ WfD system shows thatpublic servants and individuals from education,training providers, and industry are currently takingthe lead in WfD, and not political leaders.
In Solomon Islands, the Budget Outlook andStrategy, which accompanies the annual nationalbudget, provides guidance on the country’spriorities for public expenditure. However, it doesnot set the type of clearly articulated longer termgoals that can serve as waypoints for WfDstakeholders. The large number of studies andstrategic documents already produced serve as agood foundation for articulating a strategicdirection for WfD, and existing processes forsetting budgetary priorities could be amended tomore clearly articulate medium term economicdevelopment goals. What is now needed is a clearcommitment to a limited number of initial strategicsteps from the highest levels of leadership. Thework of the National Human Resource DevelopmentTraining Council (NHRDTC) and the Tertiary Councilcan inform leaders’ decisions, but the definition ofthe economic development priorities that guideWfD policy is beyond the remit of these bodies, andtherefore collaboration to identify priorities willinvolve leaders in economic policy not directlyassociated with these two groups.
Clear and constant communication of the strategicpriorities by leaders is essential if WfD stakeholdersare to develop and implement policies effectively.Leaders must also insist on the accountability of the
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Ministry of Development Planning and AidCoordination (MDPAC), the Ministry of Commerce,Industry, Labour and Immigration (MCILI), theMinistry of Education and Human ResourceDevelopment (MEHRD), and others for theimplementation of WfD policy. Advice and briefingsfrom technical officers can support the leadershipof political leaders to drive employment initiativesand overcome institutional barriers. Officers at thetechnical level can submit for Cabinet approvalbudgeted NHRDTP policy commitments andresource requirements for priority implementation.In the medium term, this can be a shared priority ofthe proposed Solomon Islands Tertiary EducationCommission (SITEC).
2. Policy makers need to sustain coordinationand regularly participate in agreed meetings.Critical to any strategy is its implementation.Solomon Islands has multiple policies, plans, andstrategies in place that have not seen practicalimplementation. Strengthened coordination amongthe government agencies, employer groups, andeducation and training providers making upSolomon Islands’ WfD system is vital for establishingpathways that will lead Solomon Islanders toemployment either domestically or internationally.A key constraint has been the inability to sustaincoordinated participation in agreed meetings acrosspolicy makers in key agencies. Regular andempowered participation in meetings to defineskills policies and program allocations is needed,supported by timelines and secretariat resourcesfrom central coordinating agencies such as MDPACand the newly formed NHRDTC. Requiredparticipants of the NHRDTC include technical levelofficers with line responsibility for budgets andprograms in the TVET Division of MEHRD; theUnder Secretary for Tertiary Education; MCILI’sLabour Division, Business Division, IndustrialDevelopment Division, and National Trade TestingUnit; the Solomon Islands Chamber of Commerceand Industry (SICCI); the Ministry of Public Service;
the Ministry of Provincial Government andInstitutional Strengthening; the Ministry of Financeand Treasury’s Economic Reform Unit; the Ministryof Rural Development; and the Ministry of ForeignAffairs and External Trade’s Labour Mobility Unit; aswell as development partners and relevant civilsociety agencies such as the Solomon Islands SmallBusiness and Enterprise Centre. A consistent linkbetween coordinating functions, such as theNHRDTC, and budget allocations (includingDevelopment Budget, Tertiary Education funding,and possibly Constituency Funds) will both helpmaintain participation and make full use of theimportant opportunity for coordination.
3. Employers need to participate at thestrategy and governance levels of the WfD systemto guide education and training policy andstandards. There needs to be stronger engagementby industry to drive WfD strategy, with animportant role for employer associations, and ademand driven approach to education and trainingprovision. Employers need to participate in policymaking at the strategic level, in the development ofcompetency standards and in the review ofspecifically funded training to ensure that WfDtraining meets the identified needs. Practically, thisrequires active participation and representation byemployer groups, such as SICCI, in coordinationstructures such as the NHRDTC, and in the futureSITEC and Solomon Islands Qualifications Authority(SIQA). Employers in specific industry sectors needto lead and develop competency standards to formthe basis of the qualifications under the SolomonIslands Qualifications Framework (SIQF).
4. Policy makers should develop a strategy tosupport the informal economy including skillsdevelopment for livelihoods. Given that manySolomon Islanders will make their living in theinformal economy (including by selling fruit andvegetables and other consumption items, andproviding services such as transport, repairs, and
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labor), it cannot be left out of a comprehensive WfDstrategy. Evidence from other countries shows thatthe informal economy has proven effective increating jobs, absorbing new labor market entrants,and fostering entrepreneurs, and that it often offersa better standard of living than subsistence farmingand fishing.24 At present, there is little informationavailable on the activity of informal businesses,what types of people they employ and the barriersthey face in growing and transitioning to formality.The extent to which these firms rely on the formaleducation and training system is also not wellunderstood. Thus, a first step to improvingproductivity and incomes in the informal economyis to better understand the characteristics ofinformal businesses and the constraints that theyface, and identify key programs to support theinformal economy, including skills building forlivelihoods. As a member of the NHRDTC, the MCILIcould take the lead in developing a strategy and keyprograms.
5. Build stronger pathways connecting thepre employment education and training systemincluding RPL as a key component in the SIQF.There is considerable disconnect between the TVETand higher education subsectors. Currently, VRTCsand private training providers do not issuerecognized qualifications that provide a clearpathway to further study at the universities.Although some vocationally trained studentsprogress to more advanced programs, progressionis through ad hoc processes. In addition, there isvirtually no link between current trade testing(through RPL assessment processes) conducted bythe NTTT Unit and broader formal provision toallow for graduates of such programs, as well asindividuals with informally acquired skills, to gainrecognition of this learning as a means to gain
24 World Bank, 2012. Improving Skills Development in the InformalSector: Strategies for Sub Saharan Africa.
employment and continue their education. Therethus needs to be a way to account for the learningof those who have gone through the VRTC systemor other training provision retrospectively to enablemore transparent and reliable mechanisms foreducational progression. Moving forward,progression could also be facilitated by jointprogram development among vocational and highereducation institutions and by creating a system thatprovides multiple exit points within qualifications(i.e., embed lower level qualifications in higherlevel qualifications).
In the face of high levels of informality in bothtraining and work, many skills will not be developedby the formal system. Procedures for RPL,therefore, also need to provide for certification ofinformally acquired skills, as this stands to be a pathto greater earnings and improved job prospects forthe majority of Solomon Islanders. The Governmentof Grenada, for instance, has invested significantefforts to facilitate RPL under its vocationalqualifications framework. Individuals may earn fullor partial qualifications through competency basedassessment of prior learning and receive feedbackon where further training is necessary. Mechanismsfor RPL in Solomon Islands can be integrated intothe current work being undertaken by the MEHRDwith Australian support to develop the SIQF andaccompanying legislation.
Many students exit the education and trainingsystem without adequate literacy skills. Remedialeducation for adults with a focus on basic literacyshould be central to government efforts to promoteskills for employment and livelihoods, andcompletion of such education should be certified soas to serve as a gateway for future training. TheMauritian Qualifications Authority, for instance,administers a large literacy program. Those whocomplete the program obtain a recognized NationalCertificate in Adult Literacy, which is considered inthe National Qualifications Framework (NQF) as
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being at the same level as the Certificate of PrimaryEducation. Mauritius has recently expanded RPLprograms to assess literacy as well.
Solomon Islands, like many other countries, has notdeveloped CVET (workplace training) or short cycletraining to the same extent as tertiary education orInitial Vocational Education and Training (IVET). Yetbetter development of these types of trainingwould enable the provision of accessible, simple,short programs aimed at providing basic skill setsfor employability, including literacy. Theseprograms also stand to increase access to trainingof disadvantaged populations who face barriers toaccessing longer and more costly programs. Privatetraining provision provides an importantopportunity to expand and broaden access to meetthe significant demand for training. Private trainingprovision needs to be encouraged under the SIQFand incorporated into the recognition and regulatedfunctions. Provision of short programs foremployment is also a fertile area for partnering withdevelopment partners. Short programs often fitwell within partners’ funding time frames, and theyprovide easier opportunities to evaluate programsuccessfulness. The basis for such partnerships inSolomon Islands has been laid with theimplementation of the Rapid Employment Programin Honiara, among others. Consideration needs tobe given to (i) making these short programs subcomponents of a formal qualification that leads torecognition by a tertiary provider; and (ii)developing programs to be delivered at VRTCs thatwill constitute the early stages (or skill sets) of ahigher qualification at either the proposedprovincial colleges or university.
One issue with such interventions is sustainability,as the resources necessary to deliver and maintainsuch programs are often not available outside ofdonor support. In Fiji, the government collects acompany levy of 1 percent of total wages fromthose companies that do not spend at least as much
on providing accredited training for workers. Suchmeasures can provide more stable funding forshort term and continuing training whilesimultaneously incentivizing employers to train.
6. Include robust quality standards in theSIQF to ensure that Solomon Islands’ qualificationsare valued. Quality matters if qualifications are tohave any value to trainees and if employers are toinvest substantial resources or time in the WfDsystem. One consideration in the short term is toincrease the presence of providers, such as theAustralia Pacific Technical College (APTC), thatdeliver training that are quality assured by a reliableinternational body. In the medium term, much hopeis riding on the development of SIQF to solve arange of WfD system governance issues related toquality assurance of providers and of qualifications.However, the development of the SIQF alone will beinsufficient to improve the quantity and quality ofeducation and training delivered. An NQF should beconsidered more as a driver for change rather thanas a panacea for existing problems.
The SIQF may allow for a broader scope ofrecognized providers and hence a broader range ofqualifications to address WfD. But this outcome willonly be achieved if training providers have thecapacity to meet the quality assurancerequirements Development of quality standardscould be supported by a two step process for theregistration of providers. The first step wouldenable interested providers to be listed with theregulator as meeting the established minimumstandards. These providers could then be supportedto develop their capacity so that they meet the fullquality standards, which would enable them todeliver accredited programs. Integration of robustquality standards in the SIQF will require trainingproviders to engage with employers to ensure thateducation and training programs are current andappropriate.
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VRTCs face considerable constraints with respect tohuman and physical resources and technologicalcapacity to comply with any MEHRD requirementsrelated to quality assurance. Increasing the amountof information available on VRTCs will be a crucialstep toward improving quality provision andintegration with the rest of the tertiary educationand training system. But measures to improve thequality of data reporting and management need toreckon with the fact that VRTCs currently facemultiple constraints on their ability to reportinformation. Thus, measures to support VRTCcompliance, including through the allocation offunds, need to be part of any attempt to improveMEHRD’s ability to collect, manage, and analyzeWfD system data.
7. Introduce basic incentive and efficiencymeasures for tertiary education and trainingfunding. Current funding levels create constrain thesupply of an adequate level of tertiary educationand training. In the face of these considerableconstraints, it is imperative that existing resourcesbe used increasingly efficiently.
Training providers will need sufficient funding andsupport to strengthen their capacity to meet theemerging SIQF quality standards. Increased fundingshould be accompanied by procedures for itsallocation that incentivize and reward providers foreffective management and achievement ofoutcome targets. One example of a basic indicatorthat could be used more systematically is thegraduation rate of students on governmentscholarships.
Tertiary education and training providers needincentive based funding. MEHRD’s TertiaryEducation Division and, in the medium term, theproposed SITEC could develop—or seek technicaladvice to develop—proposals for new fundingarrangements based on evidence of employment
needs and student performance. This could includea base level of regular funding with the addition ofgrants based on performance against key criteriasuch as enrollment, completion, and employmentoutcomes. Private training provision is important toexpanding provision, and needs to be regulated,recognized, and encouraged through similarincentive based programs. It is important to notethat putting in place such incentives based fundingmechanisms requires timely and reliableadministrative, expenditure, and outcomes data,something that currently does not exist.
More equitable and targeted funding will not berealized until there is improvement in the fiscalmanagement of scholarships, which currently take alarge proportion of the budget envelope.Rationalization of scholarships to realisticemployment needs and merit based selection,greater control measures on expenditure, and anadditional focus on TVET scholarships are includedin the proposed Education Act. The funding gaps arewidespread, particularly for continuing vocationaleducation and employment services programs. Thecurrent scholarship policies also have negativeimplications for equity, as current disbursementcriteria take little account of household wealth orsources of disadvantage. Funding a relatively smallnumber of students at very high levels inevitablylimits access to tertiary education and training formany students who cannot afford to study.Providing equitable support would also include theupgrade of facilities and program qualitynationwide.25
8. Invest in capacity to measure educationand training performance and jobs demand.Current accountability systems are weak; there isno consolidation of education and training data toanalyze provider performance and system trends orto inform policy. Better administrative data could
25 Bateman et al draft 2014.
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include enrollments, completion rates, studentsatisfaction, and employment outcome data. Withbetter quality education and training datacollection, relevant agencies would be able tostrengthen the management, oversight, and qualityof training delivery. This will be required for thesuccessful scaling up (though not for immediateaction on) of many of the items above.
An education and training management informationsystem that is capable of providing timelyadministrative data from at least public providers isnecessary over the medium term. The reportingrequirements for VRTCs need to be streamlined andsimplified. Investment in basic informationtechnology capabilities for VRTCs should allowreports to be submitted in an electronic format,perhaps through portable USB drives, that will makeprocessing, storage, and analysis easier. SolomonIslands makes funding for VRTCs contingent uponadequate reporting. However, such rules are notconsistently enforced. Improvement of measures toenable and enforce compliance must go hand inhand with improvement in the education andtraining management information system itself.
It is critical to address the general lack of labormarket data. A practical and sustainable labormarket information system needs to be established(in the short term) to regularly provide informationon labor market demand to government, trainingproviders, job seekers, and employers. MDPAC andMCILI have prepared initial steps to allocate staffpositions or recruit national consultants supportedby the Development Budget, to undertake this datacoordination role. Implementing measures tomeasure the performance of tertiary education andtraining providers can be undertaken as part of thecurrent MEHRD and development partnerstrengthening of Solomon Islands’ EducationManagement Information System (SIEMIS). In themedium to long term, the accountability measures
of education and training performance will rest withthe proposed future SITEC.
A summary of the WfD actions for Solomon Islandsis included in Annex 1.
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4. Aligning Workforce Development toKey Economic and Social Priorities
WfD is not an end in itself but an input towardbroader objectives – of boosting employability andproductivity; of relieving skills constraints onbusiness growth and development; and ofadvancing overall economic growth and socialwellbeing. This chapter briefly introduces SolomonIslands’ socioeconomic aspirations, priorities, andreforms before presenting the detailed SABER WfDfindings on Strategic Framework and their policyimplications.
Socioeconomic Aspirations, Priorities,and Reforms
National aspirations and strategiesThe Solomon Islands Government is seeking toadvance economic growth and rural livelihoods andsupport better service delivery in rural areas.Recognizing that Solomon Islands’ economic wealthis rural based, and that the majority of SolomonIslands’ labor force will remain unable to accessformal employment in the short term, thegovernment plans to support the village economythrough self employment and wage employment,supporting new opportunities in small scaleagriculture, artisanal fisheries, tourism, andforestry. Community education has been recognizedas a priority by the current government, supportingeducation for all beyond basic education.
In meeting the human resource needs of economicand livelihood development, medium term priorityis given to TVET, supported through theestablishment of an National QualificationsFramework (NQF) to improve the usefulness oftraining to students and to establish demand drivensystems to make vocational training moreresponsive to employers’ needs. While addressingthe skills mismatch in formal employment will notprovide opportunities for the majority of labor force
entrants in the short term, it does promise torelease the skills constraint on economic growthand employment generation, and improve thequalifications and experience of Solomon Islandersrelevant to jobs currently left vacant or filled byforeign workers.
Strengthening locally provided higher education is asignificant emphasis in current initiatives, mostnotably through the transition of the SolomonIslands College of Higher Education to the SolomonIslands National University (SINU) and associatedchanges in that institution’s governance,organization, and program offerings. Thegovernment has recognized that tertiaryscholarships may not contribute to increased skillresources within Solomon Islands, and prioritizesthe greater effectiveness and efficiency of thismajor skills investment.
Key agenciesGovernment ministries with responsibility forsetting the government’s WfD agenda include theMinistry of Education and Human ResourceDevelopment (MEHRD), the Ministry of Commerce,Industry, Labour and Immigration (MCILI), and theMinistry of Development Planning and AidCoordination (MDPAC).
MEHRD is responsible for developing policies,procedures, and plans to improve access toeducation and training and for efficientmanagement of the tertiary sector as a whole. Itmonitors the implementation of the NationalEducation Action Plan (NEAP) and leads SolomonIslands’ Education Management Information System(SIEMIS) data collection and management efforts.The National Training Unit (NTU), which is taskedwith administering the country’s sizeablescholarship scheme (currently only offered forqualifications at the bachelor level and above), alsosits under MEHRD.
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The Labour Act gives MCILI responsibility forrunning Solomon Islands’ apprenticeship schemeand convening the apprenticeship board thatmanages the system. The National Trade Trainingand Testing (NTTT) Unit under the ministryundertakes assessments of apprenticeships(currently in three trades only) as well as testing forcertificates of proficiency in five trades.
MDPAC has a core function of manpower planningfor both the public and private sectors. Itcoordinates and manages the Development Budget(budget that outlines donor funds and projects) byconsulting with various ministries on budgeting andshared initiatives between the government anddevelopment partners. This gives MDPAC a de factorole as coordinator for government initiatives thatinvolve multiple responsible ministries, includingWfD. MDPAC also takes responsibility for thedevelopment of the National Human ResourceDevelopment and Training Plan 2013 2015.
Strategic documentsThe strategic vision and direction of the educationand training system is captured by the MEHRD’slonger term Education Strategic Framework 20072015. The associated three year NEAP26 documentsmeasures to accomplish the goals laid out in theframework. The framework guides operations andunderpins donor support, which is mainlychanneled through the Education Sector WideProgram.
The NEAP 2013 2015 sets targets for the TVETsubsector including an expansion in the number ofprivate TVET places and subjects taught, thecreation of clear pathways for TVET studentsthrough the creation of an NQF, and improvementsin school based management practices. The NEAP2013 2015 also sets targets for medium term
26 MEHRD National Education Action Plan 2007 2009; MEHRD NationalEducation Action Plan 2010 2012; and MEHRD National EducationAction Plan 2013 2015.
development strategy goals in the higher educationsubsector, in particular for Solomon Islands basedhigher education enrollment to increase by 25percent, for total female enrollment to increase by40 percent, and that the external audit reports thatscholarship management is in accordance withequity and transparency requirements.
MEHRD and MDPAC collaborated on the NationalHuman Resource Development and Training Plan(NHRDTP). The NHRDTP seeks to address the skillsmismatch and improve the supply of skills sought byprivate and public sector employers. Within fivecomponents, the NHRTDP seeks to achieve theobjectives of (i) achieving sufficient National HumanResource Development Training Council (NHRDTC)planning, coordination, and management capacityto produce, implement, monitor, and regularlyupdate the NHRDTP; (ii) identifying human resourcedevelopment priorities through systematic, reliable,and timely data collection and analysis; (iii)orienting human resource development systems tomeet demand; (iv) building enterprise and skills inthe workforce to improve livelihoods; and (v)increasing market share in international labormarkets.
The tertiary education and training sector iscurrently undergoing reform. The Education Act andthe 2010 Policy Statement and Guidelines forTertiary Education in Solomon Islands are currentlybeing revised. A revised Education Act will:
recognize the higher education and thevocational education and trainingsubsectors; andestablish a Tertiary Education Commissionto coordinate and regulate a nationalsystem of the tertiary education sector.
Human resource planning and labor marketdemand are to be prioritized under the revisedEducation Act as a basis for determining tertiaryeducation and training forecasts, as well as for the
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allocation of Solomon Islands’ sizable scholarshipscheme. Under the proposed revisions, bothvocational education and higher educationprograms will be included as scholarship options forthe first time. Importantly, recognizing thesignificant budget impact of tertiary sectorscholarship expenditure, the revised Education Actwill aim to maintain and control total expenditureon government funded scholarships to the levelallocated by the budget of the Ministry of Financeand Treasury.
The Solomon Islands Qualifications Framework(SIQF) is a key national instrument that aims tocontribute to improving the quality of education inthe country. The SIQF recognizes the four domainsof (i) accredited qualifications; (ii) professionallicensing and occupational standards, withparticular relevance to labor mobility; (iii)traditional knowledge and indigenous skills; and (iv)benchmarks for literacy and numeracy as basicfoundation skills. It seeks to enhance flexiblepathways for those in both the formal and nonformal sectors to educational, livelihood, andemployment opportunities. Effectiveimplementation of the SIQF is anticipated tofacilitate international recognition of SolomonIslands’ qualifications, because it will be alignedwith the Pacific Qualifications Framework and inturn with existing international qualificationsframeworks, which is important for labor receivingcountries.
SABER WfD Ratings on the StrategicFrameworkIn the SABER WfD framework, the role of WfD inrealizing Solomon Islands’ socioeconomicaspirations materializes through actions to advancethe following three Policy Goals: (i) setting astrategic direction for WfD; (ii) fostering a demandled approach in WfD; and (iii) ensuring coordinationamong key WfD leaders and stakeholders. The
ratings for these Policy Goals are presented andexplained below, followed by a reflection on theirimplications for policy dialogue.
Based on the data collected by the SABER WfDquestionnaire, Solomon Islands received an overallrating of 1.9 (Emerging) for the StrategicFramework Dimension (see Figure 11). This score isthe average of the ratings for the underlying PolicyGoals: setting a strategic direction (2.0); fostering ademand driven approach (2.0); and strengtheningcritical coordination (1.7). These ratings are roughlyon par for those low and lower middle incomecountries that have completed a SABER WfDassessment. Solomon Islands performs slightlybetter than the average with respect to engagingemployers and collecting labor market information,which is the focus of Policy Goal 2. However, it lagsslightly with respect to involving non governmentstakeholders and setting up effective mechanismsfor coordination, as indicated by a low score forPolicy Goal 3. The explanation for these ratings andtheir implications follow below.
Figure 11: SABER WfD Ratings of Dimension 1
Note: See Figure 2 for an explanation of the scale on the horizontal axis.Source: Based on analysis of the data collected using the SABER WfD questionnaire.
1 2 3 4
1. Direction
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3. Coordination
Strategic
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Overall 1.9
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Leaders play an important role in crystalizing astrategic vision for WfD appropriate to the country’sunique circumstances and opportunities. Theiradvocacy and commitment attract partnership withstakeholders for the common good, build publicsupport for key priorities in WfD, and ensure thatcritical issues receive due attention in policydialogue. Taking these ideas into account, PolicyGoal 1 assesses the extent to which apex levelleaders in government and the private sectorprovide sustained advocacy for WfD prioritiesthrough institutionalized processes.
The score for Policy Goal 1 situates Solomon Islandsat the Emerging level (2.0). Strategic plans arebeing developed, but practical implementation ofpolicies and frameworks has been limited. There areadvocates both within and outside government forthe strategic importance of WfD for accomplishingbroader economic and social development goals,but advocacy has been ad hoc and consensus on aconsolidated WfD policy agenda has not yetemerged.
Government leadership on WfD comes primarilyfrom MEHRD and MDPAC. MEHRD’s recent NEAP,which runs through to 2015, sets medium termtargets for both the TVET and higher educationsubsectors. The NHRDTP and the Policy Statementand Guidelines for Tertiary Education in theSolomon Islands27 form the policy basis for WfD.These two policies both endeavor to createinstitutional mechanisms that will enable WfDstrategy making to be more collaborative andfacilitate clearer articulation of WfD’s inputs toeconomic development as well as createmanagement structures to help guide the roll out ofSolomon Islands’ planned NQF.
27 Know from here on as the Tertiary Education Policy.
The NHRDTP also seeks to foster greater attentionto entrepreneurship, the informal economy, andlabor mobility. The exact division of responsibilityfor implementation of these two documents is stillbeing worked out between the ministries.
Under ideal conditions, a WfD system will routinelyreview the adequacy of WfD strategy in light of ashifting economic context. In Solomon Islands,reviews of previous policies do occur, but inresponse to a desire to update strategy andlegislation—often driven by the expiration ofcurrent documents or engagement withdevelopment partner—not the other way around.Current reviews also do not focus explicitly on WfDstrategy, as the NHRDTP and Tertiary EducationPolicy, the key strategic documents for WfD, havenot been completed.
Several non government stakeholders occasionallyact as champions who highlight the importance ofskills to broader economic and social developmentgoals. These stakeholders include:
The Solomon Islands Association of RuralTraining Centres, which represents thecountry’s 41 Vocational Rural TrainingCenters (VRTCs). VRTCs are widely seen asbearing the role of training youth for rurallivelihoods, rather than for urban,international, or emerging employmentsectors. There are discussions about morecompletely integrating VRTCs into theformal education and training system, butthis is something that is far from settled.The Solomon Islands Chamber of Commerceand Industry (SICCI) is the mainrepresentative organization for the privatesector in Solomon Islands.Given the large proportion of governmentfinancing in Solomon Islands that originatesfrom development assistance, the role of
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development partners as stakeholders inWfD is also important.
Effective advocacy for WfD requires credibleassessments of the demand for skills, engagementof employers in shaping the country’s WfD agenda,and incentives for employers to support skillsdevelopment. Policy Goal 2 incorporates theseideas and benchmarks the system according to theextent to which policies and institutionalarrangements are in place to: (i) establish clarity onthe demand for skills and areas of critical constraint;and (ii) engage employers in setting WfD prioritiesand enhancing skills upgrading for workers.
Solomon Islands is rated at the Emerging level (2.0),reflecting the fact that studies assessing skillsconstraints and their implications for economicdevelopment are occasional and uncoordinated.Employer engagement in influencing WfD strategyis largely limited to specific engagements aroundexisting government or development partnerinitiatives.
The government, SICCI, and development partnershave sponsored a range of assessments in the past10 years, but few have been done on a regularbasis. The limited number of studies and their lackof detail make identification of critical skillsconstraints in key economic areas difficult. Sincegaps in labor market information hamper the abilityto make strategic decisions about the allocation ofresources for WfD, development partners in recentyears have funded several studies with thecooperation and support of the government toexpand, consolidate, and organize information onlabor market conditions and system funding andregulatory practices.
The government Census and Household Income andExpenditure Survey contains information thatprovides very limited insights on current skillsdemand and supply such as educational attainment,employment status, and the primary sectors andoccupations in which individuals work. In addition,surveys conducted by SICCI among its members,most recently in 2012, have shed some light onskills constraints faced by businesses in SolomonIslands. This survey is not conducted annually dueto resource constraints and is limited to SICCI’smembers, which are mainly larger, formal sectorfirms. The private formal sector is estimated toaccount for only 13 percent of total employment inSolomon Islands, meaning that conditions in muchof the economy are not captured.
A more comprehensive picture of skills constraintscould be provided by broader employer surveys, butneither the government nor other stakeholdersconduct these. Some information, albeit limited, onlabor market conditions does flow to thegovernment through informal channels, such as themonitoring of job postings in newspapers and ofvisa applications for skilled workers by SolomonIslands based firms. Finally, data that are collectedare not always consolidated and managed in a waythat makes the information available to otherministries or decision makers. Table 4 lists labormarket assessment reports.
In advanced systems, employers take a major andproactive role in influencing WfD strategy. InSolomon Islands, employer input is sporadic andoften initiated by government during thedevelopment of specific initiatives such as theNHRDTP and Tertiary Education Policy. This reflectsa lack of initiative on both sides. The governmentdoes not consistently seek employer input to informstrategic WfD decisions, nor does it provideincentives or support to allow employers to play amore effective role at the strategy level.
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Ensuring that the efforts of multiple stakeholdersinvolved in WfD are aligned with the country’s keysocioeconomic priorities is an important goal ofstrategic coordination. Such coordination typicallyrequires leadership at a sufficiently high level toovercome barriers to cross sector or crossministerial cooperation. Policy Goal 3 examines theextent to which policies and institutionalarrangements are in place to formalize roles andresponsibilities for coordinated action on strategicpriorities.
Solomon Islands is rated at the Latent level (1.7).Formal, legally defined roles and responsibilities forWfD for government entities have not resulted incoordinated action to implement strategic WfDinitiatives. The activities of government ministriesand agencies are often fragmented, though thereare encouraging signs of increasing coherence andcollaboration in the government’s approach to WfD.Other stakeholders are not consistently active instrategic WfD initiatives.
MDPAC has played a leading role in thedevelopment of the NHRDTP in cooperation withMEHRD. While both the NHRDTP and MEHRD’sTertiary Education Policy assert the need for amulti stakeholder body to lead the collection andanalysis of information on labor market demand,recommend priorities for human resourcedevelopment, and formalize coordination onstrategic WfD issues, at present such a dedicatedbody does not exist.
Coordination among ministries on shared prioritiesis often weak, with the mandates of ministrieshaving been described as 'disjointed' and with gapsin responsibility emerging in certain key areas. Forexample, both MDPAC and MCILI collect labormarket information, but this is not often sharedbetween the two or disseminated more widely.
Non government stakeholders such as SICCI, SINU,and Solomon Islands Association of Vocational andRural Training Centers (SIAVRTC) are not givenformal roles and responsibilities for WfD strategyand implementation by law. This may change asthere is consensus among government officials thatnon government stakeholder input is essential forstrengthening the WfD systems.
Table 4: List of assessments of the labor market
Title Year“Tracing Their Steps”: Training Outcomes ofRTC Graduates in Solomon Islands 2006Study to support the development of aNational Skills Training Plan 2007Implementation Plan for National SkillsTraining Plan Recommendations 2007Peoples Survey 2008 2008Report on 2009 Housing Census 2009“Stayin’ Alive” Social Research onLivelihoods in Honiara 2009Sources of Growth Analysis 2010Skills in Demand: Survey of Employers 2011Literacy and Educational Experience Survey:Renbel and Isabel Survey Report 2011Pacific Labor Market Note 2011The Draft National Human ResourceDevelopment and Training Plan 2012Skills for Solomon Islands: Opening NewOpportunities 2012Labor Market and Community Skills NeedsAnalysis 2012Solomon Islands 2009 Population andHousing Census: Report on EconomicActivity and Labour Force 2013Review and Analysis of the Demand for Skillsin the Solomon Islands Labour Market 2013Research into the Financing of TVET in thePacific: Solomon Islands Country Report 2014
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5. Governing the System for WorkforceDevelopment
An important function of WfD authorities is tofoster efficient and equitable funding ofinvestments in workforce development, facilitateeffective skills acquisition by individuals, and enableemployers to meet their demand for skilled workersin a timely manner. The objective is to minimizesystemic impediments to skills acquisition andmismatches in skills supply and demand. Thischapter begins with a brief description of how theWfD system is organized and governed beforepresenting the detailed SABER WfD findings onSystem Oversight and their policy implications.
Overall Institutional Landscape
The Education Act 1978 is the foundationallegislation that establishes the structure, mandate,and responsibilities of the education sector. Itestablishes the three levels of governance: Ministryof Education and Human Resources Development(MEHRD), which is the central authority; EducationAuthorities,28 which are the sub nationalauthorities; and schools. The Education Authoritiesare responsible for managing their respectiveschools (namely private, public, and mission
28 All schools including vocational and rural training centers must bealigned to an Education Authority.
schools). There are 10 Education Authoritiesresponsible for vocational and rural trainingcenters.
The education and training system consists of fourlevels: early childhood; primary; secondary; andtertiary education (see Table 5). Tertiary educationis provided through the Solomon Islands NationalUniversity (SINU), as well as local branches ofUniversity of the South Pacific (USP) and Universityof Papua New Guinea (UPNG), one regional TVETprovider and 41 Vocational Rural Training Centers(VRTCs) (the characteristics of these types ofproviders are described in more detail in Annex 2).Facilitated by government scholarships, severalhundred students pursue higher education abroad,most commonly in Fiji, Papua New Guinea, NewZealand, and Australia. While there are few formalbarriers to progression through these institutions, inpractice, finance and the low number of availablespaces both in VRTCs and universities poseconstraints to progression to tertiary education andtraining. Pathways are also not particularlyformalized, creating problems especially for thosewho do not come through the formal education andtraining system. Qualifications issued at VRTCs or atmany private training centers are not always
Table 5: Solomon Islands Education and Training SystemSolomon Islands School System Structure
Level of Education Age Grade/YearEarly Childhood Education 3 – 5 Pre schoolPrimary School 6 – 13 Grade 1 to Grade 6Secondary School 14+ Form 1 to Form 6Post Secondary School Education andTraining (known as tertiary sector)
19+ Form 7, TVET, college and university
Source: MEHRD Performance Assessment Framework 2009 2011
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recognized as a basis for progression to furthereducation.
The structure of Solomon Islands’ education andtraining supply system is outlined in Figure 12.
WfD in Solomon Islands is funded through threeseparate budgets: the Recurrent Budget, theEstablishment Budget prepared by the Ministry ofFinance and Treasury, and the DevelopmentBudget. The Ministry of Development Planning andAid Coordination (MDPAC) is responsible for thepreparation of the Development Budget, which isfocused on donor and government contributions todevelopment initiatives. The Development Budget ismade up of projects and programs that arespecifically targeted at achieving the developmentgoals outlined in the national development plan.Some donor funding supports both the RecurrentBudget and the Development Budget. Thegovernment budget relies heavily on donor support,which is estimated at $924.6 million.29 Major donorsinclude New Zealand, Australia, Japan, Taiwan(China), Asian Development Bank, and the EU.
There is very little information on funding datadedicated to WfD, although more is known inrelation to the funding of formal education andtraining. Solomon Islands’ total public consolidatedexpenditure on education and training (across alleducation sectors) was an average of 27.6 percentof the national budget between 2009 and 2012.30 31
Over this period, the four year average of theMEHRD budget for the TVET subsector was 3percent (not including government support toSINU), while support to the higher educationsubsector over the same period averaged 25.6percent of the education budget. In addition, the
29 Solomon Islands Budget 2013: Budget Strategy and Outlook.30 Gannicott (2012), based on SIG Recurrent and Development Budgets,2010, 2011, 2012, and 2013.31 This can be compared to an average of 16 percent for educationalexpenditure as a percentage of public spending in developing countries.UNESCO Table 9, as cited in Gannicott (2012).
government provides an overwhelming proportionof the higher education subsector budget toproviding scholarships, which in 2011 wascalculated as 71.7 percent (including donorcontributions).32 None of these scholarships relatedto TVET programs.33
Two recent studies have attempted to determinethe cost per student in the tertiary education andtraining sector. Gannicott (2012) indicated that theaverage cost per higher education student wasSI$70,462 and for TVET students SI$7,352. Batemanet al (draft 2014) indicates that, for selected SINUprograms, the cost per TVET student variedbetween SI$28,302 and SI$40,459 per annum, andfor non specialist VRTCs the cost per student variedfrom SI$2,883 to SI$11,495 per annum. For twoVRTCs that provide services to students withdisabilities, the annual cost per TVET student variedfrom SI$21,258 to SI$99,075.34 It is too soon forthese reports to inform government policy.
32 Gannicott (2012).33 Bateman et al (draft 2014).34 Bateman et al (draft 2014).
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SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 51
SABER WfD Ratings on SystemOversight
The SABER WfD framework identifies threepertinent Policy Goals corresponding to oversightmechanisms for influencing the choices ofindividuals, training providers, and employers: (i)ensuring efficiency and equity in funding; (ii)assuring relevant and reliable standards; and (iii)diversifying pathways for skills acquisition. Theratings for these Policy Goals are presented andexplained below, followed by a reflection on theirimplications for policy dialogue.
Based on the data collected by the SABER WfDquestionnaire Solomon Islands received an overallrating of 1.6 (Latent) for the System OversightDimension (see Figure 13). This score is the averageof the ratings for the underlying Policy Goals:ensuring efficiency and equity of funding (1.4);assuring relevant and reliable standards (1.5); anddiversifying pathways for skills acquisition (2.0).Across all three Policy Goals, these ratings are justabout at the average for low and lower middleincome countries for which SABER WfD results havebeen generated. The explanation for these ratingsand their implications follow below.
WfD requires a significant investment of resourcesby the government, households, and employers. Toensure these resources are effectively used, it isimportant to examine the extent to which policiesand institutional arrangements are in place to: (i)ensure stable funding for effective programs ininitial, continuing, and targeted VET; (ii) monitorand assess equity in funding; and (iii) fosterpartnerships with employers for funding WfD.
Solomon Islands is rated at the Latent level onPolicy Goal 4 (1.4). The rating reflects the existenceof rudimentary procedures for allocating funds toSINU and VRTCs and for allocating scholarships, andan undeveloped culture of assessment of theimpact of funding on beneficiaries. The fact that thegovernment does not facilitate partnershipsbetween training providers and employers is alsoconsistent with a latent level of development.
Budgeting for Initial Vocational Education andTraining (IVET) is routine for both the Ministry ofEducation and Human Resource Development(MEHRD) and the Ministry of Commerce, Industry,Labour and Immigration (MCILI) through the annualbudget process. Budget estimates are largely basedon actual budget expenditure from previous yearswith some consideration of expected enrollments.MEHRD provides financial support to VRTCsthrough two payments per year, dependent onsubmission of SIEMIS (Solomon Islands EducationInformation Management System) data and ontwice yearly retirement reports that document howthe government grants were spent. Non submissionof SIEMIS data or retirement reports results insuspension of grants (at least in principle). SomeEducation Authorities also receive a grant fromMEHRD to assist in the management of schools andVRTCs. The MCILI budget allocation includes
Figure 13: SABER WfD Ratings of Dimension 2
Note: See Figure 2 for an explanation of the scale on the horizontal axis.Source: Based on analysis of the data collected using the SABER WfDquestionnaire.
1 2 3 4
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management of the apprenticeship scheme andassessment of graduates from VRTCs and existingworkers.
Government funding for Continuing VocationalEducation and Training (CVET) is almost entirelydirected at the Institute for Public Administrationand Management (IPAM) for the training of publicsector employees. The funding for IPAM isdetermined through consultation with clientministries. Other CVET funding is provided throughthe universities—SINU, USP, and UPNG) —with thegovernment contributing annual budget allocationsto both SINU and USP. However, there is nogovernment budget funding for on the job trainingfor small/medium enterprises and no direct supportfor individuals seeking to upgrade their skills orlearn new ones.
Short cycle courses and training related active labormarket programs receive no routine and sustainedsupport in the government budget. This gap, whichis reflected in the low score for this Policy Goal,potentially leaves a large portion of the populationthat is not in formal training or education withoutstable access to such services. Almost all projects tosupport short term training and employmentservices for specific beneficiary groups are donorfunded (e.g., Honiara City Council’s World Bankfunded Rapid Employment Project, and theSecretariat of the Pacific Community’s Australiafunded Youth at Work Project). Because they arenot overseen by one specific entity, coordinationcan prove challenging.
There have been very few reviews of the impact offunding decisions on beneficiaries, which limits thequality of information on the funding procedures’efficiency and impact on equity. IPAM is the onegovernment agency that undertakes such reviews atregular intervals, with the last external review beingconducted in 2012.
The National Training Unit within MEHRD managesthe allocation of scholarships. Scholarships in theSolomon Islands are a complex mix of variousstrategies to provide access to education. Gannicott(2012) indicates that in the higher educationsubsector budget for 2011, administration,overheads, and salaries amounted to 2.6 percent,while institution support was 25.7 percent andscholarships 71.7 percent (including support toSINU School of Education, and scholarships fundedby partners such as Australia, New Zealand, Japan,and Taiwan, China). Very little of this money is usedto provide scholarships for TVET. In addition,although the level of funding is significant, there isno strategic process in place to use scholarshipfunding to address equity issues, to drive a changein TVET provision, or to target WfD priorities.36
The government is not actively engaged in makingpartnership arrangements with employers, exceptfor the apprenticeship program, which is legislated.Selected employers, as members of theapprenticeship board, influence the trainingrequirements for apprentices. A small number ofemployers provide facilities and equipment for onsite training and provide a log of apprenticeactivities for assessment purposes. SINU is the onlyprovider of off the job apprenticeship training.Benefits to employers include the chance to trainand screen potential new employees. MEHRD(through an EU project) has also developed a draftMemorandum of Agreement with employers, butthis has not yet been finalized or activated.
The WfD system comprises a wide range of trainingproviders offering programs at various levels indiverse fields. An effective system of standards andaccreditation enables students to document whatthey have learned and employers to identify
36 Bateman et al draft 2014.
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workers with the relevant skills. For Policy Goal 5, itis therefore important to assess the status ofpolicies and institutions to: (i) set reliablecompetency standards; (ii) assure the credibility ofskills testing and certification; and (iii) develop andenforce accreditation standards for maintaining thequality of training provision.
Solomon Islands is rated at the Latent level (1.5) forthis Policy Goal. The score is consistent with thecountry’s lack of procedures for (i) developingoccupational competencies, standards, orcurriculum; (ii) putting in place a widely recognizedtesting regime to certify skills; and (iii) approvingand monitoring qualifications and trainingproviders.
Solomon Islands is establishing the Solomon IslandsQualifications Framework (SIQF), but the draftframework has not yet been endorsed and thelegislation has not been enacted. At this stage, nonational competency standards have beendeveloped, although outdated standards from theInternational Labour Organization are used todevelop a competency based curriculum for a fewtrades at SINU, and are the basis of trade testing bythe National Trade Training and Testing (NTTT) Unitin MCILI. Universities approve their own curriculainternally, while VRTCs utilize an internallydeveloped program for training purposes.
There is no system in place to establish registrationstandards for providers to ensure a minimum levelof quality of provider facilities, equipment, staffing,and student support services. It is envisaged thatregistration standards will be established as part ofthe process of developing the SIQF and theestablishment of a quality assurance andaccrediting agency. These initiatives have not beenimplemented as yet.
The universities within Solomon Islands areestablished through an act of parliament and haveself governing status, which includes the
development and conduct of assessments andissuance of qualifications. The NTTT Unit undertakestesting of apprenticeships based on trainingschedules set by the apprenticeship board and alsotests VRTC graduates and existing workers for a fewoccupations. However, very few apprentices arebeing tested each year. The NTTT Unit tests boththeory and practical application. In universities thefocus is on normative testing, whereas in the VRTCsthe focus is more on practical application.
At a systems level, testing does not form a reliableindication of trainee skills, as there is littlestandardization in procedures, content, or quality oftesting, leaving employers to rely on their ownknowledge of the issuing institution to judge thequality of graduates.
In dynamic economic environments, workers needto acquire new skills and competencies as well askeep their skills up to date throughout their workinglives. They are best served by a system of initial andcontinuing education and training that promoteslifelong learning by offering clear and flexiblepathways for transfers across programs,progression to higher levels of training, and accessto programs in other fields. For those already in theworkforce, schemes for recognition of prior learning(RPL) are essential to allow individuals to efficientlyupgrade their skills and learn new ones. Policy Goal6 therefore evaluates the extent to which policiesand institutions are in place to: (i) enableprogression through multiple learning pathways,including for students in TVET streams; (ii) facilitatethe recognition of prior learning; and (iii) providetargeted support services, particularly among thedisadvantaged.
Solomon Islands is rated at an Emerging level (2.0)for Policy Goal 6. While limited pathways areavailable for TVET students to progress to other
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types of programs, several parts of the system arestill disconnected and there have been nosignificant system wide efforts to facilitate therecognition of prior formal or informal learning.Outside of three dedicated VRTCs, there is nosupport for training services for disadvantagedstudents, such as those with disabilities, creatingbarriers to access for such students.
TVET options at the tertiary level include VRTCs aswell as vocational programs at SINU, USP, andUPNG. In terms of access to programs, thecertifications issued by VRTCs have some value foradmission to SINU, but this is not through formalarrangements. In some cases, students who haveearned a VET qualification from SINU or USP canuse the qualification to access further, nonvocational study within those providers. Certificatesissued to students by the NTTT Unit for completionof an apprenticeship do not consistently enablefurther study but are recognized by employers.However, employers do not always put a lot of faithin these certificates to signal quality. Nonetheless,having a certificate does improve the employmentprospects of individuals and can improve earnings.
SINU, USP, and UPNG will recognize for admissionand cross credit each other's qualifications on anindividual basis. IPAM has one qualification at thediploma level approved through an internationaluniversity that could be recognized by othertraining providers but, given the lack of formalprocedures, this is not guaranteed. RPL is notintegrated into provider processes. The testingconducted by the NTTT Unit is the only avenue tocertify the skills and knowledge gained throughformal, informal, and non formal learning, and it islimited to five trades.
The government does not directly provide or fundservices to support further occupational and careerdevelopment for the general public. IPAM is themain way that the government provides support to
those already in the labor force seeking training,albeit targeting only public servants. Thegovernment supports three VRTCs that arededicated to serving people with disabilitiesthrough the standard twice yearly disbursementsavailable to all VRTCs, but provides no othertargeted support for members of disadvantagedpopulations to access job training and careerdevelopment services.
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6. Managing Service Delivery
Training providers, both non state and government,are the main channels through which the country’spolicies in WfD are translated into results on theground. This chapter therefore provides a briefoverview of the composition of providers and thetypes of services available in the system beforepresenting the detailed SABER WfD findings onService Delivery and their policy implications.
Overview of the Delivery of TrainingServices
The education and training system is heavily relianton Christian mission schools and centers at thesecondary and tertiary levels; other than SINU,there are only two government national secondaryschools and four Vocational Rural Training Centers(VRTCs) administered by non religious EducationAuthorities. Tertiary education includes both highereducation and TVET, with key policy documentsonly recognizing provision through universities (andnot VRTCs) as formal education and training.
In the tertiary education and training sector:
Higher education is provided by threeuniversities: Solomon Islands NationalUniversity (SINU); University of the SouthPacific (USP); and University of Papua NewGuinea (UPNG).TVET is mainly provided by: (i) SINU(although the other two universities offerTVET programs); (ii) 41 VRTCs across theprovinces; (iii) the National Trade Trainingand Testing (NTTT) Unit, which provideslicensing assessments for apprentices andtrade testing of existing workers and exitingVRTC graduates; (iv) Institute for PublicAdministration and Management (IPAM),which provides professional and continuingeducation to public servants and, on a
contractual basis, to employees of otherformal sector employers; (v) AustraliaPacific Technical College (APTC), a trainingprovider that offers Australian standardskills and qualifications funded through theAustralian aid program;37 and (vi) privateproviders and NGOs.Non formal training is provided through 56Community Based Training Centres acrossthe provinces, as well as through adultliteracy classes and ad hoc training offeredin the workplace and by NGOs.
Annex 2 includes an overview of tertiary educationand training providers.
SABER WfD Ratings on ServiceDelivery
The Policy Goals for this Dimension in the SABERWfD framework focus on the following threeaspects of service delivery: (i) enabling diversity andexcellence in training provision; (ii) fosteringrelevance in public training programs; and (iii)enhancing evidence based accountability forresults. The ratings for these three Policy Goals arepresented below and are followed by a reflectionon their implications for policy dialogue.
Based on data collected by the SABER WfDquestionnaire, Solomon Islands receives an overallrating of 1.8 (Emerging) for the Service DeliveryDimension (see Figure 14). This score is the averageof the ratings for the underlying Policy Goals: (i)enabling diversity and excellence in trainingprovision (1.9); (ii) fostering relevance in publictraining programs (2.0); and (iii) enhancingevidence based accountability for results (1.5).Solomon Islands’ ratings place it below the averageof low and lower middle income countries with
37 APTC is a regional TVET provider. It is an Australian governmentinitiative funded by the Australian government and managed throughits aid program.
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respect to quality assurance of private providers,covered in Policy Goal 7, and to the use of data forprogram and system monitoring and improvement,covered in Policy Goal 9. By contrast, it leads amongcomparator countries for Policy Goal 8, which isconcerned with managing public providers to
ensure quality and relevance. It is important tonote that this result is driven by the relativestrength of SINU and the NTTT Unit in solicitinginput from employers and is balanced against lessadvanced practices elsewhere. The explanation forthese ratings and their implications follow below.
Figure 14: SABER WfD Ratings of Dimension 3
Note: See Figure 2 for an explanation of the scale on the horizontal axis.Source: Based on analysis of the data collected using the SABER WfD questionnaire.
Because the demand for skills is impossible topredict with precision, having a diversity ofproviders is a feature of strong WfD systems.Among non state providers, the challenge is totemper the profit motive or other program agendaswith appropriate regulation to assure quality andrelevance. Among state providers a key concern istheir responsiveness to the demand for skills fromemployers and students. Striking the right balancebetween institutional autonomy and accountabilityis one approach to address this concern. Policy Goal7 takes these ideas into account and benchmarksthe system according to the extent to which policiesand institutional arrangements are in place to: (i)encourage and regulate non state provision oftraining and (ii) foster excellence in public trainingprovision by combining incentives and autonomy inthe management of public institutions.
Solomon Islands scored at the Emerging level forPolicy Goal 7 (1.9). A range of non state providersare active in the education and training market, butas the Ministry of Education and Human ResourceDevelopment (MEHRD) does not recognize or havea list of non state providers in Solomon Islands, so itis unclear how many there are. There are fewgovernment incentives to encourage non stateprovision and no quality assurance arrangements inplace to approve and monitor programs orproviders. The three universities have considerableautonomy, whereas IPAM resides within a ministryand its autonomy is limited. The government doesnot require any providers, public or private, to meetimplicit or explicit performance targets, nor does itprovide financial or non financial incentives forprovider performance.
A range of non state training providers are allowedto operate, including NGOs and private providers(for profit and not for profit). Private providers arerequired to register as a business, but do not need
7. Excellence
8. Relevance
9. AccountabilityServiceDelivery Overall 1.8
1.9
2.0
1.5
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to seek approval to be an education and trainingprovider or to deliver programs. There are noincentives to encourage private providers, nor arethere government measures to assure the quality oftheir education and training provision.
VRTCs are notionally recognized under theEducation Act as ‘schools’ and are required to belisted with MEHRD to receive financial supportthrough annual grants and teaching staff salaries.Some measures have been established in order tomonitor VRTCs, such as reporting on enrollment,facilities, staff, and financial data. A small number ofaudits are conducted annually, but these auditsfocus on administrative data and facilities, and noncompliance does not have consequences. Measuresto ensure accountability for results with the use ofpublic funds are not in place.
Legislation affords SINU, USP and UPNG broadinstitutional autonomy over management decisionsby giving them status as self governing institutions.All have boards to which they are accountable, butformal mechanisms for handling non academiccomplaints do not exist at SINU. IPAM has lessautonomy with respect to selection and recruitmentof staff given that it is a government agency, andcomplaints are handled through normal publicservice channels.
The government has no control over programprovision at any of the providers, and sets notargets or incentives for the performance of publicproviders like IPAM, SINU, and USP. Theseinstitutions follow formal internal procedures foropening and closing programs, with IPAM offeringprograms in response to consultations with clientministries and SINU making decisions aboutprogram offerings based on the availability offunding and equipment, student interest, andinformal employer feedback.
Public training institutions need reliable informationon current and emerging skills demands in order tokeep their program offerings relevant to marketconditions. It is therefore desirable for publictraining institutions to establish and maintainrelationships with employers, industry associations,and research institutions. Such partners are asource of both information about skillscompetencies and expertise and advice oncurriculum design and technical specifications fortraining facilities and equipment. They can also helpcreate opportunities for workplace training forstudents and continuing professional developmentfor instructors and administrators. Policy Goal 8considers the extent to which arrangements are inplace for public training providers to: (i) benefitfrom industry and expert input in the design ofprograms and (ii) recruit administrators andinstructors with relevant qualifications and supporttheir professional development.
Solomon Islands is evaluated at the Emerging levelof development for Policy Goal 8 (2.0). This scorereflects the fact that some training providers haveinformal and formal links with industry in regard tocurricula design and in offering internshipprograms. The score on this Goal also reflects thefact that instructors and administrators of publictraining providers and at VRTCs38 are required tomeet basic vocational and teaching skills andknowledge requirements; however, for allproviders, opportunities for the professionaldevelopment of heads of schools and instructors
38 VRTCs have not been considered public institutions for the purposesof this study. However, the government pays for staff salaries (inaddition to providing recurrent funding), giving the government defacto influence over policies toward teachers and administrators andother operational matters. Because policies toward staff are a majorconsideration of this Policy Goal, and because VRTCs make up a largepart of the non tertiary post secondary training supply in SolomonIslands, they have been considered here so as to provide a morecomplete picture of measures taken to ensure the relevance of TVET toindustry.
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are not managed strategically by the provider andare limited.
The majority of institutions have links with industryto improve training relevance and quality. ForVRTCs, these links are informal or weak, with somecenters providing their students with workplacement in local industry, (e.g., shipyards,construction). For universities, formal links areestablished through course development andreview processes. With the apprenticeship scheme,industry input on training and assessmentrequirements through participation in trade specificIndustry Advisory Groups is required under theLabour Act. While five trades are recognized,Industry Advisory Groups have been established foronly three of the trades. A small number ofemployers host apprentices and participate instudent assessment.
In addition, approximately 50 percent of firmssurveyed for the Solomon Islands Chamber ofCommerce and Industry (SICCI)’s Skills in Demand2011 2012 report claimed to offer some form ofinternship or volunteer program, and 85 percent ofrespondents indicated that they had some sort ofan affiliation with a tertiary institution. Bateman etal (draft 2014) noted that 80 industry sponsoredstudents were enrolled in SINU in 2012.
State providers, such as the universities and IPAM,have established processes to assure that heads ofschools and instructors are appropriately qualified.Heads and instructors of public training institutions(such as SINU, USP, and IPAM), as well as VRTCinstructors whose salaries are paid by thegovernment, are recruited on the basis of minimumacademic qualifications and teaching experience.However, for both heads of school and forinstructors, there are limited opportunities for inservice training. For SINU, its budget allocatesmonies to professional development, but only fivescholarships are provided each year across all staff.
The government’s general scholarship scheme, aswell as scholarships funded by developmentpartners and other organizations, are an additionalsource of funding for professional development thatallow a limited number of heads and instructors topursue formal study either in Solomon Islands orabroad each year.
For VRTCs, the Teaching Service Handbook (2012)outlines five categories of employment and 4 8levels of pay within each category. This handbookrequires heads of schools to have at least avocational certificate, a teaching certificate, andextensive teaching experience. Instructors arerequired to have at a minimum a vocationalcertificate. Those instructors not registered withthe Teaching Service (under MEHRD) and not paidby MEHRD may not have formal qualificationsand/or experience; they are recruited and paidsolely by the VRTC. In service training opportunitiesfor VRTC staff are rare.
Systematic monitoring and evaluation of servicedelivery are important for both quality assuranceand system improvement. Accomplishing thisfunction requires gathering and analyzing data froma variety of sources. The reporting of institutionlevel data enables the relevant authorities to ensurethat providers are delivering on expected outcomes.Such data also enable these authorities to identifygaps or challenges in training provision or areas ofgood practice. Additionally, periodic surveys andevaluations of major programs generatecomplementary information that can help enhancethe relevance and efficiency of the system as awhole. Policy Goal 9 considers these ideas whenassessing the system’s arrangements for collectingand using data to focus attention on trainingoutcomes, efficiency, and innovation in servicedelivery.
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Solomon Islands scores at the Latent level for PolicyGoal 9 (1.5). This low score reflects the fact that thegovernment does not collect or consolidateadministrative data from training providers in asystem wide database for analysis of providerperformance and system trends or to inform policy.Sources of data on labor market outcomes arelimited to a few ad hoc skills related surveys orstudies.
The government does not require any trainingproviders to submit administrative data (e.g.,enrollments, completion rates, student satisfaction,and employment outcomes). Nor is there anyconsolidation of data to analyze providerperformance and system trends or to inform policy.There is no requirement regarding the format forprovider data retention, and so systems forretention vary from large scale databases inuniversities to paper based or very limited recordsin VRTCs. There is thus no consolidated informationof the nature and extent of education and trainingprovision in the tertiary sector. MEHRD does notreport TVET or higher education enrollment data inAnnual Reports or in the Performance Assessmentreporting process.
VRTCs are required to submit data to be eligible toreceive the government grants. However, there is alow level of SIEMIS survey returns and a lack ofcompleteness of data.39 SIEMIS data are used forreconciliation of grant monies and for determiningthe required number of staff, but are not at a levelof quality and completeness where robust systemlevel analysis is possible. Administrative data onfunds reconciliation, salaries, and assets arecollected but rarely used to guide investmentsbeyond teacher payments. In addition,administrative data are limited to inputs (e.g., thenumber of toilets to students, access to cleanwater, student teacher ratios, etc.).
39 Bateman et al, draft 2014.
Universities report administrative data throughtheir annual reports; however, the data are notreviewed or collated at the ministerial level. IPAMand the NTTT Unit report data within theirrespective ministry’s annual report. No data arecollected from private providers or NGOs.
The Ministry of Commerce, Industry, Labour andImmigration (MCILI does not publish data on theemployment and earnings of those who havecompleted the apprenticeship program or ofgraduates of NTTT Unit assessments, nor does itconduct any periodic or special surveys related tolabor market conditions or other topics.
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Annex 1: Workforce Development Actions for Solomon Islands40
This matrix includes priority actions arising from the SABER Solomon Islands Workforce DevelopmentAssessment. Responsibilities are proposed based on the consultations undertaken during the workforcedevelopment assessment. Resources are also proposed; please note that resource requirements are focused onexisting or minor incremental resources (such as national consultants or staff positions).
Recommendation ActionsCurrent: September 2014;Short term: Dec 2014;Medium term: Dec 2015
Responsible
1. Solomon Islands’leaders need to definethe skills required forparticipatory economicdevelopment
Short term: Submission for Cabinet approval onNHRDTP policy commitments and priorityimplementation resource requirements.Medium term: Proposed SIQA and SITEC to prepareadvice to cabinet on skills priorities for growth.
MDPAC: Social Services DivisionSIQA, SITEC (once they are in place)
2. Policy makers needto sustain coordinationand regularlyparticipate in agreedmeetings
Short term: Enable regular and empoweredparticipation by high level staff from relevantministries and stakeholders in meetings of formalcoordination bodies in place and being developed(NHRDTC, SITEC, and SIQA). Efforts need to besupported by timelines and secretariat resourcesfrom central coordinating agencies such as MDPACand the NHRDTC.
MEHRD: TVET Division and UnderSecretary for Tertiary EducationMCILI: Labour Commissioner,National Trade Testing OfficersMDPAC: Director, Social ServicesDivisionSICCI: CEO or delegateOther agencies as per draft NHRDTCSITEC, SIQA (once they are in place)
3. Employers need toparticipate so as toguide training policyand standards
Current: SICCI and other employer representativesto participate in NHRDTC.Short term: Employer groups to participate inemerging SITEC and SIQA structures.Short term: Support and incentivize employergroups to initiate informal meeting groups toidentify sector training needs and standards.
SICCI to facilitate and coordinateemployers’ participation
4. Policy makers shoulddevelop a strategy andprograms to support
Medium term: As a member of the NHRDTC, MCILIcould lead on developing strategy and keyprograms for informal livelihood support including
MCILI (staff responsibilities to beidentified)
40 Presented to Solomon Islands stakeholders at a SABER WfD dissemination meeting on June 26, 2014.
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Recommendation ActionsCurrent: September 2014;Short term: Dec 2014;Medium term: Dec 2015
Responsible
the informal economyincluding skillsdevelopment forlivelihoods.
skills development. Experience of micro businessgrants, small business training and informal villageskills training can contribute.
5. Build strongerpathways connectingthe pre employmenteducation and trainingsystem, includingrecognition of priorlearning as a keycomponent in the SIQF
Short term: Development of SIQF to includerecognition of prior learning.Short term: MEHRD should work with trainingproviders to identify and take action on thepriorities to improve pathways into formaleducation and training and facilitate flexiblepathways for progression and transfer (e.g.,certificate recognition and development of jointprograms; and provide multiple exit points e.g.embed lower level qualifications in higher levelqualifications).
MEHRD Under Secretary for Tertiaryand the TVET Division (withAustralian Government support)SITEC, SIQA (once they are in place)
6. Include robustquality standards in theSIQF to ensure SIqualifications arevalued.
Short term: Increase the presence of providersdelivering training that are quality assured by areliable international body.
Medium term: Development of SIQF to include atwo step registration process to ensure that thereare robust quality standards. This will requireemployer coordination and participation inmeetings
MEHRD Under Secretary for Tertiaryand the TVET DivisionSITEC, SIQA (once they are in place)
7. Introduce basicincentive and efficiencymeasures for tertiaryeducation and trainingfunding
Short term: Seek technical advice to developproposals for new funding arrangements based onevidence and analysis to date.MT: SITEC to continue work of developing newfunding arrangements.
MEHRD Under Secretary for Tertiaryand the TVET DivisionSITEC, SIQA (once they are in place)
8. Invest in the capacityto measure educationand trainingperformance and jobsdemand
Short term: Recruit for national data coordinatorpositions; recruit international technical assistancespecialist as needed.Short term: Implement measures to enablecompliance with data reporting requirements byvocational training providers, something that can
Training Performance DataMEHRD Under Secretary forTertiary, the TVET Division andPlanning Coordination andResearch UnitSITEC, SIQA (once they are inplace)
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Recommendation ActionsCurrent: September 2014;Short term: Dec 2014;Medium term: Dec 2015
Responsible
be undertaken as part of the current MEHRD anddevelopment partner strengthening of SolomonIslands’ Education Management InformationSystem (SIEMIS).
Labor Market Data: MDPAC SocialServices Division and/or MCILILabour Division
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Annex 2: Summary of Key ProvidersProvider SummarySolomon Islands NationalUniversity (SINU)
Based in Honiara. Provides TVET certificate or diploma programs to students whoenter after Form 3 or Form 6, as well as a small offering of degree programs.Government funding is provided to SINU along with apprenticeship sponsorship andsupport grants (or sponsorships) for student fees and living expenses, e.g. lunch.
VRTCs Provides formal TVET provision throughout the provinces. Loosely managed byEducation Authorities and are not seen by MEHRD as public providers under theirdirect control. However, if VRTCs register with the MEHRD they are provided with aper capita student grant and per capita student boarding grant (if relevant).Registered VRTCs (n=41) also have teaching staff salaries paid by MEHRD. There areonly four of these 41 centers that do not have boarding facilities41, and three VRTCsprovide education and training to students with disabilities. The VRTCs provide basictraining programs in the areas of life skills, agriculture, small engines, carpentry,electrical and plumbing. Although the VRTCs have a narrow offering of programs,they have the potential to reach a wider range of students.
University of the SouthPacific
Pacific regional university with a campus in Honiara. Provides a range of TVET andbridging programs, degrees and post graduate qualifications; in addition to a rangeof short programs through the Continuing and Community Education (CCCE)regional center.
Open College of TheUniversity of Papua NewGuinea
Campus in Honiara. Provides a small number of distance and open programsincluding a bridging program, as well as TVET and tertiary education programs.
Australia PacificTechnical College (APTC)
Recently opened campus in Solomon Islands in collaboration with Don BoscoVocational Training Centre – Henderson to provide a small number of tradeprograms. APTC is an Australian Government initiative funded by the AustralianGovernment and managed through its aid program. The APTC was designed as acenter of training, helping Pacific islanders to gain Australian standard skills andqualifications for a wide range of vocational careers throughout the Pacific. APTCcampuses are also located in Fiji, Samoa, Papua New Guinea and Vanuatu.
Institute of PublicAdministration andManagement (IPAM)
Part of the Ministry of Public Service. Provides training services to the workforce ofthe Government which is approximately 13,000 public officers including teachers,nurses and police officers, both in Honiara and the nine provinces of the country.42
Programs include Public Administration and Supervision, Leadership andManagement, Information, Communication and Technology skills, FinancialManagement and the Public Service Induction Program which aims to familiarizepublic officers with the Public Service culture. It also provides a range of shortprograms (e.g. code of conduct, presentation skills, negotiation skills, report writing,
41 Don Bosco – Henderson, St Peter’s, GSF and Tuvaruhu.42 Ministry of Public Service (2013). IPAM Learning and Development Prospectus 2013.
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Provider Summaryleadership skills, Microsoft programs) plus Diploma in Human ResourceManagement.43 IPAM has provided similar programs to businesses on a fee forservice basis.
National Trade Trainingand Testing Unit
Part of MCILI. Provides training support for those in the workforce (specific tradeareas), undertakes proficiency assessments of completing apprentices andundertakes assessments of exiting students from VRTCs and of those in theworkforce. Proficiency assessments are conducted in the areas of: light mechanical,heavy mechanical, electrical, plumbing/allied areas, carpentry and joinery. The NTTTcertificate assessments of VRTC students and employees are related to the sametrade areas across the following levels: basic, intermediate and final.
Private providers44 There is very little documentation about private provider training provision in theSolomon Islands. There are a small number of private (for profit and not for profitproviders) with most of the training appearing to be linked to businessmanagement, bookkeeping and ITC skills. These providers are not registered withMEHRD and are not acknowledged by MEHRD as formal training providers.
Other A range of NGOs provide non formal training. There are 56 community basedlearning centers across the provinces that provide short term skills training orprovide opportunities for the informal exchange of skills with communities.45
43 This program is delivered by the Divine Word University.44Private providers are defined as those that are privately owned and are for profit.45 Bateman et al, draft 2014.
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po
tent
ial f
or a
naly
sis o
f 400
occ
upat
ions
.
Ana
lysi
s of 2
009
Surv
ey
rece
ntly
rele
ased
. C
urta
in’s
re
port
base
d on
that
cen
sus
NSO
A
sim
ple,
app
ropr
iate
ly-s
ized
lite
racy
que
stio
n w
hich
pr
oduc
es m
ore
accu
rate
dat
a on
func
tiona
l lite
racy
[e.g
. –
enum
erat
or a
sks r
espo
nden
t to
read
& w
rite
a se
nten
ce]
2. H
ouse
hold
Inco
me
and
Exp
endi
ture
Sur
vey
Wag
e da
ta b
y oc
cupa
tion
and
qual
ifica
tion
[Lev
el o
f de
tail
unkn
own]
In p
repa
ratio
n by
Nat
iona
l St
atis
tics O
ffic
e N
SO
3. W
ork
visa
app
rova
ls
Occ
upat
ion
of fo
reig
n w
orke
r and
nam
e of
em
ploy
er
Ava
ilabl
e, u
sed
in R
Cur
tain
re
port
MC
ILI
Nee
ds IS
CO
Tem
plat
e fo
r col
lect
ing
info
rmat
ion
on
occu
patio
ns
4. L
abou
r Fo
rce
Surv
ey
Wag
e da
ta b
y oc
cupa
tion
and
qual
ifica
tion,
stud
y fie
ld,
size
of e
mpl
oyer
, mat
ch b
etw
een
qual
ifica
tion,
fiel
d of
st
udy
and
occu
patio
n
[Mor
e in
form
atio
n re
quir
ed]
NSO
R
equi
res u
se o
f ISC
O
5. J
ob A
dver
tisem
ents
: N
ewsp
aper
s; G
ovt G
azet
te
Occ
upat
ion,
qua
lific
atio
n an
d w
ork
expe
rienc
e re
quire
d A
vaila
ble
from
new
spap
ers a
nd
Gov
t Gaz
ette
– c
urre
ntly
Pa
sifik
i Em
ploy
er S
urve
y us
es
new
spap
ers (
SIC
CI?
)
CB
SI
Req
uire
s use
of I
SCO
to c
ode
job
desc
riptio
ns
6. S
kills
shor
tage
s lis
ts in
A
ustr
alia
and
in N
Z
Info
rmat
ion
on sp
ecifi
c oc
cupa
tions
in d
eman
d A
vaila
ble,
use
d in
R C
urta
in
repo
rtA
ust &
NZ
Imm
igra
tion
web
site
7.
Nat
iona
l Pro
vide
nt F
und
reco
rds
Dat
a on
occ
upat
ions
and
indu
stry
if c
oded
to th
ese
cate
gorie
s Q
uarte
rly fi
gure
s ava
ilabl
e N
PF
Solo
mon
Isla
nds N
atio
nal P
rovi
dent
Fun
d
8. C
BSI
Bus
ines
s sen
timen
t su
rvey
[M
ore
info
rmat
ion
requ
ired
] [M
ore
info
rmat
ion
requ
ired
] C
BSI
9. S
ICC
I Em
ploy
ers S
urve
y W
orke
rs re
quire
d by
sect
or, e
xper
ienc
e, q
ualif
icat
ions
, ch
arac
teris
tics,
char
acte
ristic
s of p
lace
men
t pro
gram
s;
affil
iatio
n w
ith te
rtiar
y in
stitu
tion,
gra
duat
es m
eetin
g em
ploy
er d
eman
d, jo
b fu
nctio
ns d
iffic
ult t
o fil
l and
m
embe
r spe
cific
job
func
tions
in d
eman
d, fu
ture
em
ploy
men
t nee
ds b
y se
ctor
, mem
ber t
rain
ing
prac
tices
, rec
omm
enda
tions
for g
over
nmen
t pol
icy
Ever
y tw
o ye
ars –
seek
ing
fund
ing
to m
ake
annu
al.
SIC
CI
Cur
rent
job
vaca
ncie
s; L
onge
r ter
m sk
ill sh
orta
ges a
nd
wor
kfor
ce sk
ill g
aps;
Wag
es ra
tes b
y oc
cupa
tion
Occ
upat
ions
of f
orei
gn w
orke
rs, i
f any
; Rec
ent e
mpl
oym
ent
grow
th/d
eclin
e; E
xpec
tatio
ns o
f job
s gro
wth
, dec
line,
st
abili
ty fo
r nex
t thr
ee m
onth
s W
illin
gnes
s to
prov
ide
wor
k pl
acem
ents
or e
xper
ienc
e w
ith
them
; Rel
atio
ns w
ith T
VET
pro
vide
rs; S
ugge
stio
ns fo
r be
tter r
elat
ions
with
pro
vide
rs
10. 2
009
MC
ILI,
SME
C,
SIM
A a
nd S
ISB
EC
nat
iona
l bu
sine
ss su
rvey
of S
ME
ca
paci
ty.
Size
and
skill
s nee
ds o
f sm
all-m
ediu
m e
nter
pris
es
[Mor
e in
form
atio
n re
quir
ed]
[Mor
e in
form
atio
n re
quir
ed]
SMEC
, SI
MA
, SI
SBEC
Furt
her
Opt
ions
:
(a) G
radu
ate
dest
inat
ion
surv
ey; (
b) U
se o
f SIC
CI E
nter
pris
e D
atab
ase;
(c) S
choo
l-to-
wor
k T
rans
ition
Sur
vey
(d) S
elf-
empl
oym
ent a
nd in
form
al se
ctor
info
rmat
ion
SOLOMON ISLANDS WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2014
SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 66
Annex 4: Acronyms
APTC Australia Pacific Technical College
AusAID Australian Agency for International Development (now Australian Aid Program, DFAT)
CBTC Community Based Training Centre
CBSI Central Bank of Solomon Islands
CVET Continuing Vocational Education and Training
DFAT Department of Foreign Affairs and Trade (Australia)
EA Education Authority
ECE Early childhood education
EFT Effective full time student
GDP Gross domestic product
ICT Information and Communications Technology
IPAM Institute for Public Administration and Management
ISCO International Standard Classification of Occupations
IVET Initial Vocational Education and Training
MCILI Ministry of Commerce, Industry, Labour and Immigration
MDPAC Ministry of Development Planning and Aid Coordination
MEHRD Ministry of Education and Human Resources Development
MFAT Ministry of Foreign Affairs and Trade (New Zealand)
MFT Ministry of Finance and Treasury
NEAP National Education Action Plan
NGO Non Governmental Organization
NHRDTP National Human Resource Development and Training Plan
NSO National Statistics Office
NQF National Qualifications Framework
SOLOMON ISLANDS WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2014
SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 67
NTTT National Trade Training and Testing
NTU National Training Unit
NZAID New Zealand Agency for International Development (now the New Zealand AidProgramme, MFAT)
QA Quality assurance
RPL Recognition of prior learning
SABER Systems Approach for Better Education Results
SI Solomon Islands
SIAVRTC Solomon Islands Association of Vocational and Rural Training Centres
SICCI Solomon Islands Chamber of Commerce and Industry
SICHE Solomon Islands College of Higher Education (now SINU)
SIG Solomon Islands Government
SIMA Solomon Islands Monetary Authority
SINU Solomon Islands National University
SISBEC Solomon Islands Small Business Enterprise Centre
SISC Solomon Islands School Certificate
SIQF Solomon Islands Qualifications Framework
SME Small and Medium sized Enterprise
SMEC Small and Medium Enterprise Council
TVET Technical and Vocational Education and Training
UNESCO United Nations Educational, Scientific and Cultural Organization
UPNG University of Papua New Guinea
USP University of the South Pacific
VRTC Vocational Rural Training Centre
WfD Workforce Development
SOLOMON ISLANDS WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2014
SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 68
Annex 5: The SABER WfD Analytical FrameworkPolicy Goal Policy Action Topic
Dimen
sion
1
StrategicFram
ework
G1Setting aStrategicDirection
Provide sustained advocacy for WfD at the topleadership level
G1_T1 Advocacy for WfD to Support Economic Development
G1_T2 Strategic Focus and Decisions by the WfD Champions
G2Fostering aDemand LedApproach
Establish clarity on the demand for skills and areas ofcritical constraint
G2_T1 Overall Assessment of Economic Prospects and Skills Implications
G2_T2 Critical Skills Constraints in Priority Economic Sectors
Engage employers in setting WfD priorities and inenhancing skills upgrading for workers
G2_T3 Role of Employers and Industry
G2_T4 Skills Upgrading Incentives for Employers
G2_T5 Monitoring of the Incentive Programs
G3Strengthening
CriticalCoordination
Formalize key WfD roles for coordinated action onstrategic priorities
G3_T1 Roles of Government Ministries and Agencies
G3_T2 Roles of Non Government WfD Stakeholders
G3_T3 Coordination for the Implementation of Strategic WfD Measures
Dimen
sion
2
System
Oversight
G4
EnsuringEfficiency and
Equity inFunding
Provide stable funding for effective programs in initial,continuing and targeted vocational education andtraining
G4_T1 Overview of Funding for WfDG4_T2 Recurrent Funding for Initial Vocational Education and Training (IVET)
G4_T3 Recurrent Funding for Continuing Vocational Education and TrainingPrograms (CVET)
G4_T4 Recurrent Funding for Training related Active Labor MarketPrograms (ALMPs)
Monitor and enhance equity in funding for training G4_T5 Equity in Funding for Training ProgramsFacilitate sustained partnerships between traininginstitutions and employers G4_T6 Partnerships between Training Providers and Employers
G5
AssuringRelevant and
ReliableStandards
Broaden the scope of competency standards as a basisfor developing qualifications frameworks
G5_T1 Competency Standards and National Qualifications FrameworksG5_T2 Competency Standards for Major Occupations
Establish protocols for assuring the credibility of skillstesting and certification
G5_T3 Occupational Skills TestingG5_T4 Skills Testing and CertificationG5_T5 Skills Testing for Major Occupations
Develop and enforce accreditation standards formaintaining the quality of training provision
G5_T6 Government Oversight of AccreditationG5_T7 Establishment of Accreditation StandardsG5_T8 Accreditation Requirements and Enforcement of Accreditation StandardsG5_T9 Incentives and Support for Accreditation
G6
DiversifyingPathways for
SkillsAcquisition
Promote educational progression and permeabilitythrough multiple pathways, including for TVET students
G6_T1 Learning PathwaysG6_T2 Public Perception of Pathways for TVET
Facilitate life long learning through articulation of skillscertification and recognition of prior learning
G6_T3 Articulation of Skills CertificationG6_T4 Recognition of Prior Learning
Provide support services for skills acquisition byworkers, job seekers and the disadvantaged
G6_T5 Support for Further Occupational and Career DevelopmentG6_T6 Training related Provision of Services for the Disadvantaged
Dimen
sion
3
ServiceDe
livery
G7
EnablingDiversity andExcellence inTrainingProvision
Encourage and regulate non state provision of training
G7_T1 Scope and Formality of Non State Training ProvisionG7_T2 Incentives for Non State ProvidersG7_T3 Quality Assurance of Non State Training ProvisionG7_T4 Review of Policies towards Non State Training Provision
Combine incentives and autonomy in the managementof public training institutions
G7_T5 Targets and Incentives for Public Training InstitutionsG7_T6 Autonomy and Accountability of Public Training InstitutionsG7_T7 Introduction and Closure of Public Training Programs
G8
FosteringRelevance inPublic Training
Programs
Integrate industry and expert input into the design anddelivery of public training programs
G8_T1 Links between Training Institutions and IndustryG8_T2 Industry Role in the Design of Program CurriculaG8_T3 Industry Role in the Specification of Facility StandardsG8_T4 Links between Training and Research Institutions
Recruit and support administrators and instructors forenhancing the market relevance of public trainingprograms
G8_T5 Recruitment and In Service Training of Heads of Public TrainingInstitutions
G8_T6 Recruitment and In Service Training of Instructors of Public TrainingInstitutions
G9
EnhancingEvidencebased
Accountabilityfor Results
Expand the availability and use of policy relevant datafor focusing providers' attention on training outcomes,efficiency and innovation
G9_T1 Administrative Data from Training ProvidersG9_T2 Survey and Other Data
G9_T3 Use of Data to Monitor and Improve Program and System Performance
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Anne
x6:
Rubricsfor
ScoringtheSA
BERWfD
Data
Func
tiona
lDim
ensi
on 1
: Str
ateg
ic F
ram
ewor
kPo
licy
Goa
lL
evel
of D
evel
opm
ent
Lat
ent
Em
ergi
ng
Est
ablis
hed
Adv
ance
d
G1: Setting a Strategic Direction for WfD
Vis
ible
cha
mpi
ons f
or W
fD a
re
eith
er a
bsen
t ort
ake
no sp
ecifi
c ac
tion
to a
dvan
ce st
rate
gic
WfD
pr
iorit
ies.
Som
e vi
sibl
e ch
ampi
ons p
rovi
de a
d-ho
cad
voca
cy fo
r WfD
and
hav
e ac
ted
on fe
w in
terv
entio
ns to
ad
vanc
e st
rate
gic
WfD
prio
ritie
s; n
oar
rang
emen
ts e
xist
to m
onito
r and
re
view
impl
emen
tatio
n pr
ogre
ss.
Gov
ernm
ent l
eade
rs e
xerc
ise
sust
aine
dad
voca
cyfo
r WfD
with
oc
casi
onal
, ad-
hoc
parti
cipa
tion
from
non
-gov
ernm
ent l
eade
rs; t
heir
advo
cacy
focu
ses o
n se
lect
ed
indu
strie
s or e
cono
mic
sect
ors a
nd
man
ifest
s its
elf t
hrou
gh a
ran
ge o
f sp
ecifi
c in
terv
entio
ns;
impl
emen
tatio
n pr
ogre
ss is
m
onito
red,
alb
eit t
hrou
gh a
d-ho
c re
view
s.
Bot
h go
vern
men
t and
non
-go
vern
men
t lea
ders
exe
rcis
e su
stai
ned
advo
cacy
for W
fD, a
nd
rely
on
rout
ine,
inst
itutio
naliz
ed
proc
esse
s to
colla
bora
te o
n w
ell-
inte
grat
ed in
terv
entio
ns to
adv
ance
a
stra
tegi
c, e
cono
my-
wid
e W
fD
polic
y ag
enda
; im
plem
enta
tion
prog
ress
is m
onito
red
and
revi
ewed
th
roug
h ro
utin
e, in
stitu
tiona
lized
pr
oces
ses.
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Func
tiona
l Dim
ensi
on 1
: Str
ateg
ic F
ram
ewor
k
Polic
yG
oal
Lev
el o
f Dev
elop
men
t L
aten
t E
mer
ging
E
stab
lishe
dA
dvan
ced
G2: Fostering a Demand-LedApproach to WfD
Ther
e is
no
asse
ssm
ent o
f the
co
untry
's ec
onom
ic p
rosp
ects
and
th
eir i
mpl
icat
ions
for s
kills
; ind
ustry
an
d em
ploy
ers h
ave
a lim
ited
or n
o ro
le in
def
inin
g st
rate
gic
WfD
pr
iorit
ies a
nd re
ceiv
e lim
ited
supp
ort
from
the
gove
rnm
ent f
or sk
ills
upgr
adin
g.
Som
e ad
-hoc
asse
ssm
ents
exi
st o
n th
e co
untry
's ec
onom
ic p
rosp
ects
an
d th
eir i
mpl
icat
ions
for s
kills
;so
me
mea
sure
s are
take
n to
add
ress
cr
itica
l ski
lls c
onst
rain
ts (e
.g.,
ince
ntiv
es fo
r ski
lls u
pgra
ding
by
empl
oyer
s); t
he g
over
nmen
t mak
es
limite
def
forts
to e
ngag
e em
ploy
ers
as st
rate
gic
partn
ers i
n W
fD.
Rou
tine
asse
ssm
ents
bas
ed o
n m
ultip
le d
ata
sour
ces e
xist
on
the
coun
try's
econ
omic
pro
spec
ts a
nd
thei
r im
plic
atio
ns fo
r ski
lls; a
wid
e ra
nge
of m
easu
resw
ithbr
oad
cove
rage
are
take
n to
add
ress
crit
ical
sk
ills c
onst
rain
ts; t
he g
over
nmen
t re
cogn
izes
em
ploy
ers a
s stra
tegi
c pa
rtner
s in
WfD
, for
mal
izes
thei
r ro
le, a
nd p
rovi
des s
uppo
rt fo
r ski
lls
upgr
adin
g th
roug
h in
cent
ive
sche
mes
that
are
rev
iew
ed a
nd
adju
sted
.
A ri
ch a
rray
of r
outin
e an
d ro
bust
as
sess
men
ts b
y m
ultip
lest
akeh
olde
rs e
xist
s on
the
coun
try's
econ
omic
pro
spec
ts a
nd th
eir
impl
icat
ions
for s
kills
; the
in
form
atio
n pr
ovid
es a
bas
is fo
r a
wid
e ra
nge
of m
easu
res w
ith b
road
cove
rage
that
add
ress
crit
ical
skill
s co
nstra
ints
; the
gov
ernm
ent
reco
gniz
es e
mpl
oyer
s as s
trate
gic
partn
ers i
n W
fD, f
orm
aliz
es th
eir
role
, and
pro
vide
s sup
port
for s
kills
up
grad
ing
thro
ugh
ince
ntiv
es,
incl
udin
g so
me
form
of a
levy
-gra
nt
sche
me,
that
are
syst
emat
ical
ly
revi
ewed
for i
mpa
ct a
nd a
djus
ted
acco
rdin
gly.
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Func
tiona
l Dim
ensi
on 1
: Str
ateg
ic F
ram
ewor
k
Polic
yG
oal
Lev
el o
f Dev
elop
men
t
Lat
ent
Em
ergi
ngE
stab
lishe
dA
dvan
ced
G3: Strengthening Critical Coordination for Implementation
Indu
stry
/em
ploy
ers h
ave
a lim
ited
or n
o ro
le in
def
inin
g st
rate
gic
WfD
prio
ritie
s; th
e go
vern
men
t ei
ther
pro
vide
s no
ince
ntiv
es to
en
cour
age
skill
s upg
radi
ng b
y em
ploy
ers o
r con
duct
s no
revi
ews
of su
ch in
cent
ive
prog
ram
s.
Indu
stry
/em
ploy
ers h
elp
defin
e W
fD
prio
ritie
s on
an a
d-ho
cba
sis a
nd
mak
e lim
ited
cont
ribut
ions
to
addr
ess s
kills
impl
icat
ions
of m
ajor
po
licy/
inve
stm
ent d
ecis
ions
; the
go
vern
men
t pro
vide
s som
e in
cent
ives
fo
r ski
lls u
pgra
ding
for f
orm
al a
nd
info
rmal
sect
or e
mpl
oyer
s; if
a le
vy-
gran
t sch
eme
exis
ts it
s cov
erag
e is
lim
ited;
ince
ntiv
e pr
ogra
ms a
re n
ot
syst
emat
ical
ly re
view
edfo
r im
pact
.
Indu
stry
/em
ploy
ers h
elp
defin
e W
fD
prio
ritie
s on
a ro
utin
eba
sis a
nd
mak
e so
me
cont
ribut
ions
in se
lect
ed
area
s to
addr
ess t
he sk
ills
impl
icat
ions
of m
ajor
po
licy/
inve
stm
ent d
ecis
ions
; the
go
vern
men
t pro
vide
s a r
ange
of
ince
ntiv
es fo
r ski
lls u
pgra
ding
for a
ll em
ploy
ers;
a le
vy-g
rant
sche
me
with
br
oad
cove
rage
of f
orm
al se
ctor
em
ploy
ers e
xist
s; in
cent
ive
prog
ram
s ar
esy
stem
atic
ally
revi
ewed
and
adju
sted
; an
annu
al re
port
on th
e le
vy-g
rant
sche
me
is p
ublis
hed
with
a tim
e la
g.
Indu
stry
/em
ploy
ers h
elp
defin
e W
fD
prio
ritie
s on
a ro
utin
eba
sis a
nd
mak
e si
gnifi
cant
con
tribu
tions
in
mul
tiple
area
s to
addr
ess t
he sk
ills
impl
icat
ions
of m
ajor
po
licy/
inve
stm
ent d
ecis
ions
; the
go
vern
men
t pro
vide
s a r
ange
of
ince
ntiv
es fo
r ski
lls u
pgra
ding
for a
ll em
ploy
ers;
a le
vy-g
rant
sche
me
with
com
preh
ensi
ve c
over
age
of fo
rmal
se
ctor
em
ploy
ers e
xist
s; in
cent
ive
prog
ram
s to
enco
urag
e sk
ills
upgr
adin
g ar
e sy
stem
atic
ally
re
view
ed fo
r im
pact
on
skill
s and
pr
oduc
tivity
and
are
adj
uste
dac
cord
ingl
y; a
nan
nual
repo
rt on
the
levy
-gra
nt sc
hem
e is
pub
lishe
d in
atim
ely
fash
ion.
COUNTR
YNAM
EWORK
FORC
EDE
VELO
PMEN
TSA
BERCO
UNTR
YRE
PORT
|YEA
R
SYSTEM
SAP
PROAC
HFO
RBE
TTER
EDUCA
TIONRE
SULTS
72
Func
tiona
l Dim
ensi
on 2
: Sys
tem
Ove
rsig
ht
Polic
yG
oal
Lev
el o
f Dev
elop
men
t
Lat
ent
Em
ergi
ng
Est
ablis
hed
Adv
ance
d
G4: Ensuring Efficiency and Equity in Funding
The
gove
rnm
ent f
unds
IVET
, CV
ET
and
ALM
Ps (b
ut n
ot O
JT in
SM
Es)
base
d on
ad-
hoc
budg
etin
g pr
oces
ses,
but t
akes
no
actio
n to
faci
litat
e fo
rmal
pa
rtner
ship
s bet
wee
n tra
inin
g pr
ovid
ers a
nd e
mpl
oyer
s; th
e im
pact
of
fund
ing
on th
e be
nefic
iarie
s of t
rain
ing
prog
ram
s has
not
bee
n re
cent
ly
revi
ewed
.
The
gove
rnm
ent f
unds
IVET
, CV
ET
(incl
udin
g O
JT in
SM
Es) a
nd A
LMPs
; fu
ndin
g fo
r IV
ET a
nd C
VET
follo
ws
rout
ine
budg
etin
g pr
oces
ses i
nvol
ving
on
ly g
over
nmen
t off
icia
ls w
ithal
loca
tions
det
erm
ined
larg
ely
by th
e pr
evio
us y
ear'
s bud
get;
fund
ing
for
ALM
Ps is
dec
ided
by
gove
rnm
ent
offic
ials
on
anad
-hoc
bas
is a
nd ta
rget
s se
lect
pop
ulat
ion
grou
ps th
roug
h va
rious
cha
nnel
s; th
e go
vern
men
t ta
kess
ome
actio
n to
faci
litat
e fo
rmal
partn
ersh
ips b
etw
een
indi
vidu
al
train
ing
prov
ider
s and
em
ploy
ers;
re
cent
revi
ews c
onsi
dere
d th
e im
pact
of
fund
ing
on o
nly
trai
ning
-rel
ated
in
dica
tors
(e.g
. enr
ollm
ent,
com
plet
ion)
, whi
ch st
imul
ated
di
alog
ue a
mon
g so
me
WfD
st
akeh
olde
rs.
The
gove
rnm
ent f
unds
IVET
, CV
ET
(incl
udin
g O
JT in
SM
Es) a
nd A
LMPs
; fu
ndin
g fo
r IV
ET is
rou
tine
and
base
d on
mul
tiple
crit
eria
, inc
ludi
ng
evid
ence
of p
rogr
am e
ffec
tiven
ess;
re
curr
ent f
undi
ng fo
r CV
ET re
lies o
nfo
rmal
proc
esse
s with
inpu
t fro
m k
ey
stak
ehol
ders
and
ann
ual r
epor
ting
with
a
lag;
fund
ing
for A
LMPs
is
dete
rmin
ed th
roug
h a
syst
emat
icpr
oces
s with
inpu
t fro
m k
ey
stak
ehol
ders
; ALM
Ps ta
rget
div
erse
popu
latio
n gr
oups
thro
ugh
vario
us
chan
nels
and
are
revi
ewed
for i
mpa
ct
but f
ollo
w-u
p is
lim
ited;
the
gove
rnm
ent
take
s act
ion
to fa
cilit
ate
form
alpa
rtner
ship
sbet
wee
n tra
inin
g pr
ovid
ers a
nd e
mpl
oyer
s at m
ultip
le
leve
ls (i
nstit
utio
nal a
nd sy
stem
ic);
rece
nt re
view
s con
side
red
the
impa
ct
of fu
ndin
g on
bot
h tra
inin
g-re
late
d in
dica
tors
and
labo
r mar
ket o
utco
mes
; th
e re
view
s stim
ulat
ed d
ialo
gue
amon
g W
fD st
akeh
olde
rs a
nd so
me
reco
mm
enda
tions
wer
e im
plem
ente
d.
The
gove
rnm
ent f
unds
IVET
, CV
ET
(incl
udin
g O
JT in
SM
Es) a
nd A
LMPs
; fu
ndin
g fo
r IV
ET is
rou
tine
and
base
d on
com
preh
ensi
ve c
riter
ia, i
nclu
ding
ev
iden
ce o
f pro
gram
eff
ectiv
enes
s, th
at
are
rout
inel
y re
view
ed a
nd a
djus
ted;
recu
rren
t fun
ding
for C
VET
relie
s on
form
alpr
oces
sesw
ithin
put f
rom
key
st
akeh
olde
rs a
nd ti
mel
y an
nual
re
port
ing;
fund
ing
for A
LMPs
is
dete
rmin
ed th
roug
ha
syst
emat
ic
proc
ess w
ith in
put f
rom
key
st
akeh
olde
rs; A
LMPs
targ
et d
iver
sepo
pula
tion
grou
ps th
roug
h va
rious
ch
anne
ls a
nd a
re re
view
ed fo
r im
pact
an
d ad
just
ed a
ccor
ding
ly; t
he
gove
rnm
ent t
akes
act
ion
to fa
cilit
ate
form
alpa
rtner
ship
s bet
wee
n tra
inin
g pr
ovid
ers a
nd e
mpl
oyer
s at a
ll le
vels
(inst
itutio
nal a
nd sy
stem
ic);
rece
nt
revi
ews c
onsi
dere
d th
e im
pact
of
fund
ing
on a
full
rang
e of
trai
ning
-re
late
d in
dica
tors
and
labo
r mar
ket
outc
omes
; the
revi
ews s
timul
ated
broa
d-ba
sed
dial
ogue
am
ong
WfD
st
akeh
olde
rs a
nd k
ey
reco
mm
enda
tions
wer
e im
plem
ente
d.
COUNTR
YNAM
EWORK
FORC
EDE
VELO
PMEN
TSA
BERCO
UNTR
YRE
PORT
|YEA
R
SYSTEM
SAP
PROAC
HFO
RBE
TTER
EDUCA
TIONRE
SULTS
73
Func
tiona
l Dim
ensi
on 2
: Sys
tem
Ove
rsig
htPo
licy
Goa
lL
evel
of D
evel
opm
ent
Lat
ent
Em
ergi
ng
Est
ablis
hed
Adv
ance
d
G5: Assuring Relevant and Reliable Standards
Polic
y di
alog
ue o
n co
mpe
tenc
y st
anda
rds a
nd/o
r th
e N
QF
occu
rs o
n an
ad-
hoc
basi
s with
lim
ited
enga
gem
ent
of k
ey st
akeh
olde
rs;
com
pete
ncy
stan
dard
s hav
e no
t bee
n de
fined
; ski
lls
test
ing
for m
ajor
occ
upat
ions
is
mai
nly
theo
ry-b
ased
and
ce
rtific
ates
aw
arde
d ar
e re
cogn
ized
by
publ
ic se
ctor
em
ploy
erso
nly
and
have
little
impa
ct o
n em
ploy
men
t an
d ea
rnin
gs; n
o sy
stem
is in
pl
ace
to e
stab
lish
accr
edita
tion
stan
dard
s.
A fe
w st
akeh
olde
rs e
ngag
e in
ad-
hoc
polic
y di
alog
ue o
n co
mpe
tenc
y st
anda
rds a
nd/o
r the
N
QF;
com
pete
ncy
stan
dard
s exi
st
for a
few
occ
upat
ions
and
are
us
ed b
y so
me
train
ing
prov
ider
s in
thei
r pro
gram
s; sk
ills t
estin
g is
co
mpe
tenc
y-ba
sed
for a
few
oc
cupa
tions
but
for t
he m
ost p
art
ism
ainl
y th
eory
-bas
ed;
certi
ficat
es a
rere
cogn
ized
by
publ
ic a
nd so
me
priv
ate
sect
or
empl
oyer
s but
hav
e lit
tle im
pact
on e
mpl
oym
ent a
nd e
arni
ngs;
the
accr
edita
tion
of tr
aini
ng p
rovi
ders
is
supe
rvis
ed b
y a
dedi
cate
d of
fice
in th
e re
leva
nt m
inis
try;
priv
ate
prov
ider
s are
requ
ired
to
be a
ccre
dite
d, h
owev
er
accr
edita
tion
stan
dard
s are
not
co
nsis
tent
ly p
ublic
ized
or
enfo
rced
; pro
vide
rs a
re o
ffer
ed
som
ein
cent
ives
to se
ek a
nd re
tain
ac
cred
itatio
n.
Num
erou
s sta
keho
lder
s eng
age
in p
olic
y di
alog
ue o
n co
mpe
tenc
y st
anda
rds a
nd/o
r th
e N
QF
thro
ugh
inst
itutio
naliz
ed
proc
esse
s; c
ompe
tenc
y st
anda
rds e
xist
fo
r mos
t occ
upat
ions
and
are
use
d by
som
e tra
inin
g pr
ovid
ers i
n th
eir
prog
ram
s; th
e N
QF,
if in
pla
ce, c
over
s so
me
occu
patio
ns a
nd a
rang
e of
skill
le
vels
; ski
lls te
stin
g fo
r mos
t occ
upat
ions
fo
llow
s sta
ndar
d pr
oced
ures
, is
com
pete
ncy-
base
d an
d as
sess
es b
oth
theo
retic
al k
now
ledg
e an
d pr
actic
al
skill
s; c
ertif
icat
es a
re re
cogn
ized
by b
oth
publ
ic a
nd p
riva
te se
ctor
em
ploy
ers
and
may
impa
ct e
mpl
oym
ent a
nd
earn
ings
; the
acc
redi
tatio
n of
trai
ning
pr
ovid
ers i
s sup
ervi
sed
by a
ded
icat
ed
agen
cy in
the
rele
vant
min
istry
; the
ag
ency
is re
spon
sibl
e fo
r def
inin
g ac
cred
itatio
n st
anda
rds w
ith st
akeh
olde
r in
put;
stan
dard
s are
revi
ewed
on
an a
d-ho
c ba
sis a
nd a
re p
ublic
ized
or e
nfor
ced
to so
me
exte
nt; a
ll pr
ovid
ers r
ecei
ving
pu
blic
fund
ing
mus
t be
accr
edite
d;
prov
ider
s are
off
ered
ince
ntiv
es a
ndlim
ited
supp
ort t
o se
ek a
nd re
tain
ac
cred
itatio
n.
All
key
stak
ehol
ders
eng
age
in p
olic
y di
alog
ue o
n co
mpe
tenc
y st
anda
rds a
nd/o
r th
e N
QF
thro
ugh
inst
itutio
naliz
edpr
oces
ses;
com
pete
ncy
stan
dard
s exi
st fo
r m
osto
ccup
atio
ns a
nd a
re u
sed
by tr
aini
ng
prov
ider
s in
thei
r pro
gram
s; th
e N
QF,
if in
pl
ace,
cov
ers m
ost o
ccup
atio
ns a
nd a
wid
era
nge
of sk
ill le
vels
; ski
lls te
stin
g fo
r m
ost o
ccup
atio
ns fo
llow
s sta
ndar
d pr
oced
ures
, is c
ompe
tenc
y-ba
sed
and
asse
sses
both
theo
retic
al k
now
ledg
e an
d pr
actic
al sk
ills;
robu
st p
roto
cols
,in
clud
ing
rand
om a
udits
, ens
ure
the
cred
ibili
ty o
f cer
tific
atio
n; c
ertif
icat
es a
reva
lued
by
mos
t em
ploy
ers a
nd
cons
iste
ntly
impr
ove
empl
oym
ent
pros
pect
s and
ear
ning
s; th
e ac
cred
itatio
n of
trai
ning
pro
vide
rs is
supe
rvis
ed b
y a
dedi
cate
d ag
ency
in th
e re
leva
nt m
inis
try;
the
agen
cy is
resp
onsi
ble
for d
efin
ing
accr
edita
tion
stan
dard
s in
cons
ulta
tion
with
stak
ehol
ders
; sta
ndar
ds a
re re
view
ed
follo
win
g es
tabl
ishe
d pr
otoc
ols a
nd a
re
publ
iciz
ed a
nd r
outin
ely
enfo
rced
; all
train
ing
prov
ider
s are
requ
ired
as w
ell a
s of
fere
d in
cent
ives
and
supp
ort t
o se
ek
and
reta
in a
ccre
dita
tion.
COUNTR
YNAM
EWORK
FORC
EDE
VELO
PMEN
TSA
BERCO
UNTR
YRE
PORT
|YEA
R
SYSTEM
SAP
PROAC
HFO
RBE
TTER
EDUCA
TIONRE
SULTS
74
Func
tiona
l Dim
ensi
on 2
: Sys
tem
Ove
rsig
htPo
licy
Goa
lL
evel
of D
evel
opm
ent
Lat
ent
Em
ergi
ng
Est
ablis
hed
Adv
ance
d
G6: Diversifying Pathways for Skills Acquisition
Stud
ents
in te
chni
cal a
nd v
ocat
iona
l ed
ucat
ion
have
few
or
no o
ptio
nsfo
r fur
ther
form
al sk
ills a
cqui
sitio
n be
yond
the
seco
ndar
y le
vel a
nd th
e go
vern
men
t tak
es n
o ac
tion
to
impr
ove
publ
ic p
erce
ptio
n of
TV
ET; c
ertif
icat
es fo
r tec
hnic
al a
nd
voca
tiona
l pro
gram
s are
not
reco
gniz
ed in
the
NQ
F;
qual
ifica
tions
cer
tifie
d by
non
-Ed
ucat
ion
min
istri
es a
re n
otre
cogn
ized
by
form
al p
rogr
ams
unde
r the
Min
istry
of E
duca
tion;
re
cogn
ition
of p
rior l
earn
ing
rece
ives
lim
ited
atte
ntio
n; th
e go
vern
men
t pro
vide
s pra
ctic
ally
no
supp
ort f
or fu
rther
occ
upat
iona
l an
d ca
reer
dev
elop
men
t, or
trai
ning
pr
ogra
ms f
or d
isad
vant
aged
po
pula
tions
.
Stud
ents
in te
chni
cal a
nd v
ocat
iona
l ed
ucat
ion
can
only
pro
gres
s to
voca
tiona
lly-o
rien
ted,
non
-un
iver
sity
pro
gram
s; th
e go
vern
men
t tak
es li
mite
dac
tion
to
impr
ove
publ
ic p
erce
ptio
n of
TV
ET
(e.g
. div
ersi
fyin
g le
arni
ng p
athw
ays)
; so
me
certi
ficat
esfo
r tec
hnic
al a
nd
voca
tiona
l pro
gram
s are
reco
gniz
ed
in th
e N
QF;
few
qual
ifica
tions
certi
fied
by n
on-E
duca
tion
min
istri
es
are
reco
gniz
edby
form
al p
rogr
ams
unde
r the
Min
istry
of E
duca
tion;
po
licy-
mak
ers p
ay so
me
atte
ntio
n to
th
e re
cogn
ition
of p
rior l
earn
ing
and
prov
ide
the
publ
ic w
ith so
me
info
rmat
ion
on th
e su
bjec
t; th
e go
vern
men
t off
ers l
imite
dse
rvic
esfo
r fur
ther
occ
upat
iona
l and
car
eer
deve
lopm
ent t
hrou
gh st
and-
alon
elo
cal s
ervi
ce c
ente
rs th
at a
re n
otin
tegr
ated
into
a sy
stem
; tra
inin
g pr
ogra
ms f
or d
isad
vant
aged
po
pula
tions
rece
ive
ad-h
oc su
ppor
t.
Stud
ents
in te
chni
cal a
nd v
ocat
iona
l ed
ucat
ion
can
prog
ress
to v
ocat
iona
lly-
orie
nted
pro
gram
s, in
clud
ing
at th
e un
iver
sity
leve
l; th
e go
vern
men
t tak
esso
me
actio
n to
impr
ove
publ
ic
perc
eptio
n of
TV
ET (e
.g. d
iver
sify
ing
lear
ning
pat
hway
s and
impr
ovin
g pr
ogra
m q
ualit
y) a
nd re
view
s the
im
pact
of s
uch
effo
rts o
n an
ad-
hoc
basi
s; m
ost c
ertif
icat
es fo
r tec
hnic
al
and
voca
tiona
l pro
gram
s are
reco
gniz
ed
in th
e N
QF;
a la
rge
num
ber
ofqu
alifi
catio
ns c
ertif
ied
by n
on-
Educ
atio
n m
inis
tries
are
reco
gniz
ed b
y fo
rmal
pro
gram
s und
er th
e M
inis
try o
f Ed
ucat
ion,
alb
eit w
ithou
t the
gra
ntin
g of
cre
dits
; pol
icy-
mak
ers g
ive
som
e at
tent
ion
to th
e re
cogn
ition
of p
rior
lear
ning
and
pro
vide
the
publ
ic w
ith
som
e in
form
atio
non
the
subj
ect;
afo
rmal
ass
ocia
tion
of st
akeh
olde
rs
prov
ides
dedi
cate
dat
tent
ion
to a
dult
lear
ning
issu
es; t
he g
over
nmen
t off
ers
limite
dse
rvic
es fo
r fur
ther
oc
cupa
tiona
l and
car
eer d
evel
opm
ent,
whi
ch a
re a
vaila
ble
thro
ugh
anin
tegr
ated
net
wor
k of
cen
ters
;tra
inin
g pr
ogra
ms f
or d
isad
vant
aged
po
pula
tions
rece
ive
syst
emat
ic su
ppor
t an
d ar
e re
view
ed fo
r im
pact
on
an a
d-ho
cba
sis.
Stud
ents
in te
chni
cal a
nd v
ocat
iona
l ed
ucat
ion
can
prog
ress
to a
cade
mic
ally
or
voca
tiona
lly-o
rien
ted
prog
ram
s,in
clud
ing
at th
e un
iver
sity
leve
l; th
e go
vern
men
t tak
es c
oher
ent a
ctio
non
mul
tiple
fron
ts to
impr
ove
publ
ic
perc
eptio
n of
TV
ET (e
.g. d
iver
sify
ing
lear
ning
pat
hway
s and
impr
ovin
g pr
ogra
m
qual
ity a
nd re
leva
nce,
with
the
supp
ort o
f a
med
ia c
ampa
ign)
and
rou
tinel
yre
view
s an
d ad
just
s suc
h ef
forts
to m
axim
ize
thei
r im
pact
; mos
t cer
tific
ates
for t
echn
ical
and
vo
catio
nal p
rogr
ams a
re re
cogn
ized
in th
e N
QF;
a la
rge
num
ber
of q
ualif
icat
ions
ce
rtifie
d by
non
-Edu
catio
n m
inis
tries
are
re
cogn
ized
and
gra
nted
cre
dits
by
form
al
prog
ram
s und
er th
e M
inis
try o
f Edu
catio
n;
polic
y-m
aker
s giv
e su
stai
ned
atte
ntio
n to
th
e re
cogn
ition
of p
rior l
earn
ing
and
prov
ide
the
publ
ic w
ith c
ompr
ehen
sive
info
rmat
ion
on th
e su
bjec
t; a
natio
nal
orga
niza
tion
of st
akeh
olde
rs p
rovi
des
dedi
cate
dat
tent
ion
to a
dult
lear
ning
issu
es;
the
gove
rnm
ent o
ffer
s a c
ompr
ehen
sive
m
enu
of se
rvic
es fo
r fur
ther
occ
upat
iona
l an
d ca
reer
dev
elop
men
t, in
clud
ing
onlin
e re
sour
ces,
whi
ch a
re a
vaila
ble
thro
ugh
an
inte
grat
ed n
etw
ork
of c
ente
rs; t
rain
ing
prog
ram
s for
dis
adva
ntag
ed p
opul
atio
ns
rece
ive
syst
emat
ic su
ppor
t with
mul
ti-ye
arbu
dget
s and
are
rou
tinel
y re
view
edfo
rim
pact
and
adju
sted
acc
ordi
ngly
.
COUNTR
YNAM
EWORK
FORC
EDE
VELO
PMEN
TSA
BERCO
UNTR
YRE
PORT
|YEA
R
SYSTEM
SAP
PROAC
HFO
RBE
TTER
EDUCA
TIONRE
SULTS
75
Func
tiona
l Dim
ensi
on 3
: Ser
vice
Del
iver
yPo
licy
Goa
lL
evel
of D
evel
opm
ent
Lat
ent
Em
ergi
ng
Est
ablis
hed
Adv
ance
d
G7: Enabling Diversity and Excellence in Training Provision
Ther
e is
no
dive
rsity
of t
rain
ing
prov
isio
n as
the
syst
em is
larg
ely
com
pris
ed o
f pub
lic p
rovi
ders
with
limite
d or
no
auto
nom
y; tr
aini
ng
prov
isio
n is
not
info
rmed
by
form
al
asse
ssm
ent,
stak
ehol
der i
nput
or
perf
orm
ance
targ
ets.
Ther
e is
som
e di
vers
ity in
trai
ning
pr
ovis
ion;
non
-sta
te p
rovi
ders
ope
rate
w
ith li
mite
d go
vern
men
t inc
entiv
es
and
gove
rnan
ce o
ver r
egis
tratio
n,
licen
sing
and
qua
lity
assu
ranc
e;
publ
ic tr
aini
ng is
pro
vide
d by
in
stitu
tions
with
som
e au
tono
my
and
info
rmed
by
som
e as
sess
men
tof
impl
emen
tatio
n co
nstra
ints
, st
akeh
olde
r inp
ut a
nd b
asic
targ
ets.
Ther
e is
div
ersi
ty in
trai
ning
pr
ovis
ion;
non
-sta
te tr
aini
ng
prov
ider
s, so
me
regi
ster
ed a
nd
licen
sed,
ope
rate
with
in a
ran
ge o
f go
vern
men
t inc
entiv
es, s
yste
mat
ic
qual
ity a
ssur
ance
mea
sure
s and
ro
utin
ere
view
sof g
over
nmen
t po
licie
s tow
ard
non-
stat
e tra
inin
g pr
ovid
ers;
pub
lic p
rovi
ders
,mos
tly
gove
rned
by
man
agem
ent b
oard
s, ha
ve so
me
auto
nom
y; tr
aini
ng
prov
isio
n is
info
rmed
by
form
al
anal
ysis
of i
mpl
emen
tatio
n co
nstra
ints
, sta
keho
lder
inpu
t and
ba
sic
targ
ets;
lagg
ing
prov
ider
s re
ceiv
e su
ppor
t and
exe
mpl
ary
inst
itutio
ns a
re r
ewar
ded.
Ther
e is
bro
ad d
iver
sity
in tr
aini
ng
prov
isio
n; n
on-s
tate
trai
ning
pr
ovid
ers,
mos
t reg
iste
red
and
licen
sed,
ope
rate
with
com
preh
ensi
ve g
over
nmen
t in
cent
ives
, sys
tem
atic
qua
lity
assu
ranc
e m
easu
res a
nd r
outin
e re
view
and
adju
stm
ent o
fgo
vern
men
t pol
icie
s tow
ard
non-
stat
e tra
inin
g pr
ovid
ers;
pub
lic p
rovi
ders
, m
ostly
gov
erne
d by
man
agem
ent
boar
ds, h
ave
signi
fican
t aut
onom
y;
deci
sion
s abo
ut tr
aini
ng p
rovi
sion
are
tim
e-bo
und
and
info
rmed
by
form
al
asse
ssm
ent o
f im
plem
enta
tion
cons
train
ts; s
take
hold
er in
put a
nd u
se
of a
var
iety
ofm
easu
res t
oin
cent
iviz
e pe
rfor
man
ce in
clud
e su
ppor
t, re
war
ds a
nd p
erfo
rman
ce-
base
d fu
ndin
g.
COUNTR
YNAM
EWORK
FORC
EDE
VELO
PMEN
TSA
BERCO
UNTR
YRE
PORT
|YEA
R
SYSTEM
SAP
PROAC
HFO
RBE
TTER
EDUCA
TIONRE
SULTS
76
Func
tiona
l Dim
ensi
on 3
: Ser
vice
Del
iver
y Po
licy
Goa
lL
evel
of D
evel
opm
ent
Lat
ent
Em
ergi
ng
Est
ablis
hed
Adv
ance
d
G8: Fostering Relevance in Public Training Programs
Ther
e ar
e fe
w o
r no
att
empt
s to
fost
er re
leva
nce
in p
ublic
trai
ning
pr
ogra
ms t
hrou
gh e
ncou
ragi
ng li
nks
betw
een
train
ing
inst
itutio
ns, i
ndus
try
and
rese
arch
inst
itutio
ns o
r thr
ough
se
tting
stan
dard
s for
the
recr
uitm
ent
and
train
ing
of h
eads
and
inst
ruct
ors
in tr
aini
ng in
stitu
tions
.
Rel
evan
ce o
f pub
lic tr
aini
ng is
en
hanc
ed th
roug
h in
form
al li
nks
betw
een
som
e tra
inin
g in
stitu
tions
, in
dust
ry a
nd re
sear
ch in
stitu
tions
, in
clud
ing
inpu
t int
o th
e de
sign
of
curr
icul
a an
d fa
cilit
y st
anda
rds;
hea
ds
and
inst
ruct
ors a
re re
crui
ted
on th
e ba
sis o
f min
imum
aca
dem
ic
stan
dard
s and
hav
e lim
ited
oppo
rtuni
ties f
or p
rofe
ssio
nal
deve
lopm
ent.
Rel
evan
ce o
f pub
lic tr
aini
ng is
enha
nced
thro
ugh
form
al li
nks
betw
een
som
e tra
inin
g in
stitu
tions
, in
dust
ry a
nd re
sear
ch in
stitu
tions
,le
adin
g to
col
labo
ratio
n in
seve
ral
area
s inc
ludi
ng b
ut n
ot li
mite
d to
the
desi
gn o
f cur
ricul
a an
d fa
cilit
y st
anda
rds;
hea
ds a
nd in
stru
ctor
s are
re
crui
ted
on th
e ba
sis o
f min
imum
ac
adem
ic a
nd p
rofe
ssio
nal
stan
dard
s and
hav
e re
gula
r ac
cess
to o
ppor
tuni
ties f
or p
rofe
ssio
nal
deve
lopm
ent.
Rel
evan
ce o
f pub
lic tr
aini
ng is
en
hanc
ed th
roug
h fo
rmal
link
s be
twee
n m
ost t
rain
ing
inst
itutio
ns,
indu
stry
and
rese
arch
inst
itutio
ns,
lead
ing
to si
gnifi
cant
col
labo
ratio
n in
a
wid
e ra
nge
of a
reas
; hea
ds a
nd
inst
ruct
ors a
re re
crui
ted
on th
e ba
sis
of m
inim
um a
cade
mic
and
pr
ofes
sion
al st
anda
rds a
nd h
ave
regu
lar
acce
ss to
div
erse
op
portu
nitie
sfor
pro
fess
iona
l de
velo
pmen
t, in
clud
ing
indu
stry
at
tach
men
ts fo
r ins
truct
ors.
COUNTR
YNAM
EWORK
FORC
EDE
VELO
PMEN
TSA
BERCO
UNTR
YRE
PORT
|YEA
R
SYSTEM
SAP
PROAC
HFO
RBE
TTER
EDUCA
TIONRE
SULTS
77
Func
tiona
l Dim
ensi
on 3
: Ser
vice
Del
iver
y
Polic
yG
oal
Lev
el o
f Dev
elop
men
t
Lat
ent
Em
ergi
ng
Est
ablis
hed
Adv
ance
d
G9: Enhancing Evidence-based Accountability for Results
Ther
e ar
e no
spec
ific
data
col
lect
ion
and
repo
rting
requ
irem
ents
,but
tra
inin
g pr
ovid
ers m
aint
ain
thei
r ow
n da
taba
ses;
the
gove
rnm
ent d
oes n
ot
cond
ucto
r sp
onso
r sk
ills-
rela
ted
surv
eys o
r im
pact
eva
luat
ions
and
ra
rely
use
s dat
a to
mon
itor a
nd
impr
ove
syst
em p
erfo
rman
ce.
Trai
ning
pro
vide
rs c
olle
ct a
nd re
port
adm
inis
trat
ive
data
and
ther
e ar
esi
gnifi
cant
gap
s in
repo
rting
by
non-
stat
e pr
ovid
ers;
som
e pu
blic
pr
ovid
ers i
ssue
ann
ual r
epor
ts a
nd th
e go
vern
men
t occ
asio
nally
spon
sors
or
cond
ucts
skill
s-re
late
d su
rvey
s; th
e go
vern
men
t doe
s not
con
solid
ate
data
in a
syst
em-w
ide
data
base
and
us
esm
ostly
adm
inis
trat
ive
data
to
mon
itor a
nd im
prov
e sy
stem
pe
rfor
man
ce; t
he g
over
nmen
t pu
blis
hes i
nfor
mat
ion
on g
radu
ate
labo
r mar
ket o
utco
mes
for s
ome
train
ing
prog
ram
s.
Trai
ning
pro
vide
rs c
olle
ct a
nd re
port
adm
inis
trat
ive
and
othe
r da
ta (e
.g.,
job
plac
emen
t sta
tistic
s, ea
rnin
gs o
f gr
adua
tes)
and
ther
e ar
e so
me
gaps
in
repo
rting
by
non-
stat
e pr
ovid
ers;
m
ost p
ublic
pro
vide
rs is
sue
inte
rnal
an
nual
repo
rts a
nd th
e go
vern
men
t ro
utin
ely
spon
sors
skill
s-re
late
d su
rvey
s; th
e go
vern
men
t con
solid
ates
da
ta in
a sy
stem
-wid
e da
taba
se a
nd
uses
adm
inis
trat
ive
data
and
in
form
atio
n fr
om su
rvey
s to
mon
itor
and
impr
ove
syst
em p
erfo
rman
ce; t
he
gove
rnm
ent p
ublis
hes i
nfor
mat
ion
on
grad
uate
labo
r mar
ket o
utco
mes
for
num
erou
s tra
inin
g pr
ogra
ms.
Trai
ning
pro
vide
rs c
olle
ct a
nd re
port
adm
inis
trat
ive
and
othe
r da
ta(e
.g.,
job
plac
emen
t sta
tistic
s, ea
rnin
gs o
f gr
adua
tes)
and
ther
e ar
e fe
w g
aps i
n re
porti
ng b
y no
n-st
ate
prov
ider
s;
mos
tpub
lic p
rovi
ders
issu
e pu
blic
ly
avai
labl
e an
nual
repo
rts a
nd th
e go
vern
men
t rou
tinel
ysp
onso
rs o
r co
nduc
ts sk
ills-
rela
ted
surv
eys a
nd
impa
ct e
valu
atio
ns; t
he g
over
nmen
t co
nsol
idat
es d
ata
in a
syst
em-w
ide,
up
to d
ate
data
base
and
use
s ad
min
istr
ativ
e da
ta, i
nfor
mat
ion
from
surv
eys a
ndim
pact
eval
uatio
ns to
mon
itor a
nd im
prov
e sy
stem
per
form
ance
; the
gov
ernm
ent
publ
ishe
s inf
orm
atio
n on
gra
duat
e la
bor m
arke
t out
com
es fo
r mos
ttra
inin
g pr
ogra
ms o
nlin
e.
SOLOMON ISLANDS WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2014
SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 78
Annex 7: References and Informants
References
ANU Enterprise. 2013. 2013 SIG RAMSI People’s Survey Report. ANU: Canberra.
Bateman, A, Cassity, E and Fangalasuu, J. 2014 draft. Research into the financing of TVET in the Pacific: SolomonIslands country report. DFAT and ACER: Canberra.
Central Bank of Solomon Islands (key economic indicators) 2013 and 2014.
Department of Foreign Affairs (DFAT) Australia. 2004. Solomon Islands: rebuilding an island economy. DFAT EastAsia Analytical Unit: Canberra.
Department of Foreign Affairs (DFAT) Australia.http://www.dfat.gov.au/geo/solomon_islands/solomon_islands_brief.html. Accessed July 2013.
Gannicott, K. 2012. Education Expenditure and Sub Sector Analysis in Solomon Islands: Work in support of NEAPAssessment Report 2009 2013 and NEAP 2012 15; Solomon Islands Government Consolidated Budgets, Years2010, 2011, 2012, and 2013.
IMF.World Economic Outlook Database,(http://www.imf.org/external/pubs/ft/weo/2014/01/weodata/index.aspx). Accessed April 22, 2014.
Solomon Islands Chamber of Commerce and Industry 2012, Skills in Demand Report 2011 2012, Honiara
Solomon Islands Government. MEHRD. 2011. MEHRD Performance Assessment Framework 2009 2011. HoniaraSIG
Solomon Islands Government. MEHRD. 2013.MEHRD Performance Assessment Report 2006 2013. Honiara SIG
Solomon Islands Government. MEHRD. 2010. National Education Action Plan 2007 2009. Honiara SIG
Solomon Islands Government. MEHRD. 2010. National Education Action Plan 2010 2012. Honiara SIG
Solomon Islands Government. MEHRD. 2013. National Education Action Plan 2013–2015. Honiara. SIG
Solomon Islands Government, MEHRD. 2010. Policy Statement and Guidelines for Tertiary Education in SolomonIslands. Honiara: SIG
Solomon Islands Government, MDPAC. 2011. National Human Resource Development Plan 2013 2015, Honiara:SIG.
Solomon Islands Government, MFT (budget data and key economic indicators) 2013 and 2014
Solomon Islands Government. Ministry of Public Service. 2013. Institute of Public Administration andManagement Learning and Development Prospectus 2013. Honiara: SIG.
Solomon Islands Government. 2013. Solomon Islands 2009 Population and Housing Census: Report on EconomicActivity and Labour Force. Honiara: SIG.
Solomon Islands Government. 2013. Solomon Islands Budget 2013: Budget Strategy and Outlook. Budget Paper;Volume 1.Honiara: SIG.
Solomon Islands Government. MEHRD. 2012. Solomon Islands Teaching Service Handbook 2012. Honiara: SIG.
Solomon Islands Government. 2010. SIG Approved 2010 Development Estimates. Honiara: SIG.
SOLOMON ISLANDS WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2014
SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 79
Solomon Islands Government. 2011. SIG Approved 2011 Development Estimates. Honiara: SIG.
Solomon Islands Government. 2012. SIG Approved 2012 Development Estimates. Honiara: SIG.
Solomon Islands Government. 2010. SIG Year 2010: Approved Recurrent Estimates. Honiara: SIG.
Solomon Islands Government. 2011. SIG Year 2011: Approved Recurrent Estimates. Honiara: SIG.
Solomon Islands Government. 2012. SIG Year 2012: Approved Recurrent Estimates. Budget Paper: Volume 2.Honiara: SIG.
Solomon Islands Government. 2012. SIG Year 2013: Approved Recurrent Estimates. Budget Paper: Volume 2.Honiara: SIG.
Solomon Islands Government. 2012. SIG Year 2013: Approved Development Estimates. Honiara: SIG.
UNICEF. 2005. Solomon Islands: A Situational analysis of women, children and youth. Fiji: UNICEF Pacific Office
World Bank. 2012. Improving Skills Development in the Informal Sector: Strategies for Sub Saharan Africa.Washington D.C.: World Bank.
World Bank. 2012. Skills for Solomon Islands: Opening New Opportunities. Sydney: World Bank.
World Bank. 2010. Solomon Islands Growth Prospects: Constraints and Policy Priorities, Discussion Note October2010. Washington DC: World Bank.
World Bank, 2014.Well being from Work in the Pacific Island Countries,Washington DC: World Bank.
SOLOMON ISLANDS WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2014
SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 80
List of informants
Name Position/Title Organization
Alice Fakarii ProgramManager, Education Australian Aid Program, DFAT
Alphea Hou HR Manager Pasifiki Services Ltd.
Alison Ofotalau Media Officer World Bank (Honiara)
Anne Tully Country Representative World Bank (Honiara)
Bede O'Brien Director APTC
Benedict Kausua Principal Education Officer TVET Division, MEHRD
Bernard Rapasia Principal Education Officer TVET Division, MEHRD
Bob Pollard Managing Director Pasifiki Services Ltd.
Cain Kaieti HR Manager Sol Tuna
Daniel Rove Director, Social SectorMinistry of Development, Planning and Aid
Coordination
David Iro Chairman Apprenticeship Board
David Kaumae Deputy Commissioner of Labour Ministry of Commerce, Industry, Labour andImmigration
Duffy Ako Senior Budget Analyst Budget Unit, Ministry of Finance and Treasury
Ed Smith Second Secretary Australian Aid Program, DFAT
Edwin Vovose HR Manager Ministry of Agriculture and Livestock
Emily Teaitala Under Secretary Ministry of Public Service
Enaly Fifiri Construction Capacity AdvisorRAMSI Solomon Islands Infrastructure
Partnership
Ethel Frances Consultant PROBUS
Franco RodieUnder Secretary, Permanent
Secretary ActingMEHRD
George Hemming Media Director Office of the Prime Minister
George Kokili Director ACOM, Education Authority
Gideon Row Principal Education Officer Bethesda Disability Training and Support Centre
James Dolarii Membership Services officer SICCI
James Niutaloa Inspector TVET Inspectorate Division, MEHRD
Jerry Manele Permanent Secretary Ministry of Development, Planning and AidCoordination
SOLOMON ISLANDS WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2014
SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 81
Name Position/Title Organization
Jerry Tegemoana Chief Executive Officer Chamber of Commerce and Industry (SICCI)
Joash Maneipuri Director SSEC, Education Authority
Joe Sika Chairman Solomon Islands Manufacturers' Association
John Usuramo Director USP SI Campus
John Wate Director TVET Division, MEHRD
John Wesley Kumakana Principal Education Officer Bishop Koete RTC
Joseph Pitakia Director Seventh Day Adventist, Education Authority
Kirsten Hawke Counsellor Service Delivery Australian Aid Program, DFAT
Marlon Butler First Secretary Australian Aid Program, DFAT
Martin Hou Director MASE
Naoko Laka Project Formulation Advisor JICA, Japan
Noelyn Biliki Director Planning Coordination and Research Unit,MEHRD
Nollen Leni Manager, Government Affairs National Fisheries Development
Philemon Ruia Principal Education Officer St Dominics RTC, Catholic Diocese of Gizo
Ramo Darlyn Principal Planning Officer Social Services Section, MDPAC
Robinson Gegeu Chief Labour Officer Ministry of Commerce, Industry, Labour andImmigration
Robyn Galo Director Business Proficiency Training Centre
Rolland Delemani Employment Services Officer Solomon Islands National University (SINU)
Rose Isukana Chair Solomon Islands Chamber of Commerce andIndustry (SICCI)
Rose Kudi Director (A) National Training Unit, MEHRD
Rose Wale Director Institute of Public Administration andManagement (IPAM)
Solomon Pita Director Institute of Technology SINU and Deputy Chairof App Board
Tiraro Galo Manager Curriculum and Standards Unit, Solomon IslandsNational University
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Annex 8: SABER WfD ScoresPolicy Goal Policy Action Topic
Dimen
sion
1
1.9
G1 2.0 Provide sustained advocacy for WfD at the top leadership level 2.0 G1_T1 2G1_T2 2
G2 2.0
Establish clarity on the demand for skills and areas of criticalconstraint 2.0 G2_T1 2
G2_T2 2
Engage employers in setting WfD priorities and in enhancing skillsupgrading for workers 2.0
G2_T3 2G2_T4 2G2_T5 2
G3 1.7 Formalize key WfD roles for coordinated action on strategic priorities 1.7G3_T1 3G3_T2 1G3_T3 1
Dimen
sion
2
1.6
G4 1.4
Provide stable funding for effective programs in initial, continuingand targeted vocational education and training 1.3
G4_T1 infoG4_T2 2G4_T3 1G4_T4 1
Monitor and enhance equity in funding for training 1.3G4_T5_IVET 1G4_T5_CVET 2G4_T5_ALMP 1
Facilitate sustained partnerships between training institutions andemployers 2.0 G4_T6 2
G5 1.5
Broaden the scope of competency standards as a basis for developingqualifications frameworks 1.0 G5_T1 1
G5_T2 1
Establish protocols for assuring the credibility of skills testing andcertification 2.3
G5_T3 2G5_T4 2G5_T5 3
Develop and enforce accreditation standards for maintaining thequality of training provision 1.0
G5_T6 infoG5_T7 1G5_T8 1G5_T9 1
G6 2.0
Promote educational progression and permeability through multiplepathways, including for TVET students 2.0 G6_T1 3
G6_T2 1Facilitate life long learning through articulation of skills certificationand recognition of prior learning 2.0 G6_T3 2
G6_T4 2Provide support for skills acquisition by workers, job seekers and thedisadvantaged 2.0 G6_T5 2
G6_T6 2
Dimen
sion
3
1.8
G7 1.9
Encourage and regulate non state provision of training 1.5
G7_T1 2G7_T2 2G7_T3 1G7_T4 1
Combine incentives and autonomy in the management of publictraining institutions 2.3
G7_T5 1G7_T6 3G7_T7 3
G8 2.0
Integrate industry and expert input into the design and delivery ofpublic training programs 1.9
G8_T1 2.5G8_T2 2.5G8_T3 1.75G8_T4 1
Recruit and support administrators and instructors for enhancing themarket relevance of public training programs 2.1 G8_T5 2.5
G8_T6 1.75
G9 1.5 Expand the availability and use of policy relevant data for focusingproviders' attention on training outcomes, efficiency and innovation 1.5
G9_T1 2G9_T2 1.5G9_T3 1
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Annex 9: Authorship and Acknowledgements
This report is the product of collaboration between Andrea Bateman and Judy Fangalasuu and staff at the WorldBank, comprising Stephen Close (Task Team Leader), as well as Jee Peng Tan, Ryan Flynn, and Viviana Gomez,who are leader and members, respectively, of the SABER WfD team based in the Education Global Practice. Aresearch team comprised of Andrea Bateman, Judy Fangalasuu, Ryan Flynn, and Stephen Close collected thedata using the SABER WfD data collection instrument, scored the data and wrote the report; the Bank teamscored the data, designed the template for the report, and made substantive contributions to the final write up.This report has benefited from suggestions and feedback from Luis Benveniste, Sukhdeep Brar, Rita Costa, FranzDrees Gross, Tobias Haque, David Letichevsky, and Anne Tully.
The research team acknowledges the support of all who have contributed to the report and its findings,including informants, survey respondents, participants at various consultation workshops, as well as othermembers of the SABER WfD team at the World Bank: Francisco Marmolejo, Rita Costa, Kiong Hock Lee, and JoyYoo Jeung Nam. The research team gratefully acknowledges the generous financial support of the Governmentof the United Kingdom through its Department for International Development’s Partnership for EducationDevelopment with the World Bank, which makes it possible for the SABER WfD team to provide technicalsupport to the principal investigator in the form of standardized tools for and guidance on data collection,analysis, and reporting. The team also acknowledges the generous financial support of the Government ofAustralia through its Pacific Trust Fund in supporting the country specific aspects of this research.
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www.worldbank.org/education/saber
The Systems Approach for Better Education Results (SABER) initiativeproduces comparative data and knowledge on education policies andinstitutions, with the aim of helping countries systematicallystrengthen their education systems. SABER evaluates the quality ofeducation policies against evidence based global standards, using newdiagnostic tools and detailed policy data. The SABER country reportsgive all parties with a stake in educational results—fromadministrators, teachers, and parents to policymakers and businesspeople—an accessible, objective snapshot showing how well thepolicies of their country's education system are oriented towardensuring that all children and youth learn.
This report focuses specifically on policies in the area of workforcedevelopment.
This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, andconclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, orthe governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. Theboundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on thepart of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries.