Successful Strategies for Supporting Managers in Implementation of CBET

PATRICIA BIDART, SENIOR TECHNICAL ADVISOR, COLLEGES AND INSTITUTES CANADA: CEFE PROGRAM

DR. MARGARITA GOMEZ, TVET DIRECTOR, MINISTER OF EDUCATION, BELIZE

Common CBET History

Many governments adopt the CBET educational framework to improve TVET Need to improve the skills and knowledge of all workers, regardless of

level, and to do so on a continuing basis.

“Unskilled workers” are becoming obsolete; unless workers are continuing to learn, countries, firms and industries become uncompetitive.

CBET grew from the perceived need to provide skilled-based training to meet changing industry and economic circumstances

CBET has become a hot topic, not only in TVET, but in the circles of education in general, e.g. higher education – Universities of Health Professions recognize that being a good doctor requires more than just strong scientific knowledge but also to demonstrate critical competencies.

CBET History

CBET has been applied, in varying forms, to vocational education at a national level in numerous countries, including the UK, Scotland, Ireland, Australia, New Zealand, the USA, Canada, Mexico, as well as within Central American and European countries.

For example, Australia adopted CBET in the mid 80’s to upgrade workforce skills in the face of industrial restructuring. This was done for economic reasons.

Most governments adopted CBET for economic, not educational, reasons. Policy makers felt that traditional TVET/training providers were out of touch with industry needs and unable to lead the required reform.

CBET Definition: Things to Consider

CBET is an approach to training that starts with standards and competencies in mind

CBET is premised on the performance expectations and competencies required for a particular occupation

CBET Definition: More Things to Consider

CBET has a focus on outcomes rather than on subjects as discrete entities

CBET fosters technical skills, knowledge, and employability (soft skill) outcomes

Root of all best practices and strategies is linking training to employment.

Paradigm Shift from the Traditional

Role of teacher changes from information-giver to resource person

Trainees have more responsibility for their learning

Assessment of the competency is not only based on the knowledge and attitudes, but on actual demonstration of the competencies

Learning is measured, not time. Trainees learn at their own pace, individualized learning.

Trainees advance by demonstrating attainment of competencies

1. Manager as a Marketers

Need to be able to explain to instructors, teachers, students, employers about why the move towards CBET

Managers must be passionate about changing paradigms to embrace CBET.

Reasons for Growing CBET Adoption

Perceived need to improve technical and vocational education

Growing global adoption of CBET in TVET Employment Driven training Collaboration and connection with Employers Determination from governments to achieve

greater return on investment in TVET

CBET Benefits

Prepares individuals for specific occupational areas.

Prepares the workforce for regional and global competition.

Allows flexible pathways for achieving outcomes.

Has standards for measuring achievement.

Overcomes division between hands and mind, theory and practice, as well as general and vocational education.

Applies practical skills up to and including the professional level.

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2) Manager as Change Agent: CBET Curriculum: Dynamic and Changing

In academic education, curriculum is relatively stable.

In TVET, a 3 year old technical curriculum may not teach the skills currently required by industry.

Constant feedback from employers/industry influences curriculum changes.

Graduate input on the relevance of curriculum to performance requirements influences curriculum changes.

3) Managers as Strategists

Development of a mission, vision and plan for implementing CBET.

A comprehensive implementation plan required.

Important to include all the components.

CBET Components

CBET

NVQs and CVQs

Assessment and Certification

TeachingMethods

Occupational Standards-

Curriculum DesignFlexible Delivery Models

PLARLabour Market

Information

CommunityContext

3) Manager working with employers

Industry is a major player in TVET development. This relationship is extremely important in

developing workers for the job market today and in the future.

It’s also importance from a financial perspective.

CBET and Industry/Community Connectedness

Why TVET Must be Linked to Industry

Industry is the primary consumer of TVET graduates.

Industry  participation in TVET curriculum and workplace training opportunities is the primary way of achieving this.

If employers are not involved in the process of the specific skills attitude and behaviors required by graduates, they are less likely to see any relevance between TVET and their skills needs

4) Managers and Quality Performance Measures

Accountability measures must be articulated and measured

Documentation results in development of teaching and learning resources and professional portfolios

Feedback can lead to positive change

5) Managers: Accountability and Decision Making

Data re. Program Costs

Salaries

Overhead

Materials and Supplies

Capital

Data re. Program Outcomes

enrollment vs. capacity

demonstrated need

graduate rate

employment rate

employer and graduate satisfaction

Recommendations:

Managers and people involved (Directors, etc) must have professional development training in CBET so that they understand the changes and expenses involved.

Ongoing CBET training for teachers and for Managers.

Development of strong LMI processes so that training meets employers needs.

Managers must know how to work with industry to develop a relationship so that they work in a collaborative environment.

Managers need to understand finances so that equipment and materials are supplied for the programs.

Development of a CBET strategy plan to ensure that the programs and courses are regularly evaluated.

Recommendations