TVET Symposium Final Report

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TVET SYMPOSIUM 2015

Symposium Proceedings

Kigali, Rwanda


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Table of Contents

List of Acronyms4

1.Introduction.6

2.Symposium Day 1Tuesday October 6th2015..8

Welcome and Introduction8

Opening Remarks by the H.E. the Ambassador of the Kingdom of Belgium..8

Opening Speech by the Hon. Minister of State in charge of TVET.9

Plenary Session 1: Approaches in Supporting TVET in Rwanda11

Working Session 1: Work-based Learning ApproachesHow to ensure the quality of work-based

learning experiences for TVET trainees in Rwanda?.13

Working Session 2: Bridging the Gap towards CBT/CBAToT in Pedagogy14

Working Session 3: School Leadership that Worksconnecting School Leaders through Professional

Learning Networks16

Working Session 4: Linking TVET with the informal sector: informal training providers18

Working Session 5: Developing Market Driven CurriculaInnovating with Government and the


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Working Session 11: Competency-Based Training: The pillar of Agricultural technical training

programs reform for better TVET in Rwanda35

Working Session 12: How do we organize TVET Provision?...............................................................37

Working Session 13: Involving the private sector in Skills Development..38

Working Session 14: Roadmap to Roll-out: How to scale up competency-based assessments in

Rwanda.39

Working Session 15: The operationalization of a joint program.41

Plenary Session 3: Looking back, looking forward: Sharing recommendations.42

Closing Remarks by H.E. the Ambassador of the Kingdom of Belgium54

Closing Speech by the Hon. Minister of State in charge of TVET.55

3.Conclusions56

Annex 1: Links to Organizing Parties57

Annex 2: Belgian Common TVET Support Program (PAFP) Knowledge Products.59


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List of Acronyms

ADEA Association for the Development of Educationin Africa

APEFE Association pour la Promotion de l'Education etde la Formation l'Etranger (association for thepromotion of education and training abroad)

AQA Accreditation and Quality Assurance

BTC Belgian Development AgencyCBA Competency-based assessment

CBT Competency-based trainingDG Director GeneralDDG Deputy Director GeneralDelco Dlgu la co-gestionor Project co-manager

in a co-management structure (who formed theproject management together with the DI)

DI Director of Intervention in a co-managementstructure (who formed the project

management together with the Delco)EDPRS II Economic Development and Poverty Reduction

Strategy IIESSP II Education Sector Strategic Plan 2013/14 -

2017/18GoR Government of RwandaIGA Income generating activity

IPRC I d P l h i R i l C


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TVET Technical and Vocational Education and

Training

TVSD Technical and Vocational Skills DevelopmentVTC Vocational Training Center

VVOB Vlaamse Vereniging voorOntwikkelingssamenwerking en Technische

Bijstand(Flemish Organization forDevelopment and Technical Cooperation)

WBL Work based learning

WDA Workforce Development Authority


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1. Introduction

The International TVET Symposium was part of the TVET Week 2015 which also comprised a TVET

Expo and an African Ministerial Conference on Technical and Vocational Skills Development. The TVET

Week took place from October 2nduntil October 8th2015 and the symposium itself took place on

October 6thand 7thand was preceded on October 5 thby field visits for the international participants

to several TVET Programs and pilot schools in the Southern, Western, and Northern provinces. The

International TVET Symposium was organized by the Rwandan Ministry of Education in partnership

with the Belgian Common TVET Support Program, USAID Akazi Kanoze Youth Livelihoods Project (EDC)

and all the other Development Partners active in the TVET subsector in Rwanda.

The motto of the TVET Symposium was Learning form Experience: Best Practices from the Field. The

reason for this motto was that several development programs were ending this year, among which

the Belgian Common TVET Support Program and the first phase of PROMOST (Swisscontact).

This symposium was to be used as a platform to share best practices and exchange experiences.Recommendations from this forum were also shared with the Ministers attending the African

Ministerial Conference on Technical and Vocational Skills Development (TVSD) the next day in the

context of the inter country quality node (ADEA).

There were three main expected outcomes of the TVET Symposium.

1.

Sharing experiences, achievements & best practices in TVET support/ delivery from the field.

2 E h i h i l i d i TVET f i l i i h h


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2. Symposium Day 1Tuesday October 6th2015

Welcome and Introduction

Mr. Sam Barigye

Coordinator Hospitality and Tourism Training

Focal Person Adolescent Girls InitiativeAGI Project (World Bank funded)

Workforce Development Authority (WDA)

Opening Remarks by the H.E. the Ambassador of the Kingdom of Belgium

Mr. Arnout Pauwels

H.E. the Ambassador of the Kingdom of Belgium to Rwanda

1. First of all, thank you for allowing me to say a few words on this occasion. I am very honored to be

here for the launch of the TVET Symposium.

2. We all know that education is essential for a country and TVET plays a key role in the socio-

economic development.

3. We especially commend the Government of Rwanda for the efforts put in this sector to develop

the vocational training, to promote it and to increase its quality.


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of integrating TVET priorities in District Development Plans. Its a key element in order to ensure the

development of the TVET sector.

10. We all know that coordination is also a key element in the development of a sector. We therefore

encourage all stakeholders to work more in coordination within the TVET sector.

11. Let me take this opportunity to recall the importance of including the maintenance costs of all

investments in the annual plans of the different structures. This is key to maintain the achievements

and to ensure a good quality of training.

12. Allow me also to highlight the importance of a close collaboration with the private sector.

Developing a close relationship with the private sector is a key element to enable a permanent

dialogue. This dialogue is an opportunity to promote internships within the private sector.

13. In conclusion, let me again express my appreciation to all parties who contributed to this program.

I wish you success in the continuation of the achievement of your objectives.

14. I am proud that my country is a close partner of the Government of Rwanda in its strongcommitment to social and economic transformation for the wellbeing of the population.

I thank you for your kind attention.

Murakoze cyane!


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4. Another important contributor to this symposium is Akazi Kanoze a USAID Youth Livelihoods

Project implemented by Education Development Center, Inc. (EDC). Finally the main development

partners active in the TVET subsector in Rwanda have all been on board in the preparation of this event

and will be facilitating various working sessions: Swisscontact/SDC funding, BMB

MottMacDonald/NUFFIC, JICA, GIZ Eco Emploi Program/ German Development Cooperation, and

KOICA.

5. I must commend the Workforce Development Authority- WDA which since its establishment about

6 years ago has made great strides in skills development across all sectors of the economy. The

government of Rwanda has made an ambitious target of creating 200,000 off- farm jobs every year.

This can only be achieved through skills training and support of the graduates through this sort of

framework. Our WDA is working together closely with different partners including the Private Sector

Federation (PSF) to enhance the quality of TVET by making it more market-responsive.

6. The creation of WDA was needed to address these challenges that our country was facing and

needed an immediate solution for the sustainable of our economy. It is important to note that TVET

has had negative perception as compared to general education where is regarded as a second best. Inmany countries TVET has a similar reputation, it is thought of as being for the less bright students.

However, the world is changing and what is need in businesses now at any level are hands-on skills

and competencies like creativity, customer care, problem-solving skills, and team work. These are not

skills you pick up in a traditional school setting, these are typically skills you pick up in a work-place

environment. For this, in-company trainings, internships and other work based learning environments

need to be invested in.


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and our partners to change this and to make our human resources not only capable to serve the needs

on the internal labor market, but on the regional labor market as well.

It is my pleasure and great honor to officially declare this International TVET Symposium opened. Let

us hear from the diverse country experiences, learn from each other and come up with some ideas

and feedback for policy makers on where and how to invest in TVET for maximum youth employment

and economic growth!

I thank you!

Plenary Session 1: Approaches in Supporting TVET in Rwanda

Ms Anne-Pierre Mingelbier

Programme Officer Belgian Development Agency (BTC)

and PAFP co-Manager

The first plenary session was facilitated by Ms Anne-Pierre Mingelbier, the PAFP co-manager. Thepurpose of the session was to share different approaches used by different development partners in

supporting the quality reforms in the TVET subsector in Rwanda.

All Development Partners active in the TVET subsector were present in a panel on stage and each

development partner was given a short time period to present their approach. The panelists in this

session were:


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Next up were the various development partners such as Ms. Filiot from APEFE, introducing the

competency-based approach to pedagogy and the differences in interpretation between the

Francophone and Anglophone systems. Next up was Mr. Fransen representing VVOB, who introduced

the conceptual framework guiding VVOBs interventions in the area of school leadership. The next

speaker was Mr. Boin from Swisscontact. He presented the unique approach of Swisscontact in the

context of their PROMOST program in supporting informal TVET provision for enhanced accessibility

f


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Working Session 1: Work-based Learning ApproachesHow to ensure the quality

of work-based learning experiences for TVET trainees in Rwanda?

Ms. Agnes Ammeux

Technical Assistant Socio-professional Inclusion

Belgian Common TVET Support Program (PAFP)/ APEFE

The first of the working sessions set out to share approaches and lessons learned about work-based

learning schemes in Rwanda (WDA TVET internship programme, PAFP On-site training Chantiers

formation, Akazi Kanoze internship programme, PSF internship Programme, etc.) and more

specifically on how to ensure the quality of these WBL learning experiences. In so doing, draft

recommendations for the various stakeholders were formulated.

This working session was moderated by Ms. Agns AMMEUX, ISP TA from PAFP. There was a big group

of speakers comprising Mr. Steve KAMANZI from the USAID Akazi Kanoze youth livelihoods project

(EDC), Mr. Antoine MANZI from PSF, Mr. Eugne MUKESHIMANA from IPRC/South, Mr. Faustin

MWAMBARI from MIFOTRA, Mr. Clment NKUNDA from Sport view hotel (Employer and EDC

Champion), and Mr. Thierry SEBURA NIYIBIZI, Infrastructure TA from PAFP.

The moderator introduced the session by describing the two characteristics of work-based learning,

notably (1) learning in a work context either a real one (workplace) or simulated work environment

(fictive exercise in TVET school); and (2) learning through practice. That is learning through actually

doing something, by rehearsal or by repetition (but NOT by observation only).

( )


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have been implementing or contributing to and how the quality was ensured for the TVET Trainee and

the host company. These were some of the challenges that were mentioned during the discussions.

Firstly, there is no financing mechanism in place in Rwanda and many of the other countriesrepresented at the symposium for work based learning schemes clarifying who finances these WBL

experiences and how. Furthermore, in Rwanda many companies are small and not yet well equipped.

They have insufficiently pedagogically skilled staff to supervise and assess TVET Trainees. Finally, TVET

Trainees do not demonstrate enough readiness for the workplace in terms of soft skills and attitude.

The discussions led to the following recommendations.

Recommendations from working session 1

1. Define a financing strategy for work-based learning schemes (apprenticeship and

internships)

2. Mobilize the private sector to offer internships and apprenticeships and to get involved in

work based learning schemes

3. Build the capacities of the private sector in supervising and assessing apprentices and

interns

4. Reinforce the quality of TVET, which is the key condition for a successful work based

learning experience for TVET Trainees


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were taught themselves. This gap is a problem and in order to improve the quality and relevance of

TVET, the training of trainers in pedagogy is an absolute priority.

Mr. Hakizimana shared the Belgian Common TVET Support Program or PAFP experience. PAFP worked

in the South with 24 pilot schools. Around 300 TVET Trainers from these 24 pilot schools were trained

in competency-based training and assessment (CBT/A) with the use of five modules between 2012

and 2015. This training process was a holistic package of training sessions firstly of 19 lead trainers (1

per 9 first pilot schools in the Southern province, 5 from IPRC South, 2 from WDA and 3 from other

provinces) who then were accompanied in pedagogical visits, feedback to session plans and supported

and coached in their facilitation of other TVET trainers from the PAFP pilot schools. The trained TVETtrainers are now applying these new competencies in CBT/A by using for instance the competency-

based curricula that were developed by PAFP, by designing and delivering training using learner-

centered methods, by organizing and conducting competency-based assessments and by promoting

hands-on skills. Unfortunately among those trained, the motivation to change their approach to

training is still low and requires a comprehensive, collaborative approach to a qualification framework

and compensation package for TVET trainers.

Mr. Rob van de Gevel discussed the ongoing revision of the ToT Implementation Framework and

specifically the dimensions covered in the qualification framework for TVET Trainers. These are:

technical competencies; pedagogical/ didactical competencies; specific expertise/ qualifications/

applied research; years of experience as a TVET trainer; and duration/ quality of practical/ industry

exposure. He discussed what pre-service and in-service trainings for TVET Trainers should cover and

how this is all linked to the Rwandan Technical Qualification Framework (RTQF).


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During the discussions with the participants, some of the following challenges were mentioned. The

training of trainers in CBT is not enough to guarantee that they will actually use CBT. They need

coaching to apply what they have learned and to become competent. It is a challenge to train a lot ofTVET trainers quickly. There is still a lack of skills in English and ICT among many TVET Trainers.


1. Train a large enough pool of lead trainers and set up institutions that can deliver ToT.

2. On the process of assessing and certifying trainers: (a) Force current TVET trainers not

only to enter but especially to finalize the upgrading programs. They should not be certified

unless they undergo the assessment process and it should be mandatory. (b) The

motivation of trainers to take the assessment is also the responsibility of school managers.

3. In designing ToT qualifications: (a) Make the threshold for new TVET trainers as low aspossible. We need an enormous amount of TVET trainers: 60% of eligible basic education

graduates will have to go to TVET. (b) Dont limit to pedagogical + technical, a trainer needs

to industrial exposure. Cross-cutting modules such as English, ICT and Entrepreneurship

should also be included.


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of these networks. Experiences from the implementation of these networks in different sectors in

Rwanda were shared, notably through the viewing of a video about VVOBs and REBs collaborative

work on peer learning for head teachers and gender. These professional learning networks are part ofa bigger support program to enhance the quality of school leadership which also comprises an in-

service training program for head teachers in primary education in Rwanda.

After showing the video participants were asked to share what they learned from the video

documentary through an energizer game. This made the session really interactive and participants

from various countries were happy to share lessons from the video documentary and link them to the

experiences from their respective countries. Besides the importance of peer learning, the genderaspect highlighted in the video was also much appreciated by participants and discussed.

After this exchange which took up the bigger part of the session, there was a market place where

participants could browse through some pictures, folders, brochures, etc. regarding the peer learning

activities through the professional learning networks for head teachers in Rwanda. Especially the peer

learning magazine which accompanies the networks aroused participants interest.

Some of the challenges in the Rwandan context that were touched upon are the following. Firstly,

there is little involvement of Sector Education Officers (SEOs) and District Education Officers (DEOs) in

following up TVET as of yet. There are not yet Professional Learning Networks (PLNs) or some kind of

peer learning and professional collaboration in place among school leaders from TVET schools in

Rwanda. In primary education this is part of a comprehensive package for continuous professional

development of head teachers comprising an in-service training program and coaching through peer


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A broad range of speakers was invited to share their expertise in this processamong these were Mr.

Irenee NSENGIYUMVA, WDA DDG Training, with support from Mr. JMV Muhire, Head of the WDA CD

Unit; Dr. Joyce MUSABE, REB DDG Curriculum Development and Material Distribution, represented byMs. Anathalie NYIRANDAGIJIMANA, Pedagogical Norms Specialist; Mr. Cees van Maarseveen, Senior

TVET Expert Nuffic/ Mott MacDonald; and Ms. Laurence Umugirenza, Human Resources Manager

Umubano Hotel, a Private Sector Champion. Facilitation was done by Ms. Melanie Sany from EDC.

They shared their views and were guided in this process by two main questions: (1) How do programs

ensure that curriculums are meeting the needs of the private sector? and (2) How can you continue

to innovate with market-driven curricula?

The different parties contributed to this reflection by highlighting different aspects of this process.

EDC introduced the topic by describing formal curricula and how they worked on the formal

integration of work readiness and entrepreneurship to address the expressed needs by private

companies to have the right skills and attitudes among workers. The speaker explained it was

important to "think outside the box" and develop curricula that lead to new trades for which there is

a demand in the economy. The ECD case of the development of a curriculum in early childhood

education was used as an example by describing how and why it was created for girlsnew economic

opportunities. This was supported by the URCE expert. The speaker from Nuffic/ Mott MacDonald

addressed the audience with regard to CBT highlighting integrating learning and the changed roles

of the facilitator, CBA (portfolio assessment, no grading, no final exams), and with regard to the

introduction of more active learning methods (cooperative learning methods, experiential learning

methods, individual learning methods) in general. The DDG from REB stressed the importance of

taking lessons and curricula from TVET and integrating workforce development into general secondary


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Working Session 6: Strong Leaders, Strong Schools

Ms. Lucy Schalkwijk

Technical Assistant TVET Governance

Belgian Common TVET Support Program (PAFP)/ VVOB

Mr. Christian Karasira

Program Advisor - School Leadership Professional Training

VVOB Rwanda

The purpose of working session 6 was to highlight the importance of school leadership in leadingchange processes such as TVET reforms like the ongoing CBT/CBA roll-out. In order to rally people

around this idea an interactive session was foreseen allowing for exchanges and debate on the

difference between school administration, school management and school leadership and to look at

the current situation in participating countries and the desired future situation in those countries.

Besides this overarching goal, there were also the objectives of sharing (technical) experiences of

supporting school managers to turn around schools from different perspectives such as from a

technical assistants perspective, from the perspective of a school admin monitor from IPRC South,and from the perspective of a school manager who described the situation he found the school in

when he first started there and compare it to the current situation. These testimonies all served to

share both technical experiences and especially to stress the importance of school leadership in TVET

quality reforms. Recommendations were thus based on the lessons drawn from these experiences.

This session was facilitated by Ms. Lucy Schalkwijk, Technical Assistant TVET Governance from


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Out of the main challenges enumerated for a more systemic approach to the personal development

of school principals, is the fact that there is not yet a qualification framework in place for School

Leaders. Such a qualification framework is a necessary precondition for institutionalizing a schoolmanagement and leadership function within WDA and for the development of a school leadership in-

service training program.

Working Session 7: Financial Sustainability of TVET through Production Units: school-

based production units as one pathway

Ms. Furaha Minga


1. To establish a system for qualification and certification for TVET school managers.

2. To harmonize and institutionalize in-service training for TVET school leaders at a national

level.

3. Increase awareness about inclusive TVET (Gender, people with disabilities etc.).


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be better prepared for the workplace. For trainers there are also advantages, as production units

require them to keep working on their technical skills, to keep updated on the latest demand on the

market and thus production units will foster more creativity and innovation among teaching staffinvolved in them. The technical experience from the Belgian Common TVET Support Program was used

as an example of how to support TVET Schools production units. From the piloting of this approach

some known issues or challenges were also shared, as these would need to be addressed in order to

scale the approach. Examples of some of such challenges were the lack of sufficient startup capital

and working capital in production units, conflicting financial policies in school and business

management, lack of fulltime staff dedicated to production units, responsibility in production-related

risk, etc.

From the discussions it became clear that there is a fine balance between profit maximization and the

needs of the production unit as a profitable business in order to be able to contribute financially to

the TVET school and otherwise the educational goals and ethics and the quality of training and

learning. In order for a TVET schools production unit to function properly it should be financially

separated from the school and registered as an independent company. But how then, safeguard its

link to the school and its contribution to the learning outcomes of the TVET Schools students?It is in

this context that the Head of Partnerships from WDA, Mr. Didier Munezero, suggested that there is a

need for mechanisms to be put in place to balance training and business within TVET schools in

Rwanda. Experiences from other countries such as Haiti and DRC, showed that they have started a

reflection about TVET Schools production units and related planning. In Burundi TVET Schools

production units are operational, but they are used more as practical, hands-on training sites and they

do not currently function as registered businesses. The main recommendations from this session are


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Working Session 8: Skilled Teachers and In-company Trainers: key for demand-

oriented TVET

Ms. Beate Dippmar

Senior Technical Advisor TVET and Skills Development

Deutsche Gesellschaft fr Internationale Zusammenarbeit (GIZ) GmbH

This session organized by GIZ had two main objectives. Firstly, to share experiences and lessons

learned in approaches of training TVET trainers to deliver practice-oriented training and to capacitate

in-company-trainers. A Second objective concerned the discussion of challenges resulting in a set of

recommendations of needed actions to overcome the challenges for TVET trainers and in-company

trainers to transfer practical skills to TVET trainees.

This working session was co-facilitated by Ms. Beate Dippmar and Mr. Ezekiel Ngoboka from GIZ.

Speakers were Mr. Lamed AHIMBISIBWE from TEVSA and Mr. Ephrem Musonera from IPRC East.

Vocational skills of the workforce are mainly developed in TVET schools and companies. To transfer

the needed skills to young people TVET teachers and in-company trainers have a crucial role.Competent and motivated TVET teaching staff (teachers and trainers) with hands-on practical skills

and occupational knowledge as well as competence in pedagogy and subject didactics are demanded

to implement demand-oriented TVET of high quality. The session focused on exchanging experiences

in capacity building of TVET teachers and in-company trainers for their role in TVET. Based on practical

experiences and lessons learnt in technical ToT, staff and partners from GIZ exchanged on challenges

and opportunities that lie ahead to strengthen practical skills of TVET trainers and to support in-


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Families/Students, Private Sector) of funding of TVET/Skills Development were discussed to identify

sustainable sources or mechanisms of funding.

During the introduction the facilitator described a context of decreasing public funding of TVET in real

terms while TVET entails a high cost. He touched upon some underpinning concepts and principles of

the management of the funding of TVET such as flexibility, decentralization, and partnership;

Prioritization of Areas of Funding; and the importance of an Information System. There are different

and conflicting interests and perspectives between governments and the private sector on the areas

of focus and utility of public funding. Group discussions guided by instruction sheets were used to

reflect on these different perspectives and to come up with recommendations.

Some of the challenges that were discussed were the following. Firstly, the above mentioned

challenge of dwindling resources from all stakeholders (public, private sector and trainees). Another

challenge concerned the inadequate strategic planning, prioritization and focusing of resources.

Finally, there is a need for clear roles and obligations in the financing of TVET. The resulting

recommendations can be found below.


1. Tripartite mechanisms with a very active involvement of the private sector in the entire

process of TVET may prove a good solution, for example through an inclusive public

private partnership.


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organizing this event. My thanks also go out to other Development Partners such as Akazi Kanoze

USAID Youth Livelihoods Project implemented by EDC as well as other contributing development

partners from the TVET Subsector (Swisscontact, NUFFIC/BMB MottMacDonald, JICA, GIZ, and KOICA).

2. We have heard of experiences from different programs and different countries and have learned

from each other. Let me hereby share my experience as a Principal of the Integrated Polytechnic

Regional Center from the Southern Province or IPRC South. As many of you have seen yesterday during

the field visit to our campus, we are the regional facilitators of TVET in the Southern province. We also

have training facilities that cover RTQF (Rwanda Technical Qualification Framework) levels 3 up to 7 in

a total of 7 departments and 11 different trades at VTC level. At that, we are a young institution andhave been the implementing partner of the Belgian Common TVET Support Program (PAFP) in the

Southern province.

3. The IPRC South you have seen yesterday, was not always like this. We are actually a young

institution and have grown along with the Belgian Common TVET Support Program. We originally were

at Kavumu that another group of you has visited yesterday, we then moved to the campus in Huye

where we are today. We later added on a VTC and grew considerably in staff (some 200 today). All thiswas witnessed and supported by the PAFP program. In fact it also grew and adapted to this fast

changing context by reorienting their program to support this decentralization and facilitation of TVET

implementation by IPRCs. In so doing, they extended the number of pilot schools from the 10 initial

pilot schools to 24 of which the additional 14 pilot schools were our pilot schools. They supported us

in this new role as facilitators of TVET in the Southern province.


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2. Symposium Day 2Wednesday October 7th2015

Introduction

Mr. Sam Barigye

Coordinator Hospitality and Tourism Training

Focal Person Adolescent Girls InitiativeAGI Project (World Bank funded)


The Master of Ceremony looked back at the findings from the previous day. After this he introduced

the program of the second day and the persons giving the opening remarks of the second day.

Opening Remarks by the BTC Country Representative

Mr. Benot Piret

Country Representative

Belgian Development Agency (BTC)

Bonjour tous, chers participants ce symposium

Cest un grand plaisir pour moi douvrir cette deuxime journe du symposium sur le TVET organispar

le WDA et la Coopration belge.

Lobjectif du symposium est triple :


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une bonne coordination entre les nombreux acteurs, sous le pilotage du WDA,

une rflexion encore plus approfondie sur lassurance de la maintenance et de lutilisation

efficiente des nombreux nouveaux quipements

la participation du secteur priv.

Puisque le PAFP sera cltur trs prochainement, un petit regard en arrire simpose. Un premier

symposium du mme type de celui daujourdhui avait t facilit par PAFP au moment de son

dmarrage en 2010.

Ce symposium est pilot par le Ministre dEtat, dj prsent lpoque comme DG du WDA

nouvellement cr. Je saisis loccasion de cette nouvelle dition pour saluer particulirement, en plus

de Monsieur le Ministre, trois collgues qui ont fortement contribu la naissance de lide du

programme commun : je nomme ainsi Georges Lenain, ancien AT lAPEFE, Niels De Block AT la

VVOB dans la Province du Sud et Sophie Waterkeyn, ancienne coordinatrice de Educaid, plateforme

Education en Belgique tous trois peuvent apprcier aujourdhui le chemin parcouru.

Merci donc ces 3 personnes ainsi quau Directeur de lintervention Mr Gdon Rudahunga qui a

accompagn les interventions en particulier Kavumu, ainsi qu Anne-Pierre Mingelbier, qui a

accompagn le programme depuis Bruxelles, comme programme officer la reprsentation et enfin

comme program co-manager pour la dernire phase de lintervention.

Je veux aussi remercier toute lquipe du PAFP, trs diverse, organisatrice efficace de ce symposium :

lassistance technique qui a fourni un effort particulier pour produire des supports de


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Opening Remarks by the Director General of WDA

Mr. Jerome Gasana

Director General


Today is in every way a special day in the life of TVET. It is distinctive in the great number of experts

represented here. It is unique in the range of diverse backgrounds and nations represented here today.

The broad rich of representation in todays meeting matches the importance of TVET as a focus of

interest in this symposium. In many instances, TVET is viewed as a vehicle with the ability to transform

livelihoods and wholescale national economies. It is the one instrument for social transformation that

has the potential to reach every strata of the society in a country, equipping them with employable

competencies.

Such tremendous potential notwithstanding, TVET remains a recent phenomenon to our relatively

youthful country. There is much that is not understood in TVET. There are considerable challenges

that implementers of TVET confront on a day-to-day basis. One can safely assume that these

challenges bear a common thread and have been encountered in different times and forms manynations. Unknown to individual nations, partial and in some instances complete solutions to these

challenges may have been developed in other nations. And therefore the need for this symposium and

its drive to bring you all together to share experiences and to derive lessons that will ease the

challenges of implementing TVET.

Yesterdays plenary and working sessions probed the three themes of Linking with private sector,


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Plenary Session 2: National Quality Reforms in TVETCountry Testimonies

Mr. Theodore Habimana

Director TVET Training


The objective of the second plenary session and first session of the second day of the TVET Symposium

was to share information about National Quality Reforms in TVET in different countries with the

international audience.

The moderator of this session was Theodore HABIMANA, Director of TVET Training from WDA, he wasboth moderator as well as presenter of the Rwandan country situation. The panel as composed of the

following country representatives:

Ms. Hermionne LEONARD, Programme Director, Haiti

Mr. Osama ESHTAYEH, Director General TVET, Ministry of Education and Higher Education,

Palestine

Mr. Blondin MUKWEY, TVET Expert, DRC Mr. James Mugerwa Assistant Commissioner TVET, Ministry of Education, Science, Technology

and Sports, Uganda

These county experiences from of five countries (Rwanda, Haiti, Palestine, DRC, Uganda) were to be

presented using four guiding questions:


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The TVET policy of 2008 did not tackle all of the problems. A new TVET policy, TVET Strategy and a

workplace learning policy were all adopted in September 2015 showing the great momentum in the

TVET sub sector. With the last policy a step was made for TVET to be not only be taught in schools, butalso in the industry.

To measure the employability of TVET graduates and the satisfaction level of the private sector with

the graduates a tracer survey is conducted every year. Mr. Habimana pointed out some of the

remaining challenges for the TVET system in Rwanda. He recommended improving the pathways

within the RTQF. He pointed out that suitable training facilities and equipment are still insufficient

compared to the needs of the country in rolling out the CBT/CBA approach. Capacities still need to bebuilt in all levels of the system. Finally, as in many other countries TVET still suffers from an image

problem. Awareness of the public at large (including prospective students and families) should be

raised on the attractiveness of TVET for youth employment.

The second speaker was the representative from Haiti. She explained in French what the situation was

like in Haiti using the guiding questions to structure the information.

1. What TVET reforms have taken place in your country (Policy, legal and institutional level,

reference/guides: occupational standards)?

Le Plan Oprationnel (PO) 2010-2015, issu des Recommandations du Groupe de travail sur

l'ducation et la formation de 2010, dont le mandat tait de proposer un pacte national sur

lducation et la formation devant orienter le systme ducatif pour les 20 25 prochaines

annes, se fixe comme objectif premier la refondation du secteur aprs le sisme du 12 janvier


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o Promotion des actions pour linsertion des sortants du systme de FTP.

2. What do you judge to be the major pillars of your TVET system?

Le dcret de mars 1985 crant lINFP comme organe recteur de lETFP en Hati

La cration du BSEFP en 2012 par dcret prsidentiel pour donner une perspective la FTP.

La Loi sur la Politique et stratgie nationale de lETFP en cours de validation par le Parlement.

Un nouveau modle de gestion des centres de formation professionnelle (CFP) (normes et

procdures de gestion des ressources matrielles, financires, humaines et pdagogiques) quivient dtre valid par lINFP, les Chambres de commerce et les principaux acteurs de lETFP.

Ce modle pilote comprend un lien important entre les CFP et les entreprises.

3. What is the role of the private sector in the planning and the delivery of TVET in your country?

March informel plus de 80% ;

Absence de relation tablie entre les CFP et les entreprises avec comme consquence entre

autres les difficults trouver un lieu de stage pour les finissants.

Depuis quelques annes (environ 5 ans) un effort est fait dans ce sens : invitation des

reprsentants de la Chambre de commerce dHati des crmonies et runions de travail

avec lINFP et les oprateurs de lETFP.


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o d'une adquate liaison avec le march du travail. Environ 60% de la population active

est touche par le chmage ou le sous-emploi. Dans un contexte o lemploi est peu

accessible, le travail formel ne contribue que faiblement aux revenus des foyers. Lestransferts dargent des hatiens rsidants ltranger reprsentent le principal filet

social contre la pauvret (entre 20% et 25% du PIB). Le march du travail hatien est

fortement asymtrique. La disponibilit de main d'uvrequalifie est trop faible par

rapport aux besoins. Ce dsquilibre est un obstacle supplmentaire la politique du

gouvernement qui viserait encourager les investissements nationaux et trangers.

The next speaker was the representative from Palestine. He gave the following information on his

countrys situation.He said that the situation of TVET in Palestine is very similar to that of Rwanda. In

fact, there was a reform of the TVET sector in 1994. This was done after the Oslo agreement with

Israel. TVET is a responsibility of the national authorities of Palestine. There is a national strategy which

unites all stakeholders of TVET in Palestine. This strategy focuses on a system which is unified,

effective, flexible, and sustainable. The focus has to be on lifelong learning. The system is a modularsystem. He explained that they are also using the CBT approach. More than 16 programs have been

developed in different fields by using this approach.

Involvement of the private sector is very important. The implication of the private sector in TVET is

organized in the form of public-private partnerships.

Palestine collaborates with the Belgian Technical Cooperation to improve the TVET sector. This is done


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The strategy focuses on lifelong learning and girls training. At this moment 19% of the students in

secondary education are in TVET. To improve the TVET subsector, new resource centers have been

created and consultation committees have been organized. This reunites the main stakeholders,including donors and technical partners.

As the private sector is playing a role in TVET, they are represented in a TVET commission. The sectoral

strategic plan indicates that every institution can be part of the TVET system. Finally, to end his address

the speaker represented some major challenges they are facing in the DRC regarding TVET. For

example, the goal is to go from 19 % to 45% of the students enrolled in TVET in 2025. To ensure this

is possible a proper infrastructure needs to be built. TVET schools have to be more accessible andcloser to the learners. Another issue, concerns the participation of girls due to stereotypes. There is

an important lack of participation of girls in TVET. Furthermore, there is the problem of quality. The

teachers are not well trained. More emphasis has to be put on the quality of teaching, the accessibility

and the link of curriculum development with private sector needs. The DRC has also chosen to adopt

the competency-based approach to TVET and it is currently being tested in some pilot schools. It

should now be implemented in more and more schools. Mr. Mukwey explained that they organize

inspection of TVET schoolsimplementation of the CB approach, but that it is still very limited. Finally,there is the need for decentralization. Considering the sheer size of the country and the fact that seven

ministries are responsible for TVET, excellent coordination is needed.

The next and final speaker, was the representative from Uganda presenting the Ugandan TVET System.


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training, IGAs and Savings and Internal Lending Communities (SILC) was described. Youth employment

is a learning outcome of quality TVET and this can be either self-employment or employment in a

public or private company. In both cases there is a need for certain entrepreneurship skills that helpgraduates make a smooth transition to the labor market.

This session was co-facilitated by Mr. Steve Kamanzi and Ms. Anne-Marie Mukarugambwa. It included

an introductory presentation, testimonies from Akazi Kanoze entrepreneurs, and a Q&A session.

Some of the challenges that were captured during the presentation and discussions, were the

following. Access to finance and startup capital (collateral) is not easy for TVET graduates. In order for

them to acquire hands-on skills in entrepreneurship they should be accompanied in the process of

starting up a business which includes finding funding. SILC can provide a particular solution for this

problem of startup capital. There is also a need for a certain mindset of youth in order to achieve

success in building entrepreneurship skills. Finally, school managers should also have notions of

entrepreneurship and understand the importance of entrepreneurial training for it to be properly

integrated into teaching and learning activities. The session arrived at the following recommendations.


1. Use small groups of youth (through Savings and Internal Lending Communities - SILC) in

order to address access to startup capital


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PAFP, Mr. Felix NTAHONTUYE from the WDA Curriculum Development Unit, Ms. Agnes UMUTONI

from Kinazi TSS, and Ms. Primitive UMUTONIWASE from Kabutare TSS.

Mr. MUHIRE presented the WDA Curriculum Development Manual. He showed the importance of this

curriculum development manual and the importance of demand-drive and market responsive

curricula. A demand driven curriculum is one of the factors which can boost the economic situation of

a country. He mentioned all the steps involved in developing and experimenting a curriculum before

its implementation. The next speaker was Mr. Faradji GAHUNGU who related the PAFP experience in

developing competency-based agricultural curricula. He described the different steps in the process

that PAFP has covered and where it is now in terms of developed, experimented and implementedagricultural curricula. He explained the difference between the previous system and the new system

of CBT/CBA Approach which is learner centered. Using a SWOT analysis that was done with

stakeholders in this PAFP agricultural curriculum development process he illustrated some of the

successful and less successful experiences from the program.

The two trainers on the panel, Ms. Agnes Umutoni and Ms. Primitive Umutoniwase, presented their

schools experience with the PAFP support. The new system has brought about a lot of changecompared to how agricultural trades were previously taught. They shared that through this support

and with time, all trainees are now feeling confident to participate in the learning activities. For them

the CBT/CBA approach has great advantages and so many opportunities even for the schools. The

trainers showed the importance of the regular coaching by PAFP technical Assistants and the PAFP

support in availing learning materials and consumables for the model crops fields, the ambulatory

veterinary clinic, etc. The schools are implementing the curricula of level 3 and level 4 in Crop


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Working Session 12: How do we organize TVET Provision?

Mr. Cees Riny

Education Advisor at Euroconsult Mott MacDonald/ BMB Mott MacDonald

NICHE Program (Nuffic)

This session set out to sensitize practitioners in the field of TVET in Rwanda and abroad on other ways

of organizing TVET provision, to provoke and open minds in order to come up with some new ideas

for the future of skills development in Rwanda and abroad.

The session was facilitated by Mr. Cees Riny from Nuffic/Mott MacDonald and took the form of aninteractive presentation with different exercises or quiz questions at various intervals to tap the

experience and opinions of the audience.

Some of the challenges and questions that were either brought up by Mr. Cees Riny or by the

practitioners in the audience were the following. Firstly, the question Are our TVET schools fit for

purpose? TVET schools seem more based on traditional classroom -based root-learning than on

skills development. The implementation of CBT does not seem to go hand-in-hand with changes in

school organization and school design. In order to make TVET schools more flexible and geared to skills

development one should organize them around the offer of modules (practical competencies) either

as stand-alone blocks of learning, grouped in short courses or as part of full qualifications (e.g.

certificates or diplomas) and introduce an open access policy (breaking down the walls between

formal, non-formal and informal TVET). This was a very provocative stance from the facilitator and

participants were more inclined to take on a gradual approach.


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1. Set up a national database with the latest versions of ALL module specifications that can

be easily accessed (e.g. WDA web-site) by TVET providers, curriculum developers, the

labor market and the public at large and that can be used to develop new qualifications,

design short courses or offer stand-alone modules. The database is to be maintained by

WDA (CDU/AQA?).

2. A hybrid system should be put in place. TVET providers are to give less importance to a

class-based systems based on fixed entry and exit points and more emphasis on a more

flexible system based on the offer of modules which can be part of formal qualifications,

short courses or stand-alone modules open to heterogeneous groups (formal, non-formal

and informal TVET)) creating a system with more flexible entry and exit points.

3. Integrate TVET providers/schools in Skills Development Centers (SDCs) and offer a suit of

modules relevant to the local economy/community that are well publicized and open to

the formal, non-formal and informal skills sector. Establish Labor Market Units (LMUs) in

all SDCs to ensure relevance in skills development to current and future needs of the labor

market in the region.


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The main speaker and facilitator of this working session was Mr. Rob van de Gevel from Nuffic/ Mott

MacDonald. Mr. Tony Rutayisire from Tumba College of Technology was also a speaker during this

session.

As comparative studies of successful TVET systems in various countries show, performing TVET

systems exist in countries that succeed in meaningfully involving the private sector in TVET. The

speaker created awareness about this by looking at the critical success factors involved and discussing

a framework for an enabling environment for private sector involvement. After an initial presentation

of the topic by Mr. Van de Gevel, Mr. Rutayisire presented the Tumba College of Technology (TCT)

case. After the case study, the participants were engaged in an interactive session (role play) toestablish the different expectations, interests, concerns and resistance of various stakeholders in

relation to private sector involvement in skills development.

The presentations and exchanges highlighted these challenges. There is often a reluctance of the

private sector to get involved in TVET skills development. Another issue, may be that trained staff are

easily headhunted by the private sector as they can offer more competitive salaries. The

recommendations derived from this working session are listed below.


1. There is a need for a National Transformation agenda for TVET and skills development in

many countries.


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The workstations were set up as follows. The first micro station was manned by two trainees, two

trainers, and one development partner (EDC AK). Here visitors could look at trainee portfolios, trainee

booklets, and hand-outs of sample integrated assessments. At the second micro station two schoolmanagers and one deputy-school manager in charge of training, showed sample organization and

procurement tools, videos of assessment, pictures of assessments before and after CBA

implementation with PAFP support, and a hand-out was shared on the cost of assessment. At the third

workstation, the so-called meso station, there were an IPRC South staff member and two external

assessors from the private sector who shared sample training materials and a hand-out with a training

program for external assessors. There was a fourth workstation showcasing an alternative approach

and tools for CBA like the one used by Nuffic/ Mott MacDonald. Finally, the last, macro station wasmanned by WDA staff from the Curriculum Development unit and the Examination unit as well as a

member of staff from EDC Akazi Kanoze. What was shared here was the assessment manual along

with hand-outs with sample module assessment guidelines.

Some of the challenges that were discussed at the different workstations were the following. It is a

huge challenge to provide enough consumables for CBT/CBA. This is where financing mechanisms for

TVET come in to play. Furthermore, CBA takes much more time as it requires individual assessmentand a variety of internal and external assessors who also need to be trained. How to make a portfolio

for specific modules is not well understood in most of the TVET schools, so further guidance is needed

in this area. Some schools are not implementing CBT/CBA because they lack the basic infrastructures,

equipment and trained human resources to do so. The involvement of assessors from the private

sector was much appreciated but up until now it requires the payment of an expert fee, which is a

significant barrier for using such assessors on a long-term basis for most of our TVET schools. The


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Working Session 15: The operationalization of a joint program

Ms. Sophie Waterkeyn

Education Expert

Belgian Development Agency (BTC) Head Office

The objective of this session was to share lessons of a joint program uniting several technical and

financial partners using the PAFP case (history and process). In a lot of countries and contexts there is

a need for more synergy between different technical cooperation agencies and NGOs to ensure that

development funding is used more effectively and to avoid duplications and waste. This is a need

expressed by both funding agencies as well as by governments of supported countries, because ofincreasing pressure on budgets. Inefficacies and duplications are to be avoided and more and more

synergy should be sought after to achieve maximum impact.

Ms. Sophie Waterkeyn, Education Expert from the BTC Head Office, was the facilitator of this session.

Different members of the PAFP staff were involved in sharing testimonies about the history and

functioning of this joint program, such as the Director of Intervention from PAFP, etc.

Some of the challenges that were highlighted by the speakers, were the following. Firstly, the

harmonization of finances and the effective management of human resources is difficult in a joint

program as different procedures apply and different responsible persons are involved. Sometimes

compromises have to be made. Secondly, in this program the involvement of political and institutional

actors was at times insufficient or unclear. How can a joint program ensure a joint effort with equal

involvement? Finally, a synergy should be more than three or more organizations working together in


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Plenary Session 3: Looking back, looking forward: Sharing recommendations

Mr. Albert Nsengiyumva

Hon. Minister of State in charge of TVET in Rwanda

Three expert speakers:

Mr. Steve KAMANZI, Chief of party Akazi Kanoze USAID (EDC), for the theme:

1 Linking TVET with the Private Sector - Hands-on Skills for the Labor Market

Mr. Paul UMUKUNZI , Vice Principal Academics IPRC-S, for the theme:

2 Towards a Competency-Based Approach - Implementing CBT/CBA Pascal GATABAZI , Principal of Tumba College of Technology, for the theme:

3 Leading the Change - Managing TVET

Guests of honor:

Hon. Minister Inna Chaibou DAN, Niger

Hon. Minister Narciso Damasio dos SANTOS BENEDITO, Angola

Hon. Minister M. Salifou DEMBELE, Burkina Faso Hon. Minister Autlwetse Kenneth KGOTLA, Botswana

Hon. Minister M. Benjamina Ramarcel RAMANANTSOA, Madagascar

Hon. Minister Saku S. DUKULY, Liberia


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1 Linking TVET with the Private Sector - Hands-on Skills for the Labor Market


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2 Towards a Competency-Based Approach - Implementing CBT/CBA


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3 Leading the Change - Managing TVET


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Closing Remarks by H.E. the Ambassador of the Kingdom of Belgium

Mr. Arnout Pauwels

H.E. the Ambassador of the Kingdom of Belgium to Rwanda

1. First of all, thank you for allowing me to say a few words on this occasion. I am much honored to

be here for the closure of the TVET Symposium. Colleagues have attended the different sessions and I

am very happy to hear that the sessions were very interesting, even animated and that the symposium

was a real opportunity to exchange ideas, experiences, best practices and a way to learn from others.

Thank you to all the participants for their contribution to the Symposium.

2. As said during my opening remarks, education is essential for a country and TVET plays a key role

in the socio-economic development of a country. The number of participants at the Symposium shows

the importance of the TVET sector across the world.

3. We all know the close link between TVET and the private sector and it has been one of the three

themes discussed during the symposium. Belgium would especially encourage stakeholders to find a

mechanism to allow students to do internships in private companies. Its a real asset for the students

but also for the companies as it allows them to transfer competencies and increase the quality of

human resources on the market.

4. During the first plenary session, the representative of NUFFIC mentioned passion as a key

element to succeed. You remember, he showed us his suit. Its true, passion is crucial, and I am

convinced that integrating students in real work life (e.g. internships in private companies) is an

element that can contribute to develop passion for the job. Belgium really encourages all stakeholders


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inter-ministerial conference. Indeed, its crucial to maintain the link between the field or the technical

level and the policy level.

9. Honorable Minister of State in charge of TVET, youve mentioned in your opening remarks the

HeforShe campaign. Allow me to join you to recall the importance of gender equality. Men and boys

should engage in removing social and cultural barriers that prohibit women and girls from achieving

their full potential.

10. In conclusion, let me again express my appreciation to all parties who contributed to this

symposium, especially the Belgian Common TVET Support Program, other Development Partners as

well as the WDA and the MINEDUC. Thank you for your commitment and involvement in this event!

11. Dear participants from across the world, let me thank you again for your active participation and

wish you all to share recommendations of this symposium with your colleagues in your respective

countries.

12. Honorable Minister of State, we all know the ambitious targets for the TVET sector in Rwanda. I

wish you all success to achieve the objectives in the TVET sector. Although the bilateral cooperation inthe TVET sector between the Government of Rwanda and the Kingdom of Belgium is ending soon due

to the Division of Labor, we will always remain very interested in the TVET sector and will continue to

follow up.

13. I am proud that my country is a close partner of the Government of Rwanda in its strong

commitment to social and economic transformation for the wellbeing of the population.


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3. Conclusions

In summary, the TVET Symposium was very successful as can be concluded from the number of

participants (approximately 295 on day 1 and 345 on day 2). The fact that the second day saw evenmore participants than the first day, is also a great indicator of success. Finally, participants at the

African Ministerial Conference the next day were very much interested in receiving the different

reference documents, presentations and this document of symposium proceedings which also

demonstrates great interest in the content that was shared with the participants.

It is the wish of the different parties involved in the organization of the knowledge management

process that preceded the TVET Symposium that the recommendations of all the working sessions aswell as the Knowledge Products in the form of working papers, booklets and video documentaries be

shared and used by practitioners, TVET experts and policy makers. It was clear from the exchanges

between national and international participants that similar issues exist in various countries and that

exchanging on approaches and best practices is relevant and necessary for improving the quality of

TVET delivery in Rwanda and abroad.

Editor: Lucy Schalkwijk


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Annex 1: Links to Organizing Parties

Government of Rwanda: Ministry of Education

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


http://www.wda.gov.rw/

Belgian Development Agency (BTC)

http://www.btcctb.org/en/btc-homepage

Flemish Association for Development Cooperation and Technical Assistance (VVOB)

http://www.vvobrwanda.org/
http://www.mineduc.gov.rw/home/http://www.wda.gov.rw/http://www.btcctb.org/en/btc-homepagehttp://www.vvobrwanda.org/http://www.vvobrwanda.org/http://www.btcctb.org/en/btc-homepagehttp://www.wda.gov.rw/http://www.mineduc.gov.rw/home/


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Deutsche Gesellschaft fr Internationale Zusammenarbeit (GIZ) GmbH

http://www.giz.de/

Japan International Cooperation Agency (JICA)

http://www.jica.go.jp/english/

Korea International Cooperation Agency (KOICA)

http://www.koica.go.kr/english/main.html
http://www.giz.de/http://www.jica.go.jp/english/http://www.koica.go.kr/english/main.htmlhttp://www.koica.go.kr/english/main.htmlhttp://www.jica.go.jp/english/http://www.giz.de/


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Annex 2: Belgian Common TVET Support Program (PAFP) Knowledge

Products

Working Paper Booklet

Supporting TVET Reform in Rwanda Building School Leaders Capacities for Better

What Is the PAFP Approach? Quality TVET

Authors: Author:

Nikolaas Swyngedouw, Lucy Schalkwijk Lucy Schalkwijk

Contributors: Juma Byagatonda, Gemma

Musengeneza

Editor: Nikolaas Swyngedouw


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Working Paper Booklet

PAFP Support to WDA Internship Programme: The Challenge of Agricultural TVET Reform

How to Ensure a Qualitative Internship in Rwanda

Experience for TVET Trainees?

Author: Authors:

Agnes Ammeux Antoine Ciza, Gahungu Faradji, Aline Filiot,

Contributor: Minga Furaha Nikolaas Swyngedouw

Editor: Nikolaas Swyngedouw


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PAFP Video 1 Training on Site Chantier Formation PAFP Video 2 Bridging the Gap from Traditional to Competency-Based

Training

TVET Symposium Final Report

Documents

Transcript of TVET Symposium Final Report