In the UAE and Selected Countries - Technical and Vocational Education and Training (TVET)
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Technical and Vocational Education
and Training (TVET)
in the UAE and Selected Countries
R&D Department
National Qualifications Authority, UAE
February 2020
Table of Contents
UAE TVET Market Slides 3-12
TVET in selected countries
Germany Slides 13-19
Sweden Slides 20-23
Republic of Korea Slides 24-27
Singapore Slides 28-37
Sultanate of Oman Slides 38-40
Kingdom of Saudi Arabia Slide 41
Recommendations: Steps to improve TVET sector in the UAE Slides 42-43
2
What is the UAE TVET Market?
General Secretariat of the
Executive Council
Emirate of Abu Dhabi
Abu Dhabi Centre for Technical Abu Dhabi Centre for Technical
Post-secondary TVET Education and Vocational Education and and Vocational Education and
Training (ACTVET) Training (ACTVET) oversees a
number of entities that provide
Abu Dhabi Vocational accredited educational and
Institute of Applied vocational training
Education & Training
Technology (IAT)
A diverse range of applied programmes
Institute (ADVETI) programmes, in line with the
best international standards, to
Programmes in engineering,
Abu Dhabi Al Jazirah Institute of Science prepare students for the labour
aviation, and meteorology sectors Polytechnic and Technology (Abu Dhabi) market.
(bachelor’s, applied bachelor’s, (AD Poly)
diploma, and higher diploma)
Al Jaheli Institute of Science and
Fatima College of Technology (Al Ain)
Programmes in healthcare
Health Sciences
(bachelor’s and higher diploma) (FCHS)
Al Reef Institute of Logistics and
Applied Technology (Shahama)
Baynounah Institute of Science
Source: ACTVET, https://www.actvet.gov.ae/en/Pages/default.aspx#, and Technology (Al Dhafra)
IAT, http://www.iat.ac.ae/; ADVETI, http://adveti.abudhabi.ae/
UAE TVET Market (cont.)
Emirate of Abu Dhabi
Secondary Technical Schools (STS)
Secondary TVET Education ACTVET • Offer studies in grades 10-12
• Focus on technical and technology
education
Applied Technology High Schools • Programmes are articulated into
(ATHS) ADVETI’s post-secondary
• Located in every emirate across Abu Dhabi institutions
the country Institute of Applied Vocational Education • The UAE Ministry of Education
• Offer studies for grades 8-12. Technology (IAT) & Training Institute Grade 12 Secondary Technical
(ADVETI) School Certificate upon
Some ATHS schools accept
students as early as from Grade 6. completion
• Offer two programmes of study:
The ATHS Core Programme and
the Advanced Science Programme Applied Technology Secondary Technical
Vocational
• Applied Technology Secondary Education
High Schools (ATHS) Schools (STS) Vocational Education
Development Centre
Certificate upon completion
Development Centre (VEDC)
offers a Certificate of Applied
Source: Learning.
Applied Technology High Schools (ATHS), http://www.iat.ac.ae/schools,
Secondary Technical Schools (STS), http://www.sts.ac.ae/
UAE TVET Market (cont.)
ADNOC Technical Institute (ATI)
Emirate of Abu Dhabi https://www.adnoc.ae/en/corporate-responsibility/education
• training facility for the oil and gas industry in the UAE
Technical Institutes and Short-term Courses
• offers hands-on in-plant training and real on-the-job training
Some examples include: experiences
• provides career opportunities for the graduates from ATI in one
The Centre of Excellence for of four specialisations: process operator, electrical technician,
Applied Research & Training (CERT) instrument technician, and mechanical technician.
http://www.cert.ae/
• commercial, research and training arm of the Higher
Colleges of Technology (HCT)
• offers education solutions to both corporate and Etihad Aviation Training
individual customers. https://www.etihadaviationtraining.com/
• subsidiary of Etihad Airways
• a world-class flight training facility in the
UAE for Emirati and international cadet
Etisalat Academy pilots
https://www.ea.ae/ • pilots can qualify for their Private Pilot’s
offers: Licence (PPL), Commercial Pilot’s Licence
• Business training (CPL) or Airline Transport Pilot Licence
• Telecom training (ATPL).
• IT courses.
UAE TVET Market (cont.)
Emirate of Dubai
National Institute for Vocational Education (NIVE), Dubai
Training Institutes
National diplomas: Higher national diplomas:
Training institutes registered • Business • Business
with KHDA • IT practitioners • Computing
There are about 1140 training institutes (as • Finance and accounting • Jewellery business
of May 2017) registered with KHDA. development
• Marketing
They provide training or education-related • Public relations Other programmes:
services to the community, such as computer
training facilities, management and • Human resources • Bridge to work
leadership courses, health and safety training, • Occupational health and • Skills for the workplace
paramedical training, private tutoring safety
services, educational services consultancies, • Banking and finance
etc.
Source:
TVET, KHDA, https://www.khda.gov.ae/en/tvet; NIVE, Dubai, http://www.nive.gov.ae/En/
UAE TVET Market (cont.)
Northern Emirates
Ras Al Khaimah Free Trade
Zone, Academy Zone
Fujairah Creative City
As of 2017,
• 18 training institutions, and
As of 2017, • Seven (7) higher education institutions (none was
licensed by CAA, MoE)
• Training institutions
o ATA Management Consultancy and Training
FZE
o Emirates Consulting & Training FZC Ajman Free Zone
o ISM Training FZE, and
• Nine (9) higher education institutions (none was • Short courses for the employees under
licensed by CAA, MoE) supervision of the Training and Development
Note: Media Free Zone Section, Ajman Free Zone
UAE TVET Market (cont.)
Continuing Professional Education & Workplace Learning
Short-term courses of less than a year of duration and on-the-job
training in various fields are offered by continuing education providers
and employers across the country.
Many of the continuing education providers offer internationally
recognised industry-based certifications or credentials.
Armed Forces, Police and Civil Defence Professional Education
Vocational training opportunities are offered to Emiratis to meet the needs of
the Armed Forces and Police. The training includes professional and technical
skills in:
∙ Electronics ∙ Logistics
∙ Mechanics ∙ Administration
∙ Construction trade ∙ Disasters and emergencies services
∙ Medical care
UAE TVET Market (cont.)
• Internationally recognised vocational
qualifications offered by education and
training providers in the UAE who obtained Connec ME Education
UAE Academy
the UK awarding organisations, e.g., City & • offers the City & Guilds language • Business and Technology Education
Guilds, Pearson (formerly Edexcel assured), accreditation programme Council (BTEC) qualifications
etc., approved/assured centre status.
• offers City & Guilds International Trainer,
• They offer internationally recognised
Teacher, Assessor and Internal Quality
vocational qualifications including the Assurer Public Courses
National Vocational Qualifications (NVQs),
Scottish Vocational Qualifications (SVQs), and Excellist
the BTEC vocational/work-related • approved centre of Edexcel (UK) to
qualifications. provide various Edexcel BTEC
Levels programmes in the UAE
Cromwell UK
• Offers vocational higher education
qualifications awarded by Pearson –
• Internationally recognised vocational qualifications offered by education and Business & Technology Education Council
training providers in the UAE who are accredited by professional bodies, e.g., CIPD (BTEC)
(Chartered Institute of Personnel and Development, the UK professional body for HR
and people development) and others.
UAE TVET Market (cont.)
Institutional Learning
Some examples include:
Higher Colleges of Technology
HCT 4.0 – Employability & Beyond, a new strategic plan
launched in 2019
HCT 4.0 aims at providing an academic & professional
education to prepare graduates to meet industry
needs.
Source: Higher Colleges of Technology, http://www.hct.ac.ae/en/strategy/hct-4-0-employability-beyond/UAE TVET Market (cont.)
Higher Colleges of Technology (cont.)
Emirates Aviation University
Professional training courses in the aviation industry
Note: KHDA is responsible for quality assurance of vocational non-
degree programmes offered by the Emirates Aviation University,
whose degree programmes are accredited by CAA, MoE.
ESMOD, Dubai (fashion school)
• Fashion design and creative courses
• Courses in fashion business
• Courses in makeup
Source: Emirates Aviation University, UAE,
https://www.eau.ac.ae/en/programmes/?courseType=foundation;
Esmod, Dubai, https://www.esmod-dubai.com/UAE TVET Market (cont.)
Awarding Bodies Registered Training Providers (RTPs)
• Abu Dhabi Centre for Vocational Education and Training
(ACTVET) in the emirate of Abu Dhabi and northern
emirates
• Knowledge and Human Development Authority (KHDA)
in the emirate of Dubai
o The Qualifications and Awards in Dubai (QAD)
NQA
ACTVET KHDA
to be
RTP RTP RTP RTP announced
soon
Source: ACTVET, https://www.actvet.gov.ae/en/Pages/default.aspx#, Qualifications
and Awards in Dubai (QAD), KHDA, https://www.khda.gov.ae/en/tvetGermany
Why Germany?
Dual Education system
• Learning takes place at two venues – a company and a vocational school.
• Learners undergo training in one of more than 300 training occupations (skills areas)
recognised in accordance with the Vocational Training Act (BBiG) or the Crafts and Trades
Regulation Code (HwO).
• Duration of training is between two and three and a half years and depends on the occupation.
Training may also be completed on a part-time basis.
• The only entry requirement to dual training is complete full-time schooling.
• Learners get paid for their apprenticeship.
• Each year, around half of Germany’s school leavers opt for this type of vocational education and
training.
Source: The Federal Institute for Vocational Education and Training (BIBB), https://www.bibb.de/en/77203.phpGermany (cont.)
The success of the German Dual Education
system has inspired countries like Spain,
Greece, Portugal, Italy, Slovakia, and Latvia to
adapt their own TVET-like systems to the
German model.
Other countries, such as India, China, Russia,
and Vietnam, are cooperating with the German
government to modernise their systems.Germany (cont.)
The German framework for quality assurance and quality
development in TVET
Two-step accreditation system
To benefit from public funding, TVET providers:
• must be certified by an accredited certification agency
• their training courses must be licensed.
TVET providers can apply for:
• nationwide certification
• for training activities in certain economic or educational sectors
• for training activities in certain regions.
TVET providers are obliged:
• to have an internal quality management system
• must be assessed (‘certified’ or ‘licensed’) against a number of
quality criteria by a recognised body, known as a ‘certification
agency’ or ‘centre of expertise’.
Source: Accreditation and quality assurance in vocational education and training, CEDEFOP,
https://www.cedefop.europa.eu/files/4089_en.pdfGermany (cont.)
Certification agencies Accreditation council
• have to be accredited by the Federal Employment Agency, which • advises the national accreditation body and drafts
acts as the overall body for accreditation recommendations for accreditation and certification
• can apply for nationwide accreditation but the accreditation will procedures
be limited to a specified economic or educational sector or regional • consists of nine members: representatives from
territory both the Federal Ministry for Economics and Labour
• have to follow detailed criteria developed by the Federal Ministry and the Federal Ministry of Education and Research, a
for Economics and Labour. representative from the Länder (state), trade unions,
employer organisations, organisations of TVET
providers, and three independent scientific experts
• Additionally, every year the national accreditation
body verifies the system for quality assurance and
TVET providers are free in choosing the certification agency. quality development.Germany (cont.)
Certification is limited for three years maximum. Every
To pass the certification procedure, TVET providers have to: year a “monitoring audit” has to be carried out by the
• prove their financial efficiency certification agency, focused on the TVET provider's
• prove educational capacity quality management system.
• fulfil a number of detailed requirements, among them Additionally, every year the national accreditation body
the capacity to support the integration of their trainees verifies the system for quality assurance and quality
into employment. development.Germany (cont.) Quality assurance in TVET German Reference Point for Quality Assurance in Vocational Education and Training (DEQA-VET) DEQA-VET was established in 2008 within the Federal Institute for Vocational Education and Training (BIBB) in the framework of the European Quality Assurance in Vocational Education and Training (EQAVET) initiative to further develop different vocational education systems in Europe and make them more comparable. DEQA-VET has identified eleven cornerstones for quality assurance in company-based training. Source: German Reference Point for Quality Assurance in Vocational Education and Training (DEQA-VET), https://www.deqa-vet.de/en/
Germany (cont.) Quality assurance in TVET (cont.) Quality assurance in company-based training takes place via a broad range of instruments at three TVET levels – the system level, the intermediate level and the company level. Source: German Reference Point for Quality Assurance in Vocational Education and Training (DEQA-VET), https://www.deqa-vet.de/en/
Sweden
Why Sweden?
Over recent years, Sweden has launched a series of reforms to make TVET a more
attractive option for young people and adults. Among the reforms are the
following:
• enhance involvement of social partners in TVET
• increase provision of work-based learning in TVET programmes
• promote apprenticeship.
Source: Sweden, Spotlight on VET, CEDEFOP, 2016, https://www.cedefop.europa.eu/files/8095_en.pdfSweden (cont.)
Secondary Vocational Education
• TVET starts at upper secondary school after
compulsory school.
• All upper secondary TVET programmes may be
offered as school-based or apprenticeship
pathways.
• TVET programmes lead to a vocational diploma.
• TVET education satisfies the main national
requirements: Swedish, English, and
Mathematics.
• Workplace-based training is compulsory in
upper secondary school vocational programmes
and counts for at least 15% of the programme.
• All upper secondary programmes can lead to
higher education.
Source: Sweden, Vocational Education and Training, CEDEFOP,
https://www.cedefop.europa.eu/en/tools/vet-in-europe/systems/swedenSweden (cont.) Higher Vocational Education Higher Vocational Education (HVE) programmes have been developed in response to the real labour market needs. The range of programmes and specialisations change over time to suit an evolving market place situation. HVE programmes are delivered in close cooperation with employers and industry. Education providers are institutions or establishments such as universities, local authorities, or private training companies. Source: Swedish National Agency for Higher Vocational Education, https://www.myh.se/In-English/Swedish-National-Agency-for-Higher-Vocational-Education-/
Sweden (cont.)
Higher Vocational Education (cont.)
Business and organisations take an active part in planning and conducting HVE
programmes.
Employers and industry representatives take part as members of the programmes’
steering committees. They may also give lectures, join in projects, or offer work
placements.
Most HVE programmes offer work placement.
The programmes are at post-upper secondary level and provide skills in
professional areas, e.g., building and construction, IT, agriculture, media,
healthcare and care, technology, restaurants, etc.
HVE programme length varies, although most are between one and three years in duration.
HVE programmes span over a number of different fields.
Completion of a one-year minimum programme results in a Higher Vocational Education Diploma.
Completion of a two-year minimum programme results in an Advanced Higher Vocational Education Diploma.
Prior learning can be used by learners to gain credit or exemption from parts of a study programme they already have learnt. Prior learning
can also be used for personal and career development.Republic of Korea
Why Republic of Korea?
Republic of Korea is a high-tech industrialised developed country and one of the
“Four Asian Tigers”.
Technical and vocational education and training in the country has effectively
supported the rapid economic growth in the last 40 year.
The enactment of the Vocational Training Law in 1967 on creating the compulsory
vocational training system initiated TVET development in the country.
Korea Research Institute for Vocational Education and Training
(KRIVET) conducts research in TVET.
Source: Korea Research Institute for Vocational Education and Training (KRIVET), https://www.krivet.re.kr/Republic of Korea (cont.)
Vocational Education
• Vocational education is offered by vocational high schools,
vocational colleges, in-house training system, and public
training institutes.
• High schools are divided into general/academic, vocational,
and special purpose (foreign language, art, and science high
schools).
• Students in general/academic high schools have an option to
choose vocational training after a year of general education
in Grade 10.
Source: TVET Country Profile, Republic of Korea, UNEVOC,
https://unevoc.unesco.org/wtdb/worldtvetdatabase_kor_en.pdfRepublic of Korea (cont.)
Types of TVET institutions
Type of institution Education level Ministry responsible Specialised vocational high schools
Specialised Vocational High In the 1st year of studies, students take
Upper secondary Ministry of Education
Schools general secondary education courses.
In the final two years, they take
Meister High Schools Upper secondary Ministry of Education specialised courses in the fields of
agriculture, industry, commerce,
Associate
Vocational Colleges Ministry of Education fisheries/maritime, and home
bachelor’s
economics.
Up to associate Ministry of Employment and Graduates are awarded a Vocational
Polytechnic Colleges
bachelor’s Labour High School Certificate.
HRD Centre, Korea Chamber of Ministry of Employment and Once completed, graduates can join the
Upper secondary
Commerce and Industry Labour workforce or continue their studies in a
Vocational Training Centre, post-secondary or higher education
Ministry of Employment and institution.
Korea Employment Agency for Upper secondary
Labour
DisabledRepublic of Korea (cont.)
Meister High Schools
modelled on German academies (mean “craftsman” in German)
fully funded by the South Korean government
combine academic content with apprenticeships, which is a part of a new dual-
track system for secondary and post-secondary education in the Republic of
Korea
strict performance evaluation takes place within five years after opening a
school
as of 2017, 47 Meister high schools were in operation, with the final aim to
have 50 schools piloted.
• Meister schools sign agreements with industry groups, sector councils and business companies to establish cooperative
network for education, technical support and employment.
• Meister schools guarantee a job for their graduates.
• In the future, if a graduate of the Meister programme decides to take advanced studies, the employer is expected to
support them. They are offered special admission to obtain a diploma through continuous education and get a scholarship
to take vocational studies abroad.
• After getting a job, Meister school graduates have the obligatory military service postponed for four years and serve in the
field of their specialisation.Singapore Why Singapore? Singapore is one of the “Four Asian Tigers”, which underwent rapid industrialisation between the early 1960s and 1990s, and has become one of the world-leading international financial centres. Singapore sees TVET as crucial to the country’s economic development and building a knowledge-based economy. Prior to the early 1990s, TVET in Singapore was perceived as the “last resort” associated with “losers, low achievers, and school dropouts”. The government set a goal to rebrand TVET as “hands-on, minds-on, hearts-on” education to increase its attractiveness and produce highly skilled graduates.
Singapore (cont.)
Key developments: 1950s – 1960s
In 1963, a government
In 1954, Singapore trade school was Between 1962 and
In 1960, Adult
Polytechnic, the first converted into the 1966, twelve
In 1956, the first two Education Board (AEB)
institution to provide Singapore Vocational vocational secondary
secondary technical was formed to meet
post-secondary Institute, the first schools and seven
schools were opened. the educational needs
technical training, was vocational institute to technical secondary
of working adults.
established. specialise in craft schools were built.
subjects.
One of the first reforms introduced by the Technical Education
In April 1968, the In May 1968, all TVET Department (TED) at the Ministry of Education was to discontinue
National Industrial initiatives were the vocational stream at the secondary level. Vocational schools
Training Council (NITC) consolidated at the
was formed to Ministry of Education
were converted into vocational institutes or merged with academic
establish policies under a newly created stream schools to become bilateral schools. In 1969, technical
regarding TVET in the Technical Education training was extended at the secondary level.
country. Department (TED).
Source: Technical and Vocational Education, Singapore,
https://eresources.nlb.gov.sg/infopedia/articles/SIP_2019-06-14_155946.htmlSingapore (cont.)
Key developments: 1970s-1980s
In 1979, the Skills In the 1970s and 80s,
In 1979, the ITB and AEB Development Fund (SDF) industrial training institutes
In 1973, the Industrial
were amalgamated and was established and Skills expanded in terms of
Training Board (ITB) was set
formed the Vocational and Development Levy was buildings, facilities,
up. It took over TED’s
Industrial Training Board introduced to encourage equipment, as well as the
responsibilities.
(VITB). employers to invest in skills student enrollment and
upgrading of the workforce. diplomas offered.
As required by law under the Skills Development Levy (SDL) Act, employers are
required to pay a monthly SDL to the Skills Development Fund (SDF) for all
employees rendering services in Singapore. Terms and conditions apply.
The SDL payable is at 0.25% of the monthly remuneration for each employee, with
the minimum payable of S$2 and a maximum of S$11.25.
SDF is used to support workforce upgrading and retraining courses. Employers can
claim reimbursement for a large part of the course fees from the fund when they
send their employees to attend training locally or overseas under the national
Continuing Education and Training system.
The SDL and SDF are administrated by the SkillsFuture Singapore Agency (SSG).
Source: Skills Development Levy (SDL) System, SkillsFuture Singapore Agency (SSG), https://sdl.ssg.gov.sg/Singapore (cont.)
Key developments: 1990s-2010s
In 1990, a new level,
the Normal (Technical) In 1992, the VITB was
Two new full-sized
stream, was restructured and
polytechnics, Temasek The fifth polytechnic,
introduced in elevated into a post- In 1999, the
Polytechnic and Republic Polytechnic,
secondary schools to secondary institution, Manpower 21 Plan
Nanyang Polytechnic, was established in
prepare students who the Institute of was launched.
were founded in 1992 2002.
were more technically Technical Education
and 1994, respectively.
inclined for vocational (ITE).
training.
Manpower 21: Vision of a Talent Capital put forward the following six strategies:
The Singapore Institute
Two specialised schools • integrated manpower planning to better align manpower demand and supply
of Technology and the
for the Normal • promoting lifelong learning for lifelong employability
Singapore University of
(Technical) stream –
Crest Secondary School
Social Sciences were • drawing on foreign manpower to augment the talent pool
established in 2009 and • transforming the work environment to enhance productivity and optimise
and Spectra Secondary
2017, respectively, to
School – were opened resource use
forge an applied degree
in 2013 and 2014,
pathway with a strong • developing a vibrant manpower industry by enhancing manpower development,
respectively. deployment, and management
industry focus.
• forging stronger partnerships between the public, private, and people sectors.
Source: Ministry of Manpower, Singapore, https://www.mom.gov.sg/Singapore (cont.)
Key developments: 2010s and beyond
In 2012, the National
In 2003, Singapore Workforce Productivity and Continuing
Development Agency was In 2005, the Singapore Education Council (NPCEC) was
Workforce Skills Qualifications In 2008, the Continuing
established. It was established to develop a
(WSQ) framework was Education and Training (CET)
reconstructed into the sector-based strategy to
launched. Masterplan was launched.
Workforce Singapore (WSG) in improve national productivity
2016. and identify new sectors of
interest.
The Singapore Workforce Skills Qualifications (WSQ) system is a national continuing
education and training system designed for adult workers, complementing the formal education
system for students. WSQ training is accessible to all workers and does not require academic pre-
requisites.
The Continuing Education and Training (CET) Masterplan is a comprehensive plan to prepare
Singaporean workers for the future and develop a source of competitive advantage for Singapore.
It was refreshed in 2014 and is now known as the Continuing Education and Training Masterplan
(CET 2020).
CET Centres were established to deliver quality adult education. CET Centres are public training
providers which offer a comprehensive array of WSQ courses as well as additional services, such
as employment advisory and placement. Source: Ministry of Education, Singapore, https://www.moe.gov.sg/Singapore (cont.)
Key developments: 2010s and beyond (cont.)
In 2016, two statuary boards –
In 2014, the Applied Study in SkillsFuture Singapore (SSG) and
In 2014, the SkillsFuture
Polytechnics and ITE Review Workforce Singapore (WSG) were
Council was established.
(ASPIRE) committee was formed. formed to move the national focus
on skills and employment forward.
The Applied Study in Polytechnics and ITE Review (ASPIRE) committee, formed SkillsFuture is a national movement to
in 2014, aims to study and propose how applied education in the polytechnics provide Singaporeans with the opportunities
and ITEs could be enhanced to help students build a strong foundation in skills to develop their fullest potential throughout
that would enhance their career and academic prospects. life, regardless of their starting points.
The ASPIRE recommendations are centred on:
Choices: Helping students make better education and career choices, both in
school and beyond graduation
Skills: Creating more opportunities for polytechnic and ITE students and
graduates to grow the skills they need and excel in the career they choose to
pursue
Paths: Building more paths that will allow polytechnic and ITE graduates to
progress in their careers by developing their skills.
Source: Ministry of Education, Singapore, https://www.moe.gov.sg/Singapore (cont.)
Workforce Singapore (WSG)
SkillsFuture Singapore (SSG)
(formerly known as Singapore Workforce Development
↓ Agency)
Under the Ministry of Education of the Singapore ↓
Government
Under the Ministry of Manpower of the Singapore
↓ Government
Responsibilities ↓
• Drives and coordinates the implementation of the Responsibilities
national SkillsFuture movement
• Oversees the transformation of the local workforce and
• Maximises synergies between pre-employment and
industry to meet ongoing economic challenges
continuing education and training
• Promotes the development, competitiveness,
• Develops an integrated system of education, training,
inclusiveness, and employability of all levels of the
and career progression for all Singaporeans
workface
• Promotes industry support for individuals to advance
• Ensures that all sectors of the economy are supported
based on their skills
by a strong and inclusive Singaporean core
• Fosters a culture and holistic system of lifelong learning
• Matches manpower supply with industry demand
• Ensures the high quality of education and industry-
• Supports and assists Singaporeans seeking employment
relevant training in the country.
• Helps enterprises become more manpower-lean.
Source: SkillsFuture Singapore (SSG) / Workforce Singapore (WSG),
https://www.ssg-wsg.gov.sg/about.htmlSingapore (cont.)
(cont.)
Any training organisation that wishes to offer Workforce Skills Qualifications (WSQ) courses or WSQ and Private
WSQ Approved Training Education (PE) courses must meet the accreditation criteria established by SkillsFuture Singapore (SSG). There are three
Organisation (ATO) and WSQ types of WSQ Approved Training Organisations (ATO):
Approved Training
Organisation-Private Education Public ATO or Public ATO-PEI
Institution (ATO-PEI) Both ‘Public and In-house’ ATO or both ‘Public and In-house’ ATO-PEI
In-house ATO only.
To promote lifelong learning efforts and make learning more accessible, all training providers offering WSQ courses will
Blended Learning Requirement
have to incorporate blended learning, including classroom learning and/or workplace learning and/or technology-
in WSQ Courses
enabled learning.
The Skills Framework is developed for the Singapore workforce by the government in partnership with employers,
industry associations, unions, and professional bodies. The Skills Framework provides up-to-date information on:
Various industry sectors
Career pathways
Occupations and job roles
Existing and emerging skills
The Skills Framework Training programmes for skills upgrading and mastery.
Individuals can use the Skills Framework to make informed choices on career development and skills upgrading.
Employers can use the Skills Framework to design progressive human resource practices to recognise skills and make
informed decisions on skills investment.
Training providers can use the Skills Framework to develop industry-relevant programmes to respond quickly to
employers’ and individuals’ needs.Singapore (cont.)
(cont.)
SkillsFuture Credit
SkillsFuture Credit aims to encourage individual
ownership of skills development and lifelong
learning.
Every Singapore Citizen aged 25 years and above
receives an opening SkillsFuture credit of S$500
to reskill and upskill, and be better equipped to
seize new career opportunities. Terms and
conditions apply.Singapore (cont.)
Source: Ministry of Education, Singapore,
https://www.moe.gov.sg/education/education-systemSultanate of Oman
Why Sultanate of Oman?
TVET in Oman is offered by:
o one Higher College of Technology located in Muscat
o six regional Colleges of Technology located across the country
o six regional Vocational Training Centres
o two Fisheries Training Institutes run by the Ministry of Manpower.
In addition, learners can pursue technical and vocational education and training in
numerous private institutions.
Source: Technological Vocational Education and Training, Sultanate of Oman,
http://www.tvetoman.net/Pages.php?PID=2Sultanate of Oman (cont.)
The Higher College of Technology in Muscat and six
regional Colleges of Technology offer programmes in
engineering, IT, business studies, applied sciences,
pharmacy, fashion design, and photography.
Students can pursue studies at the diploma (two years), advanced diploma (three years), and
technological bachelor’s (four years) levels including the foundation year that focuses on English,
IT, and Mathematics.
Those students who cannot meet the academic requirements and proceed to a higher level of
studies are offered on-the-job training supervised by college-based tutors and industry-based
practitioners.
The current system focuses on the development, regular review and improvement of
programmes, training curricula, and vocational specialisations required for the current labour
market needs.Sultanate of Oman (cont.)
After completing Grade 10, students can enroll at the Vocational Training Centres. The centres offer
three-year programmes preparing students for various vocational levels. Each level corresponds to one
academic year:
• First year: Limited skills
• Second year: Skilled
• Third year: Craftsman.
The curriculum includes not only occupational sciences, but also the basic skills.
Starting in academic year 2012/2013, the Vocational Training Centres offer post-secondary vocational
diploma, which consists of a one-year foundation programme and a two-year diploma programme.
Successful graduates who meet all academic requirements can proceed to bachelor’s studies at the
College of Technology.Kingdom of Saudi Arabia
TVET sector is supervised by the Technical and Vocational Training Corporation (TVTC)
Industrial secondary Offered at the upper secondary education level
vocational courses Duration: 3 years
Admission requirements: lower secondary certificate
Graduates with this qualification are able to attend TVET
programmes at the short cycle tertiary education.
Technical programmes Offered at the post-secondary non-tertiary level
Duration: 2.5 years
Admission requirements: upper secondary certificate
Graduates with the Associate Technical Degree are able to
attend TVET programmes at the tertiary education level.
Applied bachelor’s Offered at the tertiary education level
programme Duration: 2.5+2.5 years (2.5 years diploma programme and
then 2.5 years of further courses to obtain the applied
bachelor’s qualification)
Admission requirements: completed 75 credit hours of the
technical diploma in a College of Technology or Higher
Technical Institute
Graduates are able to attend applied master’s programmes and
General Education master’s programmes in a related field upon
Source: Technical and Vocational Training Corporation (TVTC), Saudi Arabia, graduation.
https://www.tvtc.gov.sa/_layouts/15/TVTCWeb/default-Ar.aspx#firstPage/2Recommendations Steps to improve TVET sector in the UAE Foster a more favourable perception of TVET by the society in general, and by students and their parents in particular Register good quality TVET providers that are subject to regular review Develop flexible approaches/pathways to register/license different types of TVET providers currently available in the UAE as well as various training and assessment processes Create a comprehensive inventory of TVET providers and what they deliver Increase the number of Registered Training Providers (RTPs) across the country Improve and ensure the quality of TVET providers and training they deliver Ensure transparency in the Qualifications Framework Increase transparency of learners’ certificates Provide endorsement and recognition of good overseas TVET qualifications Provide a limited number of national qualifications in specialist UAE-relevant fields
Recommendations Steps to improve TVET sector in the UAE (cont.) Arrange articulation agreements, and implement Recognition of Prior Learning (RPL) and Credit Accumulation and Transfer Scheme (CATS) to enhance learners’ progress upwards in their qualifications Increase the number of expatriate and adult learners in TVET Promote female participation in TVET programmes Establish a lifelong TVET system Establish a TVET provider-industry linkage Develop curricula based on current and future labour market needs Ensure TVET instructors have practical work experience in their fields Integrate learning and work Improve communication between education authorities and TVET providers Increase collaboration between TVET providers Restructure TVET providers, if required, to enhance learners’ competitiveness and employability.
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