When the National Certificate Level II graduate in auto mechanics found one, she wanted to quit in a week. It was not the grease or the manual work. What she learnt at the institute was irrelevant to her first job.

“The materials and the tools that I had used during the training were obsolete in the market,” she said. “Many equipment at my work were new to me and I took more than six months to get used to the new tools.”

Another graduate, 27-year old Thinley working at a private workshop in Thimphu, said that he was prepared. He realised the mismatch when he was doing his on the job training (OJT).

Like their experience, the biggest challenge for the TTI graduates is mismatch of skills they learnt and the reality at workplace. Many are finding that industries have upgraded or switched on to new technologies that their institutes have not kept pace with.

The importance of Technical and Vocational Education and Training (TVET) had long been recognised to create a pool of skilled workers, solve unemployment problem, drive economic growth, ensure social equity and inclusion. But it has, in reality, never been able to meet the expectations.

Many TTI instructors and principals Kuensel met said that it was not a new issue especially in institutions that provide mechanical courses. They said students are still taught on old models and used almost outdated training materials.

One of the instructors said that for mechanical course, they need vehicles for their practical sessions. The labour ministry provides the vehicles, but they are all old models some of which are out of production.

“We’re not in a position to cope up with rapid changing technology. We need relevant materials including electronic parts and running vehicles instead of dead vehicles.”

Doing that (buying relevant training materials) would be expensive. But trainers said that it is time to invest in TVET. “Need for increase in the budget is raised every year but in vain,” said a trainer.

With limited budget, the institutions are unable to repair the training materials that get damaged, but without options they continue teaching with damaged materials.

The mismatch was summed up by a trainer when he said that some students have not seen an engine of hybrid cars. “That is what is on our roads. That is what the graduates will be fixing,” he said. “The market is changing so fast. We are far behind.”

Other challenges instructors said are poor technical and institutional capacity, students considering TVET as the last choice for employment and inadequate teaching and learning materials.

Instructors shared that it was high time the government revises the policy on TVET including the curriculum, which they said has not received attention.

“Most trainees sent on the job training usually come back shocked with the gap of what they learn and the reality at workplace,” an instructor said. “Without materials, sometimes we depend on YouTube or other sources to teach.”

Trainers are also of the view that together with training resources, there is a need to upgrade their skills and qualification.

While the challenges had been acknowledged, none of the reports including the recent Labour Force Survey Report has captured the TVET graduates and how many are absorbed in the job market. While the status of TVET has remained the same, the government is yet to decide whether the ministry of labour or education should oversee the TVET programme. The education ministry plans to implement TVET as a forth stream in the curriculum.

A strategic approach

The labour ministry has received a huge chunk of budget, about Nu 1,118 million in the 2019-20 fiscal year to achieve gainful employment.

TVET has received a lion’s share with Nu 523.604 million to strengthen TVET system and improve access, quality and relevance through infrastructural expansion and capacity building of faculties.

Labour ministry officials said a strategic approach has been planned to ensure no youth are affected in the future where almost 7,000 youth are expected to enter the labour market in 12th Plan.

The ministry plans to initiate various reforms to transform TVET into an attractive learning and career pathway for the youth, which would be aligned to four major objectives.

They are promoting inclusive and equitable access to TVET, improve quality and design programmes with the needs of the economy and through effective governance and leadership.

The ministry plans to provide TVET as a learning and career pathway where, in collaboration with the education ministry, they are working towards introducing TVET as optional subjects in the schools.

Other plans include constructing a new TTI that would enroll about 1,400 students by the end of 12th Plan and introduce scholarship system.

Officials also said ICT, as a main mode of teaching learning tool, would be introduced to entail use of e-material, multimedia and virtual classes.

The ministry would focus its attention on professionalising the TVET sector and the ministry has already initiated, with support from the RCSC, Competency Based HR Development Framework. The need to train TTI instructors is also recognised. The ministry is working on piloting the Dual Training Program, which combines theoretical and practical training. “The ministry would also accord highest priority in putting in place a holistic National TVET Policy.”

If the plans and programmes are implemented and do not remain only on paper like in the past, TVET would receive attention in the next five years.

Meanwhile, the National Council has two days to discussion on all issues and policies related to TVET.
http://www.kuenselonline.com/a-shot-at-transforming-tvet/