Limited role of employers and industry in informing or directing the TVET Long-standing discussions continue within GoV on a national sector at either system or institutional level. Resource Development Plan, possibly by aggregation of Provincial Skills Plans. Industry engagement emerging in some sectors. VQA Board includes private sector representative Strengthening Critical Coordination VNTC as the central coordination and quality assurance body has limited The Vanuatu Qualifications Authority (VQA) established in June 2014, capacity and restrictive on provider registration. VNTC role replacing the former VNTC. Its 20 legislated functions may be grouped described in PDD as emerging, with 2 just staff. into three broad categories: regulatory functions related to and quality assurance; co-ordination and promotion of the Management and delivery of Vanuatu’s education and training is the education and training (PSET) sector; and monitoring and responsibility of MoE and MYD&T but key roles and responsibilities for advisory functions in relation to strategies, priorities, resourcing and coordinated action on strategic priorities for TVET not well-defined. overall performance of the PSET sector. GoV has not created or staffed a unit with clear responsibility for tertiary A new Tertiary Education Directorate established within the MoET with education, including TVET. five divisions: Higher Education; TVET Education; Distance and Flexible Learning Education; Teacher Education and Development; and No effective coordination of skills development efforts at provincial Scholarship Administration. National responsibility for all tertiary and role of the provincial-based MYD&T officers not well defined or education now exercised through one Ministry, providing the necessary understood. coordination of tertiary strategies and programs. Limited knowledge across Government of national skills development Advocacy by non-government stakeholders is variable, despite the plans and strategies, the role of VNTC, or linkages needed between the important contribution of non-state providers (NGOs, firms and formal and non-formal sectors and with the productive sector. professional associations) to the skills development system. However, non-state stakeholders are actively engaged in the policy development, planning and delivery of TVET through the SAG, and the tourism and hospitality industry is an active champion.
Limited role of employers and industry in informing or directing the TVET sector at either system or institutional level. Long-standing discussions continue within GoV on a national Resource Development Plan, possibly by aggregation of Provincial Skills Plans. Industry engagement emerging in some sectors. VQA Board includes private sector representative Strengthening Critical Coordination VNTC as the central coordination and quality assurance body has limited capacity and restrictive on provider registration. VNTC role described in PDD as emerging, with 2 just staff. Management and delivery of Vanuatu’s education and training is the responsibility of MoE and MYD&T but key roles and responsibilities for coordinated action on strategic priorities for TVET not well-defined. GoV has not created or staffed a unit with clear responsibility for tertiary education, including TVET. No effective coordination of skills development efforts at provincial and role of the provincial-based MYD&T officers not well defined or understood. Limited knowledge across Government of national skills development plans and strategies, the role of VNTC, or linkages needed between the formal and non-formal sectors and with the productive sector. The Vanuatu Qualifications Authority (VQA) established in June 2014, replacing the former VNTC. Its 20 legislated functions may be grouped into three broad categories: regulatory functions related to and quality assurance; co-ordination and promotion of the education and training (PSET) sector; and monitoring and advisory functions in relation to strategies, priorities, resourcing and overall performance of the PSET sector. A new Tertiary Education Directorate established within the MoET with five divisions: Higher Education; TVET Education; Distance and Flexible Learning Education; Teacher Education and Development; and Scholarship Administration. National responsibility for all tertiary education now exercised through one Ministry, providing the necessary coordination of tertiary strategies and programs. Advocacy by non-government stakeholders is variable, despite the important contribution of non-state providers (NGOs, firms and professional associations) to the skills development system. However, non-state stakeholders are actively engaged in the policy development, planning and delivery of TVET through the SAG, and the tourism and hospitality industry is an active champion.
vanuatu-tvet-independent-evaluation.DOCX