Introduction of dual learning Adoption of statutory instrument Conducting a pilot on new learning planning, implementation and Adoption of a main document in institutions of ESTP regulating the introduction of learning approaches in at least four institutions of monitoring and evaluation of detailing the implementation in ESTP ESTP TVET mechanisms of learning in institutions of ESTP Indicators: Establishment of modalities to Inventory of the capacity of the Development of a framework document Adoption of a statutory instrument * The offer of short training guide Primary School Vocational Training of MJE to guide primary school graduates in regulating the vocational guidance given to courses for self-employment has graduates in the training the vocational training scheme of MJE primary school graduates in the training increased ESTP institutions. structures of MJE scheme of MJE Indicators: *Intake to the post-primary are streamlined between the various sub-sectors (general education and TVET) Indicateurs:* Establishing a mechanism for Adoption of regulations (MESSRS, JE, *The pooling of resources Development of a framework document sharing human and material MEBA) on self-managed institutions and between institutions and TVET on the pooling of material and human resources between training training facilities TVET training structures make resources between institutions and institutions and structures of sustainable the increase in the structures of training of TVET TVET supply of vocational training (MESSRS, JE, MEBA, private sector) Adoption of a statutory instrument on the and apprenticeship sharing of resources between institutions Indicators: Development of a framework document and TVET training facilities (MESSRS, * Number of schools with on self-management of TVET MJE, MEBA, private sector) autonomy; institutions and training facilities * The number of institutions using the mechanism for sharing; * % of public schools practicing TVET as a training mechanism
planning, implementation and monitoring and evaluation of TVET Indicators: * The offer of short training courses for self-employment has increased ESTP institutions. Indicators: *Intake to the post-primary are streamlined between the various sub-sectors (general education and TVET) Indicateurs:* Introduction of dual learning in institutions of ESTP Adoption of a main document detailing the implementation mechanisms of learning in institutions of ESTP Adoption of statutory instrument regulating the introduction of learning in ESTP Conducting a pilot on new learning approaches in at least four institutions of ESTP Establishment of modalities to guide Primary School graduates in the training structures of MJE Inventory of the capacity of the Vocational Training of MJE Development of a framework document to guide primary school graduates in the vocational training scheme of MJE Adoption of a statutory instrument regulating the vocational guidance given to primary school graduates in the training scheme of MJE Establishing a mechanism for sharing human and material resources between training institutions and structures of TVET Development of a framework document on the pooling of material and human resources between institutions and structures of training of TVET (MESSRS, JE, MEBA, private sector) Development of a framework document on self-management of TVET institutions and training facilities Adoption of regulations (MESSRS, JE, MEBA) on self-managed institutions and training facilities TVET Adoption of a statutory instrument on the sharing of resources between institutions and TVET training facilities (MESSRS, MJE, MEBA, private sector) *The pooling of resources between institutions and TVET training structures make sustainable the increase in the supply of vocational training and apprenticeship Indicators: * Number of schools with autonomy; * The number of institutions using the mechanism for sharing; * % of public schools practicing TVET as a training mechanism
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