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GUIDANCE DOCUMENT AND PLAN OF OPERATIONS2014-2018
October
THE REFORM OF THE NATIONAL VOCATIONAL TRAINING SYSTEM
Édition scienti�que
2013
T a b l e o f C o n t e n t s
Background
Partners
Porject team
The minister’s address
Work Methodology
The Actual Situation of the National Vocational Training System 8
3.1 Presentation of the National Vocational Training System
3.2 The Current Situation of the National Vocational Training System
Outline of the Reform
4.1 Fundamental Principles of the Reform
4.2 Overall Objectives
4.3 Specific objectives
Objectives, Expected Results, Measures and Activities
The Process of Implementing the Reform
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THE REFORM OF THE NATIONAL VOCATIONAL TRAINING SYSTEMGUIDANCE DOCUMENT AND PLAN OF OPERATIONS 2014-2018
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Key Messages 7
ANNEX 1Plan of Operations 2014-2018
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THE MINISTER’S ADDRESS
The Minister of Vocational Training and EmploymentNAOUFEL ELJEMMALI
Vocational training has been the subject of extensive consultation with various stakeholders and partners with the aim of developing a comprehensive and harmonious reform project of the national vocational training system so that it can play its full role in the development of proficiency, fulfill the needs for skills and training and meet the aspirations of individuals, firms, regions and society, all in the context of a comprehensive and unified vision of the national human resources development system.This reform comes in the context of the general policy of the government aiming to develop and promote the national vocational training system as one of the essential pillars of employment policies.This reform has the goal of establishing a Tunisian system in tune with the economic and social characteristics of the country, valuing the individual and leading to success, in harmony with the other sections of the education system (education, higher education) and capable of producing skills in line with international standards to meet both the needs of the local and international markets.Moreover, the proposed reform is based on anchoring the principles of governance within the national vocational training system through the adoption of a new governance model and the laying down of the rules and mechanisms and undertaking the adequate structuring. This model should ensure a balance between the centers of decision-making and the optimum use of available resources and should promote the anchoring of the principles of delegation of powers, evaluation, accountability and transparency at all levels.Such governance model can only succeed through the participation of all stakeholders, especially social partners
and civil society, a necessary condition for improving the capacity to deliver and the sustainability of achievements.The compilation of this document has only been made possible by the adoption of a participatory approach during the different phases of its completion. This approach has allowed for the involvement of different stakeholders, social partners and civil society.I, therefore, would like to extend my sincere thanks to all the staff of the Ministry of Vocational Training and Employment, the Ministry of Education, the Ministry of Higher Education and Scientific Research, the Ministry of National Defense, the Agency for the Promotion of Agricultural Training, the Tunisian National Tourist Office, the National Handicrafts Office, the Tunisian Union for Industry, Trade and Handicrafts, the Tunisian General Labor Union and the Tunisian Union of Agriculture and Fisheries for their active participation in the development of the guidance document and the operational plan for the reform of the national system of vocational training.My sincere thanks go also to our international partners who contributed to the success of this endeavor including the French Development Agency (AFD), the International Organization of French-speaking Countries (IOFC), the International Labor Organization (ILO), the Agency for Training Adults (AFPA), the German and Swiss Development Cooperation Agencies.
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Ministry of Vocational Training and Employment (MFPE)
Ministry of Education (ME)
Ministry of Higher Education and Scientific Research (MESRS)
Ministry of National Defense (MDN)
Ministry of Development (MD)
The Tunisian General Labor Union (UGTT)
Tunisian Union of Industry, Trade and Handicrafts (UTICA)
Tunisian Union of Agriculture and Fisheries (UTAP)
Regional Directorates of Vocational Training and Employment (DRFPE)
National Centre for Trainer Training and Training Engineering (CENAFFIF)
National Center for Continuous Training and Skills Advancement (CNFCPP)
National Agency for Employment and Independent Work (ANETI)
National Observatory for Employment and Qualifications (ONEQ)
Tunisian Agency for Vocational Training (ATFP)
Tunisian National Tourism Office (ONTT)
Agency for the Promotion of Agricultural Training (AVFA)
National Handicrafts Office (ONA)
R A P P O R T A N N U E L W B I 2 0 1 2
PORJECT TEAM
Mr. Hedi Triki
Office of the Minister of Vocational Training and Employment.
Technical Committee
COORDINATION
Ms. Aicha ZEMNI National Centre for Trainer Training and Training Engineering.
Mounir DAKHLIMinistry of Vocational Training and Employment.
Mustapha LAKEHAL Tunisian Agency for Vocational Training
Mounir GRAMI National Centre for Trainer Training and Training Engineering..
Mr. Fakher ZAIBI National Observatory for Employment and Qualifications.
Sami RomdhaniNational Center for Continuous Training and Skills Advancement.
Mr. Lotfi OUESLATI Tunisian Agency for Vocational Training.
Mahmoud TurkiMinistry of Vocational Training and Employment
Riadh HAJJITunisian Agency for Vocational Training
Mustapha MansouriNational Agency for Employment and Independent Work.
PA R T N E R S
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Background Work Methodology
The new reform of the National vocational training system came in a particular context marked by the revolution that broke out in 2011. With this revolution, Tunisia has been gradually moving towards anchoring the principles of democracy, the consecration of the rule of law and building a new project of an inclusive and balanced society based on freedom, good governance and social justice, in which the citizen is at the heart of any reform effort. The reform, therefore, aims to build a new society that stimulates learning, adaptation, openness and participation throu-gh work, consultation, ownership, accountability and mutual recognition.
Added to this general context are two constraining structural problems: (i) youth unemployment which affects mainly graduates of higher education and (ii) a high dropout rate at an early school age. This requires rethinking human resources de-velopment policies in general and adopting a new vision of vocational training in particular. This would allow for providing the production sector with intermediate skills, participating therefore in rebalancing the skills pyramid in the country and promoting continuous education and combating unemployment.
These internal challenges are combined with external challenges that the vocational training system is required to meet. Indeed, the training system is currently facing several challenges generated by international competitiveness, rapid technological advances, and changes in work organization, in addition to the more complex and less predictable economic crises.
Despite the achievements made through recent reforms, the vocational training system still suffers from shortcomings and imperfections preventing it from fully playing its role in achieving expected levels of efficiency and success.
To meet these challenges and gaps, a structural reform of the national vocational training system is needed. This reform must be part of an overall vision that takes into account the economic and social options that aim to promote vocational trai-ning to high levels of quality and efficiency in the preparation of a «human capital» capable of adapting to developments (technological, organizational, etc.) and of contributing to improving productivity, attracting domestic and foreign investment and ensuring the thriving of individuals and society.
In this context, the Ministry of Vocational Training and Employment held a national conference on the reform of the vocational training system from 23 to 25 Novem-ber 2012 with the participation of different stakeholders. Preparatory workshops were organized ahead of the conference to collect input from various stakeholders and partners (training providers, social partners, businesses, civil society, etc.) to allow for a diagnosis of the system and solicit proposals and recommendations to improve it.
The conference resulted in a set of recommendations and suggestions which were used as the basis for the development of the guidance document for the reform of the vocational training system and a plan of operations.
A steering committee was formed to follow the various stages of development of the orientation document of the reform of national vocational training system. The inter-agency committee defined the themes of preparatory work and areas of reform with the participation of representatives from the Ministry of Vocational Training and Employment, the Ministry of Education , the Ministry of Higher Education and Aca-demic Research, the Ministry of National Defense, as well as the National Office of Tunisian Tourism (ONTT), the Tunisian Union of Industry, Commerce and Handicrafts (UTICA), the Tunisian General Labor Union (UGTT), the Tunisian Union of Agriculture and Fisheries (UTAP), the Agency for the Promotion of Agricultural Training (AVFA), civil society and economic enterprises.
In the same context, under the auspices of the Regional Directorates of Vocational Training and Employment, regional workshops were organized with the participation of education specialists and educators from vocational training centers in order to discuss the role of the regions in the management of the national vocational training system.
Moreover, a questionnaire was administered to trainees spread over a number of vocational training centers in order to have a clear idea about their perception of vocational training to help the authors of the guidance document assess the current situation of the vocational training system. For the same purpose, another question-naire was posted on the Home Page of the official website of the Ministry of Vocatio-nal Training and Employment. A forum for dialogue on vocational training was also posted on the same Home Page.
These steps led to the organization of a national three-day conference on the reform of vocational training from 23 to 25 November 2012 in which all stakeholders took part.
3.1 - Presentation of the National Vocational Training System
In reference to Law N° 10-2008, vocational training is a key component of the hu-man resources development system and a factor in development as a whole, sharing complementary roles and being in synergy with the sectors of education and higher education and employment, to help training seekers acquire skills in business and also in the social and cultural realms. The system aims also to develop the workers’ skills and provide businesses with the means to improve productivity and increase competitiveness.
The curriculum for initial training consists of three levels:
z An initial course crowned with the Professional Aptitude Certificate (PAC) is open to those who have pursued their studies until the end of the ninth grade of basic education (preparatory, technical and general).
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3 The Actual Situation of the National
Vocational Training System
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z A second course crowned with the Vocational Training Certificate (VTC) is open to holders of the Professional Aptitude Certificate and those who continued their studies until the end of the second year of secondary education.
z An advanced course crowned with the Vocational Training Certificate (VTC) is open to holders of a High School Diploma and under certain conditions to holders of the Vocational Training Certificate.
z In addition, training leading to the Proficiency Certificate (PC) can be organized for training seekers who do not meet the educational level conditions to gain ac-cess to the initial course of vocational training mentioned above.
The Ministry of Vocational Training and Employment is the academic authority of the vocational training system and coordinates with various stakeholders:
z The Tunisian Agency for Vocational Training (ATFP), run by the Ministry of Voca-tional Training and Employment, manages 136 vocational training institutions co-vering 13 sectors including manufacturing, construction and public works, services and handicrafts.
z The National Office of Tunisian Tourism (ONTT), run by the Ministry of Tourism, manages eight vocational training institutions operating in the tourism and hotels sectors.
z The Agency for the Promotion of Agricultural Training (AVFA), run by the Ministry of Agriculture and Water Resources, manages 39 vocational institutions operating in the fisheries and agriculture sectors.
z The Ministry of National Defense manages 12 vocational institutions covering dif-ferent economic sectors including manufacturing, construction and public works.
z The Ministry of Health manages 18 vocational training institutions operating in the health and paramedics sectors.
z Initial vocational training run by the private sector includes about 930 training institutions operating mainly in the services sector.
z Continuous training run by the private sector includes approximately 2,700 ins-titutions providing continuous training courses for companies in various economic sectors.
In addition, the following specialized institutions are part of the national vocatio-nal training network:
z The National Center for Trainer Training and Training Engineering (CENAFFIF), run by the Ministry of Vocational Training and Employment, is responsible for conduc-ting studies to identify needs in skills for the production sector. The Center also handles the design of training curricula and their periodic updating and manages technical and pedagogical training of trainers and ensures the development of training engineering.
z The National Institute of Education and Continuous Farming Training, under the supervision of the Agency for the Promotion of Agricultural Training, is responsible for the development of training engineering and trainer training in the field of agriculture and fisheries in collaboration with the CENAFFIF.
z The National Center for Continuous Training and Professional Promotion (CNFCPP), run by the Ministry of Vocational Training and Employment, designs curricula and manages financing tools for training, assisting companies, partners and other sta-keholders with upgrading continuous training curricula and the management of job promotion institutes (Instituts de promotion supérieure du travail, IPST).
3.2 – The Current Situation of the National Vocational Training System
Since the early 90s, the vocational training system in Tunisia has undergone succes-sive reforms that have put in place the institutional framework to enact the legal and regulatory framework organizing vocational training and establishing since 1996 the principle of the compliance of the vocational training system with market demand.
These reforms were aimed mainly at:
z Increasing the enrollment capacity of the national vocational training system notably through the establishment and restructuring of training institutions and the diversification of training specialties.
z The development of training engineering and the adoption of the competency-based approach in identifying the skills needed for the production sector and the design and implementation of training curricula. This is in addition to internships with companies to enhance the learners’ professional skills and ensure easy inte-gration of vocational training graduates in the job market.
z Trainer training, the development of their teaching skills, and perfecting their technical savvy in various fields.
z The establishment of linkages with the economic sector principally through si-gning framework agreements with professional organizations and their involve-ment in the creation or restructuring of vocational training projects and in training engineering activities.
z Developing tools and measures to build up continuous training for the benefit of individuals and businesses.
These successive reforms, however, have not achieved their objectives, nor have they attained the desired results. Indeed, a clear and precise logic was lacking and the political dimension dominated the economic and social facets. The adopted re-formist path emerged from a large number of challenges, a variety of goals, in ad-dition to diverse international experiences that are not necessarily compatible, and that have not been properly valued in the absence of a real political will to decide in favor of one or the other.
Consequently, the vocational training system continues to suffer from gaps and weaknesses preventing it from fully playing its role as a pillar in skills development and in the national economy. The major problems of the system are attributed to the following three elements:
z Absence of a common global vision of human resources development that clearly and accurately defines the role and objectives of vocational training and its place within the system.
z The low responsiveness of the national vocational training system and its low capacity to adapt to the changing and growing needs of businesses, individuals, the regions and society.
z The steering and management of the national vocational training system does not allow for a governance model that guarantees fulfilling the economic and social needs at the national and regional levels.
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3.2.1 Absence of a common global vision of human resources development that clearly and accurately defines the role and objectives of vocational training and its place within the system:
The system of human resources development is marked by the absence of a com-mon global vision which defines the role and mission of vocational training and delineates its position within this system. The system also suffers from a lack of harmonization of various components of the education system (education, voca-tional training and higher education) as well as the dominance of a self-referen-tial tendency by each component. This lack of harmonization added to the lack of consistent and complementary transparent policies to link the various components of the educational system has deprived the system of control parameters. This re-sulted in a surplus of graduates and reluctance by young people to join vocational training programs. This in turn led to an inverted pyramid (unlike the situation in developed countries) characterized by a low proportion of intermediate skills and a high proportion of high-level qualifications.
It is also important to note the absence of a specific vocational training doctrine that differs from the «classical school» allowing it to meet the needs in skills for the eco-nomic sector. The clarification of the concept of vocational training will break with the perversion of the system where it turns into a schooling logic totally unrelated to specificities inherent to its true nature.
In addition, Tunisian society has always maintained a negative outlook vis-à- vis vocational training reinforced by a lack of an entrepreneurial culture and disrespect for the value of work, making vocational training a way of catching up and a last opportunity rather than a real choice for success.
3.2.2 The low responsiveness of the national vocational training system and its low capacity to adapt to the changing and growing needs of businesses, indivi-duals, the regions and society:
Successive reforms of the vocational training system undertaken since the early 90s were based mainly on a pilot training program geared by economic demand and did not incorporate the needs of individuals, the regions and society.
Even when it comes to economic needs, the current situation highlights the low capacity of the national vocational training system to respond and adapt to the qua-litative and quantitative needs of the production sector. Indeed, studies have shown that many economic sectors are experiencing a shortage of skilled labor like in the construction industry, textiles, agriculture, furniture, metal construction and welding. Added to this, most vocational training graduates are unable to integrate the labor market due to a lack of adequate professional skills.
As for the handicrafts sector and according to data from the National Handicrafts Office, only 2% of vocational training graduates enroll as artisans. Added to this is the lack of coordination and consultation in this area between the Tunisian Agency for Vocational Training and the National Handicrafts Office despite the potential of this sector in terms of job creation and business development, especially in the interior regions of the country, in addition to export opportunities and regional de-velopment.
However, the capacity of the vocational training system to meet and adapt to the needs of businesses and individuals faces several constraints, mainly the following:
The absence of a skills and training needs identification system: indeed, for initial training, with the exception of the preliminary studies undertaken for the develo-pment and updating of training courses and restructuring of vocational training or business start-ups, there are currently neither the tools nor the actions or the clear
objective to identify needs in the short and medium terms. As for continuous trai-ning and with the exception of a few studies in some sectors, there is no systematic process of identifying needs in this area.
Moreover, the national vocational training system has adopted a competency-based approach whose basic principle is to develop training curricula based on the identi-fication of training and skills needed in accordance with a global sector-based ap-proach. The approach followed, however, was based on the logic of covering opera-tional specialties in vocational training institutions through courses without verifying the actual needs of the labor market.
Furthermore, and in relation to new training specialties, training courses are designed based on the results of studies of opportunities to establish or restructure vocational training institutions, considered as studies of sector-based needs. This, however, is not the case.
It is also worth noting the lack of coordination between stakeholders in the field of identification of skills and training needs. The latter remains scattered without being clearly attributed to one party or another, despite the existence of dedicated struc-tures such as the national map of vocational training which is not operational. The National Observatory of Employment and Qualifications is not providing the necessary data for the identification of needs either.
z The vocational training system has adopted flexible educational approaches and organizations, but their application has encountered difficulties due mainly to: (i) the unavailability of adequate material and organizational conditions for the im-plementation of educational approaches and organizations both in training institu-tions and companies (internships/ on-the-job training), (ii) the incompatibility of trainer profile, mainly organized by areas of knowledge, with the requirements of competency-based training curricula, and (iii) the lack of adequate trainer training in competency-based pedagogy.
z The lack of foresight in vocational training prevented the system from exploring scenarios of possible developments. This also prevented it from being capable of anticipating and defining policies in the field of vocational training. Most measures to resolve encountered problems were taken hastily.
z With the exception of a few timid efforts, and despite the importance of eva-luation as a guarantee of the quality of training, it remains quasi absent at all levels starting from the evaluation of learners’ acquired knowledge and up to the evaluation of the training process, in addition to the evaluation of the trainers’ achievements.
Moreover, despite the many reforms undertaken at the structural and organizational levels, as well as that of financing tools, enrollment in continuous training remains relatively low for several reasons including the lack of conviction of the impact of trai-ning on improving the productivity of companies on the one hand, and the absence of a culture of lifelong learning among businesses and individuals on the other. Moreo-ver, the complexity of financing mechanisms and procedures, as well as inadequacies in the information and guidance systems, do not facilitate adherence to continuous training either.
3.2.3 - The steering and management of the national vocational training system does not allow for a governance model that guarantees fulfilling the economic and social needs at the national and regional levels:
Failures and difficulties that the system knows are not limited to those raised above, but also stem from the control mechanisms adopted. The system remains highly centralized and based on «guidelines» at all levels of the educational process (de-
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sign, implementation , funding, monitoring and evaluation) which does not allow for an effective and efficient participation of stakeholders namely in the regions, in professional organizations, and within the central structures in charge of training and vocational training institutions. This situation is aggravated by the lack of clear rules for delegating specific powers. This prevented the establishment and implementa-tion of the principle of accountability at all levels.
Thus, the major problem lies in the inexistence of a management model for vocatio-nal training institutions to implement and deliver strategies, policies, objectives and action plans for effective and efficient management. This can be explained by the adoption of approaches that may be successful in some countries, without checking in advance whether the system has the ability to adapt to such models or preparing the necessary conditions for the success of their implementation in the Tunisian vo-cational training system.
In addition, the steering and management of the system have been strained by two opposing logics. A formal division of the «management and control» function between different structures and a strong centralization of decisions. This did not allow vocational training institutions to properly carry out their mission and therefore achieve the desired results in terms of effectiveness and efficiency.
The system, moreover, does not possess instruments and effective monitoring tools and periodic evaluation of performance despite the efforts made in this direction, including the Training Information and Monitoring System Project in Training Insti-tutions «SIMFORM,» the «CONTROLLING,» the Medium-Term Expenditure Framework (MTEF), and the «Objective-based Budgeting» (GBO). These remained isolated expe-riments, not part of a cohesive system, and especially nonoperational and inappro-priately funded. In addition, the absence of periodic evaluation studies of integration of graduates of vocational training in the labor market is noted. All these elements have not allowed the establishment of a governance mechanism to ensure the im-provement and sustainability of a decent performance by the system.
Added to this, the regions are not associated as effective players in the field of vo-cational training as the governance model adopted in the country in all areas is a centralized one. The role of vocational training regional offices in practice is limited to data collection or to being a liaison office affiliated with the Ministry of Vocational Training and Employment.
The concept of partnership, moreover, has mainly applied to employers’ organizations and to a limited extent to the membership of a few professional associations. As for labor organizations, the Tunisian General Labor Union (UGTT), for example, was not fully involved in this process. This partnership suffers from the absence of a compre-hensive approach that ensures consistency and coherence between the strategic and the operational at the sector and regional levels, and is based primarily on voluntary efforts. This did not allow for the achievement of objectives.
The funding system of vocational training is based on taxes collected to support it, state subsidies, external resources such as loans and grants and limited revenues from services provided by training institutions. This funding system has its limitations and does not allow the system to improve its performance to meet the needs of businesses and individuals. Despite the existence of resources coming from invest-ment-oriented external funding, the system remains nonfunctional in the absence of a comprehensive and clear vision for funding education and training where respon-sibility of each participant are identified and performance-related indicators make funding focused on results. In addition, the complexity of funding mechanisms and cumbersome procedures has not improved the efficiency of the system.
Thus, the new reform of vocational training was reflected in a spirit of quality and efficiency resulting in strategic choices to ensure visibility, control changes and op-timize means while ensuring effective coordination with the various components of the education system (national education and higher education) in order to esta-blish «a system of human resource development» that promotes lifelong learning.
This major reform must meet the requirements of development of the country in its various dimensions, including economic growth, social mobility and the re-quirements of building a society that values the achievements of democracy and seamlessly integrates its regional and international environment. Reform must take into account the following:
1. Ensuring an effective balance between the needs of the labor market and the skills supply. Vocational training should be more responsive and helpful in deve-loping the ability to translate economic trends into training policies;
2. The need to lay the foundation for future growth and competitiveness in knowledge-based activities with a high added value for the economy. Education and training systems must gear their choices to appropriate profiles which will undeniably have a positive economic and social impact;
3. Establishing a knowledge-based society and economy which reinforces the recognition of the principle of lifelong learning. The vocational training system must have relevant content; training must be adequately organized and appro-priately funded through clear mechanisms.
4. Transition to democracy requires a more transparent mode of organization and accountability for all stakeholders involved;
5. The democratic transition can only be achieved in a logical convergence of po-licies for economic growth, national progress and development of society where the citizen is at the heart of the process. Training cannot ignore the new dimen-sions brought about by these changes. It must therefore work for the develop-ment of human resources, the formation of the modern citizen not just producing skills,
6. To cope with a demographic transition characterized by an aging population, increased life expectancy and an aging workforce, continuous training must meet the needs of these age categories with the aim of dealing with the decline in productivity.
4.1 Fundamental Principles of the Reform
The new reform of vocational training is based on the following guiding principles:
z A reform that is part of an overall view of the development of the human re-sources system.
z The establishment of a vocational training system that meets the expectations and aspirations of individuals, businesses, society and the regions.
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Outline of the Reform
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GUIDANCE DOCUMENT AND PLAN OF OPERATIONS 2014-2018
z Trained human resources, prepared to participate in the edification of a new society.
z An effective partnership, based on commitment and balance, where a wide net of stakeholders participate and are involved in the preparation of policies for vocational training.
z Anchoring the principle of evaluation and accountability at all levels.
z Taking into account the needs of the regions.
z Taking into account prior learning is a guarantee for the irreversibility of the reform process.
z The sustainability of the principle of lifelong learning.
4.2 Overall Objectives of the Reform
The reform has set as its overall goal the establishment of a national system of voca-tional training that meets the requirements of development in all its dimensions, in particular those relating to economic growth, social development and the construc-tion of a society that values the achievements of democratic change and that fits into its regional and international environment.
Overall Objective: The national vocational training system (NVTS) that meets the needs of individuals, companies, regions and society in the context of a comprehensive and shared vision of a national system of human resources de-velopment (NSHRD) is developed.
4.3 Specific Objectives of the Reform
The proposed reform is based on the following specific objectives:
z The national vocational training system is well integrated into the National Sys-tem of Human Resources Development (NSHRD).
z The efficiency and effectiveness throughout the training process are guaran-teed.
z A governance model of the national vocational training system that meets the needs of individuals, society, companies and the regions in harmony with the Social Contract, is adopted.
z A funding system of vocational training that meets the needs and aspirations of individuals, companies, the regions and society and promoting lifelong learning is developed.
Specific Objective 1 (SO1): The national vocational training system is well inte-grated into the National System of Human Resources Development (NSHRD):
The reform of the vocational training cannot be designed independently of an ove-rall vision of a national system of human resource development (education, higher education) based on a strategic vision for the development of human resources that takes into account the real needs of companies, individuals and society opening op-portunities for lifelong learning.
This reform is introducing major changes in the training philosophy by turning it into a real locomotive for skills development and economic growth rather than keeping it as an isolated instrument for the development of human resources and economic sectors or a way to catch up for young people who have failed in their schooling.
Achieving this goal requires a consensus around an articulated single global vision that ensures consistency across the various education systems including higher edu-cation and vocational training. This consensus should lead to the development of common guidelines and policies for the development of human resources, including the creation of a national body for human resource development involving all stake-holders, representatives of the different educational cones, as well as representati-ves of business, labor and civil society.
The achievement of lifelong learning goes through the establishment of bridges linking educational cones within the national human resources development sys-tem, the validation of prior experience and valuing continuous training and distance learning.
Thus, the adoption and implementation of the National Classification of Qualifica-tions (CNQ) as a common qualifications framework are likely to facilitate mobility within the system and within the other components of the national system of hu-man resources development.
Furthermore, the development of a communication strategy for vocational training, the establishment of a national forum for information and career guidance and upgra-ding training centers so as to become an attraction in the community and contribute to motivating young people to opt for vocational training as a path for success.
Specific Objective 2 (SO2): The effectiveness and efficiency throughout the trai-ning process are guaranteed:
Improving the effectiveness and efficiency of the national vocational training system is at the heart of the reform to enable it to respond with the required quality to the skills and training needs of companies, individuals, society and the regions.
To improve the external efficiency of the national vocational training system and be responsive to the real skills and training needs of companies, individuals, society and the regions, it is necessary to create specialized prospective and innovative standby units within the national vocational training system. These units will contribute to improving the capacity of the system, by translating information into training po-licies in the medium and long terms and also by incorporating new methods and pedagogical and technological tools in the act of training.
Moreover, this reform cannot be considered complete unless it focuses on improving the internal efficiency of the entire national vocational training system. This must be done through the adoption of new approaches and new learning organizations, building of trainers’ and learning advisors’ skills through continuous improvement of their technical and pedagogical savvy as well as through the optimization and rationalization of training facilities at the levels of procurement and operation of equipment.
Given the important role of trainers, advisors and training counselors and the lasting effect on the training process, reform efforts should give special importance to the
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GUIDANCE DOCUMENT AND PLAN OF OPERATIONS 2014-2018
M i n i s t è r e d e l a F o r m a t i o n P r o f e s s i o n n e l l ee t d e l ’ E m p l o i
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GUIDANCE DOCUMENT AND PLAN OF OPERATIONS 2014-2018
proper definition of these trades, the delineation of their respective missions in or-der to give them better visibility on career development, and the establishment of «teacher performance assessment and evaluation» guidelines within the system.
Moreover, the reform of the national vocational training system endeavors to bring added value to the performance and success of trainees and seeks to establish a reputation internationally. This influence must benefit Tunisia in two ways: firstly, in terms of exporting expertise especially in engineering (engineering programs and centers) through the establishment of a strategic partnership that will promote the export of expertise, and secondly by integrating into training content and activities factors that prepare for skilled labor exportable to international labor markets.
Specific Objective 3 (SO3): A governance model of the national vocational trai-ning system that meets the needs of individuals, society, companies and the regions in harmony with the Social Contract is adopted:
The development of the national vocational training system and improving its effec-tiveness and efficiency require the adoption of a variety of rules, tools and organiza-tions providing balance in the delegation of powers and the availability of resources for decision-making without blocking the operation of the system, ensuring the optimal use of available resources, anchoring the principles of transparency, accoun-tability, delegation of authority and accountability at all levels.
Thus, it becomes necessary to adopt a new management model for the system, laying down the rules for the delegation of powers and responsibilities which leads to the review of the organization of the existing system, the definition of the roles and missions of the various structures and to the clarification of relations between them at the central and regional levels.
Moreover, given the diversity of stakeholders in the system, governance requires the active participation of all stakeholders in the training process and in particular the social partners, civil society and the regions by adopting an approach based on balance and commitment.
In the same vein, it is important to establish a system of monitoring and periodic evaluation of the performance of the system to ensure continuous improvement.
Specific Objective 4 (SO4): A funding system of vocational training that meets the needs and aspirations of individuals, companies, the regions and society and promoting lifelong learning is developed:
The success of any reform depends on a number of preconditions including funding, whose influence on the efficiency and effectiveness of any project does not need to be proven.
To ensure a qualitative leap of the national vocational training system and enable it to go to a higher level of performance, it is necessary to develop a new funding model for vocational training that is at once in harmony with the governance system and guarantees transparency. This model is based on the principle of diversification of funding sources on the one hand and on the principle of meeting the needs of businesses, individuals and society on the other.
The implementation of the new funding model requires the development of a new
vision of management in a perspective that matches funding and performance in-dicators, the review of the legal framework and the adoption of new management rules.
A whole communication strategy and training of all stakeholders on the new fun-ding model are also required.
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M i n i s t è r e d e l a F o r m a t i o n P r o f e s s i o n n e l l ee t d e l ’ E m p l o i
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R A P P O R T A N N U E L W B I 2 0 1 2
Speci�c Objective 1: The national vocational training sys-tem is well integrated into the Na-tional System of Human Resources Development (NSHRD).
Sub-objective 1.1 (previous objective):Lifelong learning in the national system of hu-man resources develop-ment is anchored
Sub-objective 1.2The attitude of society towards vocational training is improved.
1.1.1 A global vision of the national system of human resources develo-pment is designed and shared.
1.1.2 A standardized regula-tory framework reflecting the new vision of the national system of development of human resources is designed and published in the Official Gazette.
1.1.3 A national vocational training system integrated with education and higher education and ope-ning up opportunities for lifelong learning.
1.1.4 The paths of continuous training, professional achievements and life experience are validated and recognized in the vocational training system.
1.1.5 A national information and referral system for the benefit of individuals, families, companies and society is designed and operational.
1.2.1 Gateways in the national vocational training are established and operational.
1.2.2 Distance learning is adopted and operational in the national vocational training system.
1.2.3 Basic skills for lifelong lear-ning are rooted and widespread among learners and trainers in the national vocational training system.
1.2.4 Vocational schools are a pole of attraction in the life of the community.
1.2.5 A communication strategy on vocational training is designed and implemented.
1.1.1.1 Create and define the tasks of a national authority for human resources development composed of represen-tatives of public and private education institutions, social partners and civil society.1.1.1.2 Develop a comprehensive and shared vision of the national system of human resources development in the created authority. 1.1.1.3 Revise the National Qualifications Classification System (NQC) in line with the new vision of the national system of human resources development.
1.1.2.1 Develop a plan for a standardized regulatory fra-mework of the national system of human resources deve-lopment in the created authority.1.1.2.2 Present regulatory framework for executive and legislative authorities for approval and validation.1.1.2.3 Publish the approved regulatory framework in the Official Gazette (JORT).
1.1.3.1 Define the procedures for building bridges linking national education, vocational training and higher educa-tion.1.1.3.2 Create a system of credit unit transfer facilitating links between the components of the national system of human resources development.1.1.3.3 Establish an identification system of early school dropouts to enable them to have access to vocational trai-ning preparatory courses.1.1.3.4 Adopt learning methods adapted to the specific target populations (young school dropouts, for example).
1.1.4.1 Implementing the regulations on the validation of experience in the national vocational training system.1.1.4.2 Supporting stakeholders in the implementation of the validation of prior experience (VAE) in vocational training.
1.1.5.1 Establish an independent national structure and / or regional information structures for career counseling for individuals and families.
1.1.5.2 Mobilize human and material resources necessary for the development of activities related to information and guidance.1.1.5.3 Develop an information and career counseling sys-tem serving individuals and families.1.1.5.4 Implement the information and the career coun-seling processes.
1.2.1.1 Establish and implement the gateways within the same national vocational training structures.1.2.1.2 Create a system of credit unit transfer facilitating internal gateways within the vocational training system.
1.2.2.1 Implement a plan for the development of distance learning in the vocational training system.1.2.2.2 Produce digital training materials suited for dis-tance learning.1.2.2.3 Formally train and monitor distance learning trai-ners.1.2.2.4 Establish mechanisms and offer incentives to trai-ning institutions for adopting distance learning.
1.2.3.1 Integrating language skills in training and trainer training. 1.2.3.2 Integrate skills in information and communication technologies in the training and the trainer training.1.2.3.3 Integrate skills development of critical thinking and citizenship among learners.
1.2.4.1 Renovate and equip vocational training institutions to make them sources of influence in the life of the com-munity.1.2.4.2 Developing the sense of community in educational institutions to promote youth development.1.2.4.3 Launch «local, regional and national trades’ com-petitions paving the way for participation in international trades Olympiads.
1.2.5.1 Develop a communication strategy for vocational training with a focus on the added value of vocational trai-ning specialties.1.2.5.2 Mobilize human and material resources necessary for the implementation of the communication strategy.1.2.5.3 Adopt new channels of communication adapted to specific target youth groups (Web, social networks, etc.).
Sub-Objective Expected Result Activity / Measurement
Sub-Objective Expected Result Activity / Measurement
5 Objectives, Expected Results Measures and Activities
of the Reform
M i n i s t è r e d e l a F o r m a t i o n P r o f e s s i o n n e l l ee t d e l ’ E m p l o i
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M i n i s t è r e d e l a F o r m a t i o n P r o f e s s i o n n e l l ee t d e l ’ E m p l o i
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R A P P O R T A N N U E L W B I 2 0 1 2
Speci�c Objective 2Effectiveness and efficiency throughout the training process are guaranteed.
Sub-objective
Sub-objective 2.1:Prospective and inno-vative standby units in the national vocational training system are established.
Sub-objective 2.2. :Skills and training needs of individuals, companies, society and the regions are iden-tified periodically and regularly
2.1.1 Prospective and innovative standby units, present in all voca-tional training structures, each in its own field, are established.
2.1.2 The capacities of the natio-nal vocational training system for achieving expected training policies results are built.
2.1.3 The training engineering and teaching approaches according to the new international trends in the field are developed.
2.2.1 Skills and training needs of the regions (districts) in the short and medium terms are identified and disseminated. 2.2.2 Skills and training needs of individuals, companies and society in the short and medium terms are identified and disseminated.
2.1.1.1 Create prospective and innovative specialized stan-dby units within the structures of national system of voca-tional training and its mission. 2.1.1.2 Establish financing mechanisms for projects and programs for prospective and innovative standby units.2.1.1.3 Establish a national network in the regions of pros-pective and innovative standby units and create linkages with similar networks in the world.
2.1.2.1 Training of skilled human resources in the field of prospective and innovative standby units and developing the results into policies.2.1.2.2 Develop and define policies for long-term training on the basis of the results of the prospective and innova-tive standby units. 2.1.3.1 Adopt innovative pedagogical approaches and new technologies in the field of vocational training.2.1.3.2 Create the tools to encourage actors to develop pedagogical approaches and produce training materials.2.1.3.3 Disseminate data, documents and good practi-ces and encourage the exchange of practices through ICT channels.
2.2.1.1 Define methodologies and identification tools of skills needs in the regions. 2.2.1.2 Identify skills and training needs in the regions.
2.2.2.1 Define methodologies and identification tools of skills and training needs of individuals, businesses and society.2.2.2.2 Identify skills and training needs of businesses at sector and regional levels by adopting the set methods and tools. 2.2.2.3 Identifying skills and training needs of individuals and society by adopting the set methods and tools.
Expected Result Activity / Measurement
Sub-objective 2.3. :The outreach and the opening of the national vocational training system internationally is developed.
Sub- objective 2.4:Approaches and ap-propriate educational organizations to ensure the quality of basic and continuous training are adopted.
2.3.1 A strategic partnership in the field of vocational training at the international level is operational.
2.3.2 The mobility of vocational training graduates at the internatio-nal level is guaranteed.
2.4.1 Training curricula are deve-loped to meet skills and training needs of individuals, companies and society and ensure the imple-mentation of the «transfer of credit units» system.
2.4.2 The types of initial training now take into account the specifici-ties of regions, sectors, companies, field of training and target groups.
2.4.3 Continuous training modes meet the needs of individuals and companies.
2.4.4 Trainers and training advisors in the national vocational training system keep abreast of pedagogical and technological developments.
2.3.1.1 Rethinking «international cooperation» in order to develop activities on the exploration of the needs of inter-national markets and looking for export opportunities for Tunisian expertise in the field of vocational training.2.3.1.2 Creating a specialized group responsible for the export of Tunisian expertise and network development at the international level in the field of vocational training.2.3.1.3 Develop international marketing strategies for Tu-nisian expertise in the field of vocational training by adop-ting new communication channels. 2.3.1.4 Develop work tools in different contexts in the field of international business.
2.3.2.1 Adopt the mutual-certification system in accordan-ce with international standards and norms. 2.3.2.2 Integrate cultural and social adaptation in the trai-ning curricula.
2.4.1.1 Improve the process and develop methodology, update and implement training curricula in training institu-tions so as to best meet the real skills needs of individuals, businesses and society and promote the implementation of the «transfer of credit units» system.2.4.1.2 Develop and update training curricula by adopting the revised methodology.2.4.1.3 Produce teaching aids, resources and learning ma-terials for vocational training.2.4.1.4 Adopt pedagogies and activities, and develop lear-ning environments favorable to anchoring the entrepre-neurial spirit among students.
2.4.2.1 Develop a training model that takes into account the specificities of regions, sectors, and companies, field of training and target groups.2.4.2.2 Immediately review the regulatory framework or-ganizing the training model.
2.4.3.1 Review the legal framework and regulatory measu-res relating to various types of continuous training so as to improve the pedagogical aspect.
2.4.4.1 Establish a database of trainers and educational advisors to follow up on their careers and training. 2.4.4.2 Define tasks related to «trainer» and «learning ad-visor» and review and follow up on their career path.2.4.4.3 Establish a system of teacher and educational advi-sor training leading to recognized certification.2.4.4.4 Develop a structure for technical training of trai-ners and educational advisors.
5 Objectives, Expected Results Measures and Activities
of the ReformSub-Objective Expected Result Activity / Measurement
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M i n i s t è r e d e l a F o r m a t i o n P r o f e s s i o n n e l l ee t d e l ’ E m p l o i
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Sub-objective
Sub-objective 2.5:An efficient assess-ment and evaluation, certification and trainer evaluation and monitoring systems are implemented.
2.4.5 Vocational training institutions are renovated and equipped accor-ding to the requirements of training curricula.
2.5.1 An upgrading system of initial and continuous training institutions is operational.
2.5.2 An evaluation system of learners’ acquired knowledge is standardized and operational.
2.5.3 A national evaluation and mo-nitoring system in initial vocational training system is established and operational.
2.5.4 The methods of monitoring and evaluation of continuing trai-ning are operational and effective.
2.4.5.1 Making a diagnosis of the current situation of training institutions in terms of training space and equi-pment.2.4.5.2 Establish an operational plan to renovate and equip training institutions in a vision to streamline the provision of training and the needs of the regions.2.4.5.3 Renovate and equip training institutions.
2.5.1.1 Review and implement empowerment approach structures and initial training establishments (version 2009) and establish the legal and regulatory framework.2.5.1.2 Establish and implement the approach clearance offices training and establish the legal and regulatory fra-mework.
2.5.2.1 Revise the system for evaluating learners’ (2008 Act) and establish the legal and regulatory framework for its implementation.2.5.2.2 Implementing the assessment of learner achieve-ments in the national vocational training system.
2.5.3.1 Define the function of trainer evaluation and mo-nitoring and establish the legal and regulatory framework relating to its implementation. 2.5.3.2 Establish an evaluation and monitoring system in the national vocational training approaches.2.5.3.3 Establish and implement a national evaluation and monitoring body within the national vocational training system.
2.5.4.1 Create the evaluation and monitoring system and define its mission and duties. 2.5.4.2 Design procedure manuals organizing methods for evaluation and monitoring of training is steered towards improving the quality of training and streamline the return on investment.
Expected Result Activity / Measurement
R A P P O R T A N N U E L W B I 2 0 1 2
Speci�c Objective 3
A governance model of the natio-nal vocational training system that meets the needs of individuals, companies, society and the region in harmony with the Social Contract is adopted.
Sub-objective
Sub- objective 3.1: The roles and mis-sions of the various structures and the relationships between them at central and regional level in line with the new vision of vocational education and its place in the na-tional system of human resource development are defined.
3.1.1 A management model based on the principle of accountability and defining the rules of delegation of powers is designed and opera-tional.
3.1.2 Management by objectives in the national vocational training system is operational.
3.1.3 An organization model of training institutions is designed and operational.
3.1.1.1 Develop a management model of national vocatio-nal training defining responsibilities and defines the roles and relationships between the various stakeholders at the national and regional levels.3.1.1.2 Defining the tools, procedures and indicators to im-plement the principle of accountability at all levels.3.1.1.3 Establish the legal and regulatory framework for the control model.3.1.1.4 Supporting the restructuring of the national voca-tional training system on the basis of the new manage-ment model.3.1.1.5 Train stakeholders of national vocational training so as they can carry out their missions and facilitate com-munication, coordination and shared roles among them. 3.1.1.6. Develop instruments to encourage institutions of the national vocational training system to create a dyna-mic likely to develop the field of vocational training and contribute to its continuous improvement.
3.1.2.1 Establish a process for the preparation of vocational training in the framework of the «annual performance» program focusing on the involvement of stakeholders at central and regional level in the definition of performance indicators and the rationalization of resources. 3.1.2.2 The evaluation and monitoring of the implementa-tion of the «training program» is operational.3.1.2.3 Train stakeholders of national vocational training in management by objectives.
3.1.3.1 Review the organizational model of training ins-titutions so as to promote their autonomy, facilitate their responsiveness and reinforce the adopted governance principle.3.1.3.2 Develop a legal framework that lays down the pro-cedures for implementing organizational model training institutions.
Expected Result Activity / Measurement
5 Objectives, Expected Results Measures and Activities
of the Reform
M i n i s t è r e d e l a F o r m a t i o n P r o f e s s i o n n e l l ee t d e l ’ E m p l o i
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M i n i s t è r e d e l a F o r m a t i o n P r o f e s s i o n n e l l ee t d e l ’ E m p l o i
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Sub-objective
Sub-objective 3.2: A new partnership approach based on reciprocity and commit-ment is adopted.
Sub- objective 3.3: A national monitoring and evaluation system of the effectiveness and efficiency of the national vocational trai-ning system is imple-mented.
3.2.1 A new partnership approach, based on the involvement of all stakeholders and taking into account the needs of the regions, sponsored and managed by the State, is defined and approved.
3.2.2 The tools of implementation of the new partnership approach are defined and operational and the partnership is evaluated periodi-cally.
3.3.1 An integrated information system specific to the national vo-cation training system is operatio-nal and up-to-date.
3.3.2 A system for evaluating the effectiveness and efficiency of the national vocational training system is established and operational.
3.2.1.1 Establish a committee involving stakeholders in the design of the new partnership approach.3.2.1.2 Develop and adopt a national charter setting out basic principles of partnership and engaging all partners.3.2.1.3 Institutionalize the partnership.
3.2.2.1 Develop tools for implementing and evaluating the progress of the partnership.3.2.2.2 Support partners in the development of strategies for the development of their human resources.3.2.2.3 Support the social partners in the development and updating of business directories.
3.3.1.1 Develop an information model to ensure the availability of data for evaluation and monitoring of the performance of the vocational training system.3.3.1.2 Implement the information in the national vocatio-nal training system.
3.3.2.1 Develop and implement dashboards control at dif-ferent levels of the structure based on key performance indicators.3.3.2.2 Design approaches and tools for the evaluation of the effectiveness and efficiency of the national vocational training.3.3.2.3 Conduct periodic evaluations of the effectiveness and efficiency of the national vocational training in accor-dance with designed procedures.
Expected Result Activity / Measurement
R A P P O R T A N N U E L W B I 2 0 1 2
Speci�c Objective 4
A funding system of vocational training that meets the needs and aspirations of individuals, companies, regions and society and promoting lifelong trai-ning is developed
Sub-objective
Sub-objective 4.1:A new model of fun-ding consistent with the training governance model and promoting lifelong learning is adopted.
Sub-objective 4.2:Stakeholders in the national vocational training are trained on governance model and the new funding system.
4.1.1 A new funding model based on a diagnosis of the current situa-tion, allowing the diversification of funding sources and the definition of the rules, is adopted and opera-tional.
4.1.2 Transparency in the manage-ment of funding tools is guaran-teed.
4.2.1 Relevant human resources are trained.
4.2.2 A communication strategy on the new funding system is develo-ped and implemented.
4.1.1.1 Conduct an analysis of current financing system of vocational training.4.1.1.2 Develop a funding model for vocational training based on the diagnosis of the current situation.4.1.1.3 Revise the legal framework for the financing of vocational training in order to ensure consistency with the new funding model.4.1.1.4 Develop and implement financing tools for lifelong learning. 4.1.1.5 Develop a framework for setting standards and ru-les for the financing of vocational training.
4.1.2.1 Develop procedures for managing financial tools to ensure transparency.4.1.2.2 Establish the rules for access to data on financing transactions.
S4.2.1.1 Develop training programs for beneficiaries. 4.2.1.2 Implement training plans.4.2.2.1 Develop communication plans relating to the fun-ding system.
4.2.2.2 Develop media and communication tools on the new funding model.4.2.2.3 Perform communication actions on the new model of funding of vocational training.
Expected Result Activity / Measurement
5 Objectives, Expected Results Measures and Activities
of the Reform
M i n i s t è r e d e l a F o r m a t i o n P r o f e s s i o n n e l l ee t d e l ’ E m p l o i
THE
REFO
RM O
F TH
E N
ATIO
NA
L VO
CATI
ON
AL
TRA
ININ
G S
YSTE
M
THE
REFO
RM O
F TH
E N
ATIO
NA
L VO
CATI
ON
AL
TRA
ININ
G S
YSTE
M
2013October
CONTEXTE
28
GUIDANCE DOCUMENT AND PLAN OF OPERATIONS 2014-2018
M i n i s t è r e d e l a F o r m a t i o n P r o f e s s i o n n e l l ee t d e l ’ E m p l o i
THE
REFO
RM O
F TH
E N
ATIO
NA
L VO
CATI
ON
AL
TRA
ININ
G S
YSTE
M
THE
REFO
RM O
F TH
E N
ATIO
NA
L VO
CATI
ON
AL
TRA
ININ
G S
YSTE
M
2013October
29
GUIDANCE DOCUMENT AND PLAN OF OPERATIONS 2014-2018
-
-
-
-
6 The process of implementing
the reformThe implementation of the reform should adopt an approach that allows, in addi-tion to carrying out the activities listed in the draft reform for strengthening two key elements of its success: (i) capacity building and human resources (ii) capacity building and institutional structures.
Regarding the human resources component, this suggested reform is characterized by the effective involvement of all stakeholders and partners in all stages of de-sign and implementation and support of the internal resources of the structure as the main change actor and quality guarantee. Continuous improvement of skills of human resources is a key factor in the successful implementation of the proposed reform and the sustainability of the achievements.
Compared to the capacity building of the system, the implementation of the reform project requires taking appropriate measures. In this sense, the reform provides for anchorage results by defining visions for all structures and the development of their capabilities in the design of strategies and the management of technology resour-ces, knowledge and financial resources. In addition, this project aims to develop the capacity of coordination between the existing functions within the various structu-res and dissemination of the culture of «performance» at all levels.
The spirit of implementation of this reform is based on the following principles:
- Act on both the process of activities
This reform is not just a set of activities to be performed, or a set of projects. It targets a reform that is based on the processes that lead to activities. To cite as an example, a follow up of the implementation of the reform will be put in place. While the implementation of the activities is the responsibility of enforcement bodies and agencies, another body will be referred to to make sure that the implementation of the activities induce real changes at the level of implementation methods.
- Act performance
All investments that have been made have not allowed the structure to have the capacity to mobilize existing to achieve superior results. This reform aims to put the necessary mechanisms and organizations to increase the effectiveness and ef-ficiency of the system by performance alone evaluation and reward structures and people mode.
- Ensure the qualitative leap irreversible
After a succession of reforms and programs, it is time to put the national vocational training on the track of continuous improvement. This reform aims at ensuring the qualitative leap that allows the structure to enter an irreversible improvement pro-cess. This would mainly appear in moving away from exclusive interest in material investment, and shift attention to ensuring a change in attitudes and ways of doing business.
- Ensure the consolidation and sustainability of acquired
The first principle of this reform is the consolidation of all the efforts and invest-ments that have been made so far. This reform is a synthesis of all his efforts aiming at building a coherent and able to evolve independently as possible by mobilizing its internal capacity national system.
And interest shall be paid to the structuring and management of this project is two key factors for the success of this reform.
z A control structure: it is a structure that will follow the changes that will be brought about by the implementation of activities and especially will ensure the sustainability of the changes.
This structure will have a communication strategy of its own outside the communi-cation strategies of different actors; it meets the need for a common understanding and collective ownership of all components of the reform.
It will, in particular to support the change management resistance and the transfer of good practices that are manifestations of the implementation of the reform, the project proposes to explicitly include in its activities adequate measures.
z Structure arbitrage: it is a structure that will have the role to intervene in case of blockage and will arbitrate between structures with common activities.
z A national system to meet both the needs of the local market and those of international markets and producing skills according to international standards that can adapt to different cultures,
z Means valuing the individual and producing success, integrated with the other components of the education system (education, vocational training, higher edu-cation).
z Anchoring the principle of transparency and accountability.
z Capacity building is a guarantee for the consolidation of the achievements of the system.
-
-
-
-
7
Key messages
ANNEX 1
Plan ofOperations
8
2014- 2018
Plan
ning
sch
eme
for
the
refo
rm o
f na
tion
al v
ocat
iona
l tra
inin
g sy
stem
2014
- 2
018
OVE
RALL
OB
JECT
IVE
: «A
nat
iona
l voc
atio
nal t
rain
ing
syst
em (
NVT
S) t
hat
mee
ts t
he n
eeds
of
indi
vidu
als,
com
pani
es, r
egio
ns
and
soci
ety
in t
he c
onte
xt o
f a
com
preh
ensi
ve a
nd s
hare
d vi
sion
of
a na
tiona
l sys
tem
of
hum
an r
esou
r-ce
s de
velo
pmen
t (N
SHRD
) is
dev
elop
ed.
SPEC
IFC
OB
JECT
IVE
1 (S
O1)
:Th
e na
tiona
l voc
atio
nal t
rain
ing
syst
em is
wel
l int
egra
ted
into
the
Nat
iona
l Sys
tem
of
Hum
an R
esou
rces
D
evel
opm
ent.
VERI
FICA
TIO
N IN
DIC
ATO
R (
VI):
30%
of
yout
h jo
in v
ocat
iona
l tra
inin
g by
201
8.
Co
de
SO1.
1
R1.1
.1
R1.1
.2
R1.1
.3
Life
long
lear
ning
with
in t
he n
atio
nal
syst
em o
f hu
man
res
ourc
es d
evel
opm
ent
is
anch
ored
.
A g
loba
l vis
ion
of a
Nat
iona
l Sys
tem
of
Hum
an R
esou
rces
Dev
elop
men
t is
des
igne
d an
d sh
ared
.
A u
nifie
d re
gula
tory
fra
mew
ork
refle
ctin
g th
e ne
w v
isio
n of
the
Nat
iona
l Sys
tem
of
Hum
an R
esou
rces
Dev
elop
men
t is
des
igne
d an
d pu
blis
hed
in t
he O
ffici
al G
azet
te.
A n
atio
nal v
ocat
iona
l tra
inin
g sy
stem
link
ed
to t
he e
duca
tion
and
high
er e
duca
tion
syst
ems
and
open
ing
up o
ppor
tuni
ties
for
lifel
ong
lear
ning
.
The
gene
ral s
chem
e of
th
e na
tiona
l voc
atio
nal
trai
ning
sys
tem
is d
efine
d,
appr
oved
and
pub
lishe
d in
th
e O
ffici
al G
azet
te (
JORT
) an
d im
plem
ente
d by
June
20
18.
A g
loba
l and
uni
fied
fram
ewor
k, r
eflec
ting
the
new
vis
ion
of t
he d
esi-
gned
Nat
iona
l Sys
tem
of
Hum
an R
esou
rces
Dev
elo-
pmen
t (S
ND
RH),
pub
lishe
d in
The
Offi
cial
Gaz
ette
(J
ORT
) an
d im
plem
ente
d by
the
end
of
June
201
6.
A la
w o
n N
SHRD
is
publ
ishe
d in
the
Offi
cial
G
azet
te b
y th
e en
d of
June
20
16.
Regu
lato
ry t
exts
rel
atin
g to
the
link
s be
twee
n th
e co
mpo
nent
s of
the
NSH
RD
to b
e pu
blis
hed
in t
he
Offi
cial
Gaz
ette
(JO
RT)
by
the
end
of Ju
ne 2
018.
Offi
cial
Gaz
ette
(J
ORT
)
Offi
cial
Gaz
ette
(J
ORT
)
Offi
cial
Gaz
ette
(J
ORT
)
Offi
cial
Gaz
ette
(J
ORT
)
Nat
iona
l A
utho
rity
for
Hum
an
Reso
urce
s D
evel
opm
ent
Nat
iona
l A
utho
rity
for
Hum
an
Reso
urce
s D
evel
opm
ent
Nat
iona
l A
utho
rity
for
Hum
an
Reso
urce
s D
evel
opm
ent
Nat
iona
l Aut
horit
y fo
r H
uman
Re
sour
ces
Dev
elop
men
t
Sub-
obje
ctiv
es /
res
ults
Indi
cato
rs v
erifi
cati
on s
ourc
esIn
stit
utio
n in
cha
rge
Impl
emen
tati
on T
imel
ine
2014
Q1
Q2
Q3
Q4
Q1
Q2
Q3
Q4
2015
Q1
Q2
Q3
Q4
2016
Q1
Q2
Q3
Q4
2017
Q1
Q2
Q3
Q4
2018
ANNEXE 1
PLAN
D'OPERATIONS
8
2014- 2018
THE
REF
OR
M O
F N
ATI
ON
AL
VOCATI
ON
AL
TRAIN
ING
SYSTE
M
ANNEXE 1
PLAN
D'OPERATIONS
8
2014- 2018
Plan
ning
sch
eme
for
the
refo
rm o
f na
tion
al v
ocat
iona
l tra
inin
g sy
stem
2014
- 2
018
OVE
RALL
OB
JECT
IVE
: A
nat
iona
l voc
atio
nal t
rain
ing
syst
em (
NVT
S) t
hat
mee
ts t
he n
eeds
of
indi
vidu
als,
com
pani
es, r
egio
ns
and
soci
ety
in t
he c
onte
xt o
f a
com
preh
ensi
ve a
nd s
hare
d vi
sion
of
a na
tiona
l sys
tem
of
hum
an r
esou
r-ce
s de
velo
pmen
t (N
SHRD
) is
dev
elop
ed.
SPEC
IFC
OB
JECT
IVE
1 (S
O1)
:Th
e na
tiona
l voc
atio
nal t
rain
ing
syst
em is
wel
l int
egra
ted
into
the
Nat
iona
l Sys
tem
of
Hum
an R
esou
rces
D
evel
opm
ent.
VERI
FICA
TIO
N IN
DIC
ATO
R (
VI):
30%
of
yout
h jo
in v
ocat
iona
l tra
inin
g by
201
8.
Co
de
R.1
.1.4
R.1
.1.5
SO1.
2
R1.2
.1
The
path
s of
con
tinuo
us t
rain
ing,
pro
fess
io-
nal a
chie
vem
ents
and
life
exp
erie
nce
are
valid
ated
and
rec
ogni
zed
in t
he v
ocat
iona
l tr
aini
ng s
yste
m.
A n
atio
nal i
nfor
mat
ion
and
refe
rral
sys
tem
fo
r th
e be
nefit
of
indi
vidu
als,
fam
ilies
, co
mpa
nies
and
soc
iety
is d
esig
ned
and
oper
atio
nal.
The
attit
ude
of s
ocie
ty t
owar
ds v
ocat
iona
l tr
aini
ng is
impr
oved
.
Gat
eway
s w
ithin
the
nat
iona
l voc
atio
nal
trai
ning
are
est
ablis
hed
and
oper
atio
nal.
At
leas
t on
e vo
catio
anl
trai
ning
inst
itutio
n by
re
gion
or
sect
or is
qua
lified
to
org
aniz
e VA
E’s
(Val
ida-
tion
of A
cqui
red
Expe
rienc
e Sy
stem
) by
May
201
8.
The
num
ber
of s
peci
alis
ts
in in
form
atio
n an
d re
ferr
al
incr
ease
s by
50%
by
the
end
of 2
016.
One
coo
rdin
atio
n co
mm
it-te
e pe
r re
gion
(di
stric
t) is
op
erat
iona
l by
the
end
of
2018
.
«80%
of
trai
ning
inst
i-tu
tions
ope
rate
at
leas
t 90
% o
f th
eir
enro
llmen
t ca
paci
ty b
y th
e en
d of
Ju
ne 2
018.
»
«A r
ate
of 5
to
10%
of
lear
ners
hav
e ac
cess
to
a hi
gher
leve
l as
of 2
016.
»
Offi
cial
Gaz
ette
(J
ORT
)
«Sta
tistc
s,D
epar
tem
ent
Mee
ting
Min
utes
an
d Re
port
s»
Repo
rts
and
stat
istic
s
File
s of
enr
olle
d s
tude
nts,
sta
tistic
s of
tra
inin
g op
erat
ors
The
min
istr
y in
ch
arge
of
voca
tiona
l tr
aini
ng
Nat
iona
l Aut
horit
y fo
r H
uman
Res
our-
ces
Dev
elop
men
t
The
min
istr
y in
ch
arge
of
voca
tiona
l tr
aini
ng
The
min
istr
y in
ch
arge
of
voca
tiona
l tr
aini
ng
Sub-
obje
ctiv
es /
res
ults
Indi
cato
rs v
erifi
cati
on s
ourc
esIn
stit
utio
n in
cha
rge
Impl
emen
tati
on T
imel
ine
2014
Q1
Q2
Q3
Q4
Q1
Q2
Q3
Q4
2015
Q1
Q2
Q3
Q4
2016
Q1
Q2
Q3
Q4
2017
Q1
Q2
Q3
Q4
2018
THE
REF
OR
M O
F N
ATI
ON
AL
VOCATI
ON
AL
TRAIN
ING
SYSTE
M
Plan
ning
sch
eme
for
the
refo
rm o
f na
tion
al v
ocat
iona
l tra
inin
g sy
stem
2014
- 2
018
OVE
RALL
OB
JECT
IVE
A
nat
iona
l voc
atio
nal t
rain
ing
syst
em (
NVT
S) t
hat
mee
ts t
he n
eeds
of
indi
vidu
als,
com
pani
es, r
egio
ns
and
soci
ety
in t
he c
onte
xt o
f a
com
preh
ensi
ve a
nd s
hare
d vi
sion
of
a na
tiona
l sys
tem
of
hum
an r
esou
r-ce
s de
velo
pmen
t (N
SHRD
) is
dev
elop
ed.
SPEC
IFC
OB
JECT
IVE
1 (S
O1)
:Th
e na
tiona
l voc
atio
nal t
rain
ing
syst
em is
wel
l int
egra
ted
into
the
Nat
iona
l Sys
tem
of
Hum
an R
esou
rces
D
evel
opm
ent.
VERI
FICA
TIO
N IN
DIC
ATO
R (
VI):
30%
of
yout
h jo
in v
ocat
iona
l tra
inin
g by
201
8.
Co
de
R.1
.2.2
R.1
.2.3
R.1
.2.4
R.1
.2.5
Dis
tanc
e tr
aini
ng is
ado
pted
, ope
ratio
nal
and
wid
espr
ead
in t
he n
atio
nal v
ocat
iona
l tr
aini
ng s
yste
m,
The
basi
c sk
ills
rela
ted
to l
ifelo
ng le
arni
ng
are
root
ed a
nd w
ides
prea
d am
ong
lear
ners
an
d tr
aine
rs in
the
nat
iona
l voc
atio
nal
trai
ning
sys
tem
.
Voca
tiona
l sch
ools
are
a p
ole
of a
ttra
ctio
n in
th
e lif
e of
the
com
mun
ity.
A c
omm
unic
atio
n st
rate
gy o
n vo
catio
nal
trai
ning
is d
esig
ned
and
impl
emen
ted.
At
leas
t 10
new
tra
inin
g di
scip
lines
are
ope
ratio
nal
by t
he e
nd o
f 20
17.
Des
igne
d cu
rric
ula
impl
e-m
ente
d an
d tr
aine
rs t
rai-
ned
by t
he e
nd o
f 20
16.
«The
num
ber
of a
gree
-m
ents
sig
ned
with
pa
rtne
rs in
crea
se b
y 20
%
per
year
.»A
t le
ast
one
cult
ural
com
-m
unity
eve
nt is
org
aniz
ed
at t
he r
egio
nal l
evel
by
cent
er a
nd b
y ye
ar b
y th
e en
d of
201
6.
At
leas
t on
e ca
mpa
ign
by
regi
on a
s of
201
5,
The
Info
rmat
ion
Sy
stem
of
the
Min
istr
y of
Vo
catio
nal T
rain
ing
(enr
ollm
ent
doc
umen
ts)
«Cur
ricul
a do
cum
ents
, t
rain
ing
plan
and
fie
ld s
tudi
es»
«Agr
eem
ents
,M
eetin
g M
inut
es
and
Repo
rts»
Med
ia a
nd s
ocia
l m
edia
net
wor
ks
The
min
istr
y in
ch
arge
of
voca
tiona
l tr
aini
ng
The
min
istr
y in
ch
arge
of
voca
tiona
l tra
inin
g an
d CE
NA
FFIF
The
min
istr
y in
ch
arge
of
voca
tiona
l tr
aini
ngan
d Tr
aini
ng
Ope
rato
rs
The
min
istr
y in
ch
arge
of
voca
tiona
l tr
aini
ngan
d Tr
aini
ng
Ope
rato
rs
Sub-
obje
ctiv
es /
res
ults
Indi
cato
rs v
erifi
cati
on s
ourc
esIn
stit
utio
n in
cha
rge
Impl
emen
tati
on T
imel
ine
2014
Q1
Q2
Q3
Q4
Q1
Q2
Q3
Q4
2015
Q1
Q2
Q3
Q4
2016
Q1
Q2
Q3
Q4
2017
Q1
Q2
Q3
Q4
2018
ANNEXE 1
PLAN
D'OPERATIONS
8
2014- 2018
THE
REF
OR
M O
F N
ATI
ON
AL
VOCATI
ON
AL
TRAIN
ING
SYSTE
M
Plan
ning
sch
eme
for
the
refo
rm o
f na
tion
al v
ocat
iona
l tra
inin
g sy
stem
2014
- 2
018
OVE
RALL
OB
JECT
IVE
A
nat
iona
l voc
atio
nal t
rain
ing
syst
em (
NVT
S) t
hat
mee
ts t
he n
eeds
of
indi
vidu
als,
com
pani
es, r
egio
ns
and
soci
ety
in t
he c
onte
xt o
f a
com
preh
ensi
ve a
nd s
hare
d vi
sion
of
a na
tiona
l sys
tem
of
hum
an r
esou
r-ce
s (N
SHRD
) de
velo
pmen
t is
dev
elop
ed.
SPEC
IFC
OB
JECT
IVE
2 (S
O2)
:
Effe
ctiv
enes
s an
d ef
ficie
ncy
thro
ugho
ut t
he t
rain
ing
proc
ess
are
guar
ante
ed.
VE
RIFI
CATI
ON
IND
ICAT
OR
(VI
):
In
tegr
atio
n ra
te o
f vo
catio
nal t
rain
ing
grad
uate
s in
the
job
mar
ket
incr
ease
s an
nual
ly b
y 5%
as
of 2
015
(6 m
onth
s af
ter
grad
uatio
n).
The
drop
out
rate
dec
reas
es f
rom
35%
to
15%
by
the
end
of 2
018.
Code
SO2.
1
R2.1
.1
R2.1
.2
R2.1
.3
Pros
pect
ive
and
inno
vativ
e st
andb
y un
its i
n th
e na
tiona
l voc
atio
nal t
rain
ing
syst
em a
re
esta
blis
hed.
Pros
pect
ive
and
inno
vativ
e st
andb
y un
its,
pres
ent
in a
ll vo
catio
nal t
rain
ing
stru
ctur
es,
each
in it
s ow
n fie
ld, a
re e
stab
lishe
d.
The
capa
citie
s of
the
nat
iona
l voc
atio
nal
trai
ning
sys
tem
for
ach
ievi
ng e
xpec
ted
trai
ning
pol
icie
s re
sult
s ar
e bu
ilt.
Trai
ning
eng
inee
ring
and
tea
chin
g ap
proa
-ch
es a
ccor
ding
to
the
new
inte
rnat
iona
l tr
ends
in t
he fi
eld
are
deve
lope
d.
New
tre
nds
in t
he jo
b m
arke
t (t
rade
s, s
kills
, etc
.)
are
take
n in
to a
ccou
nt in
th
e na
tiona
l voc
atio
nal
trai
ning
sys
tem
by
the
end
of 2
017.
Pros
pect
ive
and
inno
vativ
e st
andb
y un
its a
re o
pera
tio-
nal i
n al
l tra
inin
g st
ruct
ures
by
the
end
of
2016
.
The
«pro
spec
tive
and
inno
vativ
e st
andb
y un
its»
appr
oach
is m
aste
red
by
30 e
xecu
tives
in t
he v
oca-
tiona
l tra
inin
g sy
stem
by
the
end
of Ju
ne 2
015.
At
leas
t on
e in
tern
atio
nal
even
t on
the
new
tre
nds
in
trai
ning
eng
inee
ring
and
educ
atio
n is
org
aniz
ed
once
eve
ry t
wo
year
s as
of
201
5.
stud
ies,
rep
orts
Offi
cial
O
raga
niza
tiona
l St
ruct
ures
Repo
rts
on t
rain
ing
and
men
torin
g ac
tiviti
es
Pr
oduc
ed r
epor
ts
and
docu
men
ts
The
min
istr
y in
ch
arge
of
voca
tiona
l tr
aini
ng
The
min
istr
y in
ch
arge
of
voca
tiona
l tr
aini
ng
The
min
istr
y in
ch
arge
of
voca
tiona
l tr
aini
ng
The
min
istr
y in
ch
arge
of
voca
tiona
l tr
aini
ng
Sub-
obje
ctiv
es /
res
ults
Indi
cato
rs v
erifi
cati
on s
ourc
esIn
stit
utio
n in
cha
rge
Impl
emen
tati
on T
imel
ine
2014
Q1
Q2
Q3
Q4
Q1
Q2
Q3
Q4
2015
Q1
Q2
Q3
Q4
2016
Q1
Q2
Q3
Q4
2017
Q1
Q2
Q3
Q4
2018
ANNEXE 1
PLAN
D'OPERATIONS
8
2014- 2018
THE
REF
OR
M O
F N
ATI
ON
AL
VOCATI
ON
AL
TRAIN
ING
SYSTE
M
Plan
ning
sch
eme
for
the
refo
rm o
f na
tion
al v
ocat
iona
l tra
inin
g sy
stem
2014
- 2
018
OVE
RALL
OB
JECT
IVE
A
nat
iona
l voc
atio
nal t
rain
ing
syst
em (
NVT
S) t
hat
mee
ts t
he n
eeds
of
indi
vidu
als,
com
pani
es, r
egio
ns
and
soci
ety
in t
he c
onte
xt o
f a
com
preh
ensi
ve a
nd s
hare
d vi
sion
of
a na
tiona
l sys
tem
of
hum
an r
esou
r-ce
s (N
SHRD
) de
velo
pmen
t is
dev
elop
ed.»
SPEC
IFC
OB
JECT
IVE
2 (S
O2)
:
Effe
ctiv
enes
s an
d ef
ficie
ncy
thro
ugho
ut t
he t
rain
ing
proc
ess
are
guar
ante
ed.
VE
RIFI
CATI
ON
IND
ICAT
OR
(VI
):
In
tegr
atio
n ra
te o
f vo
catio
nal t
rain
ing
grad
uate
s in
the
job
mar
ket
incr
ease
s an
nual
ly b
y 5%
as
of 2
015
(6 m
onth
s af
ter
grad
uatio
n).
The
drop
out
rate
dec
reas
es f
rom
35%
to
15%
by
the
end
of 2
018.
Code
SO.2
.2
R.2
.2.1
R.2
.2.2
SO.2
.3
Skill
s a
nd t
rain
ing
need
s of
indi
vidu
als,
co
mpa
nies
, reg
ions
and
soc
iety
are
iden
ti-fie
d pe
riodi
cally
and
reg
ular
ly.
Ski
lls a
nd t
rain
ing
need
s of
the
reg
ions
(d
istr
icts
) in
the
sho
rt a
nd m
ediu
m t
erm
s ar
e id
entifi
ed a
nd d
isse
min
ated
.
Skill
s an
d tr
aini
ng n
eeds
of
indi
vidu
als,
co
mpa
nies
and
soc
iety
in t
he s
hort
and
me-
dium
ter
ms
are
iden
tified
and
dis
sem
inat
ed.
The
outr
each
and
the
ope
ning
of
the
natio
-na
l voc
atio
nal t
rain
ing
syst
em in
tern
atio
-na
lly is
dev
elop
ed.
The
desi
gn a
nd p
lann
ing
of t
rain
ing
iden
tified
in t
he
regi
ons
and
at t
he n
atio
nal
leve
l: 2
0% t
he fi
rst
year
, 30
% t
he s
econ
d ye
ar a
nd
50%
the
thi
rd y
ear.
Cove
rage
rat
es in
the
re
gion
s in
ter
ms
of id
en-
tifyi
ng s
kills
and
tra
ingi
ng
need
s: 2
0% t
he fi
rst
year
, 30
% t
he s
econ
d ye
ar a
nd
50%
the
thi
rd y
ear.
Cove
rage
rat
es o
f se
ctor
s in
ter
ms
of id
entif
ying
sk
ill a
nd t
rain
ing
need
s:
20%
the
firs
t ye
ar, 3
0% t
he
seco
nd y
ear
and
50%
the
th
ird y
ear
«Num
ber
of v
ocat
iona
l tr
aini
ng o
pera
tions
dis
pen-
sed
to f
orei
gn b
enefi
ciar
ies
is in
crea
sing
(ex
pert
ise,
as
sist
ance
, etc
.) b
y th
e en
d of
201
6.»
At
leas
t on
e in
tern
atio
nal
conf
eren
ce h
eld
once
eve
ry
two
year
s as
of
2015
.
Stat
istic
s, t
rain
ing
oper
ator
s an
d jo
b m
arke
t, fi
eld
stu-
dies
, sec
tor
profi
les
Sta
tistic
s, t
rain
ing
oper
ator
s an
d jo
b m
arke
t, fi
eld
stu-
dies
, sec
tor
profi
les
Stat
istic
s, t
rain
ing
oper
ator
s an
d jo
b m
arke
t, fi
eld
stu
dies
, sec
tor
profi
les
Agr
eem
ents
, co
ntra
cts
The
min
istr
y in
ch
arge
of
voca
tiona
l tr
aini
ngan
d so
cial
par
tner
s»
The
min
istr
y in
ch
arge
of
voca
tiona
l tr
aini
ngan
d so
cial
par
tner
s»
The
min
istr
y in
ch
arge
of
voca
tiona
l tr
aini
ngan
d so
cial
par
tner
s»
The
min
istr
y in
ch
arge
of
voca
tiona
l tr
aini
ngan
d ot
her
min
istr
ies
and
agen
cies
Sub-
obje
ctiv
es /
res
ults
Indi
cato
rs v
erifi
cati
on s
ourc
esIn
stit
utio
n in
cha
rge
Impl
emen
tati
on T
imel
ine
2014
Q1
Q2
Q3
Q4
Q1
Q2
Q3
Q4
2015
Q1
Q2
Q3
Q4
2016
Q1
Q2
Q3
Q4
2017
Q1
Q2
Q3
Q4
2018
ANNEXE 1
PLAN
D'OPERATIONS
8
2014- 2018
THE
REF
OR
M O
F N
ATI
ON
AL
VOCATI
ON
AL
TRAIN
ING
SYSTE
M
Plan
ning
sch
eme
for
the
refo
rm o
f na
tion
al v
ocat
iona
l tra
inin
g sy
stem
2014
- 2
018
OVE
RALL
OB
JECT
IVE
A
nat
iona
l voc
atio
nal t
rain
ing
syst
em (
NVT
S) t
hat
mee
ts t
he n
eeds
of
indi
vidu
als,
com
pani
es, r
egio
ns
and
soci
ety
in t
he c
onte
xt o
f a
com
preh
ensi
ve a
nd s
hare
d vi
sion
of
a na
tiona
l sys
tem
of
hum
an r
esou
r-ce
s (N
SHRD
) de
velo
pmen
t is
dev
elop
ed.
SPEC
IFC
OB
JECT
IVE
2 (S
O2)
:
Effe
ctiv
enes
s an
d ef
ficie
ncy
thro
ugho
ut t
he t
rain
ing
proc
ess
are
guar
ante
ed.
VE
RIFI
CATI
ON
IND
ICAT
OR
(VI
):
In
tegr
atio
n ra
te o
f vo
catio
nal t
rain
ing
grad
uate
s in
the
job
mar
ket
incr
ease
s an
nual
ly b
y 5%
as
of 2
015
(6 m
onth
s af
ter
grad
uatio
n).
The
drop
out
rate
dec
reas
es f
rom
35%
to
15%
by
the
end
of 2
018.
Code
R.2
.3.1
R.2
.3.2
SO
.2.4
A s
trat
egic
par
tner
ship
in t
he fi
eld
of v
oca-
tiona
l tra
inin
g at
the
inte
rnat
iona
l lev
el is
op
erat
iona
l.
The
mob
ility
of
voca
tiona
l tra
inin
g gr
adua
-te
s at
the
inte
rnat
iona
l lev
el is
gua
rant
eed.
App
roac
hes
and
appr
opria
te e
duca
tiona
l or
gani
zatio
ns t
o en
sure
the
qua
lity
of b
asic
an
d co
ntin
uous
tra
inin
g ar
e ad
opte
d.
The
num
ber
of p
artn
ersh
ip
agre
emen
ts in
the
fiel
d of
voc
atio
nal t
rain
ing
is
incr
easi
ng in
tern
atio
nally
as
of
2015
.
Tota
l sat
isfa
ctio
n of
ski
lls
need
s at
the
inte
rnat
iona
l le
vel i
s ac
hiev
ed a
nd a
d-dr
esse
d as
of
June
201
6.
100%
of
tra
inin
g sp
ecia
-liz
atio
n fie
lds
oper
atio
nal
in t
he t
rain
ing
syst
em a
re
clas
sifie
d un
der
valid
ated
no
rms
and
publ
ishe
d in
th
e O
ffici
al G
azet
te (
JORT
) be
fore
the
end
of
2018
.
Satis
fact
ion
rate
by
advi
-so
ry b
oard
s ex
ceed
s 50
%
in a
ll ce
nter
s by
the
end
of
201
8.
Refe
renc
e fr
amew
ork
(whi
te p
aper
s) o
n th
e pe
-da
gogi
cal a
ppro
ache
s an
d ed
ucat
iona
l org
aniz
atio
ns
in c
ontin
uous
tra
inin
g.
Agr
eem
ents
, co
ntra
cts
Agr
eem
ents
, co
ntra
cts
«Offi
cial
Gaz
ette
(J
ORT
)/ fi
eld
stud
ies,
whi
te p
aper
s»
«The
min
istr
y in
ch
arge
of
voca
tiona
l tr
aini
ngan
d ot
her
min
istr
ies
and
agen
cies
»
«The
min
istr
y in
ch
arge
of
voca
tiona
l tr
aini
ngan
d ot
her
min
istr
ies
and
agen
cies
»
The
min
istr
y in
ch
arge
of
voca
tiona
l tr
aini
ng a
nd T
he N
a-tio
nal C
ente
r fo
r th
e Tr
aine
r Tr
aini
ng a
nd
Trai
ning
Eng
inee
ring
Sub-
obje
ctiv
es /
res
ults
Indi
cato
rs v
erifi
cati
on s
ourc
esIn
stit
utio
n in
cha
rge
Impl
emen
tati
on T
imel
ine
2014
Q1
Q2
Q3
Q4
Q1
Q2
Q3
Q4
2015
Q1
Q2
Q3
Q4
2016
Q1
Q2
Q3
Q4
2017
Q1
Q2
Q3
Q4
2018
ANNEXE 1
PLAN
D'OPERATIONS
8
2014- 2018
THE
REF
OR
M O
F N
ATI
ON
AL
VOCATI
ON
AL
TRAIN
ING
SYSTE
M
Plan
ning
sch
eme
for
the
refo
rm o
f na
tion
al v
ocat
iona
l tra
inin
g sy
stem
2014
- 2
018
OVE
RALL
OB
JECT
IVE
A
nat
iona
l voc
atio
nal t
rain
ing
syst
em (
NVT
S) t
hat
mee
ts t
he n
eeds
of
indi
vidu
als,
com
pani
es, r
egio
ns
and
soci
ety
in t
he c
onte
xt o
f a
com
preh
ensi
ve a
nd s
hare
d vi
sion
of
a na
tiona
l sys
tem
of
hum
an r
esou
r-ce
s (N
SHRD
) de
velo
pmen
t is
dev
elop
ed.
SPEC
IFC
OB
JECT
IVE
2 (S
O2)
:
Effe
ctiv
enes
s an
d ef
ficie
ncy
thro
ugho
ut t
he t
rain
ing
proc
ess
are
guar
ante
ed.
VE
RIFI
CATI
ON
IND
ICAT
OR
(VI
):
In
tegr
atio
n ra
te o
f vo
catio
nal t
rain
ing
grad
uate
s in
the
job
mar
ket
incr
ease
s an
nual
ly b
y 5%
as
of 2
015
(6 m
onth
s af
ter
grad
uatio
n).
The
drop
out
rate
dec
reas
es f
rom
35%
to
15%
by
the
end
of 2
018.
Code
R.2
.4.1
R.2
.4.2
R.2
.4.3
R.2
.4.4
Trai
ning
cur
ricul
a ar
e de
velo
ped
to m
eet
skill
s an
d tr
aini
ng n
eeds
of
indi
vidu
als,
co
mpa
nies
and
soc
iety
and
ens
ure
the
impl
emen
tatio
n of
the
«tr
ansf
er o
f cr
edit
units
» sy
stem
.
The
type
s of
initi
al t
rain
ing
now
tak
e in
to
acco
unt
the
spec
ifici
ties
of r
egio
ns, s
ecto
rs,
com
pani
es, fi
eld
of t
rain
ing
and
targ
et
grou
ps.
Con
tinuo
us t
rain
ing
mod
es m
eet
the
need
s of
indi
vidu
als
and
com
pani
es.
Trai
ners
and
tra
inin
g ad
viso
rs in
the
nat
io-
nal v
ocat
iona
l tra
inin
g sy
stem
kee
p ab
reas
t of
ped
agog
ical
and
tec
hnol
ogic
al d
evel
op-
men
ts.
At
leas
t 15
% o
f tr
aini
ng
curr
icul
a re
view
ed a
nnua
lly
by e
xpre
ssed
nee
ds a
nd
guar
ante
eing
the
prin
cipl
e of
the
tra
nsfe
r of
cre
dit
as
of 2
015.
At
leas
t 10
% o
f st
uden
ts
enro
lled
in a
ltern
atin
g/
trai
ning
mod
e ar
e lis
ted
in
com
pany
dem
ands
as
of
2016
,
An
aver
age
annu
al in
crea
se
of 2
0% o
f th
ose
enro
lled
in t
he d
iplo
ma-
earn
ing
skill
s tr
aini
ng b
y th
e en
d of
201
8.A
n in
crea
se o
f 10
% a
nnua
l-ly
of
com
pani
es e
nrol
led
in o
ne o
f th
e co
ntin
uous
tr
aini
ng p
rogr
ams.
Two
new
tra
inin
g co
urse
s ar
e de
velo
ped
each
yea
r.30
% o
f tr
aine
rs t
ake
thes
e co
urse
s ea
ch y
ear.
The
stat
e of
tra
inin
g pr
ogra
ms
at C
E-N
AFF
IF
Stat
istic
s, C
ente
r ac
tivity
rep
orts
Stat
istic
s by
CN
FCPP
Trai
ner
up-g
radi
ng
plan
: in
divi
dual
file
s,ac
tivity
rep
orts
of
CEN
AFF
IF a
nd
INPF
CA
CEN
AFF
IF +
INPF
CA
The
min
istr
y in
cha
rge
of
voca
tiona
l tra
inin
g
The
Nat
iona
l Cen
ter
of
Cont
inuo
us T
rain
ing
and
Skill
s D
evel
opm
ent
The
Nat
iona
l Cen
ter
for
the
Trai
ning
of
Trai
ners
an
d Tr
aini
ng
Engi
neer
ing/
The
Nat
iona
l Ins
titut
e of
Ed
ucat
ion
and
Cont
i-nu
ous
Farm
ing
Trai
ning
Sub-
obje
ctiv
es /
res
ults
Indi
cato
rs v
erifi
cati
on s
ourc
esIn
stit
utio
n in
cha
rge
Impl
emen
tati
on T
imel
ine
2014
Q1
Q2
Q3
Q4
Q1
Q2
Q3
Q4
2015
Q1
Q2
Q3
Q4
2016
Q1
Q2
Q3
Q4
2017
Q1
Q2
Q3
Q4
2018
ANNEXE 1
PLAN
D'OPERATIONS
8
2014- 2018
THE
REF
OR
M O
F N
ATI
ON
AL
VOCATI
ON
AL
TRAIN
ING
SYSTE
M
Plan
ning
sch
eme
for
the
refo
rm o
f na
tion
al v
ocat
iona
l tra
inin
g sy
stem
2014
- 2
018
OVE
RALL
OB
JECT
IVE
A
nat
iona
l voc
atio
nal t
rain
ing
syst
em (
NVT
S) t
hat
mee
ts t
he n
eeds
of
indi
vidu
als,
com
pani
es, r
egio
ns
and
soci
ety
in t
he c
onte
xt o
f a
com
preh
ensi
ve a
nd s
hare
d vi
sion
of
a na
tiona
l sys
tem
of
hum
an r
esou
r-ce
s (N
SHRD
) de
velo
pmen
t is
dev
elop
ed.
SPEC
IFC
OB
JECT
IVE
2 (S
O2)
:
Effe
ctiv
enes
s an
d ef
ficie
ncy
thro
ugho
ut t
he t
rain
ing
proc
ess
are
guar
ante
ed.
VE
RIFI
CATI
ON
IND
ICAT
OR
(VI
):
In
tegr
atio
n ra
te o
f vo
catio
nal t
rain
ing
grad
uate
s in
the
job
mar
ket
incr
ease
s an
nual
ly b
y 5%
as
of 2
015
(6 m
onth
s af
ter
grad
uatio
n).
The
drop
out
rate
dec
reas
es f
rom
35%
to
15%
by
the
end
of 2
018.
Code
R.2
.4.5
SO.2
.5
R.2
.5.1
R.2
.5.2
Voca
tiona
l tra
inin
g in
stitu
tions
are
ren
ova-
ted
and
equi
pped
acc
ordi
ng t
o th
e re
quire
-m
ents
of
trai
ning
cur
ricul
a.
An
effic
ient
ass
essm
ent
and
eval
uatio
n,
cert
ifica
tion
and
trai
ner
eval
uatio
n an
d m
onito
ring
syst
ems
are
impl
emen
ted.
An
upgr
adin
g sy
stem
of
initi
al a
nd c
onti-
nuou
s tr
aini
ng in
stitu
tions
is o
pera
tiona
l.
An
eval
uatio
n sy
stem
of
lear
ners
’ acq
uire
d kn
owle
dge
is s
tand
ardi
zed
and
oper
atio
nal.
Inve
stm
ent
in e
duca
tiona
l m
ater
ials
(va
lidat
ed in
ac-
cord
ance
with
the
nor
ms
of
trai
ning
cur
ricul
a) in
crea
se
by 2
0% a
nnua
lly.
An
eval
uatio
n sy
stem
sub
-je
ct t
o no
rms
is o
pera
tiona
l an
d ge
nera
lized
by
the
end
of 2
018.
At
leas
t 20
% o
f tr
aine
rs
bene
fited
fro
m t
echn
ical
an
d ed
ucat
iona
l ass
ista
nce
by t
he e
nd o
f 20
18.
An
incr
ease
in t
he n
umbe
r of
upg
rade
d st
ruct
ures
(n
o la
ter
than
six
mon
ths
from
the
pub
licat
ion
of
upgr
adin
g no
rms)
by
30%
in
201
4 to
rea
ch 1
00%
by
2016
.
A s
tand
ardi
zed
and
oper
a-tio
nal s
yste
m is
impl
emen
-te
d at
the
leve
l of
upgr
a-de
d vo
catio
nal t
rain
ing
by
the
end
of 2
016.
Reno
vatio
n pl
ans,
Re
port
s on
the
im
plem
enta
tion
of
prog
ram
s»
«JO
RTm
onito
ring
and
eva-
luat
ion
repo
rts»
Repo
rts
by t
he
min
istr
y in
cha
rge
of
voca
tiona
l tra
inin
g
Uni
ts in
cha
rge
of
the
ass
essm
ent
and
eval
uatio
n at
th
e op
erat
or le
vel
The
min
istr
y in
cha
rge
of v
ocat
iona
l tra
inin
g
The
min
istr
y in
cha
rge
of
voca
tiona
l tra
inin
g
conc
erne
d m
inis
trie
s
Conc
erne
d m
inis
trie
s
Sub-
obje
ctiv
es /
res
ults
Indi
cato
rs v
erifi
cati
on s
ourc
esIn
stit
utio
n in
cha
rge
Impl
emen
tati
on T
imel
ine
2014
Q1
Q2
Q3
Q4
Q1
Q2
Q3
Q4
2015
Q1
Q2
Q3
Q4
2016
Q1
Q2
Q3
Q4
2017
Q1
Q2
Q3
Q4
2018
ANNEXE 1
PLAN
D'OPERATIONS
8
2014- 2018
THE
REF
OR
M O
F N
ATI
ON
AL
VOCATI
ON
AL
TRAIN
ING
SYSTE
M
Plan
ning
sch
eme
for
the
refo
rm o
f na
tion
al v
ocat
iona
l tra
inin
g sy
stem
2014
- 2
018
OVE
RALL
OB
JECT
IVE
A
nat
iona
l voc
atio
nal t
rain
ing
syst
em (
NVT
S) t
hat
mee
ts t
he n
eeds
of
indi
vidu
als,
com
pani
es, r
egio
ns
and
soci
ety
in t
he c
onte
xt o
f a
com
preh
ensi
ve a
nd s
hare
d vi
sion
of
a na
tiona
l sys
tem
of
hum
an r
esou
r-ce
s (N
SHRD
) de
velo
pmen
t is
dev
elop
ed.
SPEC
IFC
OB
JECT
IVE
2 (S
O2)
:
Effe
ctiv
enes
s an
d ef
ficie
ncy
thro
ugho
ut t
he t
rain
ing
proc
ess
are
guar
ante
ed.
VE
RIFI
CATI
ON
IND
ICAT
OR
(VI
):
In
tegr
atio
n ra
te o
f vo
catio
nal t
rain
ing
grad
uate
s in
the
job
mar
ket
incr
ease
s an
nual
ly b
y 5%
as
of 2
015
(6 m
onth
s af
ter
grad
uatio
n).
The
drop
out
rate
dec
reas
es f
rom
35%
to
15%
by
the
end
of 2
018.
Code
R.2
.5.3
R.2
.5.4
A n
atio
nal e
valu
atio
n an
d m
onito
ring
sys-
tem
in in
itial
voc
atio
nal t
rain
ing
syst
em is
es
tabl
ishe
d an
d op
erat
iona
l.
The
met
hods
of
mon
itorin
g an
d ev
alua
tion
of c
ontin
uing
tra
inin
g ar
e op
erat
iona
l and
ef
fect
ive.
The
num
ber
of e
duca
tiona
l an
d te
chni
cal m
onito
rs
incr
ease
s by
five
eac
h ye
ar
as o
f 20
14.
The
num
ber
of m
onito
ring
and
eval
uatio
n m
issi
ons
incr
ease
by
10%
eac
h ye
ar
as o
f 20
14.
5% o
f co
mpa
nies
tha
t ad
-he
re t
o co
rpor
ate
fund
ing
inst
rum
ents
ass
ess
thei
r ef
fort
s in
tra
inin
g w
ith a
n an
nual
incr
ease
of
1%.
10%
of
grou
p tr
aini
ng
prog
ram
s fu
nded
by
the
gove
rnm
ent
are
eval
uate
d w
ith a
n an
nual
incr
ease
of
2 pr
ogra
ms.
App
oint
men
t de
ci-
sion
s an
d m
onito
-rin
g an
d ev
alua
tion
repo
rts
«Sta
tistic
s by
CN
FCPP
Repo
rts
com
pile
d by
co
mpa
nies
»
Conc
erne
d m
inis
trie
s
The
Nat
iona
l Cen
ter
of
Cont
inuo
us T
rain
ing
and
Skill
s D
evel
opm
ent
Sub-
obje
ctiv
es /
res
ults
Indi
cato
rs v
erifi
cati
on s
ourc
esIn
stit
utio
n in
cha
rge
Impl
emen
tati
on T
imel
ine
2014
Q1
Q2
Q3
Q4
Q1
Q2
Q3
Q4
2015
Q1
Q2
Q3
Q4
2016
Q1
Q2
Q3
Q4
2017
Q1
Q2
Q3
Q4
2018
ANNEXE 1
PLAN
D'OPERATIONS
8
2014- 2018
THE
REF
OR
M O
F N
ATI
ON
AL
VOCATI
ON
AL
TRAIN
ING
SYSTE
M
Plan
ning
sch
eme
for
the
refo
rm o
f na
tion
al v
ocat
iona
l tra
inin
g sy
stem
2014
- 2
018
OVE
RALL
OB
JECT
IVE
A
nat
iona
l voc
atio
nal t
rain
ing
syst
em (
NVT
S) t
hat
mee
ts t
he n
eeds
of
indi
vidu
als,
com
pani
es, r
egio
ns
and
soci
ety
in t
he c
onte
xt o
f a
com
preh
ensi
ve a
nd s
hare
d vi
sion
of
a na
tiona
l sys
tem
of
hum
an r
esou
r-ce
s de
velo
pmen
t (N
SHRD
)is
deve
lope
d.
SPEC
IFIC
OB
JECT
IVE
3 (S
O3)
:
A
gov
erna
nce
mod
el o
f th
e na
tiona
l voc
atio
nal t
rain
ing
syst
em t
hat
mee
ts t
he n
eeds
of
indi
vidu
als,
co
mpa
nies
, soc
iety
and
the
reg
ions
, in
harm
ony
with
the
Soc
ial C
ontr
act,
is a
dopt
ed.
VE
RIFI
CATI
ON
IND
ICAT
OR
(VI
):
Re
fere
nce
fram
ewor
k la
ying
dow
n th
e ru
les
of g
ood
gove
rnan
ce a
dopt
ed b
y th
e A
ctor
s of
nat
iona
l vo-
catio
nal t
rain
ing
syst
em b
y th
e en
d of
201
4; T
he g
over
nanc
e of
the
nat
iona
l voc
atio
nal t
rain
ing
syst
em
mee
ts t
he g
over
nanc
e in
dica
tors
of
the
Uni
ted
Nat
ions
Dev
elop
men
t Pr
ogra
m (
UN
DP)
.
Code
SO3.
1
R3.1
.1
R3.1
.2
The
role
s an
d m
issi
ons
of t
he v
ario
us s
truc
-tu
res
and
the
rela
tions
hips
bet
wee
n th
em
at c
entr
al a
nd r
egio
nal l
evel
s in
line
with
th
e ne
w v
isio
n of
voc
atio
nal t
rain
ing
and
its p
lace
in t
he n
atio
nal s
yste
m o
f hu
man
re
sour
ces
deve
lopm
ent
are
defin
ed.
A m
anag
emen
t m
odel
bas
ed o
n th
e pr
inci
-pl
e of
acc
ount
abili
ty a
nd d
efini
ng t
he r
ules
of
del
egat
ion
of p
ower
s is
des
igne
d an
d op
erat
iona
l.
Man
agem
ent
by o
bjec
tives
in t
he n
atio
nal
voca
tiona
l tra
inin
g sy
stem
is o
pera
tiona
l.
A r
efer
ence
fra
mew
ork
of
orga
niza
tiona
l str
uctu
re in
lin
e w
ith t
he m
anag
emen
t m
odel
is d
evel
oped
and
ap
prov
ed b
y th
e en
d of
20
15.
The
refe
renc
e fr
amew
ork
of o
rgan
izat
iona
l str
uctu
re
is o
pera
tiona
l by
the
end
of 2
016.
A le
gal a
nd r
egul
ator
y fr
a-m
ewor
k fo
r th
e m
anag
e-m
ent
mod
el is
defi
ned
and
appr
oved
by
CPCF
P by
the
en
d of
201
5.A
man
agem
ent
mod
el is
op
erat
iona
l as
of 2
016.
Das
h bo
ards
bas
ed o
n ke
y pe
rfor
man
ce in
dica
tors
ar
e in
pla
ce b
y th
e en
d of
20
16.
Offi
cial
Gaz
ette
(J
ORT
)
Offi
cial
Gaz
ette
(J
ORT
)
Aud
iting
ann
ual
repo
rt
Repo
rt o
n th
e «a
n-nu
al p
erfo
rman
ce
prog
ram
»
The
min
istr
y in
cha
rge
of
voca
tiona
l tra
inin
g
The
min
istr
y in
cha
rge
of
voca
tiona
l tra
inin
g
The
min
istr
y in
cha
rge
of
voca
tiona
l tra
inin
g
Sub-
obje
ctiv
es /
res
ults
Indi
cato
rs v
erifi
cati
on s
ourc
esIn
stit
utio
n in
cha
rge
Impl
emen
tati
on T
imel
ine
2014
Q1
Q2
Q3
Q4
Q1
Q2
Q3
Q4
2015
Q1
Q2
Q3
Q4
2016
Q1
Q2
Q3
Q4
2017
Q1
Q2
Q3
Q4
2018
ANNEXE 1
PLAN
D'OPERATIONS
8
2014- 2018
THE
REF
OR
M O
F N
ATI
ON
AL
VOCATI
ON
AL
TRAIN
ING
SYSTE
M
Plan
ning
sch
eme
for
the
refo
rm o
f na
tion
al v
ocat
iona
l tra
inin
g sy
stem
2014
- 2
018
OVE
RALL
OB
JECT
IVE
A
nat
iona
l voc
atio
nal t
rain
ing
syst
em (
NVT
S) t
hat
mee
ts t
he n
eeds
of
indi
vidu
als,
com
pani
es, r
egio
ns
and
soci
ety
in t
he c
onte
xt o
f a
com
preh
ensi
ve a
nd s
hare
d vi
sion
of
a na
tiona
l sys
tem
of
hum
an r
esou
r-ce
s de
velo
pmen
t (N
SHRD
)is
deve
lope
d.
SPEC
IFIC
OB
JECT
IVE
3 (S
O3)
:
A
gov
erna
nce
mod
el o
f th
e na
tiona
l voc
atio
nal t
rain
ing
syst
em t
hat
mee
ts t
he n
eeds
of
indi
vidu
als,
co
mpa
nies
, soc
iety
and
the
reg
ions
, in
harm
ony
with
the
Soc
ial C
ontr
act,
is a
dopt
ed.
VE
RIFI
CATI
ON
IND
ICAT
OR
(VI
):
Re
fere
nce
fram
ewor
k la
ying
dow
n th
e ru
les
of g
ood
gove
rnan
ce a
dopt
ed b
y th
e A
ctor
s of
nat
iona
l vo-
catio
nal t
rain
ing
syst
em b
y th
e en
d of
201
4; T
he g
over
nanc
e of
the
nat
iona
l voc
atio
nal t
rain
ing
syst
em
mee
ts t
he g
over
nanc
e in
dica
tors
of
the
Uni
ted
Nat
ions
Dev
elop
men
t Pr
ogra
m (
UN
DP)
.
Code
R3.1
.3
SO.3
.2
R.3
.2.1
An
orga
niza
tion
mod
el o
f tr
aini
ng in
stitu
-tio
ns is
des
igne
d an
d op
erat
iona
l.
A n
ew p
artn
ersh
ip a
ppro
ach
base
d on
rec
i-pr
ocity
and
com
mitm
ent
is a
dopt
ed.
A n
ew p
artn
ersh
ip a
ppro
ach,
bas
ed o
n th
e in
volv
emen
t of
all
stak
ehol
ders
and
tak
ing
into
acc
ount
the
nee
ds o
f th
e re
gion
s, s
pon-
sore
d an
d m
anag
ed b
y th
e St
ate,
is d
efine
d an
d ap
prov
ed.
A r
epos
itory
of
man
age-
men
t ru
les
for
trai
ning
in
stitu
tions
gua
rant
eein
g in
itiat
ive-
taki
ng a
nd a
dap-
ted
to a
ll ki
nds
of s
ituat
ions
is
est
ablis
hed
by t
he e
nd
of 2
015.
An
orga
niza
tiona
l mod
el is
op
erat
iona
l as
of 2
016.
A N
atio
nal P
artn
ersh
ip
Char
ter
defin
ing
the
rule
s of
rec
ipro
city
and
com
mit-
men
t is
app
rove
d, t
este
d an
d op
erat
iona
l by
the
end
of 2
018.
A r
egio
nal a
utho
rity
for
the
deve
lopm
ent
of v
ocat
iona
l tr
aini
ng is
est
ablis
hed
by
the
end
of 2
015.
At
leas
t on
e re
gion
al p
ilot
pate
ners
hip
actio
n is
initi
a-te
d by
the
end
of
2015
in
each
are
a of
tra
inin
g.
Offi
cial
Gaz
ette
(J
ORT
)Re
port
s, M
eetin
g m
inut
es
Nat
iona
l Par
tner
ship
Ch
art
Offi
cial
Gaz
ette
(J
ORT
), A
ctio
n pl
an
Aut
horit
y in
cha
rge
of
trai
ning
inst
itutio
ns
The
min
istr
y in
cha
rge
of
voca
tiona
l tra
inin
g
The
min
istr
y in
cha
rge
of
voca
tiona
l tra
inin
g
Sub-
obje
ctiv
es /
res
ults
Indi
cato
rs v
erifi
cati
on s
ourc
esIn
stit
utio
n in
cha
rge
Impl
emen
tati
on T
imel
ine
2014
Q1
Q2
Q3
Q4
Q1
Q2
Q3
Q4
2015
Q1
Q2
Q3
Q4
2016
Q1
Q2
Q3
Q4
2017
Q1
Q2
Q3
Q4
2018
ANNEXE 1
PLAN
D'OPERATIONS
8
2014- 2018
THE
REF
OR
M O
F N
ATI
ON
AL
VOCATI
ON
AL
TRAIN
ING
SYSTE
M
Plan
ning
sch
eme
for
the
refo
rm o
f na
tion
al v
ocat
iona
l tra
inin
g sy
stem
2014
- 2
018
OVE
RALL
OB
JECT
IVE
A
nat
iona
l voc
atio
nal t
rain
ing
syst
em (
NVT
S) t
hat
mee
ts t
he n
eeds
of
indi
vidu
als,
com
pani
es, r
egio
ns
and
soci
ety
in t
he c
onte
xt o
f a
com
preh
ensi
ve a
nd s
hare
d vi
sion
of
a na
tiona
l sys
tem
of
hum
an r
esou
r-ce
s de
velo
pmen
t (N
SHRD
)is
deve
lope
d.
SPEC
IFIC
OB
JECT
IVE
3 (S
O3)
:
A
gov
erna
nce
mod
el o
f th
e na
tiona
l voc
atio
nal t
rain
ing
syst
em t
hat
mee
ts t
he n
eeds
of
indi
vidu
als,
co
mpa
nies
, soc
iety
and
the
reg
ions
, in
harm
ony
with
the
Soc
ial C
ontr
act,
is a
dopt
ed.
VE
RIFI
CATI
ON
IND
ICAT
OR
(VI
):
Re
fere
nce
fram
ewor
k la
ying
dow
n th
e ru
les
of g
ood
gove
rnan
ce a
dopt
ed b
y th
e A
ctor
s of
nat
iona
l vo-
catio
nal t
rain
ing
syst
em b
y th
e en
d of
201
4; T
he g
over
nanc
e of
the
nat
iona
l voc
atio
nal t
rain
ing
syst
em
mee
ts t
he g
over
nanc
e in
dica
tors
of
the
Uni
ted
Nat
ions
Dev
elop
men
t Pr
ogra
m (
UN
DP)
.
Code
R.3
.2.2
SO.3
.3
R.3
.3.1
R.3
.3.2
The
tool
s of
impl
emen
tatio
n of
the
new
pa
rtne
rshi
p ap
proa
ch is
defi
ned
and
ope-
ratio
nal
and
the
part
ners
hip
is e
valu
ated
pe
riodi
cally
.
A n
atio
nal m
onito
ring
and
eval
uatio
n sy
stem
of
the
effe
ctiv
enes
s an
d ef
ficie
ncy
of t
he n
atio
nal v
ocat
iona
l tra
inin
g sy
stem
is
impl
emen
ted.
An
inte
grat
ed in
form
atio
n sy
stem
spe
cific
to
the
nat
iona
l voc
atio
n tr
aini
ng s
yste
m is
op
erat
iona
l and
up-
to-d
ate.
A s
yste
m f
or e
valu
atin
g th
e ef
fect
iven
ess
and
effic
ienc
y of
the
nat
iona
l voc
atio
nal
trai
ning
sys
tem
is e
stab
lishe
d an
d op
era-
tiona
l.
At
leas
t th
ree
tool
s to
im
plem
ent
the
new
pa
rtne
rshi
p ap
proa
ch a
re
deve
lope
d an
d va
lidat
ed b
y th
e pa
rtne
rs o
f th
e tr
aini
ng
inst
itutio
n by
the
end
of
2015
.
An
eval
uatio
n of
the
pe
rfor
man
ce o
f th
e N
VTS
is u
nder
take
n on
ce e
very
th
ree
year
s.
A t
rans
actio
nal w
eb p
orta
l of
the
DN
FP is
des
igne
d,
deve
lope
d, t
este
d an
d va
li-da
ted
by t
he e
nd o
f 20
18.
Dat
a ar
chite
ctur
e is
in p
lace
by
the
end
of
2016
.A
Dec
isio
n-m
akin
g Su
ppor
t Sy
stem
is e
stab
lishe
d by
th
e en
d of
201
8.
The
eval
uatio
n sy
stem
is
intr
oduc
ed in
all
stru
ctur
es
of D
NFP
by
the
end
of
2016
.
Ann
ual r
epor
ts
and
eval
uatio
n of
pa
rtne
rshi
p
Follo
w-u
p an
d ev
a-lu
atio
n re
port
s
Info
rmat
ion
syst
em,
Das
h Bo
ards
Lega
l and
reg
ulat
ory
fram
ewor
k, e
valu
a-tio
n re
port
s
Nat
iona
l Par
tner
ship
Co
mm
ittee
The
min
istr
y in
cha
rge
of
voca
tiona
l tra
inin
g
The
min
istr
y in
cha
rge
of
voca
tiona
l tra
inin
g
The
min
istr
y in
cha
rge
of
voca
tiona
l tra
inin
g
Sub-
obje
ctiv
es /
res
ults
Indi
cato
rs v
erifi
cati
on s
ourc
esIn
stit
utio
n in
cha
rge
Impl
emen
tati
on T
imel
ine
2014
Q1
Q2
Q3
Q4
Q1
Q2
Q3
Q4
2015
Q1
Q2
Q3
Q4
2016
Q1
Q2
Q3
Q4
2017
Q1
Q2
Q3
Q4
2018
ANNEXE 1
PLAN
D'OPERATIONS
8
2014- 2018
THE
REF
OR
M O
F N
ATI
ON
AL
VOCATI
ON
AL
TRAIN
ING
SYSTE
M
Plan
ning
sch
eme
for
the
refo
rm o
f na
tion
al v
ocat
iona
l tra
inin
g sy
stem
2014
- 2
018
OVE
RALL
OB
JECT
IVE
A
nat
iona
l voc
atio
nal t
rain
ing
syst
em (
NVT
S) t
hat
mee
ts t
he n
eeds
of
indi
vidu
als,
com
pani
es, r
egio
ns
and
soci
ety
in t
he c
onte
xt o
f a
com
preh
ensi
ve a
nd s
hare
d vi
sion
of
a na
tiona
l sys
tem
of
hum
an r
esou
r-ce
s de
velo
pmen
t (N
SHRD
) is
dev
elop
ed.
SPEC
IFIC
OB
JECT
IVE
4 (S
O4)
:
A
fun
ding
sys
tem
of
voca
tiona
l tra
inin
g th
at m
eets
the
nee
ds a
nd a
spira
tions
of
indi
vidu
als,
com
pani
es,
the
regi
ons
and
soci
ety,
and
pro
mot
ing
lifel
ong
lear
ning
, is
deve
lope
d.
VE
RIFI
CATI
ON
IND
ICAT
OR
(VI
):A
t le
ast
thre
e ne
w f
undi
ng m
echa
nism
s ar
e id
entifi
ed, t
este
d an
d ad
opte
d by
the
end
of
2016
, an
an-
nual
rep
ort
on t
he f
undi
ng o
f N
VTS
is e
stab
lishe
d an
d co
mm
unic
ated
to
all s
take
hold
ers
as o
f 20
16.
Code
SO4.
1
R4.
1.1
R4.1
.2
SO.4
.2
A n
ew m
odel
of
fund
ing
cons
iste
nt w
ith t
he
trai
ning
gov
erna
nce
mod
el a
nd p
rom
otin
g lif
elon
g le
arni
ng is
dev
elop
ed.
A n
ew f
undi
ng m
odel
bas
ed o
n a
dia-
gnos
is o
f th
e cu
rren
t si
tuat
ion,
allo
win
g th
e di
vers
ifica
tion
of f
undi
ng s
ourc
es a
nd
the
defin
ition
of
the
rule
s, is
ado
pted
and
op
erat
iona
l.
Tran
spar
ency
in t
he m
anag
emen
t of
fun
-di
ng t
ools
is g
uara
ntee
d.
Stak
ehol
ders
in t
he n
atio
nal v
ocat
iona
l tra
i-ni
ng s
yste
m a
re t
rain
ed o
n th
e go
vern
ance
m
odel
and
the
new
fun
ding
sys
tem
.
Fund
ing
mec
hani
sms
of
lifel
ong
lear
ning
are
defi
-ne
d, a
ppro
ved
and
test
ed
by t
he e
nd o
f 20
16
A d
iagn
osis
of
the
fund
ing
syst
em is
com
plet
ed b
y th
e en
d of
201
4.A
lega
l, re
gula
tory
and
or
gani
zatio
nal f
ram
ewor
k is
defi
ned
by t
he e
nd o
f 20
15.
An
Ope
n D
ata
syst
em is
im
plem
ente
d by
the
end
of
201
6
At
leas
t 20
% o
f th
e ex
ecu-
tives
invo
lved
in t
he N
VTS
gove
rnan
ce a
nd f
undi
ng
syst
ems
are
trai
ned
by t
he
end
of 2
016.
Lega
l Fra
mew
ork
Offi
cial
Gaz
ette
(J
ORT
)
Repo
rts
on f
undi
ng
tran
spar
ency
Trai
ning
Pla
ns o
n G
over
nanc
e an
d Fu
ndin
g, T
rain
ing
Eval
uatio
n Re
port
s
The
min
istr
y in
cha
rge
of
voca
tiona
l tra
inin
g
The
min
istr
y in
cha
rge
of
voca
tiona
l tr
aini
ng
The
min
istr
y in
cha
rge
of
voca
tiona
l tra
inin
g
The
min
istr
y in
cha
rge
of
voca
tiona
l tra
inin
g
Sub-
obje
ctiv
es /
res
ults
Indi
cato
rs v
erifi
cati
on s
ourc
esIn
stit
utio
n in
cha
rge
Impl
emen
tati
on T
imel
ine
2014
Q1
Q2
Q3
Q4
Q1
Q2
Q3
Q4
2015
Q1
Q2
Q3
Q4
2016
Q1
Q2
Q3
Q4
2017
Q1
Q2
Q3
Q4
2018
ANNEXE 1
PLAN
D'OPERATIONS
8
2014- 2018
THE
REF
OR
M O
F N
ATI
ON
AL
VOCATI
ON
AL
TRAIN
ING
SYSTE
M
Plan
ning
sch
eme
for
the
refo
rm o
f na
tion
al v
ocat
iona
l tra
inin
g sy
stem
2014
- 2
018
OVE
RALL
OB
JECT
IVE
A
nat
iona
l voc
atio
nal t
rain
ing
syst
em (
NVT
S) t
hat
mee
ts t
he n
eeds
of
indi
vidu
als,
com
pani
es, r
egio
ns
and
soci
ety
in t
he c
onte
xt o
f a
com
preh
ensi
ve a
nd s
hare
d vi
sion
of
a na
tiona
l sys
tem
of
hum
an r
esou
r-ce
s de
velo
pmen
t (N
SHRD
) is
dev
elop
ed.
SPEC
IFIC
OB
JECT
IVE
4 (S
O4)
:
A
fun
ding
sys
tem
of
voca
tiona
l tra
inin
g th
at m
eets
the
nee
ds a
nd a
spira
tions
of
indi
vidu
als,
com
pani
es,
the
regi
ons
and
soci
ety,
and
pro
mot
ing
lifel
ong
lear
ning
, is
deve
lope
d.
VE
RIFI
CATI
ON
IND
ICAT
OR
(VI
):A
t le
ast
thre
e ne
w f
undi
ng m
echa
nism
s ar
e id
entifi
ed, t
este
d an
d ad
opte
d by
the
end
of
2016
, an
an-
nual
rep
ort
on t
he f
undi
ng o
f N
VTS
is e
stab
lishe
d an
d co
mm
unic
ated
to
all s
take
hold
ers
as o
f 20
16.
Code
R.4
.2.1
R.4
.2.2
Rele
vant
hum
an r
esou
rces
are
tra
ined
.
A c
omm
unic
atio
n st
rate
gy o
n th
e ne
w
fund
ing
syst
em is
dev
elop
ed a
nd im
ple-
men
ted.
At
leas
t tw
o an
nual
tra
inin
g cy
cles
are
org
aniz
ed f
or t
he
conc
erne
d m
anag
ers
as o
f 20
14.
Inte
rnal
Com
mun
icat
ion,
Ex
tern
al a
nd In
stitu
tiona
l Pl
ans
are
desi
gned
and
bu
ilt b
y th
e en
d of
201
6.
Goo
d go
vern
ance
tr
aini
ng p
lans
, tr
aini
ng e
valu
atio
n re
port
s
Com
mun
icat
ion
stra
tegi
es
The
min
istr
y in
cha
rge
of
voca
tiona
l tra
inin
g
The
min
istr
y in
cha
rge
of
voca
tiona
l tra
inin
g
Sub-
obje
ctiv
es /
res
ults
Indi
cato
rs v
erifi
cati
on s
ourc
esIn
stit
utio
n in
cha
rge
Impl
emen
tati
on T
imel
ine
2014
Q1
Q2
Q3
Q4
Q1
Q2
Q3
Q4
2015
Q1
Q2
Q3
Q4
2016
Q1
Q2
Q3
Q4
2017
Q1
Q2
Q3
Q4
2018
ANNEXE 1
PLAN
D'OPERATIONS
8
2014- 2018
THE
REF
OR
M O
F N
ATI
ON
AL
VOCATI
ON
AL
TRAIN
ING
SYSTE
M