Consultative Workshopon
“ SKILLS FOR TRADE AND ECONOMIC DIVERSIFICATION ”
TEP OEUN,Deputy Director General, DGTVET, MLVT
Kingdom of CambodiaNation Religion King
888888888
Ministry of Labour and Vocational Training
12 August 2015, Phnom Penh Hotel, Cambodia
Outlines
1. Introduction
1.1 Socio-Economic Goal of
RGC
1.2 Employment population
(15-64y) by industrial
sector, 2009-2013
2. Current TVET Status
2.1 39 MLVT’s TVET Institutions
and course delivery
2.2 Type of Training Programmes
2.3 Education System for
Cambodia
2.4 Cambodia Qualification
Framework-CQF
2.5 TVET Management
Framework
3. Strategic Planning For
TVET Development,
2014-2018
4. Sharing Information
1.1. SOCIO-ECONOMIC GOAL OF ROYAL
GOVERNMENT OF CAMBODIA
To achieve
Lower-middle
Income Country
status
To progress to
Upper-middle
Income Country
To further progress
to Developed
Country
Therefore, the country requires high-quality, skilled and capable humanresources. MLVT has an important role toplay in accelerating the industrializationof the country
2018
2030
2050
1.2. Employment population (15-64y)
by industrial sector, 2009-2013
57.654.2 55.8
51 48.7
15.9 16.2 16.9 18.6 19.926.5
29.6 27.330.4 31.5
0
10
20
30
40
50
60
70
2009 2010 2011 2012 2013
Agriculture Industry Service
Source: Cambodia Socio-Economic Survey 2013
2.1. 39 MLVT’s TVET Institutes
and Skills Training delivery
Description VSC C 1 C 2 C 3 High Diploma Post-Graduate
Occ. by Sectors 89 10 9 8 20 17
No. Institutes 39 25 25 25 23 10
Note: 39 TVET Institutions are locating in 25 municipal -provinces
2.2. TYPE OF TRAINING PROGRAMES
Track 1Poverty Reduction
Short-courses training (Certificate courses/Non-formal training), at 1st level of CQF
• Community based training
• Enterprise based training
• Center based training
• Apprenticeship
• Special needs training
• Skills Bridging Programmes
• Post-harvest Technology and Food processing
• Others
Track 2Supporting Industrial Development
Long-course training, at least 1-year and has started from 2nd level to up of CQF
• Certificate I, II, III
• High Diploma
• Engineering/Bachelor
• Master
2.3. Education System for Cambodia
W
O
R
L
D
O
F
W
O
R
K
BRIDGING
BRIDGING
BRIDGING
15
16
17
18
DO
CT
OR
AL
19
20
21
TRADE I
TRADE III
TRADE II
CERTIFICATE II
CERTIFICATE III
CERTIFICATE I
CE
RT
IFIC
AT
E
TECHNICAL & VOCATIONAL STREAM
13
14
DIP
LO
MA
BA
CH
EL
OR
13
15
14
16
DE
GR
EE
17
18
19
20
21
YEAR OF
SCHOOLING
7
8
9
11
10
12
5
6
1
3
2
4
BA
CH
ELO
R
13
14
16
15
17
17
1818
19
20
21
22
13
15
14
16
19
20
21U
NIV
ER
SIT
Y
GENERAL STREAM
TECHNOLOGICAL
STREAM
GE
NE
RA
LS
C
HO
OLS
7
8
9
11
10
12
6
3
5
4
1
2
2.4. CAMBODIA QUALIFICATION FRAMEWORK
(CQF)
CQF LevelGeneral
Education TVET Higher Education
8 Doctoral Degree of Technology/Business Education Doctoral Degree
7 Master Degree of Technology/Business Education Masters Degree
6 Bachelor of Technology/Business Education Bachelors Degree
5 High Diploma of Technology/Business Education Associate Degree
4
Secondary Education
Technical and Vocational Certificate 3
3 Technical and Vocational Certificate 2
2 Technical and Vocational Certificate 1
1 Vocational Skills Certificate
Cambodia Qualification
Framework
CQF 8DhD
Low
Se
con
dar
y Sc
ho
ol
Gra
du
ate
s o
r Eq
uiv
ale
nce
(tar
get
gro
up
)
Post-Graduate CQF 7 Master
Upper Secondary School Graduates or Equivalence(target group)
CQF 6 Bachelor
CQF 5 High Diploma
CQF 4 Certificate III
CQF 3 Certificate II
CQF 2 Certificate I
CQF 1 Vocational Skills Certificate
National Competency Standard, Curriculum
Based CS, Assessment Packages, Learning
Packages No. Job Positions/ Occupations CS CBC Assessment
Package(CAP)Learning Package(CBLP) Remarks
L.II L.III L.IV L.II L.III L.IV L.II L.III L.IV L.II L.III L.IV
I Civil Construction1 Massionary √ √ √ √ √ √ √ √ √ √ √ √2 Steel Fabrication & Fixing √ √ √ √ √ √ √3 Finishing Capentry √ √ √ √ √ √ √4 Rough Capentry √ √ √ √ √ √ √5 Plumbing √ √ √ √ √ √ √ √ √ √ √ √
6 Building Electrical Wirring √ √ √ √ √ √ √ √ √ √ √ √
7 Steel Strural Errection √ √ √ √ √ √
II Auto-Mechanic8 Automotive Servicing √ √ √ √ √ √ √ √ √ √ √ √
9 Automotive aAr Condition Servicing √ √ √ √ √ √ √ √ √ √ √ √
10 Automotive Electrical Servicing √ √ √ √ √ √ √ √ √ √ √ √
11 Automotive Body Repairing √ √ √ √ √ √
12 Automotive Painting √ √ √ √ √ √
13 Automotive Engine Rebuilding √ √ √ √ √ √ √ √ √ √ √ √
14 Motocycle Servicing √ √ √ √ √ √
III Business & ICT15 Administration Services √ √ √ √ √ √ √ √ √ √ √ √16 Computer Servicing √ √ √ √ √ √ √ √ √ √ √ √17 HRD √ √ √ √ √ √ √ √ √ √ √ √18 Costomer Services √ √ √ √ √ √ √ √ √ √ √ √19 Sale Services √ √ √ √20 Marketing Services √ √ √ √21 Computer Graphic Designing √ √ √ √
2.5. TVET Management Framework
Sub-Committee for recognition of Prog.
Course + Inst.
Sub-Committee for Standard Development
and Testing
Sub-Committee for Labour Market
Information
Executive Committee
National Training Board(NTB)
Provincial Training Board (PTB)
External Audit
National Employment Agency
(NEA)
AIGs/IEG/SSCs
• Coordinate + facilitate with all
stakeholders
• Set national Policy & planning
• Ensure quality, efficiency, and
effectiveness
Cl
us
te
r
Ma
na
ge
me
nt
Sy
st
em
Vision
“ Knowledge, Skills and Competenciesfor all for lifelong employability,productivities and competitiveness ”
3. Strategic Planning FOR
TVET Development, 2014-2018
Strategic Planning FOR TVET
Development, 2014-2018
Mission
“Ensure that the Cambodian People acquire and
optimize their knowledge, skills and competencies to
enhance their potential for lifelong employability,productivities and competitiveness for
sustainable social and economic development of Cambodia in
a competitive globalized economy”
Strategic Planning FOR TVET
Development, 2014-2018
1
IImprove Quality and
Relevance of TVET system
2Increase
Access and Equity to TVET programmes
3Strengthen
GoodGovernance & Management
in TVET system
Public Private Partnership-PPP
4.Sharing Information(SMR ASEAN, and AQRF)
AEC, 2015: Action Plans proposed by AMS,
Country Priority Skills Areas Proposed
Collaborating AMS
Cambodia - Masonry
- Electrical WiringThailand
Indonesia - Construction sector
- Tourism & hospitalitySingapore, Malaysia
Brunei
Lao PDR - Bricklaying
- Plastering Thailand
Malaysia - Tourism & hospitality
- HousekeepingIndonesia
Myanmar - Welding
- Sewing machine operator
Singapore
Thailand
Philippines - Tourism
- Domestic work
Myanmar
Cambodia
Thailand - Construction
- Sewing machine operator
Cambodia, Myanmar
Lao PDR
Viet Nam - Tourism & hospitality
- Housekeeping
- Automotive technology
Thailand
Malaysia
AQRF Level descriptorsKnowledge and skills Application and Responsibility
Demonstration of knowledge and skills that: The contexts in which knowledge and skills are demonstrated:
Level 8
is at the most advanced and specialized level and at
the frontier of a field
involve independent and original thinking and
research, resulting in the creation of new
knowledge or practice
are highly specialised and complex involving the development and testing of
new theories and new solutions to resolve complex, abstract issues
require authoritative and expert judgement with a sustained commitment to
management of research and significant responsibility for extending
professional knowledge and practice and creation of new ideas and or
processes.
Level 7
is at the forefront of a field and show mastery of a
body of knowledge
involve critical and independent thinking as the
basis for research to extend or redefine knowledge
or practice
are complex and unpredictable and involve the development and testing of
innovative solutions to resolve issues
require expert judgement and significant responsibility for professional
knowledge, practice and management
Level 6 is specialised technical and theoretical within a
specific field
involve critical and analytical thinking
are complex and changing
require initiative and adaptability as well as strategies to improve activities
and to solve complex and abstract issues
Level 5 is detailed technical and theoretical knowledge of a
general field
involve analytical thinking
are often subject to change
involve independent evaluation of activities to resolve complex and
sometimes abstract issues
Level 4 is technical and theoretical with general coverage
of a field
involve adapting processes
are generally predictable but subject to change
involve broad guidance requiring some self direction, and coordination to
resolve unfamiliar issues
Level 3
includes general principles and some conceptual
aspects
involve selecting and applying basic methods, tools,
materials and information
are stable with some aspects subject to change
involve general guidance and require judgement and planning to resolve some
issues independently.
Level 2 is general and factual
involve use of standard actions
involve structured processes
involve supervision and some discretion for judgement on resolving familiar
issues
Level 1 is basic general
involve simple, straightforward and routine actions
involve structured routine processes
involve close levels of support and supervision
