TEVET codes of conduct and trainee orientation programme impact report
English
TVET institutions
Technical and vocational education and training (TVET) institutions play an important role in equipping young people to enter the world of work and in improving their employability throughout their careers. The Global KSP collects and shares information from TVET institutions on how they respond to changing labour market needs, adopt new training technologies, expand the outreach of their training, and improve the quality of their services including in the areas of governance, financing, teacher education, and industry partnerships.
Access to training
Access for all to good quality education, vocational training and workplace learning is a fundamental principle of social cohesion and economic growth. Some groups of people may require targeted attention if they are to benefit from education, training and employment opportunities.
This is particularly the case for disadvantaged youth, lower skilled workers, people with disabilities, and people in rural communities. The attractiveness of vocational education and training is enhanced when combined with entrepreneurship training and when public policies encourage utilization of higher skills by business.
Training quality and relevance
Case studies and good practices
Case studies that document good practices and illustrate the benefits and lessons learnt of particular approaches or methods in real practice.
Other knowledge products
Part of the European Union funded Skills and Technical Education Programme (STEP) in Malawi.
As part of STEP’s objective of supporting an equitable and gender balanced TEVET system and to improve the quality and relevance of the training, new Codes of Conduct (CoCs) were developed for TEVET Instructors and Administration Staff, and for TEVET Trainees. In addition, a comprehensive trainee orientation programme was designed as a way to create a positive learning environment, where all trainees feel well supported by their college and motivated to complete their course. Instructions on how to run the orientation programme were outlined in an Orientation Programme guide booklet (OP) and principals and instructors from the TEVET institutions were trained in the new Codes of Conduct and in delivering the orientation programme. An orientation pack was developed for new TEVET trainees, which included a Trainee Orientation Manual (OM), along with a set of pamphlets communicating the information from the CoC, OP and OM in accessible formats. Finally, a set of posters was developed with the same information.
Access to training
Vocational training
Africa
