Vocational education and training (VET) is characterised by the recognition of a number of changing global trends around the world. These include the increasing use of technology and the growing importance of technology and communications systems. Positioned at the interface between the education system and employment, VET has a role in contributing to the transition from vocational education and training to suitable employment. It provides the youth with the skills relevant to employment under the rapidly changing global political and economic situation.
In Sri Lanka, the Vocational Training Authority(VTA) is the provider of the relevant training, with a large network consisting of 202 Training Centres, 22 District Training Centres and 7 National Vocational Training Institutes (NVTI). Approximately, 35,000 youth are trained annually in 83 different trade-segments.
VET in Sri Lanka is expected to offer special attention for its career-oriented courses geared towards improving the country’s economy. The government regularly updates and improves its curricula to meet recommended changes. Yet, certain aspects need to be upgraded to be on a par with the education standards across the globe, and keep abreast of the changing trends.
Ever-evolving curriculum
Firstly, the curriculum and structure of the vocational teaching system needs to be updated to meet the demands of the industries. The current learning courses need more emphasis on practical applicability. Germany is one of the first countries in the world to make VET a part of its system.
Germany has had a single and dual-track VET system in place for decades. The dual-track VET spans two to four years (certificate and degree levels), which involves classroom study as well as real work experience in companies or public sector institutions, covering theoretical and practical knowledge in the ratio of 40:60 respectively. The qualification is recognized worldwide due to its combination of theory and training embedded in a real-life work environment.
VET education
According to a report of the Federal Institute for Vocational Education and Training, more than one-third of the pupils graduating from secondary school in Germany enter a vocational training program.
Approximately 68 percent of the latter system’s graduates enter the workforce in the company where they are trained immediately after entering.
The host companies pay the apprentices a decent monthly salary during training, with a yearly increase during the apprenticeship. Around 51 percent of Germany’s workers are skilled workers trained in the VET. Another 11 percent of workers are master craftsmen who are vocational and technical university graduates.
They are also part of the VET but of the single-track system. To enter the advanced training, one must have an advanced certification and several years of additional work experience. The VET in Germany boasts about 330 officially recognised vocational training programs.
Sri Lanka needs more vocational and technical degrees of high quality along with vocational universities. A centralised system where courses are consolidated would help ensure efficient tracking, grading and teaching processes. For example, New Zealand has established the New Zealand Institute of Skills and Technology, which brings all existing government-run institutes under one national system of vocational education and training.
In Sri Lanka, there are a number of Government Ministries and Agencies involved in VET Training.
Among them are the Ministry of Skills Development & Vocational Training, the Tertiary and Vocational Education Commission, the National Apprentice and Industrial Training Authority, the Department of Technical Education and Training, the Vocational Training Authority and the National Youth Services Council.
Drawbacks
We have the National Vocational Qualifications (NVQ) framework consisting of seven levels of instruction. Levels 1 to 4 are for craftsmen designation and successful candidates are issued with national certificates. Levels 5 and 6 are Diploma level, while Level 7 is for degree equivalent qualification. There are no dedicated universities for VET education.
Sri Lanka can boast about her well-established VET education and training system. However, studies reveal that the educational system does not teach the skills needed by the changing labour market nor do they match the job skills needed today.
Hence, the current investments made in VET do not yield optimal returns. Although the Government developed medium-and long-term plans to provide the competencies and skills necessary for the teaching personnel, no surveys have been done to check their outcome.
VET is a difficult sector to manage due to its complex and multi‑institutional nature, different types of clients, and the constantly changing economic environment. The authorities need to continuously review and evaluate the programs, and ensure that structural changes had been made in keeping with the demand and supply conditions of the labour market.
Despite several noteworthy milestones, VET in Sri Lanka faces unresolved and emerging challenges. Key concerns include:
(1) Upgrading the quality and relevance of VET programs to improve employability of the trained personnel and the accessibility, efficiency, and effectiveness of training delivery systems
(2) lack of professional preparation of teachers and inadequate participation by industries (users) in the design and delivery of VET courses
(3) strengthening the NVQ system and promoting full buy-in by the private sector
(4) inadequate emphasis on training for individuals seeking foreign employment
Other areas that need to be developed are, strategic planning, performance-based funding, performance monitoring, capacity development, and institutional autonomy. Focus should be directed to the assessment of costs, financing, and efficiency variations in unit costs and efficiency across different training providers, including duplication of programs by different agencies.
Training for the future
We need to learn from the German and New Zealand Australian experiences. Our VET institutes need to be equipped with the right facilities and broader training programs.
Classes need to be more interactive with full industry participation. More investment is required but, in the medium and long run, they will payback.