Annex : Analysis of the changes in the functional dimensions of the Vanuatu TVET context between 2005 and 2015 2005 2015 Setting a Strategic Direction TVET Masterplan 2003-2010 provides a detailed plan for development of the sector on directions set in Ministry corporate plans but there is no clear vision for the sector and implementation plan not clear. Uncertainty and confusion many local stakeholders as to what the purpose of TVET is. Limited recognition in government policies and budget allocations of the economic or social value of an effective TVET system. Government leadership on TVET emerging from both the political and bureaucratic levels and both levels are increasingly responsive to sectoral and community demand and expectations. A national TVET Policy adopted in March 2011, led by VNTC and MYDST, and supported by the VTSSP. Explicit support for the TVET Policy in Cabinet and amongst Ministers, many Departmental heads and Provincial Administrators, although funding of it is not specified, implementation of its objectives is variable and there are no baseline measures or performance targets for many of the indicators. The TVET policy is well-integrated with other GoV plans such as the PAA. Fostering a Demand-Driven Approach GoV including for TVET recognise that a lack of skills is a major constraint to development in the provinces and in priority economic sectors. Government policies generally encourage a more demand-led approach to training but strategies to achieve this are not developed. Limited or no formal assessment of Vanuatu’s economic prospects and their implications for skills. Links between TVET and economic development are better understood, most particularly at provincial level and in the Tourism & Hospitality sector and, to a lesser extent, the Agriculture sector. Provincial Skills offer a useful model for how skills development can be prioritised based on economic assessments and are guiding provincial training delivery.
Limited role of employers and industry in informing or directing the TVET sector at either system or institutional level. Long-standing discussions continue within GoV on a national Resource Development Plan, possibly by aggregation of Provincial Skills Plans. Industry engagement emerging in some sectors. VQA Board includes private sector representative Strengthening Critical Coordination VNTC as the central coordination and quality assurance body has limited capacity and restrictive on provider registration. VNTC role described in PDD as emerging, with 2 just staff. Management and delivery of Vanuatu’s education and training is the responsibility of MoE and MYD&T but key roles and responsibilities for coordinated action on strategic priorities for TVET not well-defined. GoV has not created or staffed a unit with clear responsibility for tertiary education, including TVET. No effective coordination of skills development efforts at provincial and role of the provincial-based MYD&T officers not well defined or understood. Limited knowledge across Government of national skills development plans and strategies, the role of VNTC, or linkages needed between the formal and non-formal sectors and with the productive sector. The Vanuatu Qualifications Authority (VQA) established in June 2014, replacing the former VNTC. Its 20 legislated functions may be grouped into three broad categories: regulatory functions related to and quality assurance; co-ordination and promotion of the education and training (PSET) sector; and monitoring and advisory functions in relation to strategies, priorities, resourcing and overall performance of the PSET sector. A new Tertiary Education Directorate established within the MoET with five divisions: Higher Education; TVET Education; Distance and Flexible Learning Education; Teacher Education and Development; and Scholarship Administration. National responsibility for all tertiary education now exercised through one Ministry, providing the necessary coordination of tertiary strategies and programs. Advocacy by non-government stakeholders is variable, despite the important contribution of non-state providers (NGOs, firms and professional associations) to the skills development system. However, non-state stakeholders are actively engaged in the policy development, planning and delivery of TVET through the SAG, and the tourism and hospitality industry is an active champion.
: Costs of program support to TVET sector in Vanuatu, Note: This financial data in nominal (unadjusted for price inflation) were provided to the evaluation team by the Technical Director and are based on data in the Completion Reports for VTSSP Phase 1 and Phase 2, and the VTSSP Annual Program Plan 2014-15. INTV data are based on the archival records held by the Technical Director. Table A1: Summary, Vanuatu TVET Program costs 1996-2016 Program Period Expenditure Source INTV ISP Phases 1 (actual) Nov – Oct AUD4.5m See Note 3 below INTV ISP Phases 2 (actual) Nov – Oct AUD5.5m 2 Annual Plan (see table A.2: INTV) (See Note 3 below) INTV ISP Bridging (actual) Dec Oct See Note 5 VTSSP Phase 1 Nov AUD 5.111m Phase 1 Report (see table A.3) Phase 1 Contract (see table A.4) VTSSP Phase 2 (actual) June - Feb AUD 10.626m Phase 2 Report (see table A.5) Phase 2 Contract (see table A.6) VTSSP Phase 3 June AUD 11.408m Table 8.2 Summary Cost Table in VTSSP Annual Program Plan Notes: