Trainers & leaders Development Directorate.
Description of Trainers and leaders development Directorates
Effective, efficient and dedicated TVET providers capable of developing and delivering flexible, demand-driven, TVET programs are the central features of the new TVET system. Capacitating such providers, both public and non-public, is therefore a core task of the TVET authorities. From this perspective, the role of institution leaders and Trainers’ development Directorate is preparing and capacitating trainers/instructors to realize this role by filling their skill gaps identified in their respective occupations working at the front-line position.
In the same vain, the processes of setting occupational standard is considered has key role in the provision of quality trainings in institutions in the out-come based training system. The Occupational Standard serves the function of the national standard that details the occupational requirements in terms of competencies. It describes the competencies that an individual must possess to be able to perform and be productive in the world of work. Once all these competencies are identified and defined, the OS is packaged and matched with the National TVET Qualification Framework (NTQF). This is to determine the level of qualification as described in the framework. The NTQF illustrates the scope, compositions, and degree of responsibility a qualified person can assume in the workplace. TVET delivery is to qualify people according to the occupational requirements by facilitating a learning process geared toward attaining the set of competencies defined in the respective Occupational Standard.
In addition, it was stated that translating Occupational Standards into suitable TVET programs is the challenge of TVET delivery. Within this process, curricula as well as training, teaching, and learning materials have to be transformed into an outcome based enabling elements to adequately reflect the expected outcomes as defined in the OS. Thus, TVET providers have to develop curricula that are based on the National Occupational Standards and are appropriate to the relevant learning process. Curricula will have to consider specific requirements of the target groups and specific local labour market requirements. As a consequence, the previous practice of prescribing building national curricula will no longer be implemented once the outcome-based quality management system is fully established. Instead of this, within decentralized TVET system each TVET provider/institutions may find their own curricular solutions to provide high quality TVET to their specific target groups.
The major tasks which are undertaken by the directorate are;
Trainers and leaders development directorate have two basic activities , these are ;
- Trainers’ Development
- Recruitment and placement of qualified and competenttrainers and instructors in occupations identified deemed important through labour market survey.
- Developing varieties of incentive mechanisms which can increase their motivation and commitment that can consequently improve their productivity, for example, promotion through career structures, remunerations of outstanding performers at least per annum, andallowing internal labour mobility.
- Transfertrainers/instructors among zones and outside the zones within the region for the sake of properly using the existing labour force.
- Assigning instructors who graduate from higher education in regional system/structures.
- Encourage and follow trainers and Instructors to be assessed level by level.
- Encouraging participation of women trainers’during recruitment.
- Motivating women trainers to comethe leadership position at different levels.
- Approveinstitutions (Dean)leaders based on proposal endorsed by theboard/Counsellors of the institutions.
- Prepare different guidelines which facilitate administrative works.
- Capacity Building
- Upgrading trainers and instructors in the TVET system at all levels to higher education both in the formal/informal programmes.
- Provide capacity building trainings for trainers and institution leaders based on their professional skill gaps.
- To bring up trainers inindustries.
- Capacitate trainers on 100% technology accumulation, transfer and related softwares
- Capacitate trainers on Project based training method of training.
- Prepare modules to capacitate trainers ontheir pedagogical, methodological and didactical skills.
- Providing methodology training and grantingcertificate for those who are competent.