Technical and Vocational Education and Training (TVET) Programme

Programme: TVET Programme (Technical and Vocational Education and  Training Programme)
Location: National
Implementation: 2008 - 2013 > 2014 - ...
Budget: Total 2008 - 2013: €2,288,389 (realised 2008 - 2010: €734,614 -  planned 2011 - 2013: €1,553,775)           Key themes: TVET, Technical and vocational education, Adults

Context

 

The last couple of years, Technical and Vocational Education and Training (TVET) has been an important component within the Rwandese policy to end poverty. A reform of the TVET sector has been approved in 2008. Therefor, two new bodies have been created within the Ministry of Education:The Workforce Development Authority (WDA) and the Integrated Polytechnic Regional Centres (IPRCs). The WDA has to organise the TVET strategy at a national level and the IPRCs have to develop into centres of expertise on a provincial level.

Since the reforms, TVET gets increased attention from the government, the private sector and international donors. The choice to have a joint programme with BTCAPEFE and VVOB was quickly made, since all partners have already been working within the Rwandan TVET sector for years.

School management and leadership are a major challenge in technical and vocational education and training in Rwanda. School management and leadership are described as weak by the government itself. There are no specific qualifications or certifications for school managers. Therefore, effective school management is high on the agenda of the Rwandan government.

Target of the programme

There is access to a quality training system, adapted to the needs of the labour market, especially in the Southern province.

 

 

 

Activities

VVOB and APEFE implement the programme in collaboration with the Belgian development agency, BTC. In this programme, VVOB has four result areas.

  • In the first result VVOB contributes to the capacity development of the Workforce Development Agency (WDA), which should implement the policy of the government on TVET. The aim is that the WDA has the capacity to institutionalise the leadership and management in the schools of technical and vocational education and training.
     
  • In the second result VVOB also supports the WDA. In this case it is about providing training and professional development for school principals. Thus aspiring school leaders can be certified as fully fledged school managers.
     
  • In the third result area, VVOB supports the Integrated Polytechnic Regional Centre (IPRC) in the Southern province. The aim is that the IPRC can adequately support service centres and learning networks for school leaders.
     
  • In the fourth result, finally, VVOB assists the IPRC in its support of TVET schools and their school leaders to set up and manage "production and training units" in activities that can generate an income.

Some results achieved

Some examples from the period 2008-2013:

  • An international symposium on TVET was organised in Rwanda. 150 TVET specialists from 15 different countries came together to discuss four TVET themes.
  • VVOB contributed to the development of the structure of the Curriculum Development Unit within the WDA and to the job description of the staff that will be involved in curriculum development.
  • In order to ensure a better understanding of TVET systems by the staff, two study trips were organised (one to Uganda and one to Kenya). Among other things they exchanged lessons learnt between countries with respect to the different TVET themes.
  • VVOB supported the Labour Market Officer of the IPRC South by developing an Apprentice’s Logbook. 65 monitoring reports were produced and followed closely.
  • VVOB contributed to five meetings between the directors of all Vocational Training Centres and technical secondary schools in the Southern province.
  • Three IPRCs have been established: IPRC Kigali, IPRC North and IPRC South.
  • IPRC South and VVOB visited 53 providers of education in the southern province. They collected data of the RVET centres such as: the qualifications of trainers, the quality of the infrastructure and supplies, type of training, number of students,…
  • A training in tailor-made construction was organised. 38 Teachers participated in a fortnight training. The teachers were encouraged to increase the number of activities.
  • 80% of teachers in schools for Hotels and Tourism were trained in entrepreneurship.
  • 107 trainers received technical training in nine areas: plumbing, electricity, cooking, welding, construction, masonry, automobile mechanics, public works and hair and beauty

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