Interrelation of TVET with

General Education and Higher

Education
 Topics/Issues related

 Technical/Vocational education in General Education.

 Holistic integrated approach to Technical and Vocational
Education in General Education and TVET.
 Promoting and facilitating school leavers to take TEVT
courses.
 Accreditation of school based Technical/Vocational
courses for NVQ awards.
 Technical/Vocational teacher training at Diploma and
Degree levels.
 Recognition of TVET qualifications for University
Education at Diplomas, Degree and PG levels through
SLQF
 Technical/Vocational education in General
Education

 Policy 1
 Develop and implement a technical vocational
education/training policy for the general education system
that is recognized by relevant authorities for further
education/training.
 Strategies
 involvement of all relevant authorities
 Accreditation
 School policies to be re-organized
 Technical subjects or subject areas suitable for different stages of
learning at schools.
 The curriculum should be developed by NIE with active
participation of key stakeholders
 Evaluation and assessment system
 accommodate problem/project based and work based learning,.
 Holistic integrated approach to Technical and Vocational Education in General
Education and TVET

 Policy 2
 Develop a broader and inclusive vision and
curriculum for school technical/vocational
education/training through the widest possible
participatory approach involving all stakeholders.
 Strategies
 Replace the PTS -emerging technological
 soft skills during learning.
 Replace the existing assessment -minimizing the pressure of
examinations.
 Develop and implement a career guidance system
 Introduce a Technical/Vocational education/training path
from grade 10 with the professional and technical assistance
of TVET
 Promoting and facilitating school leavers to take TEVT courses.

 Policy 3
 Curriculum, learning-teaching, and assessment systems should be developed to accommodate
necessary links with TVET
 Strategies
 vocational path within the school system from grade 10
 selected number of schools
 geographically distributed
 Availability of TVET facility
 opportunities to cross between the academic path and the vocational
path at
 A reasonable number of academic subjects should be included in the
curriculum.
 problem/project based and work based learning rather chalk board
learning.
 achievement certificate prescribed for the selected occupation/s at the
secondary level,
 senior secondary level in the school or transfer to TVET for NVQ path.
Accreditation of school based Technical/Vocational courses for NVQ awards

 Policy 4
 Schools will continue with the academic path
while introducing the vocational path for
students who are interested in technical
studies and for those who are academically
less promising
Recognition of TVET qualifications for University Education at Diplomas, Degree and
PG levels through SLQF

 Policy 5
 Establish flexible exit and entry points in the
system of university education by recognizing
prior learning.
 Strategy
 Establish a legal frame work for SLQF
 Technical/Vocational teacher training at Diploma and Degree levels.

 Policy 6
 Pre service teacher education and in – service
teacher education and training programmes to
be reviewed to meet the skills required for a
technology teacher
 Strategies
 Minimum standard to become a teacher in Technology
 Teacher training to be monitored by single authority
 Training facilities at NIE should be upgraded
 Facilities and the curriculum at NCoE should be
upgraded to
 A reliable and sustainable teacher education progarmme