T L NQF PAT HWAYS GAPS AND CHAL L E NGE S BACK GROUND - - PowerPoint PPT Presentation

T L NQF PAT HWAYS

GAPS AND CHAL L E NGE S

BACK GROUND

2010 CE NSUS DAT A

In the 2010 Ce nsus: 85% o f wo rke rs c la ime d to wo rk in fa rming (o wn b usine ss) o r fa rming re la te d a c tivitie s(o the r pe rso n’ s fa rms). With this re a lity, ma ny vo c a tio na l a nd unive rsity g ra dua te s in T imo r to da y, c o uld b e the first in the ir fa milie s to b e e mplo ye d in ro le s o utside the fa rm. 252,000 ha d wo rk, 9,000 we re lo o king fo r wo rk.

 But 366,000 we re ne ithe r

lo o king fo r wo rk, in tra ining o r wo rking : the se re pre se nt pe o ple who re q uire skills de ve lo pme nt

 Ma ny yo ung pe o ple a c c e ss

tra ining a nd unive rsity c o urse s a nd de sire this.

 In 2013 19% o f tra ining c o urse

g ra dua te s fo und jo b s within

• ne ye a r a c c o rding to

SE PF OPE T ra c e r Study. No da ta ye t o n sta ying in jo b s o r unive rsity o utc o me s.

T HE BI NARY SYST E M

SOME E XAMPL E S AND HOW

All syste ms ha ve b a rrie rs/ b lo c ka g e s

 Ple nty to c ritic ize in the Austra lia n syste m  T

L NQF is five ye a rs o ld in a ne w syste m a nd due fo r re vie w

 T

his a na lysis is b a se d o n wo rking unde r T L NQF fo r five ye a rs

 Po lic e – e sta b lishing the Po lic e Ac a de my a s a

dua l tra c k institutio n.

 Curre nt ro le : SE

F OPE Mid-le ve l Skills tra ining

NOT E S

 T

he re is a Ba rrie r/ fe nc e b e twe e n Ce ritfic a te IV a nd L e ve l

• 5. All syste ms ha ve this to so me de g re e , b ut this ta lk will

lo o k a t the spe c ific b a rrie rs tha t e xist in T imo r-L e ste .

 Vo c a tio na l e duc a tio n is o n its o wn – a nd ma ro o ne d.  T

he le ve ls 1-10: 1-4 Vo c a tio na l CE RT I F I CAT E S, 5,6,7 a re Diplo ma 1-3, a fte r whic h a re se a rc h pro je c t is c o mple te d the n yo u ha ve a Ba c he lo r De g re e .

 L

e ve l 8 is po st g ra dua te diplo ma ’ s a nd g ra dua te c e rtific te s.

 L

e ve l 9 is ma ste rs

 L

e ve l 10 is PhD

SOCI AL BARRI E RS T O PAT HWAYS

 T

ra nsitio n fro m 85% a g ric ultura l wo rke rs: a g ric ulture c a nno t pro vide wo rk fo r a ll pe o ple .

 T

• de ve lo p a g ric ulture – skills a re ne e de d:

 Se mi-skille d a nd te c hnic a l-skille d wo rke rs a re

ne e de d to fill T imo r-L e ste g o ve rna nc e , ma na g e me nt a nd le a de rship de ve lo pme nt ne e ds

 Wo rldwide the re is a tre nd to re turn a fte r

Unive rsity fo r vo c a tio na l tra ining fo r spe c ific jo b skills

T VE T PE RCE PT I ON ST UDY

 Ove ra ll it wa s fo und tha t the re is fa irly po o r pub lic

pe rc e ptio n o f T VE T .

 Pe o ple se e it a s so me thing do ne b y pe o ple who

do n’ t finish sc ho o l, do n’ t ha ve mo ne y o r c a n’ t g e t into unive rsity.

 T

he y do n’ t se e it a s a c a re e r pa thwa y b ut ra the r a me a ns to fill in time a nd g a in supple me nta ry skills.

 T

he se a re so c ia l/ e mo tio na l b a rrie rs b lo c k skill de ve lo pme nt

 I

n Austra lia a plumb e r e a rns mo re mo ne y

PHYSI CAL BARRI E RS

 T

VE T SYST E M ST OPS AT L E VE L I V

 WHAT

ABOUT DI PL OMA OF T RAI NI NG AND ASSE SSME NT ?

 T

HI S L E VE L I S DI RE CT E D AT MANAGE ME NT OF AN I NST I T UT I ON AND DOE S NOT E XI ST I N T I MOR AF T E R T E N YE ARS OF T VE T DE VE L OPME NT

 A GROUP GAI

NE D QUAL I F I CAT I ON T O T E ACH I T BUT HAVE NOT BE E N ABL E T O DE L I VE R T HE COURSE

 Curre ntly must to b e ta ug ht unde r the a uspic e s

• f a te rtia ry institutio n – I

OB/ two -ye a r de la y

No te s:



T he Diplo ma o f T AE c a nno t b e de live re d unde r the T imo r-L e ste syste m. Give n the c urre nt INDMO (L a b o ur F

• rc e Institute fo r Ac c re dita tio n o f

Vo c a tio na l T ra ining ) spe c ific a tio n to ha ve c e rtifie d tra ine rs



L a c k o f de live ry o f Diplo ma o f T AE ho lds b a c k the de ve lo pme nt o f skills to ma na g e tra ining institutio ns in T imo r-L e ste



A g ro up o f e xpe rie nc e d a nd c e rtifie d tra ine rs we re se nt to Austra lia to g a in a te rtia ry vo c a tio na l q ua lific a tio n in 2012 a nd we re re a dy to te a c h a Diplo ma o f tra ining a nd a sse ssme nt.



T he diplo ma ha s no t ha ppe ne d ye t, b ut is pla nne d. It is ha s no t ha ppe ne d b e c a use a n institutio na l re la tio nship with a hig he r e duc a tio n institutio n did no t e xist a nd to o k time to de ve lo p.



T he pro g ra m will sta rt this ye a r – a 3 ye a r de la y o n pro viding impo rta nt ma na g e me nt skills in T imo r L e ste T VE T syste m.



Whe n the pro g ra m is up, a re q uire me nt to ha ve a tra ine d pe rso n a t this le ve l in e a c h institutio n c o uld g re a tly inc re a se ma na g e me nt skills in tra ining institutio ns.

PHYSI CAL BARRI E RS

 POL

I CE T RAI NI NG PROGRAM F OR E XE CUT I VE L E ADE RSHI P- GI VE N COMMAND L E ADE RSHI P WI T H F I VE YE ARS E XPE RI E NCE

 L

E VE L I , I I , I I I , I V AND V E XPL AI NE D

 POL

I CE L E ADE RS NE E DE D L E VE L 5 SK I L L S

 UNDE

R T L NQF I T CAN ONL Y E XI ST I N HI GHE R-E D

 T

HI S L E VE L I S ONE OF T HE MOST NE E DE D T RAI NI NG L E VE L S I N T I MOR F OR L E ADE RSHI P AND GOVE RNANCE

No te s:



L E VE L I E XAMPL E : A BOSS WIT H DIRE CT SUPE RVISION OF AN E MPL OYE E



L E VE L II : A BOSS WIT H CONST ANT SUPE RVISION, BUT SOME INDE PE NDE NCE OF AN E MPL OYE E



L E VE L II I IS A PE RSON WHO CAN WORK INDE PE NDE NT L Y UNDE R T HE GE NE RAL SUPE RVISI ON OF A SUPE RIOR



L E VE L IV IS A PE RSON WHO CAN MANAGE WORK T ASK S AL ONE AND MANAGE OT HE RS IN T HE T E CHNICAL T RAINI NG ARE A



L E VE L V IS T HE MANAGE R OF A SMAL L INST I T UT I ON OR BROADE R WORK PL ACE MANAGE R – T HIS L E VE L IS ABOUT MANAGE ME NT , SYST E MS, PL ANNING AND COORDI NAT I ON IN A GIVE N T E CHNICAL ARE A.



T HIS L E VE L IS T HE MOST IMPORT ANT F OR T IMOR’ S DE VE L OPME NT ACROSS AL L INST I T UT I ONAL AND GOVE RNANCE ARE AS



T HE F ACT T HAT IT DOE S NOT E XIST IN T IMOR-L E ST E AT PRE SE NT RE DUCE S T HE SK IL L DE VE L OPME NT ACROSS BROAD ARE AS



T HE F ACT T HAT T HIS L E VE L DOE S NOT E XIST IN T VE T – WORK ORI E NT E D E DUCAT ION –

PHYSI CAL BARRI E RS

 DE

PM pro g ra m a c c e pte d b y e xte rna l e xa mine rs unde r ANAAA

 Crimina l I

nve stig a tio ns wa s re q uire d to b e e ssa y/ c o nc e ptua l pro g ra m – le ss a ppro pria te to le a ding inve stig a tio ns

 T

his is a b a rrie r b e c a use L e ve l V T VE T c o urse s ha ve to mo ve into c o nc e ptua l a re a s

 Also a b a rrie r b e c a use L

e ve l V c o urse s a re c ruc ia l fo r c urre nt g o ve rna nc e a nd de ve lo pme nt ne e ds in T imo r-L e ste

No te s

 I

N T HE POL I CE DI D MANAGE T O GE T A L E VE L 5/ DI PL OMA GOI NG F OR T HE POL I CE F OR T HRE E YE ARS AND HAVE T HI S ACCRE DI T E D.

 T

HE E XAMI NE RS (I NT E RNAT I ONAL ) UNDE RST OOD T HAT COMPE T E NCY-BASE D DI PL OMA F OR POL I CI NG, E VE N UNDE R HI GHE R E DUCAT I ON SYST E M, WAS A GOOD MODE L

 T

HRE E YE ARS L AT E R T HE PROGRAM T RI E D T O GE T A CRI MI NAL I NVE ST I GAT I ONS DI PL OMA T HROUGH, AF T E R T E ACHI NG CE RT I F I CAT E I I I AND I

• V. T

HE Y WANT E D A GROUP

 CAPABL

E OF MANAGI NG I NVE ST I GAT I

• ONS. T

HI S WAS NOT WE L L RE CE I VE D.

PAT HWAYS AS OUT COME S

T HI NK I NG DI F F E RE NT L Y ABOUT L E ARNI NG ACROSS L E VE L S 1-10

T L NQF SHOUL D PROVI DE :

 Ne e ds to b e mo ve me nt b e twe e n c e rtific a te a nd

re se a rc h/ te c hnic a l a re a s fo r spe c ific jo b c o mpe te nc ie s

 Ba c he lo r q ua lifie d e xpe rt ne e ds a Ce rt I

V o r Gra d Ce rtific a te in T VE T to te a c h vo c a tio na l a re a s

 Skille d industry wo rke rs c a n re c e ive c o mpe te nc y to

tra in o the rs via T VE T tra ining

 Skille d c o nstruc tio n wo rke rs ma y wa nt to mo ve into

te c hnic a l/ re se a rc h o r ma na g e me nt a re a s

 A pe rso n ma y wish to c ha ng e c a re e r/ wo rk fo c us  PAT

HWAYS: L E ARNI NG OUT COME F OCUS

T L NQF RE VI E W

 Sho uld a llo w fo r L

e ve l 5 a nd a b o ve in VE T syste m fo r syste ma tic skill de ve lo pme nt

 Sho uld e nsure syste ma tic

le a rning to a llo w T VE T q ua lific a tio ns suppo rt mo ve me nt into mo re te c hnic a l/ re se a rc h/ ma na g e me nt o rie nte d le ve ls.

 Co uld b e le a rning o utc o me

fo c use d

 Sho uld link to c a pa c itie s

ne e de d fo r spe c ific jo b s

 T

he ne e d fo r a n o ve ra ll MANPOWE R/ Skills Ga ps pla n

 Pla n to e nsure c ritic a l wo rk

skills a re in pla c e .

 Ro le o f L

MO in de fining skills dire c tio ns/ indic a te s de ma nd

L E VE L S AS L E ARNI NG OUT COME S

 I

t is po ssib le to re de fine e a c h le a rning le ve l in T L NQF a s a le a rning o utc o me

 L

e a rning o utc o me s c a n b e de fine d a s the skills ne e de d fo r e a c h wo rk se c to r, fo r the va rie ty o f jo b s in tha t se c to r.

 Skills sho uld b e c usto mize d to a pa rtic ula r

e nviro nme nt o r c o nte xt.

 F

• r T

imo r-L e ste it is impo rta nt no t to do the 19th Ce ntury a g a in b ut to mo ve fo rwa rd

No te s

 T

HE NE XT T WO SL I DE S RE PRE SE NT JUST ONE ANAL YSI S OF SK I L L S’ ARE AS

 WHAT

WE NE E D I N T I MOR L E ST E I S T O ANAL YSE E ACH OF T HE ARE AS T O SE E HOW T HE PAT HWAYS WORK ACROSS E ACH ARE A.

 E

ACH ARE A SHOUL D AL L OW F OR AND DE VE L OP VOCAT I ONAL , T E CHNI CAL , L E ADE RSHI P AND RE SE ARCH SK I L L S ACROSS T HAT ARE A.

 T

HE F RAME WORK I S NOT A COMPL E T E ANAL YSI S, T HE RE NE E DS T O BE MORE DI SCUSSI ON ABOUT WHAT F I T S WHE RE

 T

HE I SSUE I S T O ST ART VI E WI NG E DUCAT I ON AS L I NK E D T O SK I L L S ARE AS AND L E ARNI NG OUT COME S F OR SPE CI F I C JOB AND WORK ROL E S

 E

ACH ARE A MUST COVE R: VOCAT I ONAL , T E CHNI CAL (HI GHE R L E VE L ), RE SE ARCH, AND MANAGE ME NT ARE AS.

Basic Skills F unc tional lite r ac y and nume r ac y, basic he alth knowle dge and skills, ‘basic e duc ation’. Ge ne r ic and T r ansfe r able Skills

Pro b le m so lving , re a so ning , c re a tive thinking , a na lysis o f info rma tio n, a ttitude s c o mmunic a tio n a nd la ng ua g e skills, (pa rtic ula rly b i-a nd tri-ling ua lism), b a sic c o mpute r skills, so c ia l skills o f inte ra c tio n with o the rs.

Pr ivate Se c tor / Busine ss Skills

E ntre pre ne uria l skills (a nd a ttitude s), ma na g e me nt, ma rke ting a nd tra ding , de a ling with b a nks, b o o k- ke e ping , mic ro -e nte rprise ma na g e me nt.

Public Se c tor Skills Polic y- making skills, pr

• je c t de sign and manage me nt,

inc luding spe c ific te c hnic al skills suc h as planning and manage me nt use s of ICT s. Voc ational Skills

Building a nd c o nstruc tio n, e le c tric a l insta lla tio n a nd ma inte na nc e , e le c tro nic e q uipme nt re pa ir, ha ndic ra fts a nd po tte ry,c a r me c ha nic s, pa inting , ta ilo ring , c a rpe ntry, I CT skills fo r se c re ta ria l wo rk.

Agr ic ultur al Skills

I mpro ve d a g ric ultura l te c hniq ue s a nd te c hno lo g ie s, impro ving so il fe rtility, fo o d pre se rva tio n a nd sto ra g e , dive rsific a tio n o f c ro ps.

High Skills Sc ie nc e and te c hnology skills, advanc e d te c hnic al skills (c omputing, labor ator y te c hnic ians, e tc .), e ngine e r ing, r e se ar c h, agr

• nomy, botany and bioc he mistr

y, te ac hing and e duc ation. Se r vic e Se c tor Skills

Ac c o unta nc y, the se rvic ing o f c o ntra c ts, ho te l ma na g e me nt, Se rvic e De live ry in CSO’ s e tc .

Politic al and Citize nship Skills

Mo ra l a nd va lue s e duc a tio n, c ulture a nd histo ry, pa rtic ipa to ry c itize nship e duc a tio n, po litic a l a wa re ne ss a nd po litic a l thinking , a ttitude s to a utho rity, huma n rig hts, unity a nd re c o nc ilia tio n.

NOT E S F OR PRE VI OUS SL I DE

 RAT

HE R T HAN SE PARAT I NG UNI VE RSI T Y AND VOCAT I ONAL T RAI NI NG WE COUL D AL SO SE E E ACH OF T HE L E VE L S AS L I NK E D T O A SE T OF L E ARNI NG OUT COME S.

 T

HE L E ARNI NG OUT COME S ARE I NT URN L I NK E D T O JOB COMPE T E NCI E S AND SK I L L S F OR VOCAT I ONAL / PRACT I CAL SK I L L S, RE SE ARCH AND CONCE PT UAL SK I L L S, MANAGE ME NT AND L E ADE RSHI P SK I L L S

L E ARNI NG OUT COME S

CONNE CT E D PAT HWAYS

L E ARNI NG OUT COME S L E VE L 1-10

L I NK E D T O CL E AR JOB ROL E S AND SK I L L S

L I NK E D T O AND I NDUST RY OR SE CT OR NE E D. ADAPT ABL E T O CONT E XT AND E NVI RONME NT

NOT E S

 T

HE L E ARNI NG OUT COME L E VE L S 1-10 SHOUL D BE L I NK E D T O CL E AR JOB ROL E S, SK I L L S AND K NOWL E DGE

 I

T I S I MPORT ANT NOT T O BE RE DUCT I VE T O ONL Y JOBS/ WORK ROL E S – BUT T O ANAL YSE BROAD NE E DS ACROSS T I MOR-L E ST E F OR RE SE ARCH, ANAL YSI S AND CONCE PT UAL UNDE RST ANDI NG, MANAGE ME NT , T E HCNI CAL SK I L L S AND VOCAT I ONAL PRACT I CAL ARE AS.

 T

HI S I N T URN SHOUL D BE L I NK E D T O SPE CI F I C I NDUST RY OR SE CT OR NE E D

 T

HE NE E DS SHOUL D BE ADAPT ABL E T O CONT E XT AND E NVI RONME NT

OVE RCOMI NG T HE BL OCK S

 L

E ARNI NG OUT COME F OCUS ON T HE SK I L L S NE E DE D F OR A GI VE N JOB/ ROL E I N T I MOR-L E ST E DE VE L OPME NT CONT E XT

 T

HE NE E D F OR A BROAD CAPACI T Y DE VE L OPME NT PL AN T HAT L OCAT E S T HE NE E DE D SK I L L S AND E NSURE S A PAT HWAY BE T WE E N T HE M T HROUGH T HE T L NQF

CRE AT I NG T HE E SSE NT I AL L I NK S

T HE ROL E OF I NDMO AND ANAAA

E MPL OYE R’ S F E E DBACK

 E

mplo ye rs re po rte d the y we re le ss tha n sa tisfie d with g ra dua te skills – industry ne e ds no t me t.

 A pa rtic ula r pro b le m is wo rk-re a dy a ttitude s:

c o mmitme nt, punc tua lity, lo ya lty, se rvic e .

 Ano the r pro b le m is la c k o f a c tua l industry

e xpe rie nc e g a ine d while tra ining

 All e mplo ye rs must pro vide e xtra tra ining to b ring

g ra dua te s up to sc ra tc h – fro m a lo w le ve l

OJT T RAI NI NG I N T HE ST RAT E GI C DE VE L OPME NT PL AN

 T

he SDP pro mise s:

 ‘ A Na tio na l T

ra ine e ship Pro g ra m … with a c o mb ina tio n o f c la ssro o m a nd wo rksho p tra ining a nd industry-b a se d le a rning e xpe rie nc e .’

 T

ha t ‘ will intro duc e On T he Jo b tra ining to T imo re se industry while a t the sa me time c re a ting fo rma l e ntry to e mplo yme nt fo r T imo re se stude nts.’

 ‘ T

ra ining o rg a nisa tio ns will supe rvise o r me nto r the tra ine e s.’

OT J T ra ining

 SE

PF OPE ha s a n On-T he -Jo b tra ining de pa rtme nt.

 T

he de pa rtme nt strug g le d to g e t a func tio ning pro g ra m in pla c e a nd De c e mb e r 2014 the first OT J pro g ra ms b e g a n.

 T

he pro g ra ms ha ve sno wb a lle d with pla ns to e mplo y c o nstruc tio n a nd a uto mo tive wo rke rs in the ne xt 12 mo nths.

 OJT

pro g ra ms inc lude s a sig nific a nt mo nito ring ro le fro m SE PF OPE

NOT E S F OR PRE VI OUS SL I DE

 T HIS DIAGRAM F ROM F RANK WOODS DE F INE S T HE INT E RACT I ON OF T HE E DUCAT ION AND T RAINI NG SE CT I ON T HAT E NSURE S QUAL IT Y AND RE L E VANCE IN PROGRAMS  T HE L ARGE ST BL OCK IS T HE CE NT RAL E MPL OYE RS AND PROF E SSIONAL ASSOCAT IONS AND L ARGE COMPANIE S  T HE SE HAVE AN IMPORT ANT ROL E IN DE F INI NG T HE QUAL IT Y, AND ST ANDARD OF SKIL L S F OR E ACH SE CT OR  WHE N T HE SE T AKE RE AL L E ADE RSHIP AND SE T ST ANDARDS, T HE Y INF L UE NCE T RAINI NG AND DE MAND HIGHE R QUAL IT Y OF T RAINI NG.  UE R VOCAT IONAL T RAINI NG INDMO DOE S AL L F OUR OF T HE GRE E N BL OCKS – T HE Y E NCOURAGE DE VE L OPME NT OF T RAINI NG, HAVE OVE RSIGHT F OR ASSE SSME NT , SE T ST ANDARDS, AND T HE Y AL SO SE T UP INDUST RY COMMI T E E S F OR T HE PURPOSE OF INPUT S T O T RAINI NG QUAL IT Y AND DE VE L OPME NT .  T HE L MI S ME ASURE S L ABOR MARKE T INF ORMAT I ON – DE F INI NG T RE NDS SO T HAT E DUCAT ION PROGRAMS CAN RE SPOND AND PRE PARE GRADUAT E S  ON T HE JOB T RAINI NG, T RAINE E SHI PS AND APPRE NT I CE SHI PS ARE T HE L INK BE T WE E N T RAINI NG AND INDUST

• RY. T

HI S L INK IS A CRUCIAL ONE AND SE PF OPE HAS ST RUGGL E D T O HAVE A VISI ON AND PRACT ICAL E XPE RI E NCE T O PUL L T HI S T OGE T HE R. UNI VE RSI T I E S ARE CRIT I CI SE D F OR BE ING AL L T HE ORE T I CAL WIT H NO L INK T O T HE WORKPL ACE . E VE N PL ACE S L IKE T OURISM AND HOSPIT AL IT Y AT UNT L ARE T HE ORE T I CAL NOT PRACT ICAL  HAVING AL L OF T HE SE BUIL DI NG BL OCKS INPL ACE IS CRUCIAL T O ACHIE VE A RE L E VANT AND QUAL IT Y ASSURE D SYST E M  T HE MI DDL E BL OCK IS COMPL E T E L Y MI SSI NG IN T I MOR-L E ST E JUST NOW

MAK I NG T HE L I NK S

 I

NDMO c re a te s a b a nk o f tra ining pro g ra ms a nd syste ma tize s le a rning

 E

nc o ura g e s a nd ha s o ve rsig ht o f c o urse de ve lo pme nt a nd a sse ssme nt

 ROL

E OF I SC’ S in suppo rting the de ve lo pme nt o f q ua lity, re le va nt tra ining a t vo c a tio na l le ve l

 T

he ro le o f pro fe ssio na l a sso c ia tio ns, e mplo ye rs a nd la rg e c o mpa nie s in de fining g ra dua te skills – a c ro ss a ll le ve ls o f se c to rs a nd skills a re a s

 SE

PF OPE ’ s L MO de fine s la b o ur ma rke t de ma nd side

QUAL I T Y AND RE L E VANCE

 Curre ntly the fo c us is o n:  De ve lo ping c o urse s,  Cre a ting a c c e ss  QUAL

I T Y: a rising fro m inte g ra tio n o f industry/ se c to r b o die s/ e mplo ye rs a nd pro fe ssio na l a sso c ia tio ns pro vide s a c ruc ia l de ve lo pme nt link

 QUAL

I T Y AND RE L E VANCE ARE T HE CORNE RST ONE S OF PAT HWAYS T HAT L E AD T O COMPE T E NCY

NOT E S F OR PRE VI OUS SL I DE

 T his dia g ra m, a g a in fro m F ra nk Wo o ds, sho ws q ua lity a nd re le va nc e a s the b a sic struc ture to c re a te pa thwa ys.  T his struc ture is c o ming la st in T imo r-L e ste . Ma ny pro g ra ms a re ta ug ht. L e ss tha n ha lf a re a c c re dite d. Ac c re dita tio n do e s no t de ma nd muc h in re la tio n to q ua lity a nd re le va nc e ye t a s the syste m is ne w.  T he T L NQF is the ke y to the do o r to b uild c a pa c ity, c o mpe te nc e , e mplo yme nt a nd g ro wth.  Witho ut a fo c us o n the b ric k wa ll o f q ua lity a nd re le va nc e , the pa thwa ys b uilt will no t b e the b e st po ssib le .  As we se e no w the re is a la c k o f q ua lity a nd a re a l la c k o f re le va nc e in muc h te a c hing a nd e duc a tio n in T imo r-L e ste .  A re c e nt Ausa id pa pe r c ritic ise d IL O pro g ra ms tha t ha ve spe nt 10 ye a rs b uilding the T imo re se T VE T syste m sa ying the re wa s to o muc h fo c us o n infra struc ture a nd no t e no ug h o n a c c e ss.  T he ne w, ma jo r e duc a tio n pro je c t will fo c us o n a c c e ss.  T his is a fa lse dire c tio n.  INDMO,drive n b y a so lid T VE T pla n is fo c usse d no w o n b uilding ISC’ s a nd o the r institutio ns to e nsure q ua lity. T he y a lso wa nt Wo rkskills c o mpe titio ns to e nc o ura g e industry re le va nc e a nd industry sta nda rds. T he se a re g o o d dire c tio ns a nd fa iling to fund this will ta ke T VE T b a c kwa rds.  Ac hie ving re le va nc e a nd q ua lity in hig he r e duc a tio n is c ruic a l to e nsure pro g ra ms ta ug ht link to a c tua l skills’ ne e ds in the c o untry.