Central managementof training

Programdevelopment

Local implementation of programs

Governmentorientations, policies

and structures

Components of the Engineering of Vocationaland Technical Training

Managingand organizing training

Managing human resources

Managing thedevelopment of the educational institution

Management structure of educational institutions

Establishment of an administrative apparatus

Role of the StateSocial project

Political commitmentsSocial groups

Political will

Financial backers Implementing agencies

Bilateral and multilateral agencies

International organizations

International partnerships

Establishment of priorities and sociopolitical

commitmentsDefinition of

the roles, powers and

responsibilities of local and

regional authorities

Revision of the legislative and regulatory framework

Laws respecting vocational and

technical training

Diagnostic analysis of existing lawsEnactment or amendment of the

legislative frameworkContent of the legislative framework

Regulations: Initial and

continuing training

Content of the regulationsRegulatory orientations with respect to

studiesRelationships between initial and continuing

vocational and technical training

Statutes governing the working conditions

of VTT staff

TeachersManagement staff

Support staff

Partner ministries

Continuing vocational and technical training

Management structure of partner ministries and agenciesDesign and

orientation of the system

Funding ofthe system

Programming of activities

Continuing evaluation of the system

Management structure of the architect

Strategic planning

Participation of political partners

Local and Regional

socioeconomic Development

priorities

Participation of the informal

sector, the community and

associations

Relationships between the

informal and formal sectors

Development of cooperative efforts

and partnerships

Determination of work force needs

Participation of businesses and employers

Definition of conditions for

participation

Participation in the orientation

and management of institutionsGovernment

orientations, policies

and structures

The Central management of

training

National partnerships

Principles and dimensions of partnership

Regional and local needsAreas of partnership

Partners

Performance indicators

Training costs

Indicators illustrating The effectiveness and efficiency of the systemSurveys of

graduates

Surveys of employers

Indicators used to measure the degree of training-employment correlation

The system’s ability to meet needs

The system’sadaptability and flexibility

Indicators illustrating the development and evolution of VTT

Monitoring and evaluation of the VTT system

Organization of training at the national level

Physical and material organization

Instructional and material

Organization guide

Funding methods

Funding of VTTParticipation of partners

(businesses and local communities)

Human resources development at the

national level

Training and recruitment of teachers Professional development

related to the implementation of a program of study

Recruitment and training of managers

Labour market analysis

Labour market observation

Sector-based or regional approach

Training sectorInformal economy

Determination of training needs

Occupational classificationAssessment of quantitative needs and determination

of their geographic distribution

Training-employment correlation

Nature, complexity and recurrence of training needs

Development priorities

Establishment of priorities

Relationships between social and

economic development

Planning of program

offerings

Pedagogical intervention

strategies for program

implementation

Training in the Educational

institution

Training in the workplace

Work-study programs

coordinated by the educational

Institution

Vocational and technical

training practicums

Resources needed

for program implementation

Preliminary impact analysesImpact analyses

Rules governing access to

programs of study

Geographic Access

Financial access

The centralmanagement of

training

Program development

Program implementationat the local level

Government orientations, polices and structures

Recognition of prior scholastic and experiential learning

Evaluation of learning and competencies

Support for the evaluation of competencies

Physical and material organization

Instructional organization

Support for teaching and learning

Production of instructional support documents

Design of the proposed

training plan

Determinationof the

competencies associated

with the trade or occupation

Nature and scope of the

competencies

Correspondence between the

competencies and the job

Organization of the proposed

training plan

Organization of competencies

Training scenario

Harmonization of programs and

the creation of bridges

Validation of competencies

and the proposed

training planRelevance,

coherence and feasibility of the

proposed training plan

Analysis of qualitative training needs

Study of training needs by sector

Definition of training sectorsTraining sector

profiles

Orientations and the program development plan

Program development priorities

Development plan

Job analysis

Purpose of the job analysis

Content of the job analysisInformation gathering

methods

Development of the program of study

Indicators of proficiency

Conditions for the evaluation of

competenciesPerformance criteria

Organization of the program of study

Order of trainingobjectives

Grid of competencies

Training objectives

Formulation of competencies as objectives

Specifications on the scope of the objectives

The centralmanagement of

training

Methodologicalframework

Programdevelopment

Recognition ofprior learningMissing components of trainingServiceagreements

Continuing training

PracticumsWork-study programsSharing of resources

Strategic alliances with businesses and the community

School-business committeesExternal committeesEmployability development agenciesEducation watch

Cooperation between the educational institution and the community

Greater management autonomy

Strategic planning

Governing boardInternal and external

committees

Guidance and accountability

Human resources management

Evaluation of the institutionPerformance indicators

and trend chartAnnual report

A learner-based approach to educational

organization

Instructional organization

Educational planning

Evaluation planning

New competencies

for teachersPedagogical and

administrative training

Institutional organization

Optimizing capacity

Optimizing individualized training paths

Placement of graduates Recruitment

and admissionEmployment

assistance and student

services

Equipment and facilities resembling those found

in the workplace

Material organization

Instructional cost-control strategies

Purchasing and inventory management strategies

Diversification of funding sources

Physical organization

Equipment selection, acquisition and installation

Equipment maintenance

and replacement

Upgrading of facilities

ConstructionRenovationConstraints

SpecificationsTeaching/learning

scenariosSite development plan

The central management of

training

Programimplementationat the local level

Operational planning

Annual action planPromotion and

communications planDetermination and

allocation of resources

Educational projetSuccess planInstructional management

framework

Emphasis on partnership And continuing training

The following five slides can be used to enrich the presentation with comments or

supplementary explanations