COUNTRY REPORT: SRI LANKA

Prepared By:

B.H.S. Suraweera
Deputy Director General
Tertiary and Vocational Education Commission

K.K.A. Karunatilaka
Deputy  Director
Department of Technical Education and Training

08 - 19 August 2005, Manila Philippines

INTRODUCTION

The Country Social and Economic Background

Sri Lanka is an Island of about 65000 Sq. km located in the southern tip of the Indian sub continent.  Its population is about 19 millions with a labour force of about 7 millions.  Sri Lanka has a written history of 2500 years and it became independent state in 1948 after three decades of colonial rule.  At present Sri Lanka is a democratic country with an executive presidency, single house parliament and nine provincial governments.

Sri Lanka has been listed as a developing country practicing the open market policies.  Present per capita income is about US $ 1000.   With a free school and university education, Sri Lanka has achieved 91% literacy rate.

Evolution of Technical and Vocational Education in Sri Lanka

Sri Lanka had a very high standard of skills in construction, crafts, architecture and hydraulic technology during ancient times. Skills were taught by father to son or by elder relative to a younger relative to ensure a regular supply of skilled artisans.

This system broke down during the period Sri Lanka came under colonial rule, due to a change in the pattern of skills required in a colonial society with emphasis on the need of the colonial administration for producing the manpower needed for the lower level white collar jobs.  Formal Technical and Vocational Education and Training (TVET), as we know of it today, had its beginnings in 1893 when the first Technical College was established to train skilled workers needed for the development of physical infrastructure such as the laying of railway lines and the construction of roads. 

The period after independence (1948) saw a renewed interest in the development of skills required for achieving the development objectives of a newly emergent nation.  Accordingly actions have been taken to establish a network of technical colleges and many other autonomous Vocational Training Institute under different ministries.  However, since 1990 many progammes have launched to develop an unified Vocational Training and Certification system and to maintain unified standards.

Present Status of Vocational and Technical Education in Sri Lanka 
 
Having realized the importance of an unified development in VT sector, the Government has taken action to bring many public sector VT institutions listed below,  under one ministry, Ministry of Skill Development, Vocational and Technical Education.

1. Tertiary and Vocational Education Commission (TVEC) – Established in 1990
   
   The Apex body in VT sector responsible for policy formulation, co-ordination,  planning and development and maintenance of standards through registration and accreditation of VT institutions.
   
2. National Institute of Technical Education of Sri Lanka (NITESL) – Est 1998
   
   NITESL is mandated for trainer training and development of Curricula and training materials.
   
3. Training Providers

• Department of Technical Education and Training ( DTET ) with a network of 36 technical colleges with annual enrolement of about 22500 students established in 1893.
  
  
• National Apprentice and Industrial Training Authority ( NAITA ) with island wide network of inspectorate to conduct apprenticeship programmes with annual recruitment of about 15000 apprentices.  Established in 1971.
  
  
• Vocational Training Authority of Sri Lanka ( VTA ) with a network of 209 training centres with annual reenrollment of about 27000 students. Established in 1995.
  
  
• Ceylon – German Technical Training Institute ( CGTTI)
  
  
• INGRIN Printing Training Institute.

In addition to the above VT institutes, there are several specialized training institutions operated by different sector specific ministries and agencies.  The programmes of these institutes are aimed at satisfying sectoral skills needs related to telecommunication, construction, textiles and Garments, Gems & Jewelry etc..

Being a liberalized economy, there are a large number Private VT institutions operated on fee levying basis.  However, majority of them are in the IT sector.  Though accurate statistics are not available, private VT institutions have about 4000 courses with about 100,000 annual intake of students. Total intake capacity of Public sector VT institutions exceed 50,000 students per year.

Reforms in VT Sector

Ministry of  Skills Development, Vocational and Technical Education has established a Skills Development Project with the assistance of the Asian Development Bank to introduce sustainable reforms to the VT sector in Sri Lanka.  Main reforms planned and being implemented are ;

1. National Qualification Framework based on Occupational National Skills Standards  to issue VT qualifications.
   
   
2. Convert VT Courses in the Public sector VT institutions into CBT Mode of Training.
   
   
3. Establishment of a Network of Career Guidance Centers and Learning Resources Development centre with a network of Learning
   
   
4. Resources Utilization Centres.
   
   
5. Incorporate Entrepreneurship Development into TVET.
   
   
6. Establish a quality assurance system in each training centre awarding NVQ certificates and leading them to accreditation.
   
   
7. Develop a MIS and LMIS.

It is expected to commission NVQ framework and issue NVQ certificates by late 2005.

ACCREDITATION

Beginning of Accreditation of Training Courses

Though TVET system of Sri Lanka has a history exceeding 100 years, need of maintaining standards in training institutions was first recognized by the Tertiary and Vocational Education  Act 20 of 1990.  The Tertiary and Vocational Education Commission ( TVEC ) established by this Act was mandated to conduct registration of Training centres and Accreditation of Training Courses.  According to the Section 14 of this Act, no person shall establish, run or control any institute for provision of tertiary education and vocational training without being registered with TVEC.   But TVEC has so far not enforced that condition to ban unregistered courses because registration and accreditation process is not yet sufficiently developed to address this issue.

In order to implement the powers vested on TVEC on Registration and Accreditation, a Development Plan for Registration and Accreditation was published on Sept 07, 1995 as a Government Notification in the Government Gazette.  This notification has indicated the purpose of this legislation as ;

1. Improve the content and methods of training to make it more relevant to the skills requirement of the jobs.
   
   
2. Raise the quality in testing and evaluation and certification with view to establishing nationally recognized standards.
   
   
3. Improve the effectiveness and efficiency of management at institute level.
   
   
4. Improve the employability of the graduates of institutes.
   
   
5. Ensure optimal utilization of resources. 
   
   
6. Maintain uniformity in curricula of similar courses of studies offered by different institutes.
   
   

This process start with registration and it proceed to Accreditations.  To be considered for registration, the applicant should satisfy the commission that the institute applying for registration has sufficient facilities which are clearly specified in the development plans.  After registration, those institutes will be led to accreditation of their courses which is the means by which the commission recognizes various levels of competence in the provision of tertiary and vocational education and training in different fields by the institutes.  The purpose of accreditation outlined in the development plan is therefore to ;

1. Recognize institute having demonstrated capacity in providing tertiary and vocational education and training in keeping with the needs of the economy.
   
   
2. Raise and maintain academic and professional standards in the institutes.
   
   
3. Guide institutes to improve the management and delivery of training and to increase the quality and market relevance of training.
   
   
4. Help training institute to establish credibility among general public.
   
   
5. Assist job seekers in identifying quality training programmes in respective areas that best meet their training needs.
   
   
6. Help employers in identifying institutes offering good training through which trainees are prepared for employment in their establishments.

Present Status of Registration and Accreditation

Current development in Registration and Accreditation

As explained in the section 1.4 many reforms are being introduced and  currently National Vocational Qualification ( NVQ ) Framework is being piloted.  Actions have been taken to develop Skills Standards and Competency Based Training ( CBT ) curricula for 45 occupations.  Therefore, at present  two types of courses, Non CBT – Non NVQ courses and CBT – NVQ courses are run in parallel.  All courses leading to NVQ are based on the National Skills Standards which are developed by the NAITA and endorsed by TVEC. It takes some time to develop all relevant Skill Standards and incorporate all those trades into NVQ framework.   Therefore, still TVEC operates two systems to register and accredit both Non - NVQ courses and NVQ courses.  Further TVEC has a separate division to do Registration and Accreditation.

Registration and Accreditation of Non NVQ courses

There is a specified application forms to apply for registrations and accreditation.  Further TVEC has developed Accreditation Standards to facilitate accreditations.

When an application is received for registration, TVEC takes following actions.

• Desk Evaluation of Application.
  
  
• Conduct an Inspection by an experience officer
  
  
• If satisfied, submit for commission approval.
  
  

Registration Certificates will be awarded in four categories classified based on the facilities of training centers as described below.

Category A

• Institute with a full time officer as the head of the Training Centre
  
  
• A minimum of 10 Teachers / instructors including 06 on full time basis.
  
  
• A minimum of 04 full time courses of six months or more in duration and minimum of 200 students enrolment per year.
  
  
• A library with sufficient number of relevant books.
  
  
• At least one workshop or one technical laboratory with adequate tools and equipment in case of institute that conduct technical courses.
  
  
• At least five class rooms with minimum floor area of 1000 sq. ft.
  
  

Category  B

• Institute with a full time officer as the head of the Training Centre
  
  
• A minimum of 06 Teachers / instructors including 04 on full time basis.
  
  
• A minimum of 02 full time courses of six months or more in duration and minimum of 100 students enrolment per year.
  
  
• A library with sufficient number of relevant books.
  
  
• At least one workshop or one technical laboratory with adequate tools and equipment in case of institute that conduct technical courses.
  
  
• At least three class rooms with minimum floor area of 600 sq. ft.

Category C

• There should be a Manager/ Officer responsible for management of the Institute.
  
  
• A minimum of 04 Teachers / instructors including 02 on full time basis.
  
  
• A minimum of 02 full time courses of six months or more in duration and minimum of 100 students enrolment per year.
  
  
• Adequate tools and equipment in case of institute that conduct technical courses.
  
  
• At least two class rooms with minimum floor area of 400 sq. ft.

Category D

• There should be an Officer Manager/ Instructor responsible for management of the Institute.
  
  
• A minimum of 01 Teacher / instructor.
  
  
• A minimum of 01 full time / part time  course with minimum of 25 students enrolment per year.
  
  
• A minimum flow area of 100 sq ft for training purpose.

A and B category Registrations are valid for 3 years and C and D category registration are valid only for two years.  Accreditation of non – NVQ courses are done based on Accreditation Standards which specify the core curricula, teaching hours, instructor / trainer qualifications and training equipment and facilities required to be maintained.   TVEC has so far developed 72 Accreditation Standards

Accreditation of NVQ courses.

According to the Minister’s Executive Order for the Institutionalization of a Unified National System of Skill Development, Vocational and Technical Education for Sari Lanka, Accreditation of NVQ courses are compulsory.   Accordingly, Courses leading to award of NVQ certificates or diplomas cannot be conducted without TVEC accreditation of the course.  Here course accreditation will be awarded on following conditions.

• Curricula is based on the relevant Skills Standards
  
  
• Adequate Training equipment and faculties are available
  
  
• Qualified Staff are available
  
  
• Quality Management System is installed
  
  

As NVQ system is not yet in full operation, Accreditation of NVQ courses are not yet started.  Nevertheless, Accreditation Process Operation Manual has been developed to facilitate effective and efficient implementation of Accreditation activities.  This operation Manual has a detailed explanation of following issues.

• Training Provider Course Accreditation Policy.
  
  
• Policy on Accreditation of Agencies to authorize Assessors.
  
  
• Policy of Extension of Accreditation of Training Providers & Agencies to Assess Recognition of Prior Learning.
  
  
• Criteria for Course Accreditation.
  
  
  • Procedure for Course Accreditation
    
    
  • Guidelines for Evaluation for Accreditation of Courses
    
    
  • Conditions for Issuing of Course Accreditation Certificates
    
    
  • Procedure for Preparation of National Standard for Course Accreditation
    
    

Promotion of Accreditation Activities

Publicity Programmes

TVEC does following publicity activities to motivate training providers to seek accreditations.

• Newspaper advertisement
  
  
• Take part in exhibition.
  
  
• Conduct awareness seminars for training providers.
  
  
• Visit Training Centres and canvass for accreditation.
  
  

Financial Assistance

One of the key duty of TVEC is to develop Vocational Education and Training ( VET ) Plans for different industry sectors which forecast manpower requirement of different industry sectors in next 5 years.   Here TVEC identifies the occupations with dearth of skill manpower as priority occupations and take actions to develop training courses in those priority occupations.  Then TVEC has a scheme to give financial grants to facilitate registered courses in priority occupations to enable them to get accreditation.  Annually TVEC give Rs 6 Millions to upgrade facilities of training centres to enable them to get accreditation.

Post Accreditation Services

1. According to the TVE Act, all registered and accredited training centers are required to be published in the Government Gazette.
   
   
2. TVEC annually publishes a Directory of Registered Training Institutes.
   
   
3. Registered training institutes are permitted to include the TVEC registration number in all their publication.
   
   

These post registration and accreditation services would create an environment for these training institutes to win a credibility for their courses from public and thus help to promote quality delivery of vocational training programmes.  In addition, TVEC makes periodical visit to training institutes for auditing their training delivery process.

Issues

1. TVET sector has survived more than 100 years without accreditation.  In fact accreditation is still a new concept for TVET providers of the country and public is not aware of importance of   following only accredited courses.
   
   
2. Public sector VT Institutions has separate legal mandates to establish and operate VT courses and accordingly, it is not compulsory for them to seek accreditation.
   
   
3. TVEC has not attempted to make accreditation a mandatory function as it stops the functioning of many VT courses without sufficient facilities.   Therefore, improving or upgrading of sub-standards courses is major challenge for promotion of accreditation.
   
   
4. Though apex body in TVET sector, TVEC has no sufficient staff to carry out accreditation by its own staff.  Therefore, it has become necessary to develop a mechanism to carry out accreditation by outsourced staff.
   
   
5. Many private training providers needs financial assistance to upgrade their courses to get accreditation. 
   
   

Future Plans

1. With implementation of NVQ Framework, TVEC will make a programme to accredit all courses leading to award of NVQ certificates.
   
   
2. It may be difficult for private training providers to switch into NVQ system immediately.   On a TVEC Project Proposal, Government Treasury has approved SLR 28.75 Millions to accredit 500 non –NVQ courses of private training providers in 2006 and 2007.  Here SLR 25 Millions will be spent for upgrading their training facilities.
   
   
3. District wise seminar and campaign have been already launched  to promote registration and accreditation of private training providers..