2. Sustainable Employer Engagement in TVET
The role of Ministry of Education
in Employer Engagement
for Strengthening TVET in Myanmar
Dr. Nay Myo Tun
Acting Deputy Director General
Department of Technical and Vocational Education and training
The Republic of the Union of Myanmar

3. Outlines of Presentation
Comprehensive Education Sector Review(CESR)
National Education Strategic Plan(NESP),
The prospect of the enactment of TVET Law
Achievements
Challenges

4. Comprehensive Education Sector Review (CESR)
Phase I – Rapid Assessment
Launched in 2012—first rigorous analysis of the entire education sector in 2 decades
Phase II – In-depth research and analysis of critical sub-sector challenges
Helped pinpoint priority reforms to improve access, quality, & management
Phase III – Drafting and building ownership for an evidence-based and costed National Education Strategic Plan (NESP) for the period
MoE has undertaken a three-and-half year Comprehensive Education Sector Review (CESR) involving three phases: a rapid assessment (Phase 1); in-depth research and analysis of critical sub-sector challenges (Phase 2); and drafting and building ownership for an evidence-based and costed National Education Strategic Plan (NESP) for the period (Phase 3).
See

5. National Education Strategic Plan, 2016-21 (NESP)
NESP (Myanmar’s new 5-year sector plan) represents the culmination of the CESR, & was launched on 23 Feb. 2017

6. National Education Strategic Plan, 2016-21 (NESP)
The MoE has identified nine Transformational shifts that will collectively contribute to the achievement of the NESP Goal (see Diagram 1). A transformational shift is defined as a high0level vision statement that describes a desired future state of a particular part of the education sector in Myanmar in 2021.
Promotes TVET’s transformation into “labor-market responsive TVET programs under a more effective TVET management system”

7. TVET in NESP
Strategy 1: Expanding Access to TVET
Component 1: Establish an Integrated TVET System that strengthens all TVET pathways
Component 2: Increase the capacity and upgrade existing long term TVET Programmes
Component 3: Undertake the competency based modular short courses
Component 4: Establish TVET Centers of Excellences (COEs)
Component 5: Expand stipends and scholarship for disadvantaged students

8. TVET in NESP
Strategy 2: Strengthening the quality and relevance of TVET
Component 1: Undertake the capacity development training for TVET manager and management staff
Component 2: Provide pedagogical and specific skills training for pre-service and in-service TVET teachers/trainers
Component 3: Improve school-industry cooperation
Component 4: Develop/upgrade TVET Curricula
Component 5: Establish a Quality Assurance System

9. TVET in NESP
Strategy 3: Strengthen the TVET Management
Component 1: Establish a strengthened TVET governance System
Component 2: Establish duties and functions of a TVET council and local TVET advisory boards
Component 3: Establish a TVET financial management and monitoring System
Component 4: Establish an information management system
Component 5: Conduct TVET research
Component 6: Establish public-private partnerships (PPPs)

10. NESP´s components on Employer Engagement
TVET Council to be established at national level and Local Advisory Board at local level (NESP S3C2)
Dual Training systems, combining learning at TVET institutions and industry workplaces (NESP S2C3)
Private Public Partnerships (NESP S3C6)
Training of Vocational Teachers and Trainers (NESP S2C2)
Undertake the competency based modular short courses (NESP S1C3)
Quality Assurance System and its instruments as National Qualification Framework, skills standards, curricula, accreditation system (NESP S2C5)

11. The prospect of the enactment of TVET Law
Submitting to CABINET
Submitting to Hluttaw
Drafting the TVET Law By
Reviewing and Developing TVET Law (DRAFT) Team under MoE
Reporting to NEPC to edict TVET Law (Draft)
Submitting to Security, Stability and Rule of Law Committee under MoHA

12. Achievement on Employer Engagement
Private Sector Development Committee
Working Committee on:
Improving the legal and Regulatory Environment
Ensuring to Access to Finance
Trade and Investment
Restructuring the State’s Role in Business Enterprise and Service Delivery
Building Myanmar’s Human Capital Base

13. Achievement on Employer Engagement
Building Myanmar’s Human Capital Base
23 Members including TVET concerned ministries and representatives of Private Sector
To support for all the activities in building Human Capital needs of industries from private sector
To improve the cooperation with TVET training and industry
Taking Dialogue meeting twice a month
Conducted Human Capital Forum in Yangon and Mandalay
Conducted Human Capital Forum in Yangon and Mandalay
To encourage the PPP
To find out the skill needs (hard and soft) in each state and region
To find out the type of training according to the regional need
To find out the possible ways for the sustainable development of TVET training

14. Example of Local Employer Engagement
SMVTI
Industrial Collaboration
CBMSC with ADB
Identifying priority skill needs
Dialogue on new skill standards
Public TVET teachers posted to private work sites
Industry experts invited as training resource persons
External skills assessment by employers
Hiring trainees
Sewing Training
With
Garment Association

15. Challenges on Employer Engagement
TVET Policy for Employer Engagement
Finance
Industries’ Perception
Mutual Trust

16. Thank you for your attention!
Dr. Nay Myo Tun
Acting Deputy Director General
Department of Technical and Vocational Education
The Republic of the Union of Myanmar