TVET sector is more inclusive, becoming an attractive path for learners and job seekers, and the employability of TVET graduates in their specializations is increased.
3.1 Labour Market Information System
TVET stakeholders in Jordan continue to endure difficulties from the lack of readily available labour market data that can be analysed to generate useful and informed policy discussions. Needless to say, up to date labour market information is a critical element in identifying labour market priorities as a basis for the development of TVET programs. A labour market information system is a network of institutions, persons and information that have mutually recognized roles, agreements, and functions with respect to the production, storage, dissemination and use of labour market related information and results in order to maximize the potential for relevant and applicable policy and programme formulation and implementation.
This programme contains all projects and interventions related to the establishment of LMIS in Jordan including all activities related to the collection and compilation of data and information, repository of information, analytical capacity and tools, and Institutional arrangements and networks.
3.2 TVET Digitalisation
The overall situation brought about by digitalisation offers good prospects of achieving a boost in the attractiveness of TVET. The system level will see design options emerging in respect of profile formation and the delineation of different occupational profiles and regulatory standards that are in line with requirements. As well as establishing 4.0 training profiles, the main focus will need to be on using attractive connective options in continuing and advanced vocational education and training to open up career prospects to skilled workers.
At the governance level, much leeway will potentially be offered by openly designed training regulations, by equipping learning environments in a way which is in accordance with requirements, and by a different understanding on the part of TVET stakeholders of their role and self-image. New forms of learning and innovative methods for monitoring learning outcomes at the implementation level will provide enormous potential in terms of making the learning that takes place in company-based, inter-company and school-based vocational education and training more effective and therefore also more attractive.
This programme contains all projects and interventions related to the digitisation of TVET sector including introducing all new forms of online and blended learning, digital platforms for training and matchmaking, content digitization, and automation of services.
3.3 Studies and Research
Studies and research are major criteria in ensuring the sustainability of an effective and efficient TVET system and are considered as an important component to provide guidance to the formulation of national development of policy on TVET and to institutional development. For example, there is no fully-fledged functioning instrument of tracing TVET graduates after they finish their courses. In theory, the TVET system is supposed to produce a qualified workforce that would be employable and marketable in the labour market. However, currently, the TVET system in Jordan does not have an efficient response mechanism that precisely points to the real employment rate of TVET graduates. The result is that the TVET system in Jordan is unable to plot for matching the provided programs to the actual employment opportunities in the labour market. Therefore, there is a pressing need for the collection of data on employment of TVET graduates through regular studies and surveys on companies’ recruitment practices.
This programme contains all projects and interventions related to studies and research including sectoral and sub-sectoral studies, skills analysis. Tracer studies, surveys, benchmarking, etc…
3.4 Innovation and Entrepreneurship
Entrepreneurship refers to the process of developing new business ventures or growing existing ones. Central to this activity is entrepreneurs: innovative and risk-taking individuals who seek to bring about change and new opportunities, both for themselves and the business communities in which they operate. Rapid technological, environmental, social, and workplace changes require innovative responses towards workplace skills and business development. In this context, transformative entrepreneurial skills and competencies are not only important for entrepreneurs in the classical sense, but also increasingly sought after by employers. These include problem-solving, initiative, teamwork, creativity, emotional intelligence, and other soft skills. TVET institutions are expected to emphasize the teaching of entrepreneurial skills and mindsets to prepare modern employees and potential future entrepreneurs. A main challenge for embedding entrepreneurial learning in TVET is the development of curricula that provide students with real-life, active learning experiences to acquire entrepreneurial skills.
This programme contains all projects and interventions related to innovation and entrepreneurship including effective implementation of entrepreneurial learning and providing technical and financial support to teachers and trainers, and updating the traditional pedagogical approaches to make teaching and learning entrepreneurship practical and relevant to real life, etc…
3.5 Enhance TVET Social Image
While the importance of TVET is increasingly recognized in international discourse and policies, the image of TVET can be quite challenging when compared with other educational pathways such as higher, academic education. Even in countries where there is a high-quality TVET system, initial enrolment in TVET is declining and many students continue to prefer to go to follow the academic education tr ack as their first choice. The low image of TVET is therefore a universal concern. The outcomes of having such a low image include a reluctance of young people and their parents to consider TVET as a viable educational option, viewing participation in it as a second option at best. In addition, low image can lead to reduced government, industry and enterprise sponsorship and support of TVET, thereby adding to its lack of attractiveness for young people.
There are multi-dimensional reasons influencing the image of TVET: poor quality, weak linkages with stakeholders particularly the industries, social stigma, cultural barriers, and a lack of qualified and competent teachers all contribute to the image of TVET. In order to understand these multi-dimensional factors in a deeper way, we need to explore the varying and similar reasons behind the image of TVET in Jordan, whilst emphasizing the responsibilities of all stakeholders, from the government to the community, to address this universal concern. We should look at policies and practices that help improve the image of TVET.
This programme contains all projects and interventions related to building a positive image and social perception for TVET sector in Jordan and mobilize all stakeholders’ capacities to contribute to the efforts towards increasing the attractiveness of the TVET sector. That includes communication strategies, PR, rebranding, awareness campaigns, etc…
3.6 Career Guidance
Labour markets in today’s globalised world are changing rapidly and constantly. Men and women have to learn new abilities throughout their lives, adapt to personal and professional changes and work to earn a living. In all market economies this is connected to choosing a career as an occupation and to progress in terms of skills development, responsibility, job security, and income.
Managing the transition from the world of education into the world of work poses a critical challenge to school leavers. Especially families from poor socio-economic backgrounds cannot afford educational detours or dead-end employment routes but often lack access to information and the awareness that there are, in fact, opportunities available and choices to be made. The vast majority of both, the less and the more privileged, must deal with career-related crises and major career decisions also after initial school to work-transition. Impartial career guidance and counselling services support such decision-making and, in many cases, impart career management skills that empower individuals to make well-informed decisions and to independently manage their careers.
This programme contains all projects and activities related to career guidance services including technical and financial support and subject matter experts to provide guidance and counselling services to families, students, and society and raise their awareness of the importance of vocational education. It also includes capacity building to career counsellors and relevant stakeholders.
3.7 Training Scholarships
TVET helps in equipping individuals with relevant skills, knowledge, and competencies hence enabling people to effectively participate in social, economic, and technological innovation processes, which is essential for the development of any social structure. Whether the learning experiences that TVET provides focus on preparing young people to enter the world of work with market-ready skills and mindsets, on training employees to expand their skillset while they are in work, or on opening new avenues into employment for those out of work, it is a tool for enhancing ability, unlocking potential and opportunity, and strengthening the economic and social fabric of countries who embrace and deploy it.
A skilled worker is someone who holds the necessary qualifications to perform their role, and they consistently go above and beyond in the performance of their duties. From striving to provide an outstanding customer experience to ensuring that all work is carried out with care and attention to detail, skilled workers understand their role and are fully committed to your businesses. Having skilled people in Jordan will help fill skills gap, boost productivity, enhance industries employment, all of which have a significant impact on individuals, businesses, and the economy.
This programme contains all projects and activities related to supporting training scholarships including supported free-of-charge training courses in any field in all governorates in Jordan.
3.8 Inclusive TVET
TVET is seen as a vehicle for improving the labour market outcomes of migrants, disadvantaged youth, and marginalized groups. However, vulnerable populations continue to encounter significant barriers when it comes to accessing quality skills training.
Globally, migration has increased due to amplified conflicts, natural disasters, and strained economies. In the face of rising demand, many TVET institutions find themselves unprepared to provide pathways to education, training or employment for migrants and unemployed youth. In addition, TVET institutions and teachers can lack practical knowledge and experience in meeting the needs of marginalized groups in traditional learning settings.
TVET closures and the economic impacts of the COVID-19 pandemic risk exacerbating inequalities and causing a “lockdown generation”. Inclusive skills development and lifelong learning opportunities are vital to prevent people from being left behind, to maintain people’s employability, and to ensure that economies and enterprises recover promptly from the crisis. Inclusion is not just a normative goal, it also benefits employers who gain a broader pool of available skills, co-workers who learn from more diverse environments, and governments and societies who would otherwise shoulder the costs of exclusion.
This programme contains all projects and activities related to make TVET sector in Jordan more inclusive including support for women, refugees, and marginalised people to obtain good quality training opportunities. It also includes technical and financial support and subject matter experts for gender equality in TVET and provide necessary rationale and tools to accelerate action on inclusion in TVET and skills development and helps boost recovery from the COVID-19 pandemic for those who need it most.
