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Changes affecting the TVET system

Briefly describe a recent change in your country which has affected the training sector – technological, cultural, economic or other change.

(1-marks)

During and after COVID-19, Fiji’s economy was hit very hard, leaving no industry unaffected. Thus, the downturn of the economy resulted in job losses and the government saw the needs to quickly create more opportunities for employment. 

Fiji reopened its border to international travellers on Wednesday, 1 December, 2021. This to revive its dominant tourism industry and in 2022 generated almost $FJ900 million.

So, TVET skills were seen as drivers that would support the economic transformation which the country needed. 

However, by March 2023, under the Pacific Australia Labour Mobility (PALM) scheme, more than 6,300 Fijians were working in Australia. Most of them are highly skilled.  

Thus, now the challenge for Technical and Vocational Education and Training sector is crucial for the country, now than ever, especially in helping to revive Fiji’s economy. The government is now looking at:

ensure that it provides foundation/employability skills training to meet the needs of Fiji

empower students to become job creators rather than job seekers.

improve the image of TVET in Fiji in terms of its significance in work and in improving economic growth and sustainability.

advocate for TVET as the master key to address youth unemployment and to empower young people to have decent and gainful employment. 

Further, TVET plays a key role in any society when it comes to providing qualified labour for the economy and transitioning young people for lifelong learning. TVET is the education sector closest to the labour market. As such, it is designed to tackle current and future challenges: first by making people capable

and resilient in their lives, and second, to keep TVET relevant for the economy and society. These demands can only be met if TVET keeps up with the pace of change: accelerated innovation in digital technology, new demands in sustainability and environmental protection, and increased salaries to decrease processes of migration. 

We need to look no further than the COVID-19 pandemic and now the Pacific Australia Labour Mobility (PALM) scheme for convincing examples of the need for TVET systems to prepare for unprecedented and unpredictable disruptions.

QUESTION? Are we learning – NO!

Describe how the change has affected:

government policy in the TVET sector

(1-marks)

Although late, and still showing little interest, the government must set priority for TVET policy. 

As there are a broad range of stakeholders in the Fiji TVET sector, with varying levels of involvement, interest and influence. These include those directly involved in the sector such as Technical Vocational Training Centres and Universities; relevant government ministries such as the …………………….

your training organisation

(1-marks)

Change policy and procedure to the need of the current market.

Dedicate research institutions; commissioned research; transfer bodies; networks; mini PTAFE conferences; 

What else…………..?

your training delivery

(1-marks)

Participant-based teaching, implement Rules of Evidence,………
What else……?

how your students learn

1-marks)

Group work, pair work, one-to-one learning

Changes affecting the TVET system

Briefly describe a recent change in your country which has affected the training sector – technological, cultural, economic or other change.

(1-marks)

During and after COVID-19, Fiji’s economy was hit very hard, leaving no industry unaffected. Thus, the downturn of the economy resulted in job losses and the government saw the needs to quickly create more opportunities for employment. 

Fiji reopened its border to international travellers on Wednesday, 1 December, 2021. This to revive its dominant tourism industry and in 2022 generated almost $FJ900 million.

So, TVET skills were seen as drivers that would support the economic transformation which the country needed. 

However, by March 2023, under the Pacific Australia Labour Mobility (PALM) scheme, more than 6,300 Fijians were working in Australia. Most of them are highly skilled.  

Thus, now the challenge for Technical and Vocational Education and Training sector is crucial for the country, now than ever, especially in helping to revive Fiji’s economy. The government is now looking at:

ensure that it provides foundation/employability skills training to meet the needs of Fiji

empower students to become job creators rather than job seekers.

improve the image of TVET in Fiji in terms of its significance in work and in improving economic growth and sustainability.

advocate for TVET as the master key to address youth unemployment and to empower young people to have decent and gainful employment. 

Further, TVET plays a key role in any society when it comes to providing qualified labour for the economy and transitioning young people for lifelong learning. TVET is the education sector closest to the labour market. As such, it is designed to tackle current and future challenges: first by making people capable

and resilient in their lives, and second, to keep TVET relevant for the economy and society. These demands can only be met if TVET keeps up with the pace of change: accelerated innovation in digital technology, new demands in sustainability and environmental protection, and increased salaries to decrease processes of migration. 

We need to look no further than the COVID-19 pandemic and now the Pacific Australia Labour Mobility (PALM) scheme for convincing examples of the need for TVET systems to prepare for unprecedented and unpredictable disruptions.

QUESTION? Are we learning – NO!

Describe how the change has affected:

government policy in the TVET sector

(1-marks)

Although late, and still showing little interest, the government must set priority for TVET policy. 

As there are a broad range of stakeholders in the Fiji TVET sector, with varying levels of involvement, interest and influence. These include those directly involved in the sector such as Technical Vocational Training Centres and Universities; relevant government ministries such as the …………………….

your training organisation

(1-marks)

Change policy and procedure to the need of the current market.

Dedicate research institutions; commissioned research; transfer bodies; networks; mini PTAFE conferences; 

What else…………..?

your training delivery

(1-marks)

Participant-based teaching, implement Rules of Evidence,………
What else……?

how your students learn

1-marks)

Group work, pair work, one-to-one learning

Changes affecting the TVET system

Briefly describe a recent change in your country which has affected the training sector – technological, cultural, economic or other change.

(1-marks)

During and after COVID-19, Fiji’s economy was hit very hard, leaving no industry unaffected. Thus, the downturn of the economy resulted in job losses and the government saw the needs to quickly create more opportunities for employment. 

Fiji reopened its border to international travellers on Wednesday, 1 December, 2021. This to revive its dominant tourism industry and in 2022 generated almost $FJ900 million.

So, TVET skills were seen as drivers that would support the economic transformation which the country needed. 

However, by March 2023, under the Pacific Australia Labour Mobility (PALM) scheme, more than 6,300 Fijians were working in Australia. Most of them are highly skilled.  

Thus, now the challenge for Technical and Vocational Education and Training sector is crucial for the country, now than ever, especially in helping to revive Fiji’s economy. The government is now looking at:

ensure that it provides foundation/employability skills training to meet the needs of Fiji

empower students to become job creators rather than job seekers.

improve the image of TVET in Fiji in terms of its significance in work and in improving economic growth and sustainability.

advocate for TVET as the master key to address youth unemployment and to empower young people to have decent and gainful employment. 

Further, TVET plays a key role in any society when it comes to providing qualified labour for the economy and transitioning young people for lifelong learning. TVET is the education sector closest to the labour market. As such, it is designed to tackle current and future challenges: first by making people capable

and resilient in their lives, and second, to keep TVET relevant for the economy and society. These demands can only be met if TVET keeps up with the pace of change: accelerated innovation in digital technology, new demands in sustainability and environmental protection, and increased salaries to decrease processes of migration. 

We need to look no further than the COVID-19 pandemic and now the Pacific Australia Labour Mobility (PALM) scheme for convincing examples of the need for TVET systems to prepare for unprecedented and unpredictable disruptions.

QUESTION? Are we learning – NO!

Describe how the change has affected:

government policy in the TVET sector

(1-marks)

Although late, and still showing little interest, the government must set priority for TVET policy. 

As there are a broad range of stakeholders in the Fiji TVET sector, with varying levels of involvement, interest and influence. These include those directly involved in the sector such as Technical Vocational Training Centres and Universities; relevant government ministries such as the …………………….

your training organisation

(1-marks)

Change policy and procedure to the need of the current market.

Dedicate research institutions; commissioned research; transfer bodies; networks; mini PTAFE conferences; 

What else…………..?

your training delivery

(1-marks)

Participant-based teaching, implement Rules of Evidence,………
What else……?

how your students learn

1-marks)

Group work, pair work, one-to-one learning