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7/25/2019 TVET Symposium Final Report
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TVET SYMPOSIUM 2015
Symposium Proceedings
Kigali, Rwanda
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Table of Contents
List of Acronyms4
1.Introduction.6
2.Symposium Day 1Tuesday October 6th2015..8
Welcome and Introduction8
Opening Remarks by the H.E. the Ambassador of the Kingdom of Belgium..8
Opening Speech by the Hon. Minister of State in charge of TVET.9
Plenary Session 1: Approaches in Supporting TVET in Rwanda11
Working Session 1: Work-based Learning ApproachesHow to ensure the quality of work-based
learning experiences for TVET trainees in Rwanda?.13
Working Session 2: Bridging the Gap towards CBT/CBAToT in Pedagogy14
Working Session 3: School Leadership that Worksconnecting School Leaders through Professional
Learning Networks16
Working Session 4: Linking TVET with the informal sector: informal training providers18
Working Session 5: Developing Market Driven CurriculaInnovating with Government and the
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Working Session 11: Competency-Based Training: The pillar of Agricultural technical training
programs reform for better TVET in Rwanda35
Working Session 12: How do we organize TVET Provision?...............................................................37
Working Session 13: Involving the private sector in Skills Development..38
Working Session 14: Roadmap to Roll-out: How to scale up competency-based assessments in
Rwanda.39
Working Session 15: The operationalization of a joint program.41
Plenary Session 3: Looking back, looking forward: Sharing recommendations.42
Closing Remarks by H.E. the Ambassador of the Kingdom of Belgium54
Closing Speech by the Hon. Minister of State in charge of TVET.55
3.Conclusions56
Annex 1: Links to Organizing Parties57
Annex 2: Belgian Common TVET Support Program (PAFP) Knowledge Products.59
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List of Acronyms
ADEA Association for the Development of Educationin Africa
APEFE Association pour la Promotion de l'Education etde la Formation l'Etranger (association for thepromotion of education and training abroad)
AQA Accreditation and Quality Assurance
BTC Belgian Development AgencyCBA Competency-based assessment
CBT Competency-based trainingDG Director GeneralDDG Deputy Director GeneralDelco Dlgu la co-gestionor Project co-manager
in a co-management structure (who formed theproject management together with the DI)
DI Director of Intervention in a co-managementstructure (who formed the project
management together with the Delco)EDPRS II Economic Development and Poverty Reduction
Strategy IIESSP II Education Sector Strategic Plan 2013/14 -
2017/18GoR Government of RwandaIGA Income generating activity
IPRC I d P l h i R i l C
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TVET Technical and Vocational Education and
Training
TVSD Technical and Vocational Skills DevelopmentVTC Vocational Training Center
VVOB Vlaamse Vereniging voorOntwikkelingssamenwerking en Technische
Bijstand(Flemish Organization forDevelopment and Technical Cooperation)
WBL Work based learning
WDA Workforce Development Authority
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1. Introduction
The International TVET Symposium was part of the TVET Week 2015 which also comprised a TVET
Expo and an African Ministerial Conference on Technical and Vocational Skills Development. The TVET
Week took place from October 2nduntil October 8th2015 and the symposium itself took place on
October 6thand 7thand was preceded on October 5 thby field visits for the international participants
to several TVET Programs and pilot schools in the Southern, Western, and Northern provinces. The
International TVET Symposium was organized by the Rwandan Ministry of Education in partnership
with the Belgian Common TVET Support Program, USAID Akazi Kanoze Youth Livelihoods Project (EDC)
and all the other Development Partners active in the TVET subsector in Rwanda.
The motto of the TVET Symposium was Learning form Experience: Best Practices from the Field. The
reason for this motto was that several development programs were ending this year, among which
the Belgian Common TVET Support Program and the first phase of PROMOST (Swisscontact).
This symposium was to be used as a platform to share best practices and exchange experiences.Recommendations from this forum were also shared with the Ministers attending the African
Ministerial Conference on Technical and Vocational Skills Development (TVSD) the next day in the
context of the inter country quality node (ADEA).
There were three main expected outcomes of the TVET Symposium.
1.
Sharing experiences, achievements & best practices in TVET support/ delivery from the field.
2 E h i h i l i d i TVET f i l i i h h
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2. Symposium Day 1Tuesday October 6th2015
Welcome and Introduction
Mr. Sam Barigye
Coordinator Hospitality and Tourism Training
Focal Person Adolescent Girls InitiativeAGI Project (World Bank funded)
Workforce Development Authority (WDA)
Opening Remarks by the H.E. the Ambassador of the Kingdom of Belgium
Mr. Arnout Pauwels
H.E. the Ambassador of the Kingdom of Belgium to Rwanda
1. First of all, thank you for allowing me to say a few words on this occasion. I am very honored to be
here for the launch of the TVET Symposium.
2. We all know that education is essential for a country and TVET plays a key role in the socio-
economic development.
3. We especially commend the Government of Rwanda for the efforts put in this sector to develop
the vocational training, to promote it and to increase its quality.
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of integrating TVET priorities in District Development Plans. Its a key element in order to ensure the
development of the TVET sector.
10. We all know that coordination is also a key element in the development of a sector. We therefore
encourage all stakeholders to work more in coordination within the TVET sector.
11. Let me take this opportunity to recall the importance of including the maintenance costs of all
investments in the annual plans of the different structures. This is key to maintain the achievements
and to ensure a good quality of training.
12. Allow me also to highlight the importance of a close collaboration with the private sector.
Developing a close relationship with the private sector is a key element to enable a permanent
dialogue. This dialogue is an opportunity to promote internships within the private sector.
13. In conclusion, let me again express my appreciation to all parties who contributed to this program.
I wish you success in the continuation of the achievement of your objectives.
14. I am proud that my country is a close partner of the Government of Rwanda in its strongcommitment to social and economic transformation for the wellbeing of the population.
I thank you for your kind attention.
Murakoze cyane!
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4. Another important contributor to this symposium is Akazi Kanoze a USAID Youth Livelihoods
Project implemented by Education Development Center, Inc. (EDC). Finally the main development
partners active in the TVET subsector in Rwanda have all been on board in the preparation of this event
and will be facilitating various working sessions: Swisscontact/SDC funding, BMB
MottMacDonald/NUFFIC, JICA, GIZ Eco Emploi Program/ German Development Cooperation, and
KOICA.
5. I must commend the Workforce Development Authority- WDA which since its establishment about
6 years ago has made great strides in skills development across all sectors of the economy. The
government of Rwanda has made an ambitious target of creating 200,000 off- farm jobs every year.
This can only be achieved through skills training and support of the graduates through this sort of
framework. Our WDA is working together closely with different partners including the Private Sector
Federation (PSF) to enhance the quality of TVET by making it more market-responsive.
6. The creation of WDA was needed to address these challenges that our country was facing and
needed an immediate solution for the sustainable of our economy. It is important to note that TVET
has had negative perception as compared to general education where is regarded as a second best. Inmany countries TVET has a similar reputation, it is thought of as being for the less bright students.
However, the world is changing and what is need in businesses now at any level are hands-on skills
and competencies like creativity, customer care, problem-solving skills, and team work. These are not
skills you pick up in a traditional school setting, these are typically skills you pick up in a work-place
environment. For this, in-company trainings, internships and other work based learning environments
need to be invested in.
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and our partners to change this and to make our human resources not only capable to serve the needs
on the internal labor market, but on the regional labor market as well.
It is my pleasure and great honor to officially declare this International TVET Symposium opened. Let
us hear from the diverse country experiences, learn from each other and come up with some ideas
and feedback for policy makers on where and how to invest in TVET for maximum youth employment
and economic growth!
I thank you!
Plenary Session 1: Approaches in Supporting TVET in Rwanda
Ms Anne-Pierre Mingelbier
Programme Officer Belgian Development Agency (BTC)
and PAFP co-Manager
The first plenary session was facilitated by Ms Anne-Pierre Mingelbier, the PAFP co-manager. Thepurpose of the session was to share different approaches used by different development partners in
supporting the quality reforms in the TVET subsector in Rwanda.
All Development Partners active in the TVET subsector were present in a panel on stage and each
development partner was given a short time period to present their approach. The panelists in this
session were:
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Next up were the various development partners such as Ms. Filiot from APEFE, introducing the
competency-based approach to pedagogy and the differences in interpretation between the
Francophone and Anglophone systems. Next up was Mr. Fransen representing VVOB, who introduced
the conceptual framework guiding VVOBs interventions in the area of school leadership. The next
speaker was Mr. Boin from Swisscontact. He presented the unique approach of Swisscontact in the
context of their PROMOST program in supporting informal TVET provision for enhanced accessibility
f
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Working Session 1: Work-based Learning ApproachesHow to ensure the quality
of work-based learning experiences for TVET trainees in Rwanda?
Ms. Agnes Ammeux
Technical Assistant Socio-professional Inclusion
Belgian Common TVET Support Program (PAFP)/ APEFE
The first of the working sessions set out to share approaches and lessons learned about work-based
learning schemes in Rwanda (WDA TVET internship programme, PAFP On-site training Chantiers
formation, Akazi Kanoze internship programme, PSF internship Programme, etc.) and more
specifically on how to ensure the quality of these WBL learning experiences. In so doing, draft
recommendations for the various stakeholders were formulated.
This working session was moderated by Ms. Agns AMMEUX, ISP TA from PAFP. There was a big group
of speakers comprising Mr. Steve KAMANZI from the USAID Akazi Kanoze youth livelihoods project
(EDC), Mr. Antoine MANZI from PSF, Mr. Eugne MUKESHIMANA from IPRC/South, Mr. Faustin
MWAMBARI from MIFOTRA, Mr. Clment NKUNDA from Sport view hotel (Employer and EDC
Champion), and Mr. Thierry SEBURA NIYIBIZI, Infrastructure TA from PAFP.
The moderator introduced the session by describing the two characteristics of work-based learning,
notably (1) learning in a work context either a real one (workplace) or simulated work environment
(fictive exercise in TVET school); and (2) learning through practice. That is learning through actually
doing something, by rehearsal or by repetition (but NOT by observation only).
( )
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have been implementing or contributing to and how the quality was ensured for the TVET Trainee and
the host company. These were some of the challenges that were mentioned during the discussions.
Firstly, there is no financing mechanism in place in Rwanda and many of the other countriesrepresented at the symposium for work based learning schemes clarifying who finances these WBL
experiences and how. Furthermore, in Rwanda many companies are small and not yet well equipped.
They have insufficiently pedagogically skilled staff to supervise and assess TVET Trainees. Finally, TVET
Trainees do not demonstrate enough readiness for the workplace in terms of soft skills and attitude.
The discussions led to the following recommendations.
Recommendations from working session 1
1. Define a financing strategy for work-based learning schemes (apprenticeship and
internships)
2. Mobilize the private sector to offer internships and apprenticeships and to get involved in
work based learning schemes
3. Build the capacities of the private sector in supervising and assessing apprentices and
interns
4. Reinforce the quality of TVET, which is the key condition for a successful work based
learning experience for TVET Trainees
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were taught themselves. This gap is a problem and in order to improve the quality and relevance of
TVET, the training of trainers in pedagogy is an absolute priority.
Mr. Hakizimana shared the Belgian Common TVET Support Program or PAFP experience. PAFP worked
in the South with 24 pilot schools. Around 300 TVET Trainers from these 24 pilot schools were trained
in competency-based training and assessment (CBT/A) with the use of five modules between 2012
and 2015. This training process was a holistic package of training sessions firstly of 19 lead trainers (1
per 9 first pilot schools in the Southern province, 5 from IPRC South, 2 from WDA and 3 from other
provinces) who then were accompanied in pedagogical visits, feedback to session plans and supported
and coached in their facilitation of other TVET trainers from the PAFP pilot schools. The trained TVETtrainers are now applying these new competencies in CBT/A by using for instance the competency-
based curricula that were developed by PAFP, by designing and delivering training using learner-
centered methods, by organizing and conducting competency-based assessments and by promoting
hands-on skills. Unfortunately among those trained, the motivation to change their approach to
training is still low and requires a comprehensive, collaborative approach to a qualification framework
and compensation package for TVET trainers.
Mr. Rob van de Gevel discussed the ongoing revision of the ToT Implementation Framework and
specifically the dimensions covered in the qualification framework for TVET Trainers. These are:
technical competencies; pedagogical/ didactical competencies; specific expertise/ qualifications/
applied research; years of experience as a TVET trainer; and duration/ quality of practical/ industry
exposure. He discussed what pre-service and in-service trainings for TVET Trainers should cover and
how this is all linked to the Rwandan Technical Qualification Framework (RTQF).
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During the discussions with the participants, some of the following challenges were mentioned. The
training of trainers in CBT is not enough to guarantee that they will actually use CBT. They need
coaching to apply what they have learned and to become competent. It is a challenge to train a lot ofTVET trainers quickly. There is still a lack of skills in English and ICT among many TVET Trainers.
Recommendations from working session 2
1. Train a large enough pool of lead trainers and set up institutions that can deliver ToT.
2. On the process of assessing and certifying trainers: (a) Force current TVET trainers not
only to enter but especially to finalize the upgrading programs. They should not be certified
unless they undergo the assessment process and it should be mandatory. (b) The
motivation of trainers to take the assessment is also the responsibility of school managers.
3. In designing ToT qualifications: (a) Make the threshold for new TVET trainers as low aspossible. We need an enormous amount of TVET trainers: 60% of eligible basic education
graduates will have to go to TVET. (b) Dont limit to pedagogical + technical, a trainer needs
to industrial exposure. Cross-cutting modules such as English, ICT and Entrepreneurship
should also be included.
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of these networks. Experiences from the implementation of these networks in different sectors in
Rwanda were shared, notably through the viewing of a video about VVOBs and REBs collaborative
work on peer learning for head teachers and gender. These professional learning networks are part ofa bigger support program to enhance the quality of school leadership which also comprises an in-
service training program for head teachers in primary education in Rwanda.
After showing the video participants were asked to share what they learned from the video
documentary through an energizer game. This made the session really interactive and participants
from various countries were happy to share lessons from the video documentary and link them to the
experiences from their respective countries. Besides the importance of peer learning, the genderaspect highlighted in the video was also much appreciated by participants and discussed.
After this exchange which took up the bigger part of the session, there was a market place where
participants could browse through some pictures, folders, brochures, etc. regarding the peer learning
activities through the professional learning networks for head teachers in Rwanda. Especially the peer
learning magazine which accompanies the networks aroused participants interest.
Some of the challenges in the Rwandan context that were touched upon are the following. Firstly,
there is little involvement of Sector Education Officers (SEOs) and District Education Officers (DEOs) in
following up TVET as of yet. There are not yet Professional Learning Networks (PLNs) or some kind of
peer learning and professional collaboration in place among school leaders from TVET schools in
Rwanda. In primary education this is part of a comprehensive package for continuous professional
development of head teachers comprising an in-service training program and coaching through peer
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A broad range of speakers was invited to share their expertise in this processamong these were Mr.
Irenee NSENGIYUMVA, WDA DDG Training, with support from Mr. JMV Muhire, Head of the WDA CD
Unit; Dr. Joyce MUSABE, REB DDG Curriculum Development and Material Distribution, represented byMs. Anathalie NYIRANDAGIJIMANA, Pedagogical Norms Specialist; Mr. Cees van Maarseveen, Senior
TVET Expert Nuffic/ Mott MacDonald; and Ms. Laurence Umugirenza, Human Resources Manager
Umubano Hotel, a Private Sector Champion. Facilitation was done by Ms. Melanie Sany from EDC.
They shared their views and were guided in this process by two main questions: (1) How do programs
ensure that curriculums are meeting the needs of the private sector? and (2) How can you continue
to innovate with market-driven curricula?
The different parties contributed to this reflection by highlighting different aspects of this process.
EDC introduced the topic by describing formal curricula and how they worked on the formal
integration of work readiness and entrepreneurship to address the expressed needs by private
companies to have the right skills and attitudes among workers. The speaker explained it was
important to "think outside the box" and develop curricula that lead to new trades for which there is
a demand in the economy. The ECD case of the development of a curriculum in early childhood
education was used as an example by describing how and why it was created for girlsnew economic
opportunities. This was supported by the URCE expert. The speaker from Nuffic/ Mott MacDonald
addressed the audience with regard to CBT highlighting integrating learning and the changed roles
of the facilitator, CBA (portfolio assessment, no grading, no final exams), and with regard to the
introduction of more active learning methods (cooperative learning methods, experiential learning
methods, individual learning methods) in general. The DDG from REB stressed the importance of
taking lessons and curricula from TVET and integrating workforce development into general secondary
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Working Session 6: Strong Leaders, Strong Schools
Ms. Lucy Schalkwijk
Technical Assistant TVET Governance
Belgian Common TVET Support Program (PAFP)/ VVOB
Mr. Christian Karasira
Program Advisor - School Leadership Professional Training
VVOB Rwanda
The purpose of working session 6 was to highlight the importance of school leadership in leadingchange processes such as TVET reforms like the ongoing CBT/CBA roll-out. In order to rally people
around this idea an interactive session was foreseen allowing for exchanges and debate on the
difference between school administration, school management and school leadership and to look at
the current situation in participating countries and the desired future situation in those countries.
Besides this overarching goal, there were also the objectives of sharing (technical) experiences of
supporting school managers to turn around schools from different perspectives such as from a
technical assistants perspective, from the perspective of a school admin monitor from IPRC South,and from the perspective of a school manager who described the situation he found the school in
when he first started there and compare it to the current situation. These testimonies all served to
share both technical experiences and especially to stress the importance of school leadership in TVET
quality reforms. Recommendations were thus based on the lessons drawn from these experiences.
This session was facilitated by Ms. Lucy Schalkwijk, Technical Assistant TVET Governance from
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Out of the main challenges enumerated for a more systemic approach to the personal development
of school principals, is the fact that there is not yet a qualification framework in place for School
Leaders. Such a qualification framework is a necessary precondition for institutionalizing a schoolmanagement and leadership function within WDA and for the development of a school leadership in-
service training program.
Working Session 7: Financial Sustainability of TVET through Production Units: school-
based production units as one pathway
Ms. Furaha Minga
Recommendations from working session 6
1. To establish a system for qualification and certification for TVET school managers.
2. To harmonize and institutionalize in-service training for TVET school leaders at a national
level.
3. Increase awareness about inclusive TVET (Gender, people with disabilities etc.).
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be better prepared for the workplace. For trainers there are also advantages, as production units
require them to keep working on their technical skills, to keep updated on the latest demand on the
market and thus production units will foster more creativity and innovation among teaching staffinvolved in them. The technical experience from the Belgian Common TVET Support Program was used
as an example of how to support TVET Schools production units. From the piloting of this approach
some known issues or challenges were also shared, as these would need to be addressed in order to
scale the approach. Examples of some of such challenges were the lack of sufficient startup capital
and working capital in production units, conflicting financial policies in school and business
management, lack of fulltime staff dedicated to production units, responsibility in production-related
risk, etc.
From the discussions it became clear that there is a fine balance between profit maximization and the
needs of the production unit as a profitable business in order to be able to contribute financially to
the TVET school and otherwise the educational goals and ethics and the quality of training and
learning. In order for a TVET schools production unit to function properly it should be financially
separated from the school and registered as an independent company. But how then, safeguard its
link to the school and its contribution to the learning outcomes of the TVET Schools students?It is in
this context that the Head of Partnerships from WDA, Mr. Didier Munezero, suggested that there is a
need for mechanisms to be put in place to balance training and business within TVET schools in
Rwanda. Experiences from other countries such as Haiti and DRC, showed that they have started a
reflection about TVET Schools production units and related planning. In Burundi TVET Schools
production units are operational, but they are used more as practical, hands-on training sites and they
do not currently function as registered businesses. The main recommendations from this session are
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Working Session 8: Skilled Teachers and In-company Trainers: key for demand-
oriented TVET
Ms. Beate Dippmar
Senior Technical Advisor TVET and Skills Development
Deutsche Gesellschaft fr Internationale Zusammenarbeit (GIZ) GmbH
This session organized by GIZ had two main objectives. Firstly, to share experiences and lessons
learned in approaches of training TVET trainers to deliver practice-oriented training and to capacitate
in-company-trainers. A Second objective concerned the discussion of challenges resulting in a set of
recommendations of needed actions to overcome the challenges for TVET trainers and in-company
trainers to transfer practical skills to TVET trainees.
This working session was co-facilitated by Ms. Beate Dippmar and Mr. Ezekiel Ngoboka from GIZ.
Speakers were Mr. Lamed AHIMBISIBWE from TEVSA and Mr. Ephrem Musonera from IPRC East.
Vocational skills of the workforce are mainly developed in TVET schools and companies. To transfer
the needed skills to young people TVET teachers and in-company trainers have a crucial role.Competent and motivated TVET teaching staff (teachers and trainers) with hands-on practical skills
and occupational knowledge as well as competence in pedagogy and subject didactics are demanded
to implement demand-oriented TVET of high quality. The session focused on exchanging experiences
in capacity building of TVET teachers and in-company trainers for their role in TVET. Based on practical
experiences and lessons learnt in technical ToT, staff and partners from GIZ exchanged on challenges
and opportunities that lie ahead to strengthen practical skills of TVET trainers and to support in-
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Families/Students, Private Sector) of funding of TVET/Skills Development were discussed to identify
sustainable sources or mechanisms of funding.
During the introduction the facilitator described a context of decreasing public funding of TVET in real
terms while TVET entails a high cost. He touched upon some underpinning concepts and principles of
the management of the funding of TVET such as flexibility, decentralization, and partnership;
Prioritization of Areas of Funding; and the importance of an Information System. There are different
and conflicting interests and perspectives between governments and the private sector on the areas
of focus and utility of public funding. Group discussions guided by instruction sheets were used to
reflect on these different perspectives and to come up with recommendations.
Some of the challenges that were discussed were the following. Firstly, the above mentioned
challenge of dwindling resources from all stakeholders (public, private sector and trainees). Another
challenge concerned the inadequate strategic planning, prioritization and focusing of resources.
Finally, there is a need for clear roles and obligations in the financing of TVET. The resulting
recommendations can be found below.
Recommendations from working session 9
1. Tripartite mechanisms with a very active involvement of the private sector in the entire
process of TVET may prove a good solution, for example through an inclusive public
private partnership.
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organizing this event. My thanks also go out to other Development Partners such as Akazi Kanoze
USAID Youth Livelihoods Project implemented by EDC as well as other contributing development
partners from the TVET Subsector (Swisscontact, NUFFIC/BMB MottMacDonald, JICA, GIZ, and KOICA).
2. We have heard of experiences from different programs and different countries and have learned
from each other. Let me hereby share my experience as a Principal of the Integrated Polytechnic
Regional Center from the Southern Province or IPRC South. As many of you have seen yesterday during
the field visit to our campus, we are the regional facilitators of TVET in the Southern province. We also
have training facilities that cover RTQF (Rwanda Technical Qualification Framework) levels 3 up to 7 in
a total of 7 departments and 11 different trades at VTC level. At that, we are a young institution andhave been the implementing partner of the Belgian Common TVET Support Program (PAFP) in the
Southern province.
3. The IPRC South you have seen yesterday, was not always like this. We are actually a young
institution and have grown along with the Belgian Common TVET Support Program. We originally were
at Kavumu that another group of you has visited yesterday, we then moved to the campus in Huye
where we are today. We later added on a VTC and grew considerably in staff (some 200 today). All thiswas witnessed and supported by the PAFP program. In fact it also grew and adapted to this fast
changing context by reorienting their program to support this decentralization and facilitation of TVET
implementation by IPRCs. In so doing, they extended the number of pilot schools from the 10 initial
pilot schools to 24 of which the additional 14 pilot schools were our pilot schools. They supported us
in this new role as facilitators of TVET in the Southern province.
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2. Symposium Day 2Wednesday October 7th2015
Introduction
Mr. Sam Barigye
Coordinator Hospitality and Tourism Training
Focal Person Adolescent Girls InitiativeAGI Project (World Bank funded)
Workforce Development Authority (WDA)
The Master of Ceremony looked back at the findings from the previous day. After this he introduced
the program of the second day and the persons giving the opening remarks of the second day.
Opening Remarks by the BTC Country Representative
Mr. Benot Piret
Country Representative
Belgian Development Agency (BTC)
Bonjour tous, chers participants ce symposium
Cest un grand plaisir pour moi douvrir cette deuxime journe du symposium sur le TVET organispar
le WDA et la Coopration belge.
Lobjectif du symposium est triple :
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une bonne coordination entre les nombreux acteurs, sous le pilotage du WDA,
une rflexion encore plus approfondie sur lassurance de la maintenance et de lutilisation
efficiente des nombreux nouveaux quipements
la participation du secteur priv.
Puisque le PAFP sera cltur trs prochainement, un petit regard en arrire simpose. Un premier
symposium du mme type de celui daujourdhui avait t facilit par PAFP au moment de son
dmarrage en 2010.
Ce symposium est pilot par le Ministre dEtat, dj prsent lpoque comme DG du WDA
nouvellement cr. Je saisis loccasion de cette nouvelle dition pour saluer particulirement, en plus
de Monsieur le Ministre, trois collgues qui ont fortement contribu la naissance de lide du
programme commun : je nomme ainsi Georges Lenain, ancien AT lAPEFE, Niels De Block AT la
VVOB dans la Province du Sud et Sophie Waterkeyn, ancienne coordinatrice de Educaid, plateforme
Education en Belgique tous trois peuvent apprcier aujourdhui le chemin parcouru.
Merci donc ces 3 personnes ainsi quau Directeur de lintervention Mr Gdon Rudahunga qui a
accompagn les interventions en particulier Kavumu, ainsi qu Anne-Pierre Mingelbier, qui a
accompagn le programme depuis Bruxelles, comme programme officer la reprsentation et enfin
comme program co-manager pour la dernire phase de lintervention.
Je veux aussi remercier toute lquipe du PAFP, trs diverse, organisatrice efficace de ce symposium :
lassistance technique qui a fourni un effort particulier pour produire des supports de
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Opening Remarks by the Director General of WDA
Mr. Jerome Gasana
Director General
Workforce Development Authority (WDA)
Today is in every way a special day in the life of TVET. It is distinctive in the great number of experts
represented here. It is unique in the range of diverse backgrounds and nations represented here today.
The broad rich of representation in todays meeting matches the importance of TVET as a focus of
interest in this symposium. In many instances, TVET is viewed as a vehicle with the ability to transform
livelihoods and wholescale national economies. It is the one instrument for social transformation that
has the potential to reach every strata of the society in a country, equipping them with employable
competencies.
Such tremendous potential notwithstanding, TVET remains a recent phenomenon to our relatively
youthful country. There is much that is not understood in TVET. There are considerable challenges
that implementers of TVET confront on a day-to-day basis. One can safely assume that these
challenges bear a common thread and have been encountered in different times and forms manynations. Unknown to individual nations, partial and in some instances complete solutions to these
challenges may have been developed in other nations. And therefore the need for this symposium and
its drive to bring you all together to share experiences and to derive lessons that will ease the
challenges of implementing TVET.
Yesterdays plenary and working sessions probed the three themes of Linking with private sector,
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Plenary Session 2: National Quality Reforms in TVETCountry Testimonies
Mr. Theodore Habimana
Director TVET Training
Workforce Development Authority (WDA)
The objective of the second plenary session and first session of the second day of the TVET Symposium
was to share information about National Quality Reforms in TVET in different countries with the
international audience.
The moderator of this session was Theodore HABIMANA, Director of TVET Training from WDA, he wasboth moderator as well as presenter of the Rwandan country situation. The panel as composed of the
following country representatives:
Ms. Hermionne LEONARD, Programme Director, Haiti
Mr. Osama ESHTAYEH, Director General TVET, Ministry of Education and Higher Education,
Palestine
Mr. Blondin MUKWEY, TVET Expert, DRC Mr. James Mugerwa Assistant Commissioner TVET, Ministry of Education, Science, Technology
and Sports, Uganda
These county experiences from of five countries (Rwanda, Haiti, Palestine, DRC, Uganda) were to be
presented using four guiding questions:
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The TVET policy of 2008 did not tackle all of the problems. A new TVET policy, TVET Strategy and a
workplace learning policy were all adopted in September 2015 showing the great momentum in the
TVET sub sector. With the last policy a step was made for TVET to be not only be taught in schools, butalso in the industry.
To measure the employability of TVET graduates and the satisfaction level of the private sector with
the graduates a tracer survey is conducted every year. Mr. Habimana pointed out some of the
remaining challenges for the TVET system in Rwanda. He recommended improving the pathways
within the RTQF. He pointed out that suitable training facilities and equipment are still insufficient
compared to the needs of the country in rolling out the CBT/CBA approach. Capacities still need to bebuilt in all levels of the system. Finally, as in many other countries TVET still suffers from an image
problem. Awareness of the public at large (including prospective students and families) should be
raised on the attractiveness of TVET for youth employment.
The second speaker was the representative from Haiti. She explained in French what the situation was
like in Haiti using the guiding questions to structure the information.
1. What TVET reforms have taken place in your country (Policy, legal and institutional level,
reference/guides: occupational standards)?
Le Plan Oprationnel (PO) 2010-2015, issu des Recommandations du Groupe de travail sur
l'ducation et la formation de 2010, dont le mandat tait de proposer un pacte national sur
lducation et la formation devant orienter le systme ducatif pour les 20 25 prochaines
annes, se fixe comme objectif premier la refondation du secteur aprs le sisme du 12 janvier
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o Promotion des actions pour linsertion des sortants du systme de FTP.
2. What do you judge to be the major pillars of your TVET system?
Le dcret de mars 1985 crant lINFP comme organe recteur de lETFP en Hati
La cration du BSEFP en 2012 par dcret prsidentiel pour donner une perspective la FTP.
La Loi sur la Politique et stratgie nationale de lETFP en cours de validation par le Parlement.
Un nouveau modle de gestion des centres de formation professionnelle (CFP) (normes et
procdures de gestion des ressources matrielles, financires, humaines et pdagogiques) quivient dtre valid par lINFP, les Chambres de commerce et les principaux acteurs de lETFP.
Ce modle pilote comprend un lien important entre les CFP et les entreprises.
3. What is the role of the private sector in the planning and the delivery of TVET in your country?
March informel plus de 80% ;
Absence de relation tablie entre les CFP et les entreprises avec comme consquence entre
autres les difficults trouver un lieu de stage pour les finissants.
Depuis quelques annes (environ 5 ans) un effort est fait dans ce sens : invitation des
reprsentants de la Chambre de commerce dHati des crmonies et runions de travail
avec lINFP et les oprateurs de lETFP.
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o d'une adquate liaison avec le march du travail. Environ 60% de la population active
est touche par le chmage ou le sous-emploi. Dans un contexte o lemploi est peu
accessible, le travail formel ne contribue que faiblement aux revenus des foyers. Lestransferts dargent des hatiens rsidants ltranger reprsentent le principal filet
social contre la pauvret (entre 20% et 25% du PIB). Le march du travail hatien est
fortement asymtrique. La disponibilit de main d'uvrequalifie est trop faible par
rapport aux besoins. Ce dsquilibre est un obstacle supplmentaire la politique du
gouvernement qui viserait encourager les investissements nationaux et trangers.
The next speaker was the representative from Palestine. He gave the following information on his
countrys situation.He said that the situation of TVET in Palestine is very similar to that of Rwanda. In
fact, there was a reform of the TVET sector in 1994. This was done after the Oslo agreement with
Israel. TVET is a responsibility of the national authorities of Palestine. There is a national strategy which
unites all stakeholders of TVET in Palestine. This strategy focuses on a system which is unified,
effective, flexible, and sustainable. The focus has to be on lifelong learning. The system is a modularsystem. He explained that they are also using the CBT approach. More than 16 programs have been
developed in different fields by using this approach.
Involvement of the private sector is very important. The implication of the private sector in TVET is
organized in the form of public-private partnerships.
Palestine collaborates with the Belgian Technical Cooperation to improve the TVET sector. This is done
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The strategy focuses on lifelong learning and girls training. At this moment 19% of the students in
secondary education are in TVET. To improve the TVET subsector, new resource centers have been
created and consultation committees have been organized. This reunites the main stakeholders,including donors and technical partners.
As the private sector is playing a role in TVET, they are represented in a TVET commission. The sectoral
strategic plan indicates that every institution can be part of the TVET system. Finally, to end his address
the speaker represented some major challenges they are facing in the DRC regarding TVET. For
example, the goal is to go from 19 % to 45% of the students enrolled in TVET in 2025. To ensure this
is possible a proper infrastructure needs to be built. TVET schools have to be more accessible andcloser to the learners. Another issue, concerns the participation of girls due to stereotypes. There is
an important lack of participation of girls in TVET. Furthermore, there is the problem of quality. The
teachers are not well trained. More emphasis has to be put on the quality of teaching, the accessibility
and the link of curriculum development with private sector needs. The DRC has also chosen to adopt
the competency-based approach to TVET and it is currently being tested in some pilot schools. It
should now be implemented in more and more schools. Mr. Mukwey explained that they organize
inspection of TVET schoolsimplementation of the CB approach, but that it is still very limited. Finally,there is the need for decentralization. Considering the sheer size of the country and the fact that seven
ministries are responsible for TVET, excellent coordination is needed.
The next and final speaker, was the representative from Uganda presenting the Ugandan TVET System.
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training, IGAs and Savings and Internal Lending Communities (SILC) was described. Youth employment
is a learning outcome of quality TVET and this can be either self-employment or employment in a
public or private company. In both cases there is a need for certain entrepreneurship skills that helpgraduates make a smooth transition to the labor market.
This session was co-facilitated by Mr. Steve Kamanzi and Ms. Anne-Marie Mukarugambwa. It included
an introductory presentation, testimonies from Akazi Kanoze entrepreneurs, and a Q&A session.
Some of the challenges that were captured during the presentation and discussions, were the
following. Access to finance and startup capital (collateral) is not easy for TVET graduates. In order for
them to acquire hands-on skills in entrepreneurship they should be accompanied in the process of
starting up a business which includes finding funding. SILC can provide a particular solution for this
problem of startup capital. There is also a need for a certain mindset of youth in order to achieve
success in building entrepreneurship skills. Finally, school managers should also have notions of
entrepreneurship and understand the importance of entrepreneurial training for it to be properly
integrated into teaching and learning activities. The session arrived at the following recommendations.
Recommendations from working session 10
1. Use small groups of youth (through Savings and Internal Lending Communities - SILC) in
order to address access to startup capital
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PAFP, Mr. Felix NTAHONTUYE from the WDA Curriculum Development Unit, Ms. Agnes UMUTONI
from Kinazi TSS, and Ms. Primitive UMUTONIWASE from Kabutare TSS.
Mr. MUHIRE presented the WDA Curriculum Development Manual. He showed the importance of this
curriculum development manual and the importance of demand-drive and market responsive
curricula. A demand driven curriculum is one of the factors which can boost the economic situation of
a country. He mentioned all the steps involved in developing and experimenting a curriculum before
its implementation. The next speaker was Mr. Faradji GAHUNGU who related the PAFP experience in
developing competency-based agricultural curricula. He described the different steps in the process
that PAFP has covered and where it is now in terms of developed, experimented and implementedagricultural curricula. He explained the difference between the previous system and the new system
of CBT/CBA Approach which is learner centered. Using a SWOT analysis that was done with
stakeholders in this PAFP agricultural curriculum development process he illustrated some of the
successful and less successful experiences from the program.
The two trainers on the panel, Ms. Agnes Umutoni and Ms. Primitive Umutoniwase, presented their
schools experience with the PAFP support. The new system has brought about a lot of changecompared to how agricultural trades were previously taught. They shared that through this support
and with time, all trainees are now feeling confident to participate in the learning activities. For them
the CBT/CBA approach has great advantages and so many opportunities even for the schools. The
trainers showed the importance of the regular coaching by PAFP technical Assistants and the PAFP
support in availing learning materials and consumables for the model crops fields, the ambulatory
veterinary clinic, etc. The schools are implementing the curricula of level 3 and level 4 in Crop
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Working Session 12: How do we organize TVET Provision?
Mr. Cees Riny
Education Advisor at Euroconsult Mott MacDonald/ BMB Mott MacDonald
NICHE Program (Nuffic)
This session set out to sensitize practitioners in the field of TVET in Rwanda and abroad on other ways
of organizing TVET provision, to provoke and open minds in order to come up with some new ideas
for the future of skills development in Rwanda and abroad.
The session was facilitated by Mr. Cees Riny from Nuffic/Mott MacDonald and took the form of aninteractive presentation with different exercises or quiz questions at various intervals to tap the
experience and opinions of the audience.
Some of the challenges and questions that were either brought up by Mr. Cees Riny or by the
practitioners in the audience were the following. Firstly, the question Are our TVET schools fit for
purpose? TVET schools seem more based on traditional classroom -based root-learning than on
skills development. The implementation of CBT does not seem to go hand-in-hand with changes in
school organization and school design. In order to make TVET schools more flexible and geared to skills
development one should organize them around the offer of modules (practical competencies) either
as stand-alone blocks of learning, grouped in short courses or as part of full qualifications (e.g.
certificates or diplomas) and introduce an open access policy (breaking down the walls between
formal, non-formal and informal TVET). This was a very provocative stance from the facilitator and
participants were more inclined to take on a gradual approach.
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Recommendations from working session 12
1. Set up a national database with the latest versions of ALL module specifications that can
be easily accessed (e.g. WDA web-site) by TVET providers, curriculum developers, the
labor market and the public at large and that can be used to develop new qualifications,
design short courses or offer stand-alone modules. The database is to be maintained by
WDA (CDU/AQA?).
2. A hybrid system should be put in place. TVET providers are to give less importance to a
class-based systems based on fixed entry and exit points and more emphasis on a more
flexible system based on the offer of modules which can be part of formal qualifications,
short courses or stand-alone modules open to heterogeneous groups (formal, non-formal
and informal TVET)) creating a system with more flexible entry and exit points.
3. Integrate TVET providers/schools in Skills Development Centers (SDCs) and offer a suit of
modules relevant to the local economy/community that are well publicized and open to
the formal, non-formal and informal skills sector. Establish Labor Market Units (LMUs) in
all SDCs to ensure relevance in skills development to current and future needs of the labor
market in the region.
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The main speaker and facilitator of this working session was Mr. Rob van de Gevel from Nuffic/ Mott
MacDonald. Mr. Tony Rutayisire from Tumba College of Technology was also a speaker during this
session.
As comparative studies of successful TVET systems in various countries show, performing TVET
systems exist in countries that succeed in meaningfully involving the private sector in TVET. The
speaker created awareness about this by looking at the critical success factors involved and discussing
a framework for an enabling environment for private sector involvement. After an initial presentation
of the topic by Mr. Van de Gevel, Mr. Rutayisire presented the Tumba College of Technology (TCT)
case. After the case study, the participants were engaged in an interactive session (role play) toestablish the different expectations, interests, concerns and resistance of various stakeholders in
relation to private sector involvement in skills development.
The presentations and exchanges highlighted these challenges. There is often a reluctance of the
private sector to get involved in TVET skills development. Another issue, may be that trained staff are
easily headhunted by the private sector as they can offer more competitive salaries. The
recommendations derived from this working session are listed below.
Recommendations from working session 13
1. There is a need for a National Transformation agenda for TVET and skills development in
many countries.
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The workstations were set up as follows. The first micro station was manned by two trainees, two
trainers, and one development partner (EDC AK). Here visitors could look at trainee portfolios, trainee
booklets, and hand-outs of sample integrated assessments. At the second micro station two schoolmanagers and one deputy-school manager in charge of training, showed sample organization and
procurement tools, videos of assessment, pictures of assessments before and after CBA
implementation with PAFP support, and a hand-out was shared on the cost of assessment. At the third
workstation, the so-called meso station, there were an IPRC South staff member and two external
assessors from the private sector who shared sample training materials and a hand-out with a training
program for external assessors. There was a fourth workstation showcasing an alternative approach
and tools for CBA like the one used by Nuffic/ Mott MacDonald. Finally, the last, macro station wasmanned by WDA staff from the Curriculum Development unit and the Examination unit as well as a
member of staff from EDC Akazi Kanoze. What was shared here was the assessment manual along
with hand-outs with sample module assessment guidelines.
Some of the challenges that were discussed at the different workstations were the following. It is a
huge challenge to provide enough consumables for CBT/CBA. This is where financing mechanisms for
TVET come in to play. Furthermore, CBA takes much more time as it requires individual assessmentand a variety of internal and external assessors who also need to be trained. How to make a portfolio
for specific modules is not well understood in most of the TVET schools, so further guidance is needed
in this area. Some schools are not implementing CBT/CBA because they lack the basic infrastructures,
equipment and trained human resources to do so. The involvement of assessors from the private
sector was much appreciated but up until now it requires the payment of an expert fee, which is a
significant barrier for using such assessors on a long-term basis for most of our TVET schools. The
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Working Session 15: The operationalization of a joint program
Ms. Sophie Waterkeyn
Education Expert
Belgian Development Agency (BTC) Head Office
The objective of this session was to share lessons of a joint program uniting several technical and
financial partners using the PAFP case (history and process). In a lot of countries and contexts there is
a need for more synergy between different technical cooperation agencies and NGOs to ensure that
development funding is used more effectively and to avoid duplications and waste. This is a need
expressed by both funding agencies as well as by governments of supported countries, because ofincreasing pressure on budgets. Inefficacies and duplications are to be avoided and more and more
synergy should be sought after to achieve maximum impact.
Ms. Sophie Waterkeyn, Education Expert from the BTC Head Office, was the facilitator of this session.
Different members of the PAFP staff were involved in sharing testimonies about the history and
functioning of this joint program, such as the Director of Intervention from PAFP, etc.
Some of the challenges that were highlighted by the speakers, were the following. Firstly, the
harmonization of finances and the effective management of human resources is difficult in a joint
program as different procedures apply and different responsible persons are involved. Sometimes
compromises have to be made. Secondly, in this program the involvement of political and institutional
actors was at times insufficient or unclear. How can a joint program ensure a joint effort with equal
involvement? Finally, a synergy should be more than three or more organizations working together in
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Plenary Session 3: Looking back, looking forward: Sharing recommendations
Mr. Albert Nsengiyumva
Hon. Minister of State in charge of TVET in Rwanda
Three expert speakers:
Mr. Steve KAMANZI, Chief of party Akazi Kanoze USAID (EDC), for the theme:
1 Linking TVET with the Private Sector - Hands-on Skills for the Labor Market
Mr. Paul UMUKUNZI , Vice Principal Academics IPRC-S, for the theme:
2 Towards a Competency-Based Approach - Implementing CBT/CBA Pascal GATABAZI , Principal of Tumba College of Technology, for the theme:
3 Leading the Change - Managing TVET
Guests of honor:
Hon. Minister Inna Chaibou DAN, Niger
Hon. Minister Narciso Damasio dos SANTOS BENEDITO, Angola
Hon. Minister M. Salifou DEMBELE, Burkina Faso Hon. Minister Autlwetse Kenneth KGOTLA, Botswana
Hon. Minister M. Benjamina Ramarcel RAMANANTSOA, Madagascar
Hon. Minister Saku S. DUKULY, Liberia
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1 Linking TVET with the Private Sector - Hands-on Skills for the Labor Market
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2 Towards a Competency-Based Approach - Implementing CBT/CBA
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3 Leading the Change - Managing TVET
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Closing Remarks by H.E. the Ambassador of the Kingdom of Belgium
Mr. Arnout Pauwels
H.E. the Ambassador of the Kingdom of Belgium to Rwanda
1. First of all, thank you for allowing me to say a few words on this occasion. I am much honored to
be here for the closure of the TVET Symposium. Colleagues have attended the different sessions and I
am very happy to hear that the sessions were very interesting, even animated and that the symposium
was a real opportunity to exchange ideas, experiences, best practices and a way to learn from others.
Thank you to all the participants for their contribution to the Symposium.
2. As said during my opening remarks, education is essential for a country and TVET plays a key role
in the socio-economic development of a country. The number of participants at the Symposium shows
the importance of the TVET sector across the world.
3. We all know the close link between TVET and the private sector and it has been one of the three
themes discussed during the symposium. Belgium would especially encourage stakeholders to find a
mechanism to allow students to do internships in private companies. Its a real asset for the students
but also for the companies as it allows them to transfer competencies and increase the quality of
human resources on the market.
4. During the first plenary session, the representative of NUFFIC mentioned passion as a key
element to succeed. You remember, he showed us his suit. Its true, passion is crucial, and I am
convinced that integrating students in real work life (e.g. internships in private companies) is an
element that can contribute to develop passion for the job. Belgium really encourages all stakeholders
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inter-ministerial conference. Indeed, its crucial to maintain the link between the field or the technical
level and the policy level.
9. Honorable Minister of State in charge of TVET, youve mentioned in your opening remarks the
HeforShe campaign. Allow me to join you to recall the importance of gender equality. Men and boys
should engage in removing social and cultural barriers that prohibit women and girls from achieving
their full potential.
10. In conclusion, let me again express my appreciation to all parties who contributed to this
symposium, especially the Belgian Common TVET Support Program, other Development Partners as
well as the WDA and the MINEDUC. Thank you for your commitment and involvement in this event!
11. Dear participants from across the world, let me thank you again for your active participation and
wish you all to share recommendations of this symposium with your colleagues in your respective
countries.
12. Honorable Minister of State, we all know the ambitious targets for the TVET sector in Rwanda. I
wish you all success to achieve the objectives in the TVET sector. Although the bilateral cooperation inthe TVET sector between the Government of Rwanda and the Kingdom of Belgium is ending soon due
to the Division of Labor, we will always remain very interested in the TVET sector and will continue to
follow up.
13. I am proud that my country is a close partner of the Government of Rwanda in its strong
commitment to social and economic transformation for the wellbeing of the population.
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3. Conclusions
In summary, the TVET Symposium was very successful as can be concluded from the number of
participants (approximately 295 on day 1 and 345 on day 2). The fact that the second day saw evenmore participants than the first day, is also a great indicator of success. Finally, participants at the
African Ministerial Conference the next day were very much interested in receiving the different
reference documents, presentations and this document of symposium proceedings which also
demonstrates great interest in the content that was shared with the participants.
It is the wish of the different parties involved in the organization of the knowledge management
process that preceded the TVET Symposium that the recommendations of all the working sessions aswell as the Knowledge Products in the form of working papers, booklets and video documentaries be
shared and used by practitioners, TVET experts and policy makers. It was clear from the exchanges
between national and international participants that similar issues exist in various countries and that
exchanging on approaches and best practices is relevant and necessary for improving the quality of
TVET delivery in Rwanda and abroad.
Editor: Lucy Schalkwijk
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Annex 1: Links to Organizing Parties
Government of Rwanda: Ministry of Education
http://www.mineduc.gov.rw/home/
Workforce Development Authority (WDA)
http://www.wda.gov.rw/
Belgian Development Agency (BTC)
http://www.btcctb.org/en/btc-homepage
Flemish Association for Development Cooperation and Technical Assistance (VVOB)
http://www.vvobrwanda.org/
http://www.mineduc.gov.rw/home/http://www.wda.gov.rw/http://www.btcctb.org/en/btc-homepagehttp://www.vvobrwanda.org/http://www.vvobrwanda.org/http://www.btcctb.org/en/btc-homepagehttp://www.wda.gov.rw/http://www.mineduc.gov.rw/home/7/25/2019 TVET Symposium Final Report
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Deutsche Gesellschaft fr Internationale Zusammenarbeit (GIZ) GmbH
http://www.giz.de/
Japan International Cooperation Agency (JICA)
http://www.jica.go.jp/english/
Korea International Cooperation Agency (KOICA)
http://www.koica.go.kr/english/main.html
http://www.giz.de/http://www.jica.go.jp/english/http://www.koica.go.kr/english/main.htmlhttp://www.koica.go.kr/english/main.htmlhttp://www.jica.go.jp/english/http://www.giz.de/7/25/2019 TVET Symposium Final Report
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Annex 2: Belgian Common TVET Support Program (PAFP) Knowledge
Products
Working Paper Booklet
Supporting TVET Reform in Rwanda Building School Leaders Capacities for Better
What Is the PAFP Approach? Quality TVET
Authors: Author:
Nikolaas Swyngedouw, Lucy Schalkwijk Lucy Schalkwijk
Contributors: Juma Byagatonda, Gemma
Musengeneza
Editor: Nikolaas Swyngedouw
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Working Paper Booklet
PAFP Support to WDA Internship Programme: The Challenge of Agricultural TVET Reform
How to Ensure a Qualitative Internship in Rwanda
Experience for TVET Trainees?
Author: Authors:
Agnes Ammeux Antoine Ciza, Gahungu Faradji, Aline Filiot,
Contributor: Minga Furaha Nikolaas Swyngedouw
Editor: Nikolaas Swyngedouw
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PAFP Video 1 Training on Site Chantier Formation PAFP Video 2 Bridging the Gap from Traditional to Competency-Based
Training