90109 Timor-Leste SABER Country Report WORKFORCE DEVELOPMENT 2013 Status 1. Strategic Framework Although workforce development (WfD) is a clear priority in the country’s national strategy with strong advocacy from government leaders, advocacy by non- government stakeholders is generally absent. Timor-Leste has taken modest steps to foster a demand-led approach to WfD by conducting a few assessments of national economic prospects with the support of donor agencies and by providing incentives for skills upgrading by the informal sector. Government ministries and agencies responsible for WfD have well defined mandates with no overlaps, but rely on ad hoc mechanisms to coordinate in strategic areas. 2. System Oversight Basic procedures are in place for allocating funding for targeted programs and institutions, but a culture of assessment of the impact of funding on beneficiaries remains underdeveloped. In addition, the government has not taken any action to facilitate partnerships between training institutions and employers. A National Qualifications Framework has been introduced as well as the necessary institutional infrastructure for aligning it with curricula, testing procedures, and standards for accreditation; however, this new system is reaching only some training providers and leaves out Technical Secondary Schools. While pathways are available for technical students to progress to other types of programs, several parts of the system are still disconnected. 3. Service Delivery A broad range of non-state providers is active despite few government incentives. Although significant efforts have been made to put in place measures for quality assurance, they apply only to providers that are accredited or seeking accreditation. While informal and sporadic links exist between the two public training centers and industry, Technical Secondary Schools have no such link. Instructors at public training institutions lack appropriate qualifications, particularly in the Ministry of Education schools where opportunities for professional development are limited. All accredited training providers, state and non-state, are required to collect and report basic administrative data, but these is only occasionally analyzed; the sources of data on labor market outcomes are limited. THE WORLD BANK TIMOR-LESTE ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Table of Contents Executive Summary ................................................................................................................................................................. 2 1. Introduction ........................................................................................................................................................................ 3 2. Country Context .................................................................................................................................................................. 5 3. Key Findings and Policy Implications .................................................................................................................................. 8 4. Aligning Workforce Development to Key Economic and Social Priorities ........................................................................ 11 Key Socioeconomic Aspirations, Priorities and Reforms .................................................................................................. 11 SABER-WfD Ratings of the Strategic Framework .............................................................................................................. 12 Implications of the Findings .............................................................................................................................................. 14 5. Governing the System for Workforce Development ........................................................................................................ 15 Overall Institutional Landscape......................................................................................................................................... 15 SABER-WfD Ratings on Oversight of the WfD System ...................................................................................................... 16 Implications of the Findings .............................................................................................................................................. 19 6. Managing Service Delivery ................................................................................................................................................ 21 Overview of the Delivery of Training Services .................................................................................................................. 21 SABER WfD Ratings on Service Delivery ........................................................................................................................... 22 Implications of the Findings .............................................................................................................................................. 25 Annex 1: List of Acronyms..................................................................................................................................................... 26 Annex 2: Structure of the SABER-WfD Framework............................................................................................................... 27 Annex 3: Rubrics for Scoring the Data .................................................................................................................................. 28 Annex 4: References and Informants.................................................................................................................................... 36 Annex 5: Table of SABER-WfD Scores ................................................................................................................................... 39 Annex 6: Authorship and Acknowledgements...................................................................................................................... 40 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 1 TIMOR-LESTE ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Executive Summary The Skills Agenda in Timor-Leste Thus, at this stage, the key challenge for the system is to move from strategy to implementation. How to Timor-Leste, a young country with a young population, translate the various strategic plans into actionable has enjoyed rapid growth driven by a booming oil measures and how to coherently involve and coordinate sector. However, the country still faces significant the different stakeholders in the implementation efforts challenges such as a high poverty rate, a lack of are the big questions that need to be addressed. infrastructure, high levels of unemployment among the youth and critical human resource constraints. The skills Based on the SABER-WfD assessment, there are some shortage has been felt throughout the economy, selected aspects in the system that need priority starting with the oil and gas sector where a large attention during this transition, including: (a) improving proportion of workers are foreign. Developing a skilled coordination among the different relevant ministries workforce is a necessary step to stimulate the incipient and agencies; (b) developing, with the help of the private sector and attract foreign investment. private sector. credible assessments of the demand for skills in light of the country’s economic prospects; (c) The Timorese Government sees Workforce clearly defining the role of the Technical Secondary Development (WfD) as a priority for improving the Schools and how they can benefit from the reforms that country’s socio-economic prospects. To support the have been implemented for oversight of training Government in this effort, the World Bank implemented providers; (d) determining the best way to expand the the diagnostic tool SABER-WfD to assess the capacity of the quality control system to reach out to institutional bottlenecks that stand in the way of informal training providers and help them meet the progress. This exercise was seen by the World Bank as a requirements to join the formal structure of training first step to deepen dialogue on Timor-Leste’s delivery; and (e) strengthening monitoring and challenges in WfD. The results of the assessment evaluation by establishing instruments and indicators presented in this report are expected to help clarify for assessing the system’s performance. priorities. They classify the WfD system according to four stages of maturity in policy and institutional The Government has already identified some of these development, as follows: (1) latent, (2) emerging, (3) challenges and relevant initiatives are being planned established and (4) advanced. such as the creation of (a) a structured Inter-Ministerial Working Group to work on skills/training issues and that Prioritizing Next Steps could also help solve coordination issues; and (b) a The SABER-WfD assessment results, summarized on the National Council for Skills, Employment and Productivity cover of this report, rate Timor-Leste’s system at the that was included in Timor-Leste’s Strategic emerging level in the functional dimensions of Strategic Development Plan as one of the major initiatives for Framework and System Oversight and at the latent level WfD. Such a council, once in place, will promote in Service Delivery. These results show us a country communication between employers and entities where government leaders are committed to WfD and responsible for WfD and hopefully will be an important where significant efforts have been made to coordinate source of information on the demand for skills. WfD policies with the country’s strategic goals. The lower scores when we shift from strategy to implementation, particularly on the Service Delivery Dimension, indicate that while WfD is a high political priority in Timor-Leste, the system’s capacity to deliver results remains weak. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 2 TIMOR-LESTE ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 1. Introduction Timor-Leste, a young country with a young population, assurance and learning pathways that shape the has enjoyed rapid growth driven by a booming oil incentives and information signals affecting the sector. The country suffers, however, from deep- choices of individuals, employers, training rooted problems like widespread poverty, lack of providers and other stakeholders; and infrastructure, high levels of unemployment among the youth and critical human resource constraints. The skills (3) Service Delivery, which refers to the diversity, shortage has been felt throughout the economy, organization and management of training starting with the oil and gas sector where a large provision, both state and non-state, that deliver proportion of workers are foreign. Developing a skilled results on the ground by enabling individuals to workforce is a necessary step to stimulate the incipient acquire market- and job-relevant skills. private sector and attract foreign investment. Workforce development (WfD) is, then, viewed by the Taken together, these three dimensions allow for Government as a priority for improving the country’s systematic analysis of the functioning of a WfD system as a socio-economic prospects.1 whole. The focus in the SABER-WfD framework is on the institutional structures and practices of public policymaking To inform policy dialogue on these important issues, and what they reveal about capacity in the system to this report presents a comprehensive diagnostic of the conceptualize, design, coordinate and implement policies in country’s WfD policies and institutions. The results are order to achieve results on the ground. based on a new World Bank tool designed for this purpose. Known as SABER-WfD, the tool is part of the Figure 1: Functional Dimensions and Policy Goals in the World Bank’s initiative on Systems Approach for Better SABER-WfD Framework Education Results (SABER) 2 whose aim is to provide systematic documentation and assessment of the policy and institutional factors that influence the performance of education and training systems. The SABER-WfD tool encompasses initial, continuing and targeted vocational education and training that are offered through multiple channels, and focuses largely on programs at the secondary and post-secondary levels. The tool is based on an analytical framework 3 that identifies three functional dimensions of WfD policies and institutions: (1) Strategic framework, which refers to the praxis of advocacy, partnership, and coordination in relation to the objective of aligning WfD in critical areas to priorities for national development; Source: Tan et al. 2013 (2) System Oversight, which refers to the arrangements governing funding, quality Each dimension is composed of three Policy Goals that correspond to important functional aspects of WfD 1 See Annex 1 for a list of acronyms used in this Report. systems (see Figure 1). Policy Goals are further broken 2 For details on SABER see http://www.worldbank.org/education/saber. 3 For an explanation of the SABER-WfD framework see Tan et al 2013. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 3 TIMOR-LESTE ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 down into discrete Policy Actions and Topics that reveal Figure 2: SABER-WfD Scoring Rubrics more detail about the system.4 Information for the analysis is gathered using a structured SABER-WfD Data Collection Instrument (DCI). The instrument is designed to collect, to the extent possible, facts rather than opinions about WfD policies and institutions. For each Topic, the DCI poses a set of Source: Tan et al. 2013. multiple choice questions which are answered based on documentary evidence and interviews with The rest of this report summarizes the key findings of knowledgeable informants. The answers allow each the SABER-WfD assessment and also presents the Topic to be scored on a four-point scale against detailed results for each of the three functional standardized rubrics based on available knowledge on dimensions. To put the results into context, the report global good practice (see Figure 2).5 Topic scores are begins below with a brief profile of the country’s averaged to produce Policy Goal scores, which are then socioeconomic makeup. aggregated into Dimension scores. 6 The results are finalized following validation by the relevant national counterparts, including the informants themselves. 4 See Annex 2 for an overview of the structure of the framework. 5 See Annex 3 for the rubrics used to score the data. As in other countries, the data is gathered by a national principal investigator and his or her team, based on the sources indicated in Annex 4; and they are scored by the World Bank’s SABER-WfD team. 6 Since the composite scores are averages of the underlying scores, they are rarely whole numbers. For a given composite score, X, the conversion to the categorical rating shown on the cover is based on the following rule: 1.00 ≤ X ≤ 1.75 converts to “Latent”; 1.75 < X ≤ 2.50, to “Emerging;” 2.50 < X ≤ 3.25, to “Established;” and 3.25 < X ≤ 4.00, to “Advanced.” SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 4 TIMOR-LESTE ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 2. Country Context Political context Timor-Leste’s GDP of $610 per capita in 2010 and its GNI of $2,560 per capita. While the country’s income Timor-Leste is a small island nation of 14,874 km² and level is that of a middle-income country, the living one million inhabitants (see Figure 3). It was colonized standards of Timorese citizens are those of a low- by Portugal in the 16th century and declared its income one. independence in 1975. That same year Timor-Leste was invaded and occupied by Indonesia, and a year later it The real non-oil economy has experienced annual was formerly annexed as Indonesia’s 27th province. In average growth in GDP of 5.6 percent between 2002 1999, following an act of self-determination sponsored and 2010, with negative growth in 2006 and growth of by the United Nations (UN), Indonesia departed from 9.5 percent in 2010 (see Figure 4).7 The 2012 growth the territory. Timor-Leste became the first new rate was of 10.6% percent.8 sovereign state of the 21st century in 2002, after three years of a transitional administration managed by the Besides oil, Timor-Leste’s economy is dominated by UN. agriculture, services and the public sector (see Figure 5). The agriculture sector was the largest in the early Timor-Leste faces significant development challenges 2000s, but it has been overtaken by the public sector, and went through a situation of social unrest in 2006. which has been growing at an average rate of 11 The dismissal of a third of the army effectives, old percent annually since 2002.9 Part of this growth is grievances and a perception of government distance by explained by the increasing interventionism of the state large segments of the population led to widespread as a follow-up to the 2006-2007 crisis through measures violence amongst groups of youth. like cash transfers to the poor, subsidized food prices Economic Trends and the creation of labor-intensive projects for infrastructure development.10 Timor-Leste is rich in oil and gas and its economy is largely dependent on this sector. In 2005, the Timorese Figure 4: Real Non-Oil GDP (US$ million, base year government created the Petroleum Fund of Timor- 2000 and growth) Leste, a sovereign wealth fund into which the surplus revenue produced by the nation’s oil and gas industry is deposited. This fund is intended to be a means to build a stable source of income and a mechanism for ensuring that oil resources are managed wisely. It had accumulated assets of $6.9 billion as of December 2010.7 The transfer of such significant income into this fund means that there is a strong disparity between Figure 3: Map Source: Timor-Leste Strategic Development Plan 2011-2030 8 Asian Development Bank (http://www.adb.org/countries/timor-leste/economy) 9 Timor-Leste National Strategic Development Plan 2011-2030 7 10 Timor-Leste National Strategic Development Plan 2011-2013 UNDP Human Development Report 2011 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 5 TIMOR-LESTE ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Figure 5: Proportion of ‘real non-oil’ GDP by sector (at Figure 6: Population pyramid 2010 2000 prices) Male Female 45 75+ 40 70 - 74 65 - 69 35 60 - 64 30 55 - 59 25 50 - 54 20 45 - 49 15 40 - 44 35 - 39 10 30 - 34 5 25 - 29 0 20 - 24 Public (excluding Services Industry Agriculture 15 - 19 UN) 10 - 14 5-9 2002 2010 0-4 Source: Timor-Leste Strategic Development Plan 2011-2030, 20 15 10 5 0 5 10 15 20 Figure 27, p. 200. Source: Labor Force Survey 2010 The Timor-Leste Living Standards Survey 2007 indicated These problems have seriously hit the 15 to 20 that poverty is still widespread in Timor-Leste, affecting thousand Timorese youth entering the labor market approximately 50 percent of the population. It also every year, particularly women. 15 Work done in the showed that the risk of poverty is higher in rural areas, aftermath of the 2006 crisis has suggested that a high where 52 percent of the population falls below the reservation wage and a long transition time from school poverty line compared to 45 percent in urban areas.11 to work are also contributing factors to high youth unemployment. Analysis showed that the higher the Demographic Trends education level, the longer the transition to work period Timor-Leste’s population is young – 53 percent under and that youth from better-off backgrounds took longer 19 years of age – and growing at 2.41 percent per year to find work than those from poorer ones.16 (see Figure 6).12 Despite the fact that the population of the district of Dili (the capital) has grown by a third from Even though the unemployment rate was just 3.6 175,730 to 241,331 since 2004,13 the great majority of percent according to the 2010 Labor Force Survey, the the population (70.4 percent) still lives in rural areas. vulnerable employment rate was 69.9 percent. In The young population structure keeps generating a Timor-Leste, as in most developing countries, very few large cohort of youth that will continue to increase people can afford the luxury of not doing any work at during the next five years, with the proportion of young all, so it is hardly surprising that the number of people being forecast to then stabilize at 28 percent.13 unemployed persons is quite low. In such countries, the This high proportion of youth largely results from a high vulnerable employment rate usually gives a better rate of fertility of 6.4 children per woman.14 measure of the employment situation. Employment The 2010 Labor Force Survey shows that the labor force The report of the International Labor Organization (ILO) participation rate in Timor-Leste is low at approximately on decent work in Timor-Leste highlights that the 43 percent 17 (see Figure 7) compared to 69 percent in uncertain economic growth coupled with supply-side Indonesia and 62 percent in Malaysia. 18 The largest imperfections, including lack of skills, inappropriate industry sector in the country in terms of employment is training and weak human capital, have had detrimental effects on the labor market and its functionality. 15 Timor-Leste Decent Work Report 2008-2013 16 11 Ministry of Finance, Annual Report 2010, p7 Putting Youth First: 
Tow ards 12 for Youth in Timor-Leste, World Bank 2007 Timor-Leste Census 2010 17 13 Timor-Leste Labor Force Survey 2010 Timor-Leste Decent Work Report 2008-2013 18 14 The World Bank, Labor Participation Rate for 2009, UNICEF, Timor-Leste at glance, available at: available at: www.unicef.org/infobycountry/Timorleste_statistics.html http://data.worldbank.org/indicator/SL.TLF.CACT.ZS SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 6 TIMOR-LESTE ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Figure 7: Labor force participation rates, by sex and age Figure 8: Highest level of education completed by 100 those aged 15 and over 90 80 100 70 90 University 60 80 50 Polytechnic/Diploma 70 40 Vocational course 30 60 Technical Sec. 20 50 Secondary 10 40 0 Pre‐secondary 10‐14 15‐19 20‐24 25‐29 30‐34 35‐39 40‐44 45‐49 50‐54 55‐59 60‐64 65‐69 70+ 30 Primary Male Female 20 Pre‐primary Source: Timor-Leste Labor Force Survey 2010 (Table 3.4) 10 None 0 Male Female “agriculture, forestry and fishery” with more than half of the working population, followed by “wholesale and Source: Timor-Leste Labor Force Survey 2010 (table 2.5) retail” with 17.6 percent. Timor-Leste’s training system has been characterized by Education and Training an unregulated private sector made up of training providers delivering training at varying levels of quality. As mentioned, Timor-Leste currently faces serious Vocational training has been largely underutilized by a human resource constraints, as 40 percent of the population that is for the most part self-taught or population over 15 years old has not had any education trained by family, relatives or friends. Historically, at all, and another quarter has not advanced beyond Technical and Vocational Education and Training (TVET) primary school level (see Figure 8).19 Enrollment in has not had a high participation rate or visibility in basic education has increased substantially in recent Timor-Leste. Some indication of the size and strength years and now covers 86 percent of children of primary of informal training is provided in Figure 9. The data school age (both male and female).20 However, the show that 22 percent of people ‘in employment’ had drop-out rate is still a significant problem, with the received training through a friend or family member number of children who enroll in grade nine (the final and 47 percent were ‘self-taught’. Only 13.6 percent year of basic education) being approximately 27 percent had gone through a vocational training program. of the number of children entering grade one, and only 16 percent making it to secondary school.21 One of the reasons that has been suggested to explain Figure 9: Type of training received by those employed, the poor retention rates, particularly in the later years 15 or older (%) of basic education, is the fact that while early primary school instruction is done in Tetum, it changes to 6.8% Formal Schooling Portuguese in later years. Despite the fact that both Vocational Training Program Tetum and Portuguese are official languages and the 13.6% selected languages of instruction, the Labor Force 3.4% Training Program provided 47.7% by NGO Survey showed that 96 percent of respondents were 8.0% On-the job training literate in Tetum, 52 percent in Bahasa but only 37 percent in Portuguese. In fact, there are many teachers Learning from parent, relative, friend that lack fluency in the official languages of instruction. 21.6% Self-taught 19 Timor-Leste National Strategic Development Plan 2011-2013 Source: Timor-Leste Labor Force Survey 2010 (table 2.7) 20 World Development Indicators – World Bank 21 National Education Strategic Plan, 2011-2030 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 7 TIMOR-LESTE ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 3. Key Findings and Policy Implications Figure 10: Timor-Leste’s Dimension-Level Scores This chapter highlights findings from the assessment of Timor-Leste’s WfD system based on the SABER-WfD analytical framework and tool. The focus is on policies, institutions and practices in three important functional dimensions of policymaking and implementation— strategic framework, system oversight and service delivery. Because these aspects collectively create the operational environment in which individuals, firms and training providers, both state and non-state, make decisions with regard to training, they exert an important influence on observed outcomes in skills development. Strong systems of WfD have institutionalized processes and practices for reaching agreement on priorities, for collaboration and coordination, and for generating routine feedback that sustain continuous innovation and improvement. By contrast, weak systems are characterized by fragmentation, duplication of effort and limited learning from experience. Note: See Figure 2 for an explanation of the scale on the horizontal axis. Source: Based on analysis of the data collected using the SABER-WfD The SABER-WfD assessment results summarized below questionnaire. provide a baseline for understanding the current status of the WfD system in the country as well as a basis for discussing ideas on how best to strengthen it in the Timor-Leste scores relatively well on its Strategic coming years. Framework for WfD and that is very much a consequence of WfD being a clear priority in the Overview of the SABER-WfD Scores country’s national strategy, with strong advocacy from government leaders. Positive, albeit modest, steps have Figure 10 shows the overall results for the three also been taken to foster a demand-led approach to Functional Dimensions in the SABER-WfD framework.22 workforce development by occasionally conducting For Strategic Framework, Timor-Leste is rated at the assessments of national economic prospects with the Emerging level; for System Oversight, its score is also at support of donor agencies and by providing incentives the Emerging level; and for Service Delivery, the score for skills upgrading by the informal sector. However, the falls at the Latent level of development. The findings total absence of non-government participation in suggest that Timor-Leste’s policies and institutions for setting WfD priorities is holding back progress in this WfD grow progressively weaker as the focus shifts from dimension. Finally, the fact that government ministries policy conceptualization to implementation. and agencies responsible for WfD have well defined mandates with no overlaps but rely on ad hoc mechanisms to coordinate in strategic areas is also consistent with an emerging level of development. In terms of Oversight, there are basic procedures in place for allocating funding for targeted programs and institutions, culture of assessment of the impact of funding on beneficiaries. A big step by the government 22 See Annex 5 for the full results. has been the establishment of a National Qualifications SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 8 TIMOR-LESTE ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Framework and all the necessary institutional questions at the moment. It is clear that concrete infrastructure for aligning it with curricula, testing guidelines for implementation have not been developed procedures, and standards for accreditation; however, for some of the major initiatives proposed in the this new system is not yet reaching all training providers strategic documents. As such, at this stage, it is critical and completely leaves out the Technical Secondary to make sure that clear plans for implementation are Schools. Lastly, while pathways are available for delineated and that the necessary funds are available. technical students to progress to other types of programs, several parts of the system are still Coordination is another major issue in need of disconnected and little attention has been paid to the attention. It affects the whole system and when recognition of prior learning. On the other hand, implemented at both the strategic and operational targeted services are being provided to the levels can help avoid duplication—or worse, disadvantaged. misalignment or conflict—of effort and ensure that the most critical initiatives receive the necessary moral and Timor-Leste’s lowest scores are in Service Delivery. A material support for experimentation, consolidation, positive aspect is that a broad range of non-state and maturation. The SABER-WfD study shows that providers is active in the training market, despite few although different ministries and agencies have well- government incentives to encourage non-state defined roles, they coordinate in an ad hoc manner. This provision. About 35 providers have already been problem has also been identified by government registered and significant efforts have been made to put leaders and there are plans to create a structured Inter- in place measures for quality assurance. However, these Ministerial Working Group to work on skills/training measures apply only to providers that are accredited or issues. The creation of such an entity, particularly if it seeking accreditation. With regard to public training has a clear scope and appropriate terms of reference, provision, there is a very unbalanced picture where the will be a major step to move the system to the two national training centers come out much better established level. than the Technical Secondary Schools in terms of Another important aspect to guarantee effective WfD autonomy, links with industry (even if informal and advocacy is the existence of credible assessments of the sporadic) and opportunities for professional demand for skills in light of the country’s economic development of staff. Finally, in terms of enhancing prospects. Employers can provide an important reality evidence-based accountability for results, Timor-Leste check on such assessments. In Timor-Leste, information also has a long way to go. All accredited training on the demand for skills is still scarce. In order to better providers, state and non-state, are required to collect understand the needs of employers and investors, and report basic administrative information, but there is regular employer or enterprise surveys are needed. limited information about providers that are only Complementarily, industry/employers should be registered (i.e., not yet accredited) and none about brought in on a routine basis to define WfD priorities. unregistered providers. Also, there is very limited access This need has already been pointed out by the Timorese to other types of data like labor market outcomes. government in its Strategic Development Plan, which presented the creation of a National Council for Skills, Policy Implications Employment and Productivity as one of the major The SABER analysis of Timor-Leste’s WfD system shows initiatives for WfD. Making this plan a reality is a priority a country where government leaders are committed to in the near future. WfD and where significant efforts have been made to coordinate WfD policies with the country’s strategic In terms of oversight, Timor-Leste has been adopting goals. A big challenge at this stage will be to move from international best practices by introducing competency strategy to implementation. How to translate the standards, skills testing and a national qualifications various strategic plans into actionable measures and framework. However, since the Technical Secondary how to coherently involve and coordinate the different Schools are being left out of this reform process, there stakeholders in the implementation efforts are big is the risk that two parallel systems of vocational SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 9 TIMOR-LESTE ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 training will emerge – with Technical Secondary Schools to operate outside the system and over which INDMO and the national TVET system operating completely has no quality control. INDMO has reported that about independently of each other. At this stage, it is crucial 30 more providers have started efforts to become to determine whether this duality is beneficial or if it is registered, bringing the total number of providers that contributing to inequity in the system. It is clear that have at least initiated efforts for registration to around Technical Secondary Schools could benefit significantly 65 (out of around 100). Timor-Leste has set up a very from stronger oversight, and therefore it would complete quality control system, so at this point the probably make sense to take advantage of a system that need is for the system to be able to expand its capacity, is already in place instead of creating a new one. Thus, reach out to these providers and help them meet the integration of the Technical Secondary Schools into the requirements to join the formal structure of training quality control system of the National Labor Force delivery. The fact that accreditation is a requirement to Development Institute (INDMO) could be the most cost receive public funding can act as a strong incentive for effective option. providers to take the initiative to apply for registration and accreditation. Independently of how oversight is approached, it is a priority to increase the quality and relevance of the Finally, more information is needed both to enhance programs offered by the Technical Secondary Schools. evidence-based accountability for results and make sure Improvement of infrastructure and modernization of that the main constraints are clearly identified. curricula and equipment would be the basic steps to Strengthening this feature of the system will require an guarantee that technical secondary education is not investment in skills-related surveys and studies and also seen as a “second-class” route to the labor market, with an effort to bring together data from different sources, a doubtful impact on equipping students with job- including providers and students. The information relevant skills. obtained can then be analyzed and used to assess opportunities for the improvement of the system as a Despite the current efforts to register and accredit non- whole. state training providers, a number of providers continue SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 10 TIMOR-LESTE ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 4. Aligning Workforce Development to Key Economic and Social Priorities WfD is not an end in itself but an input toward broader disruption, as in many other countries. All of these objectives – of boosting employability and productivity; factors make education and skills training a priority. of relieving skills constraints on business growth and development; and of advancing overall economic Even though the country’s main priorities in terms of growth and social wellbeing. This chapter briefly education are related to basic education – universal introduces Timor-Leste’s socio-economic aspirations, completion of basic education and elimination of priorities and reforms before presenting the detailed illiteracy – the Timor-Leste Strategic Development Plan SABER-WfD findings on the Strategic Framework and 2011-2030 recognizes that an effective TVET sector is an their policy implications. essential precondition to the achievement of the country’s development goals. The Strategic Key Socioeconomic Aspirations, Priorities Development Plan acknowledges that the development and Reforms of technological and workforce skills and the social and economic development of the country are inextricably Timor-Leste is currently highly dependent on oil and linked. As such, it identified the following measures natural gas revenues, which contribute almost 90 focused on WfD: percent of its total budget. As such, one of the priorities for the government of Timor-Leste is to diversify the  Development of a National Training System: The economy, and its Strategic Development Plan 2011- initial framework has been implemented. Ongoing 2030 clearly lays out a roadmap to use revenues from work includes: developing national training the oil sector to this end. In particular, the intention is standards in major occupations; approving to expand and modernize agriculture, develop the national and industry curricula; and building the tourism sector and encourage much higher levels of capacity of training providers across industries and private sector activity across all industries, including the districts to deliver accredited training; growth of small and micro businesses.  Creation of a National Training Commitment: This The government also recognizes that there are very will provide formal training each year for up to 50 strong barriers and constraints to Timor-Leste’s percent of young people aged from 16 to 18 years development that must be tackled, including poor old, school leavers and other people requiring infrastructure across the country (roads, water and training to get a job or start a business; sanitation, power and telecommunications), industry and trade bottlenecks (inadequate capacity at sea ports  Development of a National Labor Content Policy: and airports), a shortage of skilled and trained people, Developed in consultation with industry and based and an under-developed private sector (including the on international best-practice, it will establish finance sector). All of these will require strong public minimum requirements for accredited training sector investments in the near future. and/or employment of Timorese people in new major projects; The skills shortage will become more problematic as government programs expand in areas such as health,  Investment in training facilities and people: The education, oil and agriculture, and private sector investment will establish an Oil and Gas Training investment increases. The population structure of Centre and other training facilities and Timor-Leste, with over half of the population under the infrastructure across the country including three age of 19, also makes the issue of education a very Polytechnic Institutes; establish Centers for pertinent one. The threat of post conflict violence is still Employment and Vocational Guidance in each present and the ghost of youth unemployment has district; develop the skills and capacities of been presented as a potential factor of social SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 11 TIMOR-LESTE ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 qualified and professional trainers; and develop Figure 11: SABER-WfD Ratings of the Strategic curricula relevant to industry and student needs; Framework Dimension  Preparation of a Technical and Vocational Education and Training Plan: This plan has already been published and uses the Strategic Development Plan as the starting point for the framing and staging of a TVET system in Timor- Leste. The TVET Plan is consciously and deliberately designed to support the policies outlined in the Strategic Development Plan. Note: See Figure 2 for an explanation of the scale on the horizontal  Creation of a National Council for Skills, axis. Employment and Productivity: This will bring Source: Based on analysis of the data collected using the SABER-WfD together existing labor market committees, questionnaire. advisory groups, and key industrial and social partners so that the Secretary of State is able to Policy Goal 1: Articulating a Strategic Direction for report directly to the Prime Minister and Council of WfD Ministers on a broad range of labor market issues. Leaders play an important role in crystalizing a strategic vision for WfD appropriate to the country’s unique SABER-WfD Ratings of the Strategic circumstances and opportunities. Their advocacy and Framework commitment attract partnership with stakeholders for the common good, build public support for key In the SABER-WfD framework, the role of WfD in priorities in WfD, and ensure that critical issues receive realizing Timor-Leste’s socio-economic aspirations due attention in policy dialogue. Taking these ideas into materializes through actions to advance the following account, Policy Goal 1 assesses the extent to which three Policy Goals: (i) setting a strategic direction for apex-level leaders in government and in the private WfD; (ii) fostering a demand-led approach in WfD; and sector provide sustained advocacy for WfD priorities (iii) ensuring coordination among key WfD leaders and through institutionalized processes. stakeholders. The ratings for these Policy Goals are presented and explained below, followed by a brief Timor-Leste scores at the Emerging level on this Policy reflection on their implications for policy dialogue. Goal (2.5), reflecting sustained leadership from government leaders that manifests itself through a Based on data collected by the SABER-WfD range of specific efforts to raise awareness to WfD and questionnaire, Timor-Leste receives an overall rating of including it as a priority in the country’s national 2.3 (Emerging) on the Strategic Framework dimension strategy. Advocacy by non-government stakeholders is (see Figure 11). This score is the average of the ratings generally absent, however. for the underlying Policy Goals relating to: (a) Setting a Direction for WfD (2.5); (b) Fostering a Demand-led Political leaders, high-level government officials and Approach to WfD (2.0); and (c) Strengthening Critical national parliament members have been the main Coordination for WfD (2.3). The explanation for these advocates for WfD by introducing the topic as one of ratings on the Policy Goals and their implications follow the priorities in the National Strategic Development below. Plan 2011-2030.23 The plan states clearly that technical and vocational education is important to build the necessary human capacity to change the current 23 The need for a stronger vocational and technical training policy was mentioned in every meeting during the national consultations for preparation of the National Strategic Development Plan. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 12 TIMOR-LESTE ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 economic circumstances in Timor-Leste. The formalization of WfD as a priority continued with the Timor-Leste scores at the Emerging level (2.0) for Policy publication of the Timor-Leste TVET Plan 2011-2030 Goal 2. It has taken some positive, yet modest steps to approved by the Secretary of State Bendito dos Santos foster a demand-led approach to WfD by occasionally Freitas in May 2011 after years of work by the conducting assessments of national economic prospects Government, the Parliament, leaders in the public and skills with the support of donor agencies and by sector, industry and civil society and Timor-Leste’s providing incentives for skills upgrading by the informal development partners. The Program of the Fifth sector. Constitutional Government (2012–2017 Legislature), also discusses the critical human resource constraints in The government’s occasional assessments include (i) business and the need to promote vocational skills the Timor-Leste Labor Force Survey 2010, a joint training for the economic development of Timor-Leste. initiative of the Secretary of State for Vocational Training and Employment (SEPFOPE) and the National These champions’ efforts have resulted in the Statistics Directorate under the Ministry of Finance with implementation of several measures to enhance the technical assistance from the ILO and funding from regulatory framework of WfD, for example: approval of other international development agencies; and (ii) the the Law on Vocational training (Decree-Law 8/2010); Business Activity Survey (BAS) of Timor-Leste 2010, creation of the Timor-Leste National Qualifications conducted with financial support from the ADB and Framework (TLNQF), approved by the government and with technical assistance from the Australian Bureau of promulgated in August 2011; and creation of the Fund Statistics. This type of data collection is, however, ad for Employment and Vocational Training (FEFOP), the hoc and dependent on special sources of funding. National Labor Force Development Institute (INDMO) in 2008 and the National Agency for Academic Assessment Employers play a very limited role in defining strategic and Accreditation (ANAAA) in 2010. WfD priorities, and make selected contributions to skills development by participating in sub-commissions for In contrast, champions from the local non-government curricula/program development organized by INDMO sector are almost nonexistent. An example of the minor and receiving a limited number of graduates from involvement of business sector leaders in WfD matters training centers/technical schools for internships. has been the frequent call for attention by the Chamber According to the Labor Force Survey 2010, only eight of Commerce and Industry to the excessive dependency Box 1: Skills upgrading in the informal sector of the country on foreign workers for skilled jobs. On the other hand, international development agencies like the ILO, AusAid, Asian Development Bank (ADB) and UNDP have played a major role in the development of a coherent skills policy in Timor-Leste. Policy Goal 2: Fostering a Demand-led Approach Effective advocacy for WfD requires credible assessments of the demand for skills, engagement of employers in shaping the country’s WfD agenda and incentives for employers to support skills development. Policy Goal 2 incorporates these ideas and benchmarks the system according to the extent to which policies and institutional arrangements are in place to: (i) establish clarity on the demand for skills and areas of critical constraint; and (ii) engage employers in setting WfD priorities and in enhancing skills-upgrading for workers. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 13 TIMOR-LESTE ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 percent of workers had received training from their concrete guidelines for implementation and employer. coordination. The government has, however, made some efforts to Implications of the Findings incentivize skills upgrading in the informal sector (see The SABER analysis of Timor-Leste’s WfD system shows Box 1). a country where government leaders are committed to Policy Goal 3: Strengthening Critical Coordination for WfD and where significant efforts have been made to Implementation coordinate WfD policies with the country’s strategic Ensuring that the efforts of multiple stakeholders goals. A big challenge at this stage will be to strengthen involved in WfD are aligned with the country’s key coordination among the different agencies with socioeconomic priorities is an important goal of responsibility for implementing WfD initiatives. strategic coordination. Such coordination typically Coordination at both the strategic and operational requires leadership at a sufficiently high level to levels can help avoid duplication—or worse, overcome barriers to cross-sector or cross-ministerial misalignment or conflict—of effort and ensure that the cooperation. Policy Goal 3 examines the extent to most critical initiatives receive the necessary moral and which policies and institutional arrangements are in material support for experimentation, consolidation, place to formalize roles and responsibilities for and maturation. It is therefore critical to make sure that coordinated action on strategic priorities. institutional mechanisms are in place for stronger coordination between MOE and SEPFOPE. Government Timor-Leste scores as Emerging (2.3) for Policy Goal 3. leaders have also identified this problem and there are Government ministries and agencies responsible for plans to create a structured Inter-Ministerial Working WfD have well defined mandates with no overlaps but Group to work on skills/training issues. The creation of rely on ad hoc mechanisms to coordinate in strategic such an entity, particularly if it has a clear scope and areas. A few non-government stakeholders have legally- appropriate terms of reference, will be a major step to defined roles but only for the specific task of move the system to the established level. participating in curricula development. Another important aspect to guarantee effective WfD Both SEPFOPE and the Ministry of Education (MOE) advocacy is the existence of credible assessments of the have clearly defined roles and responsibilities for WfD. demand for skills in light of the country’s economic SEPFOPE’s mission is to design, implement, coordinate prospects. Employers can provide an important reality and evaluate the policy defined and approved by the check on such assessments. In Timor-Leste, information Council of Ministers for vocational training and on the demand for skills is still scarce. In order to better employment, while the MOE is responsible for understand the needs of employers and investors, overseeing the training delivered in the Technical regular employer or enterprise surveys are needed. Secondary Schools and at post-secondary level. The Complementarily, industry/employers should be TVET Plan delineates separate portfolios for Education brought in on a routine basis to define WfD priorities. and Training until at least 2020, but coordination This will be the role of the National Council for Skills, between the two implementing agencies (SEPFOPE and Employment and Productivity presented in the Strategic MOE) is not completely institutionalized and is limited Development Plan but not yet in place. to a few areas. For example, the Director for Technical Secondary Education under the MOE is a member of the INDMO board and INDMO staff are often invited by the MOE to provide advice and input on their secondary programs. However, big initiatives like the National Labor Content Policy and the National Training Commitment, which have been highlighted in the Strategic Plan and TVET Plan 2011-2030, have no SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 14 TIMOR-LESTE ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 5. Governing the System for Workforce Development An important function of WfD authorities is to foster Figure 12: Education Budget (million USD) efficient and equitable funding of investments in workforce development, to facilitate effective skills acquisition by individuals and to enable employers to meet their demand for skilled workers in a timely manner. The objective is to minimize systemic impediments to skills acquisition and mismatches in skills supply and demand. This chapter begins with a brief description of how the WfD system is organized and governed before presenting the detailed SABER- WfD findings on System Oversight and their policy implications. Source: Timor-Leste Education Plan (Figure 4.3) Overall Institutional Landscape SEPFOPE is the main governmental body dedicated to In Timor-Leste, there is very limited data on the amount of WfD. Its mission is to design, implement, coordinate funding dedicated to WfD as well as on costs per student. and evaluate the policy defined and approved by the The MOE reports that the cost per student in secondary Council of Ministers in the areas of work, vocational technical education is seven to ten times higher than the training and employment.24 Another important player cost per student in primary school.25 Overall, there has is the MOE, which has authority over the Technical been a substantial increase in the education budget from Secondary Schools and post-secondary institutes. $35M in 2006/07 to $70M in 2009 with salaries taking up the largest part of spending (see Figure 12). The establishment of two new agencies, INDMO in 2008 and ANAAA in 2010, with very specific roles in quality The Fund for Employment and Vocational Training assurance has significantly modernized the system. (FEFOP) was created in 2008 with the goals of INDMO, an autonomous statutory authority under the implementing qualification programs for the Timorese auspices of SEPFOPE, is responsible for approving workforce and incentivizing the hiring of Timorese competency standards; registering and issuing national workers. Since then, several Active Labor Market qualifications; and accrediting training providers Programs (ALMPs) have been supported by the FEFOP. delivering training at levels 1-4 of the TLNQF. INDMO’s Executive Commission includes representatives of the More recently, in 2011, the Timor-Leste Parliament government, the private sector, labor organizations and approved the Human Capital Development Fund training providers. ANAAA, under the MOE, is an (HCDF). The goal of this new fund is to enable the autonomous body for quality assurance in all post- country to pursue a coordinated approach to training secondary education. and human resource development in a sustained manner over many years (see Box 2). In 2011, the Another relevant aspect of the institutional landscape is annual budget of the HCDF was $25 million, rising each that the Technical Secondary Schools, under the year to reach $45 million in 2015 to make a total of scientific, pedagogical and functional authority of the $175 million over the 5-year period. HCDF’s programs MOE, do not have their programs recognized by the to date have been focused on the professional TLNQF and are instead regulated by the Education development of teachers and on the provision of Foundation Law (Law of Parliament 14/2008). scholarships for Timorese undergraduate and post- graduate students to study abroad. 25 Timor-Leste National Strategic Plan for Education 2011- 24 Decreee-Law 3/2008, creates SEPFOPE. 2015 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 15 TIMOR-LESTE ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Box 2: The Human Capital Development Fund (HCDF) Figure 13: SABER-WfD Ratings of the System Oversight Dimension Creation • 2011 Budget • $25 million • Will rise to $45 million in 2015 to make a total of $175 million. Objectives • Manage public investment in the formation and development of the national human resources • Guarantee security for signing of agreements on multi-year programs and projects for budgeting “year to year” – assuring continuity of the programs and projects; • Allow direct contribution from development partners into human resource development programs and projects; Note: See Figure 2 for an explanation of the scale on the horizontal axis. • Promote transparency and accountability through an improved reporting and accounting system on the execution of human capital development programs and Source: Based on analysis of the data collected using the SABER-WfD projects. questionnaire. SABER-WfD Ratings on Oversight of the WfD Policy Goal 4: Ensuring Efficiency and Equity in Funding System WfD requires a significant investment of resources by The SABER-WfD framework identifies three pertinent the government, households and employers. To ensure Policy Goals corresponding to oversight mechanisms for that these resources are effectively used it is important influencing the choices of individuals, training providers to examine the extent to which policies and institutional and employers: (i) ensuring efficiency and equity in arrangements are in place to: (i) ensure stable funding funding; (ii) assuring relevant and reliable standards; for effective programs in initial, continuing and targeted and (iii) diversifying pathways for skills acquisition. This TVET; (ii) monitor and assess equity in funding; and (iii) chapter begins with a brief overview of the institutional foster partnerships with employers for funding WfD. landscape for governance of the WfD system, then presents the detailed SABER-WfD results, and concludes Timor-Leste is rated at a high Latent level (1.6) on Policy with a discussion of the policy implications of these Goal 4. The rating reflects the existence of basic results. procedures for allocating funds for targeted programs and institutions and an undeveloped culture of Based on data collected by the SABER-WfD assessment of the impact of funding on beneficiaries. questionnaire, Timor-Leste receives an overall rating of The fact that the government does not facilitate 2.0 (Emerging) for system oversight (see Figure 13). partnerships between training institutions and This score is the average of the ratings for the employers is also consistent with a latent level of underlying Policy Goals: ensuring efficiency and equity development. of funding (1.6); assuring relevant and reliable standards (2.5); and diversifying pathways for skills Technical Secondary Schools are financed from the acquisition (2.0). The explanation for these ratings and state budget largely based on enrollment. They can also their implications follow below. apply for extra public funding as well as for partnerships with foreign institutions or organizations, but all decisions are ultimately made by the MOE. These schools suffer from a severe lack of funds, receiving from the MOE only $1 per student every three months for current expenditures. The two public training centers are financed by SEPFOPE, but they benefit from much more generous funding arrangements. For example, the cost per student/ year in The Centro Nacional de Emprego e Formacao Profissional (CNEFP SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 16 TIMOR-LESTE ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Tibar) is estimated at $1500, which is fully supported by FEFOP and to continue budget allocations for labor- the state budget. intensive works in rural areas, as well as for literacy and numeracy, HIV/AIDS awareness and family planning. In regard to Continuing Vocational Education and This assessment stimulated dialogue among Training (CVET), the government created and funds the stakeholders; for example, in line with the Employment and Youth Career Centers (CEOPs). recommendations in the 2010 report, SEPFOPE, ILO and Currently the CEOPs provide an array of services that AusAid decided to diversify the sources of funding by involve, besides career guidance, the identification of extending participation to new donors. training and self-employment opportunities, monitoring of the implementation of the training and employment Policy Goal 5: Assuring Relevant and Reliable proposals funded by FEFOP and the listing of job Standards vacancies. The WfD system comprises a wide range of training The government of Timor-Leste funds several ongoing providers offering courses at various levels in diverse programs targeting disadvantaged populations through fields. An effective system of standards and the FEFOP (see Box 3). Another major initiative was the accreditation enables students to document what they Youth Employment Promotion (YEP) Program that was have learned and employers to identify workers with concluded in 2012. It was managed by SEPFOPE and the relevant skills. For Policy Goal 5 it is therefore funded in part by AusAid through the ILO. The program important to assess the status of policies and was aimed at assisting young men and women aged institutions to: (i) set reliable competency standards; (ii) between 15 and 29 with the skills to enter the assure the credibility of skills testing and certification; workforce through training, entrepreneurship and and (iii) develop and enforce accreditation standards for labor-intensive capital works. The program targeted all maintaining the quality of training provision. thirteen districts of Timor-Leste, assisting an estimated Timor-Leste scores at the Emerging level (2.5) for this 68,000 beneficiaries during the four years of Policy Goal. The score is consistent with the country’s implementation. progress in introducing an NQF and putting in place the Timor-Leste has not yet developed a strong culture of necessary institutional infrastructure for aligning review and evaluation. A notable exception, with strong curricula, testing procedures, and standards for support from international partners, has been the YEP accreditation with this framework. However, this new Program, which was routinely assessed with progress system is reaching only a part of training providers and reports being published. The reports highlighted specific completely leaves out the Technical Secondary Schools. recommendations in terms of funding, such as to Competency standards have been defined for 21 increase the resources available to the INDMO and the occupations and 6 national certificates (Administration/ Finance, Tourism/Hospitality, Automotive, Construction, Box 3: Programs targeting disadvantage populations Agriculture and Education), all on levels 1-4 of funded by FEFOP the TLNQF. INDMO has established industry sub- commissions in each of these industry areas. The sub- commissions, each of which includes representatives from the respective industry and two relevant training providers, have as one of their main missions to define the competency standards. Presently, there is a reasonably strong group of 15-18 training providers that deliver good quality training across a wide range of industries, particularly at qualification level one and two of the TLNQF. However, there is a critical training provision gap at qualification levels three and four, but this is being addressed by INDMO by helping targeted SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 17 TIMOR-LESTE ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 providers to build capacity to deliver training at a higher guidelines that outline all the standards of accreditation level within the next two years. so that they are easily available.26 Both agencies have the ability and capability to enforce and punish training Competency-based testing is used to certify students in providers that do not comply with the existing all the occupations that have had standards defined. regulations. This power is underpinned by their capacity Given that standards have not yet been defined for as government agencies and most importantly because many occupations and only a relatively small number of of their authority to make decisions over funding and training centers have been accredited (17 from a total other incentives. However, so far INDMO has not given of 35 registered training centers), the number of any sanction to a training provider. At this stage, students tested is still small. Testing is conducted in- INDMO has opted to provide assistance and advice to house by an accredited teacher and the certificates are non-complying training providers to help them meet issued by INDMO. The choice to keep testing in-house accreditation requirements instead of punishing them. was aimed at keeping the cost low, but also had to do ANAAA has already revoked a license from a post- with infrastructure constraints. Providers receive secondary institution for non-compliance. support from SEPFOPE to conduct competency-based testing as part of a grant package provided per student. Policy Goal 6: Diversifying Pathways for Skills Acquisition In Timor-Leste, it is not necessary to have a certificate In dynamic economic environments workers need to to work on a certain occupation. However, certificates acquire new skills and competencies as well as keep are a guarantee of better employment. For example, a their skills up-to-date throughout their working lives. carpenter can make $12 if is he is certified compared to They are best served by a system of initial and $7 if he is not. The importance of certificates has also continuing education and training that promotes recently increased following the decision of the lifelong learning by offering clear and flexible pathways government’s procurement office to demand that local for transfers across courses, progression to higher levels companies have certified labor in their staff when they of training and access to programs in other fields. For bid for public works. those already in the workforce, schemes for recognition Presently, there are two accreditation agencies of prior learning are essential to allow individuals to operating in Timor-Leste: INDMO under SEPFOPE and efficiently upgrade their skills and learn new ones. ANAAA under MOE. They are responsible for the Policy Goal 6 therefore evaluates the extent to which accreditation of institutions and programs at levels 1-4 policies and institutions are in place to: (i) enable of the TLNQF and post-secondary, respectively. progression through multiple learning pathways, Accreditation is mandatory for providers that want to including for students in TVET streams; (ii) facilitate the receive government funding and offer national recognition of prior learning; and (iii) provide targeted certificates. However, accreditation is a rather new support services, particularly among the disadvantaged. feature in the system, so several non-accredited Timor-Leste scores at an Emerging level (2.0) for Policy providers are still receiving government funds. In such Goal 6. While pathways are available for TVET students cases, providers receive support from SEPFOPE to help to progress to other types of programs, several parts of them meet the new standards. the system are still disconnected and there have been Accreditation is valid for five years. During that period, no significant efforts to facilitate the recognition of the training institutions must maintain their compliance prior learning. The provision of targeted services to the with the registration/accreditation standards. From disadvantaged has, however, been a reality. time to time the authorities will check providers against Streaming into technical/vocational education happens the standards to make sure that they are continuing to after nine years of schooling, at the beginning of comply. If there is a complaint by a student or an secondary school (see Figure 14). Students from employer, there may be an immediate inspection. The providers are also required to provide annual progress reports. Both INDMO and ANAAA have published 26 http://www.anaaa.gov.tl/ SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 18 TIMOR-LESTE ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Technical Secondary Schools are allowed to progress to university27 as long as they pass the national exam for which they are usually not as well prepared as students Figure 14: The education system in Timor-Leste who attend general secondary schools. Other options after completing technical secondary education are TVET institutions or centers and institutes/academies. To encourage people to participate in training, efforts are being made to raise awareness to the positive relationships between: training and career options; training of staff and business profitability; and upgrading skills and career progression. As part of this, the Government is making an effort to make sure all graduates of training programs are employed by, for example, requiring companies to present the certificates of workers when they bid for public work. The creation of the TLNQF has also been a major step towards pathway diversification. A serious downside of the system is that technical secondary school diplomas and post-secondary level qualifications are not yet recognized in the TLNQF. As discussed in Policy Goal 4, the Timorese government has made efforts to provide support services for skills acquisition by workers and job seekers through the creation of the CEOPs and the introduction of programs targeting disadvantaged populations by financing ALMPs through FEFOP. The main roles of the CEOPs are to (i) register clients who are seeking jobs and Source: Timor-Leste National Strategic Plan for Education 2011-2015 professional training, (ii) provide counseling to those completing TVET programs, and (iii) advertise available jobs. The CEOPs have started to establish a range of contacts with the private sector, particularly well- Implications of the Findings established companies, to share their available Timor-Leste has been adopting international best vacancies and training programs at the centers, but this practices in the oversight of WfD training provision by is not yet an institutionalized process. introducing competency standards, skills testing and a national qualifications framework. However, since the Technical Secondary Schools are being left out of this reform process, there is the risk that two parallel systems of vocational training are being created – where Technical Secondary Schools and the national TVET system are operating completely independently of each other. At this stage, it is crucial to think whether this duality is beneficial or if it is mostly contributing to inequity in the system. It is clear that Technical Secondary Schools could benefit significantly from 27 stronger oversight and thus it would probably make Law of Parliament No.14/2008, Chapter II, Sub Section II, article 16, 2nd, b sense to take advantage of a system that is already in SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 19 TIMOR-LESTE ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 place instead of creating a new one. The integration of schools makes them less attractive to employers to the Technical Secondary Schools into INDMO’s quality establish partnerships. This further undermines the control system could be the most cost effective option. ability of these schools to place students in internships and develop programs that respond to industry’s real Independently of how oversight is approached, it is a needs. priority to increase the quality and relevance of the programs offered by the Technical Secondary Schools. The amount of funding directed to the two public Improvement of infrastructure and modernization of training centers also raises important questions of curricula and equipment would be the basic steps to sustainability and equity. This is particularly serious guarantee that technical secondary education is not when resources are scarce and other parts of the seen as a “second-class” route to the labor market with education system, such as primary and secondary a doubtful impact on equipping students with job- schooling, are also in need of significant investment. relevant skills. The low level of quality in most of these SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 20 TIMOR-LESTE ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 6. Managing Service Delivery Training providers, both non-state and government, are Tourism and Hospitality in Lospalos, one specializing in the main channels through which the country’s policies Engineering in Suai and one specializing in Services, on WfD are translated into results on the ground. This Tourism and Administration in Hera. chapter therefore provides a brief overview of the composition of providers and the types of services available in the system before presenting the detailed The "private" training sector is made up of around 100 SABER-WfD findings on Service Delivery and their policy providers, primarily NGOs and church and donor funded implications. training organizations. However, there is an increasing number of "independent" providers, which are Overview of the Delivery of Training Services managed by boards of directors made up of local community members. The training providers in the There are two layers of TVET in Timor-Leste: the private sector deliver training at every level from basic Technical Secondary Schools, under MOE and the "non- life skills through Diploma. formal" sector, under SEPFOPE’s oversight, that provides the bulk of industry and life skills training There is no information on the exact numbers of through a large number of profit and non-profit students receiving training from this diverse set of institutions and two public ones. providers or the types of programs offered. A 2009 review by SEPFOPE/INDMO of government funded In 2010, there were 91 secondary schools in Timor- training, identified 37 training providers receiving Leste (see Table 1), of which 74 were general (43 public funding from the FEFOP. It included both community- and 31 private) and 17 were technical (12 public and 5 based livelihood training as well as formal training private). Only 14 percent of the total number of targeted to work opportunities. An estimated students in secondary education attends technical 1,653 participants were involved in this training with the schools.28 These schools run parallel to the general secondary schools with students aged 16 to 19 years and deliver a Certificate 4 level of industry training. Table 2: Graduated Students (cumulative data up to 2011) Table 1: Secondary education in Timor-Leste Students Status Universidade Nacional de Timor – Secondary Secondary 5,401 Accredited Total Lorosae (UNTL) General Technical Universidade da Paz (UNPAZ) 861 Accredited Students 35,062 5,719 40,781 Schools 74 17 91 Institute of Business (IOB) 198 Accredited Teachers 1,696 377 2,073 Dili Institute of Technology (DIT) 115 Accredited Universidade Oriental (UNITAL) 211 - There are no public institutions offering post-secondary Universidade Dili (UNDIL) 557 - education in Timor-Leste and there is only one public university (Universidade Nacional de Timor-Lorosae). Instituto Superior Cristal (ISC) 248 Accredited There are, however, around ten private higher East Timor Coffee Academy 49 Accredited education institutions in Timor-Leste, seven of which (ETICA) offer mostly technical education (institutes/academies) Instituto de Ciencias Religiosas 77 Accredited (see Table 2). The government of Timor-Leste has the “Sao Tomas de Aquino” (ICR) plan to create three new publicly funded Polytechnic Instituto Professional de Canossa 49 Accredited Institutes to be new centers of excellence in critical (IPDC) sectors. The plan includes a polytechnic specializing in Instituto Catolico para Formacao 229 Accredited de Professores (ICFP) Source: National Strategic Plan 28 Timor-Leste Strategic Development Plan 2011 – 2030 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 21 TIMOR-LESTE ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 largest proportion of people in “administration and training programs; and (iii) enhancing evidence-based finance” (40%) and “construction” (34%).29 accountability for results. The ratings for these three Policy Goals are presented below and are followed by a There are two public training centers in Timor-Leste, the reflection on their implications for policy dialogue. Centro Nacional de Emprego e Formação Profissional (CNEFP Tibar) and the Centro Nacional de Formação Based on data collected by the SABER-WfD Profissional Becora (CNFP SENAI). They started as totally questionnaire, Timor-Leste receives an overall rating of independent institutions financed and managed by 1.7 (Latent) for the Service Delivery Dimension (see donors, as part of cooperation agreements with the Figure 15). This score is the average of the ratings for Portuguese and Brazilian governments, respectively. the underlying Policy Goals: (i) enabling diversity and Both of them have recently been integrated into the excellence in training provision (1.8); (ii) fostering public system. 30 They offer truly exceptional relevance in public training programs (1.3); and (iii) infrastructure for training when compared to the local enhancing evidence-based accountability for results landscape and generally maintain the training standards (1.9). The explanation for these ratings and their of the founding countries. implications follow below. Policy Goal 7: Enabling Diversity and Excellence in The only attempt to track the labor market outcomes of graduates from training programs has been the Figure 15: SABER-WfD Ratings of the Service Delivery Technical Vocational Education & Training – Impact Dimension Assessment Report (2008). 31 This study surveyed graduates from TVET courses, employers and training institutions. Of the 418 trainees interviewed, 312 indicated that they were jobless at the time of the course, 93 found employment after graduation and 137 reported improved income after completing their courses. Allowing for possible overlap between the two groups, approximately 50 percent of the graduates found work or experienced income improvement. Note: See Figure 2 for an explanation of the scale on the horizontal axis. SABER WfD Ratings on Service Delivery Source: Based on analysis of the data collected using the SABER-WfD questionnaire. The Policy Goals for this Dimension in the SABER-WfD framework focus on the following three aspects of Training Provision service delivery: (i) enabling diversity and excellence in Because the demand for skills is impossible to predict training provision; (ii) fostering relevance in public with precision, having a diversity of providers is a feature of strong WfD systems. Among non-state 29 SEPFOPE, Review of 2009 TVET Training Outcomes cited in providers the challenge is to temper the profit motive Timor-Leste Technical and Vocational Education & Training or other program agendas with appropriate regulation Plan 2011 – 2030. to assure quality and relevance. Among state providers 30 Decree-Law 4/2009, creates Centro Nacional de Emprego e a key concern is their responsiveness to the demand for Formacao Profissional (CNEFP Tibar) and Decree-Law skills from employers and students. Striking the right 21/2012, creates Centro Nacional de Formacao Profissional balance between institutional autonomy and Becora (CNFP SENAI). accountability is one approach to address this concern. 31 With 21 training centers surveyed, 418 graduates and 20 Policy Goal 7 takes these ideas into account and companies interviewed, the report evaluates the outcome of benchmarks the system according to the extent to selected training courses that were conducted by these which policies and institutional arrangements are in training centers during 2006 and 2007 – it did not cover place to: (i) encourage and regulate non-state provision technical secondary schools. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 22 TIMOR-LESTE ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 of training and (ii) foster excellence in public training schools receive only $1 per student every three months provision by combining incentives and autonomy in the for current expenditures. Even though Technical management of public institutions. Secondary Schools regularly report administrative and graduation data, there are no clear performance Timor-Leste scores at an Emerging level (1.8) for Policy targets. While the law32 clearly states that the creation, Goal 7. A range of non-state providers is active in the modification or termination of technical-vocational training market, despite few government incentives to courses is determined by ministerial order of the MOE, encourage non-state provision. About 35 providers out the process for approval and closure is not clearly of 100 are registered (INDMO reports that another 30 defined and seems to be ad-hoc. A clear sign that have started the registration process) and significant adjustments are not being made is that teaching in efforts have been made to put in place measures for Technical Secondary Schools is still based on the old quality assurance, though they apply only to providers Indonesian curricula. that are accredited or seeking accreditation. With regard to public training provision, while the two On the other hand, the two public training centers have national training centers have considerable autonomy, considerable autonomy as a consequence of the way the Technical Secondary Schools are highly dependent they were established. They have authority over on the MOE for all their decisions. Finally, the decisions regarding selection of trainees, purchases, government does not require institutions to meet introduction and closure of programs and hiring of staff explicit performance targets, nor does it provide (CNFP SENAI staff are public servants while CNEFP Tibar financial or non-financial incentives for performance. have so far kept their original status). They are also allowed to organize special courses at the request of There is a diverse mix of training providers (domestic firms or other institutions and charge fees for them. for-profit and non-profit and foreign non-profit) despite limited government incentives to encourage non-state Regarding the introduction of new programs, SEPFOPE provision. The Timorese government has, however, and INDMO have started to implement systematic recently made significant efforts to regulate the quality procedures that include the participation of industry of training provision by the non-state sector. Since the and training institutions. For example, recently, creation of INDMO in 2008, approximately 35 providers construction companies expressed the need for a have been registered (about 17 accredited) out of training program in labor-based technology, since around 100 training providers that offer training at having a technician with a certificate in labor-based secondary or lower levels. At the post-secondary level, technology became a requirement for public sector presently all seven non-state institutes/academies bidding. Thus, INDMO’s Industry Sub-Commissions have offering post-secondary TVET in Timor are licensed, now developed competency standards that, once registered and accredited with ANAAA. INDMO and approved, will form the basis of a new training program. ANAAA have included specific rules to assure the quality Procedures for closure are, however, not very clear of non-training provision by, for example, linking since all programs are rather new. accreditation with the eligibility to receive government funds and establishing concrete measures for non- Policy Goal 8: Fostering Relevance in Public Training compliant institutions: providers will not be allowed to Programs offer national qualifications and will not be eligible for Public training institutions need reliable information on government funding. It is important to clarify that the current and emerging skills demands in order to keep providers that are not registered with INDMO operate their program offerings relevant to market conditions. It completely on their own and with no control over is therefore desirable for public training institutions to quality by the authorities. establish and maintain relationships with employers, The public Technical Secondary Schools under MOE industry associations, and research institutions. Such have very limited autonomy. Schools are allowed to partners are a source of both information about skills make small purchases but are very limited in that especially due to lack of budget: as mentioned before, 32 Decree-Law 8/2010 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 23 TIMOR-LESTE ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 competencies and expertise and advice on curriculum curriculum design and in development of training and design and technical specifications for training facilities teaching materials in the sense that all programs and equipment. They can also help create opportunities accredited by INDMO/SEPFOPE follow a centrally for workplace training for students and continuing developed curriculum that includes industry professional development for instructors and participation in the industry sub-commissions. It is administrators. Policy Goal 8 considers the extent to important to note, however, that presently only a small which arrangements are in place for public training part of the programs offered by CNEFP Tibar and CNFP providers to: (i) benefit from industry and expert input SENAI have been accredited. Industry involvement has in the design of programs and (ii) recruit administrators also happened through occasional placement of and instructors with relevant qualifications and support trainees in internships. In terms of staff qualifications, their professional development. instructors in these institutions follow the minimum requirement for the granting of a license by INDMO: Timor-Leste is evaluated at a Latent level (1.3) of faculty must have academic qualifications one level development for Policy Goal 8. Informal and sporadic above the students that they are teaching. links exist between the two national training centers Opportunities for professional development are better and industry, with limited involvement of industry in than in public technical secondary schools; the two curricula design and in offering internship programs. public training centers make an effort to send Technical Secondary Schools under MOE are, however, instructors on training courses offered by SEPFOPE and not benefiting from such links. The low score on this international agencies/donors (ILO, ADB, AusAid). In the Goal also reflects the fact that instructors and case of CNFP SENAI all instructors are sent to Brazil for administrators of public training institutions suffer from training and the director has participated in in-service a lack of appropriate qualifications, particularly in MOE training in both Indonesia and Brazil. schools. Furthermore, opportunities for the professional development of instructors are limited. Policy Goal 9: Enhancing Evidence-based Accountability for Results There are weak or no links between Technical Systematic monitoring and evaluation of service Secondary Schools and industry. In terms of the delivery are important for both quality assurance and qualifications of instructors and heads, the law states system improvement. Accomplishing this function that while for teaching the training component of the requires gathering and analyzing data from a variety of program, preference should be given to trainers who sources. The reporting of institution level data enables have professional experience or are business owners, the relevant authorities to ensure that providers are for the socio-cultural and scientific components, delivering on expected outcomes. Such data also enable teachers and trainers should have the qualifications these authorities to identify gaps or challenges in legally required for the corresponding grades of general training provision or areas of good practice. secondary education. However, given the extreme Additionally, periodic surveys and evaluations of major shortage of skilled workers in Timor-Leste there is programs generate complementary information that difficulty in finding candidates with the appropriate can help enhance the relevance and efficiency of the qualifications. For example, the director of a large system as a whole. Policy Goal 9 considers these ideas technical secondary school in Dili mentioned the lack of when assessing the system’s arrangements for pedagogical skills of instructors, who have some training collecting and using data to focus attention on training in their trade but no training in teaching methods and outcomes, efficiency and innovation in service delivery. no opportunities for development of such. Another issue that seriously compromises teaching quality is the Timor-Leste scores at the Emerging level (1.9) for Policy fact that many teachers still lack fluency in the official Goal 9. All accredited training providers, state and non- languages of instruction. state, are required to collect and report basic administrative data that are occasionally used to assess The accredited programs offered by the two public institutional performance as well as to analyze system- training providers benefit from industry input in level trends. However, sources of data on labor market SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 24 TIMOR-LESTE ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 outcomes are limited to a few ad hoc skills-related through INDMO, has set up a very complete quality surveys or studies. control system, so at this point the need is for the system to be able to expand its capacity, reach out to All institutions overseeing training in Timor-Leste these providers and support their efforts to be included require providers to submit some type of data. All in the formal structure of training delivery. The fact that Technical Secondary Schools, public or private, have to accreditation is a requirement to receive public funding submit an annual report to the MOE. The data can act as a strong incentive for providers to take the submitted consist only of administrative indicators initiative to apply for registration and accreditation. (enrollments, spending) and graduation statistics and is used by the MOE to prepare an annual report. Again in service delivery, as in the definition of strategic Accredited post-secondary institutions under ANAAA WfD priorities, the role of employers is a critical one. In regularly submit an annual data report. These reports advanced systems, industry provides valuable input into serve as a tool to monitor the progress and the design of curricula and the specification of facility development of institutions as part of a continuous standards in public funded-programs. Timor-Leste is still improvement process and are also used when analyzing very much at a latent stage of development in this proposals to establish new post-secondary institutes. aspect. Stimulating employer engagement is crucial to Yearly reports on each of the institutions are available keep training programs relevant and to guarantee online.33 students’ employability. INDMO has similar requirements for data reporting by Additionally, there is a strong need to strengthen the registered and accredited training providers. Data are monitoring processes in order to create a culture of used as an input into the decision on whether to renew accountability for results. Requiring training providers accreditation and as a factor to determine public to report administrative information about their funding for the following year. SEPFOPE, as the main operations fills a basic and useful purpose for the institution promoting training in Timor-Leste has also government authority mandated to oversee service been involved in the promotion of special studies like provision. Even simple reporting on enrollments, the Timor-Leste Labor Force Survey 2010 and the staffing, budgets and main accomplishments, if done Technical Vocational Education & Training – Impact routinely, serves as a tool for accountability. If all Assessment Report (2008). providers, whether state or non-state, report on their operations, the information, when consolidated into an Implications of the Findings accessible database, can clarify key features of and Despite the current efforts to register and accredit non- trends in training provision, including differences in state training providers, there are still a significant performance across training providers. INDMO has been number of providers that operate outside the system making substantial efforts to compile data from and over which INDMO has no quality control. INDMO accredited training providers including detailed has reported that about 30 providers have started information on students and graduates. However, in efforts to become registered, bringing the total of Timor-Leste, there is still no widespread culture of providers that are registered or seeking registration to a bringing together data from different sources, analyzing total of 60 (out of about 100). Many of the providers it and using it to assess providers’ behavior and identify not yet registered are NGOs but some of them are opportunities for the improvement of the system as a profit-seeking institutions that charge fees to students. whole. Given the limited information available, many students may be led into substandard programs that do not increase their employment perspectives. Timor-Leste, 33 http://www.anaaa.gov.tl/ SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 25 TIMOR-LESTE ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Annex 1: List of Acronyms ADB Asian Development Bank ALMPs Active Labor Market Programs ANAAA National Agency for Academic Assessment and Accreditation AusAid Australian Agency for International Development BAS Business Activity Survey CEOPs Employment and Youth Career Centers CNEFP Tibar Centro Nacional de Emprego e Formacao Profissional CNFP SENAI Centro Nacional de Formacao Profissional Becora CVET Continuing Vocational Education and Training DCI Data Collection Instrument FEFOP Fund for Employment and Vocational Training GDP Gross Domestic Product GNI Gross National Income HCDF Human Capital Development Fund ILO International Labor Organization INDMO National Labor Force Development Institute MEE National Directorate for Informal Education MOE Ministry of Education SABER Systems Approach for Better Education Results SEPFOPE Secretary of State for Vocational Training and Employment TLNQF Timor-Leste National Qualifications Framework TVET Technical and Vocational Education and Training UN United Nations UNDP United Nations Development Program UNICEF United Nations International Children's Emergency Fund WfD Workforce development YEP Youth Employment Promotion Program SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 26 TIMOR-LESTE ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Annex 2: Structure of the SABER-WfD Framework Policy Goal Policy Action Topic G1_T1 Advocacy for WfD to Support Economic Development Setting a Strategic Provide sustained advocacy for WfD at the top leadership G1 Direction level G1_T2 Strategic Focus and Decisions by the WfD Champions Strategic Framework Establish clarity on the demand for skills and areas of G2_T1 Overall Assessment of Economic Prospects and Skills Implications Dimension 1 critical constraint G2_T2 Critical Skills Constraints in Priority Economic Sectors Fostering a G2 Demand-Led G2_T3 Role of Employers and Industry Approach Engage employers in setting WfD priorities and in G2_T4 Skills-Upgrading Incentives for Employers enhancing skills-upgrading for workers G2_T5 Monitoring of the Incentive Programs G3_T1 Roles of Government Ministries and Agencies Strengthening Formalize key WfD roles for coordinated action on G3 Critical G3_T2 Roles of Non-Government WfD Stakeholders strategic priorities Coordination G3_T3 Coordination for the Implementation of Strategic WfD Measures G4_T1 Overview of Funding for WfD G4_T2 Recurrent Funding for Initial Vocational Education and Training (IVET) Provide stable funding for effective programs in initial, Recurrent Funding for Continuing Vocational Education and Training continuing and targeted vocational education and G4_T3 Ensuring Efficiency Programs (CVET) training G4 and Equity in Recurrent Funding for Training-related Active Labor Market G4_T4 Funding Programs (ALMPs) Monitor and enhance equity in funding for training G4_T5 Equity in Funding for Training Programs Facilitate sustained partnerships between training G4_T6 Partnerships between Training Providers and Employers institutions and employers System Oversight Broaden the scope of competency standards as a basis G5_T1 Competency Standards and National Qualifications Frameworks Dimension 2 for developing qualifications frameworks G5_T2 Competency Standards for Major Occupations G5_T3 Occupational Skills Testing Establish protocols for assuring the credibility of skills Assuring Relevant G5_T4 Skills Testing and Certification testing and certification G5 and Reliable G5_T5 Skills Testing for Major Occupations Standards G5_T6 Government Oversight of Accreditation G5_T7 Establishment of Accreditation Standards Develop and enforce accreditation standards for Accreditation Requirements and Enforcement of Accreditation maintaining the quality of training provision G5_T8 Standards G5_T9 Incentives and Support for Accreditation Promote educational progression and permeability G6_T1 Learning Pathways through multiple pathways, including for TVET students G6_T2 Public Perception of Pathways for TVET Diversifying Facilitate life-long learning through articulation of skills G6_T3 Articulation of Skills Certification G6 Pathways for Skills certification and recognition of prior learning G6_T4 Recognition of Prior Learning Acquisition G6_T5 Support for Further Occupational and Career Development Provide support services for skills acquisition by workers, job-seekers and the disadvantaged G6_T6 Training-related Provision of Services for the Disadvantaged G7_T1 Scope and Formality of Non-State Training Provision G7_T2 Incentives for Non-State Providers Encourage and regulate non-state provision of training Enabling Diversity G7_T3 Quality Assurance of Non-State Training Provision G7 and Excellence in G7_T4 Review of Policies towards Non-State Training Provision Training Provision G7_T5 Targets and Incentives for Public Training Institutions Combine incentives and autonomy in the management of G7_T6 Autonomy and Accountability of Public Training Institutions Service Delivery public training institutions G7_T7 Introduction and Closure of Public Training Programs Dimension 3 G8_T1 Links between Training Institutions and Industry Integrate industry and expert input into the design and G8_T2 Industry Role in the Design of Program Curricula Fostering delivery of public training programs G8_T3 Industry Role in the Specification of Facility Standards Relevance in G8_T4 Links between Training and Research Institutions G8 Public Training Recruitment and In-Service Training of Heads of Public Training Recruit and support administrators and instructors for G8_T5 Programs Institutions enhancing the market-relevance of public training Recruitment and In-Service Training of Instructors of Public Training programs G8_T6 Institutions Enhancing G9_T1 Administrative Data from Training Providers Expand the availability and use of policy-relevant data for Evidence-based G9_T2 Survey and Other Data G9 focusing providers' attention on training outcomes, Accountability for Use of Data to Monitor and Improve Program and System efficiency and innovation G9_T3 Results Performance SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 27 TIMOR-LESTE ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Annex 3: Rubrics for Scoring the Data Functional Dimension 1: Strategic Framework Policy Level of Development Goal Latent Emerging Established Advanced Visible champions for WfD are either Some visible champions provide ad-hoc Government leaders exercise sustained Both government and non-government Strategic Direction absent or take no specific action to advocacy for WfD and have acted on few advocacy for WfD with occasional, ad- leaders exercise sustained advocacy for G1: Setting a advance strategic WfD priorities. interventions to advance strategic WfD hoc participation from non-government WfD, and rely on routine, institutionalized for WfD priorities; no arrangements exist to leaders; their advocacy focuses on processes to collaborate on well-integrated monitor and review implementation selected industries or economic sectors interventions to advance a strategic, progress. and manifests itself through a range of economy-wide WfD policy agenda; specific interventions; implementation implementation progress is monitored and progress is monitored, albeit through ad- reviewed through routine, institutionalized hoc reviews. processes. Functional Dimension 1: Strategic Framework Policy Level of Development Goal Latent Emerging Established Advanced There is no assessment of the country's Some ad-hoc assessments exist on the Routine assessments based on A rich array of routine and robust economic prospects and their country's economic prospects and their multiple data sources exist on the assessments by multiple stakeholders G2: Fostering a Demand-Led implications for skills; industry and implications for skills; some measures are country's economic prospects and their exists on the country's economic prospects employers have a limited or no role in taken to address critical skills constraints implications for skills; a wide range of and their implications for skills; the Approach to WfD defining strategic WfD priorities and (e.g., incentives for skills upgrading by measures with broad coverage are information provides a basis for a wide receive limited support from the employers); the government makes taken to address critical skills range of measures with broad coverage government for skills upgrading. limited efforts to engage employers as constraints; the government recognizes that address critical skills constraints; the strategic partners in WfD. employers as strategic partners in government recognizes employers as WfD, formalizes their role, and strategic partners in WfD, formalizes their provides support for skills upgrading role, and provides support for skills through incentive schemes that are upgrading through incentives, including reviewed and adjusted. some form of a levy-grant scheme, that are systematically reviewed for impact and adjusted accordingly. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 28 TIMOR-LESTE ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Functional Dimension 1: Strategic Framework Policy Level of Development Goal Latent Emerging Established Advanced Industry/employers have a limited or Industry/employers help define WfD Industry/employers help define WfD Industry/employers help define WfD G3: Strengthening Critical Coordination for no role in defining strategic WfD priorities on an ad-hoc basis and make priorities on a routine basis and make priorities on a routine basis and make priorities; the government either limited contributions to address skills some contributions in selected areas to significant contributions in multiple areas provides no incentives to encourage implications of major policy/investment address the skills implications of major to address the skills implications of major skills upgrading by employers or decisions; the government provides some policy/investment decisions; the policy/investment decisions; the government conducts no reviews of such incentive incentives for skills upgrading for formal government provides a range of provides a range of incentives for skills programs. and informal sector employers; if a levy- incentives for skills upgrading for all upgrading for all employers; a levy-grant Implementation grant scheme exists its coverage is employers; a levy-grant scheme with scheme with comprehensive coverage of limited; incentive programs are not broad coverage of formal sector formal sector employers exists; incentive systematically reviewed for impact. employers exists; incentive programs programs to encourage skills upgrading are are systematically reviewed and systematically reviewed for impact on adjusted; an annual report on the levy- skills and productivity and are adjusted grant scheme is published with a time accordingly; an annual report on the levy- lag. grant scheme is published in a timely fashion. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 29 TIMOR-LESTE ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Functional Dimension 2: System Oversight Policy Level of Development Goal Latent Emerging Established Advanced The government funds IVET, CVET The government funds IVET, CVET The government funds IVET, CVET The government funds IVET, CVET and ALMPs (but not OJT in SMEs) (including OJT in SMEs) and ALMPs; (including OJT in SMEs) and ALMPs; (including OJT in SMEs) and ALMPs; based on ad-hoc budgeting processes, funding for IVET and CVET follows funding for IVET is routine and based on funding for IVET is routine and based on G4: Ensuring Efficiency and Equity in Funding but takes no action to facilitate formal routine budgeting processes involving multiple criteria, including evidence of comprehensive criteria, including partnerships between training providers only government officials with program effectiveness; recurrent funding evidence of program effectiveness, that and employers; the impact of funding on allocations determined largely by the for CVET relies on formal processes are routinely reviewed and adjusted; the beneficiaries of training programs previous year's budget; funding for with input from key stakeholders and recurrent funding for CVET relies on has not been recently reviewed. ALMPs is decided by government annual reporting with a lag; funding for formal processes with input from key officials on an ad-hoc basis and targets ALMPs is determined through a stakeholders and timely annual select population groups through various systematic process with input from key reporting; funding for ALMPs is channels; the government takes some stakeholders; ALMPs target diverse determined through a systematic process action to facilitate formal partnerships population groups through various with input from key stakeholders; between individual training providers and channels and are reviewed for impact but ALMPs target diverse population groups employers; recent reviews considered the follow-up is limited; the government through various channels and are impact of funding on only training- takes action to facilitate formal reviewed for impact and adjusted related indicators (e.g. enrollment, partnerships between training providers accordingly; the government takes action completion), which stimulated dialogue and employers at multiple levels to facilitate formal partnerships between among some WfD stakeholders. (institutional and systemic); recent training providers and employers at all reviews considered the impact of funding levels (institutional and systemic); recent on both training-related indicators and reviews considered the impact of funding labor market outcomes; the reviews on a full range of training-related stimulated dialogue among WfD indicators and labor market outcomes; the stakeholders and some recommendations reviews stimulated broad-based dialogue were implemented. among WfD stakeholders and key recommendations were implemented. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 30 TIMOR-LESTE ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Functional Dimension 2: System Oversight Policy Level of Development Goal Latent Emerging Established Advanced Policy dialogue on competency A few stakeholders engage in ad-hoc Numerous stakeholders engage in policy All key stakeholders engage in policy standards and/or the NQF occurs on an policy dialogue on competency dialogue on competency standards and/or dialogue on competency standards and/or ad-hoc basis with limited engagement standards and/or the NQF; competency the NQF through institutionalized the NQF through institutionalized of key stakeholders; competency standards exist for a few occupations processes; competency standards exist for processes; competency standards exist for standards have not been defined; skills and are used by some training providers most occupations and are used by some most occupations and are used by training G5: Assuring Relevant and Reliable Standards testing for major occupations is mainly in their programs; skills testing is training providers in their programs; the providers in their programs; the NQF, if in theory-based and certificates awarded competency-based for a few NQF, if in place, covers some place, covers most occupations and a wide are recognized by public sector occupations but for the most part is occupations and a range of skill levels; range of skill levels; skills testing for most employers only and have little impact mainly theory-based; certificates are skills testing for most occupations occupations follows standard procedures, is on employment and earnings; no system recognized by public and some private follows standard procedures, is competency-based and assesses both is in place to establish accreditation sector employers but have little competency-based and assesses both theoretical knowledge and practical standards. impact on employment and earnings; theoretical knowledge and practical skills; robust protocols, including the accreditation of training providers is skills; certificates are recognized by both random audits, ensure the credibility of supervised by a dedicated office in the public and private sector employers certification; certificates are valued by relevant ministry; private providers are and may impact employment and most employers and consistently improve required to be accredited, however earnings; the accreditation of training employment prospects and earnings; the accreditation standards are not providers is supervised by a dedicated accreditation of training providers is consistently publicized or enforced; agency in the relevant ministry; the supervised by a dedicated agency in the providers are offered some incentives to agency is responsible for defining relevant ministry; the agency is responsible seek and retain accreditation. accreditation standards with stakeholder for defining accreditation standards in input; standards are reviewed on an ad- consultation with stakeholders; standards hoc basis and are publicized or enforced are reviewed following established to some extent; all providers receiving protocols and are publicized and routinely public funding must be accredited; enforced; all training providers are required providers are offered incentives and as well as offered incentives and support limited support to seek and retain to seek and retain accreditation. accreditation. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 31 TIMOR-LESTE ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Functional Dimension 2: System Oversight Policy Level of Development Goal Latent Emerging Established Advanced Students in technical and vocational Students in technical and vocational Students in technical and vocational Students in technical and vocational education education have few or no options for education can only progress to education can progress to vocationally- can progress to academically or vocationally- further formal skills acquisition beyond vocationally-oriented, non- oriented programs, including at the oriented programs, including at the the secondary level and the government university programs; the government university level; the government takes university level; the government takes takes no action to improve public takes limited action to improve public some action to improve public coherent action on multiple fronts to improve G6: Diversifying Pathways for Skills Acquisition perception of TVET; certificates for perception of TVET (e.g. diversifying perception of TVET (e.g. diversifying public perception of TVET (e.g. diversifying technical and vocational programs are learning pathways); some certificates learning pathways and improving learning pathways and improving program not recognized in the NQF; for technical and vocational programs program quality) and reviews the impact quality and relevance, with the support of a qualifications certified by non- are recognized in the NQF; few of such efforts on an ad-hoc basis; most media campaign) and routinely reviews and Education ministries are not recognized qualifications certified by non- certificates for technical and vocational adjusts such efforts to maximize their impact; by formal programs under the Ministry Education ministries are recognized by programs are recognized in the NQF; a most certificates for technical and vocational of Education; recognition of prior formal programs under the Ministry of large number of qualifications certified programs are recognized in the NQF; a large learning receives limited attention; the Education; policymakers pay some by non-Education ministries are number of qualifications certified by non- government provides practically no attention to the recognition of prior recognized by formal programs under Education ministries are recognized and support for further occupational and learning and provide the public with the Ministry of Education, albeit granted credits by formal programs under the career development, or training some information on the subject; the without the granting of credits; Ministry of Education; policymakers give programs for disadvantaged government offers limited services for policymakers give some attention to the sustained attention to the recognition of prior populations. further occupational and career recognition of prior learning and provide learning and provide the public with development through stand-alone the public with some information on the comprehensive information on the subject; a local service centers that are not subject; a formal association of national organization of stakeholders provides integrated into a system; training stakeholders provides dedicated dedicated attention to adult learning issues; the programs for disadvantaged attention to adult learning issues; the government offers a comprehensive menu of populations receive ad-hoc support. government offers limited services for services for further occupational and career further occupational and career development, including online resources, development, which are available which are available through an integrated through an integrated network of network of centers; training programs for centers; training programs for disadvantaged populations receive systematic disadvantaged populations receive support with multi-year budgets and are systematic support and are reviewed for routinely reviewed for impact and adjusted impact on an ad-hoc basis. accordingly. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 32 TIMOR-LESTE ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Functional Dimension 3: Service Delivery Policy Level of Development Goal Latent Emerging Established Advanced There is no diversity of There is some diversity in training There is diversity in training provision; non- There is broad diversity in training provision; Excellence in Training Provision training provision as the provision; non-state providers operate state training providers, some registered and non-state training providers, most registered G7: Enabling Diversity and system is largely comprised of with limited government incentives and licensed, operate within a range of and licensed, operate with comprehensive public providers with limited governance over registration, licensing government incentives, systematic quality government incentives, systematic quality or no autonomy; training and quality assurance; public training is assurance measures and routine reviews of assurance measures and routine review and provision is not informed by provided by institutions with some government policies toward non-state training adjustment of government policies toward formal assessment, autonomy and informed by some providers; public providers, mostly governed non-state training providers; public providers, stakeholder input or assessment of implementation by management boards, have some autonomy; mostly governed by management boards, have performance targets. constraints, stakeholder input and basic training provision is informed by formal significant autonomy; decisions about training targets. analysis of implementation constraints, provision are time-bound and informed by stakeholder input and basic targets; lagging formal assessment of implementation providers receive support and exemplary constraints; stakeholder input and use of a institutions are rewarded. variety of measures to incentivize performance include support, rewards and performance-based funding. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 33 TIMOR-LESTE ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Functional Dimension 3: Service Delivery Policy Level of Development Goal Latent Emerging Established Advanced There are few or no attempts Relevance of public training is enhanced Relevance of public training is enhanced Relevance of public training is enhanced G8: Fostering Relevance in Public Training Programs to foster relevance in public through informal links between some through formal links between some training through formal links between most training training programs through training institutions, industry and institutions, industry and research institutions, institutions, industry and research institutions, encouraging links between research institutions, including input leading to collaboration in several areas leading to significant collaboration in a wide training institutions, industry into the design of curricula and facility including but not limited to the design of range of areas; heads and instructors are and research institutions or standards; heads and instructors are curricula and facility standards; heads and recruited on the basis of minimum academic through setting standards for recruited on the basis of minimum instructors are recruited on the basis of and professional standards and have regular the recruitment and training of academic standards and have limited minimum academic and professional access to diverse opportunities for professional heads and instructors in opportunities for professional standards and have regular access to development, including industry attachments training institutions. development. opportunities for professional development. for instructors. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 34 TIMOR-LESTE ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Functional Dimension 3: Service Delivery Policy Level of Development Goal Latent Emerging Established Advanced G9: Enhancing Evidence-based Accountability There are no specific data collection Training providers collect and report Training providers collect and report Training providers collect and report and reporting requirements, but training administrative data and there are administrative and other data (e.g., job administrative and other data (e.g., job providers maintain their own significant gaps in reporting by non-state placement statistics, earnings of placement statistics, earnings of databases; the government does not providers; some public providers issue graduates) and there are some gaps in graduates) and there are few gaps in conduct or sponsor skills-related annual reports and the government reporting by non-state providers; most reporting by non-state providers; most surveys or impact evaluations and occasionally sponsors or conducts skills- public providers issue internal annual public providers issue publicly available rarely uses data to monitor and improve related surveys; the government does not reports and the government routinely annual reports and the government system performance. consolidate data in a system-wide sponsors skills-related surveys; the routinely sponsors or conducts skills- for Results database and uses mostly administrative government consolidates data in a related surveys and impact evaluations; data to monitor and improve system system-wide database and uses the government consolidates data in a performance; the government publishes administrative data and information system-wide, up to date database and information on graduate labor market from surveys to monitor and improve uses administrative data, information outcomes for some training programs. system performance; the government from surveys and impact evaluations to publishes information on graduate labor monitor and improve system market outcomes for numerous training performance; the government publishes programs. information on graduate labor market outcomes for most training programs online. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 35 TIMOR-LESTE ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Annex 4: References and Informants Presidency of the Council of Ministers, Democratic Republic of Timor-Leste. 2012. Program of the Fifth Constitutonal ADB. 2012. Pacific Economic Monitor Release. Government 2012 – 2017 Legislature. Democratic Republic of Timor-Leste. 2011. Timor-Leste SEPFOPE. 2010. Timor-Leste Technical and Vocational Strategic Development Plan 2011 – 2030. Education & Training Plan 2011 – 2030. Education Development Center, Inc (EDC) and USAID. 2007. SEPFOPE and AusAid. 2008. Australia – Timor-Leste Country Summary Report of Program Prepara Ami ba Serbisu (PAS). Strategy 2009 – 2014. INDMO. 2012. A guide to registration and accreditation for vocational training providers. SEPFOPE, AusAId and ILO. 2010. Progress Report of Youth Employment Promotion Program (YEP) October 2009 – March Gabrielson, C., Soares, T. and Ximenes, A. 2010. Assessment 2010 of the state of science education in Timor Leste. SEPFOPE and ILO. 2012. Youth Employment Promotion (YEP). Ministry of Education of Timor-Leste. 2011. National Program Outline 2008 -2012 Education Strategic Plan 2011 - 2030. SEPFOPE and ILO. 2008. Decent Work Country Program Ministry of Education of Timor-Leste. 2008. Polytechnics Timor-Leste. Consultation Report. SEPFOPE, National Statistics Directorate (DNE) under Ministry Ministry of Finance, Annual Report 2010 (Dili: Government of of Finance, YEP, AUSAID, LMI, IRISH AID and ILO. 2010. Timor-Leste, 2011) Timor-Leste Labor Force Survey. National Agency for Academic Assessment and Accreditation (ANAAA). 2011. Annual Progress Report Guidelines. SEPFOPE, Skills Training for Gainful Employment (STAGE), UNDP and ILO. 2008. Technical and Vocational Education and National Agency for Academic Assessment and Accreditation Training (TVET) Impact Assessment Report. (ANAAA). 2011. Annual Progress Report Template (APRT). SEPFOPE, Skills Training for Gainful Employment (STAGE), National Agency for Academic Assessment and Accreditation UNDP and ILO. 2008. Supplement to the 2008 TVET Impact (ANAAA). 2011. Internal Focus Group on Quality (IFGQ) Assessment Report. Guidelines. SEPFOPE, UNESCO & UNEVOC. 2012. The new TVET training National Agency for Academic Assessment and Accreditation system in Timor-Leste. (ANAAA). 2010. ANAAA Registration & Accreditation Guidelines. Tan. J., Lee, K., Valerio, A. and Nam, J. (2013), What matters in Workforce Development: A Framework and Tool for National Directorate for Aid Effectiveness and Ministry of Analysis. Education Department. Human Development Finance, 2011 Timor-Leste and Development Partners Network. World Bank. Meeting: Background Paper (Dili: Government of Timor-Leste, 2011) UNDP. 2011. Timor-Leste Human Development Report 2011. National Statistics Directorate (DNE) under Ministry of World Bank. 2007. Putting Youth First: Towards a Finance, Asian Development Bank and Australian Bureau of Comprehensive Framework for Youth in Timor-Leste Statistics. 2010. Business Activity Survey of Timor Leste. World Bank. 2007. Timor-Leste’s Youth in Crisis: Situational National Statistics Directorate (DNE) under Ministry of Analysis and Policy Options Finance and United Nations Population Fund (UNFPA) . 2010. Timor-Leste Census 2010. Legislation National Statistics Directorate (DNE) under Ministry of Democratic Republic of Timor-Leste. 2012. Decree Law Finance, World Bank and Unicef . 2007. Timor-Leste Living 21/2012 - creates Centro Nacional de Formacao Profissional Standards Survey 2007. Becora (CNFP Becora). SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 36 TIMOR-LESTE ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Democratic Republic of Timor-Leste. 2012. Decree Law of the Websites Government No. 17/2012 - recognizes the Chamber of Commerce and Industry of Timor-Leste (CCI) http://www.anaaa.gov.tl/ Democratic Republic of Timor-Leste. 2011. Decree Law of the Pacific Association of Technical and Vocational Education and Government No. 36/2011 – creates the Timor-Leste National Training Qualifications Framework (TLNQF) (http://www.spc.int/patvet/index.php?option=com_content &view=article&id=127&Itemid=82) Democratic Republic of Timor-Leste. 2011. Decree Law of the Government No. 12/2011 – regulates the Human Capital www.unicef.org/infobycountry/Timorleste_statistics.html Development Fund (HCDF) http://data.worldbank.org/ Democratic Republic of Timor-Leste. 2010. Decree Law of the Government No.21/2010 - Creates of National Agency for http://www.youtube.com/watch?v=5nVnzYlH_vQ Evaluation and Academic Acreditation (ANAAA). http://portal.unesco.org/geography/en/ev.php- Democratic Republic of Timor-Leste. 2009. Decree Law of the URL_ID=9866&URL_DO=DO_TOPIC&URL_SECTION=201.html Government No. 4/2009 - Creates the National Center for Employment and Vocational Training (CNEFP Tibar) Democratic Republic of Timor-Leste. 2010. Decree Law of the Government No. 8/2010 - Approves Curricula, Implementation Scheme and Certification Model, Organization and Evaluation of Technical Secondary Schools. Democratic Republic of Timor-Leste. 2008. Decree Law of the Government No. 29/2008 – Creates FEFOP Democratic Republic of Timor-Leste. 2008. Decree Law of the Government No. 8/2008 - Creates INDMO. Democratic Republic of Timor-Leste. 2008. Decree Law of the Government No. 3/2008 – Establishes SEFOFE Democratic Republic of Timor-Leste. 2008. Law of Parliament. No. 14/2008 - Education Foundational Law Democratic Republic of Timor Leste. 2005. Law of Parliament. No. 13/2005 – Legislates Oil Exploitation and related activities SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 37 TIMOR-LESTE ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Informants Name Title Institution Mr. Alex Sarmento National Advisor National Agency for Development Ms. Alexandra Sa Torrao Instructor CNEFP Tibar (Public Training Center) Ms. Alexandrina Verdial Gama Manager Self-Employment Program. SEPFOPE. Mr. Alexandrino Rego Director CNFP SENAI (Public Training Center) Mr. Amandio Livio Borges Belo Accreditation Manager INDMO Mr. Amarajit Director SOLS Learning Center (Private Training Provider) Mr. Antonio da Conceicao Minister Ministry of Commerce, Industry and Environment Mr. Arlindo Da Costa Director STVJC Camera Becora (Private Training Provider) Mr. Bernardino de Menezes Director DCCO (Institute for Supporting Business) – offers entrepreneurship training Under Ministry of Economy and Development Mr. Constantino Godinho Director ANAAA Ms. Deodora Pereira Director Gleno Vocational Training Center (Private Training Provider) Mr. Filomeno Belo Director Non-Formal Education Ministry of Education Mr. Filomeno De Jesus Pinto Filipe Advisor SEPFOPE Mr. Filomeno Soares Manager Department of CEOPS. SEPFOPE Mr. Gualdino da Silva President National Petroleum Authority Mr. Ilham Nanda Saputra Assistant Discovery Inn Hotel - firm that receives interns Mr. Ilidio da Costa Secretary of State SEPFOPE Ms. Isabel Lima Chief Secretariat INDMO Ms. Ivone Martins Advisor CNFP SENAI (Public Training Center) Mr. Jaime dos Santos Vice President Chamber Commerce and Industry Mr. Januario Viana Director Technical Secondary Education Ministry of Education Mr. Joao Maria Roque Guterres Director Don Bosco Training Center (Private Training Provider) Mr. Joao Paulo Gama Guterres Founder EIROS Training Center (Private Training Provider) Mr. Jose dos Santos Principal Becora Technical Secondary School Mr. Julio De Jesus Gomes Director Sekolah Pembangunan (Private Vocational Technical School) Ms. Junia Lie Advisor SEPFOPE Mr. Lucio Marcel Gomes Principal East Timor Coffee Institute (Private Technical Post-Secondary School) Ms. Lynne Butler Chief Technical Adviser ILO / SEPFOPE Mr. Rui Amandio Gomes Ferreira Director Technical Tertiary Education Ministry of Education Mr. Samuel Mendonca Secretary of State Secretary of State for Local Development Mr. Simao Tito Barreto Director CNEFP Tibar (Public Training Center) Mr. Venancio Freitas Vocational Training Advisor SEPFOPE Ms. Wendy Dunne ILO advisor SEPFOPE/ INDMO SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 38 TIMOR-LESTE ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Annex 5: Table of SABER-WfD Scores Policy Goal Policy Action Topic G1_T1 2 G1 2.5 Provide sustained advocacy for WfD at the top leadership level 2.5 G1_T2 3 G2_T1 2 Establish clarity on the demand for skills and areas of critical constraint 2.0 Dimension 1 G2_T2 2 G2 2.0 G2_T3 1 2.3 Engage employers in setting WfD priorities and in enhancing skills-upgrading for 2.0 G2_T4 2 workers G2_T5 3 G3_T1 3 G3 2.3 Formalize key WfD roles for coordinated action on strategic priorities 2.3 G3_T2 3 G3_T3 1 G4_T1 info Provide stable funding for effective programs in initial, continuing and targeted G4_T2 2 2.0 vocational education and training G4_T3 2 G4_T4 2 G4 1.6 G4_T5_IVET 1 Monitor and enhance equity in funding for training 1.3 G4_T5_CVET 1 G4_T5_ALMP 2 Facilitate sustained partnerships between training institutions and employers 1.0 G4_T6 1 Broaden the scope of competency standards as a basis for developing G5_T1 2 2.5 qualifications frameworks G5_T2 3 Dimension 2 G5_T3 2 2.0 Establish protocols for assuring the credibility of skills testing and certification 2.7 G5_T4 3 G5 2.5 G5_T5 3 G5_T6 info Develop and enforce accreditation standards for maintaining the quality of G5_T7 2 2.3 training provision G5_T8 3 G5_T9 2 Promote educational progression and permeability through multiple pathways, G6_T1 3 2.5 including for TVET students G6_T2 2 G6_T3 1 G6 2.0 Strengthen the system for skills certification and recognition 1.0 G6_T4 1 Enhance support for skills acquisition by workers, job-seekers and the G6_T5 2 2.5 disadvantaged G6_T6 3 G7_T1 2.0 G7_T2 2.0 Encourage and regulate non-state provision of training 1.9 G7_T3 2.5 G7 1.8 G7_T4 1.0 G7_T5 1.5 Combine incentives and autonomy in the management of public training 1.7 G7_T6 2.0 institutions Dimension 3 G7_T7 1.5 G8_T1 1.5 1.7 Integrate industry and expert input into the design and delivery of public training G8_T2 1.5 1.3 programs G8_T3 1 G8 1.3 G8_T4 1 Recruit and support administrators and instructors for enhancing the market- G8_T5 1.5 1.5 relevance of public training programs G8_T6 1.5 G9_T1 2.75 Expand the availability and use of policy-relevant data for focusing providers' G9 1.9 1.9 G9_T2 1.3 attention on training outcomes, efficiency and innovation G9_T3 1.5 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 39 TIMOR-LESTE ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Annex 6: Authorship and Acknowledgements This report is the product of collaboration between the Principal Investigator Team (Rita Costa, Harjunani Kumoloraras and Antonio Campos Santos) and staff at the World Bank, comprising Dandan Chen (EAP – Education) and Jee-Peng Tan leader of the SABER-WfD team based in the Education Department of the Human Development Network. Rita Costa, Harjunani Kumoloraras, and Antonio Campos Santos collected the data using the SABER-WfD data collection instrument, Rita Costa prepared the report; the Bank team scored the data, designed the template for the report and made substantive contributions to the final write-up. The research team acknowledges the support of all who have contributed to the report and its findings, including informants, survey respondents, participants at various consultation workshops, as well as other members of the SABER- WfD team at the World Bank: Ryan Flynn, Kiong Hock Lee, Joy Yoo-Jeung Nam, Brent Parton, Alexandria Valerio and Viviana Gomez. The research team gratefully acknowledges the generous financial support of the Government of Australia through AusAid as well as the Government of the United Kingdom through its Department of International Development’s Partnership for Education Development with the World Bank, which makes it possible for HDNED’s SABER-WfD team to provide technical support to the principal investigators in the form of standardized tools for and guidance on data collection, analysis and reporting. The team also acknowledges the contribution by the World Bank in supporting the country-specific aspects of this research. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 40 TIMOR-LESTE ǀ WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 www.worldbank.org/education/saber The Systems Approach for Better Education Results (SABER) initiative produces comparative data and knowledge on education policies and institutions, with the aim of helping countries systematically strengthen their education systems. SABER evaluates the quality of education policies against evidence-based global standards, using new diagnostic tools and detailed policy data. The SABER country reports give all parties with a stake in educational results—from administrators, teachers, and parents to policymakers and business people—an accessible, objective snapshot showing how well the policies of their country's education system are oriented toward ensuring that all children and youth learn. This report focuses specifically on policies in the area of workforce development. This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shown on any map in this work do not imply any judgment on the part of The World Bank concerning the legal status of any territory or the endorsement or acceptance of such boundaries. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 41 THE WORLD BANK