Palestinian Territories PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 SABER Country Report WORKFORCE DEVELOPMENT 2013 Dimensions Status 1. Strategic Framework Strategic framework is assessed at the “emerging” level. In the Palestinian Territories, advocacy for WfD has taken the form of strategies and plans but with limited and mostly ad-hoc involvement of champions. Employers and industry play a limited role in defining strategic WfD priorities and make few contributions to address skills constraints. Coordination among multiple WfD stakeholders is ad hoc and responsibilities often overlap. 2. System Oversight System oversight is assessed at the “emerging” level, reflecting the fact that efficiency and equity in funding for WfD are rated higher at the local than national level. In the absence of formal reviews of the impact of funding on beneficiaries, funding decisions are based on the previous year’s budget and the WfD system is heavily dependent on donor funding. Despite recent progress, standards are not competency-based and incentives for private providers to seek accreditation are limited. Diversified pathways for technical and vocational education at the post- secondary level exist, but students still face important challenges to skills upgrading. 3. Service Delivery Service delivery is assessed at the “latent” level, consistent with the fact that few measures are in place for quality assurance of non-state training providers and public training providers are granted limited autonomy and are not required to meet explicit performance targets. Links between training institutions and industry are limited and employers play only a minor role in the design of curricula and the specification of training standards. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 0 THE WORLD BANK PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Table of Contents Executive Summary ................................................................................................................................................................. 2 1. Introduction ........................................................................................................................................................................ 3 2. Country Context .................................................................................................................................................................. 5 3. Overview of Findings and Implications ............................................................................................................................... 9 Overview of the SABER-WfD Scores ................................................................................................................................. 9 Direction for Policy Development .................................................................................................................................. 10 4. Aligning Workforce Development to Key Economic and Social Priorities ........................................................................ 12 Key Socioeconomic Aspirations, Priorities and Reforms ................................................................................................ 12 SABER-WfD Ratings of the Strategic Framework ........................................................................................................... 13 5. Governing the System for Workforce Development ........................................................................................................ 17 Overall Institutional Landscape ...................................................................................................................................... 17 SABER-WfD Ratings on System Oversight ...................................................................................................................... 17 6. Managing Service Delivery ................................................................................................................................................ 23 Overview of the Delivery of Training Services................................................................................................................ 23 SABER-WfD Ratings on Service Delivery......................................................................................................................... 25 Annex 1: Acronyms ............................................................................................................................................................... 29 Annex 2: The SABER-WfD Analytical Framework.................................................................................................................. 31 Annex 3: Rubrics for Scoring the SABER-WfD Data............................................................................................................... 32 Annex 4: References and Informants.................................................................................................................................... 41 Annex 5: SABER-WfD Scores ................................................................................................................................................. 47 Annex 6: Authorship and Acknowledgments........................................................................................................................ 48 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 1 PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Executive Summary The results, summarized on the cover of this report, rate the Palestinian Territories at the emerging level in Equipping the workforce with job-relevant skills is a key the functional dimensions of strategic framework and priority and challenge in many economies across the system oversight and at the latent level in service world. Though past investments in education and delivery. training mean the labor force is now more educated, mismatches remain in the supply of skills relative to A strategic direction for workforce development has their demand. Workforce development has therefore been articulated and coordination for implementation is become a topic of great interest for individuals, well established. Employers and industry, however, play employers, governments, and society as a whole. a limited role in defining strategic priorities and make few contributions to address skills constraints. In terms Workforce development is seen as a priority for of governance or system oversight, the system displays development in the Palestinian Territories as education strengths in certain aspects, in particular coordination and training are considered a ‘passport’ for Palestinians at the local level. Funding decisions, however, are not to access productive jobs at home and abroad. The based on performance criteria; similarly, curricula are education and training system has been expanding not yet competency-based. Diversified pathways for rapidly over the past 15 years and the labor force is technical and vocational education at the post- becoming more educated. Increased access to secondary level exist, but students still face important education, however, has not translated into better challenges to skills upgrading. Service delivery is the quality education. At the same time, structural changes weakest element in the workforce development system, have affected the occupational structure, leading to an reflecting the lack of a systematic approach to quality increase in the demand for service and sales workers as assurance, the lack of institutional autonomy, weak well as professionals and technicians. incentives for performance, limited links between public training providers and the private sector/research The Palestinian Territories, along with six countries in institutions, and a lack of data for an evidence-based the Middle East and North Africa Region (Egypt, Iraq, policy. Jordan, Morocco, Tunisia, and Yemen) have applied the World Bank workforce development (WfD) diagnostic Based on the SABER-WfD assessment, some key actions tool under the System Approach for Better Education have been identified by policy makers and the private Results (SABER) Initiative. The diagnostic tool analyzes sector in Gaza and the West Bank, including (i) and assesses the systems, institutions, and policies in reactivation of the Higher Education Council for TVET place to promote the development of an appropriately and the establishment of a strong cross-sectoral Higher skilled workforce. The tool focuses on three important Council for Employment; (ii) institutionalization of functional dimensions of policymaking and employer and industry involvement at all levels implementation—strategic framework, system (strategy formulation and implementation); (iii) oversight, and service delivery. Each dimension is finalization of the National Qualifications Framework; scored on a four-point scale against standardized and (iv) regular administration of skills-related surveys rubrics based on available knowledge on global good for evidence-based policy making. practice. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 2 PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 1. Introduction and information signals affecting the choices of individuals, employers, training providers and other Education and training are considered to be the stakeholders; and “passport” for Palestinians to access productive jobs at home and abroad. Despite heavy investment in (3) Service Delivery, which refers to the diversity, education, the quality of education has been organization and management of training provision, deteriorating. While access to general education is high, both state and nonstate, that deliver results on the the technical vocational and training system remains ground by enabling individuals to acquire market- small and fragmented. These challenges are and job-relevant skills. exacerbated by the lack of employment opportunities and the limited ability to control borders and resources, Taken together, these three dimensions allow for resulting in low employment rates among the systematic analysis of the functioning of a WfD system population. as a whole. The focus in the SABER-WfD framework is on the institutional structures and practices of public To inform policy dialogue on these important issues, policymaking and what they reveal about capacity in the this report presents a comprehensive diagnostic of the system to conceptualize, design, coordinate and WfD policies and institutions of the Palestinian implement policies in order to achieve results on the Territories. The results are based on a new World Bank ground. tool designed for this purpose. Known as SABER-WfD, the tool is part of the World Bank’s initiative on Systems Each dimension is composed of three Policy Goals that Approach for Better Education Results (SABER) 1 whose correspond to important functional aspects of WfD aim is to provide systematic documentation and systems (Figure 1). Policy Goals are further broken assessment of the policy and institutional factors that down into discrete Policy Actions and Topics that reveal influence the performance of education and training more detail about the system. 3 systems. The SABER-WfD tool encompasses initial, continuing and targeted vocational education and Figure 1: Functional Dimensions and Policy Goals in the SABER-WfD Framework training that are offered through multiple channels, and focuses largely on programs at the secondary and post- secondary levels. Analytical Framework The tool is based on an analytical framework 2 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; (2) System Oversight, which refers to the arrangements governing funding, quality assurance Source: Tan et al. 2013 and learning pathways that shape the incentives 1 For details on SABER see http://www.worldbank.org/education/saber. 2 For an explanation of the SABER-WfD framework see Tan et al 3 2013. See Annex 1 for an overview of the structure of the framework. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 3 PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Implementing the Analysis 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 multiple choice questions which are answered based on documentary evidence and interviews with knowledgeable informants. The answers allow each Topic to be scored on a four-point scale against standardized rubrics based on available knowledge on global good practice (Figure 2). 4 Topic scores are averaged to produce Policy Goal scores, which are then aggregated into Dimension scores. 5 The results are finalized following validation by the relevant national counterparts, including the informants themselves. Figure 2: SABER-WfD Scoring Rubrics Source: Tan et al. 2013. The rest of this report summarizes the key findings of the SABER-WfD assessment and also presents the detailed results for each of the three functional dimensions. To put the results into context, the report begins below with a brief profile of the Palestinian Territories’ socioeconomic makeup. 4 See Annex 2 for the rubrics used to score the data. As in other countries, the data are 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. See Annex 5 for the detailed scores and Annex 6 for a list of those involved in data gathering, scoring and validation and in report writing. 5 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 PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 2. Country Context Figure 3: Exports and imports 6000 The Arab Spring did not directly affect the Palestinian 5000 Territories, but revolutions in the region have signaled the risk of the status quo to both Palestinian and Israeli 4000 USD Million leaders. Since the establishment of the Palestinian 3000 Authority (PA) shortly after the Oslo Accords of 1993- 2000 95, it has been faced with a number of challenges: 1000 “providing adequate education, housing, health care, 0 and employment opportunities for a young and fast- growing population; building a Palestinian public  Exports     Imports administration, where none existed prior to 1994, which can deliver those services; and undertaking these tasks Source: PCBS, 2013 while still under occupation and the severe restrictions it imposes in an unstable and unpredictable political, Figure 4: Per capita GDP, at current prices in USD economic, and social environment” (ETF, 2006). 3,000 Economic trends and growth: The PA faces a tight fiscal 2,500 position. The budget deficit increased to USD 1,278.3 2,000 USD million in 2011, in part due to continued occupation and 1,500 restrictions on trade and movement, and in part due to 1,000 faster increases in government expenses than revenues 500 (total revenues increased by 6.1% in 2011 whereas 0 government expenses increased by 8.0% during the 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 same period). Additionally, external financial support to the PA decreased in 2011 (reaching USD 814.3 million GDP / Capita during 2011 compared to USD 1,146.8 million in 2010). Source: PCBS, 2013 According to the Palestinian Central Bureau of Statistics’ (PCBS) data for 2011, total Palestinian exports reached Demographics and Poverty: According to data from USD 719.6 million out of which exports to Israel PCBS, the population of the Palestinian Territories in amounted to USD 617.8 million—around 86%. At the 2012 was estimated to be 4.3 million (2.65 million in the same time, total imports for 2011 reached USD 4,221.1 West Bank and 1.65 million in Gaza). Youth (15-29 years million USD, out of which imports from Israel amounted old) make up a large percentage of the total population, to USD 2,938.5 million—around 70%. Over the past 10 estimated at 29.8%. Population growth is estimated at years, exports have been almost steady and imports 3% per year (2.6% in the West Bank and 3.5% in Gaza). have increased sharply, as shown in Figure 3. Recent Fertility rates have been declining but are still high at economic growth has been robust, with Gross Domestic 4.1% (3.8% in the West Bank and 4.9% in Gaza). Product (GDP) growing by 9.9% in 2011 and GDP per Although the poverty rate has declined from 31.2% in capita growth reaching 6.6% or USD 2,541 per capita, as 2007 (Figure 5), the rate remained high at 25.7% in shown in Figure 4. Growth has been particularly strong 2010 (18.3% in the West Bank compared with 38.0% in in Gaza (23%) and less so in the West Bank (5.2%), Gaza). although most of the growth is donor fund driven (PCBS, 2012). SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 5 PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Figure 5: Evolution of poverty 50 40 31.2 Poverty rate 30 25.9 24.3 24 25.7 25.8 WB 22.6 GS 20 PT 10 0 2004 2005 2006 2007 2008 2009 2010 2011 Source: PCBS Education & Training: The education and training Increased access to education, however, has not been system has been expanding rapidly (Figure 6), basically accompanied with improvements in the quality of resulting in a doubling of the total number of students education. Data from the international comparative over the past 15 years (from 703,543 in 1995/1996 to student assessment Trends in International 1,330,964 in 2010/2011). Overall, the Palestinian labor Mathematics and Science Study (TIMSS) shows that the force is becoming more educated, with 36% of the adult Palestinian Territories ranked low, even when population holding at least an upper secondary degree compared to other MENA countries such as Jordan, in 2010 compared with 23.6% in 1995 (Figure 7). Syria, Egypt, Algeria, and Morocco (World Bank, 2012). Figure 6: Number of Students by Stage 1,400,000 1,200,000 University Colleges & Universities 1,000,000 800,000 Community Colleges 600,000 400,000 Secondary Schooling 200,000 Basic Schooling 0 1995/1996 2000/2001 2005/2006 2010/2011 Source: Ministry of Education and Higher Education Figure 7: Evolution of educational attainment of adults (>15 Years) 40 Illiterate Can Read & Write 30 Percentage Elementary 20 Preparatory 10 Secondary 0 Associate Diploma 1995 2000 2005 2010 Bachelor & Above Source: PCBS SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 6 PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Employment: Labor force participation in the Palestinian highly skilled women, unemployment exceeds 36% Territories is low due to the inactivity of women. In (Figure 9). Overall, unemployment has been decreasing 2011, labor force participation stood at 43%, compared but is still high at 20.9% in 2011 (Figure 10), and higher with 41.1% in 2010 (Figure 8). The participation rate in Gaza (28.7%) than in the West Bank (17.3%). reached 68.7% among men compared with 16.6% for Unemployment is concentrated among the 15-24 and women. Those women who are actively seeking 25-34 year-old age groups (Figure 11). employment face a high unemployment rate: among Figure 8: Labor force participation rate, 1999-2011 Figure 9: Unemployment, by gender and years of schooling, 2010 80 40 60 30 40 20 20 10 0 0 Males Females Both Sexes Males Females Both Sexes 0 1-6 7-9 10-12 13+ Source: PCBS Source: PCBS – Labor Force Survey, 2010 Figure 10: Unemployment rate, 1999-2011 Figure 11: Unemployment rate, by age and gender, 2010 40 60 50 30 40 20 30 20 10 10 0 0 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 15-24 25-34 35-44 45-54 55+ Total >15 Males Females Both Sexes Males Females Both Sexes Source: PCBS Source: PCBS – Labor Force Survey, 2010 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 7 PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Demand for skills – sectoral and occupational change: have affected the occupational structure, leading to a Structural changes have led to a large increase in the decline in the demand for semi-skilled and unskilled percentage of persons employed in the service sector manual workers in the Palestinian Territories (Figure and a decrease in employment opportunities in 13). While the overall demand for such positions is still construction (from 19.4% in 2000 to 13.2% in 2010), high in Israel, employment opportunities for Palestinian manufacturing (from 14.2% to 11.4%), as well as workers in Israel and Israeli settlements have fallen by agriculture (from 14.1% to 11.8% overall and from half since the second intifada in 2000 (Figure 14). 34.7% to 21.4% for women) (Figure 12). These changes Figure 12: Percentage Distribution of Employed Persons in the Palestinian Territories by sector 50 45 Agriculture & Fishing 40 35 Mining, Quarrying & Manufacturing 30 25 Construction 20 Commerce, Hotels & Restaurants 15 10 Transportation, Storage & Communication 5 0 Service & Other 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 Source: PCBS Figure 13: Occupational distribution, 2000 & 2010 Figure 14: Evolution of employment opportunities by sector, 2000-2011 80 Elementary Occupations Plant & Machine Operators & Assemblers 60 Craft and Related Trade Workers 40 Skilled Agricultural & Fishery Work Service and Sales Workers 20 Professionals, Technicians, Associates… 0 Legislator, Senior Officals & Managers 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 0 5 10 15 20 25 30 Public Sector Private Sector 2010 2000 Israel & Settlements Source: PCBS, 2001 and PCBS 2011 Source: PCBS, 2001 and PCBS 2011 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 8 PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 3. Overview of Findings and Implications hoc involvement of champions. Employers and industry play a limited role in defining strategic WfD priorities This chapter highlights findings from the assessment of and make few contributions to address skills the Palestinian Territories’ WfD system based on the constraints. On the other hand, coordination among SABER-WfD analytical framework and tool. The focus is multiple stakeholders is ad hoc and responsibilities on policies, institutions and practices in three important often overlap. functional dimensions of policymaking and implementation—strategic framework, system Figure 15: Palestinian Territories’ Dimension-Level oversight and service delivery. Because these aspects Scores 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. The SABER-WfD assessment results summarized below provide a baseline for understanding the current status of the WfD system in the Palestinian Territories as well as a basis for discussing how best to strengthen it in the coming years. Note: see figure 2 for an explanation of the scale on the horizontal Overview of the SABER-WfD Scores axis. Source: based on analysis of the data collected using the SABER- Figure 15 shows the overall results for the three WfD questionnaire Functional Dimensions in the SABER-WfD framework. 6 For Strategic Framework and System Oversight, the In terms of system oversight, there are a number of Palestinian Territories are rated at the Emerging level of positive developments at the local level, such as development; for Service Delivery, it is rated at the institutionalized partnerships between training Latent level. Even though there is no large variation institutions and employers. Overall, however, funding among the scores, the findings suggest that the decisions are not based on performance and do not Palestinian Territories’ policies and institutions for WfD reward fruitful public–private partnerships. The WfD are slightly weaker in terms of implementation than system is heavily dependent on donor funding and, in policy conceptualization. Many of the gaps identified the absence of formal reviews of the impact of funding share common root causes, implying that addressing a on beneficiaries, funding decisions are based on the selected gap may lead to progress on related fronts. previous year’s budget. In terms of strategic framework, advocacy for WfD in The Palestinian Territories have made progress in the Palestinian Territories has taken the form of introducing competency-based standards for a few strategies and plans, but with the limited and mostly ad- occupations and in launching a consultative process to develop a national qualifications framework. In general, however, standards are not competency-based and 6 incentives to seek accreditation for private providers See Annex 5 for the full results. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 9 PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 are limited. Diversified pathways for technical and bodies could draft a modern national TVET law that vocational education at the post-secondary level exist, clearly spells out mandates and responsibilities. One key but students still face important challenges to skills strategic direction would entail a focus on developing upgrading. continuing vocational education and training (CVET). Based on the assessment, dimension 3 of service Policy Goal 2: Demand-led approach delivery is the weakest element in the WfD system and The reactivation of the Higher Education Council for thus warrants special focus in the priorities of WfD TVET would be an opportunity to institutionalize the reform. Few measures are in place for quality assurance involvement of employers and industry; incentives for of non-state training providers. Public training providers employers to develop and upgrade skills through CVET are granted limited autonomy and are not required to should be discussed and provided. To take the pulse of meet explicit performance targets. Links between the demand side, the Labor Market Information System training institutions and industry are limited and should be developed further to conduct routine employers have a limited role in the design of curricula national assessments of economic prospects and their and the specification of training standards. implications for skills. Direction for Policy Development Policy Goal 3: Coordination Institutionalizing stronger mechanisms for coordination Representatives from education and labor ministries, as and fostering synergies would benefit from a legal well as the private sector in the West Bank and Gaza, decree that organizes relationships among public and have put forward the following directions for policy private bodies. While strategies have been formalized development based on the discussions and diagnostics recently, there is a need to formalize arrangements to related to the SABER WfD scores and findings. monitor and assess their implementation. Some positive developments at the governance level Important advances at the local level and in developing have taken place in recent years, such as the formal a National Qualifications Framework (NQF) are endorsement and launch of the revised strategy for underway, but a number of key actions should be technical and vocational education and training (TVET) considered by decision-makers to improve the system and the establishment and operation of the Local oversight of WfD: Employment and Training (LET) Councils. However, some key actions need to be considered by decision- Policy Goal 4: Efficiency / equity in funding makers to further improve the strategic framework of In order to increase efficiency and equity in TVET WfD: 7 funding, the Palestinian Territories need to commit to a timeframe for TVET to move from being donor led to Policy Goal 1: Strategic Direction being nationally led. This could entail, among others, a To sharpen the strategic vision for WfD, the creation of restructuring or reactivation of the Employment Fund, a joint higher council for employment should be or the establishment of a TVET Fund for initial and considered. This council would include the key continuous TVET, which would be funded from the ministries, such as Ministry of Economy, Planning, budget and tax levies. Importantly, funding and Labor, Social Affairs, Education and Higher Education, as performance would have to be linked. well as the private sector. In addition, the reactivation of the Higher Education Council for TVET (Labor, Policy Goal 5: Relevant and reliable standards Education and Higher Education, and the private sector) The finalization and approval of the NQF is essential, in would provide a platform for key decisions. These addition to the introduction of competency-based curricula. To ensure high standards, the accreditation system should be expanded to all providers and a TVET 7 These recommendations are based on feedback from participants National Accreditation and Quality Assurance Unit could in the regional Conference on Promoting Workforce Development in be established within the Accreditation and Quality the Middle East and North Africa Region, held in Kuwait, June 10-12, Assurance Commission (AQAC). 2013. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 10 PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Policy Goal 6: Pathways for skills acquisition while applying performance-based evaluations. A The forthcoming NQF should be modified to include formalized process to decide on program introduction bridging possibilities at each level of education. To and closure would help in responding to shifting achieve a more permeable system that provides second training demands and avoid lengthy procedures. chances, both the government and the private sector need to recognize accredited diplomas (expected to be Policy Goal 8: Relevance in public training solved with NQF). CVET needs to be strengthened to To promote the relevance of skills for employment, support further occupational and career development. adequate incentives should be given to employers so that they will contribute to the design, implementation In order to strengthen the weakest dimension in the and assessment of training programs. To improve the Palestinian Territories’ WfD system, the following quality of training provision, clear and adequate criteria suggested key actions could be considered to improve for recruiting trainers and appointing heads of public the service delivery of WfD: training institutions should be developed and adopted. Finally, opportunities for in-service training of TVET staff Policy Goal 7: Diversity and excellence in training should be expanded to increase the relevance of public provision training. To prevent training from being overly supply-driven, a (demand-driven) national training strategy by sector Policy Goal 9: Evidence-based accountability could be developed and included in the next Palestinian National criteria for accountability should be developed Development Plan. Importantly, provisions for and data availability needs to be expanded. Skills- monitoring the quality of such training need to be taken related surveys, such as the National Higher Education into account. At the operational level, the autonomy of Tracking System currently under preparation, will allow government TVET institutions should be enhanced, both the government and higher education institutions to assess the quality of higher education and reinforce evidence-based policy making. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 11 PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 4. Aligning Workforce Development to Key operation of the Local Employment and Training (LET) Councils. These councils were established in four Economic and Social Priorities governorates to promote the sustainability of local technical and vocational education and advance the WfD is not an end in itself but an input toward broader labor market through a common understanding and objectives – of boosting employability and productivity; joint interventions between economic and social of relieving skills constraints on business growth and partners. The revised TVET strategy was launched on development; and of advancing overall economic November 3, 2010, with the main objective of creating growth and social wellbeing. This chapter briefly and reforming organizational structures for WfD policy introduces the Palestine Territories’ socio-economic development. The strategy also touched upon the aspirations, priorities and reforms to contextualize the regulatory framework and the launching of new role of WfD in realizing these broader objectives. In the initiatives to support implementation. In line with this SABER-WfD framework, this role is defined by the strategy, work on developing a National Qualifications following three Policy Goals: (i) setting a strategic Framework (NQF) is underway and a concept and plan direction for WfD; (ii) fostering a demand-led approach; to set up a Training Fund are undergoing serious and (iii) ensuring coordination among WfD leaders. The debate. Furthermore, public statements indicate that ratings for these Policy Goals are presented below and the government intends to reactivate the Higher are followed by a brief reflection on their implications Vocational and Technical Education Council. The PDP for policy dialogue. states: “At the end of 2010, the Ministry of Education and Higher Education and Ministry of Labor launched Key Socioeconomic Aspirations, Priorities the National Strategy on Vocational and Technical and Reforms Education to promote and enhance the quality of The Palestinian Development Plan (PDP) 2011–2013 vocational and technical education in Palestine in targets tourism, agriculture, manufacturing, and alignment with the labor market needs. Currently, work Information and Communication Technologies (ICT) as is underway to rejuvenate the Higher Vocational and sectors with “competitive advantages and high short- Technical Education Council, which will include term growth potential.” In reality, and in light of the representatives of relevant government bodies, the PA’s recent fiscal crisis and the ensuing public upheaval private sector, and nongovernmental organizations.” against price escalation in August 2012, the PA has Box 1: Education and Training Prioritization in the reprioritized manufacturing as its first economic priority PDP sector. In terms of social priorities, the PDP maintains a “Our national agenda includes commitments to commitment to sustain a high level of access to maintain a high level of access to education and health education and health services, and to provide essential services, and provides essential social protection to social protection to alleviate poverty and protect alleviate poverty and protect vulnerable groups… vulnerable groups (see box 1). The PDP prioritizes TVET, human capital is our most precious asset… There is no in particular initial vocational education and training greater investment we can make in our future than in (IVET) and training-related active labor market equipping our children and youth with the knowledge programs (ALMPs). In terms of funding, it has allocated and skills to develop themselves and their country. USD 12.8 million for IVET for the years 2011–2013; USD Over the coming three years, we will implement a new high-school examination system, which reflects 0.9 million for rehabilitation of ex-detainees; and USD advancements and best practices in the region and 31.0 million for ‘employment and worker protection’, around the world. We will work to revitalize the which is mainly aimed at investing in vocational training teaching profession in Palestine and invest in higher facilities and employment centers that help the and vocational education to better prepare young unemployed find productive work. people for life and work in an increasingly interconnected and competitive world.” The main WfD-related reforms over the past years Palestinian Development Plan 2011-2013 include the formal endorsement and launch of the revised TVET strategy and the establishment and SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 12 PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 SABER WfD Ratings of the Strategic Advocacy for WfD to support economic development was led between 1995 and 2001 by a non-governmental Framework actor, namely the Expert Team on TVET. Currently this The Palestinian Territories receive an overall rating of 2 advocacy is led by the German International (emerging) for the strategic framework Dimension Cooperation (GIZ). At the government level, visible (Figure 16). This score is the average of the ratings for champions include the ministries of education, higher the underlying Policy Goals: (i) setting a strategic education, and labor. At the non-governmental level, direction for WfD (2.0); (ii) fostering a demand- driven this role is played by (i) the Chambers of Commerce and approach (1.4); and (iii) strengthening critical Industry – but restricted to governorates with training coordination among the actors at the leadership level of units, namely Hebron, Bethlehem, Jerusalem, and decision-making (2.0). The explanation for these ratings Ramallah; and (ii) other international organizations and and their implications follow below. donors, such as the International Labour Organization (ILO), the Belgian Technical Cooperation (BTC), the Figure 16: SABER-WfD Ratings of Dimension 1 Swiss Development Cooperation (SDC), the European Union (EU), the United States Agency for International Development (USAID) and the World Bank. Advocacy has taken the form of strategies and plans that focus on WfD as well as routine calls for increased attention on and resources for WfD. Strategic focus and decisions by WfD champions In terms of outcomes, the TVET system has been relatively successful in providing learning opportunities Note: see figure 2 for an explanation of the scale on the horizontal for the young and most vulnerable segments of the axis. Source: based on analysis of the data collected using the SABER- population, but less so in terms of skills upgrading and WfD questionnaire personal development. For example, the United Nations Relief and Works Agency’s (UNRWA’s) vocational Policy Goal 1: Articulating a Strategic Direction training centers (VTCs) and technical colleges have for WfD (2.0) enabled many refugees and poor youth to find work opportunities (also abroad), and the Rehabilitation Champions for WfD in government or in the private Centers operated by the Ministry of Social Affairs offer sector legitimize WfD as a priority for economic poor youth from disadvantaged backgrounds the development by building critical public support and opportunity to learn a vocation. In general, the Ministry ensuring that WfD receives appropriate attention in of Labor’s VTCs and Ministry of Education’s vocational policy dialogue. The focus of these top-level leaders secondary schools (VSSs) charge no fees. On the other may relate to long-term WfD challenges or to more hand, there is no strategic focus on women or on CVET. specific and immediate skills constraints. Taking these Female participation at secondary level in TVET has ideas into account, Policy Goal 1 benchmarks the declined from 33.5% in 2008 to only 25.2% (2,493 out of system according to the extent to which policies and 9,869 students) in 2011. Only 2.5% of the labor force institutional arrangements are in place for champions at participates in CVET annually, with most programs being the apex level to provide sustained advocacy for WfD. of poor quality. The Palestinian Territories score at the emerging level The PDP prioritizes TVET, in particular IVET and training on this Policy Goal, reflecting the advocacy of some related ALMPS. The revised TVET strategy launched in visible champions for WfD to support economic November 2010 was formally endorsed by the WfD development. Their involvement, however, is limited champions. Under the leadership of the GIZ, four and mostly ad hoc, without any routine or working groups representing all relevant stakeholders institutionalized arrangement to monitor and review met regularly to elaborate and revise the strategy. The implementation progress of strategies and decisions. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 13 PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 revised TVET strategy includes a detailed in four governorates in the West Bank. The EU-funded implementation plan and the GIZ continues to drive the GIZ implemented TVET project, for example, provides implementation of the strategy, including the operation funds for training institutions to partner with industry to of national teams and a donor-coordinated approach to address skills shortages and constraints in priority TVET. At the level of the concerned ministries, there are sectors. The World Bank-funded Quality Improvement implementation plans and monitoring reports for the Fund (QIF) mechanism is another example of projects education sector and the vocational training plan at the aimed at addressing skills shortages at the higher Ministry of Labor, but there is no overall monitoring of education level. the implementation of the TVET strategy. Role of employers and industry Policy Goal 2: Fostering a Demand-Driven At the national level, employers and industry play a Approach to WfD (1.4) limited role in defining strategic WfD priorities and Effective advocacy for WfD requires credible make few contributions to address skills constraints. assessments of the demand for skills, engagement of The Higher Vocational and Technical Education Council, employers in shaping the country’s WfD agenda and envisioned to institutionalize employer engagement, incentives for employers to support skills development. has not been active. The other national platform, the Policy Goal 2 takes these ideas into account and Tripartite Committee at the Ministry of Labor (MOL), benchmarks the system according to the extent to composed of representatives from the government, which policies and institutional arrangements are in employers, and workers, is supposed to “propose place to: (i) establish clarity on the demand for skills and general policies directly concerned with employment areas of critical constraint; and (ii) engage employers in and vocational guidance and training.” Although setting WfD priorities and in enhancing skills-upgrading meetings are held every four months, discussions and for workers. decisions focus on issues related to minimum wage and labor disputes rather than skills related subjects. The The Palestinian Territories score at the latent level for Committee is soon to be replaced by an Economic and Policy Goal 2. Some positive, yet modest, steps have Social Council. been taken by institutionalizing employer engagement at the local level and occasionally conducting At the local level, employers and industry help define assessments of economic prospects and skills WfD priorities on a routine basis through their implications at the local level. participation in the LET Councils. The councils are very active and have proven to be an effective platform for At the national level, no formal assessments of employers in defining and providing inputs for the economic prospects and their implications for skills setting of strategic WfD priorities at the governorate have been conducted. At the local level, two major level. assessments of all economic sectors in selected governorates were conducted in 2011; the BTC assessed Employers and industry are involved in defining and the needs for a trained labor force and the GIZ providing inputs for the setting of strategic WfD examined economic opportunities. These two priorities through their involvement in national assessments were conducted with strong participation programs/projects, such as 1) the EU-funded, GIZ- by the Chambers of Commerce and Industry. In managed Support to TVET Development; 8 2) the GIZ addition, USAID and Save the Children funded a TVET project for Updating the Arab Occupational Standards Gap Analysis at seven TVET institutions. (AOS); 9 3) the GIZ project for Developing an NQF for the At the national level, no assessments of economic prospects or identification of skills constraints has taken place. This holds true even in the priority sectors of manufacturing, tourism, agriculture, and ICT. At the 8 http://www.tvet-pal.org/eu_support local level, critical skills constraints have been identified 9 http://www.tvet-pal.org/en/content/arab-occupations- classification SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 14 PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Palestinian Territories; 10 and 4) the BTC project for overcome barriers to cross-sector or cross-ministerial Development of the Palestinian TVET Curriculum. 11 cooperation. Policy Goal 3 examines the extent to which Employers and industry have supported such programs policies and institutional arrangements are in place to and projects aimed at addressing skills constraints, formalize roles and responsibilities for coordinated mainly by providing internships, apprenticeships, and action on strategic priorities. other work-based learning, and through supporting curriculum development. As part of the BTC project, for The Palestinian Territories score at the emerging level example, industry is actively involved in setting the for Policy Goal 3. Implementation plans and budgets occupational standards for occupations as a basis for accompany strategic WfD measures, and legislation developing the curricula. defines the roles and responsibilities of government and non-government actors. However, the mandate and Incentives for skill upgrading and monitoring responsibilities of ministries and agencies with responsibility for WfD overlap and coordination among The government provides no incentives for formal and stakeholders is ad hoc. informal sector employers to develop and upgrade skills. For example, there is no levy-grant scheme for the At the governmental level, various ministries and training of formal sector employees but the GIZ is agencies have legally-defined roles and responsibilities supporting the establishment of a Training Fund as per for WfD, such as: Ministry of Education (MOE), Ministry the TVET strategy. Donor-funded programs and projects of Higher Education (MOHE), Ministry of Labor (MOL), are providing incentives through proposal-based Ministry of Social Affairs (MOSA), Ministry of Ex- training grants to employers partnering with TVET Detainees, General Personnel Council (GPC), and the institutions. Examples include the World Bank-funded United Nations Relief and Works Agency (UNRWA). Quality Improvement Fund (QIF) or the EU-funded, GIZ- Different laws relate to the MOE, MOHE, and MOL (see managed TVET program. There is no formal mechanism box 2), with limited coordination among the various providing incentives for the skills upgrading of informal laws or agencies (e.g., some coordination happens sector employees. through the Sector Working Group (SWG) at the MOE), and limited explicit reference to WfD. Therefore, Policy Goal 3: Strengthening Critical Coordination responsibilities overlap and service provision is for Implementation (2.0) uncoordinated. For example, due to the absence of an Ensuring that the efforts of multiple stakeholders NQF, it takes 1 year to become a carpenter at MOL’s involved in WfD are aligned with the country’s key VTCs, 2 years at UNRWA’s VTCs, and 2 years at MOE’s socioeconomic priorities is an important goal of VSSs. At the local level, some coordination takes place strategic coordination. Such coordination typically through the LET Councils. Although non-government requires leadership at a sufficiently high level to WfD stakeholders, including employers and industry Box 2: Laws defining the roles of governmental agencies in WfD Ministry of Education: The Jordanian Education Law of 1964 was elaborated by several internal decrees made by the MOE. A new proposed Education Law was drafted in 2005 and ratified on the second reading, but never formally endorsed. The current and proposed laws do not address roles for WfD. Ministry of Higher Education: The Palestinian Higher Education Law – No. 11 of 1998 gives the ministry the powers to supervise, license, and accredit institutions of higher education including university colleges, polytechnics, and community colleges providing vocational and/or technical programs ending with vocational or technical diplomas, bachelor or higher degrees. Ministry of Labor: The Palestinian Labor Law – No.7 of 2000 (chapter two) is related to Vocational Training and Guidance. The law states clearly that MOL shoulders the responsibility for designing, following up and implementing vocational training activities to enable laborers to acquire and continuously develop the necessary skills and capabilities. 10 http://www.tvet-pal.org/en/content/national-qualifications- framework 11 http://www.btcctb.org/en/country/10/projects-list SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 15 PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 groups, trade unions, civil society organizations, and responsibilities (see box 3), these formulated roles are training providers have legally defined roles and not clear in practice. Box 3: Laws defining the roles of non-governmental agencies in WfD Chambers of Commerce and Industry: The Palestinian Chambers of Commerce and Industry Law of 2011 stipulates that the chambers aim, among other things, to participate in developing the policies related to trade and industry and in developing strategies and plans to implement these policies. The law grants the right to the chambers to set up training centers and institutes to serve the private sector objectives and to support and develop this sector. Civil Society Organizations: The Law No. (1) of 2000 on Charitable Associations and Civil Society Organizations stipulates that Palestinian citizens have the right to exercise social, cultural, professional and scientific activity in freedom, including the right to establish and run Associations and Community Organizations in conformity with the provisions of this law. Palestinian Federation of Industries (PFI): The PFI Law of 2011 grants the PFI powers similar to the Chambers regarding policy setting in the industrial sector. Palestinian General Federation of Trade Unions (PGFTU) Internal Bylaws: Among PGFTU’s declared objectives are raising the awareness of workers, and participation in national socioeconomic policy setting. There is no clear role regarding WfD. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 16 PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 5. Governing the System for Workforce tion and training system but these overlap partially (see blue shaded area in figure 17), especially between MOE Development and MOL. MOE provides formal TVET (2-year programs for craftsmen) at vocational secondary schools (VSSs). An important function of WfD authorities is to facilitate MOHE provides formal TVET (2 year-programs for efficient and effective skills acquisition by individuals technicians) at colleges. Non-formal TVET includes basic and to enable employers to meet their demand for and further training. Basic training is provided mainly by skilled workers in a timely manner. The objective is to the VTCs of the MOL and UNRWA (6–10 months), and minimize systemic impediments to skills acquisition and non-governmental organizations (2 years) to produce mismatches in skills supply and demand. The SABER- skilled workers. MOSA and some non-governmental WfD framework identifies three pertinent Policy Goals organizations (NGOs) provide rehabilitation training for corresponding to oversight mechanisms for influencing youth, while some for-profit organizations, continuing the choices of individuals, training providers and education departments at higher education institutions, employers: (i) ensuring efficiency and equity in funding; various other government agencies, professional (ii) assuring relevant and reliable standards; and (iii) employers’ and employees’ associations, and diversifying pathways for skills acquisition. This chapter companies (for in-service training) provide adult further begins with a brief overview of the institutional training and retraining. In general, there is a lot of landscape for governance of the WfD system and then duplication of training offerings, and there is no overall presents the detailed SABER-WfD results. A discussion strategy to identify and address skill bottlenecks. of the policy implications of these findings is presented in Section 3. TVET is heavily dependent on government and donor funding, with financing needs expected to increase Overall institutional landscape significantly in the future. Currently, only community The Palestinian Education Law, Higher Education Law, college students pay for their training, while students at and Labor Law provide the MOE, MOHE, and MOL with public vocational schools and VTCs and UNRWA mandates over the different components of the educa- institutions do not pay any fees. NGOs charge a percentage of the training costs and obtain the rest Figure 17: The Palestinian Education and Training System from donor contributions. There is very little, if any, private sector financial support to the TVET system. In Univ. Non-Formal accordance with the National TVET Strategy, in the PhD Educ./Training future the financing of the Palestinian TVET system 2 yrs Univ. Other would be based on five sources of income: Government MA/MSc Colleges Prof. Diplomas funding, a levy/tax on employers, payments from 4 yrs 4 yrs BA/BSc Colleges Further Training students, income generating activities, and donations 2 yrs and grants. With the support of the GIZ, the BA/BSc 2 yrs Dipl. 2 yrs Voc. Training Diploma 6-10 mths Voc. establishment of a National Training Fund is currently being considered and planned. Training General Voc. Sec. SABER-WfD Ratings on System Oversight Secondary Ed. Ed. Based on data collected by the SABER-WfD questionnaire, the Palestinian Territories’ system Basic Education receives an overall rating of 1.9 (emerging) for system (10 yrs) oversight (Figure 18). This score is the average of the ratings for the underlying Policy Goals: ensuring efficiency and equity of funding (2.1); assuring relevant Pre-School (Kindergarten) and reliable standards (1.5); and diversifying pathways (2 yrs) for skills acquisition (2.2). The explanation for these ratings and their implications follow below. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 17 PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Figure 18: SABER-WfD Ratings of Dimension 2 Administrative Development to channel donor funds into TVET, mainly IVET. The MOE, for example, bases its spending on a 5-year strategic plan, and develops annual implementation plans. Joint Financing Arrangements with a number of major donors (Germany, Norway, Belgium and others) allow the MOE to spend around USD 40 million annually according to agreed-upon priorities. For TVET, a technical assistance pooling funding mechanism (financed by Germany, Belgium, and the Welfare Association, among others) Note: see figure 2 for an explanation of the scale on the horizontal was set up to support TVET development. For training- axis. related ALMPs, the MOSA and the Ministry of Ex- Source: based on analysis of the data collected using the SABER- Detainees decide upon the utilization of funds along WfD questionnaire. with the MOF. In addition to budget allocations, the government provides recurrent funding for training Policy Goal 4: Ensuring Efficiency and Equity in through subsidized aid to students (e.g., in the form of Funding (2.1) grants, loans, vouchers provided to trainees). However, WfD requires a significant investment of resources by no visible government funds are provided for CVET, and the government, households and employers. To ensure such programs almost only exist at continuing that these resources are effectively used it is important education departments at universities. to examine the extent to which policies and institutional arrangements are in place to: (i) ensure stable funding For IVET institutions and programs, the budgeting for effective programs in initial, continuing and targeted process is routinely done and largely based on the VET; (ii) monitor and assess equity in funding; and (iii) previous year's budget. For example, at the MOL the foster partnerships with employers for funding WfD. criteria used to determine funding allocations are the previous year’s budgets, which in most cases programs The Palestinian Territories score at the emerging level and institutions do not get in full. Similarly, recurrent on Policy Goal 4. The rating reflects strengths in some funding at MOE’s VSSs and MOHE’s Community aspects of the system, particularly with respect to the Colleges (CC) is mainly based on the previous year’s funding and provision of ALMPs, as well as budget in addition to the number of specializations and institutionalized partnerships between training classes offered in that year. The criteria for allocating institutions and employers at the local level. On the WfD funding to institutions and programs do not seem other hand, funding for IVET institutions and programs subject to periodic review. Furthermore, no major is based on the previous year’s budget and heavily reforms have taken place in the last five years to dependent on donor funding, and no funding is improve efficiency and equity in funding allocations, allocated to CVET. Furthermore, there are few formal except for the higher education student loan schemes reviews of the impact of funding on the beneficiaries of being currently re-evaluated. training programs. CVET is mostly limited to continuing education Overall education expenditure as a percentage of GDP departments and centers at universities, with funding increased from 7.5% in 2000 to 11.5% in 2003.12 The coming from student fees or external donors. Some for- government mobilizes funds for WfD through general profit organizations operate in the sector and rely on taxation and through directing donor funds to support student fees only. At the government level, there is no WfD projects. Specifically, the relevant ministries (e.g., support to foster on-the-job training for small and MOE, MOHE, MOL) coordinate with the Ministry of medium enterprises (SMEs). However, in 2011/2012, Finance (MOF) and the Ministry of Planning and 143 cultural centers licensed by MOE were providing CVET in the West Bank, but there was no quality control and they had a low public image. 12 PRDP, 2008-2010, PNA, 2007 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 18 PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Government funding for targeted ALMPs benefits of trainees (as in the case of apprenticeships); and diverse population groups, mainly refugees (through contribution to the development of standards and UNRWA with donor funding), youth from disadvantaged curricula. social backgrounds, and ex-detainees (through MOSA and the Ministry of Ex-Detainees). Funding is decided Policy Goal 5: Assuring Relevant and Reliable upon as part of the overall budget allocations in the Standards (1.5) PDP, which makes substantial allocations for training of The WfD system comprises a wide range of training the unemployed. However, there is no evidence that providers offering courses at various levels in diverse any of these allocations have been actually dispersed, fields. An effective system of standards and or that implementation of these measures has taken accreditation enables students to document what they place. Training-related ALMPs are implemented mainly have learned and employers to identify workers with as in-house training provision, and in some cases, the relevant skills. For Policy Goal 5, it is therefore service providers are contracted to offer the training important to assess the status of policies and though a competitive bid. Programs are formally institutions to: (i) set reliable competency standards; (ii) reviewed for their impact, and reviews have led to assure the credibility of skills testing and certification; changes in program funding or design. and (iii) develop and enforce accreditation standards for Equity in funding for training programs and partnerships maintaining the quality of training provision. Recent reviews, which considered the impact of funding The Palestinian Territories score at the latent level for on training beneficiaries, focusing mostly on training- this Policy Goal. The score is consistent with the related outcomes (e.g. enrollment, completion), have country’s progress in introducing competency standards stimulated dialogue among some WfD stakeholders. for a few occupations and launching a consultative Formal reviews of the impact of WfD funding on the process to develop an NQF. However, curricula are not beneficiaries of IVET training programs include (i) a competency-based to date. Standards are defined on study on the "Compatibility of the Palestinian the basis of internal consultations and are reviewed on Vocational Secondary Education with the Labour an ad-hoc basis. Except for higher education, only Market," conducted in 2009, assessed the employment private providers are required to obtain accreditation; status of vocational education graduates from public accreditation standards are publicized and enforced to a institutions, and (ii) a national survey by the Palestinian large extent. Training providers are offered some Central Bureau of Statistics (PCBS), conducted in 2006, incentives to seek and retain accreditation, mainly in analyzed the labor market and training outcomes of the form of a license to operate. graduates of higher education and vocational education and training. Furthermore, there have been several Policy dialogue on setting competency standards and formal reviews of the impact of WfD funding on the establishing an NQF takes place routinely through an beneficiaries of training-related ALMPs; for example, institutionalized process and according to a set 4-year the evaluation of the Ex-Detainees Rehabilitation implementation plan. During the period 1995–2000 an Program considered the impact on enrollment, expert team on TVET started development of completion of training, employment, and earning competency standards and concluded these for 7 outcomes. occupations. Currently, competency standards are being developed for 15 occupations in the electricity, The government facilitates partnerships between electronics, IT, and management fields as part of the training providers and employers through formal BTC project. Yet, these standards have not been arrangements at the local/governorate level through reviewed and endorsed nationally to date. A process for the recently established LET Councils. The benefits that NQF development is in place with the involvement of all participating employers get from partnerships with stakeholders and strong support of the GIZ. The NQF training providers include: access to training facilities will set out a comprehensive national reference and personnel; access to potential new hires; influence structure for all levels of qualifications. According to the over the content of training; influence over the testing proposed framework, the governance of the NQF SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 19 PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 should be organized by establishing a steering Large variations exist among the systems used for committee composed of the Ministers and Deputies of licensing and accreditation for vocational education, Education and Higher Education and Labor. Potential technical education, and vocational training. At MOE, participants in the consultation process for the there is a specialized department in general education development of the NQF include all relevant that provides licensing to all non-state schools, both stakeholders, such as representatives of students, academic and vocational ones. The department parents, teachers, and employers; curriculum provides licensing to VSSs only after getting the development centers; providers of education and technical approval of the VE department regarding the training; NGOs; and representatives of refugees, technical standards. A third unit (Curriculum Center) is returnees and ex-detainees. the body responsible for approving the curriculum to be used. Accreditation standards for training providers are Involvement of stakeholders in setting competency established through internal consultations only, and are standards for major occupations has been limited, and periodically reviewed on ad-hoc basis only. training providers do not yet follow competency-based curricula. In addition, competency-based testing is not At the MOL, all licensing and accreditation is under the used for skilled and semi-skilled occupations, with the responsibility of the Vocational Training Directorate. As exception of an attempt on a small scale for the auto- with the MOE, accreditation standards for training mechanics apprenticeship-training program supported providers are established through internal consultations by GIZ several years ago. only, and are not periodically reviewed. At the level of post-secondary TVET, AQAC – a specialized independent Under a regional GIZ project, an Arab Occupational agency – is responsible for accreditation. No formal Classification (AOC) was developed and approved by all structured reviews of accreditation standards have Arab countries including the Palestinian Territories. been conducted since AQAC was established in 2002, Adaption of this classification is being done and will but a review of the standards is currently taking place. result in a Palestinian Occupational Classification (POC). At this level, accredited providers do not have to renew All competency standards currently being developed their license or general accreditation. If they want to under the BTC project will be in line with the POC. adjust or change their programs, they must renew their program accreditation, which entails institutional Accreditation oversight, standards, and enforcement accreditation. Accreditation of training providers is linked to the respective ministry: The MOL accredits VTCs; the MOE Going forward, and in an effort to harmonize accredits vocational schools; and the Accreditation and accreditation requirements, the TVET strategy calls for Quality Assurance Commission (AQAC) linked to the the establishment of TVET National Accreditation and MOHE accredits colleges and universities. While Quality Assurance within AQAC: programs are not accredited through the MOL, the MOE “The AQAC shall approve and maintain the quality accredits programs through the Curriculum Center and criteria, develop the quality standards, accredit TVET the MOHE through AQAC. institutions and programs, monitor and evaluate TVET institutions and programs to ensure adherence to The Higher Education Law differentiates between quality standards. This will mentor the TVET institutions licensing, general accreditation, and private in spreading the quality culture and should provide them accreditation. The law states that a person or a board with guidance and advisory services in quality and may launch or establish a public or private higher quality management issues.” 13 institution or commence a syllabus after obtaining the necessary license from the ministry, which is based In the case of both MOL and MOE, only private upon the decision of the minister. General accreditation providers are required to obtain accreditation. At MOE, is the acknowledgment that a licensed body corporate providers are required to renew their accreditation is eligible to be a higher education institution, while private accreditation is the acknowledgment that a program may be taught at higher education institutions. 13 2010 TVET Strategy, p. 40. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 20 PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 status every 5 years, and earlier if there is evidence that The Palestinian Territories score at the emerging level they have breached their licensing agreement. for Policy Goal 6. While, in principle, pathways and Accreditation standards are publicized and enforced to recognition of prior learning exist, there are limitations. some extent. At MOL, providers are required to renew For example, TVET students can pursue formal skills their accreditation status every year. Accreditation acquisition beyond the secondary level, but options are standards resemble more an application template than limited to vocationally-oriented programs. Most standards. Institutions must provide data on various certificates for TVET programs will be recognized in the aspects of their operations. proposed NQF; however, qualifications certified by non- education ministries are currently not recognized for All training providers under MOHE, regardless of admission into formal programs under the MOE/MOHE. funding, are required to obtain accreditation, but are Recognition of prior learning receives limited attention not required to renew their accreditation status on a by policy makers and the general public. The regular basis. Similar to MOL, providers do not have to government provides practically no support for further renew their license or general accreditation. If they occupational and career development, but supports want to make any changes in their programs, then they training programs targeted to disadvantaged have to renew their program accreditation, which populations on a systematic basis, which are routinely entails institutional accreditation. Accreditation reviewed for impact and adjusted in light of the standards are publicized and enforced to a large extent. findings. Training providers under MOE, MOHE, and MOL are Students are tracked into separate academic and provided with incentives to seek and retain vocational streams after ten years of basic schooling. 14 accreditation by linking accreditation to obtaining a Overall, graduates of the vocational stream face limited license to operate. Training providers receive support to learning pathways for formal skill acquisition beyond seek and retain accreditation, mainly in the form of the secondary level. They are mostly confined to technical assistance to meet accreditation standards. technical and vocationally oriented programs at However, such technical assistance is mainly provided community/technical colleges and university colleges. to universities, not colleges. Following post-secondary technical programs, these graduates can progress to university but again, to Policy Goal 6: Diversifying Pathways for Skills selected programs only. Acquisition (2.2) Apprenticeship as a third stream is currently being In dynamic economic environments, workers need to piloted, with students doing practical work in the labor acquire new skills and competencies as well as keep market. In terms of qualifications, they are treated just their skills up-to-date throughout their working lives. like students in the applied vocational stream. In They are best served by a system of initial and summary, TVET no longer leads to a dead-end; the TVET continuing education and training that promotes strategy explicitly stresses the need for further lifelong learning by offering clear and flexible pathways for transfers across courses, progression to higher levels of training and access to programs in other fields. For those already in the workforce, schemes for recognition of prior learning are essential to allow individuals to 14 efficiently upgrade their skills and learn new ones. Within the vocational stream, there are vocational and applied th specializations, with only those passing an exam after 11 grade Policy Goal 6 therefore evaluates the extent to which able to continue in the vocational stream. Graduates of the policies and institutions are in place to: (i) enable vocational stream sit for the Tawjihi exam and are able to continue progression through multiple learning pathways, higher education studies – in the same field of study – in colleges or including for students in TVET streams; (ii) facilitate the universities. In the applied stream, on the other hand, students can pass a comprehensive applied exam, and upon passing they can recognition of prior learning; and (iii) provide targeted enter a vocational diploma program at college. One year later, these support services, particularly among the disadvantaged. graduates are able to take the Tawjihi exam, and upon passing can pursue higher education studies like their peers from the vocational track that passed the Tawjihi. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 21 PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 15 diversification of pathways for skill acquisition. development, it is not possible to anticipate whether all certificates will be eventually recognized. More universities are accepting formal vocational education graduates. A study showed that 51% of male While recognition of prior learning has received limited graduates and 57% of female graduates of VSSs for attention from policy makers and the general public, years 2004–2006 were continuing their higher the TVET strategy stipulates the intention to liberalize education. The system is almost fully closed, however, access to occupational assessment and qualifications for graduates of the non-formal TVET system including and to recognize prior learning. 16 Furthermore, an adult graduates of MOL and UNRWA VTCs. Only 4.5% of MOL lifelong learning strategy is under formulation through VTC graduates for 2004–2006 were continuing their MOE with support from DVV International. higher education, but without having their prior training Representatives from all relevant ministries, social accredited. partners, universities and leading NGOs have jointly discussed the focal points and interventions, and have Public perception of TVET is negative, but under the come up with an action plan for implementation. There PDP, the authorities have allocated funding to improve are practically no publicly-funded further occupational it by launching: “a comprehensive program of public and career development services. As a first step in this investment to transform the quality and image of direction, the adult lifelong learning strategy calls for technical and vocational training in Palestine, enabling the establishment of a National Commission for Adult our youth, as well as adults, to develop skills that will Education. open up new employment opportunities.” In practice, however, these objectives have not been adequately Training programs for the disadvantaged translated into action, despite attempts to improve the The government supports training programs targeted to quality and relevance of programs, and to diversify disadvantaged populations on a systematic basis (i.e. learning pathways for progression to higher levels of allocation of annual and multi-year budgets and education and training. adequate institutional infrastructure); programs are Articulation of skill certification and recognition of prior routinely reviewed for impact and adjusted in light of learning the findings. Such publicly-funded training programs are available for select disadvantaged populations, Only training institutions operating under MOE and including youth from hardship backgrounds, ex- MOHE have the mandate to provide formal detainees, and refugees. Since all public VET is free, qualifications. Qualifications awarded by non-education poor youth constitute a large percentage of those ministries such as MOL are neither recognized for studying at these institutions. The ministries / agencies admission into formal education and training programs that oversee these programs include UNRWA, MOSA, under MOE, nor accorded high value in terms of public Ministry of Ex-Detainees, and others. perception. Employers do value the certification, however. Currently some, but not all, certificates of technical and vocational programs are recognized in the NQF. Yet, with the NQF still in the early stages of 16 “Occupational assessment and certification will be accessible to all candidates who feel competent that they meet the requirements of 15 “The TVET system will promote vertical and horizontal articulation, the respective occupational standard, irrespective of how and where mobility and progression between different TVET they were trained or learned. Access to occupational qualifications vocations/occupations and different qualification levels, and also will no longer be dependent on attending a formal TVET programme. between TVET and general and higher education. TVET should Graduates from any formal and non-formal TVET programme will, in always create the possibility of career progression and continuation the future, have access to occupational assessment and certification, of learning.” And: “Students that wish to obtain further education as well as those who have learned informally (i.e. on the job, through after obtaining certification as semi-skilled workers (the present VET traditional apprenticeship or through self-learning). Hence, centers), may directly continue their education to obtain a degree as occupational assessment will be the major tool to integrate different technicians (the present Community Colleges). Persons holding a TVET delivery modes and recognize prior learning, significantly degree as technicians will also have the possibility to continue to increasing access to the TVET system and its qualifications for a University, without taking the Tawjihi.” (Excerpt from TVET Strategy) greater section of the society.” (Excerpt from TVET Strategy) SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 22 PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 6. Managing Service Delivery commercial courses (Figure 19). Overall female participation has declined, from 33.5% in 2008 to 25.2% Training providers, both non-state and government, are in 2011, and is concentrated in commercial courses. the main channels through which the country’s policies are translated into results on the ground. This chapter Under MOL, there are 54 VTCs (Table 1), from where therefore provides an overview of the functions of the 1,002 students graduated in 2011, 43% of whom were line ministries or agencies responsible for overseeing female (Figure 20). Under MOHE, IVET is offered non-state providers and managing public institutions. through 15 university colleges and 11 community The Policy Goals for this Dimension in the SABER-WfD colleges. In the 2010/2011 academic year, 12,584 framework focus on the following three aspects of students were enrolled at the community colleges, and service delivery: (i) enabling diversity and excellence in 14,995 students at the university colleges. In training provision; (ii) fostering relevance in public 2009/2010, 5,715 graduates of these colleges (49% training programs; and (iii) enhancing evidence-based male, 51% female) obtained an IVET diploma degree. accountability for results. This chapter begins with a brief overview of the delivery of training services and While no ministry or agency is responsible for CVET, an then presents the ratings for these three Policy Goals estimated 25,000 people (2.5% of the workforce) and detailed SABER-WfD results. A discussion of the participate in continuing training annually. The main policy implications of these findings is presented in providers of CVET are the universities, through their Section 3. departments or centers for continuing education. CVET is also offered by some for-profit organizations and cultural centers, and can take place through firm-based Overview of the Delivery of Training training as well. According to the World Bank/IFC Services Enterprise Survey (2006), an estimated 27% of firms in Vocationally-oriented training in the Palestinian the Palestinian Territories offer formal training to their Territories is offered through IVET, CVET and training employees, a figure comparable to the regional average related ALMPs. The Vocational Secondary Schools (26.7%) but substantially lower than the world average (VSSs) under MOE enrolled 6.6% of the Palestinian (35.3%). Territories’ 149,325 secondary students in 2011, up Lastly, there are several ALMPs, managed by different from 4% in 1999. Students in these schools can enroll in actors including MOSA, the Ministry of ex-detainees and five vocational areas, with the large majority in UNRWA, which offer a number of specializations. Table 1: TVET Institutions according to Type and Level Non-State State Total For Profit Non-profit VSS (MoE) 14 0 4 18 VTC (MoL) 8 33 13 54 Community Colleges (a) (MoHE) 2 8 1 11 University Colleges (a) (MoHE) 9 4 2 15 (a) Data in the non-profit column refer to UNRWA institutions SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 23 PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Figure 19: Number of students in vocational schools Figure 20: Number of graduates from vocational training (VSSs) under MoE centers (VTCs) under MoL 12000 1500 10000 8000 1000 6000 4000 2000 500 0 2000 2005 2006 2007 2008 2011 0 2000 2005 2006 2007 2008 2009 2010 2011 Commercial Industrial Agricultural Hotel Sharia Male Graduates Female Graduates Source: Palestinian Ministry of Education, 2012 Source: MOL Statistics, 2012 Labor market outcomes Tracer studies suggest that the labor market outcomes According to UNRWA’s data, graduates of its Kalandia vary by training provider and area of specialization. VTC achieve impressive rates of employment: 94% According to a 2009 study, 17 only 27% of MOE’s VSS (2005), 74% (2008) and 79% (2009), which likely reflects graduates from 2004 to 2006 were employed (excluding the program’s focus on practical training and the quality students in the commercial stream as they were not of teachers and trainers. A 2006 survey by the followed in the tracer study), with only 45% working in Palestinian Central Bureau of Statistics suggests fields related to their training. By comparison, in the significant differences in unemployment according to same period, 33% of the graduates of VCTs under MOL level of education and type of training (see figure 21). were employed. Unemployment tends to be higher among those who receive the lowest levels of training. Figure 21: Unemployment rate (%) among graduates of higher education and TVET (2006) Total 30.7 High Diploma and Above 9.3 Bachelor 19.3 Associate Diploma 23.7 Vocational Secondary 16.4 Training Certificate > 10 months 32.9 Training Certificate 6-10 months 37.2 0 10 20 30 40 Source: PCBS, 2006 17 Al Zaroo, S., The compatibility of the Palestinian Vocational Secondary Education with the labour market, An Najah University Journal, 2009. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 24 PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 SABER-WfD Ratings on Service Delivery The Palestinian Territories score at the emerging level for Policy Goal 7. A diversity of non-state providers is Based on data collected by the SABER-WfD active in the training market despite the paucity of questionnaire, the Palestinian Territories receive an government incentives for non-state provision. While overall rating of 1.6 (Latent) for the Service Delivery most of these providers are registered and licensed, few Dimension (see figure 22). This score is the average of measures are in place for quality assurance and the the ratings for the underlying Policy Goals: (i) enabling government is not actively reviewing and formulating diversity and excellence in training provision (1.8); (ii) policies on non-state provision of training. With regard fostering relevance in public training programs (1.5); to public training provision, the government grants and (iii) enhancing evidence-based accountability for limited autonomy to the institutions and does not results (1.6). The explanation for these ratings and their require them to meet explicit performance targets. implications follow below. Furthermore, the government uses ad-hoc processes to decide on program introduction and closure, typically Figure 22: SABER-WfD Ratings of Dimension 3 on the basis of implementation feasibility (e.g. funding, capacity). Encouraging and regulating non-state provision A diverse mix of non-state providers offers IVET, CVET and training related ALMPs (see table 1). Most of these providers are registered and licensed. The law in the Palestinian Territories requires all charitable associations and Civil Society Organizations (CSOs) to be registered with the Ministry of Interior (MOI). CSOs have to submit annual narrative and financial reports to Note: see figure 2 for an explanation of the scale on the horizontal MOI to maintain their registration. Licensing is done by axis. the relevant ministry, MOE for VSSs, MOL for VTCs, and Source: based on analysis of the data collected using the SABER- WfD questionnaire MOHE for technical and community colleges. Apart from registration and licensing requirements, the Policy Goal 7: Enabling Diversity and Excellence government does not have a systemic approach to in Training Provision (1.8) quality assurance for non-state training provision. Quality issues in tertiary level VET have received some Because the demand for skills is impossible to predict attention through a series of studies conducted by with precision, having a diversity of providers is a AQAC during the period 2002–2011. The studies under feature of strong WfD systems. Among non-state review, however, included program offerings in the providers, the challenge is to temper the profit motive areas of health and administrative sciences (61 or other program agendas with appropriate regulation programs in 7 specializations), social and human to assure quality and relevance. Among state providers, sciences (115 programs in 20 specializations), a key concern is their responsiveness to the demand for engineering (115 programs in 20 specializations), skills from employers and students. Striking the right education, social and human sciences (122 programs), balance between institutional autonomy and and applied and administrative sciences (164 programs) accountability is one approach to address this concern. at the BA/BSc and MA/MSc levels but not diploma-level Policy Goal 7 takes these ideas into account and courses at community colleges. benchmarks the system according to the extent to which policies and institutional arrangements are in Registered providers are authorized to issue place to: (i) encourage and regulate non-state provision government-recognized certificates and diplomas. of training and (ii) foster excellence in public training While they receive no direct subsidy from the provision by combining incentives and autonomy in the government, they are eligible to compete for training management of public institutions. grants, which typically are provided through donor SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 25 PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 funded projects endorsed by the government. The The lack of institutional autonomy and weak incentives competition for such grants is open to all providers, for performance imply that public institutions are state and non-state, following a process supervised and generally slow to respond to changes in the demand for directed by the government. skills. This is reinforced by the fact that at the level of the ministries, the process for approving new programs In the absence of a proactive government policy is ad hoc. Capacity for training provision (e.g., staff, fostering non-state training provision, providers are equipment, facilities, etc.) is the main factor that playing a significant role in developing VET. In 2003, influences or informs decisions on the introduction of some of these providers established a TVET League. major programs. While rudimentary labor market Members of the League played an important role in analysis is usually conducted, it receives less attention developing and implementing the Palestinian TVET than the process of reviewing and approving new strategy by offering models of effective training curricula. The relevant ministries conduct no system- provision for possible mainstreaming. League members wide assessments to identify publicly-funded programs must satisfy certain requirements in terms of the for closure, which are typically identified at the level of training programs they offer: courses in at least three individual institutions, based mainly on enrollment areas of specialization; 9th grade completion as a trends and to a lesser degree on labor market analysis. minimum entry requirement; course duration of 12–26 For tertiary level courses under MOHE, the process for months; and graduates qualified at the level of skilled- introducing courses is more systematic and involves worker or higher. getting authorization from the ministry to receive accreditation from AQAC, which can take from 6 to 10 Fostering excellence in public training provision months. In general, public training institutions operate with limited autonomy. They are allowed to generate but not Policy Goal 8: Fostering Relevance in Public retain revenues, which are all forwarded to the MOF. Training Provision (1.5) One exception is the community colleges, which are Public training institutions need reliable information on allowed to retain the student fees they collect for current and emerging skills demands in order to keep development purposes. 18 The management of public their program offerings relevant to market conditions. It training institutions generally has authority over the is therefore desirable for public training institutions to selection and admission of trainees, and the purchase establish and maintain relationships with employers, of training materials and other inputs up to around industry associations, and research institutions. Such 1,000NIS (approximately USD280). They have no partners are a source of information about skills authority to introduce or close programs, determine competencies as well as expertise and advice on staff remuneration, or decide on the hiring and curriculum design and technical specifications for dismissal of staff. training facilities and equipment. They also provide opportunities for workplace training for students and Public training institutions are not governed by a board continuing professional development for instructors to which management is accountable. While most and administrators. Policy Goal 8 considers the extent institutions have arrangements in place to handle to which arrangements are in place for public training complaints, the system allows complaints to reach the providers to: (i) benefit from industry and expert input relevant ministry only through the training institutions’ in the design of programs and (ii) recruit administrators managers. In general, performance targets are not and instructors with relevant qualifications and support specified. Training institutions are thus not expected to their professional development. achieve specific targets in terms of such indicators as enrollment, pass and repetition rates, job placement, The SABER-WfD benchmarking exercise indicates that and employer or trainee satisfaction. the Palestinian Territories are at the latent level for Policy Goal 8. Informal links exist between training institutions and industry, but the latter has a limited role in the design of curricula and specification of 18 10-20 Jordanian Dinars (14 USD)/Credit Hour per Student SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 26 PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 training facility standards. Links between public training Recruiting and supporting administrators and providers and research institutions are rare. The instructors to enhance the market relevance of public trainers and heads of public training institutions are training programs recruited on the basis of minimum academic For training institutions under MOE and MOHE, there qualifications and teaching experience, and they have are explicit recruitment standards for both heads and limited opportunities for in-service training. instructors of training institutions that include minimum academic qualifications and teaching experience. For Integrating expert input into the design of public institutions under MOE, heads must also possess training programs management education and/or experience and Industry internships are the most common area of instructors must have industry or work experience. linkages between public training institutions and There are no explicit standards for the recruitment of industry. Institutions delivering regular secondary the heads or instructors of training institutions under vocational education under the MOE require the MOL. internships for a limited period of two months. Pilot applied vocational education and apprenticeship Opportunities for professional development are programs require longer term internships and have sporadic for both the heads and instructors of public demonstrated promising results. There are indications training institutions. This professional development that these types of arrangements will be scaled up in largely consists of opportunities to participate in in- the future. Links between industry and public providers service training once every few years, in the form of also exist in cases where Chambers of Commerce and seminars, workshops, and conferences. There are Trade Unions train workers using public facilities and efforts currently underway to formalize and strengthen instructors. For training providers under the MOL, professional development in all public training strong links exist between most VTCs and industry; institutions. In 2010, MOE, MOHE and MOL developed a however, these links are ad hoc and largely dependent proposed conceptual framework for human resources on personal connections. All students spend the last development in the TVET system with support from GIZ. month of their training in firms, a period that may be The framework is being intensively debated by all increased to two months as soon as the coming year. stakeholders and is expected to be formally endorsed Ad-hoc links also exist between industry and colleges by the three relevant ministries in the coming year. under MOHE, as students are required to participate in seven week internships in two phases over two years. Policy Goal 9: Enhancing Accountability for Results (1.6) Another area of collaboration between industry and Systematic monitoring and evaluation of service public training institutions is over curricula, albeit on a delivery are important for both quality assurance and limited basis. While curricula currently used in system improvement. Accomplishing this function vocational secondary schools have very little industry requires gathering and analyzing data from a variety of input, the BTC project is piloting more substantial sources. The reporting of institution level data enables industry involvement. The BTC project uses a formal the relevant authorities to ensure that providers are process to engage industry in curricula development; delivering on expected outcomes. Such data also enable however, at this point, it is limited to the electrical these authorities to identify gaps or challenges in profession and there is no guarantee that the curricula training provision or areas of good practice. will be used in all relevant vocational schools. In VTCs Additionally, periodic surveys and evaluations of major under the MOL, there is no systematic process for programs generate complementary information that engaging industry in curricula development. The can help enhance the relevance and efficiency of the absence of unified curricula means that individual system as a whole. Policy Goal 9 considers these ideas providers with strong, ad-hoc industry relationships to assess the system’s arrangements for collecting and have the potential to continuously adapt curricula using data to focus attention on training outcomes, based on industry feedback. efficiency and innovation in service delivery. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 27 PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 The Palestinian Territories score at the latent level for training providers into a system-wide integrated Policy Goal 9. All training providers, public and non- management information system (MIS), but each state, are required to collect and report basic training provider under the MOL maintains its own administrative data. However, there are virtually no database.The administrative data reported by training skills-related special surveys or impact evaluations, and providers are rarely used to enhance institution and the collected data are rarely used to enhance program system level performance. The main use for the data and system performance. (enrollment, graduations, and staff data) collected by MOE and MOL is to produce annual statistical reports. All training providers are required to report specific MOHE uses the results of a comprehensive exam to administrative data (enrollment, staffing, budget, etc.) provide feedback to individual institutions as well as to as well as graduation statistics, usually through monthly analyze system-level trends and issues. While relevant reports submitted to the directorate concerned at the ministries do not publish information on the relevant ministry. In addition, most public training employment and earnings of the graduates of training institutions produce annual reports for their internal programs, all providers now publish data on training use. The MOE and the MOHE consolidate data from capacity on the new TVET website developed with the support of GIZ. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 28 PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Annex 1: Acronyms ALMP Active Labor Market Program AOC Arab Occupational Classification AOS Arab Occupational Standards AQAC Accreditation and Quality Assurance Commission BTC Belgian Technical Cooperation CC Community College CSOs Civil Society Organizations CVET Continuing Vocational Education and Training DCI Data Collection Instrument EU European Union GDP Gross Domestic Product GIZ German International Cooperation GPC General Personnel Council HRD Human Resource Development ICT Information and Communication Technologies ILO International Labour Organization IVET Initial Vocational Education and Training LET Local Employment and Training MOE Ministry of Education MOF Ministry of Finance MOHE Ministry of Higher Education MOI Ministry of Interior MOL Ministry of Labor MOSA Ministry of Social Affairs MIS Management Information System NGO Non-Governmental Organization NQF National Qualifications Framework PA Palestinian Authority PCBS Palestinian Central Bureau of Statistics PDP Palestinian Development Plan (2011-2013) PFI Palestinian Federation of Industries PGFTU Palestinian General Federation of Trade Unions POC Palestinian Occupational Classification PT Palestinian Territories - West Bank and Gaza QIF Quality Improvement Fund SABER Systems Approach for Better Education Results SDC Swiss Development Cooperation SME Small and Medium Enterprises SWG Sector Working Group TIMSS Trends in International Mathematics and Science Study TVET Technical and Vocational Education and Training UNRWA United Nations Relief and Works Agency SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 29 PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 USAID United States Agency for International Development VE Vocational Education VSS Vocational Secondary School VTC Vocational Training Center WB West Bank WfD Workforce Development SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 30 PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Annex 2: The SABER-WfD Analytical Framework Policy Goal Policy Action Topic in DCI 2.5 FINAL Setting a G1_T1 Advocacy for WfD to Support Economic Development Provide sustained advocacy for WfD at the top G1 Strategic leadership level G1_T2 Strategic Focus and Decisions by the WfD Champions Strategic Framework Direction Establish clarity on the demand for skills and areas G2_T1 Overall Assessment of Economic Prospects and Skills Implications Dimension 1 of 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 Strengthening G3_T1 Roles of Government Ministries and Agencies 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 Provide stable funding for effective programs in G4_T2 Recurrent Funding for Initial Vocational Education and Training (IVET) initial, continuing and targeted vocational education Recurrent Funding for Continuing Vocational Education and Training Ensuring G4_T3 Programs (CVET) and training G4 Efficiency and G4_T4 Recurrent Funding for Training-related Active Labor Market Equity in 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 Broaden the scope of competency standards as a G5_T1 System Oversight Competency Standards and National Qualifications Frameworks basis for developing qualifications frameworks Dimension 2 G5_T2 Competency Standards for Major Occupations G5_T3 Occupational Skills Testing Establish protocols for assuring the credibility of Assuring Relevant G5_T4 Skills Testing and Certification skills testing and certification G5 and Reliable G5_T5 Skills Testing for Major Occupations Standards G5_T6 Government Oversight of Accreditation Develop and enforce accreditation standards for G5_T7 Establishment of Accreditation Standards 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 G6_T2 Public Perception of Pathways for TVET Diversifying students G6 Pathways for Facilitate life-long learning through articulation of G6_T3 Articulation of Skills Certification Skills Acquisition skills certification and recognition of prior learning G6_T4 Recognition of Prior Learning Provide support services for skills acquisition by G6_T5 Support for Further Occupational and Career Development 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 Encourage and regulate non-state provision of G7_T2 Incentives for Non-State Providers Enabling Diversity training 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 Autonomy and Accountability of Public Training Institutions G7_T6 Service Delivery management of 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 G8_T2 Industry Role in the Design of Program Curricula Fostering and 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 Programs Recruit and support administrators and instructors G8_T5 Institutions for enhancing the market-relevance of public Recruitment and In-Service Training of Instructors of Public Training training programs G8_T6 Institutions Enhancing G9_T1 Administrative Data from Training Providers Expand the availability and use of policy-relevant Evidence-based G9_T2 Survey and Other Data G9 data for focusing providers' attention on training Accountability for Use of Data to Monitor and Improve Program and System outcomes, efficiency and innovation G9_T3 Results Performance SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 31 PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Annex 3: Rubrics for Scoring the SABER-WfD Data Functional Dimension 1: Strategic Framework Policy Level of Development Goal Latent Emerging Established Advanced G1: Setting a Strategic Direction Visible champions for WfD are either Some visible champions provide ad- Government leaders exercise Both government and non- absent or take no specific action to hoc advocacy for WfD and have sustained advocacy for WfD with government leaders exercise advance strategic WfD priorities. acted on few interventions to occasional, ad-hoc participation sustained advocacy for WfD, and advance strategic WfD priorities; no from non-government leaders; their rely on routine, institutionalized for WfD arrangements exist to monitor and advocacy focuses on selected processes to collaborate on well- review implementation progress. industries or economic sectors and integrated interventions to advance manifests itself through a range of a strategic, economy-wide WfD specific interventions; policy agenda; implementation implementation progress is progress is monitored and reviewed monitored, albeit through ad-hoc through routine, institutionalized reviews. processes. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 32 PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Functional Dimension 1: Strategic Framework Policy Level of Development Goal Latent Emerging Established Advanced There is no assessment of the Some ad-hoc assessments exist on Routine assessments based on A rich array of routine and robust country's economic prospects and the country's economic prospects multiple data sources exist on the assessments by multiple their implications for skills; industry and their implications for skills; country's economic prospects and stakeholders exists on the country's and employers have a limited or no some measures are taken to their implications for skills; a wide economic prospects and their G2: Fostering a Demand-Led role in defining strategic WfD address critical skills constraints range of measures with broad implications for skills; the Approach to WfD priorities and receive limited (e.g., incentives for skills upgrading coverage are taken to address information provides a basis for a support from the government for by employers); the government critical skills constraints; the wide range of measures with broad skills upgrading. makes limited efforts to engage government recognizes employers coverage that address critical skills employers as strategic partners in as strategic partners in WfD, constraints; the government WfD. formalizes their role, and provides recognizes employers as strategic support for skills upgrading through partners in WfD, formalizes their incentive schemes that are role, and provides support for skills reviewed and adjusted. upgrading through incentives, including some form of a levy-grant scheme, that are systematically reviewed for impact and adjusted accordingly. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 33 PALESTINIAN TERRITORIES | 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 Industry/employers help define WfD Industry/employers help define WfD Industry/employers help define WfD or no role in defining strategic WfD priorities on an ad-hoc basis and priorities on a routine basis and priorities on a routine basis and G3: Strengthening Critical Coordination for priorities; the government either make limited contributions to make some contributions in selected make significant contributions in provides no incentives to address skills implications of major areas to address the skills multiple areas to address the skills encourage skills upgrading by policy/investment decisions; the implications of major implications of major employers or conducts no reviews government provides some policy/investment decisions; the policy/investment decisions; the Implementation of such incentive programs. incentives for skills upgrading for government provides a range of government provides a range of formal and informal sector incentives for skills upgrading for all incentives for skills upgrading for all employers; if a levy-grant scheme employers; a levy-grant scheme with employers; a levy-grant scheme with exists its coverage is limited; broad coverage of formal sector comprehensive coverage of formal incentive programs are not employers exists; incentive programs sector employers exists; incentive systematically reviewed for impact. are systematically reviewed and programs to encourage skills adjusted; an annual report on the upgrading are systematically levy-grant scheme is published with reviewed for impact on skills and a time lag. productivity and are adjusted accordingly; an annual report on the levy-grant scheme is published in a timely fashion. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 34 PALESTINIAN TERRITORIES | 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 funding for IVET and CVET follows funding for IVET is routine and funding for IVET is routine and based processes, but takes no action to routine budgeting processes based on multiple criteria, including on comprehensive criteria, including facilitate formal partnerships involving only government officials evidence of program effectiveness; evidence of program effectiveness, between training providers and with allocations determined largely recurrent funding for CVET relies on that are routinely reviewed and employers; the impact of funding on by the previous year's budget; formal processes with input from adjusted; recurrent funding for CVET G4: Ensuring Efficiency and Equity in Funding the beneficiaries of training funding for ALMPs is decided by key stakeholders and annual relies on formal processes with programs has not been recently government officials on an ad-hoc reporting with a lag; funding for input from key stakeholders and reviewed. basis and targets select population ALMPs is determined through a timely annual reporting; funding for groups through various channels; systematic process with input from ALMPs is determined through a the government takes some action key stakeholders; ALMPs target systematic process with input from to facilitate formal partnerships diverse population groups through key stakeholders; ALMPs target between individual training various channels and are reviewed diverse population groups through providers and employers; recent for impact but follow-up is limited; various channels and are reviewed reviews considered the impact of the government takes action to for impact and adjusted accordingly; funding on only training-related facilitate formal partnerships the government takes action to indicators (e.g. enrollment, between training providers and facilitate formal partnerships completion), which stimulated employers at multiple levels between training providers and dialogue among some WfD (institutional and systemic); recent employers at all levels (institutional stakeholders. reviews considered the impact of and systemic); recent reviews funding on both training-related considered the impact of funding on indicators and labor market a full range of training-related outcomes; the reviews stimulated indicators and labor market dialogue among WfD stakeholders outcomes; the reviews stimulated and some recommendations were broad-based dialogue among WfD implemented. stakeholders and key recommendations were implemented. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 35 PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Functional Dimension 2: System Oversight Policy Level of Development Goal Latent Emerging Established Advanced Policy dialogue on A few stakeholders engage in Numerous stakeholders engage in policy All key stakeholders engage in policy competency standards ad-hoc policy dialogue on dialogue on competency standards and/or dialogue on competency standards and/or and/or the NQF occurs on an competency standards and/or the NQF through institutionalized the NQF through institutionalized ad-hoc basis with limited the NQF; competency standards processes; competency standards exist for processes; competency standards exist for engagement of key exist for a few occupations and most occupations and are used by some most occupations and are used by training G5: Assuring Relevant and Reliable Standards stakeholders; competency are used by some training training providers in their programs; the providers in their programs; the NQF, if in standards have not been providers in their programs; NQF, if in place, covers some occupations place, covers most occupations and a wide defined; skills testing for skills testing is competency- and a range of skill levels; skills testing for range of skill levels; skills testing for most major occupations is mainly based for a few occupations but most occupations follows standard occupations follows standard procedures, theory-based and for the most part is mainly procedures, is competency-based and is competency-based and assesses both certificates awarded are theory-based; certificates are assesses both theoretical knowledge and theoretical knowledge and practical skills; recognized by public sector recognized by public and some practical skills; certificates are recognized robust protocols, including random audits, employers only and have private sector employers but by both public and private sector ensure the credibility of certification; little impact on employment have little impact on employers and may impact employment certificates are valued by most employers and earnings; no system is employment and earnings; the and earnings; the accreditation of training and consistently improve employment in place to establish accreditation of training providers is supervised by a dedicated prospects and earnings; the accreditation accreditation standards. providers is supervised by a agency in the relevant ministry; the of training providers is supervised by a dedicated office in the relevant agency is responsible for defining dedicated agency in the relevant ministry; ministry; private providers are accreditation standards with stakeholder the agency is responsible for defining required to be accredited, input; standards are reviewed on an ad- accreditation standards in consultation however accreditation hoc basis and are publicized or enforced with stakeholders; standards are reviewed standards are not consistently to some extent; all providers receiving following established protocols and are publicized or enforced; public funding must be accredited; publicized and routinely enforced; all providers are offered some providers are offered incentives and training providers are required as well as incentives to seek and retain limited support to seek and retain offered incentives and support to seek and accreditation. accreditation. retain accreditation. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 36 PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Functional Dimension 2: System Oversight Policy Level of Development Goal Latent Emerging Established Advanced Students in technical and Students in technical and Students in technical and vocational Students in technical and vocational education vocational education have few vocational education can only education can progress to vocationally- can progress to academically or vocationally- or no options for further formal progress to vocationally-oriented, oriented programs, including at the oriented programs, including at the university skills acquisition beyond the non-university programs; the university level; the government takes level; the government takes coherent action secondary level and the government takes limited action to some action to improve public on multiple fronts to improve public government takes no action to improve public perception of TVET perception of TVET (e.g. diversifying perception of TVET (e.g. diversifying learning G6: Diversifying Pathways for Skills Acquisition improve public perception of (e.g. diversifying learning learning pathways and improving pathways and improving program quality and TVET; certificates for technical pathways); some certificates for program quality) and reviews the relevance, with the support of a media and vocational programs are not technical and vocational programs impact of such efforts on an ad-hoc campaign) and routinely reviews and adjusts recognized in the NQF; are recognized in the NQF; few basis; most certificates for technical and such efforts to maximize their impact; most qualifications certified by non- qualifications certified by non- vocational programs are recognized in certificates for technical and vocational Education ministries are not Education ministries are recognized the NQF; a large number of programs are recognized in the NQF; a large recognized by formal programs by formal programs under the qualifications certified by non- number of qualifications certified by non- under the Ministry of Education; Ministry of Education; Education ministries are recognized by Education ministries are recognized and recognition of prior learning policymakers pay some attention formal programs under the Ministry of granted credits by formal programs under the receives limited attention; the to the recognition of prior learning Education, albeit without the granting Ministry of Education; policymakers give government provides practically and provide the public with some of credits; policymakers give some sustained attention to the recognition of prior no support for further information on the subject; the attention to the recognition of prior learning and provide the public with occupational and career government offers limited services learning and provide the public with comprehensive information on the subject; a development, or training for further occupational and career some information on the subject; a national organization of stakeholders provides programs for disadvantaged development through stand-alone formal association of stakeholders dedicated attention to adult learning issues; populations. local service centers that are not provides dedicated attention to adult the government offers a comprehensive menu integrated into a system; training learning issues; the government offers of services for further occupational and career programs for disadvantaged limited services for further occupational development, including online resources, populations receive ad-hoc and career development, which are which are available through an integrated support. available through an integrated network of centers; training programs for network of centers; training programs disadvantaged populations receive systematic for disadvantaged populations receive support with multi-year budgets and are systematic support and are reviewed routinely reviewed for impact and adjusted for impact on an ad-hoc basis. accordingly. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 37 PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Functional Dimension 3: Service Delivery Policy Level of Development Goal Latent Emerging Established Advanced G7: Enabling Diversity and Excellence in Training Provision There is no diversity of training There is some diversity in training There is diversity in training There is broad diversity in training provision as the system is largely provision; non-state providers provision; non-state training provision; non-state training comprised of public providers with operate with limited government providers, some registered and providers, most registered and limited or no autonomy; training incentives and governance over licensed, operate within a range of licensed, operate with provision is not informed by formal registration, licensing and quality government incentives, systematic comprehensive government assessment, stakeholder input or assurance; public training is provided quality assurance measures and incentives, systematic quality performance targets. by institutions with some autonomy routine reviews of government assurance measures and routine and informed by some assessment of policies toward non-state training review and adjustment of implementation constraints, providers; public providers, mostly government policies toward non- stakeholder input and basic targets. governed by management boards, state training providers; public have some autonomy; training providers, mostly governed by provision is informed by formal management boards, have analysis of implementation significant autonomy; decisions constraints, stakeholder input and about training provision are time- basic targets; lagging providers bound and informed by formal receive support and exemplary assessment of implementation institutions are rewarded. constraints; stakeholder input and use of a variety of measures to incentivize performance include support, rewards and performance- based funding. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 38 PALESTINIAN TERRITORIES | 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 to Relevance of public training is Relevance of public training is Relevance of public training is G8: Fostering Relevance in Public foster relevance in public training enhanced through informal links enhanced through formal links enhanced through formal links programs through encouraging links between some training institutions, between some training institutions, between most training institutions, Training Programs between training institutions, industry and research institutions, industry and research institutions, industry and research institutions, industry and research institutions or including input into the design of leading to collaboration in several leading to significant collaboration in through setting standards for the curricula and facility standards; areas including but not limited to the a wide range of areas; heads and recruitment and training of heads heads and instructors are recruited design of curricula and facility instructors are recruited on the basis and instructors in training on the basis of minimum academic standards; heads and instructors are of minimum academic and institutions. standards and have limited recruited on the basis of minimum professional standards and have opportunities for professional academic and professional regular access to diverse development. standards and have regular access to opportunities for professional opportunities for professional development, including industry development. attachments for instructors. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 39 PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Functional Dimension 3: Service Delivery Policy Level of Development Goal Latent Emerging Established Advanced There are no specific data collection Training providers collect and report Training providers collect and report Training providers collect and report G9: Enhancing Evidence-based Accountability and reporting requirements, but administrative data and there are administrative and other data (e.g., administrative and other data (e.g., training providers maintain their significant gaps in reporting by non- job placement statistics, earnings of job placement statistics, earnings of own databases; the government state providers; some public graduates) and there are some gaps graduates) and there are few gaps in does not conduct or sponsor skills- providers issue annual reports and in reporting by non-state providers; reporting by non-state providers; related surveys or impact evaluations the government occasionally most public providers issue internal most public providers issue publicly and rarely uses data to monitor and sponsors or conducts skills-related annual reports and the government available annual reports and the improve system performance. surveys; the government does not routinely sponsors skills-related government routinely sponsors or for Results consolidate data in a system-wide surveys; the government conducts skills-related surveys and database and uses mostly consolidates data in a system-wide impact evaluations; the government administrative data to monitor and database and uses administrative consolidates data in a system-wide, improve system performance; the data and information from surveys up to date database and uses government publishes information to monitor and improve system administrative data, information on graduate labor market outcomes performance; the government from surveys and impact for some training programs. publishes information on graduate evaluations to monitor and improve labor market outcomes for system performance; the numerous training programs. government publishes information on graduate labor market outcomes for most training programs online. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 40 PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Annex 4: References and Informants References Documents in Arabic and English Accreditation and Quality Assurance Commission (AQAC), 2003. Procedure for Evaluation of Requests for Licensing and Accreditation of New Institutions and Programs. Al Zaroo, S., 2009. The Compatibility of the Palestinian Vocational Secondary Education with the Labour Market. An Najah University Journal. Belgian Technical Cooperation (BTC), 2012. Materials Developed as Part of the Development of the Palestinian Technical and Vocational Education and Training Curriculum Program. Ramallah. Birzeit University, 2005. The Ex-Detainees Rehabilitation Program: Finding of the Evaluation of Phase III and Transitional Phase. Center for Continuing Education. DVV, 2012. National Adult Education Strategy 2012-2015 – Draft. European Training Foundation (ETF), 2010. Torino Process 2010: Occupied Palestinian Territory. Torino, Italy. GIZ, 2012. TVET and Labour Market Promotion Program Short Info. Ramallah. _____, 2012. Summary of NQF Workshop Results on 14.03.2012. _____, 2011. Enhancing the Institutionalization of the work of PPSCC - Final Report. _____, 2010. Local Employment and TVET (LET) Councils – Draft. Hashweh, M., 2006. Human Resources Development and Its Links to the Labour Market in the West Bank And Gaza Strip. European Training Foundation (ETF), Torino. International Labour Office, 2012. The Situation of Workers of the Occupied Arab Territories. Report of the Director General to the International Labour Conference, 101st Session, 2012 International Monetary Fund, 2012. Recent Experience and Prospects of the Economy of the West Bank and Gaza. Brussels. Khalifa, M. and Abdul Aziz, A., 2010. Policies to Improve Capacity of Technical Education and Vocational Training to Meet SMEs’ Needs. Palestinian Economic Policy Research Institute (MAS), Ramallah. Khawaja, M. and Omari, M., 2009. Labour Market Performance and Migration Flows in Palestine. PCBS. Massar Associates, 2004. Evaluation of the Ex-Detainees Rehabilitation Program. Palestine General Federation of Trade Unions, 2004. Second Constitutional Congress, Ramallah. Palestine VET NGO League, 2011. Gap Analysis Report. USAID, MTC, and Save the Children. Palestinian Central Bureau of Statistics (PCBS), 2001. Palestinian Labour Force Survey: Annual Report 2000. Ramallah. _____, 2006. Conditions of Graduates from High Education and Vocational Training Survey (December, 2005 – January, 2006). Ramallah. _____, 2011. Palestinian Labour Force Survey: Annual Report 2010. Ramallah. _____, 2012. Performance of the Palestinian Economy in 2011. Ramallah. _____, 2012. On the Eve of International Youth Day 12/8/2012. Ramallah. Palestinian Federation of Industries, 2009. The Current Status of Industrial Sector in Palestine. USAID. Palestinian Ministry of Education, 2012. Annual Education Statistics Book – Year 2011-2012. Ramallah. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 41 PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Palestinian Ministry of Education and Higher Education, 2011. Palestinian Higher Education Statistics. Ramallah. _____, 2008. Education Strategic Development Plan, 2008 – 2012 – Towards Quality Education for Development. Ramallah. _____, 2012. Regulations for Granting and Renewing Licenses for Private Education Institutions for the Year 2012-2013, General Education Directorate. _____, 2012. Monitoring and Evaluating the System for the Education Development Strategic Plan 2008- 2012: Annual Report 2011. Directorate General for Planning. Palestinian Ministry of Labour, 2002. Palestinian Labour Law No. (7) of the Year 2000 A.D (Official Copy). _____, 2012. Materials and Statistics on TVET. Ramallah. PNA, 1998. Palestinian Higher Education Law No. (11) of the Year 1988. _____, 2000. Palestinian Law No. (1) of the Year 2000 A.D on Charitable Associations and Civil Society Organizations. _____, 2011. Palestinian Law No. (9) of the Year 2011 A.D on Chambers of Commerce and Industry. _____, 2006. Palestinian Law No. (2) of the Year 2006 A.D on Palestinian Federation of Industries and Specialized Industrial Unions Law. PNA, 2010. National Development Plan 2011 – 2013 – Establishing the State, Building our Future. _____, 2012. Palestinian National Qualification Framework NQF – Draft Consultation Paper for the Development of the NQF. GIZ. _____, 2010. Revised TVET Strategy. GIZ, Ramallah. _____, 2010. Agriculture Sector Strategy – A Shared Vision, 2011-2013. Ministry of Agriculture and FAO, Ramallah. _____, 2010. Palestinian Employment Strategy. GIZ, Ramallah. _____, 2010. Labour Sector Strategy. Ramallah. _____, 2010. Economic Development Sector Strategy, 2011-2013. Ramallah. _____, 2010. Summary Strategy of Education, Higher Education, and Technical and Vocational Training, 2011-2013. Ramallah. PNA and GIZ, 2011. Study of the Economic Opportunities in Nablus Governorate and the North. Optimum. _____, 2011. Study of the Economic Opportunities in Ramallah Governorate and the Middle. Optimum. _____, 2011. Study of the Economic Opportunities in Hebron Governorate and the South. Optimum. _____, 2011. Study of the Economic Opportunities in Bethlehem Governorate. Optimum. Staudte, A., 2010. HRD in the TVET System: Proposal for a New Conceptual Approach. GTZ. World Bank, 2012. Fiscal Crises, Economic Prospects – The Imperative of Economic Cohesion in the Palestinian Territories, Economic Monitoring Report to the Ad-Hoc Liaison Committee, September 23, 2012. World Bank, 2012. Stagnation or Revival? Palestinian Economic Prospects, Economic Monitoring Report to the Ad-Hoc Liaison Committee, March 21, 2012. World Bank, 2012. Towards Economic Sustainability of a Future Palestinian State: Promoting Private Sector-Led Growth. Poverty Reduction and Economic Management Department, Middle East and North Africa Region, April 2012. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 42 PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Websites http://www.aqac.mohe.gov.ps/ http://www.edrp.gov.ps/ http://www.iiz-dvv.de/index.php?article_id=1171&clang=1 http://www.itlaq.com/TVET/League.aspx http://www.tvet-pal.org/en/content/arab-occupations-classification List of informants This report is primarily based on documentary evidence. The following individuals were interviewed to gather additional information and clarifications. Their contribution is gratefully acknowledged: Name Title/Organization Ms. Adleen Karajah Project Coordinator, Palestinian General Federation of Trade Unions (PGFTU) Dr. Ali Abu Ayyash Principal, Al Arroub Agricultural Secondary School Mr. Ali Muhannah Manager, Planning and SMEs, Federation of Chambers of Commerce, Industry and Agriculture (PFCCI) Ms. Aishah Bakeer Department Manager, Private Education, Ministry of Education (MOE) Dr. Basri Saleh Assistant Deputy Minister, Planning and Development, Ministry of Education (MOE) Mr. Hussein Fuqaha Treasurer, Palestinian General Federation of Trade Unions (PGFTU) Mr. Imad Jallad Department Manager – Private Sector, Ministry of National Economy (MNE) Mr. Izz Aldien Qtiat Deputy Principal, Al Arroub Agricultural Secondary School Mr. Jamal Jawabreh General Manager, Palestinian Federation of Chambers of Commerce, Industry and Agriculture (PFCCI) Mr. Jamil Abu Zaytoun Director General, Rehabilitation and Care, Ministry of Social Affairs (MOSA) Mr. Mahmoud Njoum Director General, Vocational Training Directorate, Ministry of Labour (MOL) Ms. Manal Farhat Department Manager – Industrial Development, Ministry of National Economy (MNE) Dr. Mirvat Bulbul Head of Commission, Accreditation and Quality Assurance Commission (AQAC) Mr. Mohammad Malki Assistant Program Manager, Employment and Training, (GIZ) Dr. Muhib Abu Loha Dean, Al Arroub Palestine Technical College, (MOHE) Mr. Naser Awad Ghanim Project Manager, Support to TVET in Palestine, Belgian Technical Cooperation (BTC) Project Mr. Naser Nammoura Director, Halhoul Multi-Purpose Vocational Training Center, (MOL) Mr. Odeh Shihadeh Acting Director, Palestinian Federation of Industries (PFI) Mr. Osama Shtayyeh Department Manager, Vocational Education, Ministry of Education (MOEHE) SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 43 PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Mr. Samer Salameh Director General, Employment, Ministry of Labour (MOL) Ms. Zahira Ismail Department Manager, Policies, Workers Policies Committee, Ministry of Labour (MOL) Dr. Ziad Jweiles Director General, Technical and Vocational Education, Ministry of Education and Higher Education (MOEHE) Additionally, thanks are due to the following persons for their support in providing additional informati on and material: Name Title Mr. Hamdallah Jaber Department Manager, Vocational Training, Ministry of Labour (MOL). Ms. Maha Izhiman GIZ Mr. Zubeidi Hamayel GIZ Participants in kick-off workshop (August, 2012) Name Organization Ms. Adleen Karagah PGFTU Mr. Ahmed Othman MOEHE Ms. Adleen Karagah PGFTU Mr. Ahmed Othman MOEHE Mr. Aiman Sultan Tamimi PPU Mr. Aref Herbawi PPU Dr. Basri Saleh MOE Mr. Ismail Njoum Al MAwrid Dr. Maher Hashweh BZU Mr. Mohammad Malki GIZ Mr. Mounir Kleibo ILO Dr. Mousa Khaldi BZU Mr. Odeh Shihadeh Zaghmouri PFI Ms. Randa Masri Connect ME Mr. Saadeh Hammoudeh MOE Dr. Sabri Saidam President’s Office Ms. Samar Abboushi Amideast Mr. Samer Salameh MOL Mr. Sami Fouqaha PGFTU Mr. Samir Rajab PGFTU Ms. Sandre Bernasconi SDC Dr. Shanaz Al Far MOE Dr. Suhail Sultan PPU Ms. Tanya Abdallah SDC Mr. Yahya Atawneh MOL Mr. Yousri Hdoosh MOL Dr. Ziad Jweiles MOHE Participants in kick-off workshop (August, 2012) SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 44 PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Name Title Ms. Adleen Karagah PGFTU Mr. Ahmed Othman MOEHE Mr. Aiman Sultan PPU Mr. Aiman Sultan Tamimi PPU Mr. Aref Herbawi MOE Dr. Basri Saleh Al MAwrid Mr. Ismail Njoum BZU Dr. Maher Hashweh GIZ Mr. Mohammad Malki ILO Mr. Mounir Kleibo BZU Dr. Mousa Khaldi PFI Mr. Odeh Shihadeh Zaghmouri Connect ME Ms. Randa Masri MOE Mr. Saadeh Hammoudeh President’s Office Dr. Sabri Saidam Amideast Ms. Samar Abboushi MOL Mr. Samer Salameh PGFTU Mr. Sami Fouqaha MOE Mr. Samir Rajab SDC Ms. Sandre Bernasconi MOE Dr. Shanaz Al Far PPU Dr. Suhail Sultan SDC Ms. Tanya Abdallah MOL Mr. Yahya Atawneh MOL Mr. Yousri Hdoosh MOHE Dr. Ziad Jweiles PGFTU Participants in validation workshop (December, 2012) Name Title Mr. Ayman Mimi Training Department, Ramallah Chambers of Commerce. Mr. Giovanni Anbar Director, Evangelical Training Center Mr. Mahmoud Njoum Director General, TVET, Ministry of Labor Mr. Marwan Tarazi Director, Center for Continuing Education, Birzeit University. Dr. Salah Al Zaroo Assistant Deputy Minister, Ministry of Labor SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 45 PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Participants in regional Conference in Kuwait (June, 2013) Name Title Mr. Ali Muhanna Director Planning & SME dev., Federation of Palestinian Chamber of Commerce and Industry Mr. Maher AlTabba Manager of Public Relations, Gaza Chambers of Commerce Mr. Mahmoud Ibrahim Director of Technical Colleges, Ministry of Education & Higher Education Mr. Odeh Zaghmouri Secretary General, Palestinian Federation of Industries Mr. Samer Salameh Director General, Ministry of Labor SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 46 PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Annex 5: SABER-WfD Scores Policy Goal Topic G1_T1 2 G1 2.0 Provide sustained advocacy for WfD at the top leadership level G1_T2 2 G2_T1 2 Dimension 1 Establish clarity on the demand for skills and areas of critical constraint G2_T2 1 G2 1.4 G2_T3 2 2.0 Engage employers in setting WfD priorities and in enhancing skills- G2_T4 1 upgrading for workers G2_T5 1 G3_T1 2 G3 2.7 Formalize key WfD roles for coordinated action on strategic priorities G3_T2 2 G3_T3 2 G4_T1 info Provide stable funding for effective programs in initial, continuing and G4_T2 2 targeted vocational education and training G4_T3 1 G4_T4 3 G4 2.1 G4_T5_IVET 2 Monitor and enhance equity in funding for training G4_T5_CVET 1 G4_T5_ALMP 3 Facilitate sustained partnerships between training institutions and G4_T6 3 employers Broaden the scope of competency standards as a basis for developing G5_T1 2 Dimension 2 qualifications frameworks G5_T2 1 G5_T3 1 1.9 Establish protocols for assuring the credibility of skills testing and G5_T4 1 certification G5 1.5 G5_T5 1 G5_T6 info Develop and enforce accreditation standards for maintaining the quality of G5_T7 2 training provision G5_T8 2 G5_T9 2 Promote educational progression and permeability through multiple G6_T1 3 pathways, including for TVET students G6_T2 2 G6_T3 2 G6 2.2 Strengthen the system for skills certification and recognition G6_T4 1 Enhance support for skills acquisition by workers, job-seekers and the G6_T5 1 disadvantaged G6_T6 4 G7_T1 4 G7_T2 2 Encourage and regulate non-state provision of training G7_T3 1 G7 1.8 G7_T4 1 G7_T5 1 Combine incentives and autonomy in the management of public training G7_T6 1.5 Dimension 3 institutions G7_T7 2 G8_T1 2 1.6 Integrate industry and expert input into the design and delivery of public G8_T2 1 training programs G8_T3 1.25 G8 1.5 G8_T4 1.25 Recruit and support administrators and instructors for enhancing the G8_T5 1.5 market-relevance of public training programs G8_T6 1.75 G9_T1 2.5 Expand the availability and use of policy-relevant data for focusing G9 1.6 G9_T2 1 providers' attention on training outcomes, efficiency and innovation G9_T3 1.25 SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 47 PALESTINIAN TERRITORIES | WORKFORCE DEVELOPMENT SABER COUNTRY REPORT |2013 Annex 6: Authorship and Acknowledgments This report is the product of collaboration between Mazen Hashweh and staff at the World Bank comprising Stefanie Brodmann, Middle East and North Africa Region Human Development Sector Department, as well as Jee-Peng Tan and Rita Costa, leader and member, respectively, of the SABER- WfD team based in the Education Department of the Human Development Network. Mazen Hashweh collected the data using the SABER-WfD data collection instrument and prepared initial drafts of the report. The Bank team scored the data, designed the template for the report and made substantive contributions to the final write up. This report has benefited from suggestions and feedback from Ernesto Cuadra and Samira Ahmed Hillis, Middle East and North Africa Region Human Development Sector Department. The research team gratefully acknowledges the generous financial support of the Government of the United Kingdom through its Department for 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 investigator 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 and the Palestinian Authority in supporting the country-specific aspects of this research. Finally, 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, Viviana Gomez-Venegas, Kiong Hock Lee, Joy Yoo-Jeung Nam, Brent Parton and Alexandria Valerio. SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 48 PALESTINIAN TERRITORIES | 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. THE WORLD BANK SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 1