Improved TVET Delivery: Building Skills for the Future
The TVET Sector Support Programme is committed to preparing youth for meaningful employment by ensuring that training directly connects to real job opportunities. With a strong focus on growth sectors such as agribusiness, energy, water, and green technologies, the programme aims to develop courses that are relevant, practical, and future-oriented. At the same time, it strengthens institutions, equips teachers and managers, and transforms selected TVET institutes into Centres of Excellence that represent modern, inclusive, and high-quality learning environments.
Intervention in numbers:
- 28,000 students of Competency-Based Training and Assessment (CBTA) courses graduated
- 97 new training courses developed
- 2,700 teachers and assessors trained
- 330 managers in TVET institutes trained
- 45 model TVET institutes equipped
- 6 Centres of Excellence (CoEs) established
These are the main activities at the heart of this intervention
Developing Employment-Relevant Qualifications
The programme supports the design and implementation of Competency-Based Training and Assessment (CBT&A) courses of various levels, in line with the National Vocational Qualifications Framework (NVQF). The qualifications are developed in collaboration with industry partners and include a high percentage of practical training to ensure they meet the needs of employers. Updated qualification standards, curricula, and teaching and learning materials help TVET students acquire skills for jobs in priority sectors.
Strengthening Centres of Excellence
A key activity of the programme is upgrading selected training institutes into Centres of Excellence (CoEs). This includes rehabilitating their infrastructure, installing new labs and equipment, and strengthening the institute’s management capacity. Special emphasis is given to the agribusiness, water, and energy sectors, where demand for skilled workers continues to grow. By creating well-equipped, inclusive hubs of learning, CoEs serve as lighthouses for the broader TVET system, ensuring equal access for women, people with disabilities and marginalized groups.
Developing the Capacity of Teachers and Assessors
To improve the quality of trainings, teachers and assessors receive trade-specific and methodological training to deliver new or revised training courses. This ensures instructors are confident in both technical content and teaching methods. Similarly, institute managers are trained in approaches that help align TVET more closely with labour market needs, ensuring that TVET delivery remains relevant, efficient, and responsive to economic realities. A strong focus for all TVET personnel is also placed on green skills, digital skills, and gender-responsive approaches, equipping them with inclusive practices in classrooms, assessments, and institutional management.
Expanding advanced TVET offers
Most training courses currently prepare students to be semi-skilled or skilled (levels 2 and 3 on the NVQF). The programme supports the development and implementation of more training offers on higher levels (levels 5-7), which prepare graduates for advanced and specialised roles. This includes the preparation of qualifications together with industry partners, equipping labs at so-called model TVET institutes, and developing the capacity of teachers and assessors to deliver the courses.
Promoting Continuous Professional Development of TVET personnel
Technological advancements require continuous learning from TVET personnel. The programme therefore supports NAVTTC, the National Accreditation Council, and provincial TVET bodies in establishing a Continuous Professional Development (CPD) framework for TVET personnel. This ensures that teachers, managers, and institutional staff have ongoing opportunities to upgrade their skills, keep pace with industry needs, and deliver high-quality training to future generations.
Inside the Centres of Excellence
Qualifications offer
To strengthen the quality and relevance of vocational training, the National Vocational Qualifications (NVQs) system is being enhanced through a more efficient NVQF Registry. This includes enabling online submission of qualification requests, real-time access to standardized templates, AI-generated reports, and improved packaging for future qualification development. The adoption of an Outcome-Based Education (OBE) framework ensures that qualifications are aligned with industry needs by focusing on measurable competencies. As part of this reform, at least three Level 6 qualifications—such as DAE Electrical and DAE Mechanical—will be developed and implemented by 2025–2026 under the revised qualification structure.
