Context: Traditionally, the General Certificate of Education (GCE) Ordinary Level (O/L) and Advanced Level (A/L) exams have been the primary qualifications used by universities, institutions of higher learning and employers in Sri Lanka to determine eligibility for further study or employment. Substantial numbers of students fail to pass these exams, and as a result, face significant obstacles in their professional development. The quality of Sri Lanka’s workforce has diminished and created labour shortages in some industries as students have come to accept exam results as the ultimate determinant of their fate, thus forsaking them and settling into low-skilled or unskilled careers.
Implementation: After recognizing the skill deficit of its workforce, the Sri Lankan Government introduced the National Vocational Qualification (NVQ) system. The NVQ system offers several levels of professional certification, so that residents can complete the specific level of training required for their desired vocation. Participants also retain the option of studying beyond the fifth NVQ level and pursuing a career requiring post-secondary education. The certification associated with each NVQ level is:
- NVQ Level 3 = GCE Ordinary Level (Respective Field)
- NVQ Level 4 = GCE Advanced Level (Respective Field)
- NVQ Level 5 = Diploma Level
- NVQ Level 6 = Higher Diploma
- NVQ Level 7 = Degree Level
Main Challenges: Although the Tertiary and Vocational Education Commission (TVEC) has accredited NVQ certificates for several years, many private sector companies in Sri Lanka are still unaware of the NVQ system and do not recognize the qualifications of its respective graduates. The Ministry of Skills Development and Vocational Training (MSDVT), which administers TVEC, should organize a marketing campaign that effectively informs private sector companies of the NVQ system and encourages them to hire its graduates. Moreover, TVEC should reduce the delay in distributing NVQ certificates to graduates, so that they fill available positions immediately after graduation.
Results: The NVQ system has enabled many students to develop careers that they would have been unable to achieve through the GCE system. As a result, the Sri Lankan Government is reducing the skills deficit of its workforce in areas that are vital to economic development, such as building and construction, motor vehicle repair and maintenance, as well as hotels and tourism. Remittances, which contribute significantly to Sri Lanka’s economy, will also be of benefit, as the NVQ system increases the number of labourers that qualify for higher wage positions abroad.
Moving Forward: Many secondary students are still hesitant to pursue vocational training in building and construction as well as motor vehicle repair and maintenance because of cultural stigma attached to these trades. The Sri Lankan Government should establish incentives, such as higher minimum wage requirements, that encourage young students to pursue careers in these industries. Progressively improving the quality of vocational training is also an important factor in attracting students to careers in such trades.
Replicability: Some of the core aspects which have contributed to the success of the initiative are the broad range of NVQ courses available which cater to the many different career choices of Sri Lankan youth. Other initiatives willing to replicate the NVQ systems should effectively advertise their programme to private sector companies, as many are unaware of this project and therefore do not recognize the qualifications gained by students. Another important area is the need to ensure fast distribution of certificates to students so they can fill available positions immediately after graduation.
References:
Federal Reserve Bank of St. Louis. 2017. “Remittance Inflows to GDP for Sri Lanka.”
Vocational Training Authority of Sri Lanka. “National Vocational Qualification Levels.”
Acknowledgements:
This good practice was kindly edited by Ms. Elizabeth Linklater
Project Details
Date: June 8, 2018