Enhancing support services to improve access to and completion of skills development programmes
Enhance support services for both students and their families to support access and prevent dropping out.
Implement a financial support scheme for poor families to increase school and VET attendance.
Review the funding system for the training of the unemployed and increase funding for active labour market measures.
Improve data collection and monitoring on the participation of vulnerable groups in skills development.
R.6
Strengthening the skills development dimension in rural development
Engage in the systematic integration and strengthening of the skills dimension in rural and regional development initiatives and funds.
Test a flexible, modular and distance learning approach for secondary education and VET in rural areas.
Broaden the range of VET programmes and incentivise practical training.
R.5
Building a National Training Alliance to foster lifelong learning
Create a National Training Alliance for reskilling and upskilling.
Promote a culture of lifelong learning and create a lifelong learning week.
Review and strengthen private training provision for adults.
R.4
Focusing on the quality of skills development
Engage in coordinated efforts across education subsectors; develop existing Competence and Dissemination Centres into Centres of Vocational Excellence that span subsectors.
Complete and fully apply the quality assurance system
Enhance teacher training in the skills most in need.
Develop a standard for the quality of learning infrastructure, including connectivity aspects.
R.3
Systematic and coordinated action for skills anticipation
Develop a mechanism for inter-ministerial operational leadership and coordination.
Devise a unified method and decision-making on the set of tools.
Create a master plan for regular implementation and capacity building of the institutions involved; leverage the capacity of the higher education sector and existing organisations with expertise to support the sustainability of new tools; allocate national resources.
R.2
Launching a Digital Skills Development Initiative
Test and adapt European Digital Competence Frameworks for organisations, teachers and citizens, and their related tools.
Conduct a curriculum review on digital skills and the use of digital technologies.
Establish a funding facility for digital skills and partnership with the business sector.
R.1
Stronger alignment of VET provision with priority economic sectors
Align VET provision to the diversification and digitalisation requirements of the country; develop a better connection between education and training and sectoral development strategies by enhancing the role of VET and skills provision from a lifelong learning perspective.
Review the list of occupations, VET profiles and the skills mix.
Expand apprenticeship opportunities in priority sectors and proceed with institutionalisation of the dual approach.
Invest in real-time skills anticipation to assess the impact of digital transformation on all economic sectors in order to understand the new requirements in terms of HCD.
In the short term, start investing in real-time skills anticipation to enable education and training to formulate an adequate response to the digital transformation of sectors in terms of initial training and upskilling.
In the medium term, ensure inclusion through active labour market policies (ALMPs) that enable vulnerable groups (including highly skilled women) to participate in global value chains through microwork and freelancing within the platform economy.
In the long term, go beyond the technology sector and work hand in hand with more traditional sectors to create tech verticalsin order to expand innovation and creativity.
R.4
Maximise the potential of technology-based services as a job generator by revamping training provision.
In the short term, review the relevance of various educational tracks to adequately provide the skill set needed to enhance the Palestinian contribution to a technology value chain, by capitalising on best practices in non-formal learning (e.g. boot camps) and mainstreaming key competences.
In the medium term, update training provision in close cooperation with the private sector and by bridging the divide between various educational tracks including VET, the STEM provision in general education, and commercial and industry-oriented technology studies in higher education.
In the long term, consider investing in Level 5 certificates for engineering technicians.
