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.
R.3
Prepare the ground for a flexible HCD system by urgently finalising a National Qualifications Framework (NQF).
In the short term, begin rethinking the legal framework and references for the entire education sector.
In the medium term, update and amend the existing draft NQF structure to become the backbone of a training system that facilitates guaranteed permeability between initial VET, academic education, continuing VET and lifelong learning.
In the long term, develop accreditation and certification to cater for individual flexible learning pathways that enable upskilling and recognition of prior learning to validate informally acquired skills and help in upgrading economic sectors.
R.2
Rebalance the discussion around (long overdue) enhanced coordination and comprehensive governance of VET to capture a wider scope of HCD.
In the short term, make a fresh start to reassess the scope for comprehensive governance of the VET ecosystem. There are additional elements that can no longer be ignored in 2020.
In the medium term, review the strategies for VET or for continuing education from a wider HCD perspective in order to close the loopholes in the system, ensure seamless coordination between the various education systems, and ultimately provide a comprehensive service to the whole population (from young to old).
In the long term, consider unifying various approaches to training in Palestine and implement a single comprehensive training system with a lifelong learning perspective.
R.1
Focus on lifelong learning guidance of talent rather than institutions when developing a comprehensive HCD framework.
In the short term, shift the focus to the individual to provide guidance and relevant training throughout life, starting with urgent action to support reskilling and upskilling programmes.
In the medium term, change the mind-set from achieving better coordination of VET provision to addressing the governance of HCD in a more fluid and comprehensive framework from the lifelong career perspective of learners.
In the long term, undertake a meta-level review of Palestinian learning subsystems to facilitate an overhaul of the HCD system modelled around individual learning pathways, taking into account initial pre-employment training as well as social issues and economic requirements.
R.6
Prioritise HCD measures that support the reintegration of inactive women into the labour market
The ETF recommends expanding ALMP measures to include inactive women and youth in support of their reintegration in the economy, for instance by investing in the development of a CVET offer in accordance with labour market demand across the country and by mainstreaming CVET as a policy priority in the work of bodies that govern the TVET sector, starting with the TVSD Commission.
Examples of prioritisation measures could include preparing information and incentive packages for women, youth, and their families in support of labour market participation and addressing the non-monetary obstacles to labour market participation.
These obstacles are largely neglected and include working environments where there is a lack of responsiveness to the needs of women for flexible working arrangements and part-time employment, and where employment decisions tend to discriminate against female candidates for employment.
R.5
Improve the conditions for female participation in mainstream TVET courses
The ETF recommends improving the conditions for female participation in mainstream TVET courses. This should include improving the course offer, making it more gender-sensitive, raising awareness and gender sensitivity among TVET teachers and trainers, and establishing more gender-friendly training environments.
The ETF also suggests setting up a comprehensive, national career guidance system where course counselling includes a focus on encouraging women to expand their options when choosing educational fields of study.
R.4
Improve and diversify support for at-risk students in TVET
The ETF recommends developing solutions that address a wider selection of risks to participation, such as the poor quality of teaching, the fact that the family situation of students may call for greater flexibility in the timing of courses, the lack of an individualised approach to teaching, etc. A renewed discussion of these challenges should be put high on the work agenda of the TVSD Commission as well.
R.3
Harmonise the provision of entrepreneurial learning across the TVET system
The ETF recommends prioritising EL in all segments of TVET irrespective of the division of governance responsibilities for the sector and ensuring that there is a unified approach to the integration of EL in curricula across the TVET system.
This could be done, for instance, by committing to minimum standards of EL provision, such as a comparable number of hours and a comparable choice of EL elements, which may include the current focus of the Vocational Training Corporation (VTC) on communication, vocational tracks, self-marketing, problem-solving, life skills, entrepreneurship and self-employment.
R.2
Prioritise small and micro-enterprises in the promotion of partnerships between TVET and the private sector
The ETF recommends expanding the involvement of employers to include their participation in the setting of TVET standards, the design of training content, and the testing of competencies provided by TVET.
An extra effort should be invested in capturing the needs of small and micro-enterprises, which at the time of this assessment were the dominant drivers of job creation in the country. This could be done by diversifying the current profile of private-sector representatives on the TVSD Commission to reflect the composition of the labour market more accurately.
In addition to financial incentives and support, the key to involving small and micro-businesses would be to provide them with the prospect of training that links to their business needs.
