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.
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.
