Center of Excellence for Technical and Vocational Education
Ministry of Education

A. Problem Analysis

 1. What was the problem before the implementation of the initiative?
Bahrain is one of the most diversified economies in the Arabian Gulf with ethnic groups consisting of 46% Bahraini, and 54% expatriates. Highly developed communication and transport facilities make Bahrain home to numerous multinational firms with business in the Gulf. Being one of the region’s pioneering nations; the country embraced the Economic Vision 2030 that focuses on shaping the vision of the government, society and the economy, based around three guiding principles; sustainability, fairness and competitiveness. Reform in Education system is a part of the Economic Vision, this aims to support the nation’s vision of being truly great with one of the most vibrant economies in the world and where its businesses, citizens and society can thrive. However, the country is facing a shortage in quality employment and appropriate skills. There appears to be a gap between the existing skills requirements in both the Bahrain TVE system and the labour market. Bahrain needs to ensure that its citizens can perform roles across all occupational levels, industry sectors and to develop strong technical skills as well as ability to work within today’s knowledge economy. Since 1936, it has been an endeavour of the Technical and vocational education in Bahrain, to graduate technically and vocationally skilled workforce to enter the Bahraini labor market. However, the graduates have not been able to join the labor market as was anticipated due to following reasons: • In spite of the shortage for the skilled workforce in the technical and vocational fields,The labor market have not been satisfied with the skills and knowledge level of local graduates, and arepreferring skilled workforcefrom overseas to fill the skill gap in the labor market.Consequently, skilled expatriates became the majority workforce in many sectors of the labor market, allowing fewer employment opportunities for the local Bahraini citizens creatingconsiderable segmentsof unemployedyouths unable to enter the labor market. • Ministry of Education provides many training and development opportunities to all teachers through several centers and institutes under the directorate of Training and Professional Development. However,these training programs are not very successful in improving the capacity of the TVE teachers because all such programs are only educationally oriented, while the training lacked delivery of specialization skills as neededby the TVE teachers.As a result, the TVE teachers were not able to impart the necessary skills to the vocational students. • Another major problem with many local employees was that in spite of having considerable work experience since they lack formal qualification there were limitations in professional growth or promotions. They had limited options to achieve professional qualifications. One of the options being taking up HNC/HND in foreign countries. This was expensive and at the same time not really practical as they were employed. The Centre of Excellence for Technical & Vocational Education was thus established to provide solution for all the above community services. It has been operational since 2004 catering to the needs a wide section of the society and diversifying as well.

B. Strategic Approach

 2. What was the solution?
To deal with problems, surveys were conducted to study the labour market and the Technical and vocational education system, and then the analysis results were raised to the top management in the Ministry of Education, which consulted the UNESCO experts about it. Bahrain and UNESCO entered into a Project agreement for the Support of Technical & Vocational Education Centre of Excellence in Bahrain. The Center is considered one of the pioneer projects implemented by MOE for the purposes of establishing, organizing training programmes and enhancing the performance of Technical & Vocational Education administration. The problems were summarized in three points: 1. Teachers 2. Skill gap in the technical fields in the labor market 3. The curriculum Each point was studied, and means of solving each individually suggested and a holistic solution was proposed to deal with all the problems in this fields. The Center of Excellence for Technical and Vocational Education was setup by the Ministry of Education in collaboration with UNESCO in 2004. An Initiative of establishing a center was proposed in 2003, to serve as a part of the Technical and Vocational Education Directorate. The main objective of establishing the Center was to offer the much needed community services such as: • Catering to the needs of the labour market by producing skilled workforce. • Preparing Skilled and knowledgeable teachers who could in turn prepare skilled graduates. • Offering local HNC/HND courses for the employed people who could pursue their education part time. • Conduct vocational training programmes for School leavers. • Short term community service oriented training courses. • Specialized training programs, workshops and seminars, for Teachers and reinforcing them with the up-to-date required skills and knowledge for the labor market to enable them to develop new generation of skilled graduates. • Conduct post secondary level programs such as Higher National Certificate (HNC) and Higher National Diploma (HND) to develop both the fresh secondary graduates, existing job seekers and employed people. • Provide the opportunity for continuous development of the Technical and Vocational Education in Bahrain through national and international consultations, workshops and seminars. The Center of Excellence for Technical and Vocational Education was able to provide a wide range of community services catering to various cross sections of people starting from School leavers, Students, Teachers, Employed youth as well as House wives. The various issues were addressed as follows: • The issue of Teachers lacking appropriate skills in delivering specialization subjects is being tackled by the center through Teachers training programmes conducted regularly. The Teachers are more motivated as the number of Training hours is accredited for their future promotions. • Need based training programmes are conducted at the center to support the staff of the Directorate of technical & Vocational Education. • The Technical and vocational education secondary level graduates are able to enter the labor market by acquiring the HNC/HND certifications. • The employed people who are desirous of pursuing their studies in order to attain higher professional qualifications (HNC/HND) are able to achieve them through the Center, reinforcing them with professional certificates and higher level of skills and knowledge, which will raise their opportunities not only to compete in the labor market but also to be employed with higher wages to enhance both their economical and social level in the Bahraini communities. • Vocational training programmes are conducted in specializations such as Tinkering, Painting where the trainees are assured suitable jobs by employers. • Certain need based training programmes such as Home Appliances were conducted which received good response from the community.

 3. How did the initiative solve the problem and improve people’s lives?
The COE for TVE is a unique institution in comparison to other training centers. COE embraced concepts of professional development, leadership and innovation to achieve its primary objective of improving knowledge and skills of the community. • Support Support was provided by investing in human resources and conducting high quality training sessions/programmes. Needs were determined and translated into programmes. COE targets different segments and levels of the community: teachers, TVE graduates, job seekers and employed trying to acquire suitable qualifications. • Guidance COE focus on finding and sharing new insights that relate to both problems and solutions. COE is a governmental body which enables the other stakeholders in community to participate in decision making through its board of trustees, to obtain all views and serve the whole community • Shared learning The center believes in “learning is never over” and awarded Training and certification to generate well educated and trained students. All resources, facilities, equipment are shared and utilized to improve innovation/performance. • Governance Ensuring organizations invest in the most valuable projects with best implementation practices. In addition, it reviews organizational performance for improvement purposes. International consultants and experts from UNESCO and distinguished higher education institutions around the world take part in the process.

C. Execution and Implementation

 4. In which ways is the initiative creative and innovative?
Planning stage: • Formal approval for establishing the Center obtained from MOE. • MOE signed an agreement with UNESCO to establish the center. • Estimating the necessary budgets and resources and submitting it to the Ministry of Finance for approval. • Hiring the UNESCO consultants for strategic support. • Granting the needed infrastructures for the center such as buildings, furnishing and equipment. Implementation stage: • Developing the organizational structure and presenting it to the Civil Service Bureau for approval. • Deputing Teachers from the Technical and Vocational schools for all the administrational activities. • Establishing the Board of Trustees. • Approving the running budget and open a separated bank account for the center. • Developing the action plan and monitoring its execution. Operational stage: For HNC/HND programmes • Choice of the courses to be conducted in the center such as: - Vocational courses for unemployed youth or School leavers. - HNC/HND courses for the employed and Secondary school graduates. - Teachers Training programmes for Vocational, Educational, and Career Guidance. - Need based courses in certain specialization areas like Welding, Electronics. • Choice of Certification and Awarding bodies such as: - Scottish Qualification Authority (SQA). - EDEXCEL. - CITY & GUILDS. • Obtaining approval for the center to deliver the courses from awarding bodies. Approval procedure for the Center involved: - Preparation of documentation to prove the availability of the necessary infrastructure to run the chosen programmes. - Presentation of CVs of the Assessors, Verifiers for the system. • Obtaining approval for the center to deliver various certification programmes. The approval procedure involved: - Presentation of relevant Assessment packs for endorsement from the awarding bodies. • Enrollment of the students to HNC/HND courses. • Registration of the students with the awarding bodies. • Recruiting Assessors and Internal Verifiers for the courses. - Teachers from the Technical & Vocational schools were given the opportunity to work as part time Assessors and were selected for various subjects after conducting formal interviews. - Heads of Sections/Senior Teachers from Technical & Vocational schools were nominated as Internal Verifiers for the programmes. For Teachers Training programmes • Training requirements from all the schools were gathered and scrutinized. • Necessary training programmes were planned in coordination with the Curriculum. • Approval for accreditation of the programmes was obtained from the Training Directorate. • Relevant faculties were nominated to conduct the course. • Official intimation sent to schools for deputing the teachers to attend the course. • The courses were conducted, monitored and evaluated. For Need based Training programmes • Need based training programmes were requested from the Specific Vocational council based on the directives from the Tamkeen - a Labor market initiative to provide employments to the unemployed by providing them the necessary vocational practical skills through specialized training. • Assessors with high levels of practical skills from the relevant specialization areas were nominated to conduct the programmes. • Technical schools were approached for the facilities to run the programmes in the afternoons. • The trainees were trained with the industry specific skills to enable them to be placed on the job directly after the completion of training. • Appropriate assessments and evaluations were implemented and the report submitted to the Specific Vocational councils. Curriculum Development Workshops Based on the requirements from the Technical & Vocational schools, several Curriculum development workshops were held for new Specializations that were to be introduced in the schools. • Approval obtained from the MOE and Civil Service Bureau (CSB) to invite Curriculum experts from overseas. • International Curriculum experts were approached to develop the required Curriculum contents. • Teachers from the specific areas were selected to be deputed for the workshop and official permission sought. • Workshops were conducted to develop the curriculum in phases. • Teachers were trained to deliver the developed curriculum. • Choice of Certification and Awarding bodies such as: - Scottish Qualification Authority (SQA). - EDEXCEL. - CITY & GUILDS. • Obtaining approval for the center to deliver the courses from awarding bodies. Approval procedure for the Center involved: - Preparation of documentation to prove the availability of the necessary infrastructure to run the chosen programmes. - Presentation of CVs of the Assessors, Verifiers for the system. • Obtaining approval for the center to deliver various certification programmes. The approval procedure involved: - Presentation of relevant Assessment packs for endorsement from the awarding bodies. • Enrollment of the students to HNC/HND courses. • Registration of the students with the awarding bodies. • Recruiting Assessors and Internal Verifiers for the courses. - Teachers from the Technical & Vocational schools were given the opportunity to work as part time Assessors and were selected for various subjects after conducting formal interviews. - Heads of Sections/Senior Teachers from Technical & Vocational schools were nominated as Internal Verifiers for the programmes. For Teachers Training programmes • Training requirements from all the schools were gathered and scrutinized. • Necessary training programmes were planned in coordination with the Curriculum. • Approval for accreditation of the programmes was obtained from the Training Directorate. • Relevant faculties were nominated to conduct the course.

 5. Who implemented the initiative and what is the size of the population affected by this initiative?
End Users The COE is catering to the needs of the following: • GSVEC Teachers. These Teachers get trained on the new concepts of teaching/learning prevailing in the vocational education. Courses are conducted annually/bi-annually at the COE. • School Leavers. School leavers are the ones who are academically weak and COE conducts some Vocational training programmes in areas such as Tinkering, Painting & Plumbing. • House wives. COE conducted a course for house wives on awareness to Home Appliances. • HNC/HND students. These students are employed people from Public/Private sectors seeking to pursue their education to obtain HNC/HND offered by COE. Government Department/Body Directorate of Technical & Vocational Education (DTVE) under the Ministry of Education was responsible for leading the initiative. DTVE arranged for an agreement of cooperation between the Ministry of Education and the UNESCO. Service Providers The UNESCO consultants with DTVE conducted a survey in the technical and vocational schools, labor market and higher education institutions and the Survey result proposed forming a diverse Board of Trustees. Industry Experts/Other Governmental agencies The board of trustees’ members was nominated from the Ministry of Education, DTVE, Technical and Vocational schools, Training and Development Directorate and the Human Resources Directorate in addition to the privet sector organizations in the labor market, the Training Specific Councils in the Kingdom of Bahrain and the Ministry of Labour. The Board of Trustees was accountable for providing the strategic support to the center in cooperation with UNESCO consultants. International Curriculum Experts International experts are hired for the developing the curriculum for new specializations which would be introduced in the Vocational schools. The experts form a team with the specialization Teachers and develop the resource materials required for implementing the new specialization in schools. The visits of these experts are scheduled twice a year enabling review of the developed materials.
 6. How was the strategy implemented and what resources were mobilized?
The budget under all the heads shown below were allocated under the MOE/DTVE budget. Financial Resources Initial funds were transferred to UNESCO to establish the center with the help of UNESCO experts. • 2005 - $ 250,000/- towards the Bahrain Trust Fund – UNESCO • 2006 - $ 150,000/- towards the Bahrain Trust Fund - UNESCO Human Resources • 2007 - Onwards $ 50,000/- towards consultation and providing training. UNESCO experts were invited annually to conduct workshops/training programmes for the teachers in TVE. • Initially Staff for the center were deputed from the Technical & Vocational schools and then regularized as employees in the center. Technical Resources • $ 80,000/- paid into the Bahrain Trust Fund – UNESCO towards Consultation & Curriculum development. UNESCO experts were invited to develop the curriculum for the following specializations: • Computer Technology • Printing Technology • Plant Maintenance. • $ 10,400 towards Curriculum development & training on Mobile Technology by International experts. • $ 12,000 towards Curriculum development & training on Medical Equipment by International experts. • $ 120,000 towards the GSVEC Teachers training programme conducted by the Australian Teacher Trainer on two occasions. • The center has been accommodated in one of the Technical and vocational education schools “Shaikh Khalifa bin Salman Institute of technology” buildings, and the budget was used to furnish and equipped the center classrooms, laboratories, halls and offices were borne by the MOE. • $ 162,500 was spent in 2013-2014 towards renovation and refurbishment of the center. Return on Investment • Few programmes like Teachers Training are being conducted in-house without the aid of experts from overseas. • Unemployed youth are able to be trained into skilled workforce enabling them to get wider job opportunities. • Providing international qualifications locally saving on the exchequer

 7. Who were the stakeholders involved in the design of the initiative and in its implementation?
1. GSVEC Teachers training programme. This programme is aimed at imparting the pedagogic concepts of Project based learning approach implemented by the GSVEC system running in all the vocational schools. This course is providing the technical and vocational teachers with the development and training opportunities, enhancing teachers’ performance level, morals and productivity. The training programmes are attracting more teachers every year and so far 45% of the total teachers have been already trained. 2. HNC/HND courses for the employed/unemployed youth. • These courses enabled many of the job seekers to find suitable job opportunities in the locally and regionally after graduation. • Many employees were promoted or were able to find better job opportunities after finishing some of these professional training courses. The demand has been on the increase for these courses as international certification/awards are offered locally and at affordable cost. So far 132 students have graduated and 148 are on the rolls presently. 3. Community service oriented programmes. The community service programs which were introduced to Bahraini community raised the awareness among the public about the importance of the technical and vocational fields in general and enabled the technical and vocational education to attract the better students to the enroll in the system. Some of the programmes conducted to reach the needy in the community were: • Vocational courses for unemployed/school leavers: Tinkering, Painting & Plumbing. • Courses on Home Appliances for women (House wives). 4. International Conferences/ Workshops/ Seminars. The conferences and workshop held by the center on Entrepreneurship Education was attended by 66 participants from 19 Arab countries, enabled all the stakeholders in the technical and vocational fields to participate in decision making in the technical and vocational education system and Curricula, in addition to the international consultants and experts support in those conferences and workshop, which resulted in advanced educational systems and Curriculums in the technical and vocational education in Bahrain. 5. Curriculum Development workshops. The achievements of the center were clear to the observers in the fields of teacher development, dealing with unemployment issue, rising skills and knowledge level in the labor market and developing the technical and vocational Curriculum. International Curriculum experts were hired to develop the Curricula for some of the new Specializations that were opened in the Technical schools in response to the labour market demand such as: • Computer Technology. • Plant Maintenance. • Printing Technology. • Mobile Technology. • Medical Equipment.

 8. What were the most successful outputs and why was the initiative effective?
Initially, the project of setting up the Center was taken up by the DTVE in coordination with the UNESCO. Once the Center was established, the Board of Trustees was formed and was responsible for the monitoring and evaluating various operational activities of the center. The Board of Trustees met once in 2 months to monitor the progress of various activities carried out in the center and guide the personnel. However, the Chief of the Center was responsible for monitoring the various operational aspects going on in the center. Locally the various activities were monitored by the Chief of the Center considering the KPIs, Performance Indicators (PIs), and Desired Outcome (DO) as follows: KPI: Annual Calendar of events. PI: - Courses/Training programmes coverage. - Infrastructure required - Target groups DO: - All the planned courses for the year as per the target are included. - Various Class rooms, Labs and workshops are allocated and available in line with the time frame. - Tentative target groups to be covered and their strength are available. KPI: Courses/Programmes for the year. PI: - List of Courses/Training programmes. - Assessment packs. - Course approval - Course registration DO: - All Courses/Programmes are covered during the year. - Endorsed Assessment packs are available for all the Units. - Units are registered with the International awarding bodies. KPI: Faculty for the Courses/Programmes. PI: - List of registered faculty members. - Contracts for the Assessors/Verifiers. - Recruitment of faculty for new units. - Support staff for the courses. DO: - Faculty Database available. - Contracts are signed by the Assessors/Verifiers. - Assessors are recruited for new units. - Career Guidance, OHS Coordinators are nominated. KPI: Registration of participants for the courses. PI: - List of participants for each course. - Registration of participants in the Management Information System (MIS). DO: - Course participants list for registered courses are available. - Student Identification cards issued to all participants. KPI: Planned programmes are conducted. PI: - Induction programmes for Students. - Assessment mechanisms. - Internal Verification process. - Students’ attendance records. - Student Progress reports DO: - Students are aware of the courses to be attended. - Students are familiar with the Assessment mechanisms and Assessment agreements signed. - Internal Verifications are carried out 3 times in the semester. - Student Attendance is monitored and Sponsors informed in case of any violations. - Student Progress reports are sent to sponsors.

 9. What were the main obstacles encountered and how were they overcome?
Few obstacles encountered while establishing the Center of Excellence were: • Budget allocation Initially the Center had to depend on the DTVE budget for all its requirements and caused quite a few delays in obtaining the required finances due to formalities and protocols. This was addressed by allocation of an independent budget for the Center and obtaining the authorization to have separate bank account for the center. • Lack of Organization structure The Center had a few staff members with varied activities at the beginning as there was no organization structure that existed. There were neither definite policies nor procedures in place. This is solved by having an Organization structure with well defined roles and responsibilities for all. Policies and procedure were implemented through the Centre of Excellence Manual. • Staff recruitment. At the initial stages, various training programmes were conducted and managed by Teachers and staff deputed from various Technical schools. Once the Organization structure was formed, Center was able to recruit staff with specialized jobs and job description on a permanent basis, which could take care of the routine management activities as well organize and coordinate various training programmes. • Accreditation of Training programmes. • There was a need for accrediting the various courses conducted at the center locally by the Directorate of Training. This was resolved by providing the necessary justifications to ensure that the courses were credited and also the number of hours of training attended were considered as credits for future promotions. • Availability of suitable Trainers Trainers in certain specializations were required to adapt themselves to the Project based learning strategy implemented in the vocational systems across the schools and experienced Teacher trainer from Australia was hired to solve this problem • Approval of the Centre to offer International programmes/courses. EDEXCEL and SQA have identified COE as an approved Center.

D. Impact and Sustainability

 10. What were the key benefits resulting from this initiative?
The challenges and the increased global competitiveness in Bahrain forced the TVET to establish a training structure which offers education and training to meet the demands of the growing labor market. Along this line, the government’s vision 2030 and the National Economic Strategy provide a blueprint for this development, and it is clear that technical and vocational education and training should play a significant role in achieving social and economic goals set. On the other hand, issues and problems on governance and management, accountability, appropriate prioritization, efficiency, equality of access, quality assurance system, transparency and fairness, stakeholders’ involvement, sustainability and globalization competitiveness are addressed in the national economic development plan to guide several sectors and stakeholders in the implementation of their TVET program so as to respond with local, national and global challenges. COE has played a pivotal role in meeting most of the expectations of the National Economic Strategy in terms of empowering the country’s youth in preparing to be more resourceful for the country. It provided good opportunities to prepare students and other clients for employment. It addressed the skills training requirements of those who are already in the labor market and would need to upgrade or develop new competencies to enhance employability and improve productivity. This institutional strategy provided clear approach to match the needed manpower and the skills required in the workplace. It also guaranteed that the training and implementing procedures are in accordance with some of the international qualification providers. Some of the benefits of establishing the COE were: Preparing better quality of Vocational Teachers. Education of Bahrain has been undergoing notable reforms. There has been a shift of teaching approaches from Teacher centered learning to Student centered learning. COE undertook this challenge and conducted a number of Teacher Training programmes to train the teachers in this new concept. With this initiative there is a marked improvement in the quality of the trained Teachers and improve the quality of education in the Vocational schools. Implementing Training Needs Analysis (TNA) across schools. Mechanisms are on to identify the various Training needs in all the vocational schools. Training Coordinators have been nominated across all the schools to identify the training needs identified in the Core, Supportive and Specialization subjects where the teachers lack the necessary level of skills to be imparted to the students. This is followed by conducting the necessary Training programmes at COE with the help of Subject Specialists either local or international. Vocational Training for unemployed youth and School leavers. Unemployed youth and School leavers who are nominated by Specific Vocational councils are being trained, imparting the work related skills to suit the requirements of prospective employers in the areas like Plumbing, Painting and Tinkering. This has resulted in the Bahrainis getting relevant jobs in the areas which are normally dominated by expatriates and help the country’s aim at reaching self-reliance. Offering International qualifications locally. Bahrainis who are desirous of continuing their post-secondary education had the opportunity to study the HNC/HND programmes with certification awarded by international institutions like EDEXCEL and SQA locally instead of going abroad which was expensive. Course in HNC/HND are being offered in the following areas: • Electronics Engineering • Computer Networking • Mechatronics Engineering • Building Services • Automotive • Telecommunication Engineering. Organizing Regional Conferences & Workshops in cooperation with UNESCO. COE organized several workshops such as: • Regional Workshop on Career Guidance and Counseling for Technical and Vocational Education The interactive workshop aimed at providing teachers and guidance counselors with a summary of basic career development theory and contemporary approaches for implementing career guidance programmes in educational settings. • Regional workshop on Entrepreneurship Education The workshop, jointly organized by the UNESCO-UNEVOC International Centre, UNESCO Regional Bureau-Beirut and the Bahrain Centre of Excellence for Technical and Vocational Education, aimed to facilitate the exchange of experiences between specialists and experts in the institutions and ministries of education on the applications of entrepreneurship education at the secondary and TVET programmes; review the curricula and teachers training guidelines/models developed for entrepreneurship education in the region; and develop mechanisms for cooperation and coordination between institutions and relevant ministries on entrepreneurship education initiatives and programmes These workshops boosted the image of not only the COE but the whole TVET culture in Bahrain.

 11. Did the initiative improve integrity and/or accountability in public service? (If applicable)
The Center’s main objectives of providing Community services to all the end users could be fulfilled in all aspects as long as there is continued sustainability of the whole initiative. The COE has been able to cope with all its commitments in meeting the expectations of the community so far. Financial sustainability • COE being part of the DTVE is basically funded by the MOE. There is a regular annual budget allocated for the sustenance of the center. However, the financial burden on the MOE has reduced to a great extent over the years with increase in the number of students and through the fees from students sponsored employees for various courses of HNC/HND conducted at the center. Social sustainability • COE has been offering high quality training programmes based on user requirements and the response has been encouraging. • Marketing team has been able to disseminate information on the various courses and training programmes offered at COE to the general public. Economic sustainability In the past International experts were invited to conduct training programmes for the teachers. Now teachers trained under these experts conduct the following programmes locally: • Train the Trainer programmes were held to ensure dissemination of the pedagogic concepts and procedures from the Pilot teachers to other teachers. • Teachers Training programmes are held regularly to train the teachers in the new approach of Project based Learning. Through this approach, substantial economic sustainability has been achieved in terms of conducting In-house training. Cultural sustainability • COE has opened its doors to the Female community by enrolling female students in the HNC/HND courses which are run in the afternoon/evenings. • Housewives have been trained thus providing the necessary confidence to the community about the versatility of training programmes offered by COE. Institutional sustainability • COE has become the hub for all the official training programmes conducted under the DTVE. All the Vocational schools approach the COE for all their training requirements. Regulatory sustainability • COE is managed by the Board of Trustees comprising of DTVE, COE, and Head Masters from Technical & Commercial schools, Specialists from MOE, representatives from Private sector and Ministry of Labour, Director of Continuous Education. The Board meetings are held regularly to approve and monitor the activities of center. • Quality Assurance system has been effectively implemented in the center and Quality Coordinators nominated, internal audit/verification systems in place. • External verifications are conducted by SQA regularly, the awarding body from Scotland, on the System and the Units being delivered, to ensure the qualifications offered are as per their norms and standards. The initiative experience has been exposed to other countries in the region through visits of technical and vocational training officials and regional and international conferences workshops held by the center. The initiative is quite transferable and can be replicated in the UNESCO member states where such a facility does not exist. The Institution intending to take up this initiative has to build a strong network of governmental bodies, private sector and predominantly the education sector in establishing a resourceful institution as COE.

 12. Were special measures put in place to ensure that the initiative benefits women and girls and improves the situation of the poorest and most vulnerable? (If applicable)
The experience of establishing the COE has been unique as it is citizen centric and the service experience has been more than satisfying for DTVE which is obvious from the overwhelming responses received from the community so far. Some of the lessons learnt are: • Planning of the courses. The courses were planned at the start based on the demand from the community or the labour market but it took considerable time and efforts to equip suitably with required infrastructure to run the programmes. • Selection of faculty. For certain training programmes due to scarcity, alternate faculty were not planned. This caused some delays in the delivery. Planning of the training programmes to be done meticulously considering the availability of Trainers. • Feasibility of running programmes/courses. At times it was found that there were a few enrollments for some courses conducted. This was not an economical proposition. Hence the courses once announced should be followed by certain preconditions such as minimum number of enrolment to run the course. • Independent Infrastructure. COE has been utilizing the equipment, lab facilities, and workshop facilities of the Technical school which is in the same campus. At times this has been causing inconvenience to the school due to excessive number of students in the school and COE as well. It is always preferable to have independent infrastructure. This is also limiting the expansion plans. • Collective and Collaborative efforts The success of the initiative shows that with proper planning and Joint efforts from all the stakeholders, institutions like COE could be well established. The recommendations to develop the initiative are: 1. Opening the center in an environment such as a Technical school would be advantageous for the following reasons: - It can be economical to run the programs in the afternoon when the infrastructure in the school is at minimum use. - Teachers from the Technical school can be utilized as Teaching faculty instead of having permanent teaching faculty especially in a situation where the courses and course contents keep varying depending upon the labor market and sponsor’s requirements. 2. Developing better ICT and database systems to prevent any documentation and communication problems and assure better maintenance of student, trainee, subject, course information. 3. Establishing an autonomous institution to reduce delays caused due to protocols and also enable 4. Grant the center with more managerial independency to ensure faster react to all independent and he problems which the center is aiming to answer. 5. Develop the organizational structure of the center to insure more organized management system and higher productivity and creativity. 6. Establishing an independent building for the center to facilitate future expansion. 7. Establishing a strong Marketing team to observe and identify the needs of the labor market in terms of the emerging trends and technology and recommend to the center to offer training programmes catering to such requirements of the labor market. 8. Affiliation with internationally recognized awarding bodies to ensure that the graduated students are accepted admissions in higher educational institutions and the labor market.

Contact Information

Institution Name:   Ministry of Education
Institution Type:   Government Agency  
Contact Person:   Dr Mohamed Al Seddiqi
Title:   Director  
Telephone/ Fax:   +973 39741174
Institution's / Project's Website:  
E-mail:   mohamed.alseddiqi@gmail.com  
Address:   P.O.Box 336, Manama
Postal Code:  
City:   Isa Town
State/Province:  
Country:  

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