Margherita Caggiano No Comments

From the Desk of the CEO – April 2018 Newsletter Address

We have recently celebrated one year since the transition from SkillsDMC to Sustainable Skills was completed and we have come a long way from where we began. Over the past 12 moths, our new Sustainable Skills brand has evolved and our organisation is now recognised as a reputable TVET consultancy able to develop, support, and assist effective vocational education and training (TVET) systems worldwide.

I would like to take this opportunity to share our video – presentation which gives an overview of our mission and vision, and includes a very interesting testimonial given by Fidelis Cheelo, who took part in the Capacity Building program we managed in 2015-16 at TEVETA in Zambia.

During the first stage of the Sustainable Skills project, we focussed entirely on exploring and developing new business opportunities across different areas including Ghana, Kenya, Ethiopia, South Africa, Uganda, the Philippines, Indonesia, and Myanmar. Alongside, we worked to build a team of highly qualified TVET consultants and recruit board directors able to reflect the new scope of our business across a broad range of industrial sectors worldwide.

The second phase saw us concentrating our resources on regions where Sustainable Skills expertise and background can effectively assist to implement a successful reform of the national TVET system, like Indonesia.

Sustainable Skills has now developed a strong position in Indonesia where an important reform of the vocational education system to support the needs of a rapidly emerging economy by improving the quality and competitiveness of his country’s human resources is a priority on the government agenda.

As part of the national TVET reform Indonesia is establishing a new national TVET Centre of Excellence. Last month, I was invited to review the plans and deliver a lecture in Bandung on the challenges and opportunities of establishing the Centre. Development of the Centre of Excellence for TVET in Indonesia will address the fundamental mismatch between training outcomes and industry needs. The objective is to influence the broader Indonesian TVET ecosystem to support students in finding the ‘right training’ at the ‘right time’ for the ‘right job’. It’s about having the right people in the right places.

In July 2017 a significant milestone was achieved as we have been officially awarded a consultancy contract sponsored by the World Bank to address skills imbalances and shortages in Uganda. Client of the contract is the Private Sector Foundation Uganda (PSFU) and this is the first non Australian government contract in the history of Sustainable Skills/SkillsDMC. The first quarter of the project has seen the Sustainable Skills team of TVET experts working on the due diligence and capacity assessment stages and conducting a number of site visits to ensure that applicants supposed to deliver the skills training are fully capable of executing their responsibilities, especially regarding their facility, experience, and expertise.  In February 2018,  I had the pleasure to visit our Kampala based team of exceptionally-qualified local consultants who are delivering the project. The team is currently formed by Mary Jo Kakinda and Simon Peter Nangabo and will increase to 3, based in Kampala, within the next few weeks.

In addition to Indonesia, Myanmar and East Africa, which are currently the most promising opportunities, we have a number of exciting projects in the pipeline. We believe we have built strong business foundation so far and we’ll continue to manage the organisation doing everything we possibly can to succeed and contribute to build effective TVET systems worldwide.


To get our latest updates follow Sustainable kills:

Margherita Caggiano No Comments

UNEVOC – COL Publication: Using ICTs and Blended Learning in Transforming TVET

Using ICTs and Blended Learning in Transforming TVET

New technology and digitalisation are rapidly transforming the world of work and the demand for skills needed by the industry. In this scenario, TVET can play a crucial role by equipping learners with skills and competencies that match industry demand, thus facilitating people’s access to the labour market throughout life and supporting each countries’ economic growth.  According to Unesco – Unevoc,  a greater integration of ICTs in TVET has come along with a number of challenges including poor digital skills of the trainers and limited access to ICT infrastructures.

Information and communication technology (ICT) encompasses technologies such as radio, television, the Internet and the Web, satellite and Wi-Fi systems, mobile telephony, computer hardware and software, audio- and video-conferencing, virtual reality, social media, wikis, 3D printers and so on, which enable users to access, store, share, and present information.

The Commonwealth of Learning (COL), the Canada – based intergovernmental organisation created by Commonwealth Heads of Government in 1987 to promote the development and sharing of open learning and distance education knowledge, resources and technologies, UNESCO Section of Youth, Literacy and Skills Development, and the UNESCO-UNEVOC International Centre have recently launched a joint publication called “Using ICTs and Blended Learning in Transforming TVET”, which presents case studies from around the world and the need of policy reforms.

The publication outlines ways in which use of ICTs and open and flexible means of delivery help enhance learning opportunities. It comprises of inputs from leading experts around the world, including case studies developed by experts from UNEVOC Centres in Germany, Finland, Jamaica, and Sri Lanka.

Drawig on the expertise and experience of  15 contributors, the books examines the potential of TVET to bring education to those who might otherwise be unable to access it, provides insight into — and lessons learned from — different applications of ICTs in TVET around the globe, analyses issues of cost and approaches to planning for successful and sustainable applications of ICTs, and offers recommendations for the international organisations, governments, policy makers, managers and staff responsible for TVET.

The first part of the book sets the context, by introducing the demands and challenges, outlining the range of ICT applications available for teaching and learning which include Distance Education, Open, Blended, Flexible and Mobile Learning, Open Educational Resources and Open Courseware, Massive Open Online Courses, Digital Repositories, Virtual Reality (VR), Simulations, Games and Role Plays, Augmented Reality, and 3D Printing, and explaining how to adopt  ICT-based Applications in TVET. The second part of the book comprises nine case studies from Germany, Australia, Sri Lanka, New Zealand, Jamaica, Finland, Africa, Cambodia, and Canada. In the third part, the authors explain how to plan for transformation, by providing considerations about costing the introduction of ICTs in TVET, and planning for the use of ICTs at the national and institutional levels.

This book should prove to be a valuable asset for both practising and potential TVET providers.


Download the publication: Using ICTs and Blended Learning in Transforming TVET