Workbook final

goals for TVET (Tertiary, Vocational Education, and Training), in particular, it provides that customised TVET/livelihood

training for vulnerable and disadvantaged groups has to be designed (Policy No. 80). To convert Policy No. 80 into

action, the National Strategy on Tertiary, Vocational Education, and Training Provision for Vulnerable People of 2010

was developed in partnership with the International Labour Organization (ILO),who provided financial support for the

development and publication of the policy.

and include Institutional Mechanism for Implementation, Monitoring and Evaluating the program.

Civil society was involved in the drafting of this policy, through a Sub-Committee on Persons with Disabilities. For

instance, Mr. Cyril Siriwardane represented the Disability Organizations’ Joint Front (DOJF). At a later stage, the policy

has to be implemented by various agencies, including by NGOs servicing persons with disabilities.

BJECTIVES

OALS

To convert the TVET Policy No. 80 into action and thus to bring vulnerable or underprivileged groups into the

mainstream economic development process, through the introduction of appropriate life skills, livelihood skills, and

vocational training. To serve as the Government’s strategic plan on training provision for vulnerable groups, and to

warrant sustained attention and decisive action on the part of national agencies, the international donor community,

development NGOs, and the private sector.

EATURES

ITH

DDITIONS FROM THE

ERO

ROJECT

EAM

)

Sri Lanka’s National Strategy on Tertiary, Vocational Education, and Training Provision for Vulnerable People of 2010 is

to be classified as a

national non-legally binding regulatory and distributive policy

, whose coordination and oversight is

exercised by the Tertiary and Vocational Education Commission (TVEC). The following nine strategic goals form the

framework of the Strategy:

Recognize training for the vulnerable as a national priority in achieving an inclusive economic and social

development;

Establish information systems to coordinate action and assess performance;

Ensure adequate financing;

Raise awareness and establish career guidance and counseling;

Expand the network of training providers to increase outreach;

Employ flexible and innovative training approaches;

Incorporate livelihoods and life skills training;

Combine training with support for employment;

Develop an inclusive culture within training providers.

Under Section 5, the Strategy outlines detailed group-specific strategies and action plans that comprise – for each

vulnerable group - a number of steps that have to be undertaken to improve the TVET provision for them, along with

concrete action measures, output, time plan and implementing agencies and / or collaborators. In particular, Section 5.2

includes six steps for persons with disabilities:

Improve the availability and access to data