Market demand driven approach

A current imperative for vocational education is to be highly responsive to ‘demand-side’ requirements. Therefore, the cornerstone of the new ICT CoC are its new occupational standards, which will be developed to be demand-driven through strengthening school-industry cooperation.

Provision of demand-driven programs is the key to success in the education- and training market.

The demand-driven approach of the TVET Model, that will be developed and implemented through this project for the new ICT CoC, will be achieved by following measures:

  • The curriculum is designed, determined and delivered in close cooperation with the industry;
  • Upon establishment of ICT CoC, maintain the high level of competence-based programs based on the needs of local as well as international companies;
  • Support setup and implementation of mechanisms which allow to flexibly adopt to the changing needs of the labour market;
  • Creation and maintenance of partnerships with other ICT Centers of Excellences and business associations;
  • School management and staff will be guided by our experts in order to secure smooth transition to demand-driven;
  • School-Industrial boards (Application Development, IT System Technician, IT Business Integrators, Mediamaticians, Graphical Design, IoT, etc.) will be established and maintained;
  • School-industry cooperation will be strengthened by utilizing different professional networks and participating in various projects;
  • Sense of ownership will be maintained by embedding companies in curricula development, project-based learning and Entrepreneurship-/ Training and Development Center activities;
  • Secure revenue generation streams in order to support hiring of instructors with industry experience for project-based-learning activities in CoC;
  • Establishment of Student Advisory Services (SAS) with emphasize in innovation, entrepreneurship and employment in addition to teaching;
  • Maintain continuous exchange with employers in order to identify and anticipate shortages and surpluses of skilled workforce (training needs analysis);
  • Continuous support in designing customized training courses in accordance with the needs of businesses;
  • Incorporation of quality assurance into training, teaching and project-based learning;
  • Contributing to the increase of accountability mechanisms and measures;
  • Setup and management of work-based learning activities in accordance with the employer needs and in harmony with the curricula;
  • Support towards smooth transition of students from school to labour market with involvement of industry which tends to co-ownership.