Sector skills linkages


SSCH has a comprehensive communications strategy to:

  • Make employers and other TVET stakeholders aware of the sector skills council and its agenda, as well as activities and developments
  • Maintain interest in TVET and the work of the skills council;
  • Help engage employers in TVET issues and build levels of information and capacity so that the private sector can be involved fully and effectively in skills development issues.
  • Maintain continuous consultation and engagement with the various stakeholder eg governments, donors, Training Service Providers, etc

The three principal issues to be thought about are:


SSCH will actively develop and maintain linkages with various stakeholders as listed below:

Government –

Government has an interest in SSCH for two principal reasons. First, economic and social development policies have human resource implications. SSCH will develop the knowledge and expertise to analyse and anticipate the implications for skilled workers of emerging government strategies and policies. SSHC wil present itself as the TVET Voice for the sector as it been given that recognition from Government to exercise this role.

Second, the Government is a major TVET provider and funder. The Planning Commission is concerned with the development and monitoring of national strategies and with the allocation of resources, and SSCH will help inform it of skills development issues.

Statutory Agencies and Bodies with TVET functions and responsibilities

Responsibility for the development and maintenance of the Vocational Qualification Framework lies currently with the National Vocational and Technical Training Commission (NAVTTC). This will agree priority qualifications, sanction the arrangements for developing occupational standards and training programmes and approve them for inclusion in the Vocational Qualifications Framework.

Technical Education and Vocational Training Authorities (TEVTAs­­­­­­) are responsible for publicly funded TVET and provincial Boards of Technical Education and Trade Testing are currently the primary agencies to assess the skills and competences of learners/trainees.

TVET policy developments are introducing new arrangements for the assessment of training providers and institutional and organisation changes are possible as the reform agenda gathers pace. Institute Management Committees are being restructured and skills councils should develop links with them.

SSCH will develop working relationships with them. This will be done through NAVTTC Support Units (NSU) that will be established. SSCH will add value and support the work of TVET agencies.

Higher Education Institutions

Some TVET programmes in the sector will be designed for graduates. It is increasingly possible that graduates will need to add to their skills to get jobs and will seek to enter TVET programmes. Also people who complete successfully TVET programmes may wish to progress to higher education. SSCH  will promote  itself to students in higher education to inform their decisions about jobs and post-university opportunities in the sector.

Funding Partners

SSCH will actively seek to support donor-funded initiatives such as youth into-work programmes and pre-employment training.

Potential Trainees and Workers

SSCH will promote the sector and to provide information to young people and their parents about the benefits of working in the sector. There are cultural and other prejudices to be overcome to attract young people to sector occupations and to present the scope of occupations that it can offer.

Those already in work and job-seekers will be helpedfrom the work of SSCH in a number of ways:

  • Through the provision of reliable information about career pathways and training opportunities;
  • Industry-led training will be relevant to jobs and assurance about the relevance of training will be given to those who may pay for it;
  • Access to quality training is supported

Role and responsibilities of NSUs of QABs