Human Resources Development Convention, 1975 (No. 142) - Fiji (Ratification: 2013)

Direct Request (CEACR) - adopted 2022, published 111st ILC session (2023)

Articles 1 of the Convention. Formulation and implementation of vocational guidance and training policies and programmes. The Government reports that the development process of the first national vocational education and training (TVET) policy was initiated in 2020. The process is being coordinated by the Ministry of Education, Heritage and Arts (MEHA) and the Technology and Employment Skills Training (TEST) Department, with the support of the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Australia Pacific Training Coalition (APTC). In addition, the TVET policy will be developed in consultation with a wide range of stakeholders, such as the Fiji National University, the National Employment Center (NEC) and the Fiji Higher Education Commission (FHEC). The Government reports that two consultative meetings have been held in this regard, in which two key issues were highlighted. First, it is necessary to make the population of Fiji aware of the importance of TVET as a driving force for Fiji’s economy, given that an estimated 80 per cent of employment opportunities are TVET-related. Second, it is necessary to undergo a major transformation to ensure that trainings are aligned with current and future labour market needs. The Committee nevertheless notes the Government’s indication that the development of the TVET policy was delayed due to restrictions imposed in the context of the COVID-19 pandemic, and that the process would continue once the restrictions were lifted. Lastly, the Committee notes the information provided by the Government concerning the range of programmes offered by the former Technical College of Fiji (TCF). It notes that during the period from 2015 to 2019, 5,011 programme participants graduated in the 12 National Qualifications (NFQs) offered by the TCF. The Government also reports that the Tertiary Scholarship and Loans Board (TSLB) has continued to sponsor students. In addition, the Committee notes that the 2018 National Employment Policy includes among its strategic actions the adoption of measures to ensure that the education and training provided, particularly to young people aged 15 to 24, is relevant in relation to the current and future needs of the labour market. The Committee requests the Government to provide updated information concerning developments relating to the formulation of the TVET policy and to supply a copy of the policy once it has been adopted. The Committee further requests the Government to continue to provide detailed updated information on the nature, scope and impact of the policies, programmes and measures on vocational guidance and training, including those implemented in the framework of the 2018 National Employment Policy, as well as on the manner in which they are aligned with national employment objectives.

Collection and use of education and training information. The Committee notes the information provided by the Government regarding the set of measures taken to address the lack of data collected on education and training, such as the implementation of the Fiji Education Management Information (FEMIS2) project, which is aimed at compiling data on post-secondary students in the national education database in order to be able to track students from Early Childhood Education (ECE) to higher education. The Government nevertheless indicates that the project is currently on hold. The Government refers to implementation of the PAC Sims software provided by the Education Quality and Assessment programme (EQAP) of the Pacific Community (SPC) to collect data on the NQs offered by national higher education institutions (HEIs). The Government also reports that it has carried out a “graduate outcomes survey”, which for the first time provides comprehensive data on the outcomes with regard to employment, earnings and skills of graduates of the higher education system. The Committee requests the Government to supply information on developments in terms of lessons learned from the data compiled on employment after completion of training courses offered by the higher education institutes and technical colleges. The Committee further requests the Government to provide information on the status of the Fiji Education Management Information (FEMIS2) project. In addition, it requests the Government to provide information on the outcome of the “graduate outcomes survey”.

Article 2. Vocational education and training system. The Committee notes the Government’s indication that a review of the TVET system was carried out in 2018, which identified two main challenges: the labour market’s inability to produce enough workers with the required skills for a growing, modernising, and diverse economy; and the failure of the TVET system to provide the incentives and capabilities required to address labour market shortcomings. The report also highlighted that no forum exists to enable a joint discussion to inform TVET policy formulation. It therefore recommended the establishment of a body consolidating the functions of the relevant Ministries responsible for TVET planning (including the Ministry of Economy (MOE) and the Ministry of Employment, Productivity and Industrial Relations (MEPIR)), as well as the national institutions responsible for collecting relevant inputs on the subject. In this regard, the Government indicates that measures have been taken towards the establishment of the Skills Council Fiji (SCF), an independent national agency tasked with coordinating TVET. The SCF’s main responsibilities will include leading the regular review of national qualification and standards as well as ensuring the relevance and quality of programmes; serving as a formal platform for enterprises to be able to participate in the development of TVET; establishing a system to collect data on current and future demands for TVET knowledge and skills capacity development; identifying the causes for the current growing skills mismatch and providing advice to address these; and setting up systems to regularly monitor the supply and demand of TVET. The Government adds that the number of TCF campuses expanded from 3 to 15 during the reporting period to provide access to learners in the rural areas and outlying islands. However, the TCF was merged under the Fiji National University (FNU) in 2019 due to the high operational costs of maintaining all the campuses and delivering the Fiji Qualifications Framework (FQF). The FNU is in the process of integrating the former TCF into the College of TVET studies. The Government reports that 154 National Qualifications (NQs) have been developed by the FHEC. Lastly, the Committee notes the Government’s indication that the FHEC will continue to work with the HEIs to develop a series of learning and career pathways from secondary school to higher education, and to increase the number of students that progress from secondary to higher education. The Government indicates that a set of measures have been taken in this regard, including the development of new NQs on information technology, office technology, agriculture and applied technology in alignment with the existing TVET subjects in secondary schools, and the organization of workshops and provision of training to teachers, TEST officers, secondary schools and staff of the MEHA. Finally, the Government refers to the implementation of the Moodle platform, which is designed to host online assessment moderation, moderation training and assessors training. It also indicates that a National Certificate in Teaching Technical and Vocational Education and Training will be offered and monitored by the FHEC. The Committee requests the Government to indicate the status of the establishment of the SCF. The Committee also requests the Government to provide detailed updated information, disaggregated by sex, on the impact of the measures taken to increase the number of students progressing from secondary to higher education.

Article 3. Vocational training and guidance for disadvantaged groups. The Committee notes that the Government indicates that in 2020 the FHEC carried out an analysis of Fiji’s higher education system with a view to assessing current issues and identifying challenges in terms of access and equity. The Committee observes, however, that the Government does not provide information on the measures taken with regard to vocational training and guidance programmes targeting specific groups with nationally identified special needs (such as young persons or older workers). The Committee therefore reiterates its request that the Government provide updated detailed information on measures taken or envisaged in relation to vocational training and vocational guidance programmes targeting young persons, persons with disabilities as well as older workers, in addition to other specific groups with nationally identified special needs (see Paragraph 5(h) of the Human Resources Development Recommendation, 2004 (No. 195)). It also requests the Government to provide information on the outcome of the analysis of the higher education system in terms of access and equity.

Article 4. Lifelong learning. The Committee notes the statistical information provided by the Government, disaggregated by sector and sex, regarding the number of workers that undertook trainings to acquire the new national qualifications on tourism, sports, forestry, security, wholesale and retail, and agriculture. The Committee requests the Government to continue to provide updated and detailed information, including statistical data disaggregated by sex and age, on the nature and impact of measures adopted to ensure that vocational training programmes cover different segments of the economy and are adapted to the changing requirements of individuals throughout their lives.

Article 5. Cooperation with employers’ and workers’ organizations. The Government reiterates that the Industry Standards Advisory Committees (ISACs) are composed by representatives of the industry, HEIs, professional bodies, licensing agencies and different ministries and national institutions, which assist and advise the FHEC in identifying the needs of the industry and developing new qualifications. The Committee nevertheless observes that the Government once again does not provide information on the manner in which employers’ and workers’ organizations are consulted with regard to the formulation and implementation of vocational guidance and training policies and programmes. The Committee requests the Government to provide detailed updated information on the manner in which the cooperation of employers’ and workers’ organizations is ensured in the formulation and implementation of vocational training policies and programmes, including the TVET policy, as required pursuant to Article 5 of the Convention.

Direct Request (CEACR) - adopted 2019, published 109th ILC session (2021)

Articles 1 and 2 of the Convention. Formulation and implementation of policies and programmes on vocational guidance and vocational training. In response to the Committee’s 2015 comments, the Government reports that the compilation of employment data following the completion of training courses is being instituted as a requirement for all higher education institutes and technical colleges. The Government adds that information is being compiled through the Fiji Education Management Information System (FEMIS) and the Tertiary Student Loans Board, which is currently being developed. The Committee notes the information provided by the Government concerning the range of programmes offered by the Technical College of Fiji (TCF). The Government also reports an overall increase in the number of students taking technical vocational education and training (TVET) subjects in secondary schools. It indicates that the TCF will be offering five new National Certificates in tiling, block laying, plastering, sustainable energy, and resilience (climate change adaptation and disaster risk reduction). Moreover, the Committee notes the Government’s indication that, in 2016, the TVET syllabus was reviewed and the content was adapted to align it more closely to national needs. Furthermore, a consultant has been appointed to review the TVET sector and provide insights into current provision, pathway opportunities and identify gaps in provision as well as seek better ways of working together as a sector. The Committee invites the Government to provide updated and detailed information on the impact of the policies and programmes on vocational training and vocational guidance, and their alignment with national employment objectives. The Committee also requests the Government to supply updated information on any developments in terms of lessons learned from the data compiled on employment after completion of training courses for all higher education institutes and technical colleges.

Article 3. Vocational training and guidance for disadvantaged groups. The Committee notes that the Fiji Higher Education Committee (FHEC) is in the process of implementing a system of data collection on equity, based on the following criteria: gender, disability, rural student access and socio-economic status. The Committee invites the Government to provide updated information with regard to the implementation of this system of data collection. It further requests the Government to communicate updated detailed information on measures taken or envisaged in relation to vocational training and vocational guidance programmes targeting young persons as well as older workers, in addition to other specific groups with nationally identified special needs (see Paragraph 5(h) of the Human Resources Development Recommendation, 2004 (No. 195)).

Article 4. Lifelong learning. The Government indicates that new qualifications have been developed in the following sectors: tourism, sports, forestry, security, wholesale and retail, agriculture (sugar) and agriculture (forestry), in partnership with the relevant industries, to ensure that the levels and skills identified meet the needs of employers in those sectors. The Committee further notes that the FHEC is collaborating with the TCF in investigating the possibility of establishing a bridging foundation programme to enable students to enter the TCF to pursue higher education courses, with the objective of attracting young women to pursue higher education opportunities. The Committee requests the Government to provide updated and detailed information, including statistical data disaggregated by sex and age, on the nature and impact of measures adopted to ensure that vocational training programmes cover different segments of the economy and are adapted to the changing requirements of individuals throughout their lives.

Article 5. Cooperation with employers’ and workers’ organizations. The Committee notes the existence of the Industry Sector Advisory Committees (ISACs), which are composed by representatives of the industry (60 per cent) and teachers and students (40 per cent), which assist and advise the Fiji Higher Education Committee (FHEC) in identifying the needs of the industry and developing new qualifications. The Committee recalls that the Convention requires that vocational guidance and vocational training policies and programmes be formulated and implemented in cooperation with both employers’ and workers’ organisations. The Committee therefore requests the Government to provide updated information if any changes with respect to cooperation with employers’ and workers’ organizations, new procedures or consultative machinery are implemented.

Direct Request (CEACR) - adopted 2015, published 105th ILC session (2016)

Articles 1 and 2 of the Convention. Formulation and implementation of policies and programmes on vocational guidance and vocational training. The Committee notes the Government’s first report on the application of the Convention. The Government indicates that the Ministry of Education is responsible for coordinating technical vocational education and training (TVET) and technology employment skills training (TEST) at the national level. Both the TVET and TEST are integrated into the secondary school curriculum. The Higher Education Commission, which has been in operation since 2009, regulates higher education institutions and vocational training centres, establishes national standards for different qualifications and advises on ways of developing higher education. The Government also indicates that the Ministry of Education has been implementing vocational training programmes which cover self-employment, paid employment and rural work. The National Employment Centre is responsible for coordination with vocational training institutions to ensure quality vocational training for the unemployed. The Committee requests the Government to provide information on the impact of the policies and programmes on vocational training and vocational guidance that have been adopted. Please also indicate how these policies and programmes are linked with the national employment objectives and coordinated with public employment services.

Article 3. Vocational training and guidance for vulnerable groups. The Government indicates that the Vocational Training Centre for Persons with Disabilities provides courses adapted to the needs of persons with disabilities. The Committee requests the Government to provide information on vocational training and vocational guidance programmes targeting young persons and adults, as well as other people with nationally identified special needs (see paragraph 5(h) of the Human Resources Development Recommendation, 2004 (No. 195)).

Article 4. Lifelong learning. The Government indicates that the Ministry of Education is responsible for developing and reviewing the content of technology employment skills training. Life-skills training is provided by the National Employment Centre. The Committee requests the Government to provide more specific information on the measures adopted to ensure that vocational training programmes cover different fields of the economy and are adapted to the changing requirements of the individuals throughout their lives.

Article 5. Cooperation with employers’ and workers’ organizations. The Government indicates that the Fiji Commerce and Employers’ Federation and the Fiji Trade Union Congress are involved in the development of initiatives to enhance technical and vocational training for children in the context of a major project for the elimination of child labour. The Committee requests the Government to provide information on the manner in which employers’ and workers’ organizations cooperate in the formulation and implementation of vocational training and vocational guidance policies and programmes. Please describe any procedure or consultative machinery that has been established for this purpose.