New Measures in the Chilean TVET Sector

The Chilean government has recently proposed measures to strengthen TVET education. Here we present the most important ones:

• To advance towards the construction of a Quality Assurance System for the TVET sector, which includes all the dimensions of formal and non-formal education, focused on both processes and results.
• To promote the relevance of TVET programmes, both at medium and higher levels and for continuous training/education, seeking to align with the demands of society, the needs of the territories, and the expectations of the productive sectors and people.
• To develop an effective articulation, both curricular and institutional, between formal and non-formal education, considering the diversity of existing programmes and the heterogeneity of its components.
• To develop and strengthen mechanisms for recognition of learning achieved, whether in unfinished formal education processes, training processes, or informal learning.
• To improve training processes, wherever they take place, to enrich the level of competencies achieved through appropriate didactic methodologies.
• To foster the commitment and participation of the productive sectors and the workers themselves in the development of public policies for Training for Work, both in their design, implementation, and evaluation.
• To raise employers’ confidence that they will find the skills they require in graduates of different TVET programmes, thus contributing to the productivity of their organisations and the sector.
• To advance in constructing significant training-labour trajectories, which do not face a dead end or a ceiling in their technical-professional training process.
• To contribute to the development of a specific and permanent institutionality over time, as well as public policy tools that promote Technical-Professional Training.

In addition, the Chilean authorities presented the structure of accreditation standards defined in the national qualification framework.

1. Technical requirements concerning teachers
   1. Technical capacity of the speciality teaching staff
   2. The initial formation of the speciality teachers
2. Technical requirements concerning educational spaces
   1. Speciality workshop
   2. Informatics room
3. Learning resources
   1. Printed materials
   2. Audio-visual material
   3. Instrumental or concrete materials
      1. Machinery and equipment
      2. Instruments

• Tools, implements and utensils

1. Supplies and consumables
2. Hygiene implements and personal security

1. Interactive materials
2. Digital materials

We expect these measures to help move a step forward in strengthening TVET in Chile.