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Workforce Development Ratings and Data

A description of the Workforce Development scoring methodology and the meaning of categorical ratings displayed below are available in evidence-based frameworks.

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	Sri Lanka Country Report 2014
Strategic Framework	Latent
Setting a Strategic Direction	Emerging
	Sri Lanka
Advocacy for WfD to Support Economic Development	EMERGING
Are there visible champions advocating for WfD to support economic development?	Yes
Who are the champions of WfD in government?	Political leaders at the national level, Political leaders at the regional level (e.g. state, province), High-level government officials, National training authorities or entities (e.g. Brazil's SENAI, South Africa's SETA)
Which of the following best describes the advocacy exercised by the above champions?	Sustained advocacy around a shared policy agenda
Who are the non-government champions of WfD?	Business or Industry leaders, Organizations of non-government training providers (e.g. Uganda's UGAPRIVI)
Which of the following best describes the advocacy exercised by the non-government champions?	Ad-hoc or fragmented advocacy
How do the champions for WfD engage in dialogue on the WfD policy agenda?	Occasionally through institutionalized arrangements
Has advocacy and dialogue among the champions led to collaboration on the WfD policy agenda?	Yes, collaboration on a strategic, economy-wide policy agenda for WfD
Strategic Focus and Decisions by the WfD Champions	EMERGING
Which of the following broad areas for WfD have the champions emphasized as priorities to support economic and social development:	General secondary education, Tertiary education
Which of the following more specific areas for WfD have the champions emphasized as priorities to support economic and social development:	Initial vocational education and training (IVET) at the secondary and post-secondary levels, Continuing vocational education and training (CVET) (e.g. on-the-job training, career development), Targeted training for priority economic sectors, Targeted training for vulnerable populations (e.g. unemployed, women, at-risk youth)
Regarding the more specific areas, have the champions for WfD made strategic decisions over the last five years?	Yes
What did the strategic decisions consist of?	Enhancing the regulatory environment for WfD (e.g. laws, acts, etc.), Allocating budgets for specific WfD goals, Creating or reforming organizational structures for WfD policy development (e.g. policy research institutes, regulatory bodies), Launching new initiatives to support implementation of the identified WfD priorities (e.g. statutory boards, innovative training institutions or new programs)
How are the WfD champions monitoring implementation progress of the above strategic decisions?	Occasional, ad-hoc reviews (e.g. when a special report is available)
Fostering a Demand-Driven Approach	Latent
	Sri Lanka
Overall Assessment of Economic Prospects and Skills Implications	LATENT
Has there been a formal assessment(s) of the country's economic prospects and their implications for skills?	Yes
What is the nature of the studies and assessments?	Routine assessments, supplemented by special studies when needed
What is the scope of the assessment(s):	Key growth sectors only
Please indicate all sources of data that informed the assessment(s):	Employer and industry surveys, Labor force surveys, Industry standards and benchmarks, Tracer studies, International comparisons, Employer Satisfaction Surveys
Please select all parties that sponsor or conduct these studies and assessments:	Government agencies, Non-state WfD stakeholders
Critical Skills Constraints in Priority Economic Sectors	LATENT
List below three of the country's priority economic sectors:	Information and Communication Technology/Business Process Outsourcing (BPO), Hotels and Tourism, Construction
Have the government or WfD stakeholders identified critical skills constraints in these priority sectors?	Yes
How were the skills constraints identified in these priority sectors?	Through formal assessments based on analysis of relevant data
What describes the key measures being taken to address skills constraints in these priority sectors?	Reforming existing courses, programs, or training institutions, Increasing dedicated funding, Setting up new dedicated courses or programs, Creating new training institutions
Are the previously identified WfD champions closely associated with the above key measures to address skills constraints in the priority sectors?	Yes, to some extent
Role of Employers and Industry	LATENT
Do employers and industry have a role in defining strategic WfD priorities for the country or region?	Yes
How do employers and industry provide inputs in setting strategic WfD priorities?	Through ad-hoc meetings and other mechanisms only
List two major policy or investment decisions with WfD implications in the past three years that have benefitted from employer and industry input:	Infrastructure development investment placed at the top of development agenda, Identication of Hotels and Tourism sector as major potential growing sector followed with necessary policy initiatives and other strategic and suppotive measures by the government
In what ways are employers and industry helping to address the skills implications of the above two policy/investment decisions?	Increasing hosting of internships, apprenticeships, and other work-based learning, Supporting curriculum development
What best describes the depth of engagement by employers and industry in the areas selected above?	Limited
Skills-upgrading Incentives for Employers	LATENT
Does the government provide incentives for formal sector employers to develop and upgrade skills?	Yes
Does the country have a levy-grant scheme for training for formal sector employers?	No
Is an annual report publicly available on the operations of the levy-grant scheme?	No
What other government incentives for skills upgrading exist for formal sector employers?	Proposal-based training grants, Public provision of training for industry instructors and workers
Identify two major programs benefitting formal sector employers that feature the incentives listed above:	Training on competency based assessments for assessors for construction industry., DTET training 500 would be employees for Ceylon Electricity Board under a written MoU with them in 17 technical colleges .
Does the government provide support for informal sector businesses to develop and upgrade skills?	Yes
What government support for skills upgrading is provided for informal sector businesses?	Training programs (e.g. craft skills, entrepreneurship), Networking - forward and backward linkages -for marketing / establishing sales points for products and services of informal businesses (ie access to information and advice, access to markets)
Identify two major programs benefitting informal sector businesses that feature the government support listed above:	Providing livelihood craft skills for rural women, Entreprise Development Training Proramme on cutfoliage for export for women in Puttalum DistrictProducts
Notes, if any, on this topic:
Monitoring of the Incentive Programs	LATENT
Name of Program 1:	Training on competency based assessments for assessors for construction industry.
Date started:	2010
Has this program been reviewed for impact on skills and productivity?	No
Is the review process systematic and routine?
Please provide the date of the last review below:
What best describes the follow-up to the review?
Notes, if any, on this program:
Name of Program 2:	Providing livelyhood craft skills for rural women
Date started:	on going programme, current phase started in 2012
Has this program been reviewed for impact on skills and productivity?	No
Is the review process systematic and routine?
Please provide the date of the last review below:
What best describes the follow-up to the review?
Strengthening Critical Coordination	Latent
	Sri Lanka
Roles of Government Ministries and Agencies	EMERGING
Which of the following have legally-defined roles and responsibilities for WfD?	Ministry of Education or equivalent, Ministry of Labor or equivalent, There are other ministries involed in WfD. Eg. Min. of Agriculture - Agriculture Schools, Min. of Telecommunications - Telecom Training Centre, Eg. Advanced Construction Training Academy (ACTA). Initial capital provided by the government and operated by a Construction Chamber as a self sustained institute. ACTA is a training institute. Provincial Governments, total 9, have livelihood training cen
What best describes the degree of overlap in the mandates of the above entities?	Overlaps in a few areas
Do mechanisms exist to ensure coordination of WfD strategies and programs across ministries and agencies?	Yes, ad-hoc mechanisms only
Roles of Non-Government WfD Stakeholders	EMERGING
Do non-government WfD stakeholders have legally-defined roles and responsibilities?	Yes
Which of the following non-government WfD stakeholders have legally-defined roles and responsibilities?	Employers and industry groups, Trade unions, Training providers
Do mechanisms exist for coordination between government entities and non-government WfD stakeholders?	Yes, institutionalized mechanisms
Coordination for the Implementation of Strategic WfD Measures	LATENT
Please list two major initiatives or programs closely associated with the previously identified WfD champions that address skills constraints in the priority economic sectors	Rapid expansion of training in priority sectors, Construction, Hotel and Tourism, Information Technology and Light Engineering, Facilitating private training providers to engage in training in priority areas.
Please answer the following questions for the more important of the above two measures.
Is the above measure accompanied by an implementation plan?	Yes
Is the above measure accompanied by a budget allocation?	Yes
Indicate below all key entities with responsibility for implementing the above measure:	Ministry of Labor or equivalent, Public training providers and they are encouraged to establish partnerships with industry and private training providers.
How do the above entities coordinate the implementation of the above measure?	Through institutionalized processes, supplemented by ad-hoc arrangements as needed, However, coordination and implementation suffered set backs due to shortage of instructors and managers and resources not reaching some training centres on time.
How is implementation progress for this measure monitored?	Through ad-hoc reporting arrangements
Have the most successful features of this measure been mainstreamed into the formal WfD system?	Yes, Apprenticeship based training in Hotel and Tourism sector was the most successful. NAITA has adopted it as the regular mode for the sector.
System Oversight	Emerging
Ensuring Efficiency and Equity in Funding	Latent
	Sri Lanka
Overview of Funding for WfD
How does the government mobilize funds for WfD?	Levying of fees in full or in part for some courses.
Which of the following types of training receive financial support from the government?	Initial vocational education and training (IVET), Continuing vocational education and training (CVET) (e.g. on-the-job training, career development), Training-related active labor market programs (ALMPs)
For decisions on capital investments by the government, which ministry(s) is directly responsible?
Initial Vocational Education and Training (IVET)	Ministry of Finance, Ministry of Youth Affairs and Skills Development (MYASD)
Continuing Vocational Education and Training (CVET)	Ministry of Finance, Ministry of Youth Affairs and Skills Development (MYASD)
Training-related active labor market programs (ALMPs)	Ministry of Finance, Ministry of Youth Affairs and Skills Development (MYASD)
For decisions on spending on salaries (including hiring decisions), which ministry is directly responsible?
Initial Vocational Education and Training (IVET)	Ministry of Finance, Ministry of Youth Affairs and Skills Development (MYASD)
Continuing Vocational Education and Training (CVET)	Ministry of Finance, Ministry of Youth Affairs and Skills Development (MYASD)
Training-related active labor market programs (ALMPs)	Ministry of Finance, Ministry of Youth Affairs and Skills Development (MYASD)
For decisions on non-salary operational spending to deliver training services, which ministry is directly responsible?
Initial Vocational Education and Training (IVET), if relevant	Ministry of Finance, Ministry of Youth Affairs and Skills Development (MYASD)
Continuing Vocational Education and Training (CVET), if relevant	Ministry of Finance, Ministry of Youth Affairs and Skills Development (MYASD)
Training-related active labor market programs (ALMPs), if relevant	Ministry of Finance, Ministry of Youth Affairs and Skills Development (MYASD)
What is the main mechanism used by the government to provide recurrent funding for training?
Initial Vocational Education and Training (IVET), if relevant	Budget allocations to training providers (e.g. training institutions, employers involved in apprenticeship programs, etc.)
Continuing Vocational Education and Training (CVET), if relevant	Budget allocations to training providers (e.g. training institutions, employers involved in apprenticeship programs, etc.)
Training-related Active Labor Market Programs (ALMPs), if relevant	Budget allocations to training providers (e.g. training institutions, employers involved in apprenticeship programs, etc.)
Recurrent Funding for Initial Vocational Education and Training (IVET) [*]	EMERGING
Which of the following best describes the ministry's budget process for funding IVET institutions and programs?
What criteria are used to determine funding allocation to IVET institutions and programs?
Are the criteria for allocating WfD funding to institutions and programs subject to periodic review?
Provide two examples of major reforms in the last five years to improve efficiency and equity in funding allocations:
Notes, if any, on this topic:
Recurrent Funding for Continuing Vocational Education and Training Programs (CVET)	LATENT
Indicate below the ministries or agencies responsible for CVET, listing the lead entity first:	National Apprentice and Industrial Training Authority (NAITA) under the purview of the Ministry of Youth Affairs and Skills Development. Department of Technical Education and Training (DTET) provides diploma level courses for those who have completed cert
How is recurrent funding for CVET programs decided?	Through a formal process of application and approval
Are training providers provided with incentives to seek and to retain accreditation?	Only officials in the sponsoring ministry or agency
Does the ministry or agency produce an annual report?	Yes, for public dissemination
What is the latest year for which the report is available?	Ministry of Youth Affairs and Skills Development: 2010 , DTET: 2010, NAITA: 2010
Please name two on-going or recent government-supported programs to foster on-the-job training (OJT) in small and medium sized firms (SMEs):	Situational and enterprise based apprenticeship training conducted by National Apprenticeship and Industrial Training Authority under MYASD, On the Job training provided in SMEs to trainees of other institutes including private training institutes
Have these programs been reviewed for their impact?	No
Have the reviews led to changes in program funding or design?
Please name two on-going or recent programs to support individual career or professional development (e.g. reskilling or upgrading skills):	Middle level Technician courses (@ NVQ5-6 levels) conducted at Colleges of Technolgy under DTET, Degree courses started in the University of Vocational Technology
Have these programs been reviewed for their impact?	Yes
Have the reviews led to changes in program funding or design?	No
Recurrent Funding for Training-related Active Labor Market Programs (ALMPs)	ESTABLISHED
Indicate below the ministries or agencies responsible for training-related ALMPs, listing the lead entity first:	Ministry of Youth Affairs and Skills Development, other ministries involved in training.
Who are the beneficiaries of training-related ALMPs supported by government funding?	Youth, Unemployed, Women, Minorities, Rural populations, Conflict affected in the north and eastern provices of the country. Civil conflict ended in 2009.
Please indicate two major training-related ALMPs supported by government funding:	Entrepreneurship training and Self Employment Promotion Initiative (SEPI), micro loan scheme for vocationally qualified to start own business or industry., Career Guidance and promotional activities to attract youth to follow vocational training programmes.
How is funding for the above two programs decided?	Through a formal, systematic process
Who is involved in this process?	Only officials in the sponsoring ministry or agency
How is training provision implemented?	In-house training provision, Contracting service providers through a competitive process
Have these programs been formally reviewed for their impact?	Yes
Have the reviews led to changes in program funding or design?	Yes, the following key changes were undertaken:, Continue the loan scheme with additional funding from the treasury.
Notes, if any, on this topic:
Equity in Funding for Training Programs (IVET)	LATENT
In the last five years, has there been a formal review(s) of the impact of WfD funding on the beneficiaries of training programs?	Yes
Please provide two examples of reviews conducted in the last five years:	N/A
Which of the following outcomes by socioeconomic group did the review(s) consider?	Enrollments, Completion of training, Employment, Earnings
Which of the following parties participated in dialogue on the findings of the above review(s) and their implications:	Government agencies, Non-state WfD stakeholders, Independent national organizations (e.g. universities, research institutions, think tanks)
What has been the follow-up to the above review(s)?	Some recommendations were implemented
Equity in Funding for Training Programs (CVET)	LATENT
Continuing Vocational Education and Training (CVET)
In the last five years, has there been a formal review(s) of the impact of WfD funding on the beneficiaries of training programs?	No
Please provide two examples of reviews conducted in the last five years:
Which of the following outcomes by socioeconomic group did the review(s) consider?
Which of the following parties participated in dialogue on the findings of the above review(s) and their implications:
What has been the follow-up to the above review(s)?
Notes, if any:
Equity in Funding for Training Programs (ALMPs)	EMERGING
Training-related Active Labor Market Programs (ALMPs)
In the last five years, has there been a formal review(s) of the impact of WfD funding on the beneficiaries of training programs?	Yes
Please provide two examples of reviews conducted in the last five years:	N/A
Which of the following outcomes by socioeconomic group did the review(s) consider?	Employment, Earnings
Which of the following parties participated in dialogue on the findings of the above review(s) and their implications:	Government agencies, Non-state WfD stakeholders
What has been the follow-up to the above review(s)?	Key recommendations were implemented
Partnerships between Training Providers and Employers	EMERGING
Does the government facilitate such partnerships through formal arrangements?	Yes
At what levels have the partnerships been institutionalized?	Individual institutions
What benefits do the participating employers get from partnerships with training providers?	Access to training facilities and personnel, Access to potential new hires, Influence over content of training, Influence over selection of training candidates, Contribution to the development of standards and curricula
Please name below two major employers, and the resources that they provide for WfD:
Name of Employer 1, please indicate below:	N/A
What resources does this employer provide?	Financial contribution, Equipment and supplies, Technical knowledge, Technical personnel, Training facilities, Management guidance and governance, Provision of work exposure (e.g., internships and on-the-job training)
Name of Employer 2, please indicate below:	N/A
What resources does this employer provide?	Technical personnel, Training facilities, Provision of work exposure (e.g., internships and on-the-job training)
Assuring Relevant and Reliable Standards	Latent
	Sri Lanka
Competency Standards and National Qualifications Frameworks	LATENT
Indicate below the ministries or agencies, if any, with oversight responsibility for competency standards and/or the national qualifications framework (NQF), listing the lead entity first	National Centre for Education Quality Enhancement (NCEQE or EQE)
Have competency standards for occupations been defined?	Yes, for a large number of occupations,
Is a national qualifications framework (NQF) in place?	Yes, a NQF is in place and functioning
What is the occupational coverage of the NQF?	Covers most occupations
What range of skill levels does the NQF cover?	Wide range of semi-skilled to professional skill levels
Which of the following parties are involved in policy dialogue on competency standards and/or the NQF?	Training providers - Georgian Technical University has taken active role in drafting vocational standards for 80 qualifications, Employers or industry associations, National professional bodies - GNTA was involved in all tourism related professions
What best characterizes the policy dialogue on competency standards and/or the NQF?	Takes place on an ad-hoc basis
Competency Standards for Major Occupations	LATENT
Please indicate two major skilled or semi-skilled occupations (i.e. dominant or fastest-growing):	Mason, Hotel Receptionist
Occupation 1:
Who is involved in setting the competency standards?	Training providers, Employers or industry associations, Government ministries or specialized agencies (e.g. South Africa's SAQA)
Do training providers for this occupation utilize competency-based curricula aligned to the standards formally agreed upon by the above stakeholders?	Yes, most do
Occupation 2:
Who is involved in setting the competency standards?	Training providers, Employers or industry associations
Do training providers for this occupation utilize competency-based curricula as defined by standards formally agreed upon by the above stakeholders?	Yes, most do
Occupational Skills Testing	LATENT
Is competency-based testing used to certify qualifications in skilled and semi-skilled occupations?	Yes, in most occupations
Which of the following describes the system for competency-based testing?	Testing protocols are standardized and publicized
Indicate below the ministry(s) or agency(s) with oversight responsibility for competency-based testing, listing the lead entity first:	Testing is done by the training provider, thus organizations involved include VEC (at secondary leveli) and public colleges and Universities (at post-secondary level).
Which of the following best describes the volume of testing administered by the lead entity?
Has the above entity taken measures in the last three years to manage the cost of skills testing and certification?
Notes, if any, on this topic:
Skills Testing and Certification	LATENT
List below two of the most common certificates (exclude those required for licensing):	State Professional Diploma, Teacher's certificate
What best describes the public's confidence in the above certificates?
Certificate 1:	Recognized and valued by public and private sector employers
Certificate 2:	Recognized and valued by public and private sector employers
Notes, if any, on this topic:
Skills Testing for Major Occupations	LATENT
List two major skilled or semi-skilled occupations (i.e. dominant or fastest-growing):	Mason, Hotel Receptionist
Occupation 1:
What best describes the focus of the tests?	A balance of both theory and practice
Is a certificate awarded upon successful completion of the tests?	Yes
Is a certificate required for practitioners of this occupation?	No
Does having a certificate improve employability and earnings in this occupation?	Yes
Notes, if any, on skills testing for occupation 1:
Occupation 2:
What best describes the focus of the tests?	A balance of both theory and practice
Is a certificate awarded upon successful completion of the tests?	Yes
Is a certificate required for practitioners of this occupation?	No
Does having a certificate improve employment and earnings in this occupation?	Yes
Notes, if any, on skills testing for occupation 2:
Government Oversight of Accreditation
Accreditation of Training Providers
Is a system in place to accredit training providers?	Yes
Please indicate the government ministries or agencies that exercise this function:	Educational Quality Enhacement Center (EQE)
Accreditation of Training Programs
Is a system in place to accredit training programs?	Yes
Please indicate the government ministries or agencies that exercise this function:	Educational Quality Enhacement Center (EQE)
Notes, if any, on this topic:
Establishment of Accreditation Standards [*]	EMERGING
What entity establishes the accreditation standards for training providers?	Accreditation agency under the ministry
How does the above entity establish accreditation standards for training providers?	Internal consultations with input from relevant stakeholders
Are accreditation standards periodically reviewed?	Yes, on an ad-hoc basis
Do these protocols involve formal input from external bodies?
Notes, if any, on this topic:
Accreditation Requirements and Enforcement of Accreditation Standards [*]	ESTABLISHED
What types of providers are required to obtain accreditation?	All providers regardless of funding
Are accredited providers required to renew their accreditation status on a regular basis?	Yes
Are accreditation standards publicized?	Yes
Are accreditation standards enforced?	Yes, to a large extent
Why are accreditation standards not enforced?
Incentives and Support for Accreditation [*]	ESTABLISHED
Are training providers provided with incentives to seek and to retain accreditation?	Yes
What types of incentives are provided to training providers?	Linking accreditation to eligibility for public funding
Are training providers provided with support to seek and to retain accreditation?	Yes
What type of support is provided to training providers?
Diversifying Pathways for Skills Acquisition	Emerging
	Sri Lanka
Learning Pathways [*]	ESTABLISHED
Are separate academic and vocational/technical streams offered at the secondary level?
In what year of schooling does the streaming begin?
What are the options for technical and vocational education and training at the post-secondary level?
Can graduates of secondary vocational/technical streams progress to post-secondary levels of study?
Can graduates of post-secondary vocational/technical programs (e.g. polytechnics, community colleges) progress to university programs?
Public Perception of Pathways for TVET [*]	EMERGING
Has the government taken action to improve public perception of TVET?
What do these actions consist of?
Regarding diversifying pathways, has the government taken major actions in the last 10 years?
List two of the most important of these government actions to diversify pathways:
Have these actions been monitored or reviewed for their impact on diversifying learning pathways?
What best describes the review process?
Has the above review led to changes in policies to diversify learning pathways?
Notes, if any, on this topic:
Articulation of Skills Certification [*]	ESTABLISHED
Are certificates awarded for completing technical/vocational training programs recognized in the national qualifications framework?
Do training providers under ministries other than Education offer programs leading to the award of formal qualifications?
Are the qualifications awarded by non-Education ministries recognized for admission into formal education and training programs under the Ministry of Education?
List below five common qualifications awarded by non-Education ministries that are recognized for admission into formal education and training programs under the Ministry of Education:
List below the qualifications from above that are recognized with the granting of credit:
Notes, if any, on this topic:
Recognition of Prior Learning [*]	EMERGING
How have policy makers addressed issues pertaining to the recognition of prior learning (RPL)?
Does a national organization exist dedicated to adult learning and related issues (e.g. recognition of prior learning)?
Is recognition of prior learning (RPL) integrated into the national qualifications framework (NQF) or the framework for occupational competency standards?
What best describes the government's outreach to inform the public about the recognition of prior learning?
Notes, if any, on this topic:
Support for Further Occupational and Career Development [*]	EMERGING
Indicate below the ministries or agencies that provide or fund services to support further occupational and career development:
What describes the scope of publicly-sponsored further occupational and career development services?
What describes the organization of the above services?
In the last five years, has the government reviewed its policies or programs for further occupational and career development?
Was the above review part of a routine and institutionalized process?
Has the above review led to changes in policies, funding, or the design of services for further occupational and career development?
Notes, if any, on this topic:
Training-related Provision of Services for the Disadvantaged [*]	ESTABLISHED
Are publicly-funded training programs available for disadvantaged populations?
Indicate below the ministries or agencies that oversee the above programs, listing the lead entity first:
How does the lead ministry or agency support publicly-funded training programs for disadvantaged populations?
Please indicate below the nature of the systematic support:
Indicate below two major programs addressing the training needs of disadvantaged populations:
Have these programs been monitored and reviewed for impact?
Are these reviews part of an institutionalized and routine practice?
Following these reviews, have the programs been adjusted in light of the findings?
Notes, if any, on this topic:
Service Delivery	Latent
Enabling Diversity and Excellence in Training Provision	Emerging
	Sri Lanka
Scope and Formality of Non-State Training Provision [*]	ESTABLISHED
Are non-state providers allowed to offer training? (e.g. IVET, CVET, training-related ALMPs)
What types of non-state providers are allowed to offer training?
What best describes the composition of training providers?
Does an association of private training providers exist?
Briefly describe this association's membership, governance structure, and its role in policy dialogue with the government:
What best describes the registration status of non-state training providers?
Are non-state providers required to renew their registration on a regular basis?
What best describes the licensing status of non-state training providers?
Are non-state providers required to renew their license on a regular basis?
Notes, if any, on this topic:
Incentives for Non-State Providers [*]	EMERGING
Does the ministry or its agencies use non-financial incentives to encourage non-state training provision?
What do these non-financial incentives consist of?
Does the ministry use financial incentives to encourage non-state training provision?
What do these financial incentives consist of?
Notes, if any, on this topic:
Quality Assurance of Non-State Training Provision [*]	EMERGING
Are measures in place to assure the quality of non-state training provision?
Please indicate the features of these measures for quality assurance:
Are measures taken to address quality issues in lagging institutions?
Please indicate the specific measures for the lagging institutions:
Notes, if any, on this topic:
Review of Policies towards Non-State Training Provision [*]	LATENT
Has the government reviewed its policies regarding non-state training provision?
What is/was the nature of the review(s)?
Please provide an example of a recent review:
Following the above review, have the policies been adjusted in light of the findings?
Notes, if any, on this topic:
Targets and Incentives for Public Training Institutions [*]	EMERGING
Are training institutions expected to achieve specific targets for desired WfD outcomes?
What specific targets are training institutions expected to achieve?
Is a reward system in place for public training institutions that achieve agreed targets?
What does the reward system consist of?
Do institutions or programs that fail to achieve agreed targets face consequences?
How does the ministry respond to institutions or programs that persistently fail to achieve agreed targets?
Notes, if any, on this topic:
Autonomy and Accountability of Public Training Institutions [*]	EMERGING
Over which of the following functions does the management of public training institutions have authority?
Are public training institutions allowed to generate and retain revenues?
Are public training institutions governed by a board to which management is accountable?
How are complaints regarding the management of training institutions addressed?
Notes, if any, on this topic:
Introduction and Closure of Public Training Programs [*]	EMERGING
Introduction of Programs
What best describes the ministry's or agency's process for approving new programs?
Which of the following influences or informs decisions on the introduction of major programs?
Please indicate two major new programs that were introduced within the last five years: (Select the most recent major programs)
Notes, if any, on introducing programs:
Closure of Programs
Does the ministry (or relevant agency under the ministry) conduct system-wide assessments to identify publicly-funded programs for closure?
Which of the following informs decisions on the closure of major programs?
Please indicate two major programs that have been closed within the last five years:
Notes, if any, on closing programs:
Notes, if any, on this topic:
Fostering Relevance in Public Training Programs	Latent
	Sri Lanka
Links between Training Institutions and Industry [*]	EMERGING
What links exist between training institutions and industry to improve training relevance and quality?
What is the scope of the formal links?
In what areas have significant links been established?
Notes, if any, on this topic:
Industry Role in the Design of Program Curricula [*]	EMERGING
Do industry experts provide inputs into the design of the curricula of publicly-funded training programs?
To what extent do industry experts exercise this role?
Notes, if any, on this topic:
Industry Role in the Specification of Facility Standards [*]	LATENT
Do industry experts provide inputs into the specification of facility standards for publicly-funded programs?
In what areas do industry experts have a role in the specification of facility standards?
Notes, if any, on this topic:
Links between Training and Research Institutions [*]	LATENT
What links exist between training and research institutions?
In what areas have links led to significant collaboration?
Notes, if any, on this topic:
Recruitment and In-Service Training of Heads of Public Training Institutions [*]	LATENT
Do explicit standards exist for the recruitment of the heads of these institutions?
Please indicate the criteria that heads must satisfy:
Do heads have opportunities to participate in in-service training or professional development?
What types of in-service or professional development opportunities are available to heads?
Notes, if any, on this topic:
Recruitment and In-Service Training of Instructors of Public Training Institutions [*]	LATENT
Do explicit standards exist for the recruitment of the instructors of these institutions?
Please indicate the criteria that instructors must satisfy:
Do instructors have opportunities to participate in in-service training or professional development?
What types of in-service or professional development opportunities are routinely available to instructors?
Notes, if any, on this topic:
Enhancing Evidence-based Accountability for Results	Emerging
	Sri Lanka
Administrative Data from Training Providers	EMERGING
Are public training providers required to report specific data?
What data are public training providers required to report?
Do public training providers produce annual reports?
Are non-state training providers required to report administrative data (enrollments, staffing, etc.)?
What best describes the completeness of reporting by non-state training providers?
How are data from training providers organized and maintained?
What is the latest year for which system-wide data are available?
Notes, if any, on this topic:
Survey and Other Data	LATENT
Does the ministry or agency conduct or sponsor periodic surveys of special topics or issues?
Provide two examples of major surveys conducted or sponsored by the ministry or agency in recent years:
Does the ministry or agency conduct or sponsor impact evaluations of major programs?
Provide two examples of impact evaluations conducted or sponsored by the ministry or agency in recent years:
Notes, if any, on this topic:
Use of Data to Monitor and Improve Program and System Performance	EMERGING
What best describes how the ministry or agency uses the administrative data reported by training providers?
How has the ministry or agency used the results of the special surveys and impact evaluations listed above?
Does the ministry or agency publish information on the employment and earnings of the graduates of training programs?
Is the above information available online to all users, including potential trainees?
Notes, if any, on this topic:

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