Percepción de los usuarios

The approach taken to filling in the information gaps is outlined in Figure 2.3. As far as possible, the emphasis was on using available data but, as indicated in the previous section, there are major limitations the information currently available in PNG relating to the study’s brief.

Figure 2.3 Approach to filling information gaps

There are major data gaps in PNG relating to:  private training providers;

 the financing and cost structures of public providers of TVET; and  expenditure by enterprises on workforce training

As well as drawing on whatever information was available, the team pursued other approaches to filling these information gaps.

Information required 1 Currently collected 2 Not currently collected 1a Available in useful format 1b Not available in useful format 2a Feasible to collect 2b Not feasible to collect 2c Survey (sample or population) 2d Interviews and case studies 4 Note reason(s) for exclusion 1c Seek permission 1d Can be made available 1e Cannot be made available 3 Analysis and reporting

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2.5.1 Survey of private TVET providers in 2012

In 2012 as part of its Phase 1 work the team undertook a survey of all 200 Registered Training Organisations (RTOs) on the register kept by the NTC. The survey forms were kept deliberately short and simple in an attempt to reduce the risk of non-response. The intention was to use the returns to form a broad picture of private provision, as a basis for planning more detailed study in 2013.

Survey forms were issued by post; the few providers with a registered e-mail address also received them by e-mail. The team conducted follow-up visits and enquiries after the closing date. In the event, just 15 usable responses were received, and two other bodies responded that they no longer conducted registrable training.

The survey of private training providers nevertheless yielded some useful information which is provided in Part IV of this report. The survey form is included in Annex 9.

2.5.2 Surveys of public TVET providers in 2013

The surveys of TVET providers undertaken in 2013 had a similar structure to the surveys used in the other countries participating in the overall study. The survey form used for Technical and Business Colleges is included as Annex 6 to this report. There were minor variations to the forms used for RTOs and VTCS. Because of the geography of PNG, quite a high proportion of TVET students are boarders. The survey therefore included questions about boarder numbers, board and lodging fees received, and boarding expenditure. Private providers were asked to record expenditure on rent where applicable.

Since most provider locations were accessible only by plane trip, it was agreed with the NRG to conduct the survey with four clusters of providers, one for each of the four regions of PNG. The clusters selected and institutions surveyed within them are shown in Table 2.3.

The pattern of institutions surveyed reflects two factors:

 what was available in the province – e.g. there are few large private providers outside Port Moresby and no university in Western Highlands Province (WHP); and  surveys were not achieved for four providers included in the original plan.

At the first visit most respondents seemed confident that they could do the survey, but at the second visit it was quite common to find that the respondent was still working on the return, or handed over an incomplete one. Many of the providers had few or no non-teaching staff to keep records or assist with the return. So finalisation often involved further contacts after the second visit. For the three providers shaded grey in the table the data finally obtained was not sufficient for inclusion in the unit cost analysis. However 23 usable returns was a reasonable outcome, based on hard work by the respondents.

The planned coverage of rural and remote providers was achieved, and included providers coping without mains electricity, and one on a small island with no roads.

In each cluster area the team looked at TVET for the non-formal economy as well as TVET leading to accredited vocational qualifications. Most of the VTCs and some of the smaller RTOs make provision for TVET for the non-formal economy. Findings of the data collections are presented in Part IV of the report.

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Table 2.4 Clusters of TVET providers used to structure the data collections

Provider Type Cluster 1 – Papua

(including National Capital District and Central Province)

Cluster 2- Momase

(including Lae, Morobe Province and Madang)

Technical or

Business College Port Moresby Technical College, Port Moresby Business College. National Polytechnic Institute Lae

University None Divine Word University, University of

Technology, Lae Other Public

providers Works Institute, PNG Institute of Public Administration None Large private

provider IEA College of TAFE IEA survey return includes Lae campus. Industry trainer PNG Power

Smaller Private

Provider Talleres de Nazareth Innovative Training Centre _ADRA4

VTCs Badili, Limana , Kwikila Umi, St Therese

Provider Type5 Cluster 5 – Highlands (based on

Western Highlands Province) Cluster 6 – Islands _{(based on East New Britain)}

Tech/Bus Coll Mt Hagen Technical Kokopo Business College

University - University of Natural Resources and

Environment. Smaller Private

provider _{Highlands Youth Training and Rehab.} Centre

OISCA6

Elirana Electronic Technology

VTCs Ogelbeng and Rebiamul Vunamami,

Milmila

Note. Providers in rural or remote areas are shaded green. Providers shaded grey did not provide sufficient

information for inclusion in the unit cost analysis.

4 _{Adventist Development and Relief Agency.} 5 _{No Type 2 institutions in Clusters 5-6.}

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2.5.3 Survey of enterprise training and expenditure

When the team invited views on the use of the standard template of employer training and expenditure developed for the overall project at the NRG Workshop in April 2013,participants said that it would be very challenging to get PNG employers to complete it.

Accordingly, the team prepared, in consultation with employer representatives on the NRG, a PNG Enterprise Training and Expenditure Survey (ETES) template which aimed to retain the essential features of the standard template within a substantially reduced length. The template, which is reproduced in Annex 7, was used in two ways:

 The team trialled completion by a visit to a major employer; and

 the Port Moresby Chamber of Commerce and Industry PoMCCI) circulated the survey by e-mail to about 300 of its members, with an invitation to complete it and return to the team.

PoMCCI advised that even with the shorter questionnaire the response rate from members was in doubt. Accordingly the team discussed with NTC, and reached in principle agreement on another way to get similar information, from a sample of the three-year training plans which firms submit to NTC. In the event despite several follow-up reminders, only one firm, with just six employees, responded to the PoMCCI mail-out, and NTC staff were not able to undertake the necessary data extraction. The team considered a phone follow-up to selected firms on the PoMCCI list but concluded that the better use of the time remaining for fieldwork would be to concentrate on getting in the institutional surveys.

Accordingly there was little information available for this report on the volume and costs of training within enterprises. Such information could be collected at a future date by mining existing data within the three-year training plans and returns of qualifying training expenses to the Internal Revenue Commission,7 _{or by use of a modified form of the ETES survey} template.

7 _{These returns are made by employers in relation to the PNG Training Levy, as discussed in Part IV of} this report.