REPUBIC OF SOUTH SUDAN

NATIONAL TVET AD HOC COORDINATION COMITEE

SECOND DELIVERABLE REPORT FOR THE DEVELOPMENT OF REPUBLIC F

SOUTH SUDAN NATIONAL OCCUPATIONAL STANDARD FOR THE SELECTED
THREE PRIORITY OCCUPATIONS COVERING LEVEL 1,2,3 and 4.

Submitted to : UNESCO SOUTH SUDAN

Submitted by: JOSEPH ODHIAMBO NDAGA,

JUBA BASED CONSULTANT,
DIRECTORATE OF TVET,
MINISTRY OF GENERAL EDUCATION AND INSTRUCTION.
REPUBLIC OF SOUTH SUDAN.
JUBA.

JULY 2022
1.0 INTRODUCTION

The purpose of the consultancy was to work with the UNESCO South Sudan international
consultant in developing the Republic of South Sudan National Occupational Standard for three
priority sectors covering level 1,2,3 and 4. A number of consultations with various stakes holders
have taken place. Their participation has resulted in accomplishment of these deliverable’s that
are being submitted with this report.

2.0 DESCRIPTION OF KEY ACTIVITIES UNDERTAKEN

2.1 Mapping of key private sector for consultation in occupational standards
Development

Occupational standard is usually industry and private sector led. In South Sudan the
private sector is not properly organized and are not motivated to participate in TVET
activities. Through this assignment and in consultation with the directorate of private
sector engagement at the Ministry of Trade and industries a total 156 private sector
enterprises were consulted. These enterprises were employing at least 5 people and
were taking TVET centers learners on apprenticeship. The data base of these private
sector is available both for use in the current assignment and could also be used by
UNESCO South Sudan or any partner interested in the private sector engagement in
TVET information.

2.2 Consultative meeting with various Trades representative at the Engineering

Council of South Sudan.

The engineering Council of South Sudan is the umbrella body for all engineers across
South Sudan. Its membership covers all engineering related occupations. The
consultative meeting with the executive council was very important in engaging then in
knowing or gaining understanding if South Sudan has any occupational standard or
professional standard to guide the practice of the various trades. They only mention that
the country has occupational Health and safety and there was a need for the industry to
be supported in developing occupational standard that is aligned with the newly
developed National TVET Qualification framework. They also highlighted on the need of
conducting national Labour Market assessment and a mapping exercise to determine
how many trades men and women are located across the 10 states and three
administrative areas as they were not having the information on the potential members
who are not registered and are in the 10 states and three administrative areas. They
supported the initiative of National occupational standard development and promised to
be available to participate wherever their participation will be required. 15 members
participated and all of them were males. There were no female members. Hence a
confirmation that Engineering Council is still male dominated trade.

2.3 Review of various Literature on Occupational standards development in African

and across east African Community.

In this activity the status of occupational standards development and how countries in
Africa classifies their various occupations was undertaken. The aim was to establish the
structure or framework for occupational standards development, Naming of various
occupations across the continent and in the east African Region. This review established
that the East African Community though the funding from the world Bank has supported
Kenya, Ethiopia, Tanzania, Uganda and Rwanda in developing occupational standard
 targeting manufacturing sector and renewable energy sector. Kenya has developed 122
National Occupational standards, Tanzania has 96, Rwanda has 87 and Uganda has 56.
South Sudan, Burundi and Democratic Republic of Congo are the only countries in the
East African Community block that are not having national occupational standard for its
various trades. This literature reviews also focused on the relationship of Occupational
standards development with TVET sector reforms. The review established that
occupational standard developed is a new and emerging trend. With exemption of South
Africa, no country in Africa had its occupational standard developed prior to 2015. The
countries with occupational standard managed to develop their National occupational
standards soon after developing their National TVET policy and establishing their TVET
Authorities, National Qualification Framework policy, Act and authority as well as
National Competency Based TVET curriculum development assessment, certification
and accreditation. The growing trend is that National occupational standards are
emerging as important tools in the development of National competency based TVET
curriculum development as well as industry assessment.

2.4 Development of South Sudan Occupational sector mapping and analysis.

Development of a national occupational requires acknowledge of the classification of the

various occupational sector. As at the time of initiating this assignment South Sudan did
not have national standards for classification of occupations. A meeting was held on the
15Th March 2022 with the national TVET Ad hoc Coordination committee to deliberate on
how to classify the various occupations in South Sudan. The ILO model of 2008 was
used as a base for crafting the classification of the various occupational standards for the
Republic of South Sudan. The meeting adopted the following trades and sectors as the
base for classifying occupations in South Sudan.

Classifications of occupations are used in national contexts for the collection and dissemination
of statistics from sources such as population censuses, labour force surveys and other household
surveys, employer surveys and other sources.  They are also used by governments and companies
in activities such as matching jobseekers with job vacancies, educational planning, reporting of
industrial accidents, administration of workers’ compensation, and the management of
employment-related migration.

The International Classification of Occupations (ISCO) seeks to facilitate international

communication about occupations by providing statisticians with a framework to make
internationally comparable occupational data available, and by allowing international
occupational data to be produced in a form that can be useful for research as well as for specific
decision-making and action-oriented activities, such as those connected with international
migration or job placement.

The current version, known as ISCO-08, was published in 2008 and is the fourth iteration,
following ISCO-58, ISCO-68 and ISCO-88.  Only the latest two versions, ISCO-08 and ISCO-
88, are presented below, along with the corresponding skill levels.

2.2 Conceptual Definitions

2.2.1 A job
 is defined in ISCO-08 as “a set of tasks and duties performed, or meant to be performed,
by one person, including for an employer or in self-employment”.

2.2.2 Occupation
Refers to the kind of work performed in a job. The concept of occupation is defined as a
“set of jobs whose main tasks and duties are characterized by a high degree of similarity”. 

A person may be associated with an occupation through the main job currently held, a second
job, a future job or a job previously held. 

2.2.3 Skill 

is defined as the ability to carry out the tasks and duties of a given job. For the purposes of
ISCO-08, two dimensions of skill are used to arrange occupations into groups.  These are skill
level and skill specialization.

2.2.4 Skill level 

Is defined as a function of the complexity and range of tasks and duties to be performed in an
occupation.  Skill level is measured operationally by considering one or more of:

 The nature of the work performed in an occupation in relation to the characteristic tasks
and duties defined for each ISCO-08 skill level;

 The level of formal education defined in terms of the International Standard

Classification of Education (ISCED-97) (UNESCO, 1997) required for competent
performance of the tasks and duties involved; and

 The amount of informal on-the-job training and/or previous experience in a related

occupation required for competent performance of these tasks and duties.
Skill levels
Statistics by occupation are presented in ILOSTAT according to both the categories of the latest
version of the ISCO available and broad skill levels, based on the following correspondence
table:

Broad skill level ISCO-08 ISCO-88

1. Legislators, senior officials and
1. Managers
managers
Skill levels 3 and 4
2. Professionals 2. Professionals
(high)
3. Technicians and associate
3. Technicians and associate professionals
professionals
4. Clerical support workers 4. Clerks
5. Service workers and shop and market
5. Service and sales workers
sales workers
Skill level 2 6. Skilled agricultural, forestry and
6. Skilled agricultural and fishery workers
(medium) fishery workers
7. Craft and related trades workers 7. Craft and related trades workers
8. Plant and machine operators, and 8. Plant and machine operators and
assemblers assemblers
Skill level 1 (low) 9. Elementary occupations 9. Elementary occupations
Armed forces 0. Armed forces occupations 0. Armed forces
Not elsewhere
X. Not elsewhere classified X. Not elsewhere classified
classified
Source : ISCO-08 and ISCO-88

2.3 Major Groups of ISCO 2008

1. Managers
2. Professionals
3. Technicians and Associate Professionals
4. Clerical Support Workers
5. Services and Sales Workers
6. Skilled Agricultural, Forestry and Fishery Workers
7. Craft and Related Trades Workers
8.  Plant and Machine Operators and Assemblers
9. Elementary Occupations
0. Armed Forces Occupations

Major and Sub-Major Groups

2.3.1. Managers
11 – Chief Executives, Senior Officials and Legislators
12 – Administrative and Commercial Managers
13 – Production and Specialized Services Managers
14 – Hospitality, Retail and Other Services Managers

2.3.2. Professionals
21 – Science and Engineering Professionals
22 – Health Professionals
23 – Teaching Professionals
24 – Business and Administration Professionals
25 – Information and Communications Technology Professionals
26 – Legal, Social and Cultural Professionals

2.3,3. Technicians and Associate Professionals

31 – Science and Engineering Associate Professionals
32 – Health Associate Professionals
33 – Business and Administration Associate Professionals
34 – Legal, Social, Cultural and Related Associate Professionals
35 – Information and Communications Technicians

2.3.4. Clerical Support Workers

41 – General and Keyboard Clerks
42 – Customer Services Clerks
43 – Numerical and Material Recording Clerks
44 – Other Clerical Support Workers

2.3.5. Services and Sales Workers

51 – Personal Services Workers
52 – Sales Workers
53 – Personal Care Workers
54 – Protective Services Workers

2.3.6. Skilled Agricultural, Forestry and Fishery Workers

61 – Market-oriented Skilled Agricultural Workers
62 – Market-oriented Skilled Forestry, Fishery and Hunting Workers
63 – Subsistence Farmers, Fishers, Hunters and Gatherers

2.3.7. Craft and Related Trades Workers

71 – Building and Related Trades Workers (excluding Electricians)
72 – Metal, Machinery and Related Trades Workers
73 – Handicraft and Printing Workers
74 – Electrical and Electronic Trades Workers
75 – Food Processing, Woodworking, Garment and Other Craft and Related Trades Workers
2.3.8. Plant and Machine Operators and Assemblers
81 – Stationary Plant and Machine Operators
82 – Assemblers
83 – Drivers and Mobile Plant Operators

2.3.9. Elementary Occupations

91 – Cleaners and Helpers
92 – Agricultural, Forestry and Fishery Labourers
93 – Labourers in Mining, Construction, Manufacturing and Transport
94 – Food Preparation Assistants
95 – Street and Related Sales and Services Workers
96 – Refuse Workers and Other Elementary Workers

0. Armed Forces Occupations

01 – Commissioned Armed Forces Officers
02 – Non-commissioned Armed Forces Officers
03 – Armed Forces Occupations, Other Ranks

2.5
2.6 Prepared the dragt Held two cons
3.0
The National Occupational Standards are a set of job-related standards which highlight the
performance expected when carrying out a specific occupation at a specific level of the National
TVET qualification framework. These standards define the main jobs that people carry out in the
industry while practicing their trade, and links qualifications to the requirements of the labour market.
These standards are pegged to the National TVET Qualifications framework for the Republic of
South Sudan and are thus compiled using the Learning Outcomes approach, which is achieved by
stipulating knowledge, skills and competences. Such standards once developed are then reviewed
by the Sector Skills Units which include a number of industry relevant stakeholders, such as the
economic sector, education and training, government and social partners.

1.2 NEED FOR DEVELOPING OCCUPATIONAL STNDARDS

1.3 APPROACH AND METHODOLOGY ADOPTED IN THE DEVELOPMENT OF THIS NATIONAL

INDUSTRY OCCUPATIONAL STANDARD
SECTION TWO

INTERNATIONAL STANDRDS FOR CLASSIFICATION OF OCCUPATIONS

2.1` Concept

Classifications of occupations are used in national contexts for the collection and dissemination
of statistics from sources such as population censuses, labour force surveys and other household
surveys, employer surveys and other sources.  They are also used by governments and companies
in activities such as matching jobseekers with job vacancies, educational planning, reporting of
industrial accidents, administration of workers’ compensation, and the management of
employment-related migration.

The International Classification of Occupations (ISCO) seeks to facilitate international

communication about occupations by providing statisticians with a framework to make
internationally comparable occupational data available, and by allowing international
occupational data to be produced in a form that can be useful for research as well as for specific
decision-making and action-oriented activities, such as those connected with international
migration or job placement.

The current version, known as ISCO-08, was published in 2008 and is the fourth iteration,
following ISCO-58, ISCO-68 and ISCO-88.  Only the latest two versions, ISCO-08 and ISCO-
88, are presented below, along with the corresponding skill levels.

2.2 Conceptual Definitions

2.2.1 A job
is defined in ISCO-08 as “a set of tasks and duties performed, or meant to be performed,
by one person, including for an employer or in self-employment”.

2.2.2 Occupation
 Refers to the kind of work performed in a job. The concept of occupation is defined as a
“set of jobs whose main tasks and duties are characterized by a high degree of similarity”. 

A person may be associated with an occupation through the main job currently held, a second
job, a future job or a job previously held. 

2.2.3 Skill 

is defined as the ability to carry out the tasks and duties of a given job. For the purposes of
ISCO-08, two dimensions of skill are used to arrange occupations into groups.  These are skill
level and skill specialization.

2.2.4 Skill level 

Is defined as a function of the complexity and range of tasks and duties to be performed in an
occupation.  Skill level is measured operationally by considering one or more of:

 The nature of the work performed in an occupation in relation to the characteristic tasks
and duties defined for each ISCO-08 skill level;

 The level of formal education defined in terms of the International Standard

Classification of Education (ISCED-97) (UNESCO, 1997) required for competent
performance of the tasks and duties involved; and

 The amount of informal on-the-job training and/or previous experience in a related

occupation required for competent performance of these tasks and duties.
Skill levels
Statistics by occupation are presented in ILOSTAT according to both the categories of the latest
version of the ISCO available and broad skill levels, based on the following correspondence
table:

Broad skill level ISCO-08 ISCO-88

1. Legislators, senior officials and
1. Managers
managers
Skill levels 3 and 4
2. Professionals 2. Professionals
(high)
3. Technicians and associate
3. Technicians and associate professionals
professionals
4. Clerical support workers 4. Clerks
5. Service workers and shop and market
5. Service and sales workers
sales workers
Skill level 2 6. Skilled agricultural, forestry and
6. Skilled agricultural and fishery workers
(medium) fishery workers
7. Craft and related trades workers 7. Craft and related trades workers
8. Plant and machine operators, and 8. Plant and machine operators and
assemblers assemblers
Skill level 1 (low) 9. Elementary occupations 9. Elementary occupations
Armed forces 0. Armed forces occupations 0. Armed forces
Not elsewhere
X. Not elsewhere classified X. Not elsewhere classified
classified
Source : ISCO-08 and ISCO-88

2.3 Major Groups of ISCO 2008

1. Managers
2. Professionals
3. Technicians and Associate Professionals
4. Clerical Support Workers
5. Services and Sales Workers
6. Skilled Agricultural, Forestry and Fishery Workers
7. Craft and Related Trades Workers
8.  Plant and Machine Operators and Assemblers
9. Elementary Occupations
0. Armed Forces Occupations

Major and Sub-Major Groups

2.3.1. Managers
11 – Chief Executives, Senior Officials and Legislators
12 – Administrative and Commercial Managers
13 – Production and Specialized Services Managers
14 – Hospitality, Retail and Other Services Managers

2.3.2. Professionals
21 – Science and Engineering Professionals
22 – Health Professionals
23 – Teaching Professionals
24 – Business and Administration Professionals
25 – Information and Communications Technology Professionals
26 – Legal, Social and Cultural Professionals

2.3,3. Technicians and Associate Professionals

31 – Science and Engineering Associate Professionals
32 – Health Associate Professionals
33 – Business and Administration Associate Professionals
34 – Legal, Social, Cultural and Related Associate Professionals
35 – Information and Communications Technicians

2.3.4. Clerical Support Workers

41 – General and Keyboard Clerks
42 – Customer Services Clerks
43 – Numerical and Material Recording Clerks
44 – Other Clerical Support Workers

2.3.5. Services and Sales Workers

51 – Personal Services Workers
52 – Sales Workers
53 – Personal Care Workers
54 – Protective Services Workers

2.3.6. Skilled Agricultural, Forestry and Fishery Workers

61 – Market-oriented Skilled Agricultural Workers
62 – Market-oriented Skilled Forestry, Fishery and Hunting Workers
63 – Subsistence Farmers, Fishers, Hunters and Gatherers

2.3.7. Craft and Related Trades Workers

71 – Building and Related Trades Workers (excluding Electricians)
72 – Metal, Machinery and Related Trades Workers
73 – Handicraft and Printing Workers
74 – Electrical and Electronic Trades Workers
75 – Food Processing, Woodworking, Garment and Other Craft and Related Trades Workers

2.3.8. Plant and Machine Operators and Assemblers

81 – Stationary Plant and Machine Operators
82 – Assemblers
83 – Drivers and Mobile Plant Operators

2.3.9. Elementary Occupations

91 – Cleaners and Helpers
92 – Agricultural, Forestry and Fishery Labourers
93 – Labourers in Mining, Construction, Manufacturing and Transport
94 – Food Preparation Assistants
95 – Street and Related Sales and Services Workers
96 – Refuse Workers and Other Elementary Workers

0. Armed Forces Occupations

01 – Commissioned Armed Forces Officers
02 – Non-commissioned Armed Forces Officers
03 – Armed Forces Occupations, Other Ranks

2.6 PROPOSED OCCUPATIONAL SECTORS FOR CLASSIFICATION OF

OCCUPATION IN SOUTH SUDAN

3.4.1. Building and Construction Trade related Skills Development sector

SNO IDENTIFIED TRADE AREA OF LEVEL IN SOUTH SUDAN TVET

SPECIALISATION QUALIFICATION FRAMEWORK

L1 L L3 L4 L5 L6 L7 L8 L9 L10
2

1. Brick and Concrete Block Maker

2. Brick and Concrete Bock Layer

3. Masonry

4. Plastering

5. Painting

6. Tiling

7. Plumbing
 8. Electrical Installation

9. Solar PV system

10. Form works

11. Scuff folding

12. Low Volume Roads Construction

13. Building Materials Quality Assurance

and testing

14. Asphalt

15. Paving

A meeting to be held hosted by Ministry of Roads, Housing and Labour to discuss on the various
trades and select on the three priority trades for occupational standards development.

3.4.2 Agriculture, Livestock and Agro processing trade related skills development sector

SNO IDENTIFIED TRADE AREA OF LEVEL IN SOUTH SUDAN TVET

SPECIALISATION QUALIFICATION FRAMEWORK

L1 L L3 L4 L5 L6 L7 L8 L9 L10
2

1. Crop Production –

2. Animal Production

3. Horticulture

4. Aquaculture – Fish production

5. Apiculture – Beekeeping

6. Hides and skins

 7. Milk Products processor

8. Sericulture

9. Agro Pastoralists

10.

11.

12.

13.

14.

There is need to organize Agriculture and Livestock industry stakeholders consultation meeting
together with the Ministry of Agriculture and Food Security, Ministry of Livestock and
Fisheries, FAO, VSF Germany and VSF SWISS , NGO Forum agriculture and Livestock cluster
to discuss and agree on the occupations within Agriculture and Livestock.

3.4.3 Auto mechanic , Transport and Infrastructure Trade related skills development sector

SNO IDENTIFIED TRADE AREA OF LEVEL IN SOUTH SUDAN TVET

SPECIALISATION QUALIFICATION FRAMEWORK

L1 L L3 L4 L5 L6 L7 L8 L9 L10
2

1. Driving

2. Heavy equipment’s Operators

3. Heavy equipment’s Repairs and

Maintenance

4. Tire Puncture Repairs

5. Basic Auto Repairs and Maintenance

6. Motor Bike repairs and Maintenance

 7. Injector Pump Repairs and
Maintenance

8. Diesel Engine repairs and maintenance

9. Petrol Engine repairs and Maintenance

10. Auto electrical system Repairs and

Maintenance

11. Auto Body Works Repairs and

Maintenance- Panel Beating

12. Water Pump repairs and Maintenance

13. Generator Repairs and Maintenance

14. Air Conditioner Repairs and

Maintenance

15. Raksha Repairs and Maintenance

There is need to organize for the Ministry of Transport, Roads and Bridges stakeholder’s
consultation meeting together with VTCs to discuss and agree on the occupations within the
Auto mechanic sector.

3.4.4 Renewable Energy Skills Development sector

 SNO IDENTIFIED TRADE AREA OF LEVEL IN SOUTH SUDAN TVET
SPECIALISATION QUALIFICATION FRAMEWORK

L1 L L3 L4 L5 L6 L7 L8 L9 L10
2

1. Solar PV system Technology

2. Wind power Technology

3.. Bio Digester Technology

4. Bio Gas system technology

5. Hydro Power system Technology

6. Renewable Energy Technician

7. Renewable Energy Grid system

Technician

8.

10.

11.

12.

13.

14.

15.

Meeting with the Ministry of Electricity and dams to be called to deliberate on these trades
training levels. Occupational names and selection three priority occupations.

3.4.5 Catering, Hospitality and Tourism skills development sector

SNO IDENTIFIED TRADE AREA OF LEVEL IN SOUTH SUDAN TVET
SPECIALISATION QUALIFICATION FRAMEWORK
 L1 L L3 L4 L5 L6 L7 L8 L9 L10
2

1. Assistant waiter

2. Waiter

3. Restaurant Attendant

4. Bar attendant

5. Front Office Attendant

6. Night Auditing

7.. Customer care

8. Pastry and Baking

9. Laundry

10. Room attendant

11. Hotel security

12. Hotel Booking and Ticketing

13. Hotel Business center Management

14. Assistant Chef

14. Chef

15. Chief Chef

There is need to organize a meeting with the Hotel and catering associations of South Sudan
together with ACROSS and other VTCs offering catering and training.

3.4.6 Natural Resources, Minerals, Oil and gas related Skills Development sector

SNO IDENTIFIED TRADE AREA OF LEVEL IN SOUTH SUDAN TVET

 SPECIALISATION QUALIFICATION FRAMEWORK

L1 L L3 L4 L5 L6 L7 L8 L9 L10
2

1. Power Plants Operations and

Maintenance Technician

2. Geological Technologist ,

3. Geochemistry Technologists

4. Applied Geophysical Technology,

5. Steam Field  Maintenance

Technologists

6. Reservoir Technology

7. Energy Projects Management.

8. Geo-Scientific Technology,

9. Reservoir Monitoring Technology,

10. GIS & Remote Sensing Technician

11. Battery Storage Technologists ,

12. Direct Use Applications

13.
Natural Resource Management.

14.

15.
There is need to organize a meeting with the Ministry of Petroleum and Minerals together to
deliberate on trades and occupational skills needed for the oi sector. Where possible the oil
companies and mining companies should be engaged including police for the protection of
petroleum sites and police for the protection of Mineral sites.

3.4.7 Information communication and technology

2.6 Meeting with the National Ad Hoc Coordination Committee to select the sector Selected
sector

The second meeting was called with the National TVET Ad hoc Coordination Committee to
select the priority sector and 5 sectors were selected. Namely

1. Building and Construction sector

2. Catering, tourism and Hospitality
3. Agriculture, Livestock and Horticultural
4. Auto mechanic
5. Hair dressing
6. Tailoring
7. Information communication and technology.

The selected three sector were the first three and the draft occupational standard was developed
and there was a need of inviting the industry for sharing with them.
2.7 Validation meeting with the Industry

It took three weeks to organize the validation where a team of 60 participants from the
government and private sector were called to go through the draft National
occupational standard. The three days’ validation meeting took place at Juba MTC on
Tuesday the 6Th July 2022 a meeting with the building and construction sector. This
meeting was attended by 4 Ladies and 16 men. It deliberated on the draft National
Occupational standards ad approved for validation. The second day was on Wednesday
the 6Th July 2022. This meeting met with the Agriculture and livestock stakeholders who
also deliberated on the draft Occupational standard and approved it for validation. A
total 22 Participants with 6 being ladies and 16 men participated. The third meeting took
place on Wednesday the 7Th July 2022 where 21 people participated. The female was 7
and male were 14. They also approved the draft and agreed that the drafts be
presented for validation.

4.0 KEY RECOMMENDATION AND NEXT STEPS AND ACTION POINTS

1. It was recommended that the validation be held 2 nd to 4Th August 2022. UNESCO
South Sudan to book for the venue and Dan to travel to Juba so as to arrive by
1st of August 2022.

2. Joseph to work on Level 4 of the three proposed three trades and also to provide
feedback on level 1,2and 3 and send them back to Dan in readiness for
validation.

3. The issue of life skills came out strongly and it was recommended that there is a
need to develop a life skills training curriculum together with teachers and
learners guide covering level 1,2,3 and 4 of the South Sudan National TVET
qualification framework.

4. There was a need of agreeing on MODULES Code for various competency

modules.

5. The issue of age for TVET apprenticeship and employment was deliberated and
a consensus was reached on the need for UNESCO South Sudan to invite ILO to
shade more light to TVET sector working group slated for 5 Th August 2022 at Don
Bosco vtc.,

6. The validation meeting to expand and invite more participants including line
ministries, private sector and TVET centers as well as relevant NGOS and
development partners,
APPENDIX 1 HOW THE SKILLS ADVISORY COUNCIL WAS ORGANISED

4.1 BACKGROUND TO SECTOR APPROACHES TO SKILLS DEVELOPMENT

The sector approaches to skills development have a long history of being used in many
countries. It is only in the recent past that sector-specific organizations, with a skills
development mandate,
have emerged as critical in regulating the training standards of various occupations and trades.
There are many reasons for this skills training development initiative. First, a major goal of TVET
modernization is to move from an emphasis on supply to demand, requiring education and
training provision to meet the needs of the labour market. TVET provided on the basis of
central planning has not proved responsive to the needs of employers hence the TVET system
producing TVET graduates with the skills that are needed and are employable in the labour
market.

Sector bodies present industrial, commercial and service skill needs and in varying degrees use
this information to plan curricula and training programmes. Secondly, technologies, work
organisation change, and the publicly organized TVET sectors find it difficult to keep pace with
change. Increasingly governments look to employers to develop partnerships to maintain the
relevance of training provision. A sector approach is one that is familiar to employers and is the
basis for their associations and collective working.

In many countries around the world the National TVET Authorities have organized their skills in
to sector skills advisory committees (SSACs) or industry skills advisory committees. These are
sector specific organisations and associations that registers their members in to the practice of
a given trade or occupations and have powers to recall certificate if their member has
misbehaved in a manner that that does not represent their profession.

According to GIZ and British Council 2020 a common theme in education and skills policy is to
shift from a supply-led to a demand- led system. This means allowing employer and learner
demand to drive the main aspects of education and training provision, the types and levels of
skills to be developed, and the quantity of graduates to be produced to meet the employment
demand of the country, region including the target migration destination.

The SSACs will always be called upon to review the newly developed curriculum documents
of a given trade and make recommendations to ensure that the documents meet industry
standards and subsequently submit the final documents to the TVET curriculum development
authority of the country for validation and approval. This is to make the countries curriculum to
be relevant to the current trends in the practice of the occupations
Apart from facilitating the occupation curriculum development process, theSSACs also plays a
role in framework for partnership and collaboration and assessment process for recognition of prior
learning in skills that are specific to the given sector and to ensure fitness of curriculum with industry needs.
It is the TVET Authority or the National TVET curriculum development body that appoints the Sector Skills
Advisory Committees (SSACs) which are organized according to various sectors and subsectors in the
industry. The wok of the sector SSACs develop occupational standards which inform curriculum development
as well as the competency-based assessment of TVET students.

Acquiring to East African Community EASTRIP project 2021 the Kenyan TVET authority has a total of 65
SSACs, UGANDA 51, Rwanda 47, Tanzania 53 Burundi and South Sudan has not formed any and would
require capacity building to enable them form and operate a SSACs. In the EAC region Kenya has developed
190 occupational standards that form the basis of competency-based criterion-referenced assessment for TVET
graduates. Through the EASTRUP project, The EAST African Community is schedule to support its member
countries in developing is unified regional occupational standards for the seven trades. These occupational
standards’ will be unified for use across Kenya, Ethiopia, Uganda, Tanzania, Rwanda, Burundi and South
Sudan. This process faced a number of challenges such as some of the member countries were not having a
national TVET qualification framework, TVET Authority, SSACs and national guidelines for classification of
occupations. The countries of South Sudan and Burundi were still lagging behind due to luck of having these
key documents’.

Occupational standards are critical in the assessment and recognition of prior learning. In addition, partial or
full certifications can be awarded to candidates with prior learning; this can be done in the various assessment
centers facilitated by the TVET Authority. Transformation in the education sector is critical, therefore, there is
a great need for industry to collaborate with the government.

The sector skills advisory councils Sector Skills Councils (SSACs) have been successfully established
by many countries such as India, Australia, and United Kingdom as an effective measure to increase the
participation of the industry and different stakeholders in the TVET ecosystem. The SSACs operate as
independent, employer-led organizations or autonomous bodies that seek to build a skills system that

is driven by employer demand. Their main aim is to reduce skills gaps and shortages; improve
productivity and ensure structured participation of industry in the TVET ecosystem.

4.2 FUNCTIONS OF SECTOR SKILLS ADVISORY COUNCILS

The SSACs usually applies to specific economic sectors and are usually mandated with the
following core functions:

• Identification of sector specific skill development needs including preparing a catalogue of

types of skills, range and depth of skills to facilitate individuals to choose from them.

• Development of a sector skill development plan and maintaining skill inventory.

• Determining skills/ competency standards and qualifications

• Standardization of affiliation, accreditation, examination and certification process

• May also conduct skill-based assessment and certification for training programmes.

• Participation in the setting up of affiliation, accreditation, examination and certification norms

for their respective sectors.

• Plan and facilitate the execution of Training of Trainers.

• Promotion of academies of excellence.

• Paying particular attention to the skilling needs of women, marginalized groups, differently-
abled and minority groups

• Ensuring decent wage and employment for formal and informal sector workers.

4.3 PROPOSED APPROACH TO ESTABLISHING SSACs IN SOUTH SUDAN

The TVET system in South Sudan is currently undergoing revitalization. Various reforms have been
proposed in the recently developed Unified National TVET policy. The said policy has proposed for
the establishment of National TVET Authority with the TVET curriculum development directorate.
The policy recommends for the directorate to have sector skills advisory councils SSACs,
development of sector wide various trades industry occupational standard, Design of competency
based TVET curriculum development framework. These occupational standards are being
developed when South Sudan has not operationalized its Unified National TVDET policy. It is
therefore recommended that:

 The Engineering council of South Sudan to serve as the SSAC in the development of the
occupational standards.
 The various TVET line Ministries be engaged in the development of various skills targeting
their sector.
 The instructors of the various training institutions be engaged.
 The private sector who are willing to participate through the National Chamber of commerce
and industry and Agriculture be engaged.
APPENDIX 2 : VARIOUS OCCUPATIONAL SECTORS FOR NATIONAL OCCUPATIONAL
STANDARDS DEVELOPMENT

5.1 SELECTED PRIORITY SECTOR AND TRADES

The need, gap and demand for developing occupational standards for South Sudan is very huge.
The occupational standards development team talked with the various stakeholders and agreed on
the development of three trades occupational standards across the four priority sectors as per the
table below:

Table 10 OCCUPATIONS UNDER AGRICULTURE, FISHERIES AND LIVESTOCK SECTOR

SNO SELECTED OCCUPATIONS LEVEL FOR OCCUPATIONAL

STANDARD DEVELOPMENT

L1 L L3 L4 L5 L6
2

1. Crop Production

2. Animal Production

3. Animal Health

4. Milk Products and Processing

5,
TABLE11 PRIORITY TRADES UNDER BUILDING AND CONSTRUCTION SECTOR

SNO SELECTED OCCUPATIONS LEVEL FOR OCCUPATIONAL

STANDARD DEVELOPMENT

L1 L L3 L4 L5 L6
2

1. Bricks and Concrete block maker

2. Masonry

3. Plumbing and Pipe Fitting

4. Carpentry and Joinery

5. Electrical Installation – Domestic wireman

6.

TABLE 12 : AUTOMECHANIC

SNO SELECTED OCCUPATIONS LEVEL FOR OCCUPATIONAL

STANDARD DEVELOPMENT

L1 L L3 L4 L5 L6
2

1. Motor Bike Repairs and Maintenance

2. Raksha Repairs and Maintenance

3. Motor Vehicle Repairs and Maintenance

4. Generator Repairs and Maintenance

5. Air Conditioning Repairs and Maintenance

6.
TABLE 13 : CATERING AND HOSPITALITY SECTOR

SNO SELECTED OCCUPATIONS LEVEL FOR OCCUPATIONAL

STANDARD DEVELOPMENT

L1 L L3 L4 L5 L6
2

1. Waiter

2. Bar attendant

3. House Keeper

4. Food production

5. Front Office

6.