Various approaches to vocational education have been taken by countries over the years. Data from those programs gave Cummins experts the ability to assess what works in equipping students with the skills they need to obtain good jobs.

That research serves as the foundation to TEC’s Five-Element Framework, which fills the gaps in schools’ current technical offerings to students:

Market-Relevant Skills

Gather knowledge and experience that meets local industry needs.
How: TEC schools conduct a Community Needs Assessment to learn about local hiring needs.
Example: The SENATI school in Ilo, Peru is designing a mining program to address local market needs to serve the equipment and operation needs of Komatsu and the Southern Mining Co.

Quality Curriculum

Study coursework aligned with employer requirements.
How: TEC’s Community Needs Assessment and subsequent Curriculum Audit ensure students receive lessons and training for locally relevant occupations.
Example: Morocco’s OFPPT school in Casablanca received engines that allow students to get first-hand experience. The school also provides French language immersion.

Effective Teachers

Learn from skilled and empowered instructors. 
How: TEC supports teachers through trainings and evaluations on technical, pedagogical and soft skills, and the practical use of equipment and tools.
Example: TEC has trained six teachers at the Industrial Institute of Technology in Lagos, Nigeria on health and safety and on engine maintenance.

Career Guidance

Understand and navigate employment opportunities.
How: School guidance counselors, using TEC’s Career Guidance Manual, advise and help students on ways to identify the right career for them.
Example: In Turkey, 126 female students and 16 career guidance counsellors toured Cummins’ Izmir site and the Ege University TEC school.

Workplace Learning

Engage in hands-on training through industry partnerships.
How: School guidance counselors and industry partners work together to provide TEC students hands-on technical experience through internships.
Example: The Chongqing Industry Polytechnic College in Chongqing, China created an internship program with six industry partners.

Local teams composed of school leaders, business partners and TEC managers use the Five-Element Framework to customize vocational programs and tools based on the local market needs. Monitoring and Evaluation (M&E) is essential to TEC’s results-based approach to implementation and management. M&E activities will 1) assess if project activities are leading to the program goal, output and outcomes, and 2) monitor activities to continuously improve and adjust processes and strategy toward achieving TEC’s desired impact. The methodology of the evaluation will be such that impact can be attributed to the TEC interventions. TEC’s M&E will survey students at the beginning, upon graduation and during employment, administrators and employers. The M&E plan ensures all stakeholders of the TEC project understand their objectives and progress.

TEC is assessed by whether students are able to secure good jobs at the end of their program and that there is a significant development of students’ technical, and non-technical, skill levels as validated by the employers.