emerging trends in tvet

New Drivers of change and trends in TVET: Global

perspective


perspectiveTrend 1: Demographic changing

…Aging, migration bring changing in labor force

Changing Population Structure. Increase in average life span and declining birthrates are creating aging societies, as well as increasingly urbanized populations, which leads to greater disparities between urban and rural.


perspectiveTrend 2: Economic Globalization

…Changing global value chain requires new thinking

Economic Globalization is another clear trend. Capital, talent and knowledge continue to flow around the world faster and faster, while the influence of international organizations and multi-national corporations also continues to increase.


perspectiveTrend 3: Internet Everywhere

…Virtual activities lead new business models and norms

Ubiquitous Internet. The influence of the burgeoning development of the internet on the future global economy grows deeper every day. Because the Net creates unlimited business opportunities, its assault on established legal, social, and cultural norms will be even more clear than it has for the past ten years. The explosive growth in the quality and quantity of information available, as well as information security, will become even more urgent issues continuously shaking up real-world behavior patterns.


perspectiveTrend 4: Cross-disciplinary technology integration…Integration aims for innovations based on user needs

Cross-disciplinary Technology Integration. In terms of industrial development, individual technologies already cannot satisfy needs, driving the creation of major cross-disciplinary technology integrations that are more and more strongly connected to social and human aspirations.


perspectiveTrend 5: Environmentalism

…Value environment / low-impact manufacturing

Agile Manufacturing and environmental concerns. Raising precision manufacturing ability with increasing automation and flexibility has already become a main method of competition between countries facing labor shortages. This kind of agile manufacturing is also necessary to meet today's need for commodities of various types but small volume.


perspectiveTrend 6: Natural Resource usage efficiency

…Sustainable usage and allocation

Natural Resource Usage Efficiency. Over the next ten years resources such as water, oil and food will continue to have different degrees of influence. How to reasonably and efficiency utilize water resources, successfully develop alternative energy sources and stabilize food supplies, will be key factors for increasing economic growth

The K-Worker as a Change Agent

How work in High-Tech Organizations has been changing

Focus of Business Technology Structure

Who is expected to initiate change?

1980s

1990s

2000s

Production

Mechanical

hierarchicSenior

managers

Serving the

Customer

Electronic teamsMiddle

manager

Speed and profitabilit

y of innovation

integrated

networksQualified workers

K-WORKER

Knowledge based economyDistinct challenges for TVET, in terms of acclimatizing to;

Financial restructuring as Asia-pacific regional countries Competition in education and training markets as citizens

seek the best educational opportunities, especially with entry of foreign education providers in the domestic market

The access and exit of skills embodied in people due to migration flows.

Climate Change & Sustainable Development

TVET being major resource consumer takes on a complex and distinctive character with regard to

sustainable development. TVET constantly included elements of sustainability, especially in the way

scarce training materials were conserved and waste materials were disposed.

Example: Overconsumption of such consumer goods such as paper leads to deforestation, this is thought to be related to

global climate change

“For TVET programs to be part of the solution and not part of the problem; they must be reoriented so that they contribute to sustainable development worldwide.”

Koichiro MatsuuraDirector-General of UNESCO

“TVET must be the masker key that can alleviate poverty, promote peace, conserve the environment, improve the quality of life for all and help to achieve sustainable development.”

Bonn declaration (2004)

Climate Change & Sustainable Development

Information RevolutionNew developments in information technologies have opened up new prospective in teaching and learning. ICTs need to be harnessed, to provide more widespread access to TVET. However, due to the impact of ICT on education, there are issues to interrogate:

1. How will ICT developments impact our educational practice?2. Will we experience a drastic change in teaching and learning

strategies?3. Will we adopt a new learning paradigm in the next decade or

two?

Developing TVET Educator for Global Economy

GlobalEconomy

Workforce

• Capacity For Lifelong Learning• Adaptability, practical skills• Awareness @ global issues• Communication Skills• Ability to work collaboratively

Broad workforce requirement for global economy:

Impact of Global Economy on Learning

Build the capacity of TVET Educators to be enhanced so as to make them aware of

the potential of ICT in education and training the learners of tomorrow.

“Education and Training of knowledge workers requires different educational policies, facilities, curricula and,

above all, teachers.”- Rupert Maclean and Ada Lai (2011)

Impact of Global Economy on Learning

• Educators must be transformed from those who impart knowledge to those who facilitate learning.

• Curricula must be transformed from mechanisms to deliver facts into mechanisms to promote and facilitate learning and thinking.

Experts assert that a Competency-based Approach to curriculum development can facilitate this

transformation.

Developing TVET Educator-Future Roadmap

Capacity Building Programs for TVET Educator

TVETEducators

• Curriculum Based Faculty Training• ICT Technology Skills

Enhancement Program• Pedagogical Training• Sequential Summer Program

Focal Areas:

Changing Role in TVET to meet the need of emerging industry

Old Paradigm New Paradigm

Supply driven approach Demand-driven approach

Training for employment Learning for employability

In-service training Concept of continuing life-long learning

Training focus on the teacher/trainer

Self-learning and focus on the learner

One-time learning Continuing recurrent life-long learning

Education and training separate

Education and training integrated (a sound general education and broad-based initial training are essential bases for lifelong continuing learning)



Specialization in one skill A search for multi-skilling

Skill recognition based on training period and examination

Recognition based on competency and prior learning

Rigid and fixed entry and exit Flexible and multiple entry and exit

Focus on formal sector Recognition of the need to focus both on formal and informal sectors

Training for wage employment Training for wage and self-employment

Centralized system Decentralized system requiring both strong national and decentralized institutions



Policy and delivery dominated by state

Policy and delivery separate, market-driven

Governance dominated by the state

Participatory governance, recognition of multiple actors, social dialogue

Source: ILO. ND. The Changing Role of Government and Other Stakeholders in Vocational Education and Training) by Stephen Murray

EMERGING TRENDS IN TVET: Philippine setting

21st Century Skilled Filipino

Workforce

DEMANDs DRIVEN LMIS

INCLUSIVE E & T

GENERIC AND HOT SKILLS

PP COMMUNITY & SOCIAL PARTNERSHIP

E & T FOR SUSTAINABLE

DEVELOPMENTICT – ENABLED

SYSTEMQMS, GOVERNANCE, ACCREDITATION &

CERTIFICATIONMES, LIVELIHOOD & ENTREP.

DEVELOPMENT

TVET Strategic Framework

21st Century Filipino Skilled Workforce Characteristic:

• Technically competent• Innovative and creative• Knowledge-based, with higher order thinking

skills• With foundational life skills• In pursuit of lifelong learning opportunities• Possessing desirable work attitudes and

behavior

TVET Trends & Specific Skills InterventionsKnowledge Based economy

Higher Order Thinking Skills (HOTS) are introduced to advocate critical thinking, analysis and problem solving to augment and enhance learning outcomes in TVET. They have also become common feature of standard-based education reforms.

Rapid Technological Change

Possession of Generic Soft Skills has become a pre-requisite in the new work place. Skills including cognitive, interpersonal, attitudes, values work habits and enterprise, innovation and creativity are very much embedded in capacity building in TVET

TVET Trends & Specific Skills InterventionsGlobal Warming Sustainable Development as key agenda of

UNs and other development organizations education provisions, significantly calls upon reorienting TVET curriculum towards sustainability while maintaining the principles of 6Rs: Reduce, Reuse, Renew, Recycle, Repair and Rethink perspective

Poverty Alleviations Entrepreneurship, Modular Employable Skills and Informal Sector skills are largely considered to advance poverty reduction mechanisms and create gainful opportunities particularly in unorganized sectors

Source: Emerging Trends in Asia and the Pacific Region and their Impact on SMEs by Prof. Shyamal Majumdar, Ph.D.

$TECHVOC ROADMAP 2014-2016

O1 Filipinos with competencies and life skills to pursue economic opportunities

S1 Expand Access to Quality TechvocACTION Partner Agencies/Orgs.

1. Implementation Scholarship for Employment Training Program LGUs, Techvoc Providers

2. Provide financial assistance to trainees (PESFA) Private Techvoc Providers

3. Implement Skills Development Program under Grassroots Participatory Budgeting (GPB)

LGUs, Techvoc Providers

4. Provide quality Techvoc inputs• Mobile Training Labs

LGUs, DBM, DTI, DA

5. Implement Skills and Livelihood Training in Yolanda – affected areas• Construction Training for LGU/DPWH/NH A Projects (Pandayan

Project)• Skills Training for Livelihood

LGUs, DPWH, NHA, DSWD, Techvoc Providers

O1 Filipinos with competencies and life skills to pursue economic opportunities

S2 Develop workforce competencies required in key growth areasACTION Partner Agencies/Orgs.

1. Implement programs to meet competencies required in key growth areas• Institution-based Training Program

DepEd, CHED, Industry, Techvoc Association

• TWSP for key employment generators DBM, DOLE, DTI, DA, DOT, DPWH, Industry Association

• Enterprise –based/ Apprenticeship Program DOLE, Industry Association

2. Provide Labor Market Information to Techvoc Providers DOLE, DTI, Industry Assn., Techvoc Providers

Priority Sectors 2014 2015 2016Total 163,300 204,125 224,538

Agri-Fishery/Agro-Industrial

26,600 33,250 36,575

Manufacturing 29,490 36,862 40,549

Tourism 40,947 51,184 56,302

IT-BPM 36,225 45,281 49,810

Infrastructure 27,067 33,834 37,217

Logistics 2,971 3,714 4,085

TRAINING FOR WORK SCHOLARSHIP PROGRAM: NATIONAL SECTORAL TARGETS

O1 Filipinos with competencies and life skills to pursue economic opportunitiesS2 Develop workforce competencies required in key growth areasACTION Partner Agencies/Orgs.

3. Competency Assessment and Certification Program Industry DOLE

4. Implement Quality Assured Techvoc System Techvoc Providers

5. Philippine Qualifications Framework• Registry of Qualifications by Sector

DepEd, CHED, PRC, DOLE Industry

O2 Leadership, Management, and Innovation

S1 Implement Good Governance SystemACTION Partner Agencies/Orgs.

1. Good Governance Certification DOLE, CSC, DBM

2. ICT enabled Systems• TESDA Online Program

- no. of additional courses - no. of registered users

DOST – ICTO, Techvoc Providers

• TECHVOC Information System DOST – ICTO, DBM

O2 Leadership, Management, and InnovationS2 Engage Industry in the Provision of Techvoc Services

ACTION Partner Agencies/Orgs.

1. Involve industry representatives in the development and implementation of standards and curricula• No. of TRs updated, developed and implemented

Industry partners, DTI, DOT, DA, other NGAs

“It is not the strongest of the species who survive, not the most intelligent, but the

ones most responsive to change.”- Charles Darwin