tvet challenges and educational response in asia...

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2012/SOM1/HRDWG/SYM/003 Agenda Item: 9.1

TVET Challenges and Educational Response in Asia-Pacific Region

Submitted by: China

Third APEC Education Pre-Ministerial Research Symposium

Moscow, Russia 5-6 February 2012

7/02/2012

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TVET Challenges and Educational Response in Asia-Pacific region

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Priority Area Co-leadersPeople’s Republic of China and The Republic of the Philippines

The Pre-ministerial Symposium of The 5thAPEC Education Ministerial Meeting February 5-6, 2012

Content

Introduce the Survey1

TVET Background2

TVET Educational Response3

Recommendations4

2The Pre-ministerial Symposium of The 5thAPEC Education Ministerial Meeting February 5-6, 2012

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Introduce the Survey

to understand APEC members’ regional challenges and educational responses in Technical Vocational

Education and Training (TVET)

Purpose

P.R.China designed a survey in November, 2011. APEC secretariat sent out the survey to around 21 members .

Design and

issue

Eight economies answered and returned the survey to PRC by the end of 2011. They are: Chile, PRC,

Indonesia, Japan, Mexico, New Zealand, Chinese Taipei, and the United States

Take back

This report is based on the analysis of answers provided by the above members.

Report


General Information of TVETin Asia‐Pacific region

• APEC members and other economies in Asia‐Pacific region have achieved impressive growth rates recent years.

• by 2050, Asia could account for 51% of world GDP (27% in 2010), with a six fold increase in per capita income, to reach European levels of today(ADB,2011).

• However, Asia is also home to the largest number of the world’s poor. Unemployment and underemployment remain big issues.

• Whether developed or developing, APEC economies concerned finding appropriate talent for jobs and building a highly skilled workforce to maintain and increase competitive strength in global markets.

• A re‐engineered, modernized and innovative TVET system, contributing to employability and sustainable livelihoods is called for.


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TVET Situation of the Respondent Economies

• TVET systems are quite different in economies dealing with the students’ age, Length of programs, credentials, etc.

• It is difficult to estimate the TVET enrollment. Some economies offered specialized course and integrated course in secondary level and tertiary level.

• Students who access to Tertiary TVET have more varieties in educational backgrounds and ages. Some members’ TEVT institutions at tertiary level are closely connected to secondary school. In some economies, with their lifelong TVET system, students could access tertiary level TVET by various approaches.


Regional TVET Challenges of the Respondent Economies

No. Challenges and Difficulties Severity

Critical Above average

Average Below average

None

1 Traditional mindset and discrimination held by society towards TVET

√√ √√ √√ √

2 Lack of strong govt. supportor policy backup

√√√ √√√√

3 Funding difficulties √ √ √√√ √√

4 Shortage of qualifiedteachers and trainers

√√ √√√ √

5 Difficulties for the TVETgraduates to get employed

√ √√ √√ √

6 Curricula do not matchindustry needs, reform direlyneeded

√√ √√ √√√

7 Lack of sufficient facility √ √ √√√ √

8 Graduates cannot go to aschool of a higher grade

√√√ √ √ √√

9 System of TVET need to bemodernized

√√ √ √√√ √

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Regional TVET Challenges of the Respondent Economies

• Besides “Funding difficulties”, “Lack of sufficient facility”, “ traditional discrimination held by society towards TVET” are additional difficulties comparing with general education. “Shortage of qualified teachers and trainers” and “Curricula do not match industry needs ” are particular challenges to TVET institutions.

• The economic relevance, access and equity, organization & management effectiveness, quality of skills acquisition, and financing efficiency, these 5 issues are universal to all of us.


Regional TVET Challenges by Other Research

• Importance of private‐public partnerships including financing of TVET for employability and responses to demand side forces and industry partnerships

• Importance of National Qualifications Frameworks and Sector Skills Councils

• quality assurance; improving the status of TVET in communities

• placing an emphasis on lifelong learning

• Contribution to green growth and sustainable development

• Importance of ‘soft’ skills; key place of work‐related values, attitudes and ethics

From other research, we know there are other big issues TVET has to tackle:

Rupert Maclean,2011

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Educational Responses of Respondent APEC members

No. The responses taken by the respondent economies Number of economies

1 National qualification framework √√√√√√2 Competence-based program √√√√√√3 More opportunities to access higher

education√√√√√√√

4 Improve the TVET quality √√√√√√√√5 There is flexibility of access and delivery

as well as permeability across the differentparts of the system

√√√√√√

6 More options mixing general education andTVET

√√√√√

7 Improved guidance and counseling √√√√√√

Educational Responses of Respondent APEC members (supplement)

New curriculum is designed in cooperation with the relevant sectors to be more aligned to real industry needs. Diversification and articulation of curriculum will give VET students more opportunities to continue in to higher education

Mexico

Providing a higher and continuous fitness of the educational system to the requirements from the productive system. To make sure those students with good grades from the secondary VET level who wants to continue with their training are able to do

Chile

Make the addition the time allocation for Adaption Subject Matter that can make the graduate easier continue to higher grade. Strengthening the TVET schools for developing teaching factory and business center for students to improve their competences and skills that needed by industry or doing entrepreneur

Indonesia


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Educational Responses of Respondent APEC members (supplement)

Business and industry has worked cooperatively with the US federal government and the state directors of TVET to help define particular “career pathways.“Those career pathways have been grouped into 16 career clusters which describe the knowledge and skills students must attain to move into various career fields, as identified by business and industry. Many states have begun to adopt the maps of the career pathways and the 16 clusters. Develop strong relationships with businesses and other employers. Such education-business relationships often involve deeper engagements.

The USA

Strong government support to TVET. Government demanded TVET providers strengthen their connections with industry and enterprises. TVET schools make reforms in the curriculum and learning methodology to meet the needs from industry and local economy. Financially support TVET students.Amending the “Law of Vocational Education” to support TVET.

China


Educational Responses of Respondent APEC members

Compared with challenges, the responses seems more variant. But we still could found commons:

•“Improving the TVET quality（meet the need of industry）”is the most important response to the challenges raised.

‐‐‐Curriculum reform‐‐‐ “Teaching factory or business center”‐‐‐ Strengthen the relationship between industry and schools‐‐‐ NQF, and competence‐based program, etc.

•“Better development of graduates (meet to need of students and parents)”is second important response.‐‐‐More opportunities to access higher education‐‐‐More options mixing general education and TVET,‐‐‐Improved guidance and counseling

‐‐‐Career education, subsidy funds, etc.

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Australia’s Skills Development System

• Industry led

• Competency‐based

• Co‐funded by government, enterprises and individuals

• For both existing workers and job‐seekers

• Separate from secondary school and university systems

13

The Straddling Role of TESDA in The Straddling Role of TESDA in Economic and Social DevelopmentEconomic and Social Development

EDUCATION& TRAINING

EMPLOYMENT

POVERTYALLEVIATION

LOCALAND

GLOBALLABORMARKET

INTELLIGENCE

BESTJOB FIT

LABORDEMAND

LABORSUPPLY

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——The 12th five-year plan: Transforming economic development mode+ Developing modern industry ——National plan on Education Reform & Development：Based on quality promotion, to form modern TVET system

China TVET ----in the middle of “Education”and “industry”

Modern IndustryModern Industry Modern TVETModern TVET

16

THEN NOW

Vocational Education

Career and Technical Education

For a Few Students For All Students

For a Few “Jobs” For All “Careers”

6 to 7 “Program Areas” 16 Clusters – 81 Pathways

In lieu of Academics Aligns/Supports Academics

High School Focused High School and College Partnerships

Career and Technical Education in the USA

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16 Career Clusters

Emerging Good Practices and InnovationsGood Practices Implications

Canadian Community

Colleges

Highly relevant in orienting skills development through business enterprise

and demand driven approach

China

National Council Policy to ensure that teachers have at least two months

industry experience every two years; close relationships between TVET schools

and industry; 1.5% tax on employers to specifically support adult training

Korean ExperienceAlignment between economic growth and education and training: evolution

demonstrates high level coordination and interventions

Singapore Workforce Highly responsive workforce management system

India's NSDC

Outsourcing

From government dominance to highly market responsive approach to strike a

balance between government and private sector role; evolving with high

potential for major transformation

Sri Lanka NVQF and

UnivotecMajor shift desired from government dominated system to market responsive

system: major transformation also needed in some leading developments

Bangladesh UCEP,

MAWST, marine

UCEP: accelerated grade 8 completion in 4.5 years followed by skills

development with high placement; MAWST, ship building

Emerging

technologies Mobile phones, common learning platforms, portability of training, unique IDs

Philippine National

Certificate

TVET Department working hard to make certificates recognized worldwide;

even results in degree holders going back to training centers to obtain

certificates

Brajesh Panth, Lead Education Specialist, SAHS, ADB, 2011

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CooperationNo Suggested Cooperation Activities Number of

economies

1 Hold experiences and responsessharing seminar or Symposium

√√√√√

2 Build up information communicationplatform

√√√√√√√

3 Launch cooperative researchprogram

√√√√

4 Organize APEC vocational skillscompetition

√√

5 Others(please specify) Necessaryinformationexchange

Other Suggestions on Cooperation

1. The opportunity of exchange for the teachers and students around APEC members.

2. Exploring the international partnership in the development of TVET.

3. APEC could improve international comparisons of TVET systems if evaluations and studies in APEC economies were planned such that highly comparable data would be collected. In some cases, simple comparisons may be misleading. We suggest that APEC surveys ask open‐ended questions. Although this makes it more difficult to compare responses, the details contain most of the value.


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Suggestion 1 —needed to be discussed

All member’s government should strengthen TVET as well as higher education, including policy making, financial support, NQF, and teacher training, etc.

high level dialogue on

policy making, seminar on

sharing practices of qualification framework,

discussion on government

input, the role of private

sector, and good practice

of industry involvement,

etc.

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activities


All economies should improve the TVET quality to meet the needs from industry.

seminar, sharing

practices, research project.

cooperation between

schools and enterprises, curriculum

development, ICT

application, and develop

student’s 21st century skills.

22

activities

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The economies should develop or improve the lifelong TVET system in order to meet the wishes from students or parents and the needs of inclusive growth.

practice sharing seminar

and experiment

al study, etc.

23

activities

24The Pre-ministerial Symposium of The 5thAPEC Education Ministerial Meeting February 5-6, 2012

tvet challenges and educational response in asia...

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