tvet initiatives to asean economic integration (aei) and ...€¦ · the aec will establish asean...

SEAMEO VOCTECH Regional Centre For Vocational and Technical Education and Training

WFCP World Congress 2014

Beijing, P.R. China, 24-26 October 2014

TVET Initiatives to ASEAN Economic Integration (AEI)

and ASEAN - China Free Trade Area

(ACFTA)

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Do not forget your greetings and acknowledgment.


1. Background of the paper 2. TVET related roles 3. Objectives of the paper 4. Quality Assurance Framework 5. Qualification Framework

(National/Regional) 6. Regional platforms linked to TVET 7. TVET responses to AEI and ACFTA

Outline of Presentation

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Background of the paper TVET related roles Objectives of the paper Quality Assurance Framework Qualification Framework (National/Regional) Regional platforms linked to TVET Concluding Remarks on TVET responses to AEI and ACFTA


Background

ASEAN Vision 2020:

To transform into a stable, prosperous, and highly competitive region with equitable economic development, and reduced poverty and socio-economic disparities

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Under ASEAN Vision of 2020, the ASEAN Leaders decided to transform ASEAN into a stable, prosperous, and highly competitive region with equitable economic development, and reduced poverty and socio-economic disparities with Four major thrusts:


ASEAN Economic Community 2015 (AEC) Thrusts :

a single market & production based

a highly competitive economic region

a region of equitable economic development

a region fully integrated into the global economy

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The four major thrusts are: (1) a single market & production based, (2) a highly competitive economic region, (3) a region of equitable economic development and (4) a region fully integrated into the global economy. The AEC will establish ASEAN as a single market and production-based, making ASEAN more dynamic and competitive with new mechanisms and measures to strengthen the implementation of its existing economic initiatives; accelerating regional integration in the priority sectors; facilitating movement of business persons, skilled labour and talents; and strengthening the institutional mechanisms of ASEAN (ASEAN Secretariat, 2011). ASEAN is also working towards recognition of professional qualifications with the view of facilitating labour movement within the regions. One of the initiatives is on Facilitating towards harmonization and standardization.


TVET related roles in support for AEC:

human resources development & capacity building

recognition of professional qualifications

integration of industries across the region to promote

regional sourcing

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The TVET related roles in support for AEC: human resources development and capacity building, recognition of professional qualifications, and integration of industries across the region to promote regional sourcing.


Background (continue)

ASEAN-China Free Trade Area (ACFTA):

Trade in goods, services and investment

Provision on other areas of cooperation such as trade facilitation, technology transfer, human resources development, telecommunications, transport, tourism and sub-regional development projects

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Similarly, ASEAN China Free Trade Area (ACFTA) (implementation by 2010 – 6 member countries /2015) covers trade in goods, services and investment with a provision on other areas of cooperation such as trade facilitation, technology transfer, human resources development, telecommunications, transport, tourism and sub-regional development projects.


Initiatives for ASEAN Integration (EAI) and the ACFTA that relate to TVET: (a) Human resources development and capacity

building (b) Recognition of professional qualifications, and (c) Integrating industries across the region to

promote regional sourcing.

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In summary, there are Initiatives for ASEAN Integration (EAI)and the same apply to ACFTA that relate to TVET. These include: (a) Human resources development and capacity building (b) recognition of professional qualifications, and (c) integrating industries across the region to promote regional sourcing.


Objectives

To map out salient TVET initiatives especially those that have potential to offer greater impact not only on the individual country but also on the whole region or beyond.

As a reference and to stimulate ideas and collaboration for improving TVET policies and practices.

In anticipation of ASEAN Integration in 2015-- the flow of goods, students and workers across region will be greater.

Identify TVET initiatives in support of ACFTA, especially on technology transfer and human resources development.

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To map out salient TVET initiatives especially those that have potential to offer greater impact not only on the individual country but also on the whole region or beyond. In anticipation of ASEAN Integration in 2015-- the flow of goods, students and workers across region will be greater. Identify TVET initiatives in support of ACFTA, especially on technology transfer and human resources development.


Selected TVET Initiatives that enhance students and

labour mobility


National

National TVET Quality Assurance

National Qualification Framework

Regional Regional Quality

Assurance Framework

Mutual Recognition Arrangements

Regional Qualification Framework

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The slide presents a comparative initiative between national and the regional undertaking on enhanced students’ labour mobility. At the national level, National TVET Quality Assurance and National Qualification Framework. While in the regional level, Regional Quality Assurance Framework, Mutual Recognition Arrangements, Regional Qualification Framework.


The need for National Qualification Framework

Promotes development, implementation and facilitating transparent mechanism for the assessment, certification, & recognition of skills

A comprehensive NQF has a potential to recognize any learning regardless of the site, the form of provision, and the type of pedagogy and curriculum used

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Can be used as a means of promoting the development, implementation and facilitating transparent mechanism for the assessment, certification, and recognition of skills. A comprehensive NQF has a potential to recognize any learning regardless of the site (where the learning takes place), the form of provision (formal, informal, and non-formal), and the type of pedagogy and curriculum used.


Comparison between some SEA Countries' NQF Indonesia Malaysia Philippines Cambodia

Level Qualification Level Qualification Level Qualification Level Qualification

9 Specialist/Doctor 8 Doctoral degree 8 Doctoral & Post Doctoral

8 Doctor Degree

8 Master 7 Master/Postgraduate Certificate & Diploma

7 Post Baccalaureate

7 Master Degree

7 Professional 6 Baccalaureate/DIV 6 Baccalaureate/Graduate

Cert. & Diploma 6 Baccalaureate 6

Bachelor Degree

5 DIII 5 Advanced Diploma 5 Diploma 5 Associate Deg./ (Higher) Diploma

4 DII 4 Diploma 4 NC4 4 Tech. Voc. Cert. 3

3 DI 3 Skills Certificate 3 3 NC3 3 Tech. Voc . Cert. 2

2 HS 2 Skills Certificate 2 2 NC2/Grade 12 2 Tech. Voc . Cert. 1

1 Elementary/Primary 1 Skills Certificate 1 1 NC1/Grade 10 1 Voc. Cert.

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"Partial" NQF

Some SEA countries have “partial” NQF whereby not all education and training qualifications included in the framework.

Several countries have more than one Qualifications framework. Some put emphasis on higher education while others

emphasize more on TVET. Example: Thailand: NQF for HE: Level 1 (Associate Degree), Level 2

(Bachelor), Level 3 (Graduate Diploma), Level 4 (Master), Level 5 (Higher Graduate Diploma), Level 6 (Doctorate).

Office for Vocational Education Commission (OVEC) developed TVET qualification framework consisting of 7 levels: Level 1(semi skilled), Level 2 (Craftsman/skilled), Level 3 (highly skilled), Level 4(technician), Level 5 (senior technician), Level 6 (specialist), Level 7 (senior specialist).

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Some SEA countries have “partial” NQF whereby not all education and training qualifications included in the framework. Several countries have more than one Qualifications framework. Some put emphasis on higher education while others emphasize more on TVET. Example: Thailand:NQF for HE: Level 1 (Associate Degree), Level 2 (Bachelor), Level 3 (Graduate Diploma), Level 4 (Master), Level 5 (Higher Graduate Diploma), Level 6 (Doctorate). Office for Vocational Education Commission (OVEC) developed TVET qualification framework consisting of 7 levels: Level 1(semi skilled), Level 2 (Craftsman/skilled), Level 3 (highly skilled), Level 4(technician), Level 5 (senior technician), Level 6 (specialist), Level 7 (senior specialist).


The need for National TVET Quality Assurance

Serves to build a benchmark of assuring TVET programmes and services so that this will assure the employers to hire TVET graduates

Foundation for developing qualification frameworks.

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In preparation for AEC 2015, particularly on the growing mobility of students and workers, the SEAMEO member countries have been venturing into improving the connectivity of their TVET systems to support regional economic integration via cross-border investment and the mobility of skilled labour. Currently, these processes have striven towards mechanisms for improving cross-national connectivity, particularly regarding occupational standards and qualifications. The development of National TVET quality assurance frameworks serves to build a benchmark of assuring TVET programmes and services so that this will assure the employers to hire TVET graduates and also as a foundation for developing qualification frameworks.


ASEAN (10)

1. Brunei 2. Indonesia 3. Malaysia 4. Philippines 5. Singapore 6. Thailand 7. Vietnam

11. East Timor*

19. India

12. Australia 13. China 14. Japan 15. Korea 16. New Zealand 17. Russia 18. USA*

8. Cambodia 9. Lao PDR 10. Myanmar

APEC (21)

China Taipei Canada Chili Mexico PNG Peru

Austria Belgium Bulgaria Cyprus Czech Rep. Denmark Estonia European Commission Finland France Germany Greece Hungary Ireland Italy Latvia Lithuania

ASEAN Secretariat Bangladesh Mongolia Luxembourg Malta Netherlands Norway Poland Portugal Romania Slovakia Slovenia Spain Sweden Switzerland United Kingdom

ASEM (Asia Europe Meeting ) (51)

• Not ASEM member

UN: UNESCO, ILO, UNESCO-UNEVOC)

EAS (East Asia Summit)

(18) CPSC (Colombo Plan Staff College) (17)

RCP (Regional Cooperation Platform) (9)

Regional P IniUpdated in November

2012

SEAMEO (11)


The objectives of the EAS on TVET QAF

To promote and monitor the improvement of quality assurance systems

Facilitate cooperation and mutual understanding between member countries

Support other initiatives within & across the region that enhance connectivity, integration, education and labour mobility

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EAS = (ASEAN member countries + China +7 others) Enable participating countries to promote and monitor the improvement of their quality assurance systems; Facilitate cooperation and mutual understanding between member countries; and Support other initiatives within and across the region that enhance connectivity, integration, education and labour mobility


The need for Regional Qualification Framework

Provide a reference point and translation grid for all qualifications throughout Southeast Asia

that will benefit employers, education providers and job seekers in terms of recognizing qualifications issued within the region

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Provide a reference point and translation grid for all qualifications throughout Southeast Asia that will benefit employers, education providers and job seekers in terms of recognizing qualifications issued within the region


Major Development towards ASEAN RQF

1998 ASEAN Labour Ministries

Meeting on Skills Recognition

2001

UNESCO Bangkok on RQF

2003

Mutual Recognition Arrangements (MRA)

2004-2007

ASEAN Regional Skills Recognition

Arrangements

2006 ASEAN MRA on Architectural,

Surveying Qualifications, and Nursing Services

2006

ILO’s Regional Model Competency Standards (RMCS)

2006

SEAMEO VOCTECH’s study on

Enhancing MRA in CLMV

2004-2005 ASEAN Engineering MRA

2007

UNESCO Bangkok’s

planOn RQF

2007

CLMV+T SRA

ILO RMCS on Manufacturing

2008

EAS: Regional SRA

2009

Harnessing QF Conference

2011

ASEM-Budapest on ASEAN RQF

2011

ASEAN RQF in TVET

Agreed by CLMV+T

2012

ASEM-Berlin on Putting Frameworks into

Practice

2012

ASEAN, Australia, New Zealand FTA meeting on NQF-

Bangkok


Initial Development of ASEAN RQF in TVET (Dang, 2011)

Job Level Certificate Descriptors (Generic Competencies for each level)

1. Semi-skilled Certificate 1 Understand safety requirements, has basic practical skills and operational knowledge in a defined range of tasks, can carry out routine tasks given clear direction, takes limited responsibility

2. Skilled Certificate 2 Can carry out skilled tasks, takes limited responsibility from output of self

3. Advanced Skilled Certificate 3 Has some theoretical knowledge, has a range of well-developed skills, can apply solutions to routine problems, can interpret available information …

4. Supervisor/Foreperson Certificate 4 Has a broad knowledge base, can apply some theoretical concepts, can identify and apply skills and knowledge, can identify, analyse and evaluate information

5. Manager 6. Senior Manager 7. Professional

Diploma Advanced Diploma Degree

5. Assistant Professional 6. Associate Professional 7. Professional


Current Status of ASEAN RQF

Strong and long-lasting commitment from the participating countries and entails strong collaborations within and across Ministries

Significant steps to facilitate student and labour mobility in the region

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It requires strong and long-lasting commitment from the participating countries and entails strong collaborations within and across Ministries, and other stakeholders in the participating countries. Nevertheless, there have been significant steps towards ASEAN RQF that will facilitate student and labour mobility in the region.


CONCLUSION &

Our future direction


1. Need of HRD planning on TVET: for technician and skilled employees. Very relevant in response to AEC and ACFTA

2. Articulation across various education and training; recognition of certification for employment :- many countries still lacking

3. Learning outcomes spelled out in the certification/credentials, accompanied by strong quality assurance

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One of the HRD planning is focused on TVET, especially in preparation for technician and skilled employees. This is very relevant in response to AEC and ACFTA. 2)There is a need for having articulation across various education and training and also recognition of the certification for employment, of which many countries in the region are still lacking on this arrangement. 3) It is important to have clear competencies or learning outcomes spelled out in the certification/credentials. These clear competencies must also be accompanied by a strong quality assurance, meaning that whatever listed competencies in the certificate really reflect the capabilities of the holder.


4. Need for a framework that can be used as a reference for any qualifications

5. Recognition of qualification across national border

6. Discrepancies of educational and training systems among ASEAN & China may hinder the progress of having cross-national recognition of professional qualification

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This should be followed by having a framework that can be used as a reference for any qualifications that is commonly called as qualification framework. In anticipation of AEI and ACFTA, recognition of qualification across national border will be needed. This should be facilitated by having a regional framework or at least mutual recognition among countries agreed. The discrepancies of educational and training systems among ASEAN member countries and China may hinder the progress of having cross-national recognition of professional qualification. The willingness and commitments among member countries, especially at the implementing agency level is needed.


7. Promoting continuous improvement of TVET within the country and enhancing cooperation and mutual understanding between member countries; improving connectivity, integration, education and labour mobility

8. Establishing a smaller TVET quality assurance to benchmark competencies against the standards that will help current status and have ideas for improving skills to the next levels.

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The development of Regional TVET Quality Assurance Framework will facilitate in promoting continuous improvement of TVET within the country and enhancing cooperation and mutual understanding between member countries. This eventually will improve connectivity, integration, education and labour mobility. To support this initiative, it is important to establish a smaller TVET quality assurance, e.g. focusing on teacher quality standards. This can be a reference to benchmark their competencies against the standards that will help them aware of their current status and have ideas for improving their skills to the next levels.


9. Development of RQF: It is challenging to develop a comprehensive NQF: requires strong commitment from various bodies/organisations

10. ASEAN RQF helps learners and workers wishing to move between countries or change jobs or move between educational institutions at home easier and more efficient.

11. The framework will hopefully contribute to the improvement of regional competitiveness.

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The most challenging initiative is the development of Regional Qualification Framework. It is challenging to develop a comprehensive NQF, let alone the development of RQF. The initiation requires strong commitment from various bodies/organizations from various countries. It is anticipated that ASEAN RQF will help learners and workers wishing to move between countries or change jobs or move between educational institutions at home easier and more efficient. Finally, this framework will hopefully contribute to the improvement of regional competitiveness.


SEAMEO VOCTECH’S Future Direction

“SEAMEO VOCTECH, as a regional centre for TVET, has recently renewed its development plans

and revitalised its programmes to align itself with the aspirations of ASEAN objectives.

It is mandated to assist and to lead TVET institutions in the region to deliver high standards of

performance. “

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SEAMEO VOCTECH, as a regional centre for TVET, has recently renewed its development plans and revitalized its programmes to align itself with the aspirations of ASEAN objectives. It is mandated to assist and to lead TVET institutions in the region to deliver high standards of performance.


1. Convene policy dialogues to elicit a common TVET response to the ASEAN Post 2015 vision

2. Alignment with the regional harmonisation of initiatives

Initiating Policy

Dialogues

SEAMEO VOCTECH’S Future Direction

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In a nutshell, SEAMEO VOCTECH is bound to initiate activities particularly in strengthening closer ties with ASEAN to open avenues for dialogues, information sharing, and programme support. Specifically, SEAMEO VOCTECH intends to convene policy dialogues to address the following objectives: To elicit a common TVET response to the ASEAN Post 2015 vision To align with the regional harmonization of initiatives particularly on the ASEAN Qualifications Reference Frameworks (AQRF), the ASEAN Quality Assurance Network (AQAN), the SEAMEO 2015 foresight, the Millenium Development Goal (MDG) of UNDP, objectives of UNEVOC and other leader organizations in TVET.


At a Glance:

SEAMEO VOCTECH’s 5th Five-Year Development Plan

Aligned with the ASEAN Initiatives, the SEAMEO objectives, the Brunei Darussalam’s Ministry of Education focus areas,

and the needs of TVET institutions in the region

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At a glance, may I present to you the SEAMEO VOCTECH 5th Five-year development plan which we have aligned with the integration objectives, with the SEAMEO strategic goals, with the Ministry of Education of Brunei Darussalam and with the perceived needs of TVET institutions in the region.


Thank you

tvet initiatives to asean economic integration (aei) and ...€¦ · the aec will establish asean...

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