TVET section reportTVET Policy in Cambodia

Validation workshop

Section for TVETUNESCO

10 April 2012

Structure of the presentation

•POLICY REVIEWS FRAMEWORK

•KEY FINDINGS

•AREAS FOR POLICY ACTIONS

•A FRAMEWORK FOR ACTIONS

•CONCLUSION

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National Development Model

Labour market dynamics

Policy priorities regarding skills for development

Technical Vocational Education and Training

(TVET)

Policy priorities regardingaccess and participation

Policy priorities regardingrelevance

Education System

1.1. Economic Situation Key indicators of economic growth (unit: %, % points)

• Rapid economic growth with • 6.7% of average growth rate since 2006• Economic importance of external trade

  Lao PDR Cambodia Vietnam

Average GDP Growth rate

2000-2010 7.2 8 7.3

2000-2005 6.3 9.3 7.5

2006-2010 8.1 6.7 7.0

Size of external trades (% of GDP)

Export 36.3 54.1 77.5

Import 40.9 59.5 87.8

Changes of size of external trades

(% points)

Export 7.8 1.5 22.9

Import 3.1 -1.7 30.9

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Economic Situation:

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44.4%

15.2%

36.1%

28.6%28.0%26.7%

40.8%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Agriculture Industry Services

Composition of Sectoral Contribution into GDP: 1995 - 2009

1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009p

Peak of industry share in GDP

Source: SNEC 2011, industrial policy

Labour Market Situation:

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Source: MLVT 2011

Size of employment

Number of companies %

Number of workers %

1-2 persons 261518 69,41% 410861 28,0%

3-4 persons 69010 18,32% 231369 15,7%

5-9 persons 33110 8,79% 201066 13,7%

10-50 persons 11684 3,10% 204504 13,9%

50-499 persons 1225 0,33% 135661 9,2%500-999 persons 108 0,03% 73689 5,0%

1000 persons and over 106 0,03% 212562 14,5%

Total 376761100,00

% 1469712 100,0%

Labour Market Situation: Quality of labour force

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Source: MLVT 2011

Age group

None or only some education

Primary school non completed

Primary school completed

Secondary orhigher education Total

Total 15-64 20,2 35,1 26,1 18,6 100

Present and future development challenges

• Move-out of low skills equilibrium trap

• Address youth-bulge

• Address Sustainable development

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Evidences regarding skills mismatch Demand side

• Evidence 1: Employers report that TVET graduates do not have the right mix of skills.

• Evidence2: Employers report difficulties in finding specific vocational and occupational skills (plumbing, carpentry, sewing, etc.).

• Evidence 3: 53% of Entreprises look for more information regarding Work place training providers

• Evidence 4: Entreprises identified the lack of good training providers as the single largest constraint in providing adequate training to their employees.

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Role of entreprises

• Employers are not providing signals on demand for skills on a regular basis

• Weak market for continuing training• Few mechanisms for influencing

decision making at national, sectoral, regional and local levels

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Quality of Education• Evidence 1: A growing body of evidence suggests that the

formation of skills is a life-cycle process that exhibits self-productivity and dynamic complementarity (see Cunha and Heckman, 2007). In this perspective, the productivity with which investments in TVET are transformed into valuable skills is positively affected by the level of skills that a person has already obtained in the previous stages.

Education for All Index

•

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Medium EDI 65 Malaysia 0.945 0.961 0.921 0.961 0.93769 Indonesia 0.934 0.987 0.920 0.966 0.86285 Philippines 0.898 0.921 0.936 0.965 0.768

Low EDI

101 Bhutan 0.793 0.842 0.528 0.841 0.961102 Cambodia 0.786 0.886 0.776 0.861 0.621107 India 0.769 0.955 0.628 0.834 0.658109 Lao PDR 0.761 0.824 0.727 0.826 0.668112 Bangladesh 0.723 0.884 0.550 0.909 0.548

Source: GMR, 2011

Ranking according to level of

EDI

Countries EDI Primary adjusted

rate

Adult Literacy

Rate

Gender-specific

EFA Index (GEI)

Survival rate to grade 5

Key findings

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Key findings

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Symbolic valuing

NQF

legal Framework Draftproposal

Funding Quality.

Assurance PPP LMI Work-place

Progress in key reforms

institution

TTT

Eight key policy areas for action

1. Incentives for companies2. Capacity building for entreprises representatives3. Labour market information4. Public Private Partnership

Improve the links between productive sector and TVET

1. Enhance Information, career guidance and counselling2. Qualifications framework3. Bridging programmes4. Validation of prior learning5. Distance and open learning

1. Policy areas: Teachers careers; 2. Curricula reform3. Pedagogical Innovation;

Improve the quality of

teaching and learning

processes

1. Link TVET with Development Model2. Labour Market information3. Education system reform

4. TVET key building blocks

5. Decentralisation and deceoncentration

Imperative of national

coordination

Building flexible TVET and improve

career guidance

Eight key policy areas for action

1. Entreprises charcteristics2. Governance 3. Management and organisation

Developing workplace learning

1. Disagregate statistics2. Incentives

1. Simulation and forecasting2. Curriculum reform3. Develop evidence-based options

Develop options for

diversification of Upper-

secondary

1. New financing mechanism2. Simulation 3. Governance

4. Efficiency

5. Equity

Providing sustainable

financial resources

Meeting the social equity agenda

Laying the foundations for the future

• Better strategic planning• Strong connections between objectives

and resources• Move gradually from pilots to

mainstreaming at system level• Set-up the institutional arrangements

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Labour Market Information for strategic planning

Labour Market information

Institutional arrangements

Focus Data collection tools and mechanisms

Set of indicators

First generation

Informal organisation, no institution is responsible for labour market information system.

Focus mainly on supply-side characteristics.

Rely on administrative records or standard labour force surveys as data sources. Existing information are generally unreliable even where ad-hoc studies have been carried out.

Include indicators for which data are routinely available.

Second generation

institutions and bodies have been given responsibility for observing Labour market

Broaden the focus to include: demand-side factors.

The use of direct measures of the literacy and numeracy skills of youth who are on the cusp of entering the workforce (e.g. the OECD’s PISA the World Bank’s Investment Climate Surveys.

Composition of the economy, growth rate, wages trends, returns to education and training, time to fill a vacancy, etc.

Third generation

Permanent networks are created, with varying degrees of institutionalisation and coordination between the

Broader focus on the match between jobs and skills; measurement of the skills possessed by the stock of the workforce, not just those about to enter it.

Reliance on new survey instruments designed specifically to generate the new data.

Indicators on the efficiency of matching skills.

3 Invest in capacity building and strengthen the mechanisms to hold TVET institutions accountable for their performance

Priority Areas in governance

Further introduce institutional changes to strengthen separation of policy-setting and oversight functions across institutions

Introduce incentives for enterprises and strengthen their capacities in HR for example through sectoral skills councils

TVET Institutional arrangement in Cambodia

MLVT MoEYS

MLVTProvincial authorities

PTCsCLCs

NTTI

PO

LIC

YO

VE

RS

IGH

T

DE

LIV

ER

Y

MoEYSProvincial authorities

NTB

Private and NGOsTVET providers

TVET schools

PTB

NTF

Policy options regarding funding

• Maintaining the status quo: adding more expectations to an over-stretched, and low funded, system. This first option is neither appropriate nor affordable, given Cambodia’s plans for future economic development.

• Rely further on international funding: Both MoEYS and MLVT are relying heavily on international institution-based support for upgrading and maintaining education and training institutions. This second option is neither sustainable in mid-term perspective is nor systemic in its nature and hence neglects other providers such as NGOs, private TVET providers, etc.

• Set-up a new source of funding and improve efficiency: deliberate and phased unlocking of potential of enterprises’ contribution to TVET through the development of new policy instruments for example through the set-up of a levy on the payroll of formal enterprises. Explore different schemes for allocation and use of funds to promote incentives toward good results among TVET providers (public and non-public)

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Harnessing the potential of workplace learning

✓ proportion of enterprises which comply with the law on apprenticeship lies between 6.4% and 13.3%. The proportion of apprentices is between 1.3% and 1.5% of the workers (MLVT, 2010)

✓ Employers’ proposed solutions to overcome skills shortages (15% asks for more information on internships and scholarships and 52% ask for more information on workplace training providers)

✓27.9% of children surveyed declare that reasons for non-attendance is that they must contribute to household income (CSES, 2009)

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Harnessing the potential of workplace learning

✓ Provide incentives to enterprises to increase number of apprentices

✓ Enhance the role of employers organizations

✓ Strengthen the capacity of the NTTI to deliver support to TVET institution in organizing workplace learning

✓Review the legal framework of apprenticeship

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Enhance quality

✓ Reform secondary curriculum to improve the teachingof science, technology, math, engineering and other soft skills such entrepreneurship, team working, problem solving

✓ Strengthen the capacity of the NTTI to deliver support to TVET institution

✓Enhance counseling and career guidance at different points of education and training system, more particularly at the end of lower-secondary

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Enhance quality •Points of discussionThe purpose of groups discussion is three folds:1.To validate the findings and the issues raised in the report; 2.To identify any policy issue which has not been dealt with in spite of its importance; and 3.To prioritize policy issues which are requiring more substantive and urgent policy dialogue•For more fruitful discussion, please keep broad perspective instead of focusing on specific issues which can be examined in far more detail through the other chances of policy dialogue for them. •Chairs and rapporteur•To facilitate the discussion, one person will act as a chair. •Also, to effectively convey the discussion results of each group, one person will act as a rapporteur. He/she will introduce key points of group discussion during the plenary session in the afternoon.

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