Summary & ConclusionsSummary & Conclusions

“the continuum towards a modern TVET system”“the continuum towards a modern TVET system”

Summary & ConclusionsSummary & Conclusions

“the continuum towards a modern TVET system”“the continuum towards a modern TVET system”

Ron PerkinsonRon PerkinsonPrincipal Education SpecialistPrincipal Education Specialist

International Finance CorporationInternational Finance CorporationWorld Bank GroupWorld Bank Group

www.ifc.orgwww.ifc.org

Presentation to Presentation to

TVET Conference, BeijingTVET Conference, Beijing

for for Ministries of Finance / Education / Labour and Social Ministries of Finance / Education / Labour and Social

SecuritySecurity 18 18 thth May May 20062006

Purpose of Case StudiesPurpose of Case StudiesPurpose of Case StudiesPurpose of Case Studies

• Create awareness of international best practice Create awareness of international best practice characteristics for TVET systemscharacteristics for TVET systems

• Discuss and debate best practice Discuss and debate best practice characteristics for a modern TVET systemcharacteristics for a modern TVET system

• Target discussion at a broad policy levelTarget discussion at a broad policy level

Towards A More Integrated Towards A More Integrated Education SystemEducation System

Towards A More Integrated Towards A More Integrated Education SystemEducation System

• Market-ledMarket-led

• More flexible and learner-centeredMore flexible and learner-centered

• Blending vocational and academic educationBlending vocational and academic education

• Responsive to a country’s future economic and Responsive to a country’s future economic and social development needssocial development needs

• Caters for lifelong learnersCaters for lifelong learners

• Accommodates career and learning pathwaysAccommodates career and learning pathways

AustraliaAustralia• Industry provides direction on how and where Industry provides direction on how and where

knowledge and skills best learned knowledge and skills best learned – school vs. workplace – school vs. workplace

• Industry skills advisory groups advise on Industry skills advisory groups advise on – competency standards and quality – competency standards and quality systems – assessment, accreditation and systems – assessment, accreditation and qualificationsqualifications

• Private sector provide Industry-specific strategic Private sector provide Industry-specific strategic direction covering: direction covering: – market intelligence and skills needs – market intelligence and skills needs – quality management – quality management

Sample System CharacteristicsSample System Characteristics Sample System CharacteristicsSample System Characteristics

Sample System CharacteristicsSample System Characteristics Sample System CharacteristicsSample System Characteristics

DenmarkDenmark• Extensive involvement of employees and employer Extensive involvement of employees and employer

organizationsorganizations• System is paid for (in part) by employers through a System is paid for (in part) by employers through a

national fundnational fund• Industry drives systems and standards Industry drives systems and standards

– representation by employees, employers, – representation by employees, employers, providers providers and government (minority)and government (minority)

• Employers and employees responsible for Employers and employees responsible for developing programs and qualificationsdeveloping programs and qualifications

FinlandFinland• Industry advises Ministry of EducationIndustry advises Ministry of Education• Ministry of Education manages TVET systemMinistry of Education manages TVET system• Providers, industry, business and unions Providers, industry, business and unions

involved in: involved in: – identifying skills requirements – identifying skills requirements – development of qualifications – development of qualifications

• TVET viewed as prestigious as university-TVET viewed as prestigious as university-based education based education

Sample System CharacteristicsSample System Characteristics Sample System CharacteristicsSample System Characteristics

Creating the Vision Creating the Vision for a for a

Modern TVET Modern TVET SystemSystem

Creating the Vision Creating the Vision for a for a

Modern TVET Modern TVET SystemSystem

Secondary School Vocational Courses

Post Secondary TVET

Tertiary Undergraduate

Tertiary Postgraduate/PhD

Certificates & Diplomas

Higher Credentials & Qualifications

(Degrees, Graduate Diplomas)

Few Options for Few Options for Career PathwaysCareer Pathways

Adult Adult Lifelong Lifelong LearnersLearners

Training the Workforce ?

??

Corporate & Industry Training

Beyond Tertiary / Lifelong Learning

Secondary School Vocational Courses

Post Secondary TVET

Tertiary Undergraduate

Tertiary Postgraduate/PhD

Beyond Tertiary / Lifelong Learning

Adult Adult Lifelong Lifelong LearnersLearners

Training the

WorkforceCareer Pathways

Corporate & Industry Training

Certificates & Diplomas

Higher Credentials & Qualifications

(Degrees, Graduate Diplomas)

Frameworks for Frameworks for Career PathwaysCareer Pathways

Four PillarsFour PillarsFour PillarsFour Pillars

• Demand-driven / employer-ledDemand-driven / employer-led

• Lifelong learning opportunitiesLifelong learning opportunities

• Recognized qualifications / ‘certified’ trainingRecognized qualifications / ‘certified’ training

• Quality / accreditation / monitoringQuality / accreditation / monitoring

Employer-led / Demand-drivenEmployer-led / Demand-driven

• Industry and provider collaborationIndustry and provider collaboration

• Must reflect Industry requirementsMust reflect Industry requirements

• Should Should notnot be arbitrary view of provider or be arbitrary view of provider or governmentgovernment

• Needs Industry advice – content and standardsNeeds Industry advice – content and standards

• Flexibility to be more entrepreneurialFlexibility to be more entrepreneurial

• Want ‘certified’ training and academic Want ‘certified’ training and academic qualifications qualifications

TVET & Lifelong LearningTVET & Lifelong LearningTVET & Lifelong LearningTVET & Lifelong Learning

• TVET is an important part of any lifelong TVET is an important part of any lifelong learning systemlearning system

• Helps to foster career pathwaysHelps to foster career pathways

Qualifications FrameworksQualifications Frameworks offer one alternativeoffer one alternative

Qualifications FrameworksQualifications Frameworks offer one alternativeoffer one alternative

• Integration between education and training Integration between education and training – between vocational and academic education – between vocational and academic education – reduces ‘stigma’/ increases prestige– reduces ‘stigma’/ increases prestige

• Credit transfer Credit transfer – progression up the qualifications – progression up the qualifications ladder – career pathwaysladder – career pathways

• Qualifications can be gained from schools, Qualifications can be gained from schools, colleges, workplaces, community, training colleges, workplaces, community, training centerscenters

Internationalization / Internationalization / Foreign Partnerships Foreign Partnerships

Internationalization / Internationalization / Foreign Partnerships Foreign Partnerships

Case Study ExamplesCase Study Examples

• Fudan Pacific Finance InstituteFudan Pacific Finance Institute

• CIBT School of BusinessCIBT School of Business

• CIBT AutomotiveCIBT Automotive

• China Power IndustryChina Power Industry

Accreditation & QualityAccreditation & QualityAccreditation & QualityAccreditation & Quality

• Apply Industry standards for TVETApply Industry standards for TVET• Assuring quality for learnersAssuring quality for learners• Promote provider confidence (public and private)Promote provider confidence (public and private)

A cohesive accreditation and quality system shouldA cohesive accreditation and quality system should – – integrate relevant ministries roles and responsibilities integrate relevant ministries roles and responsibilities – enable external evaluations – enable external evaluations – link with social and – link with social and economic goals – set key economic goals – set key preformance indicators (more about outcomes - preformance indicators (more about outcomes - less about less about inputs) inputs) – measure TVET providers against Industry-led – measure TVET providers against Industry-led

performance indicators performance indicators – a ‘by exception’ only intervention policy by – a ‘by exception’ only intervention policy by government government

RelevanceRelevanceRelevanceRelevance

• Industry will help policy makers enhance inter-Industry will help policy makers enhance inter-dependence between theory and practicedependence between theory and practice

• Industry will advocate and guide policy on work-Industry will advocate and guide policy on work-based training, apprenticeships and internships based training, apprenticeships and internships

• Use of Industry practitioners important Use of Industry practitioners important – validating quality and accuracy of content – validating quality and accuracy of content – more ‘real world’ experience – more ‘real world’ experience

• China seeks mainly teacher qualifications rather than China seeks mainly teacher qualifications rather than practical / industry experiencepractical / industry experience

Further Food For ThoughtFurther Food For ThoughtFurther Food For ThoughtFurther Food For Thought

Use of Information & Communications Use of Information & Communications TechnologiesTechnologies

Use of Information & Communications Use of Information & Communications TechnologiesTechnologies

• More scaleable - provide wider accessMore scaleable - provide wider access

• More convenient and flexible for continuous More convenient and flexible for continuous updating of knowledge and skillsupdating of knowledge and skills

• Reaches lifelong learnersReaches lifelong learners

• Review learning at own paceReview learning at own pace

• High quality outcomes emergingHigh quality outcomes emerging

Examples: SAC & Fudan PacificExamples: SAC & Fudan PacificExamples: SAC & Fudan PacificExamples: SAC & Fudan Pacific

• Upgrading vocational diplomas to degreesUpgrading vocational diplomas to degrees

• Updating knowledge and skills during Updating knowledge and skills during employmentemployment

• Keeping up with changes in Industry Keeping up with changes in Industry requirementsrequirements

• Flexible deliveryFlexible delivery• Learner-centeredLearner-centered• Satellite distance deliverySatellite distance delivery

• Quality education outcomesQuality education outcomes

• Lifelong learnersLifelong learners

Are quota systems appropriate Are quota systems appropriate in a more modern system? in a more modern system?

Are quota systems appropriate Are quota systems appropriate in a more modern system? in a more modern system?

• How do they meet industry, learner and provider How do they meet industry, learner and provider needs?needs?

• How are lifelong learners catered for?How are lifelong learners catered for?

• Can they stifle private sector growth?Can they stifle private sector growth?

• Modern systems (Quota or Non-Quota) will need to: Modern systems (Quota or Non-Quota) will need to: – increase participation – increase participation – promote responsiveness to changing markets – promote responsiveness to changing markets – promote equity – promote equity – open access for worthy – open access for worthy individuals individuals

Private Sector is a Critical Partner !!

Private Sector is a Critical Partner !!

Increasing Capacity in Increasing Capacity in Social & Economic Development Social & Economic Development

Increasing Capacity in Increasing Capacity in Social & Economic Development Social & Economic Development

• Mobilizing private sector resources holds Mobilizing private sector resources holds greater promise for expanding capacity in greater promise for expanding capacity in China’s TVET systemChina’s TVET system

Challenge for policy makersChallenge for policy makers

• Enabling regulatory environment for private Enabling regulatory environment for private sector investment is essentialsector investment is essential

Private Investors Will Avoid . . .Private Investors Will Avoid . . .

• Smothering regulations – that create commercial uncertainty

• Political instability

• Revenue controls / capping tuition fees – can heighten commercial risk – can jeopardize commercial objectives, including capability to invest in higher quality inputs

– can cause insufficient financial returns for servicing debt, or to provide fair returns to shareholders – regulations limiting equity & ownership (foreign)

• Uneven playing fields – where public and private institutions are not treated equally – where inconsistent / uneven approval processes disadvantage private investors

The pathway aheadThe pathway aheadThe pathway aheadThe pathway ahead

New System ObjectivesNew System ObjectivesNew System ObjectivesNew System Objectives

• Achieve equitable outcomesAchieve equitable outcomes• Enhance labor mobilityEnhance labor mobility• Acquire skills of economic relevanceAcquire skills of economic relevance• Increase private sector investment Increase private sector investment

– optimize use of both public and private resourcing – optimize use of both public and private resourcing – financing – financing andand provision provision

Possible social and economic outcomesPossible social and economic outcomes• More highly skilled workforce – more productive and More highly skilled workforce – more productive and

competitivecompetitive• More adaptable workforceMore adaptable workforce• Improved employabilityImproved employability• More harmonious societyMore harmonious society

Key Challenges for Policy MakersKey Challenges for Policy MakersKey Challenges for Policy MakersKey Challenges for Policy Makers

• Stronger connection between ‘demand’ and ‘supply’Stronger connection between ‘demand’ and ‘supply’

• Improve system flexibility and adaptability to market Improve system flexibility and adaptability to market needsneeds

• Shift from ‘provider’ focus to needs of industry, Shift from ‘provider’ focus to needs of industry, learners and employerslearners and employers

• Better integration of TVET in to formal education Better integration of TVET in to formal education system - ‘blending’ of vocational and academic system - ‘blending’ of vocational and academic educationeducation

• More equitable regulatory frameworkMore equitable regulatory framework

• Increased education and training opportunities for Increased education and training opportunities for learners with more diverse needslearners with more diverse needs

Reaching Small to Medium EnterpriseReaching Small to Medium EnterpriseReaching Small to Medium EnterpriseReaching Small to Medium Enterprise

• Not easy – problematicNot easy – problematic

• Challenge for policy makersChallenge for policy makers

• Most successful models for engagement: Most successful models for engagement: – – subsidized Secretariats subsidized Secretariats – Industry training groups– Industry training groups

Key characteristics for a modern TVET Key characteristics for a modern TVET system for China might include . . .system for China might include . . .

Key characteristics for a modern TVET Key characteristics for a modern TVET system for China might include . . .system for China might include . . .

• Increased collaboration with industries and providersIncreased collaboration with industries and providers• Better partnerships between providers and industryBetter partnerships between providers and industry• Employer-led strategies, systems and standardsEmployer-led strategies, systems and standards• Government engages industry to assess skills needs Government engages industry to assess skills needs

and improvre decision makingand improvre decision making• Focus more on TVET outcomes – and less on inputsFocus more on TVET outcomes – and less on inputs• Promote valued qualifications that blend vocational Promote valued qualifications that blend vocational

and academic education and promote lifelong and academic education and promote lifelong learninglearning

Adapting policy to meet needs of a Adapting policy to meet needs of a constantly changing marketconstantly changing market

Adapting policy to meet needs of a Adapting policy to meet needs of a constantly changing marketconstantly changing market

• Governments must have a willingness to Governments must have a willingness to adopt policies that promote a more demand-adopt policies that promote a more demand-driven and employer-led systemdriven and employer-led system

• Policy makers need to develop strategies that Policy makers need to develop strategies that will mobilize private sector resourcing to fill will mobilize private sector resourcing to fill the demand gapthe demand gap

A time for new A time for new visionariesvisionaries

‘‘No change’ No change’ is not an option !is not an option !

““It doesn’t matter if a cat It doesn’t matter if a cat is black or is black or white . . . . white . . . .

as as long as it catches mice.”long as it catches mice.” Deng XiaopingDeng Xiaoping

学到老 学到老

. . . . . . 用到老用到老 !!