7th EAS TVET Network conference in Bangkok Thailand Response Strategies to Changes in Vocational Education Demand Date_February 6~7, 2024 Venue_The Park Nine Hotel Suvarnabhumi, Bangkok Thailand Office of the Vocational Education Commission of Thailand
The 7th EAS TVET Network Conference Concept Note In EAS (ASEAN10+6) countries, we have faced challenges which vocational education policies should address for industrial demands and policy issues. There may be several key keywords that vocational education policies should consider in EAS countries for industrial development and addressing social issues: Firstly, Development of Vocational Education aligned with Industrial Demand is important to develop and update vocational education programs based on the demands of the international and local industries. This ensures human resources with proper skills and competencies needed in the industrial sector. Secondly, Innovative and Technology-Centric(digital skill) education and training is supporting students to prepare for future industries by incorporating innovative educational methods and utilizing the latest technologies(digital) is crucial. This helps in developing the technological competencies required in the digital age. Thirdly, Enhancement of Collaboration between Industry and Educational Institutions is critical to provide practical work experience and promote practical-oriented. This allows students to gain practical experience adaptable to the industry through flexible education system to adapt to labor market changes. Flexible technical vocational education system is necessary to respond to the rapidly changing demands of the labor market. Continuous support is needed to develop the ability to adapt to new work environments and technologies. Reduction of Social Inequality and Expansion of Employment Opportunities: Fourthly, technical vocational education should try to provide equal opportunities to all social groups, with a particular focus on expanding vocational education opportunities for various groups such as women, minorities, and people with disabilities, thereby reducing social inequality. Fifthly, Technical Vocational Education should contribute to Enhancement of Education on Environmental Sustainability. We need to improve awareness and capabilities in addressing environmental issues, there is a need to strengthen the content related to environmental sustainability in vocational education. Lastly, strengthening positive awareness toward vocational education is an important policy task after COVID-19. Efforts are needed to increase the number of vocational education students by strengthening awareness of vocational education so that it can become a major education in society. In particular, the number of vocational education students is rapidly decreasing in all EAS countries after COVID-19, and this trend is unlikely to change. This problem will weaken the foundation of vocational education, so it is necessary to identify the cause and respond quickly. In order to clearly understand these problems and find solutions through international comparative research, we will announce research results and seek solution strategies and national policies based on them. -Ⅰ-
Conference Theme: Response Strategies of Vocational Education Policies for Changes in Vocational Education Demand. Time Schedule: 6-7th February 2024 Conference venue: The Park Nine Hotel Suvarnabhumi (https://theparknine.com/) Cohost of Conference: OVEC, Ministry of Education, Thailand & Ministry of Education, Rep. of Korea 7 th EAS TVET Network Conference Program Day1 Date/Time Contents Speakers 6th 09:00 Opening Opening Remarks Welcoming Remark Introduction of Participants and Program: Mr. Yudsapol Venukosess, Secretary General of OVEC, Thailand Mr. Lee, Ju-Ho, Minister of Education, Korea, Mr. Kim, Young Saing, Secretary General EAS TVET Network 09:45 Keynote1 “Response Strategies and Vocational Education Policies for Changes in Vocational Education Demand Mr. Bart Staats, Policy Analyst. OECD Centre for Skills 10:30 Keynote2: “The Contribution of Vocational Education and Training to Human Capital Development in Thailand” Ms. Pungpond Rukumnuaykit, Professor of Chulalongkorn University. Thailand 11:00 Keynote3: “EAS TVET Network for Regional TVET Development” Mr. Young Saing Kim, Senior Research Fellow of KRIVET 11:45 Main Theme: EAS International Comparative Study on TVET Demand Mr. Oh, Ho Young, Senior Research Fellow of KRIVET -Ⅱ-
Change “ - Korea “Demands for Upper Secondary VET in Asian Countries and Policy Implications” - Laos “Demand for Secondary Vocational Education in Laos” - Malaysia “Demand for Tertiary Vocational Education in Asian Countries: A Malaysian Case” - Thailand “Changes in demand for vocational and technical education in Thailand” Ms. Tammany Phommachak, Serearch VEDI Lao PDR Ms. Riam Chau Mai, Director of Research & Development DPCC Ministry of Higher Education Malaysia Mr. Rangsan Thepmondhri, Director of Planning, OVEC Thailand 16:00 Conclusion and Discussion Mr. Young Saing Kim, Senior Research Fellow of KRIVET, 16:30 Best Practice Cases Vietnam “Beauty Care - The latest vocational training transformation strategy at Hueic, Vietnam” Myanmar “Strengthening TVET Management and Upskilling TVET Personnel to Meet Industry Demand Reflecting I.R 4.0” Korea “Korean Style Apprenticeship and its response to the advanced Industries” Malaysia “Innovative Program for Newly Appointed Malaysian TVET Institution Directors Under DPCCE” Ms. Ha Thi Thu Thuy, Lecturer HEIC Vietnam Mr. Win Htun, School of Industrial Training and Education Mr. Kim, Min Kyu. KRIVET Fellow Mr. Ahmad Arman, Director of Hulu Selangor Community College. 19:00 Welcome Dinner -Ⅲ-
Day2 Date/Time Track1 Track2 7th 9:00 Track1: Technical Vocational Education should contribute to Enhancement of Education on Environmental Sustainability Korea: Cho, Sung Ik (Research Fellow of KRIVET) “Corporate Transformation & Green Skills towards the Decarbonization of Capitalism” Malaysia: Zainab Ahmad (former DG. Directorate of Community College and Polytechnic). “Implementation of a Conductive TVET eco-system” Track2. Technical vocational education should try to provide equal opportunities Malaysia: Ms. Riam Chau Mai, Director of Research & Development DPCC 10:30 Development of Vocational Education aligned with Industrial Demand and Collaboration with TVET India: Khambayat, Rajesh (Prof. ITTTR). Development of TVET with Industrial Demand in India Korea: Soo Jeong Kim (Greenation), “Youth Agricultural Entrepreneurship Empowerment Lesson Design Effectiveness Study” Lao PDR: Inthavong, Thongsa, Dual Cooperative Training in Lao PDR Korea: Hyun Soo. (Former Director of Soo Won Info. Tech School). How to be a Successful TVET Institute Director based on Real Life Experience 2024 TVET Innovation Initiative of Thailand Mr. Rangsan Thepmondhri, Director of Planning, OVEC Thailand 12:00 Closing 00 Field Trip: Chonburi Technical College and Industrial Zone -Ⅳ-
Day 6 Keynote 1 1. Response Strategies and Vocational Education Policies for Changes in Vocational Education Demand ··································································································· 1 Bart Sieberen Staats (Policy Analyst. OECD Centre for Skills) Keynote 2 2. The Contribution of Vocational Education and Training to Human Capital Development in Thailand·······················································································································25 Ms. Pungpond Rukumnuaykit (Professor of Chulalongkorn Univ. Thailand) Keynote 3 3. EAS TVET Network for Regional TVET Development····················································29 Mr. Kim, Young Saing (Senior Research Fellow of KRIVET & EAS TVET Network) Main Topic presentation 1 4. Demands for Upper Secondary VET in Asian Countries and Policy Implications········33 Mr. Oh, Ho Young (Senior Research Fellow of KRIVET) Main Topic presentation 2,3,4 5. Demand for Secondary Vocational Education in Laos···················································59 Ms. Tammany Phommachak (Department of Research and Curriculum Development, Vocational Education Development Institute) 6. Demand for Tertiary Vocational Education in Asian Countries: A Malaysian Case······77 Ms. Riam Chau Mai (Director of Research & Development DPCC Ministry of Higher Education Malaysia 7th Conference order of presentation
7. Changes in demand for vocational and technical education in Thailand ·····················95 Mr. Rangsan Thepmondhri (Director of Planning, OVEC Thailand) Main Topic presentation 5 and Comprehensive discussion 8. Korean case : Positive perception of vocational education , securing number of students, and strengthening employment by strengthening vocational education and employment information·································································································99 Mr. Kim, Young Saing (Senior Research Fellow of KRIVET & EAS TVET Network) Case Presentation1. Vocational education case presentation for the digital revolution 9. Beauty Care - The latest vocational training transformation strategy at Hueic, Vietnam···························································································································115 Ha Thi Thu Thuy (Lecturer of HEIC Vietnam) 10. Strengthening TVET Management and Upskilling TVET Personnel to Meet Industry Demand Reflecting I.R 4.0···························································································131 Win Htun(School of Industrial Training and Education) 11. Korean Style Apprenticeship and its response to the advanced Industries·············149 Mr. Kim, Min Kyoo (Associate Research Fellow of KRIVET) 12. Innovative Program for Newly Appointed Malaysian Tvet Institution Directors Under Department of Polytecnic and Community College Education(DPCCE) ···················163 Ahmad Arman Bin Nor Anuar (Director of Hulu Selangor Community College) Day 7 Case presentation 2. TVET to Enhance of Environmental Sustainability 13. Corporate Transformation & Green Skills towards the Decarbonization of Capitalism··181 Mr. Cho, Sung Ik (Associate Research Fellow of KRIVET)
14. Implementation of a Conductive TVET eco-system···················································195 Zainab Ahmad (former DG. Directorate of Community College and Polytechnic) Case presentation 3. Development of TVET aligned with Industrial Demand and Collaboration 15. Development of TVET with Industrial Demand in India·············································205 Mr. Rajesh Pundalik Khambayat (National Institute of Technical Teachers' Training & Research) 16. Youth Agricultural Entrepreneurship Empowerment Lesson Design Effectiveness Study·····························································································································217 Ms. Kim Soo Jeong (Greenation) 17. Implementation of Dual Cooperative Training (DCT) in Lao PDR·····························241 Mr. Thongsa Inthavong 18. Job Analysis of a Successful Vocational High School Principal································255 Mr. Hyun Su(Vocational Education Policy Research Institute) Special Session on TVET for PWD (Persons With Disability) 19. Pandemic Aftermath: Disability Inclusion and Equitable Quality Education in TVET Ecosystem ····················································································································277 Ms. Riam Chau Mai (Director of Research & Development DPCC Ministry of Higher Education Malaysia) Special Session on Thai TVET Policy for Thai Participants 20. Vocational education development policy of the Office of the Vocational Education Commission, fiscal year 2024 Under the policy of the Ministry of Education, Thailand ···287 Mr. Rangsan Thepmondhri (Director of Planning, OVEC Thailand)
Response Strategies and Vocational Education Policies for Changes in Vocational Education Demand Bart Sieberen Staats (Policy Analyst. OECD Centre for Skills)
2 2 Megatrends change the skills needs in economies and societies OECD Centre for Skills https://www.oecd.org/skills/centre-for-skills RESPONSE STRATEGIES AND VOCATIONAL EDUCATION POLICIES FOR CHANGES IN VOCATIONAL EDUCATION DEMAND 7TH CONFERENCE OF THE EAS VOCATIONAL EDUCATION COOPERATION NETWORK 6 February 2024 Bart Staats Policy Analyst, OECD Skills Strategies -3-
The occupations with highest and lowest risk of automation, and highest and lowest exposure to artificial intelligence Many jobs will be affected by digitalisation and artificial intelligence (AI) 0 1 2 3 Construction and Extraction Farming, Fishing, and Forestry Production Transportation and Material Moving Installation, Maintenance, and Repair Business and Financial Operations Legal Educational Instruction and Library Management Community and Social Service Business professionals Managers Chief executives Science, engineering professionals Business, administration assoc. pro. Refuse workers, other elementary workers Labourers Food preparation assistants Agricultural, forestry, fishery labourers Cleaners, helpers Highest Lowest Highest Lowest Automation Artificial Intelligence Source: OECD (2023), OECD Employment Outlook 2023: Artificial Intelligence and the Labour Market, OECD Publishing, Paris, https://doi.org/10.1787/08785bba-en. 0 20 40 60 80 100 120 140 160 180 200 CRI score Global Climate Risk Index Source: Eckstein, Künzel and Schäfer (2021[43]), Global Climate Risk Index 2021, https://www.germanwatch.org/sites/default/files/Global%20Climate%20Risk%20Index%202021_2.pdf. Climate change has implications for skills supply and demand Extent to which countries have been impacted by weather-related loss events -4-
% of online vacancies (top AI vs other AI vs non AI) requiring socio-emotional and foundational skills, United States To leverage these benefits, people will need to strengthen a broad sets of skills 0 10 20 30 40 50 Communications Writing Verbal Comms. Self-Motivation Sales Research Problem Solving Presentations Planning Operations Mentor Mathematics Management Leadership Interp. Comms. Innovation Forecasting Decision Making Customer Service Consulting Panel B: Socio-emotional and foundational skills Non-AI Other AI Top AI Source: OECD (2023), OECD Skills Outlook 2023: Skills for a Resilient Green and Digital Transition, OECD Publishing, Paris, https://doi.org/10.1787/27452f29-en. -5 5 15 25 35 45 55 Agile Methods Statistics SQL Software Engineering Software… Scalability R Python Microsoft Azure Java Data Science Data Analysis Computer Science C++ Business Intelligence Big Data AWS Automation Apache Hadoop Algorithms Panel A: Technical skills The impact of AI on performance and working conditions (% of workers who work with AI) Despite risks, these trends have the potential to drive productivity and have a positive effect on job quality Source: OECD (2023), OECD Employment Outlook 2023: Artificial Intelligence and the Labour Market, OECD Publishing, Paris, https://doi.org/10.1787/08785bba-en. -5-
Many young people are not developing the skills needed for future jobs PISA test score, OECD average, 2022 Source: OECD (2023), Programme for International Student Assessment (PISA) 2022, https://www.oecd.org/pisa/ A diverse skillset is key for a resilient green and digital transition Source: OECD (2023), OECD Skills Outlook 2023: Skills for a Resilient Green and Digital Transition, OECD Publishing, Paris, https://doi.org/10.1787/27452f29-en. Skills to work across occupations and industries • Making Decisions and Solving Problems • Dependability • Achievement & Effort Skills to work alongside technology • Software Development • Analysing Data and Information Skills to work alongside people • Assisting and Caring for Others • Communicating with Persons Outside the Organization • Initiative -6-
10 10 TVET should play an important role in developing skills for future economies and societies Many adults to not have the digital skills to succeed in more complex and interconnected economies and societies Source: Adapted from UNESCO Institute for Statistics (2021[27]), Education, http://data.uis.unesco.org/. Share of youth and adults aged 15 or over with digital skills in Southeast Asia and selected OECD countries, 2019 0 10 20 30 40 50 60 Philippines Thailand Cambodia ASEAN average Indonesia Malaysia Singapore OECD average Brunei Darussalam Japan Germany Korea % -7-
Source: World Bank (2020), Education Statistics - All Indicators, https://databank.worldbank.org/indicator/SE.TER.ENRL?id=c755d342 Enrolment in TVET programmes in Southeast Asia has been on the rise Enrolment rates in technical and vocational programmes in Southeast Asia and selected OECD countries, 2000 and 2019 0 5 10 15 20 25 Myanmar Lao PDR Cambodia Malaysia Brunei Darussalam ASEAN average OECD average Indonesia Australia Korea Germany Singapore % (in relation to the youth population aged 15-24) 2019 2000 TVET and the digital and green transition TVET traditionally prepared for middle-skill jobs that are at a higher risk of automation Introduction of new technologies and ways of production will need to be matched with skills TVET prepares young people for the labour market and is a tool of retraining of adults -8-
And a large share of workers is overqualified for their job Source: OECD Skills for Jobs database; OECD calculations using data from the Thai Labour Force Survey Mismatches by qualification level and field-of-study, 2017 or latest available year 0 5 10 15 20 25 30 35 40 45 Malaysia Korea United States OECD average Australia Germany Thailand % Over-qualification Under-qualification Field-of-study mismatch But there are still indications of an under-supply of vocationally trained workers Source: OECD (2021), Vocational Education and Training in Thailand, OECD Reviews of Vocational Education and Training, OECD Publishing, Paris, https://doi.org/10.1787/cc20bf6d-en. Demand and supply of labour by education level, Thailand, 2013 and 2018 15% 51% 9% 25% Demand % Bachlor degree or higher Higher secondary level Lower vocational certificate, secondary level or lower Higher vocational certificate or diploma Lower vocational certificate Lower secondary level or lower No requirement on educational attainment 63% 3% 15% 8% 11% Supply % -9-
Source: OECD (2023), VET for the Future Re-engineering VET for the future Responsiveness: Aligning training with skill needs Flexibility & inclusiveness: Making VET accessible to a diverse group of learners Supporting transitions: Developing foundational, soft and digital skills Innovation: Adopting innovative technology and pedagogical approaches VET skills are also key for the green and digital transitions -10-
Countries should combine quantitative and qualitative insights to enhance skills forecasts Methods and tools used in skills assessment and anticipation systems Source: OECD (2016), Getting Skills Right: Assessing and Anticipating Changing Skill Needs. 17 17 Responsiveness: Aligning training with skill needs -11-
Especially small employers are not yet engaged in the provision of TVET Share of employers engaged in the provision of initial VET, by firm size, 2015 0 10 20 30 40 50 60 70 80 90 100 % 10 to 49 persons employed 50 to 249 persons employed 250 persons employed or more Source: Eurostat (2023[46]), Continuing Vocational Training in Enterprises, Enterprises employing IVT participants by size class - % of all enterprise, (TRNG_CVT_34S), https://ec.europa.eu/eurostat/cache/metadata/en/trng_cvt_esms.htm. Applying a collaborative approach for identifying strategic skills needs is critical • Shared vision • Proactive response A collaborative approach • Definition of strategic skills • Valuable contextual knowledge Experts from diverse domains • Future skills anticipation Foresight exercises -12-
22 22 Flexibility & inclusiveness: Making VET accessible to a diverse group of learners Work-based learning could ensure direct engagement by employers Share of upper secondary vocational students enrolled in combined schooland work-based programmes (2015 and 2021) Source : OECD (2023), Education at a Glance 2023: OECD Indicators, https://dx.doi.org/10.1787/69096873-en. 0 10 20 30 40 50 60 70 80 90 100 Denmark Hungary Ireland Latvia Switzerland Germany Norway Iceland Austria OECD average EU average United Kingdom Australia France Slovak Republic Luxembourg Finland Poland Chile Romania Sweden Estonia Belgium Bulgaria Israel Spain 2021 2015 -13-
Flexibility will be important to address time-related barriers to learning Reasons for not desiring to participate in job-related adult learning, Thailand, 2019 Don't know where to get training 3% Lack of time 44% Lack of budget 3% Too old 14% Too young/studied 7% Need to take a rest 15% No interesting course 9% Other 5% Source: Thai National Statistical Office, Skills Development Survey (2019) TVET can be key to the upskilling and reskilling of adults Access to formal training provided by employers by firm size in Southeast Asia, latest available year Source: World Bank (2020). Enterprise Surveys, https://www.enterprisesurveys.org/en/enterprisesurveys. Note: Only training with a structured and defined curriculum (e.g., classroom work, seminars, lectures, workshops, and audio-visual presentations and demonstrations) is included. The average is not weighted. Large, medium, and small firms refer to companies with 100 or more workers, 20 to 99 workers, and 5 to 19 workers, respectively. 0 10 20 30 40 50 60 70 80 90 Indonesia Cambodia Myanmar Malaysia Viet Nam ASEAN average Thailand Philippines Lao PDR % Large Small Medium -14-
26 26 Supporting transitions: Developing foundational, soft and digital skills Flexibility can improve overall inclusiveness of TVET Share of women among those with vocational upper secondary or post-secondary nontertiary or short-cycle tertiary attainment (2022) 0 10 20 30 40 50 60 70 80 Mexico Costa Rica Chile Germany Netherlands Switzerland United… Spain France Romania Austria Greece Israel Luxembourg New Zealand Finland Portugal OECD… Lithuania EU average Latvia BelgiumItaly Poland Türkiye Estonia Hungary Australia Slovak… Denmark Sweden Czech… Norway Slovenia Iceland Bulgaria Canada Indonesia Ireland Japan Korea South Africa United… Upper secondary or post-secondary non-tertiary (vocational) Short-cycle tertiary Source : OECD (2023), Education at a Glance 2023: OECD Indicators, https://dx.doi.org/10.1787/69096873-en. -15-
Source: OECD (2023), Education at a Glance TVET skills can be developed at different levels of education Share of 25-34 year-olds whose highest level of education has a vocational orientation, by level of educational attainment (2022) 0 10 20 30 40 50 60 Austria Slovak Republic Romania Slovenia France Poland Germany Hungary Finland Italy EU average OECD average Switzerland Canada Australia Latvia New Zealand Estonia Netherlands Spain Belgium Denmark Czech Republic Greece Sweden Bulgaria United Kingdom Norway Korea Portugal Chile Lithuania Luxembourg Iceland Israel Ireland Türkiye Costa Rica United States Mexico Upper secondary (vocational) Post-secondary non-tertiary (vocational) Short-cycle tertiary (vocational) TVET should aim to provide students with a diverse skills set to support learning throughout life Score-point difference in reading, science and mathematics performance between students in the top vs. bottom quartile of indicators of lifelong learning attitudes Source : OECD (2021), OECD Skills Outlook 2021: Learning for Life, OECD Publishing, Paris, https://doi.org/10.1787/0ae365b4-en. 0 10 20 30 40 50 60 70 Enjoyment of reading Motivation to master tasks Self-efficacy Sense of belonging Ambitious learning goals Value of school Difference in test scores (points) Reading Science Mathematics -16-
Countries should actively promote learning pathways into TVET by raising awareness about the benefits Share of people who considered VET has a positive image, and share of people who would recommend VET to young students as an upper secondary education option Note: The opinion survey was carried out in 2016 Source: CEDEFOP's Opinion Survey on VET - https://www.cedefop.europa.eu/en/tools/opinion-survey-on-vet Source: OECD (2023), Education at a Glance For many students in TVET there are few possible transitions to tertiary education Share of 25-34 year-olds whose highest level of education has a vocational orientation, by level of educational attainment (2022) 0 20 40 60 80 100 Lithuania Peru Portugal Latvia Denmark Israel United Kingdom Estonia Chile Netherlands Germany Belgium Poland Sweden Austria Canada Slovenia Upper secondary or post-secondary non-tertiary (general) Upper secondary or post-secondary non-tertiary (vocational) Tertiary Below upper secondary -17-
32 32 Innovation: Adopting innovative technology and pedagogical approaches And actively inform learners about their options by providing access to a guidance counsellor Source: OECD (2019). PISA 2018 Results (Volume I): What Students Know and Can Do, https://www.oecd.org/education/pisa-2018-results-volume-i-5f07c754-en.htm 0 10 20 30 40 50 60 70 80 90 100 % Disadvantaged Advantaged Students in schools with one or more dedicated counsellors -18-
Collaborative solutions and training of teachers are essential for the effective implementation of technologies Collaborative solutions to overcome the upfront cost and maintain the quality Training of teachers • preparation of trainers providing computer training • bringing training close to participants Despite obstacles, many TVET institutions already actively adopt innovative technologies Online meetings School information system Digital examinations Teachers do not have sufficient knowledge Lack of financial resources Too dependent on individual teachers Students do not have sufficient knowledge Online courses Immersive learning, Robots Personalised learning with IA Teachers do not have sufficient knowledge Too dependent on individual teachers Teachers do not have sufficient knowledge Teachers do not have sufficient knowledge Lack of financial resources Lack of financial resources Teachers do not have sufficient knowledge Teachers do not have sufficient knowledge OBSTACLES -19-
Key challenges of developing a resilient TVET system for the green and digital transition I Changing policy priorities result in a lack of consistency in policy making II Countries face many potential areas for improvement, but have limited resources III Different government entities with skills-relevant responsibilities have diverging priorities IV Views of stakeholders (e.g. training providers, employers) are overlooked Key challenges 35 35 A strategic approach for a responsive, flexible, and innovative TVET -20-
Sectoral 38 The OECD has been actively supporting countries with developing National Skills Strategies Applying a strategic and comprehensive approach will help to address these challenges Identify skills policy priorities Build a shared understanding of policy priorities across the whole-of-government Engage stakeholders to learn from their experiences and build support for reform Develop a long-term & holistic vision on skills policy I Changing policy priorities result in a lack of consistency in policy making Key challenges II Countries face many potential areas for improvement, but have limited resources III Different government entities with skills-relevant responsibilities have diverging priorities Characteristics of a National Skills Strategy IV Views of stakeholders (e.g. training providers, employers) are overlooked -21-
Proposed priority areas Timeline An ongoing OECD Skills Strategy project for Thailand (2023-2024) Strengthening the skills of youth in initial education Fostering greater participation in adult learning Improving the governance of skills systems Building on findings from other recent OECD report The OECD Skills Strategy for Southeast Asia (OECD, 2023) Objectives 1. Support Southeast Asia to build a shared understanding of Southeast Asia’s skills challenges and opportunities 2. Identify international good practices 3. Support peer learning and identify areas and mechanisms to regional cooperation 39 Broadening access to skills development Increasing excellence and equity in skills development Developing skills that matter Promoting participation in the formal labour market Making intensive use of skills in work and society Increasing demand for higher level skills Promoting a whole-of-government approach Promoting a whole-of-society approach Building integrated information systems Aligning and coordinating financial arrangements Developing relevant skills over the life course Using skills effectively in work and society Strengthening the governance of skills systems -22-
To learn more about the OECD’s work on skills visit: www.oecd.org/skills/ 42 To discuss OECD’s work on skills, contact: [email protected], OECD Centre for Skills 41 VET country reviews by the OECD • 35 countries around the world • 45 country studies -23-
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The Contribution of Vocational Education and Training to Human Capital Development in Thailand Ms. Pungpond Rukumnuaykit (Professor of Chulalongkorn Univ. Thailand) -25-
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MEMO -27-
MEMO -28-
Korean case : Positive perception of vocational education , securing number of students, and strengthening employment by strengthening vocational education and employment information Mr. Kim, Young Saing (Senior Research Fellow of KRIVET & EAS TVET Network) -29-
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MEMO -31-
MEMO -32-
Demands for Upper Secondary VET in Asian Countries and Policy Implications Mr. Oh, Ho Young (Senior Research Fellow of KRIVET) -33-
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1. Why upper secondary VET is important? ? Elementary School Middle School General High School Vocational High School University/ College Labor Market <Education System> Demands for Upper Secondary VET in Asian Countries and Policy Implications Ph.D. Ho Young Oh (Korea Research Institute for Vocational Education & Training) -35-
Students and parents can shorten their schooling period for finding suitable jobs. - With practical skills and technology, students can enter labor market more easily and quickly. - Make it possible to make better choices according to each person's talent. - Save money for students, government and society 1. Why upper secondary VET is important? Giving opportunities for choosing makes school system more inclusive. - Upper Secondary Education is not compulsory in many countries. - Vocational education and training (VET) is a pathway that attracts a diverse range of students. 1. Why upper secondary VET is important? -36-
Share of all students in upper secondary education enrolled in vocational programmes (%) 1. Why upper secondary VET is important? Source: The WorldBank Industry can secure competitive workers for business prosperity. - Skillful workers are the most important source of economic growth. - Many foreign companies select investment countries in search of excellent workers. 1. Why upper secondary VET is important? -37-
2. Research Design □ Purpose of Research - Producing international statistics for identifying demands for upper secondary vocational education in Asian countries. - Identifying each country’s characteristics of upper secondary vocational education. - Developing and suggesting evidence-based upper secondary vocational education policy direction for the government and schools. Share of all students in upper secondary education enrolled in vocational programmes in Korea(%) 1. Why upper secondary VET is important? Source: The World Bank 0 5 10 15 20 25 30 35 40 45 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 -38-