COVID INFLUENCE The effect of COVID-19 on TVET enrollment: STUDENT CANNOT DO HANDS-ON PRACTICAL ACTIVITIES IT IS DIFFICULT TO FIND A JOB AFTER TVET GRADUATION THE BURDEN OF TUITION IS HIGH COMMUTING TO TVET INSTITUTION IS DIFFICULT STUDENT NEED TO GET A JOB RIGHT AFTER GRADUATING FROM SECONDARY SCHOOL STUDENT WANT PURSUE THEIR STUDY AT UNIVERSITY ETC EDUCATORS 31.1 22.3 4.2 3.3 23.0 9.7 6.3 PARENTS 28.6 31.6 6.1 9.2 5.6 13.3 5.6 Reason for the decrease in demand for TVET due to COVID-19 EXTREMELY DECREASED % DECREASED % NO CHANGES % INCREASED % EXTREMELY INCREASED % EDUCATORS 13.8 50.1 25.6 10.1 0.4 PARENTS 10.2 32.7 45.9 10.7 0.5 EDUCATORS & PARENTS TVET INSTITUTION ENTRANCE Reason for the recent decrease in the number of students going to TVET A SHORTAGE OF STUDENTS DUE TO A DECLINING POPULATION PARENTS' GROWING ENTHUSIASM FOR UNIVERSITY EDUCATION LOW SOCIAL AWARENESS OF TVET INSTITUTION ECONOMIC BURDEN OF ATTENDING TVET INSTITUTION UNCERTAIN EMPLOYMENT AFTER GRADUATING FROM TVET INSTITUTION LACK OF ADEQUATE CAREER GUIDANCE IN SECONDARY SCHOOL LACK OF SUFFICIENT INFORMATION ON TVET A DECLINE IN STUDENTS’ PREFERENCE FOR TVET INSTITUTION ETC EDUCATORS (%) 15.0 5.5 42.3 6.8 23.4 1.4 2.2 2.5 0.9 PARENTS (%) 1.0 8.2 25.0 6.6 13.8 13.3 23.0 7.7 1.5 How to overcome this? IMPROVE TVET INSTITUTION IMAGE IMPROVE THE QUALITY OF TVET INSTITUTION EXPANSION OF STUDENT SCHOLARSHIPS FOR TVET INSTITUTION EXPANSION OF EMPLOYMENT OPPORTUNITIES FOR TVET GRADUATES PROVIDING SUFFICIENT CAREER GUIDANCE IN MIDDLE SCHOOL PROVIDING SUFFICIENT INFORMATION ON TVET INSTITUTION SUPPORT FOR TVET STUDENTS TO FURTHER STUDY TO THE UNIVERSITY ETC EDUCATORS (%) 9.4 7.9 9.3 21.0 19.0 23.8 7.7 1.9 PARENTS (%) 5.6 11.2 10.2 24.5 14.8 22.4 9.2 2.0 EDUCATORS & PARENTS -89-
Issues in Malaysia TVET Lack of student motivation and career counselling ⮚Omar et al. (2020) – three (3) factors identified - intrinsic, extrinsic, and altruistic motivations that influence students in choosing TVET. ⮚ TVET programs are basically provided for lower grades and weak socio-economics backgrounds students, this lead to negative perceptions and influences student’s motivation in choosing TVET education. ⮚Deficient career counselling from TVET counsellor affect their interest in TVET program. Stigma towards TVET education ⮚Mahuyu & Makochekanwa (2020) - Parents and community are the most influential factors that affect students’ motivation in pursuing TVET programs. For parent TVET curriculum are for low performers and socio-economic, weak in academic achievement, dirty work and unorganized. ⮚Ismail & Abiddin, (2014) - TVET-based qualifications and careers are not well known-well in the workplace and difficult to have a bright future in jobs Lecturer’s competency and inadequacies of infrastructure resources ⮚Hanapi et al., (2015) - shortage of qualified teaching staff and skills leads to incompetence in teaching methods and classroom management, not interested in assigned subjects among lecturers ⮚Ismail et al., (2018) - Vocational lecturers find it difficult to enhance their knowledge and skills due to lack of budget, rotation system and heavy workload . ⮚Hong et al. (2021)- insufficiency of curriculum adjustment and less industrial linkage cause low enrolment in community college. NATIONAL ISSUES ON TVET (OTHER STUDIES) ISSUES ON TVET FINDINGS SUMMARY ⮚ Social perspective and uncertainty about vocational high school – positive perceptions for all group ⮚ Admission information and preparation methods: •Students - information and access to TVET are equipped, know what they will be learning in TVET institutions, unaware of negative perspectives about TVET in their school, uncertain on how they can pursue their education after graduating from TVET and do not have much idea about job perspectives • Both educators and parents have contrast perceptions on these issues. ⮚ Personal career counselling •Students are uncertain about the TVET and job perspectives information shared by career and counselling in schools • Both parents and educators agreed that schools do not share much information about TVET and job prospects with students ⮚ Self-awareness of interest and aptitude • Join TVET because of employment opportunities and preferences and grade ⮚ Economic Conditions • Difficult to further study, students need to find a job after graduation, •Low income and career opportunities •Fees are not an issue for parents but students, ⮚ Impact of COVID-19 • Decrease on enrollment •Students couldn’t do hands-on activities • Job opportunities for graduates ⮚ Reason for the decrease in TVET enrollment • Low social awareness • Uncertain about job opportunities ⮚ How to overcome •Employment opportunities for TVET graduates •Sufficient information about TVET programs and institutions SUMMARY -90-
NATIONAL ISSUES ON TVET (12 MINISTRIES) POLYCC CHALLENGE Obsolete Facilities PolyCC as 2nd choice Competency gap between lecturers and industry experts Lecturers load with administrative work Poor Governance Limited fund Inflexible in teaching method and program offered Long sutdy duration (articulation and accreditation issues) Branding and visibility Incompatible salary Gap between industry’s need and program offered Lack of interest in TVET program among youth Polytechnic Transformation Direction 2023 -2027 Objectives Outcome by 2027 120,000 enrollment Competitive TVET institution and become 1st choice of TVET institution comparable to developed countries TVET institution 50% of TVET national enrollment GE 95% above Average basic income RM 2,000 er month Characteristic TVET for all Flexible program based on latest technology Contribute to high skills manpower Benchmark Singapore, Germany, Korea POLYCC CHALLENGES Challenges in Malaysia TVET during outbreak COVID-19 pandemic Institutes’ readiness to the new norm learning ⮚ Hoftijzer et al., (2020) - Difficult to migrate into online learning as TVET curriculum focuses more on practical skills and work readiness. Some practical skills cannot be done at home as some specific tools and equipment only provided by the institutions . ⮚Majumdar & Araiztegui, (2020) – Worsen situation when many businesses close and effect students’ internship period as they are unable to buffer the cost . Instructors’ readiness to the new norm learning ⮚ Dumbiri & Nwadiani,( 2020) - Drastic changes in teaching method and adaption with new norm in teaching, most instructors lack skills in e-learning usage and integrating ICTs in teaching pedagogy. ⮚ Lie et al.,( 2020) - Longer time is needed to prepare teaching materials and improve IT skills before class Students’ readiness to the new norm learning ⮚UNESCO-UNEVOC International Centre, (2020) - Most students face problem with limited internet connectivity, remote training skills and lack of digital tools due to low socio-economics background. ⮚Low motivation due to burnout from online learning also affected the collaboration in assessment and assignment among students NATIONAL ISSUES ON TVET (OTHER STUDIES) CHALLENGES -91-
POLYTECHNIC TRANSFORMATION NO CRITICAL REFORM AGENDA (CRA) OBJECTVES 1 Program alignment Optimizing Polytechnic capacity base on specific function 2 Legislative Smoothen polytechnic operational based on clear authorization and jurisdiction 3 Polytechnic – industry Sinergy Strengthening industrial collaboration for future ready talent of the nation 4 Internationalization Building polytechnic brand internationally 5 Image and branding Positioning Malaysia Polytechnic as HE along with universities 6 Organizational structure Optimizing human resources and financial in polytechnic system 7 3K acculturation (welfare, harmony, bless) Create sense of belonging among PolyCC staff 8 Strengthening life long learning Trademark Malaysia polytechnic as centre for reskilling upskilling and continuous study 9 APEX Polytechnic Create polytechnic brand comparable to polytechnic in developed countries 10 Digital Poly Optimizing potential digitalization Technology in PolyCC ecosystem (management and academic) 11 Expanding Accessibility Increase Polytechnic environment 12 Subject Matter Experts (SME) Lecturers Recognition of lecturers expertise at national level 13 C-Tech: Centre for Technology Convergence and Humanities Developing readymade talent via collaboration with industry, academician and community, utilizing translational research in PolyCC ecosystem WAY FOWARD RECCOMENDATION POLYCC CONTEXT POLYCC TVET ECOSYSTEM BY 2027 HOW TO OVERCOME -92-
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Changes in demand for vocational and technical education in Thailand Mr. Rangsan Thepmondhri (Director of Planning, OVEC Thailand) -95-
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MEMO -97-
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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) -99-
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Q1. I'm worried about the bad image of Vocational high schools. It is recognized that there is a negative per ception about specialized high schools . The older generation ( teachers , parents ) f eels more negatively than the students. / T here is also an influence from the older gen eration on students . 10% 26% 32% 22% 10% 13% 22% 21% 37% 7% 12% 12% 35% 31% 12% 0% 5% 10% 15% 20% 25% 30% 35% 40% Very disagree Disagree Neutral Agree Very agree high school student teacher parent Korean case : Positive perception of vocati onal education , securing number of stu dents , and strengthening employment by strengthening vocational education a nd employment information Young Saing Kim KRIVET -101-
Q5. I'm worried that I might be considered a person who failed to enter a general high school. 25% 26% 29% 17% 4% 22% 37% 22% 16% 3% 23% 12% 19% 35% 12% 0% 5% 10% 15% 20% 25% 30% 35% 40% Very disagree Disagree Neutral Agree Very agree high school student teacher parent Even though students and teachers do not s ee it that way , Parents seem to be more worried about bein g seen as someone who failed to enter a reg ular high school . 28% 40% 31% 1% 0% 47% 42% 11% 0% 0% 19% 35% 46% 0% 0% 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50% Very disagree Disagree Neutral Agree Very agree high school student teacher parent Q4. The entrance exam for Vocational high school is difficult. Admission to specialized high schools is so e asy that there is almost no competition for a dmission. -102-
Q8. I don't know much information about Vocational high schools. 9% 29% 38% 21% 3% 12% 28% 22% 34% 4% 12% 8% 23% 50% 8% 0% 10% 20% 30% 40% 50% 60% Very disagree Disagree Neutral Agree Very agree high school student teacher parent The prevailing opinion is that parents do not know much about specialized high schools . Students and teachers don't seem to think s o . This may be because the surveyed students were students at specialized high schools or teachers at specialized high schools , and it i s possible that they responded based on curr ent standards rather than based on the time of admission . parents ( nowadays ) do not know much abo ut specialized high schools, there is a greater need for specialized high school career infor mation for parents . Q7. Vocational high schools are not very helpful in entering university. 17% 34% 37% 9% 5% 24% 50% 16% 11% 0% 15% 35% 19% 23% 8% 0% 10% 20% 30% 40% 50% 60% Very disagree Disagree Neutral Agree Very agree high school student teacher parent In fact, I don't think it will be helpful in goin g to college . In other words , there appears to be little awareness that going to a speciali zed high school is disadvantageous or preve nts one from going to university . ( In fact, in the case of urban specialized hig h schools, many students go on to universit y , and the fact that more people surveyed w ent to urban specialized high schools seems to have had an impact ) -103-
Q10. There is a lack of information necessary to select Vocational high schools and departments that are well employed. 9% 26% 34% 26% 6% 8% 22% 25% 32% 13% 4% 12% 27% 42% 15% 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% Very disagree Disagree Neutral Agree Very agree high school student teacher parent Korea is a specialized high school and its ranking i s known . , differentiating curriculum and professors and lear ning methods , being a school with good employ ment opportunities at excellent companies , and b eing selected by participating in various employme nt competency building projects and receiving a lo t of budget support, and the ability to be invested in educational activities. , Schools are differentiated based on these criteria . This virtuous cycle causes the school to become k nown as a better school among middle school stu dents, parents , and teachers, establishing itself as a popular, top-tier school . Admission promotion is done naturally . Q9. There are not many ways to know about Vocational high schools. 11% 31% 35% 19% 4% 12% 36% 17% 25% 11% 12% 8% 15% 58% 8% 0% 10% 20% 30% 40% 50% 60% 70% Very disagree Disagree Neutral Agree Very agree high school student teacher parent Many students and teachers say no , but ma ny parents say yes . In other words , many people feel that there is no way to learn more about specialized hi gh schools . -104-
Q12. I don't know what I can learn from the department of Vocational high school and what certificates I can get. 21% 36% 27% 11% 4% 20% 36% 15% 26% 4% 12% 27% 35% 23% 4% 0% 5% 10% 15% 20% 25% 30% 35% 40% Very disagree Disagree Neutral Agree Very agree high school student teacher parent Through career classes or information searches, mi ddle school students learn a lot about the subjects they study in specialized high school departments and know a lot about obtaining certifications . I know that acquiring related qualifications will be advantageous for employment . , so about 20% of students earn qualifications and advance to high school before entering high schoo l . Some schools grant additional points in the entran ce exam to students who obtain a certificate . Specialized high schools that are highly preferred by students have a ranking, and the departments of schools with high rankings attract many excellen t students . This is also a polarization phenomenon , resulting in fierce competition among specialized high schools . Q11. There is a lack of information on whether you can go to university after graduating from a Vocational high school. 9% 19% 41% 19% 12% 11% 22% 16% 47% 4% 4% 23% 15% 42% 15% 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50% Very disagree Disagree Neutral Agree Very agree high school student teacher parent Teachers and parents believe that there is a l ack of information about entering college aft er graduating from a specialized high schoo l . has a variety of admissions procedures to give Kor ean specialized high school students the opportuni ty to advance to university . Except for a few special departments, students at s pecialized high schools have an advantage over ge neral high schools . -105-
Q18. Information on Vocational high schools provided by middle school is not very helpful. 10% 21% 40% 22% 8% 7% 13% 9% 45% 25% 4% 12% 42% 27% 15% 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50% Very disagree Disagree Neutral Agree Very agree high school student teacher parent In Korean middle schools, rather than providing ca reer counseling for employment, students receive i nformation about entering high school based on t heir aptitude, dreams , and grades through their homeroom teacher or career counselors . There is only an opportunity to obtain information about approximate places of employment . , specialized high schools provide department pro motions during the 3rd and 2nd semesters , when you have to make a decision to go to a higher sch ool, but it is difficult to provide accurate informati on . Promotion related to specific employment opportu nities occurs through exchanges between seniors a nd juniors after entering a specialized high schoo l , specialized classes or career counselor class hou rs , and within the school . You can get accurate in formation through other job experience programs . As specialized high schools are vocational high sch ools established for the purpose of employment, i ndustry-university-linked education and related pol icy projects of government agencies are implement ed in various curricula, so most high school studen ts make their career decisions starting in their seco nd year . Q13. Middle school does not sufficiently support entering Vocational high schools. 13% 23% 43% 14% 7% 3% 8% 17% 41% 32% 12% 12% 19% 27% 31% 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% Very disagree Disagree Neutral Agree Very agree high school student teacher parent There are many students at specialized high schools who do not agree , Teachers and parents often agree . In other words , they feel that there is a lack of sufficient support for entering specialized high schools from middle school . In Southeast Asian countries, high school tuition is borne by individuals, so students from poor familie s find it difficult to attend school without scholarsh ips . In Korea , . middle . There are no such difficulties b ecause full tuition up to high school is subsidized by the government . -106-
Q22. It is difficult to enter high school due to economic circumstances. 39% 34% 27% 1% 0% 36% 38% 16% 11% 0% 58% 23% 15% 4% 0% 0% 10% 20% 30% 40% 50% 60% 70% Very disagree Disagree Neutral Agree Very agree high school student teacher parent This shows that few students these days go t o specialized high schools for economic reas ons . This is different from past data . These days, we have 1-2 children , and high school education is free, so there is no need to spend any extra money . The saying “com e to specialization with a hungry spirit” has b ecome a thing of the past . In Korea, education is completely free up to high s chool , including tuition and laboratory fees . Although there are differences in budgets for each school, there are many policy projects to strengthe n employment capabilities, such as those of nation al organizations or industry-academia linkages , and students will receive more benefits if they part icipate in these projects and are selected . Q20. In middle school, students don't understand about their interest and aptitude. 7% 21% 39% 24% 9% 5% 7% 21% 45% 22% 4% 27% 19% 39% 12% 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50% Very disagree Disagree Neutral Agree Very agree high school student teacher parent The students are half and half . Specialized high school teachers and parents are interested in helping students in middle school I feel like I don't have enough time to worry about my aptitude . In Korea, both students and parents are highly inte rested in their own interests and aptitudes . Each school operates a career program to help stu dents find their interests and aptitudes , and many students have more information than their teacher s about their individual interests using mobile devi ces and the Internet . However, career counselors and homeroom teache rs believe that the amount of information and the information students need are different . It is impo rtant to properly adjust this to help students decid e their career path . -107-
Q27. Which of the following is the most important reason for entering a Vocational high school. 11% 1% 34% 9% 38% 2% 1% 2% 2% 8% 3% 53% 3% 33% 0% 1% 0% 0% 4% 4% 46% 12% 27% 0% 0% 0% 8% 0% 10% 20% 30% 40% 50% 60% high school student teacher parent All respondents viewed personal preference and employability as important factors . Students are ranked in the order of personal preference and employability. Teachers and parents ranked in the order of employability and personal preference. In the case of Korea, the reasons vary depending o n popular and unpopular departments among spe cialized high schools and depending on cities and rural areas . First, it is decided in the following order: personal preference ( aptitude ) > grades > school reputatio n > employability > recommendation from people around you > possibility of going to college > co mmuting distance > family circumstances . Q25. Employment is unclear after graduating from Vocational high school. 25% 19% 38% 13% 5% 30% 45% 18% 7% 0% 19% 23% 39% 8% 12% 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50% Very disagree Disagree Neutral Agree Very agree high school student teacher parent It seems that employment after graduation is quite clear through specialized high schools . In Korea, employment opportunities are more conc entrated in suburban areas and large cities than in rural areas . Because employed people gather in ur ban areas, Specialized high schools located in rural areas are having more difficulty recruiting student s . In reality, Korean companies are experiencing a hiri ng crisis , and the problem is that workers do not have a company that they are satisfied with . There may be various reasons for this, but among graduates of specialized high schools, there is a hi gh level of skill . This is because students whose sk ills do not reach corporate standards are produce d . a good work -life balance rather than companies t hat offer long working hours and high salaries . -108-
Q30. Recently, the number of students entering Vocational high schools has been decreasing, so what is the most important thing to overcome this. Students and teachers consider improving the poor i mage of specialized high schools and expanding employment opportunities for specialized high schools to be important . For parents, expansion of employment opportunities at specialized high schools followed by improvemen t of low image . All three groups see some need for providing suffici ent information . 32% 8% 5% 14% 8% 14% 16% 3% 22% 12% 3% 26% 11% 17% 9% 0% 12% 23% 4% 27% 4% 15% 15% 0% 0% 5% 10% 15% 20% 25% 30% 35% Improvement of low image of Vocational high school Improving the Quality of Vocational High School Education Expansion of Student Scholarships for Vocational High School Expansion of employment opportunities for graduates of Vocational high schools Providing sufficient career guidance in middle school Providing sufficient information on Vocational high schools Support for Vocational High School Students to Go to University etc high school student teacher parent Q29. What is the most important reason for the recent decrease in the number of students going to Vocational high schools. 25% 16% 32% 1% 11% 3% 4% 5% 3% 29% 15% 24% 4% 3% 8% 8% 8% 3% 19% 19% 23% 0% 12% 4% 12% 12% 0% 0% 5% 10% 15% 20% 25% 30% 35% a shortage of students due to a declining population parents' growing enthusiasm for university education Low social awareness of Vocational high schools Economic burden of attending Vocational high school Uncertain employment after graduating from Vocational high school Lack of adequate career guidance in middle school Lack of sufficient information on Vocational high schools a decline in students' preference for Vocational high schools etc high school student teacher parent Low social awareness of specialized high sch ools , lack of students enrolling due to popul ation decline , and parents' heightened enth usiasm for university education appear to be important factors . , parents pointed out uncertain employment after graduating from specialized high school s , lack of information about specialized high schools , and decreased students' preference for specialized high schools as factors . -109-
Korean Occupational Dictionary / Occupational Information System ( CareerNet ) Strengthening vocational education and career information • Strengthening vocational education and career information ne cessary to secure students at vocational high schools and stre ngthen education. • Establishment of infrastructure for securing and processing inf ormation at the government level beyond individual schools • Strengthening positive awareness by providing healthy inform ation about vocational education and employment • A system that provides information necessary to respond to c hanges in industry and corporate demand -110-
The included job information consists of 5 items . (1) Occupation code : A unit that classifies a specific occupation and is a subcategory of the 『 Korea Classification of Employmen t and Occupation (KECO)』 Expressed as a 4- digit number . (2) Main job name : The name by which the job is generally known in the industrial field or the name by which the job is usually called . These include the name used by employers when recruiting workers , the name generally used within the business , the name used by job seekers when seeking employment , the titles used by employees in the relevant profession , and the names used in various job-related documents . (3) Job overview : refers to the activities of the person in charge of the job , the object and purpose of the activity , the machines , equipment and work aids used by the person in charge of the job , the materials used , the products made or servic es provided , and the accompanying general and specialized knowledge . (4) Duties performed : Describes the specific tasks performed by the person in charge of the job in order to complete the purpo se of the job . (5) Additional job information : formal education , skill period , job function , work intensity , physical activity , workplace , work environment , similar names , related occupations , qualifications / licenses, etc. < Figure 1> Korean Occupational Dictio nary search function ( Worknet ) Korean Occupational Dictionary Korean Occupational Dictionary • 「 Korean Occupational Dictionary」 is a comprehensive list of Korean occupa tions , providing duties performed by each occupation that have undergone systematic job analysis, various additional occupational information ( formal education , skill period , work intensity , qualification license, etc. ), and occ upational / industry classification codes . • The number of occupations and 16,891 occupation names listed in the 5th edition of the 2020 Korean Occupational Dictionary are 12,823 . • Korean Occupational Dictionary - youth , job seekers , and job seekers to choose a career , - For career and career counselors, it is provided as career selection and empl oyment counseling material . - To those in charge of vocational training, to develop vocational training cou rses , - For researchers, for the development of occupational classification systems a nd other occupational research , - It can be used as basic data for labor policy makers to establish labor polici es . -111-
Career Information System : Career Information Network CareerNet • 「Career Information Network CareerNet」 is a comprehensive career informa tion network built so that anyone can easily use career information . It provi des services such as career psychological testing , career counseling ( onlin e ), job / department information , career videos , and career education materials . • It is operated by the National Career Education Research Center, a research and development center related to vocational and career guidance establish ed at the Korea Research Institute for Vocational Education and Training, co mmissioned by the Ministry of Education . <Figure> Contents regarding vocati onal training teachers source : worknet (2024). Korean Occupational Dictionary , https://www.work.go.kr/consltJobCarpa/srch/jobDic/jobDicIntro.do?pageType=jobDicIntro Accessed Korea Employment Information Service (2019). 2020 Korean Occupational Dictionary Comprehensive 5th Edition , 8·11·12·935 <Figure> Korean Occupational Diction ary research procedures and methods Photos related to Korean Occupational Dictionary -112-
Career Information System : Career Information Network CareerNet • Career counseling ( online ) - Services provided for students and parents ( including college students and adults ) who are concerned about career issues . - to counseling, career , academic ( study ), and vocational experts provi de a variety of information and a wide range of solutions to youth's var ious questions about their careers . < Picture > Career counselin g _ Career solution <Image> Consultation list _ Career Information System : Career Information Network CareerNet • Career psychological test - Psychological tests that help you understand yourself provide useful information for career decision-making . - vocational aptitude tests , career maturity tests , occupational values tests , vocational interest tests , and career developme nt competency tests . - There are also tests for college students and the general pub lic ; Career development readiness test , major competency e fficacy test , occupational values test , etc. <Image> Career Psychology Test <Image> Vocational Aptitude Test Questionnaire -113-
Career Information System : Career Information Network CareerNet • Career video - Helps with career exploration through various video material s on occupations , departments , etc. • Career education materials - Provides a variety of materials that can be used to increase understanding of career education and to provide career gu idance . <Image> Career video list <Image> Teaching source : CareerNet (2024). https://www.career.go.kr/cnet/front/main/main.do Accessed on January 31, 2024 Career Information System : Career Information Network CareerNet • Occupation / Department Information - information on various occupations as well as future occupations and interviews with career and vocational experts in various fields . - Provides information about high school and university departments through card news inter views, etc. Provides information on the relationship between occupation and major field / department . <Image> Department + Occ upation Matrix _ <Image> Interview wi th a professional <Image> Future job information _ Rob otic engineer -114-
Beauty Care - The latest vocational training transformation strategy at Hueic, Vietnam Ha Thi Thu Thuy (Lecturer of HEIC Vietnam) -115-
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Presenter: Ha Thi Thu Thuy, HUEIC, Viet Nam. -117-
The teaching staff does not have the expertise of the new profession There are no facilities for new occupations Female students are very few Hueic is the biggest and oldest vocational training college at Thua Thien Hue province. Leaders are very interested in innovation. The teaching staff has high determination in learning new training professions. -118-
Enrollment competition is increasingly fierce among college Admission to regular universities is easier Vietnamese culture prefers university education to vocational education Support for training and facilities from projects and organizations, especially KRIVET Market demand for Beauty Care occupation is increasing and diversifying -119-
increase female student enrollment meet labor needs in the regional market -120-
Organize many Beauty Care workshops at hueic with the participation of Korean beauty experts. Beauty care training since 2020 Training programs are regularly changed to suit market needs Material facilities are gradually being completed The teaching staff participates in many training courses -121-
10/10 – 20/11/2023 Skin care Make up ….. K Beauty Course in Korea for Beauty Care lecturers -122-
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The annual enrollment results of the Beauty Care occupation always exceed the target . The professional qualifications of the teaching staff are improved Online Beauty Care training courses -127-
Beauty technology is invested and used effectively Facilities are increasingly improved -128-
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Strengthening TVET Management and Upskilling TVET Personnel to Meet Industry Demand Reflecting I.R 4.0 Win Htun(School of Industrial Training and Education) -131-
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Background School of Industrial Training and Education (SITE) • Committed to providing advanced technologies, knowledge, and skills to Myanmar's youth and TVET teachers through collaborations with national and international organizations. • Future plans include offering programs on technologies as Aerial Control and IoT. • Lecturers and tutors require skill upgrading to handle modernized automation systems effectively. • School managers seek to adopt a more competitive TVET management system. • Project aims to achieve these goals through collaboration between SITE, KRIVET, and Hue Industrial College, fostering essential new skills and establishing a strategic framework for intensive training programs.. Project Overview: Strengthening TVET Management and Upskilling TVET Personnel to Meet Industry Demand Reflecting I.R 4.0 -133-
Project Management Unit (PMU) / Key Project Staffs Dr. Nyan Win Than Deputy Director General DTVET, MOST, Myanmar Dr. Pyaw Kyaw Thu Director DTVET, MOST, Myanmar Dr. Day Zar Aung Principal SITE, DTVET, MOST, Myanmar Mr. Aw Aw Kyaw Principal GTI (Bago), DTVET, MOST, Myanmar Dr. Maw Maw Tun Director DTVET, MOST, Myanmar Dr. Ei Phyo Wai Vice Principal GTI (Inesin), DTVET, MOST, Myanmar Ms. Thinn Thinn Chaw Associate Professor KMTTTI, DTVET, MOST, Myanmar Dr. Su Myat Nyein Associate Professor KMTTTI, DTVET, MOST, Myanmar Dr. Kim, Young Saing Research Fellow Korea Research Institute for Vocational Education and Training, Korea Dr Chuc Nguyen Professor, Hue Industrial College, Vietnam Win Htun Project Manager Park Young Ran @ Rosa Project Coordinator General Information of Project Project title Strengthening TVET Management and Upskilling TVET Personnel to Meet Industry Demand Reflecting IR 4.0 Lead agency, Collaborating partners School of Industrial Training and Education (SITE), DTVET, MOST Myanmar KRIVET (Korea) Dong-A Meister School in Dae Jeon (Korea) Gyeong-Gi Mechanical Tech School in Seoul (Korea) Sangsuh High School (Korea) Hue Industrial College (Vietnam) Project Duration 20th February 2023 to 20th February 2025 (2 years) Budget Allocation 496,319.50 US $ -134-
Project Targets • TVET Teachers • TVET Management • Students • Training Institutes • Training Curricula • Industries / Employers SITE Hue Industrial College Dong-A Meister School Sangsuh High School Gyeong-Gi Mechanical Tech School Project Beneficiaries KRIVET -135-
Communication with other stakeholders ZOOM VIRTUAL MEETING Bi-Weekly Meeting PIA/PMU Budget/ Financial Meeting Planning Meeting Review Meeting Experts Interview Project Support / Regional collaboration & cooperation Capacity Building Forum / Seminar Curricula Development New Training Program Curricula Exchange Teachers Capacity Development Resources Sharing -136-
Project Components Activities (Year 1~2) Remarks (1) Training need assessment for Aerial Flight Control, Internet of Things (IoT) and Automation technologies at SITE by Korea experts (4 days) Completed From 30.4.2023 to 4.5.2023 (2) Developing framework for TVET personnel training implementation and learn TVET Management Systems of Korea TVET institutes (5 days) Completed From 30.7.2023 to 4.8.2023 (3) Training of TVET teachers in ROK for Aerial Flight Control Technology and digital technologies in beauty therapy (6 weeks) Completed From 9th Oct – 19th Nov 2023 From 10th Oct – 21st Nov 2023 (4) Training of TVET teachers in ROK for automation technologies (6 weeks) Preparatory (5) Dissemination of training in Myanmar (2 weeks) Preparatory (6) Monitoring and evaluating the impact of the project Preparatory Project Goal to develop new skills of TVET personnel from Myanmar and Vietnam (1)Long-term objectives (2) (1) To satisfy the industry needs (3) (2) To improve the quality of trainings and competency of TVET graduates (4) (3) To produce high-paid employee at industries (5) (4) To become a model school for other TVET institutes in Myanmar (1)Short-term objectives (2) (1) To identify teacher’s capability and to provide intensive upskilling trainings for SITE and Hue Industrial College TVET personnel in ROK (3) (2) To disseminate the skills achieved by master trainers to local TVET teachers Project Goal and Objectives -137-
Particulars Month Task 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 Output 1. Strengthening school management and management competency in the 4th industry Total Budget As Accumulation of Activity Budget / USD 80,522.85 Activity: 1.1 Site Visit for Training Needs Assessment X Activity: 1.2 Stakeholders Workshop in Korea & learning TVET management system X X Output 2. Strengthening technical guidance for teachers in the 4th industry Total Budget As Accumulation of Activity Budget / USD 345,283.65 Activity: 2.1 Training of TVET teachers in ROK for IR 4.0 technologies for 6 weeks (Aerial Control & Digital Beauty) X X Activity: 2.2 Training of TVET teachers in ROK for IR 4.0 technologies for 6 weeks (Automation) X X Output 3. Strengthening technical guidance for teachers in the 4th industry Total Budget As Accumulation of Activity Budget / USD 70,513.00 Activity: 3.1 Invitation of experts from ROK to Myanmar for further training and dissemination of training for 2 weeks X Activity: 3.2 Workshop for Monitor and evaluate the impact of the project X Project Work-Plan Progress (Activity Progress and Financial Progress) Project Activities (Year 1) Skill Needs Assessment Visit (30th Apr - 4th May 2023) (7 Korea Experts) Developing Training Framework and Learning TVET Management System (30th Jul - 5th Aug 2023) (8 Myanmar + 1 Vietnam) Training on Aerial Flight Control Technology, IoT (8th Oct - 19th Nov 2023) (6 Myanmar Teachers) Training on Digital Application in Beauty Therapy (9th Oct - 21th Nov 2023) (5 Vietnam Teachers) -138-