Thank you Korea agriculture Education Expert Soo-Jeong Kim E-mail [email protected] -239-
-240-
Implementation of Dual Cooperative Training (DCT) in Lao PDR Mr. Thongsa Inthavong -241-
-242-
Presentation Outline I. Dual Cooperative Training (DCT) Concept II. DCT Implementation Framework III. Key challenges, Recommendation and Way forward (2024) Implementation of Dual Cooperative Training (DCT) in Lao PDR For the 7th EAS TVET Network Conference in Bangkok, Thailand 7 February 2024 Presented by Mr. Thongsa INTHAVONG Deputy Director General Department of Technical and Vocational Education (DTVE) Ministry of Education and Sports (MOES), Lao PDR -243-
1.1 DCT main principles ➢ Working in accordance with three characteristics and five pillars of national education and ensuring the quality of education according to professional standards ➢ Ensuring the flow, relevance and continuation of the theoretical and basic practical training in TVET institutions and the practical training in companies as well as ensuring lifelong learning ➢ Following TVET curricula and acting in accordance with regional and international curricula ➢ Ensuring that the learners can work independently and there is balance between domestic and international labour force ➢ Ensuring equal access to education regardless gender, age, ethnicity, region, social status and creating opportunity for disadvantaged groups ➢ Ensuring contract compliance and transparency in implementation ➢ Ensuring win-win situation in the implementation of DCT I. Dual Cooperative Training (DCT)-The Concept The Key policies of the GoL: TVET Law of the Lao PDR (No.: 63/NA, Dated on 12 June 2019); Education Sector Development Plan (ESDP) 2021-2025; TVET Development Plan 2021-2025; A strong emphasis on and call for improving the quality and relevance of TVET through increased private sector involvement; Dual Cooperative Training (DCT) offers a high potential to follow up on this request by proposing a scheme for a much-improved cooperation between TVET authorities, TVET institutions and businesses; DCT encourages the involvement of businesses (i.e. companies or their representative bodies) in all aspects of TVET, such as policy, planning, delivery, assessment/ examination and certification; The TVET was demand-driven and greatly improves its quality and relevance; A fully functioning TVET system can make substantial contributions to enhancing the employability of TVET graduates, improving the productivity and competitiveness of companies and, as a result thereof, further spurring economic growth. -244-
• Companies: ➢ Secured supply of qualified staff: Due to in-company training, companies have the possibility to train trainees according to their specific occupational needs. ➢ Better enterprise image: Offering vocational training increases the enterprises’ reputation as CSR conscientious enterprises. ➢ Quality employees: because the trainees have been trained and supervised by experts of the company themselves ➢ Higher productivity: After an initial investment, companies will benefit from trainees in terms of additional productivity and increased profit. ➢ Reduced training costs: Since the training is shared with TVET institutes, companies receive trainees who already have some employability skills and occupational knowledge and can contribute to productive processes within the companies. ➢ Lower recruitment costs: The observation of trainees in real work condition facilitates recruitment and reduces recruiting as well as retraining costs. Since companies already know the trainees, in particular their working and productivity level, there is a lower risk of hiring the “wrong person”. ➢ Company can choose employees with skills and loyalty out of trainees 1.2 Benefits of DCT (continue) 1.2 Benefits of DCT • TVET institutions: ➢ Improving the image of TVET: The generation of highly skilled graduates who match the demands of the Lao labour market and resulting success stories help to improve the image of TVET. ➢ Better awareness of business environment: TVET institutions will become more aware of changes in the labour market and the type of knowledge and skills which are required to effectively compete in the world of work. ➢ Availability of additional resources: Since a large part of the training will be conducted within the premises of companies, TVET institutions will have more resources available for increasing the number of vocational learners and teachers. This addresses the need of the entire TVET system to absorb an increasing number of vocational learners in the upcoming years (Source: TVET Development Plan 2021-2025). ➢ Increased teaching quality: TVET institutions will receive back better trained and higher motivated trainees. After having used and improved their skills and knowledge in the companies, trainees will bring in their experiences and ask more practice-related questions, thereby encouraging critical discussions which help to increase the quality of teaching in the TVET institutes. -245-
II. DCT Implementation Framework 2.1 DCT managerial organization Department of TVE: Department of TVE of MOES oversee the implementation of DCT at national level and have the following responsibilities and functions: ➢ Guide and lead the development of regulation, planning, and the management of DCT in close collaboration with DCT Service Center of LNCCI, TWG and VEDI; ➢ Propose the budget for the implementation of DCT; ➢ Participate in coordination meetings at implementation level with DCT Service Center; ➢ Monitor, follow up and evaluate the implementation of DCT throughout the country. • Trainees: ➢ Improved employment opportunities (through DCT) ➢ Improved skills and knowledge with updated technology (state of the art) ➢ The opportunity to receive support during the training ➢ Gained experience from real working environment ➢ Increased soft skills: working attitude and develop the ability to work cooperatively as a team member. 1.2 Benefits of DCT (continue) -246-
2.2 Implementing Organizations 2.2.1 TVET institutions • Vocational Education Development Institute (VEDI) VEDI has the role to research and develop, has the responsibility to support vocational institutions, TWGs in the of DCT implementation as follow: ➢ Lead the process of DCT curriculum and teaching-learning media development: o Provide technical support to TWGs and NTC-PO in the development of professional Standards; o Provide technical support for the development of curricula and teaching-learning media in accordance with professional standards. ➢ Build capacity for TVET teachers: o Conduct teacher’s need assessment with regard to technical and pedagogical aspects for DCT teaching; o Conduct pre- and in-service training for teacher with regard to technical and pedagogical aspects for DCT teaching. 2.1 DCT managerial organization (continue) LNCCI As representative of private sector, LNCCI collaborate closely with TVET department to oversee the implementation of DCT at national level and perform the following functions: ➢ Guide and create enabling environment for the work of DCT Service Center ➢ Oversee and guide the DCT promotion to encourage the participation of private sector ➢ Participate in coordination meetings at implementation level with TVET department ➢ Oversee and manage the 6 important services e.g. DCT one stop service, in-company trainer’s training, certification, event organisation, public-private dialog, promotion and awarding. -247-
2.2 Implementing Organizations (continue) 2.2.2 Companies, DCT Service Center and vocational training centers • Companies: Companies are responsible for delivering in-company training during which trainees can apply skills and knowledge in a working place under supervision of incompany trainers. In-company trainers have to ensure that all learning contents are covered as defined in the curricula of the DCT courses. As a result, the main objectives of the incompany training are: ➢ To ensure that trainees are trained in accordance with the curriculum; ➢ To equip trainees with soft skills and knowledge of occupational health and safety standards (OHS); ➢ To provide trainees with an insight into management and organization of a companies; ➢ To appoint a company coordinator; ➢ To coordinate with other companies or other training centers to ensure the completeness/comprehensiveness of the practical training as described in the curricula. 2.2 Implementing Organizations (continue) 2.2.1 TVET institutions • Colleges, schools and training centers The main responsibility of the DCT implementing colleges, schools and training centers is to deliver theoretical and basic practical training parts to the learners/trainees, so that they can have knowledge, skills and be ready for the practical training in the DCT companies. The student-teacher ratio should be well observed, so that the theoretical teaching and basic practical training can be organised in the way that students will obtain all required knowledge and skills during the training period in the schools. In DCT implementation TVET institutions shall focus on the following matters: ➢ Organize the training in the way that students obtain the knowledge, skills, competence and working discipline which are relevant for the trained occupation and as described in the occupational standards ➢ Organize and deliver general modules: Lao language, English, political study, mathematics, etc. ➢ Prepare the learners for the practical training in the companies as well as equip them with safety and health rules -248-
2.3 DCT Personnel 2.3.1. TVET institutions management (colleges, schools, training centers); 2.3.2. DCT Coordinators (colleges, schools, training centers); 2.3.3. Vocational teachers (colleges, schools, training centers); 2.3.4. Trainees. 2.2 Implementing Organizations (continue) 2.2.2 Companies, DCT Service Center and vocational training centers • DCT Service Center of LNCCI: The DCT Service Center (DCT SC) pursues three key functions: ➢ Promotion and encouragement of the involvement/participation of private sector; ➢ Advocacy and consultation on policy dialogue, regulations, and provision of information; ➢ Support and advise on DCT implementation to private sector. -249-
Recommendation: • Collaboration with the Business entity/industry is a key success factor in the development of TVET; • TVET-Business entity/industry collaboration to achieve relevant TVET curriculum, enhance professional competency of TVET teachers, provide learning environment for TVET students and promote attractiveness of specific Business/industry sectors; • Holistic TVET-Business entity/industry collaboration can develop a sustainable partnership to level up the quality of TVET. III. Key challenges, Recommendation and Way forward (2024) Key challenges: • Low enrolment in the TVET institutions (include in DCT program); • Capacities of NTC-PO’s staffs; • Lack of awareness amongst companies about DCT; • Commitment and on-going support of all stakeholders; • Continuity of placements for on-the-job training; • Provision of flexible training through the training provider. -250-
Analysis of DCT Tracer Study (May - June 2020) Statistical Information (Graduates Responses) Way forward (2024): • DCT promotion: Continue DCT promotion visits to businesses; Continue linking colleges and companies through job fairs and other related activities. • DCT website: Development of new webpages and content for DCT website. • Certification and Training Services: Certification of more DCT partner companies and in-company trainers. -251-
Analysis of Un-employed Graduates (Reasons for unemployment) Analysis of Employed Graduates (Factors affecting finding and keeping the job) -252-
Learning Materials/documents Dual Cooperative Training (DCT) Concept and Implementation Framework in Lao PDR; Standard Operating Procedures (SOPs) for Dual Cooperative Training (DCT) in Lao PDR; TVET Law of the Lao PDR (No.:63/NA, dated on 12 June 2019); 4. TVET Development Plan in Lao PDR (2021-2025); 5. Education Sector Development Plan in Lao PDR (2021-2025). -253-
-254-
Job Analysis of a Successful Vocational High School Principal Mr. Hyun Su(Vocational Education Policy Research Institute) -255-
-256-
Instructor Resume Academic background Career - Chief and Director of Vocational Education Policy Research Institute(2017~Present) - Gyeonggi-do Office of Education's Vocational Education Scholarship and Education Research Officer - Principal of Suwon Hi-Tech High School, Public Principal (Meister High School) - Principal of Suwon Information Science High School (9 years in total) - President of the National Council of Meister School Presidents - President of the National Attractive Vocational High School Community Council - ASEAN International Vocational Education Cooperation Consultant(2017~Present) - Gimpo Jeil technical high School, Seongnam Techno Science High School, Baekam High School, Consulting(2023) - Conduct performance evaluation and research at the Ministry of National Defense's Military Specialization High School(2021, 2022, 2023) - Completed Ph.D. in Industrial Education at Korea Teachers' University(2012) 2 research paper - Analysis of Principal's Perception of Job Performance at Meister High School (Korean Journal of Industrial Education, 2013) - Job analysis of vocational high school principals using DACUM techniques (Korean Journal of Industrial Education, 2019) Job Analysis of a Successful Vocational High School Principal Institute for Vocational Education Policy CEO & Director of Research. HYUN SU 제7차 EAS(ASEAN+6) TVET Network Conference (24.02.06~02.07) 1 -257-
Ⅰ. Introduction of Korean Vocational Education Almost 70.5% : Advancement Rates Almost 100% : Participation and Completion rates in secondary education 1. Korean Vocational Education System 4 Table of Contents. Ⅰ. Introduction of Korean Secondary Vocational Education Ⅱ. Duties of a Principal at a Vocational High School Ⅲ. Conclusion, and Recommendations Ⅳ. Development Direction of the EAS TVET Network 3 -258-
2.3 Secondary Vocational Education(among three types) • Meister High School - It operates customized curriculum directly linked to industrial demand (high schools tailored to industrial demand) - Leading Model of Specialized High School • Specialized high school - It specializes in experience-oriented education aimed at fostering human resources in a specific field or field training in natural science, for students with similar talents, aptitudes, and abilities 6 2-1 Current State of Vocational Education in Korea • Amid rapid changes in the population structure due to the low birth rate and aging population, the school-age population rapidly decreases, and the number of high school students decreases by 680,000 (Korea Educational Development Institute) 1,943,000 (2011) -> 1,262,000 (2022) • Specialized high schools 340,000(2011) -> 182,000 (2022) -> 148,000 (2023) • The population growth in the metropolitan area such as Gyeonggi and Incheon is achieved by entering universities and employment, and the number of employed people increases rapidly • Employment rate by region is increasing rapidly in urban areas compared to rural areas => Higher education, concentration of population in metropolitan and metropolitan areas 2. Korea Secondary Vocational Education 5 -259-
3. Examples of Meister High School /Specialized High School Education Activities 3-1. Meister High School (case: Suwon Hi-Tech High School) - A school that didn't want to come in the past has grown so amazing that it's not a school that can come unconditionally just because it wants to Instead of just teaching technology, we provide a whole-minded education that makes person first through various complex educational methods "I am confident that our graduates will grow into global leaders representing Korea in 10 or 20 years.“(HYUN SU) - The first graduates are almost 100% employed as development technicians, not just workers, at leading domestic conglomerates and promising small and medium-sized enterprises 8 Career Path Meister High School/Specialized High School 7 -260-
Area (Element) Certification Details 'FXNH(JWYNKNHFYNTS &I[FSHJI(JWYNKNHFYNTS 1. Major Technical Competency &HVZNXNYNTSTKFYQJFXYY\T VZFQNKNHFYNTSXNSYMJRFOTW KNJQI (Major Meister) - with more than 4 major qualifications - Computer Proficiency Level 2 or higher, or ITQ Grade A or higher - Presentation Certification (MFRGJWTK(TRRJWHJQJI 'FXNH;THFYNTSFQ8PNQQX (JWYNKNHFYNTS \NYMNSXJHTSI LWFIJNSFQQFWJFX 2. Basic Vocational Skills (MFRGJWTK(TRRJWHJ QJI'FXNH;THFYNTSFQ8PNQQX (JWYNKNHFYNTS \NYMNS XJHTSILWFIJNSFQQFWJFX 3. Information Utilization Skills Acquisition of Information Utilization-related Qualifications Presentation Skills Five Major Certification System (Suwon High-tech High School) 10 Fostering the world's only Korean-style Meister High School • Opened in 2010 • Recruitment of 8 classes(160 students) in Mechatronics • Selection of new students through corporate human resource directors • Operation of the common curriculum for first graders • Precision machinery (4), automation system (2), electrical and electronic control (2) from the second grade • whole-minded education(Knowleagei, virtue, body), global education, and professional professional education (5 major certification systems) • Improvement of corporate awaeness (based on Samsung Electronics' partner companies) • Role of improving social awareness • Operation and participation of joint industry-academia programs • 2012 Mckenzie Report (grown into an industry-academic cooperation best practice) 9 -261-
A pilgrimage to the land(Geol,man,se) (The Bigger World You Meet on Walk) • Suwon Hi-Tech High School students will walk 170km in Korea for three years through "Geol, man, se." The first graders walk 40 kilometers of Hwaseong pilgrimage, the second graders walk 60 kilometers of trips to Ganghwa Island, including Manisan Mountain, which was the beginning of Korean history, and the third graders walk 70 kilometers of Olle Trail in Jeju. 12 Area (Element) Certification Details 'FXNH(JWYNKNHFYNTS &I[FSHJI(JWYNKNHFYNTS 4. Foreign Language Proficiency (English, TOEIC) Score of over 500 (Language Meister) TOEIC score of over 650 over 80 points in a second foreign language 5. Professional Awareness Volunteer Activities over 30 hours in 3 years (Character Meister) - 40 hours of volunteer service - Completion of Character Education Programs 1, 2, 3 - Reading more than 50 books - National Pilgrimage (Geolmanse) 1, 2, 3 Employment Competency Enhancement Activities (TRUQJYNTSTK(MFWFHYJW *IZHFYNTS5WTLWFRX \NYMRTWJYMFSffl FYYJSIFSHJ Reading Activities Reading more than 30 books over 3 years Mental and Physical Training 3FYNTSFQ5NQLWNRFLJ ,JTQRFSXJ 11 -262-
Samsung Electronics Supplier Council Scholarship Certificate Delivery & Industry-Academia Cooperation MOU Signing Ceremony 2020 Suwon High-tech High School Employment Case 14 29 facilities engineers at Samsung Co., Ltd. passed employment Cooperative Association Scholarship (2,500,000 KRW per year, for 3 years /one person) Industry-Academic Cooperation Samsung Electro-Mechanics Co., Ltd. Talents Sharing Agreement Samsung Electro-Mechanics Recruitment and School Development Fund • Samsung Electro-Meister Electric Co., Ltd. plans to select more than five talented students every year for the current Suwon Hi-Tech High School (Meister High School) and pay 10 million won annually for the next five years as a school development fund for the operation of Meister High School. 13 -263-
Establishment of Regional Industrial Structure and Industry-Academia Collaboration System •: Regional Industrial Structure Gyeonggi Province Mechatronics sector, Regional Gross Domestic Product (GRDP): 46% Suwon City - Samsung Electronics, Samsung Electro-Mechanics, and their partner companies - Gwanggyo Techno Valley Hwaseong City - Dongtan Industrial Complex - Electrical and Electronics Industrial Complex - Hwaseong Balan and partner companies Yongin City - Machinery, Electrical and Electronics Industrial Complex - Namsa and Deokseong Industrial Complex 16 Data(2023)_Suwon Hi-Tech High School Employment Status of Suwon High-tech High School Graduates(21~23) (As of February, except for the year 2023 which is as of January 17th) February 2024, the maximum scheduled rate is 95.8% (137/143) compared to 94.2% (147/156) in 2020 15 Year graduates employed conglomerate Public enterprise/ Public official Mid-size company Small & strong company 2021 155 147 71 8 29 39 94.8% 45.8% 5.2% 18.7% 25.2% 2022 152 142 60 2 43 37 93.4% 39.5% 1.3% 28.3% 24.3% 2023 143 124 65 5 38 17 86.7% 45.5% 3.5% 26.6% 11.9% Data(2024)_Suwon Hi-Tech High School -264-
Competency-Centered (Industrial Technician_Professional College Graduate - Regarding the acquisition of industrial technician qualifications through the 2nd-year course evaluation system, the Automation System major achieved a pass rate of 94.7% last year, with 36 out of 38 candidates passing the exam. However, this year, all 36 current students have also succeeded - Additionally, students have obtained qualifications in five categories: Production Automation, Mechanical Maintenance, Mechanical Design, Material Organization Evaluation, and Metal Material Industrial Technician. ※ The course assessment-based qualification system is introduced with the aim of cultivating practical-oriented talents. It is obtained by systematically completing education and training programs designed based on the National Competency Standards (NCS), and passing both internal and external assessments at a certain level 18 - reported by The Electronic Times on Dember 29th, 23 Industry-AcademiaGovernment Cooperation Industry - Samsung Electronics Cooperative Association, etc., 170 companies MOU signed (Support for employment, scholarships, equipment, and instructors) Local Government Suwon City administrative and fiscal support University - Admission to contract departments and workstudy programs Cooperation Content - Curriculum development and on-site training support - Administrative and fiscal support - Operation of programs for employment and concurrent education 17 Data(2023)_Suwon Hi-Tech High School -265-
Have One’s Answer in the Field ! Agreement with Woori Bank (Incorporating Woori Bank's Corporate Resources, etc.) 20 Personalized Approach and Educational Methodology through the Five Certification System The five certification system provides customized education tailored to each stude nt's individual needs and abilities. •Integrating character education with global awareness, it guides students to think and act from a global perspective. Educational Activities and Programs • Students participate in various educational activities such as drama, choir, career planning, and incubation processes. • These activities enhance students' aesthetic development and employability. Collaboration with Industry, Government, and Academia • The educational curriculum is strengthened through collaboration wit h industry, government, and academia, connecting students with the actual industrial environment and helping them acquire necessary skil ls and knowledge. Connection with Universities and Related Institutions • The school closely collaborates with universities and related institutions, providing st udents with broader educational opportunities. • Students are able to develop deeper knowledge and skills in their areas of expertise. 19 Through these activities and collaborations across various domains, Suwon Information Science High School fulfills its role as an exemplary provider of vocational education, laying the foundation for students to become talents needed by society and industry. 3-2. Specialized High School (Suwon Information Science High School) -266-
Global industry field Eduction September 20, 2016 (by Seoul Education Broadcasting) • Selection and operation of industry field Eduction in Canada for 3 years • 10 people a year • Home stay in Canada(Canadian) • 4 weeks of school classes, 8 weeks of field training at the company • Agreement of Business with the Canadian Windsor Education Agency • Volunteer work in conjunction with the Korean community in Canada • Pre-curriculum operation • Local government (Su Weon-city) budget 50% support • Employment at Related Companies 22 National Land a Pilgrimage(MIREARO) (the path of tomorrow that makes me "Pilgrimage to the Future" means "Pilgrimage to Find the Way of Tomorrow to Make Me," and is a unique experiential learning unique to Suwon Information Science High School where students can develop their dreams and talents through subject-specific experiential learning. 1st grade - Suwon Hwaseong Fortress and Gwanggyo Mountain Climbing, 2nd grade - pilgrimage to Namdo Island and climbing Jirisan Mountain 3rd grade - Climbing the Mount Mani Chumseong of the founding myth, Kimpo and Ganghwa Island Pilgrimage, the site of overcoming the national crisis MIREARO (1st grade) 21 -267-
Employment Rates of Graduates: As of 2013, 90.3% of the first group of graduates gained employment, of which 99.0% were full-time positions and 59.2% were employed under an agreement. In 2014, the employment rate for the second group of graduates was 91.4%, with 99.0% in full-time positions. The 2015 third group saw an employment rate of 91.2%, with 94.3% in full-time positions and 96.1% working in jobs that matched their major. Types of Jobs: The distribution of job types among the 2015 graduates was technicians (52.0%), operations (44%), research and development (R&D) (2.2%), and others (1.4%), according to KRIVET. Satisfaction Levels: Graduates and their parents expressed high satisfaction with their jobs (average satisfaction score of 4.38 out of 5). There's a noted distribution of graduates working in jobs that are over-educated (16.5%) and under-educated (42.3%) for their qualifications. Industry Satisfaction: Industries have a high satisfaction rate (80% or more) with Meister High School graduates. A high percentage of companies (89.4%) would rehire Meister High School graduates. Overall Impact: There has been an improvement in the awareness of vocational high schools. Employment rates for graduates have improved. Meaningless college entrance rates have been reduced, indicating a more purposeful approach to education and career planning. 24 4. The Achievements of Meister High School in Korea These points highlight the positive outcomes of the Meister High School system in Korea, demonstrating high employment rates among graduates, satisfaction with jobs, and industry recognition, which align with the goals of improving vocational education and its perception in society. Employment Rate Comparison of Suwon Information Science High School (within Gyeonggi Province by Year) Graduation year 2016년 4월 2017년 4월 2018년 4월 subject 297 263 244 Employment Rate 64.30% 75.70% 65.20% Employment rate in employ ment insurance 53.54% 65% 56.56% Rankings in Gyeonnggi Province (among 109 schools) 4위 4위 3위 23 -268-
4-2. A Case Study of Meister High School Industry Cooperation ◆ Government Policy (President's Will) The Ministry of Education drew cooperation from the industry, MOU with large companies, tax cuts for cooperative industries, etc. ◆ Cooperation with Samsung Electronics (December 2010) 100 people in the first year: 113 people hired, 300 students every year from the second year ◆ Collaboration with Hyundai Motor (March 2011) Hires 1000 students for 10 years ◆ Korea Crafts Association and MEST (11.5.12) KITRCH: Root Industry (Forming, Casting, Welding, Simgi)Korea Skilled Persons Association: Provide field experience and know-how 26 10th Anniversary Celebration Venue for Meister High School Graduates (December 23rd) 25 -269-
1. The Duties of a Vocational High School Principal duty task duty task & School Vision and Education Objective Setting ' Curriculum Operation ( School Organization and Personnel Management ) Scholarships and Teacher Competency Development * Student Life Guidance and Management + Industry-Academia Cooperation , School Financial Management - Management of Laboratories and Equipment Procurement . Educational Environment and Facility Management / Establishment of Educational Community Cooperation System 0 Career Counseling Hyun Su (2019). Job Analysis of Vocational High School Principals Using Dacum. Presented at the Journal of the Korean Society for Industrial Education 28 Ⅱ. Duties of a Principal at a Vocational High School What is the role of a school principal for successful secondary vocational education answer 27 -270-
Specific Duties importance difficulty frequency Remarks F-1. Discover employment businesses A A A F-2. Operate industry-academia cooperation committee A B B F-3. Discover field training businesses A A B F-4. Expand field training opportunities A A B F-5. Secure industry-academia adjunct teachers A A B F-6. Train at industrial sites A A B F-7. Jointly develop textbooks A A C F-8. Understand industrial trends A A C Initial Job Competency F-9. Build human networks with industries A A B F-10. Strengthen cooperation with related organizations A A B F-11. Secure idle equipment from businesses B A C Note: Classify the importance, difficulty, and frequency of individual tasks into A (high), B (medium), C (low) based on the degree 3. Importance, Difficulty, Frequency, and Entry-Level Skills by Specific Job Functions in Industry-Academia Collaboration 30 구분 duty task Specific Duties 구분 duty task Specific Duties & School Vision and Education Objective Setting A-1. Setting Educational Goals A-2. Setting Long-Term School Development Roadmaps A-3. Sharing the School Principal's Management Philosophy and Values A-4. Sharing the School Principal's Management Plan A-5. Sharing Educational Goals with the Educational Community A-6 Collaboratively Creating an Education Plan A-7. Evaluating Educational Activities by Semester A-8. Differentiating Promotional Strategies Based on Target Audience A-9. Benchmarking Excellent Schools ' Curriculum Operation B-1. Becoming Curriculum Experts B-2. Analyzing the Needs of Education Consumers B-3. Determining Types of Human Resources Development B-4. Developing the Curriculum B-5. Providing Tailored Curriculum for Different Levels B-6. Managing Academic Affairs B-7. Supporting Various Competitions B-8. Revising Departments B-9. Strengthening Employment Competencies ( School Organization and Personnel Management C-1. Understanding School Organizational Culture C-2. Optimizing Job Allocation C-3. Appropriate Staff Placement C-4. Securing Excellent Teachers C-5. Efforts to Reduce Teacher Workload C-6. Resolving Staff Conflicts C-7. Managing Teacher Performance C-8. Improving Staff Welfare C-9. Managing School Meals C-10. Securing Excellent Career Support Offices C-11. Organizing School Promotion Teams ) Scholarships and Teacher Competency Development D-1. Identifying Teacher Competencies D-2. Inspiring Teacher Passion D-3. Creating a Mentoring Atmosphere D-4. Planning Systematic Teacher Training D-5. Activating Teacher Training for Professional Growth D-6. Promoting Learning Communities D-7. Enhancing the Role of General Subject Teachers in Vocational Education D-8. School Principal Self-Development 2. Specific Duties of a Vocational High School Principal ff개 Specific Duties, Blue color represents entry-level skills 개 Specific Duties 29 -271-
5. Attitudes Required for Vocational High School Principals • Responsibility, Sense of Mission • Proactivity, Patience • Morality (Strict in Public-Private Application) • Honesty, Confidence • Cooperation • Consideration (Empathy, Mutual Respect, Student-Centered Approach, Parent-Friendly, Understanding of Faculty and Staff, Community Understanding) • Sincerity, Humility • Positivity, Leading by Example • Active Listening (Flexible Communication, Open Mind, Gathering Opposing Opinions, Conflict Resolution) • Passion, Spirit of Sacrifice • Fairness (Exclusion of Discrimination), Prudence • Optimism (Leisure), Gratitude • Diligence, Self-Control • Self-Development, Persistence • Confident Attitude as a Representative • Curiosity, Immersion 6. Resources Required for Vocational High School Principals • Adherence to Principles • Educational Studies (Curriculum, Life Guidance, Counseling), Practical (Vocational) Education, and Related Books • Various Laws and Regulations, Budget Compilation Guidelines, Budget and Settlement Data, etc. • Status of Human and Material Resources in the Community • Analysis Data on Student Career Paths and Employment Status, School Status, Faculty and Staff, Students, Facility Status, Equipment Status, and Various Materials • Industrial Manpower Demand and Characteristics Analysis Data, Company Status, and Contact Information • Monthly and Weekly Event Plans and Schedules • Notepad, Camera, and Other Recording Devices • Presentation, Statistical Processing Programs, Workwear • Counseling Materials (Students, Faculty) • PCs and Laptops, Projectors, Printers, Sound Systems, Electronic Blackboards, and Other IT Devices • Leadership (Self-Development) Related Books, Internal School Network • Construction of a Major National Education System Network 32 General Knowledge • Educational Theory • Practical (Vocational) Education Theory • Curriculum Organization , Curriculum Development Skills • Principles of Life Guidance, Student Counseling Practice • Educational Legal Regulations, Staff Service Rules • Leadership (Positive Leadership, Empowerment, etc.) • Field Training Regulations, Educational Environment Theory • Teaching and Learning Method Practices • Accounting and Budget Management Concepts • Strategic Planning Knowledge • Understanding Industrial Characteristics • Understanding of New Technologies and Processes (Process Management) • Understanding of Professional Terminology • Understanding of Labor Relations Law • Understanding and Management of Safety and Health Law • Knowledge of Cooperative Learning System Operation • Knowledge of Utilizing Educational Community • Drive, Decisiveness • Creativity, Humor • Humanities Knowledge General Skills • Aesthetic Sensitivity Skills, Business Plan Formulation Skills • Ability to Achieve Educational Goals • Communication (Decision-making) Skills • External Negotiation Skills (Interacting with Media and PR, Building Human Networks, Relationships, Talent Scouting Skills) • Organizational Management Skills (Task Assignment, Coordination, Teacher Leadership) • Vision Presentation Skills, Crisis Response Skills • Conflict Resolution Skills (Persuasion Skills) • Budget Acquisition Skills • Information Device (Processing) Utilization Skills • Foreign Language Skills, Judgment, Improvement Skills • Scholarly Ability (Guidance Skills) • Information Search Skills, Speech Skills • School Environment Improvement Skills • Fair Evaluation and Reward Skills, Facilitation Skills • Specialty Skills and Qualifications Suitable for School Characteristics • Self-Management Skills, Time Management Skills 31 4. General Knowledge and Skills Required for Vocational High School Principals -272-
1. Research Results, Conclusion, and Recommendations Vocational High School Principals: Roles & Competencies • Specialized in industrial field knowledge • Unique management philosophy compared to general education schools. Knowledge & Philosophy • Responsible for shaping students' futures • Present a hopeful vision through a proper understanding of vocational education Responsibility & Vision • Equip students for the future job market • Incorporate industry experience into school leadership Management & Industry Experience 4th Industrial Revolution • Understand competencies for future competitiveness • Set clear objectives for school effectiveness • Enhance administrator and industry personnel skills Educational Goals & Professionalism • Continuous learning throughout career • Required Entry-level skills before appointment of Principal Professional Development • Necessary training and curriculum development • Build a self-directed learning community for school efficiency Competency Enhancement 34 ⅢConclusion, and Recommendations 33 • Future-Oriented Vision: A vision must be established that predicts the future job world and prepares students accordingly. Understanding changes in the industry and technological innovations is necessary, and this understanding should be reflected in school operations to prepare students for the future. • Innovative Teaching Methods: Develop and implement innovative teaching methods and programs. Provide students with the skills and knowledge that align with industry demands and create a creative learning environment. • Industry Collaboration Skills: School principals should possess collaboration skills with industries. Establish partnerships with industries and integrate practical work experiences into school curriculum to provide students with practical exposure and expand job opportunities. • Student Support and Career Guidance: Strengthen support for students' career paths and employment. Offer programs and counseling tailored to the diverse needs of students and make efforts to increase employment rates. • Understanding and Application of Government Policies: Understanding government education policies and the ability to adapt flexibly are essential. Align school operations with government education policies and effectively utilize government support. • Human Values and Compassion: Special attention and compassion are needed, especially for students facing challenging home environments. Support these students to graduate, find employment, and achieve continuous growth. 7. Future Outlook and Characteristics Required for Vocational High School Principals Summary of Future Prospects and Characteristics Required for Vocational High School Principals in the Current Year (hyun su 2019) -273-
• Opportunities arise from strengthening the connection between vocational institutions and industry players, creating curricula that meet market needs and enhance student employability. Industry-Academia Collaboration • Vocational education must adapt to ensure it contributes to sustainable economic growth by providing a skilled workforce. Future Assurance Growth Path • Institutions should embrace flexibility to adjust to new technologies and industry trends, ensuring continuous relevance. Flexible Education System People's Competencies • The dedication and skill set of individuals in vocational education are central to the success of the sector • Establishing incubators within the vocational education system presents an opportunity for fostering innovation and entrepreneurship. Incubators • These organizations can support lifelong learning and adaptability among the workforce, crucial for secondary vocational education. Voluntary Learning Organizations • Policies and financial backing from the government are necessary to address these challenges and capitalize on opportunities. There's also a need to enhance the roles and functions of EAS in vocational education. Government Support 36 Ⅳ. Development Direction of the EAS TVET Network Challenges and Opportunities in Vocational Education I fully agree with the 6 Keywords presented at the 7th EAS (ASEAN+6) TVET Network Conference for EAS National Vocational Education Policies 1-2. Realizing School Vision and Strategies for Sustainable School Management • Clarification of Vision and Goals • The principal must clearly articulate their school vision, focusing on student needs and understanding their own beliefs and values. • The vision should encompass and value the diverse backgrounds of students. • Stakeholder Engagement and Role Clarification • Engage all stakeholders, including the principal, in the vision. • Clear communication of roles and responsibilities is vital for effective school management. • Problem-Solving and Strategic Planning • Diagnose phenomena to clarify problems. • Identify the cause of issues or key success factors (KSF). • Establish and implement feasible solutions. • Continuous Improvement and Monitoring • Maintain the vitality of the vision through continuous dialogue and actions. • Utilize the P(Plan)-D(Do)-C(Check)-A(Act) model for sustainable management (ISO21001). • Regularly monitor progress and measure project performance. • Be prepared to take countermeasures against potential problems. 35 -274-
Thank You Let's meet again and be together 37 -275-
-276-
Pandemic Aftermath: Disability Inclusion and Equitable Quality Education in TVET Ecosystem Ms. Riam Chau Mai (Director of Research & Development DPCC Ministry of Higher Education Malaysia) -277-
-278-
• Expert speakers • Participants • Delivery mode INPUT PROCESS OUTPUT OUTCOMES IMPACT • Welcome remarks • Panel discussions • Focus group discussion • Policy/ strategic recommendations • Best practices • Raise awareness advance TVETPWD’s educational equity and quality • Strengthen the network and cooperation • Improved ACCESS to TVET • Improved QUALITY of TVET • Improved Inclusion SYMPOSIUM FRAMEWORK Pandemic Af termath: Disability Inclusion and Equitable Quality Education in TVET Ecosystem TVET SIMPOSIUM 2023 DR RIAM CHAU MAI DIRECTOR RESEARCH & INNOVATION CENTER POLYTECHNIC and COMMUNITY COLLEGE EDUCATION MINISTRY of HIGHER EDUCATION, MALAYSIA -279-
TVET SYMPOSIUM 'Pandemic Aftermath: Disability Inclusion and Equitable Quality Education in TVET Ecosystem' Provide an avenue for stakeholders to share knowledge, progress, and deliberate thoughts and innovative ideas; Bring together Malaysian TVETPWDs stakeholders; and Propose strategic recommendations to support the equity recovery process of TVET-PWDs. SIMPOSIU M TVET OBJECTIVES 143 PARTICIPANTS ⮚ Ministry, ⮚ Government Agencies, ⮚ NGO, ⮚ HEIs, ⮚ PWD representatives SIMPOSIU M TVET TVET SYMPOSIUM Platform for multi-stakeholders (such as academics, students, government agencies, policymakers, non-governmental organizations (NGOs), and industries) to discuss issues confronting the higher education ecosystem for the equity recovery, as well as to promote discourses and share experiences for finding practical solutions. An avenue to consider concepts, experiences, practices, and research findings on diverse issues in higher education from various countries' contexts and perspectives. GLOBAL HIGHER EDUCATION FORUM (GHEF) -280-
PROGRAMME ACTIVITIES SIMPOSIU M TVET BREAKOUT GROUP DISCUSSION 2 Topic 1 - Increasing public awareness in TVET Topic 2 - Building TVET workforce capacity Topic 3 - Strengthening active collaboration with stakeholders Topic 4 - Raising TVET Ecosystem for PWD SPEAKERS SIMPOSIU M TVET PANEL DISCUSSION 1 -281-
Summative Report for the PWD No Definition of PWD Expand the Definition/Scope of PWD 1 Persons with Disabilities Act 2008 (PWD) “PWD, encompass those who suffer from long term physical, mental, intellectual or sensory impairments, preventing their full and effective participation in society when faced with challenges. The government does not ostracise persons with disabilities (PWD), but instead provides services for them. Scope and definition of PWD – not just physical disabilities but inequalities based on demographic characteristics, including mental health issues, gender and marginalized groups. Pandemic Af termath: Disabili ty Inclusion and Equi table Quali ty Educat ion in TVET Ecosystem TVET SIMPOSIUM 2023 SUMMATIVE -282-
Summative Report – Role of Stakeholders Goverment Policy Infrastructure and facilities Financial/ Budget Support system Grant/ assistance (financial, premises/ equipment/training) AI support system Summative Report for PWD No Defining PWD Expand the Definition of PWD 2 There are 7 categories of PWDs under which they can be registered namely: • Hearing Disability / Impairment • Visual Disability / Impairment • Speech Disability / Impairment • Physical Disability/Impairment • Learning Disability Mental Disability / Impairment • Multiple Disabilities / Impairments Inclusive - focusing rural, stateless, homeless, aborigines, B40, Stigma (for drugs cases), Legal framework for stateless people -283-
Summative Report Industries On job training Technology Research and Development Profiling level of PWD Infrastructure and facilities Job matching for PWD. Assistance for PWD Support system/ sponsorship Career pathway AI support system Inclusiveness policy Summative Report TVET Institutions Customise Programme and Curriculum Language Increase accessibility Facilities Teaching and learning (Online and F2F) Support system Research Entry requirement Counselling Profiling level of PWD AI support system Special budget for PWD Inclusiveness policy -284-
THANK YOU Summative Report Communities Human capital Knowledge transfer Entrepreneur Language Family background Interest of PWD Involvement PWD in Society -285-
-286-
Vocational education development policy of the Office of the Vocational Education Commission, fiscal year 2024 Under the policy of the Ministry of Education, Thailand Mr. Rangsan Thepmondhri (Director of Planning, OVEC Thailand) -287-
-288-