1 Trends in TVET
The transition from school to work is no longer a matter of simply acquiring the technical and vocational skills for a specific occupational field. As the world of work becomes more complex and more changeable under the influence of global trends, training and education for the world of work has to adapt accordingly. In order to be
able to provide learners and trainees with adequate TVET, policy makers and
practitioners need to be aware of what these global trends are and what repercussions they will have on the world of work and consequently on TVET. [...]
A number of global trends are identified:
1.1 Changes in the economy and the labour market [Edit]
- Shift from focus on agriculture and manufacturing towards the service sector
- Globalisation of the market leads to more competition, both globally and locally
- Greater mobility of workforce across boarders
- Unstable employment – long-term or even lifelong employment is no longer guaranteed
The European Centre for the Development of vocational training has published a forecast up to 2020 of Skills supply and demand in Europe (CEDEFOP, 2010). It should be mentionned that the highest growth of employment in industry between 2010 and 2020 in the 27 countries of the European Union will be : business services (increase of 7260 000 employments ,1.4% per year) as well as distribution and transport (increase of 3406 000 employments, 0.6% per year)[1].
On the other hand, the primary sector, especially agriculture (decrease of 2782 000 employments, -2.2% per year) represents the lowest growth of employment in industry.
1.2 Introduction of new technologies [Edit]
- New technology is changing manufacturing and production processes
- Changes in occupational profiles and respective skills requirements
- Work processes become more technology intensive, and less labour intensive? loss of jobs
- New information technology, microelectronics, internet and e-commerce are undergoing dramatic changes which also affect the relationship between manufacturers, suppliers, distributors and consumers.
1.3 Demographic factors [Edit]
- Increasingly young populations? age structure of the population and the relative size of the youth cohort influence the ease of entry into the labour market
- High migration from rural to urban areas? increased competition for employment in urban areas
1.4 Unsustainable development [Edit]
- Depletion of resources
- Environmental degradation
- Climate change (affects, for example, employment in the agricultural sector)
- Pandemics such as HIV/AIDS
- Marginalisation of specific groups in the labour market such as women, ethnic minorities etc.
2 Which features of successful transition are the most important in particular national settings? [Edit]
In line with the themes and challenges identified [...] [Here is] a number of features [...] to improve the transition process, such as better link to the private sector, increased relevance and quality of TVET, formalised common qualification systems, etc.
2.1 Access and pathways [Edit]
- Free provision of vocational education, including free boarding for students from rural and remote areas, to facilitate access for all(Mongolia)
- Flexible TVET system with multi entry and exit opportunities(Cambodia)
- Establishment of provincial training centres to improve access for remote populations (Cambodia)
- Community-based, short-term mobile trainings for rural populations (Cambodia)
- Establishment of a separate university for the NVQ qualification holders to obtain a degree of Bachelor of Technology (Sri Lanka)
- Division of 4-year universities into two branches: Academic/Research oriented and Vocational Education oriented (Republic of Korea)
2.2 Frameworks and policies [Edit]
- Recognised national vocational qualifications framework in place (Sri Lanka)
- Long-term national plan and national policy to develop TVET in place (Cambodia)
- Ministry of Education upgraded to deputy prime minister level to coordinate human resource development issues (Republic of Korea)
- Policy in place to increase the enrolment of vocational students up to 70 percent by 2010 (Thailand)
2.3 Linkage with the world of work [Edit]
- Proper arrangements or agreements have been made with industries to only
recruit the graduates of authorised TVET centrestraining institutions
(Sri Lanka)
- Ministry of Education and Ministry of Labour cooperate in developing a
strategy for greater involvement of the private sector in policy and
implementation of TVET (Mongolia)
(Cambodia)
2.4 Labour Market information [Edit]
- Employment promotion fund provides finance for labour market information service & labour market survey to improve the match between supply and demand side (Mongolia)
- Skills demand analysis to improve the match between TVET and labour market demands (Cambodia)
- Incentive policies for graduates to take up unfilled vacancies in remote areas and in unpopular professions (China)
- Collection of information on alumni employment rates and career paths (China, Republic of Korea)
2.5 Decentralisation [Edit]
- Decentralised management system including a National Training Board, Advisory Industry Technical Committee and Provincial Training Board (Cambodia)
- Decentralisation of implementation of training programmes to different providers, including private providers such as NGOs, through National Training Fund and pilot voucher training programme (Cambodia)
2.6 Vocationalisation [Edit]
More detailed information on these examples and the experiences of those countries not represented in this particular working group can be found in the country reports in Annex 3.
From NIER Final Report: From School to Work: Contemporary TVET Regional Experiences
(http://www.unevoc.unesco.org/fileadmin/user_upload/pubs/NIERFinalReport.pdf)
3 References [Edit]
- ^ CEDEFOP (2010). Skills Supply and Demand in Europe Medium-term. forecast up to 2020 (http://www.cedefop.europa.eu/EN/Files/3052_en.pdf)
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