Special thanks go to UNESCO Headquarters at Paris for providing expert services of Mr. Alexander Dyankov to assist the organizers in holding of the Meeting. Mr. Dyankov proved to be very helpful to the organizers particularly in the preparation of agenda of the Meeting, making valuable contribution in writing of the final report and, of course, providing proper guidance throughout the proceedings of the Meeting.

The Ministry of Education provided all necessary help and its blessings to achieve the objectives of the Meeting. The Federal Minister for Education, Ms. Zobaida Jalal, and the Federal Education Secretary, Mr. Sikandar Hayat Jamali, took personal interest in making the Meeting a success by sparing time to discuss the issues and problems of TVET with the delegates of participating countries. The organisers wish to convey their gratitude to the honourable Minister and the Education Secretary for their patronage as their encouragement was very much felt by the delegates as a catalyst in the success of the Meeting.

Special thanks go to the participating delegates from Bangladesh; Brunei Darussalam; People's Republic of China; Malaysia, Nepal; Papua New Guinea; Philippines; New Zealand; Iran; Indonesia; Sri Lanka; Republic of Korea and the host country Pakistan. Their rich contributions and active participation in the proceedings of the Meeting resulted in framing out the "Guidelines for developing a Model of Technical and Vocational Education and Training".

FOREWORD



The Regional Experts Meeting provided a forum to the educators, the policy-makers and the administrators from Asia and the Pacific countries to discuss the current issues and problems of the Technical and Vocational Education and Training and to devise strategies to meet the future challenges in the field of TVET, in particular, and in the development of their education systems, in general. The main objective of the Meeting was to devise a set of "Guidelines for developing a Model of Technical and Vocational Education and Training in Asia and the Pacific". In response to changing demands for skilled manpower and technological changes twenty eight countries were invited out of which the following participated: Bangladesh. Brunei Darussalam. China, Nepal, New Zealand. Papua New Guinea. Philippines, Iran, Indonesia. Sri Lanka, and Republic of Korea. UNESCO Paris sent Mr. Alexander Dyankov as a specialist. The list of participants is at Annex - I.

INAUGURAL SESSION

Federal Secretary for Education of the Islamic Republic of Pakistan, Mr. Sikandar Hayat Jamali, was the Chief Guest at the inaugural session of the Meeting. In his inaugural speech he welcomed the delegates from participating countries. The text of his address is at Annex - II

Schedule of Work

The meeting was conducted in plenary sessions and working groups' sessions according to the provisional schedule of work prepared before the meeting which was adopted during the first session with little modifications. The Director General of NISTE explained the objectives in his keynote address. The abstracts of his address are at Annex-III. The office bearers of the meeting were elected as follow:

i)	Prof. Dr. Farid A. Khwaja	Chairman
ii)	Dr. David Brook	Rapporteur General
iii)	Prof. Aleem Haider Zaidi	Co-Rapporteur General

The plenary sessions were devoted to presentation of country experiences followed by group session, which identified certain major issues around which participants analysed in detail each issue in three working groups. The programme is attached as Annex - IV.

Syntheses of Countries' Experiences

Each country presented its experiences through a country paper at plenary session. Brief summary of each country's experiences is provided in this report in the form of executive summary.

EXECUTIVE SUMMARIES OF COUNTRY REPORTS

Bangladesh

(Mr. Zia-ur-Rehman)

Introduction

The new millennium is knocking at the door with many known and unknown challenges. Human Resource Development (HRD) is one of the major challenges to meet the demand of the ever-changing job market both nationally and internationally. This has become more complex with globalization, rapid change of technology, international labour migration, open market economy and the exploitation of information technology.

This is high time for the developing countries to be determined to compete in the regional and world market. Bangladesh with her limited resources and a large population has greater possibility of attaining socio-economic development through human resource development. To keep pace with the challenge of the 21^st Century, for human resource development, Bangladesh has drawn a National Education Policy with very high stress on vocational and science and technology education. The UNESCO sponsored "Regional Experts Meeting to Develop a Model for Technical and Vocational Education and Training for Asia-Pacific Region" will certainly have a thrust on the TVE planning and implementation in our countries. Bangladesh expects that the outcome of this Regional Experts Meeting will be useful to meet the challenges in TVE sector in the early years of the 21^st Century.

In context of the focus of the Regional Experts Meeting the paper describes the following aspects of TVE-system in Bangladesh:

· Profile of Bangladesh;
· Present status of TVE-system;
· Recent changes in TVE-system; and
· Further initiatives in TVE-system.

Technical and Vocational Education (TVE) System

Three streams in the education system exist in Bangladesh.

· General education
· Madarasah education
· Technical education

The present structure of the formal education system is in 5-5-2-2/3/4/5 year pattern. The designated stages are Primary Education 5-year, Secondary 5-year Higher Secondary 2-year and Higher Education 4-year. In special cases higher education covers a period for 2/3/5 years. The primary education has been made free and compulsory for all children. They are provided with books free of cost and students from low-income groups are provided with stipend also. In order to enhance female education in the country education for female students has also been made free.

In Bangladesh Technical Education is offered in post-secondary level and vocational education in the secondary and higher secondary levels. The certificates and diplomas in the TVE areas are awarded by the Bangladesh Technical Education Board (BTEB) while the higher technical/engineering degrees - by the universities and BITs.

The Government has given due emphasis for the expansion of TVE as a means of Human Resource Development for accelerated economic growth and social development. The target is to enroll 10 percent of the secondary and post-secondary students in the TVE stream by 2000 (from that of 3.3 percent in 1995) and 50 percent by 2015.

The Directorate of Technical Education (DTE) has the responsibility of organizing and implementation of the technical and vocational education and training (TVET) for the development of human resources with employable skills.

Vocational Education and Skill Training

Under the Directorate of Technical Education (DTE) there are 64 (51 existing + 13 under implementation) vocational Training Institutes (VTI) for awarding NSS-III and NSS-II skill certificates. Initially they were established for skill training in Engineering for pass outs of grade 8 of secondary schools. Now their programmes have been converted to SSC (Voc) in which in addition to trade subjects students learn English, Bengali, Mathematics, General Science, and social studies.

A new level (grade 11 and 12) of vocational stream has been opened namely HSC (Voc) for pass outs of SSC (Voc) students.

Vocationalization of Secondary Education

In addition to existing streams of science, humanities, commerce etc. in grades 9 & 10 in secondary schools a new stream SSC (Voc) as described above have been introduced since 1995. In the first phase each Thana (lowest administrative zone) will have 2 private secondary schools with SSC (Voc) one for girls and one for boys amounting to a total of (500 x 2 =) 1000. New emerging trades are being introduced namely Tailoring and Dress making, building maintenance, computer operation, food processing and preservation, house wiring and electrical, electronic (radio, TV etc.) repairing, fisheries etc.

Besides the DTE, some other government and private organizations are also implementing these programmes. In SSC (Voc) programme some reading materials in literature subjects have also been introduced with technical bias.

In the general and Madarasah education system one optional subject is provided to grade 9 & 10 student in which trade subjects are also included. DTE offers basic trade training of 360-hour duration for such students. This programme also runs on self-funding basis.

Like the secondary general education the Madarasah education is also going to be vocationalized which is under planning stage at the DTE.

The proposed education policy has spelled out that all the schools at secondary level will be vocationalized in phases.

HSC (BM) Programme

At the higher secondary level, in addition to HSC (Voc), HSC (BM) programme is being implemented and it is nearing completion. This Business Management Programme consists of streams including computer operator, secretarial science, banking and accounting, business and office management, entrepreneurship. Over 300 private higher secondary level colleges have started this programme. Besides these, there are a few commercial colleges of similar nature.

Mid-Level (Diploma) Education

Under the DTE diploma of 3-year duration are provided in the following streams:

· Engineering
· Glass and ceramic,
· Printing,
· Surveying,
· Textile etc.

At present Diploma in Engineering is provided in 20 existing polytechnic institutes including one exclusively for female students.

New 20 polytechnic institutes including 5 for women under implementation and the existing polytechnic institutes are being modernized and expanded. The new technologies are being introduced in the existing and the new polytechnics institutes which include: information technology, environmental, architecture and interior design, electromedical, Mechatronics, instrumentation and process control, mining and mine survey, telecommunication, business management etc.

The survey institute, glass and ceramics institute, graphic arts institute are being modernized and expanded.

Engineering Education

The only college of Textile engineering & technology and the college of leather engineering & technology under the DTE are being modernized and expanded. The intakes are HSC (Sc.) pass outs. The degrees are awarded by the Dhaka University. Another college is under planning stage by DTE.

Four engineering colleges which were under the DTE up to mid 1986 have now been converted to degree awarding autonomous institutes namely BIT (Bangladesh Institute of Technology).

The BITs recently have started to offer courses on postgraduate level.

Besides Bangladesh University of Engineering and Technology (BUET) offers degrees and post-graduate degrees in engineering.

Two institutions under DTE offer courses for technical teacher education.

The Technical Teachers Training College offers Diploma and degree in BSc in Technical Education for technical teachers while the Vocational Teachers Training Institute (VTTI) offers training for vocational teachers.

Conclusion

With the current approaches and strategies the TVE system has become an integral part of the overall education system. In the context of rapidly changing world the TVE system will undergo changes both in terms of structure and process including content. Bangladesh has drawn a National Education Policy with high stress on vocational and science and technology education for human resource development.

The Regional Experts Meeting to Develop A Model For Technical And Vocational Education And Training For Asia-Pacific will certainly have a positive impact in TVE Sector of member countries. Bangladesh hopes to benefit from the outcome of this meeting to enter into the 21^st Century.

Brunei Darussalam

(Mr. Abdul Ghani Bin Haji Omar)

Brunei Darussalam is a small independent and economically stable country, which is largely sustained by the oil and gas industry. With a population of 300,000, the citizens are entitled to a free education from primary to university level.

The Education Agenda of Brunei has been beseeched with external factors and are taken by the country responsive to the needs of the citizenry. These factors created scenarios linked with other causal factors facing the interplay of events affecting the TVET System of Brunei in general. The country has been sensitive to the dynamism of new world economic order of freer world trade; the process of open competition; and participation of private enterprises in a more responsible business and corporate community. It also considered the evolution of information technology as an access to a global community; and the need to ensure the sustainability of the environment (7^th national Development Plan, Brunei Darussalam, 1999).

Among the internal key factors affecting the VTET direction is that it has its own strengths and weaknesses. Its strengths centered heavily on the re-engineering of the department of Technical education of Brunei Darussalam; and availability of experts from the region via SEAMEO VOCTECH. However, in another stance, there is a perceived lack of competitiveness in the current leadership of VTE personnel to match with the regional reformation shots; limited autonomy of financial matters; and shortage of local expertise.

The Shared Vision of TVET in Brunei Darussalam has been viewed as "To achieve excellence in technical education and training". The process involved strategic planning workshop with participation from the Department of Technical Education (DTE), VTI and SEAMEO VOCTECH.

The TVET's mission anchored on the tenet to develop competitive, dynamic and quality workforce through technical education and training consistent with the national aspirations.

This vision and mission of TVET has precipitated from the national goals stated as follows:

"Brunei Darussalam shall be forever a sovereign, democratic and Independent Malay Muslim Monarchy upon the teachings of Islam according to the Ahll Sunnah Wal-Jamah and based upon the principle of liberty, thrust and justice and ever seeking guidance and blessings to Allah the peace and security, welfare and happiness of the people of Brunei Darussalam".

The objectives based from the national goals emphasized on the following:

a) to improve the quality of life of the people;

b) to maximize the economic utilisation of national resources;

c) to develop non-oil industries;

d) to accelerate human resources development so as to meet the country's demand of and increasingly sophisticated economy;

e) to maintain full employment and increase the level of productivity;

f) to maintain a moderate rate of inflation;

g) to foster a more disciplined, self reliant and caring society; to encourage and nurture the development of "Rakyat Melayu" as leaders of industry and commerce; and

h) to have clean and healthy environment.

Thus, the TVET goals were formulated from the above national objectives as follows:

· To establish an effective and efficient system of administration and management of technical education and training;

· To develop an effective human resource development plan;

· To develop a positive image and recognition of the technical education;

· To create an enhanced physical environment in the DTE and its training institutions;

· To develop an effective training and delivery system;

· To establish diversified funding sources;

· To develop coherent system of programmes between technical, secondary and tertiary institutions;

· To increase involvement of industry and community.

The aforementioned goals adopted several strategies such as:

· Promotion of linkages between TVET and industry;
· Strengthening linkages between TVET and general education;
· Innovation of curriculum and Delivery Systems;
· Broadening the Financial base of Public Sector Training;
· Strengthening research and development;
· Enhancing experiential learning through industrial attachment;
· Expanding multi-mode programme of delivery:
· Establishing qualifications framework;
· Proposing employment legislation;
· Providing recognition awards to industry.

Assessing the progress of the goals are the following indicators:

· Conducted several research projects in collaboration with other institutions.
· Attachment of DTE Officer to SEAMEO VOCTECH
· Development of Programme Guides for implementation
· Conducted tracer studies on VTE graduates
· Increasing number of linkages with other institutions and industries
· Sponsoring and managing international forum, conferences, etc.
· Creation of the BDTVEC for Assessment and certification system
· Training of teachers on entrepreneurship
· Considering the adoption of Tech Prep Technology in the VTE Institutions
· Curriculum integration

Despite the identified factors where the TVET system of Brunei acknowledged as systematically functional, there are uncertainties crossing the sector. A discontinuity of the national programmes for TVET could be a "certain" uncertainty. As expected, there could be change of leadership leading to the change in policies. This takes into account the massive re-engineering of the Department of Technical Education of the country. As such, inherent changes of current development plans would inevitably result from the changes of leadership and management styles from the previous governance. Leadership has to address plans reflective of the ideals, philosophy and commitment of the national leaders.

The scenario of TVET System projected in 2010 may become very challenging from a foreign perspective. A strong indication of globalised skilled-workforce would be entering the industrial market. Brunei could compete globally. The TVET sector would be the baseline of economic indicators meeting the equilibrium between the supply and demand of the labour market both locally and internationally. High level of training and greater participation of citizens irrespective of strata would be concurrent to the very active economic performance of the TVET sector and of the country.

China

(Mr. YANG Jin)

Context

China is in a transition from the traditional planned economy to the Socialist Market Economy (SME). The implementation of the SME opens a new phase of social and economic reform and it exerts an impact on every aspect of economic and social life in China. The reform of the state-owned enterprises and the diversification of ownership system have generated impetus for the adoption of the development policies such as "rejuvenating the nation through science and education" and the strategy of sustainable development has" created demands for a qualified labour force.

Technical and vocational education and training (TVET) have developed very rapidly in the last 20-year or so, In 1999, there were 22,000 technical and vocational education institutions with an enrolment of 14 million. At the senior secondary level of education, the ratio of enrolment between vocational and general education was 55:45. However, the management mechanism of TVET, the concepts of quality, efficiency and effectiveness of TVET, which were formed in a planned economy, can not longer suit the provision of qualified labour force for the market economy.

In the first decade of the new millennium, it is crucial to make policies need to be made in China to gear technical and vocational education and training (TVET) to suit the SME.

Vision

China's sustainable development and its competitiveness in the global market depend very much on the transfer of its huge population burden into productive human resources. In the current development level of China, the progress towards a knowledge-based economy needs not only scientists and technologists, hut also skilled labourers. The improvement of the development mechanism and the quality of TVET is closely associated with the nation's creation and innovation capabilities. The focus of the development of TVET in China needs to be shifted from the expansion of quantity to the enhancement of quality, efficiency and effectiveness.

Goals

· Centres of excellence in TVET will be formed. In year 2000, one thousand national key TVET institutions and 2000 provincial key TVET institutions will be identified and evaluated.

· The interaction and co-ordination between TVET and social and economic progress are to be enhanced.

· At the senior secondary level of education, the ratio between vocational and general education remains 50:50.

· All new labourers and displaced labourers, receive some kind of TVE'T before entering or re-entering the labour market.

· Adopt new management mechanisms for TVET, such as enhancing the role of the governing board of the institution, so as to strengthen the autonomy of TVET institutions and enable them to make change according to market needs.

· Enhance the attractiveness of TVET to school leavers and their parents. Most of the enrolment of higher vocational education are to be ear-marked for graduates of secondary vocational institutions.

· Increase the flexibility of TVET courses through modularised, credit-based arrangement, and renew curricula content to keep abreast with new knowledge, new skills and new practices. In the next three years or so, the Ministry of education will organise the development or the renewal of 1000 curricula of 80 vocational programmes.

· Provide in-service training to existing vocational teaches and instructors and 50 national centres for vocational teacher training will be established.

· Deploy modern educational technologies in the teaching and learning process and pay special attention to information and communication technologies.

· Besides providing education and training for their students, TVET institutions are encouraged to work together with the government departments and enterprises to serve the SME directly, such as conducting technical experiments, popularising technical knowledge and skills, development production models and providing technical and social services to the local communities.

· Encourage the economic sector not only to invest in TVET, but also to take part in curricula reform, teaching material development and programme design, to provide specialised teaching staff and to receive students for industrial placement.

· Diversify financial channels to TVET. Besides government's investment to TVET and the charge of tuition fees, TVET institutions in China have been encouraged by the ideas of "combining education with productive work" and "integrating school and enterprises into one" so as to create more chances for students to practice their skills and at the same time to generate income for institutions.

Uncertainty and Limitations

· As a result of the successful adoption of the single-child family planning policy in China since 1970s, more and more school students are the single-child of the family. Almost all of them bear undue expectations from their family to receive higher education. The long existed problem of lower social esteem of TVET will become even worse and social demand for TVET could become weak.

· The central government's intention of not setting a quantitative target for TVET could weaken local governments' determination and effort to develop TVET.

· The reduction of state-owned enterprises' social responsibility could result in the closure of TVET institutions invested and run by enterprises.

· A substantial portion of the existing teachers and instructors of TVET are not qualified and the enhancement of the quality of leaching staff of TVET is a long and difficult process.

Scenario for the Future

· TVET needs to become an integral component of the national life-long education system and the articulation between TVET and general education, between TVET and higher education is to be substantially strengthened.

· A national authority for TVET needs to be established to work out policies in the field of human resources development and to co-ordinate national efforts in developing TVET.

· A national qualification framework, which combines academic qualifications and vocational qualifications and provides comparability and pathways between different qualifications, needs to be formed.

Indonesia

(Mr. Joko Sutrisno)

Skill toward 2020 for Global Era

The Context

The education system in Indonesia has the following components. There is a six-year system of primary education. This is followed by three years of junior secondary education. Up to this level education is compulsory.

Upper secondary education is delivered in two types of institutions, The academic stream is delivered through general education (SMU). The alternative to the academic stream is technical and vocational stream, delivered through institutions which are collectively known as SMKs. However individual SMKs specialise in particular areas and are known by their specialist titles. The two largest groups of SMKs deal with business studies/economics also know as SMEAs, and with the metal/automotive/building areas which are known as STMs. SMEAs comprise 50 per cent and STMSs 38 percent of all SMK enrolments. There are other specialists institutions for hospitality, textiles, craft, the arts etc; these comprise the remaining 12 percent of SMK enrolments. There are both public and private SMDs: they have total enrolments of about 1.4 million, with over 60 percent being in private institutions. SMK students undertake three year full-time courses. Virtually all of the students of the technical and vocational stream are in the 16 to 19 age group although some SMKs cater for other groups by offering non-formal courses on a full-cost recovery basis.

Higher education is the remaining sector of formal education. It has two tracks; the first consists of academic programs leading to bachelor, master and Ph.D. degrees. The second track is called Professionals (Higher Vocational) Education; it leads to diplomas of 1,2,3 and 4 years length. These diplomas have a clear vocational locus. They can be followed by specialists postgraduate programmes. Universities, Institutes and Higher Schools offer academic degrees as well as diplomas; Polytechnics offer courses in areas similar to SMKSs, competitive selection means that the majority of the polytechnic intake is from the SMU system.

The Report also discusses Pendidikan Sistem Ganda. This is an innovation in SMK programmes under which students undertake work experience in firms as an integral part of their courses. Pendidikan Sistem Ganda is inspired by the dual system in Germany. In Indonesia the students are undertaking work experience for periods of several months during the three years of their SMK courses. Pendidikan Sistem Ganda is a substantial move to make the vocational education system more relevant to the world of the work SMKs and employers at the local level. It is being introduced progressively.

Vision

It is necessary, however, to affirm that vocational education and training has, as its prime purpose, the need to give people the skills and underpinning knowledge which will enable them to be productive workers, to compete for available jobs, and to be prepared for career progression as promotions become available.

Goals

· Provide TVET by appropriately responding to social changes and trends in Industry, such as the offering of the new technologies including such as information", welfare", "food production" and "health care", etc., in the short (3 years), medium (5 years) and long (10 years) terms;

· Provide TVET by catering to student's diversified needs, making the range of choices as wide as possible to allow each student to select courses and develop a sense of individuality.

· Establish partnership between TVET at higher secondary school and local communities as well as industry

· Promote links with institute of further education to enable students to continue learning after their graduation from the technical colleges.

· Produce adaptable and multi-skilled workforce suited to the changing demands of the global economy.

Strategy

The only way to overcome the existing problems and realize rapid technological change is to implant technology induced/driven development in Asia-Pacific. For this to happen, the following strategies could be undertaken:

· Increased enrolment in Technical and Vocational Institutions

· Education Programmes must be achieved.

· Higher allocation of budgetary resources must be made available for Technical and Vocational Education programmes.

· The sub-sector must be integrated into the educational mainstream at all levels.

· Technical and Vocational Education programmes have to be redesigned and modularized to make them more flexible and accessible to the young and the old. The programmes should provide opportunity for retraining to cater for complex skills or know-how demands necessitated by technological changes.

Indicators

If some SMKs are able to expand the role of these activities to include short courses, and also seek to sell their training capacity to industry, this may provide some betterment for teachers. Schools should also have the capacity to enter into arrangements with firms, which would provide experts to assist with practical classes. These firms may also be able to provide work experience for teachers as well as students as part of their contribution to the improvement of vocational training. This is particularly important in relation to ventures with local firms and industries. As part of the staff development proposed for senior SMK, managers, the development of business plans and management skills would be important.

Iran

(Dr. Abbas Sadri)

IRAN Strategies

1. To improve the quality of TVE through:

· Improving the teachers performance
· Updating facilities and equipment
· Improving the institutional climate
· Revising curriculum and using CBE in the curriculum
· Using the modular system

2. To create better coordination between Education (Institutions) and Industries linkages.

3. Allocating more funds for TVE.

Nepal

(Mr. Saroj Devkota)

Context

· Mandate
· Functions
· Programmes run by the Council for Technical Education and Vocational Training (CTEVT)

- Publicly
- Privately

· Curriculum development process

- Job market information
- Coordination with TEVT stakeholders
- Approval of CTEVT programmes and curricula

· Strengths of Organization

- Service and Programme Development
- Human Resources Development
- Clear Vision, Mission and Organizational Goals
- Strong Legal Foundation

· Major Weaknesses

- Inadequate strategies to innovate and change TEVT system relevant to the national needs,

- Difficulty to cope with changing demands of the labour market,

- Lack of policies to promote close linkages between TVET institutions and industry,

- Lack of efforts to include entrepreneurial orientation and skills in TEVT,

- Uncoordinated measures to improve instructors' and managers' quality,

- Insufficient procedures to promote articulation between TEVT and the general education system, and policies to improve participation of special groups in TEVT.

- Difficulty in incorporating apprenticeship programmes in its major activities.

Vision

Given the responsibility shouldered to the CTEVT, it has the vision of being the apex body of TEVT sector with all the sectoral obligations for contributing in the economic development of Nepal.

Mission

Given a long-term vision, the CTEVT has the mission of formulating sectoral policies, ensuring quality, and providing services to technical education and vocational training programmes, which prepare the competent and skilled workforce required for the economic development of Nepal.

Goals

· Ensure organizational stability and continuity.
· Development policies for managing TEVT sector.
· Coordinate TEVT stakeholders for enhancing efficiency, effectiveness and responsiveness.
· Provide services to TEVT sector.
· Maintain quality of TEVT programs and services.
· Increase self-reliance through income generating activities.
· Prepare competent work force for TEVT sector.
· Promote training and services for employment opportunities.
· Broaden the access and equity in TEVT activities.
· Encourage participation of business and industries in TEVT activities.

· Strong legal base through government regulations and CTEVT bye-laws;

· Organizational development and institutional stability through an appropriate structure;

· Competent staff through appropriate staff development schemes;

· Strengthening the research and information part of CTEVT;

· Involving user agencies and jobholders in developing curricula through an integrated approach;

· Encouraging private sector to open training centers according to the needs of the country;

· Providing technical, administrative and managerial services to the training providers;

· Strengthening skills testing to widen its roles to bigger target groups;

· Delegating authority to training institutions with accountability;

· Establishing instructors training institute to produce competent instructors and managers for TEVT;

· Strengthening the roles and responsibilities of the examination division for quality output;

· Continues monitoring of TEVT activities through CTEVT network;

· Regular assembly and council meetings;

· Regular TVET national coordination workshops and seminars.

Indicators

· Higher employment ratio of CTVET graduates
· Close linkages among training providers and labour market
· Reduction of per unit cost of training programmes without compromising quality
· Training institutions have plans for sustainability
· Recognition of CTVET programmes and certificate in local and international job market
· Local needs addressed
· Human resource development as per the aspiration of the business and industry
· Industrial involvement in training increased
· Trained instructors and managers operate the system.

Uncertainties

· Changes in government policy without appropriate study;
· Rapidly changes in Science and Technology;
· Economical recession in business and industry;
· Evaluation based on quantity and not on quality;
· Flexibility in the demand of job market;
· Over-flow of cheap labour from neighboring countries;
· Decrease in government developmental budgets;
· Instability of the system.

Scenario

· Good coordination and support mechanisms among all TVET actors.

· Uniformity of curriculum of TVET providers by CTVET.

· TVET graduates are recognized and equivalency granted.

· Formulation of new plans and programmes.

· Decentralization of administrative and financial decisions making to institutions.

· Development of grant funding, production units and other cost recovery mechanisms.

· Development of policy incorporating gender and equity issues.

· Emphasis on demand driven training programmes.

· Promotion of business/industry based training programmes.

· Scientific examination, certification and accreditation procedures.

· Highly competent instructors and managers.

· Development of supportive inspection, supervision, monitoring and evaluation systems.

· Development of centre of excellence in providing training services on instruction, curriculum development and management.

· Multiskills trained graduates for the labour market.

· National occupational standard classification is available.

· Effective and efficient skill testing mechanism is in place.

· Skill standards are prepared for many of the occupational job areas.

· Effective and efficient educational information system and labour market information systems are in place.

New Zealand

(Dr. David Brook)

Introduction

New Zealand is a small developed country (population 3.8 million) but with i high literacy rate and a participation rate of about 45% in the tertiary education sector.

The present policies for the delivery of vocational and technical training have been in place with minor changes since the reforms of the Education Act in 1989. Highlights are as follows:

1. Funding of Technical and Vocational Education

The policy of the New Zealand Government has been to ensure a competitive environment for tertiary education generally and to introduce an element of user-pays.

The element of competition is designed to keep costs down and to ensure that there is choice between providers.

The element of user-pays has resulted from a philosophy that Government should pay for training that is in "the public good" and that individuals should pay for the private good".

At the present time, Government meets approximately 75% of the costs while the balance is paid for either by the individual student or the industry.

The level of Government funding is the same to all registered institutions (stale or private) and based on a small number of cost bands, e.g.

Business, Arts, Agriculture:	NZ$ 4.700 per equivalent lull time student
Science, Computing, Trades:	NZ$ 7,200 per equivalent lull time student

2. Providers Of Technical & Vocational Education

The Major New Zealand Tertiary institutions comprise:

Universities

Mostly concerned with degree level education which may be technical and vocational. AUT, the newest university, is a major provider of technician and trade level courses as well as degree and postgraduate courses. There re are eight universities.

Polytechnics

Mostly concerned with technical and trade courses, hut many also offer degrees in vocational areas (e.g. Nursing. Accounting etc). There are 24 polytechnics.

Private Training Establishments (PTEs)

There are some hundreds of PTEs. Most are very small and often concentrate on only one training area (e.g. hairdressing, food & beverage service, language schools etc). Some, however, offer degrees and a diversity of courses.

All providers must be accredited (and the courses they teach approved) in order to receive Government funding. The main approval and accreditation body is the New Zealand Qualifications Authority (NZQA) which also established the National Qualifications Framework.

3. The National Qualifications Framework

The National Qualifications Framework is a system designed to recognise the attainment of knowledge, understanding and skills by all people in New Zealand. Framework qualifications are quality assured and nationally recognised. It applies to all sub degree courses in technical and vocational training. Learners who register on the Framework are able to accumulate credits over time and at their own pace as they work towards a qualification.

The Framework has eight levels of progression. Levels 1-3 are of approximately the same standard as senior secondary education and basic trades training. Levels 4-6 approximate to advanced trades, technical and business qualifications. Levels 7 and 8 equate with advanced qualifications of graduate and postgraduate standard.

Expert groups are established to set standards and take part in the accreditation of training providers. Only accredited organisations are able to assess learners against framework standards, and award credits. Accreditation means an education provider or workplace has sufficient expertise in leaching and assessing, and adequate quality management systems to deliver what is promised to the learner. It is the organisation that is accredited, not its programmes.

The Framework system gives education and training providers much freedom to develop their own programmes. The unit standards state the outcomes that programmes should generate, not how they must be learned or assessed. These give learners greater access to learning and enable providers to use resources more effectively. Much framework assessment occurs in the workplace.

Assessment can be done by the accredited provider (school) or by a registered assessor. A wide range of evidence may be used to compare a candidate's performance against a unit standard as part of the assessment process. As well as traditional tests, projects etc, an assessor can use evidence of prior achievements or evidence from the candidate's workplace to test performance against a standard.

Consistency among assessors is gained through moderation systems which ensure that assessors have a common view on what "meeting the standard means. Moderation methods can include assessor training, regional panels, moderator visits, examples of learner work, common assessment tasks, meetings of assessors and moderation of assessment activities before they are used with learners.

Once a learner is assessed and awarded credit, the learning institution notifies NZQA and the credit is then added to the NZQA database along with other credits achieved by the learner. Once a year, or more often if requested, the learner receives a record of all standards and qualifications he or she has achieved in the past year. This is called the Record of Learning and is an official document, useful as a credential to future employers or education providers.

4. The Role of Industry in Developing the Curriculum for Vocational & Technical Training

Industry Training Organizations (ITOs) have been established for most industries. Their role is to determine the training needs of their industry and to identify the skills and knowledge required in related training programmes. These skills are defined and incorporated in "unit standards".

Government funds the ITOs who then purchase the training from a registered training provider (usually either a polytechnic or a private training establishment). The training provider then teaches the unit standards specified by the ITO.

ITOs and providers also have to work in partnership with the ITO deciding what is to be taught and the Polytechnic or PTE deciding how to teach it. At its best the system works very well.

This system has been strongly supported by the industry but with over 50.000 unit standards now in existence, desegregation problems arc beginning to emerge. Updating of the standards is a continuous and expensive requirement and many are now outdated.

Pakistan

(Prof. Muhammad Anayat)

TVET starting from scratches at the time of independence in 1947, has developed into a well established system providing manpower to the industry at semiskilled, skilled and supervisory level. Of the 130 million population with literacy rate of about 35%, less than 1% of GDP is allocated to TVET. However, Government has always accorded high priority to TVET, as it is evident through emphasis laid on it in the 5-year development plans and national education policies (latest version was launched in 1999).

TVET has two distinct components: technical education and vocational training (for skill development in different trades). Technical education is offered through provincial Directorates of Technical Education (DTEs) and through Federal Ministry of Education as the policy planning body also prescribing common curriculum. Separate institutions exist for boys and girls. Programmes are offered as 3-year Diploma of Associate Engineer (DAE) in 36 different technologies in polytechnics/colleges of technology/technical institutes, presently 60 under public sector, and almost an equal number under private sector, with an intake capacity of about 12000 under Government and almost the same under private sector institutions. Private sector has however, penetrated only in selected towns in some traditional disciplines requiring low investment. Thus, Government is dominant provider across the country. Academic standards are maintained by independent Boards of Technical Education. Commerce education offering 1-year certificate (C.Com) and 2-year diploma in commerce (D.Com) and business administration (DBA) and 3-year diploma in secretariat practices, and 4-year degrees (B.Com, BBA, MBA) is similarly offered in public sector and private institutions, with certification/accreditation of Board of technical education and the Universities.

The National Training Board (NTB) under the Federal Ministry of Labour and Manpower is entrusted with the responsibility of skill standards development and its supervision, through vocational training institutes under Provincial Training Boards of respective Labour and Manpower Departments. But, several other provincial departments are also offering skill-training courses including Education, Agriculture, Industries, Social Welfare, and Mining. Big industries have established their vocational training institutes for their own requirements. This multitude of providers of vocational training have resulted in lack of coordination as well as thinning of resources. Industries prefer to provide on the job training before induction to the job, as the graduates of TVET come with rather broader range of knowledge and skill. Although employees express their dissatisfaction over the quality of graduates of TVET, industry is not involved actively, as an institutional arrangement, in the curriculum formulation, or education/training process, nor the industrial placement forms an essential component of TVET. The number of graduates produced is driven more by the social demand than actual requirements of the industry.

Formal training at TVET institutions forms a dominant feature, with elements of sandwich, apprenticeship, on-the-job, and even informal apprenticeship training having due place. A common feature of TVET is its terminal nature of programmes, with little, if any, articulation with institutions of higher learning. This has resulted in the general (false) impression of TVET being of a low status, especially the training in trades, with lesser chances of vertical mobility.

Recent two developments need due attention:

i) By way of involving industry in the TVET, Institute Management Committees (IMCs) had been formed under Labour and Manpower. Practice has been extended to technical education centres partially as semi-institutional arrangement. These IMCs are headed by a local industrialist, with members drawn from industry, community and academics.

ii) To achieve coordination, or minimize wastage though multiple providers, technical education and vocational training institutions under all departments/agencies in public sector, have been brought under one umbrella of Technical and Vocational Education and Training Authority (TVETA) in province of Punjab.

iii) Skill Development Council has been created to cater the training requirements of the industry in collaboration with institutions.

Other provinces are eagerly looking forward to the results of these initiatives to follow any future course of action. But, the need of coordination between various providers of TVET, and involvement of industry/employers in TVET management are the priority areas of Government intervention/initiatives.

Papua New Guinea

(Mr. Joseph Banda)

Introduction

a) The Challenge

Papua New Guinea is facing great economic and social challenges. It needs:

· To create meaningful lives for all its people

· To produce goods and services that are competitive in terms of quality and cost in the broader word; and

· To provide effectively and efficiently the goods and services needed within Papua New Guinea.

A high quality work force is essential if Papua New Guinea is to meet these challenges.

The present work force is relatively costly and unproductive. As a result, formal employment has grown slowly and the productivity of the informal urban and village work force has, if anything declined since Independence.

1. Vision 2003

Technical Vocational Education Division will provide demand driven broad based technical and vocational education and training, that meets National Competency Standards and the ongoing needs of the community, government, commerce and industry.

2. Mission Statement

Technical Vocational Education is to provide, facilitate and promote integrated human development through the delivery of relevant and nationally recognised technical vocational education and training programmes necessary to foster, enhance and sustain the socio-economic development of Papua New Guinea.

3. Strategic Goals for Technical Education

· Develop and implement quality skills training programmes to meet the needs of the community, private and public sector.

· Improve the cost effectiveness of conducting training programs in Technical and Business Colleges.

· Ensure that the quality of Technical Education and Training is maintained at acceptable standards.

· Improve and upgrade existing teaching aids, equipment and facilities in Technical and Business Colleges.

· Strengthen existing staff development and training.

· Strengthen the collaboration between Technical and Vocational Education Division and all stakeholders.

· Encourage greater participation of women in a wide range of skills training.

· Ensure that staffing requirements match the planned growth.

· Provide appropriate funding for all activities.

· Strengthen the co-ordination of designing, developing and delivery of client-focused skill training programmes.

· Establish the training and curriculum specifications for all award and non-award courses.

· In co-operation with the Provincial and Local Level authorities, promote socio-economic and development opportunities through relevant community-based training programmes.

· Establish and strengthen partnership with stakeholders.

· Strengthen the working relationships between NDOE, Provincial and Local Level Governments in achieving the education and training needs of the local community.

· Facilitate gender equity and access to staff professional development

· Ensure that all vocational training centres are adequately staffed and appropriately resourced.

· Ensure appropriate funding for all vocational training centres training activities.

5. The development of human resources is very important in the socio-economic development of a nation. A skilled workforce is a necessary condition for increased productivity thus making a valuable contribution to economic development. The training of skilled or semi-skilled workers in an efficient and effective way is a challenge faced by many countries in a world of rapid technological and increased international competition.

Technical Vocational Education and Training (TVET) Division of the Education Department will remain to be an important part of the overall integral human development of the people of Papua New Guinea in accordance with the National Government policies. TVET's ultimate goal is to improve training efficiency based on sound training policies and clear understand of training principles and dynamics of employment and labour market forces. This is reflected in the TVET's Corporate Plan.

The National Department of Education is committed to contributing to the country's goal of a skilled nation throughout the education system.

In the past, the Coordination of Technical Education and Training was separate from that of Vocational Education and Training.

6. There is now a commitment to change towards a more efficient and effective national Technical and Vocational Education system through a Unified TVET System. This will facilitate:

· Provision of better, appropriate and relevant skills needs of industry.

· Provision of skills to meet income needs and aspirations of the individuals, and various communities in urban and rural areas.

· Provision of broad-based skills flexibility in programme lengths, modular approach to course provisions to facilitate efficient skills attainment for the needs of the local communities, local and national industries.

· Commitment to improve levels of liaison between Technical Colleges and Vocational Centres which will provide pathways for students to articulate from Vocational Centres to Technical and Business Colleges, and/or to Universities.

· Recognition of prior learning through the Trade Testing Scheme.

· Facilitate harmonious, integrated and sustainable economic development through demand driven Competency-based training system.

7. Through consultations between Technical and Vocational Education Division, and the various stake holders in the provision of Technical and Vocational Education, such as Industrial representatives, Provincial Governments, Non-Government organisations, Chamber of Commerce, etc. the TVET Corporate Plan was prepared. The plan sets out the following:

The Corporate Plan also outlines the following:

· Projected activities
· Staffing requirements
· Resource requirements
· Budget Requirements
· Projected enrolments

The significant changes consequent to the implementation of the TVET Corporate Plan in Papua New Guinea are as follows:

Commitment by the Education Department to:

· Change towards a more efficient and effective national Technical Vocational Education System through a Unified TVET system. The aim is to better the skills needs of industry and the income needs and aspirations of the individuals and various communities in urban and rural areas.

· The provisions of broad-based skilling, flexibility in program lengths, modulars approach, and to facilitate efficient skills attainment to make it more appropriate to the needs of the local communities, local and national industries through TVET.

· Improve levels of liaison between Technical Business Colleges and Vocational Centres, and for recognition of prior learning through the Trade Testing Scheme, and the provision of linkages between all levels of TVET programs.

· The required commitment from the Provincial Education authorities in partnership with the NDOE to improve the quality of vocational education and training so that the community may view it as an alternative route for the majority of the youths who are not able to gain access to other formal education institutions, instead of the low status it has currently.

· Facilitating harmonious, integrated and sustainable economic development through a demand-driven competency-based training system, to accommodate the ever expanding post basic education school population, and addressing the needs of the existing population who may be without basic education.

· Funding and provision of relevant and appropriate training for enhancing the employment prospects of youths, including the majority youths in rural areas, women and the disabled.

· Encouraging the role of NGO's in Vocational Education and training while maintaining their independence to facilitate initiatives.

8. Establishment of Performance Indicators for Use of Resources and Effectiveness of Technical and Vocational Education and Training.

· The TVET Division of the Education Department in Consultation with the Technical and Business Colleges, agencies and clients arc constructing performance indices related to efficient use of resources which will be used to asses institutional performance.

· The Tracer Studies on employment of its graduates, and employer satisfaction of the College and Vocational Centre graduates are being done annually.

The information from the above studies is used to carry out the I raining Needs Analysis to determine the needs of industry, private and public sectors, and the community.

Programmes are developed and/or modified, based on the training need analysis.

9. Potential Constraints

· National Government allocations to the Technical Education Division have fallen in real terms over the last decade. National Government representatives often proclaim the importance of Technical Training. The Technical Vocational Education Division, however, has not persuaded the Government and its advisers of the need for broader investment in Technical Training. Provincial government funding for Vocational Training has been sparse over the last twenty-five years.

· Employers do not invest in training which tails to raise productivity and profitability and, communities and individuals will not invest in training which produces no personal or community benefits.

· Business is decreasingly willing to sponsor apprentices and students in the state technical training system. Fewer of the declining numbers of PETT graduates obtain employer sponsorship into apprenticeships.

· Parents and relatives are increasingly unwilling or unable to sponsor students through the extended vocational training programmes.

· The lack of any reliable data on workforce requirements for PNG makes it extremely difficult to determine appropriate targets for Technical Education.

· Linkages between Technical Education and private sector employers are not adequate and the development plans of business and industry do not play an important role in planning of Technical Education curriculum. This discourages partnerships which could more effectively train the workforce even in the absence of accurate aggregate national employment information.

Conclusion

In accordance with the Papua New Guinea Education moto, "EDUCATION SKILLS DEVELOPMENT FOR LIFE" we are looking forward to a great partnership with you all as we plan together for the new Millennium.

Philippines

(Mr. Carlos G. Gellekanao Jr)

INTRODUCTION

The development of human resources is always the priority agenda of the Philippine Government. It is always viewed as an important component that contributes to the socio-economic development of the country.

Several reforms in education have been initiated to streamline the structure of government bureaucracy for effective and efficient delivery of services to the people. The government agency affected by the re-organization is the Technical Education and Skills Development Authority (TESDA) which was created in 1994. TESDA was established to plan, coordinate, and implement programmes for the development of middle level skills of the country. TESDA serves as a focal agency in technical vocational education and training. A model for the effective and efficient TVET is imperative.

I. CONTEXT:

Internal

· The creation of the Technical Education and Skills Development Authority (TESDA) in the Philippines has taken a new role in the management of the technical vocational education and training (TVET) system.

· The merging of government agencies (National Manpower and Youth Council, the Bureau of Technical and Vocational Education of the Department of Education and the apprenticeship programme of the Department of Labour) into one Authority known as TESDA will be able to rationalize and strengthen TVET programmes and activities in the country.

· The present thrusts of the government to develop a globally competitive workforce and focusing of efforts towards rural development will require a re-directioning of TVET.

External

· Rapid technological changes greatly affected the management of TVE. Innovative approaches are encouraged for training providers to respond to these changes to ensure quality of education and training.

· Changes in technology will require retraining, retooling of workers and teachers.

· Filipino workers are expected to meet international standards so as them to be competitive.

II. VISION AND GOALS:

· TVET system should contribute to the development of a world-class, technically skilled and educated Filipino workforce with positive work values, with positive work values, where they enjoy a life of greater economic security, social well being and personal dignity.

· It is envisioned that quality TVET shall be assured by improving and strengthening the following: -

1) Setting of priority skills based on market demand and opportunities for work

2) Establishment of strong partnership with industry and other stakeholders.

3) Development of programmes on rural development that will improve the quality of life of the people.

4) Generation of resources to support TVET.

5) Development of scheme to provide access to education and training.

6) Aggressive advocacy efforts to attract persons to TVET.

III. STRATEGIES:

1. Installation of the TESDA Occupational Qualification and Certification System which has the following features: -

a) Accessible to basic education graduates, school teachers, workers, entrepreneurs and persons in higher educational institution.

b) Allows the person to enter at any stage in the system.

c) Allows recognition of prior learning & experiences.

d) Installs quality assurance among training providers through a Unified Programme Registration and Accreditation System.

e) Anchors on a competency-based national Qualification and Certification system.

f) Draws standards and priorities from industries.

g) Utilizes certification as assurance to industry of the quality of the workers.

h) Dovetails the directions indicated in government plans, policies, priorities and public investments.

2. TESDA has set its 5-year strategic directions as follows:

a) TESDA must exercise its Authority role of manager of the TVET sector;

b) TESDA must develop the capability of its partners through technical assistance program;

c) TESDA must promote best practices by establishing centers of excellence in the few institutions it will retained under its supervision;

d) TESDA must generate and mobilize resources from various sources;

e) TESDA must provide more resources on technical education and skills development courses and activities with highest return on investment and on the economy;

f) TESDA must strengthen competency assessment and certification under the TOQCS;

g) TESDA must promote and establish the Dual Training System as preferred mode of training workers;

h) TESDA must actively participate in the government thrust toward rural development through a convergence strategy;

i) TESDA must pursue micro enterprise development with partners providing the entrepreneurship component of the programme;

j) TESDA must develop and establish program designed to pursue opportunities in the overseas labor market.

IV. LIMITATIONS:

1. Quality Assured System - The introduction and installation of the quality assured TVET system will require for more investment in training. Resistance to change is expected from training providers.

2. Partnership with Industry - The introduction of training modality with industry may not be acceptable to some industries especially the small and medium enterprises. They consider training as added cost. Strong advocacy and incentive packages shall be provided to them to ensure their participation in training.

3. Teacher Training and Incentives - Development programme for teachers to cope with rapid changes in technology and work environment is being look at by training providers as added costs. Likewise, when industry immersion programme for teachers are instituted, lukewarm attitude of some industry to participate is expected.

4. Strict government auditing rules and regulations hinders the programme to attract competent and qualified leaches in TVET. Retaining them in the job for several years will require packages of incentives and benefits.

V. SCENARIO:

a. The installation and implementation of TESDA Occupational Qualification and Certification system will result to:

1) quality graduates needed by the economy

2) percentage of job placement of graduates will be increased

3) training providers will be encouraged to strive for excellence through incentives and awards.

4) Productivity of workers will be enhanced

b. Advocacy efforts for TVET will strengthen the career guidance:

1) more access to information on job opportunities
2) information on variety of courses will lead to wise choices of vocation
3) more entrants to TVET training programmes.

c. Partnership with industries will be strengthened by providing teachers and students more experience on real industry situation and exposure to stale of the art of modern equipment. The curriculum will he responsive to industry needs. Thus, the gap between supply and demand will be narrowed down.

d. Funding for TVET shall not entirely depend on government support but on other sources through an effective fund sourcing mechanism. Training providers will become self-reliant, with adequate funds and improved equipment and facilities.

e. Training providers shall provide packages of incentives for teachers. This will enhance recruitment of good and qualified teachers and retain them to the job for a longer time.

f. Improvement in the delivery of TVET training services for rural development. TVET programmes shall be initialed towards the improvement of the quality of life of the people in the rural areas. These services can be felt and appreciated by the rural folks.

Republic of Korea

(Ms. Young-Hyun LEE)

Education System

Korea uses a school "ladder" following a similar track of 6-3-3-4, providing six years of compulsory primary education, three years of middle (junior secondary) school, and three years of high (senior secondary) school, followed by two or four more years in colleges and universities.

The average educational level of the population in Korea is already relatively high compared to those of other industrialized countries. Middle schools, even though they are not compulsory, enroll 99.9 percent of the relevant age group. High schools, both general and vocational, enroll 95.6 percent of their respective age groups. Educational levels in full-time schooling and higher education in Korea arc among the highest in the world.

TVET System

In Korea, technical and vocational education programmes under the formal education system are provided at both senior secondary schools (high schools) and post-secondary institutions (Junior colleges). Non-formal vocational training is provided as a means of non-formal education. The Ministry of Education administers vocational education while vocational training is administered by the Ministry of Labour.

Vocational high schools provide three year programmes which are divided into six categories: agricultural, technical, commercial, marine and fisheries, vocational and comprehensive. Vocational high schools are the major sources of craftsmanship-level skilled manpower in Korea. In 1999, there were 762 technical and vocational high schools with a total enrollment of 851,751, which accounted for about 38 percent of total high school enrollment. The 762 technical and vocational high schools include 28 agricultural high schools, 196 technical high schools, 247 commercial high schools, 9 maritime & fisheries high schools, 82 vocational high schools, and 200 comprehensive high schools.

Junior colleges provide two-year post-secondary programmes, with the exception of the marine and fisheries courses and nursing courses which last two-and-a-half year and three years respectively. In 1999 there were 161 junior colleges with an enrollment of 859547, which accounted for about 35 percent of total higher education enrollment.

Vocational training in Korea assumes three forms depending on training institutions: public, in-plant, and authorized vocational training. Public vocational training is undertaken by the Korea Manpower Agency (KOMA), the Korea Chamber of Commerce and Industry (KCCI), governmental agencies, local autonomies and the Korea Employment Promotion Agency for the Disabled (KEPAD). It aims to train semi-skilled and skilled workers in programmes lasting from three months to two years.

In 1998 there were 510 training institutes (95 public, 237 in-plant and 178 authorized) which provided training for 481,595 craftsman. In addition, upgrade training was provided for 7,177 person taking technician courses, 474 persons taking master craftsman courses and 2,283 persons taking teacher training courses. There were 41 public vocational training institutes under KOMA which included 19 polytechnic colleges placed under the authority of the Korean Foundation for Polytechnic Colleges in December 1997.

Recent Reforms in TVET

In the 1990s the Korean economy is facing new challenges posed by the changing economic environment, such as the globalization of trade and labour markets, the rapid advancement of new technologies and mass unemployment. These phenomena will foster fast-paced changes in future industrial structures and employment patterns.

The effect on changes in the labour market are that some jobs are declining significantly, others are growing in importance and some require completely new or different skills. The size of the workforce associated with service and technology, where a high-level education as well as skill is required, will increase while demand will shrink low-skilled workers. Many employees are likely to change jobs and possibly even careers several times during their working life. The changing nature of labour market trends has significant implications for education. This phenomena implies the need to provide lifelong learning, continuing and recurrent training, and continued upgrading of knowledge and skills.

Despite the expansion for higher education and intermediate skill training in the 1980s, the present level of education and training is unable to meet industrial demands. The Korean government has recently introduced various measures to strengthen the vocational training system in order to produce skilled manpower to meet changing industrial demands while reducing the pressure of higher education.

The Presidential Commission of Education Reform (PCER) proposed the Second Education Reform Programme, including vocational education reform, in 1996. Reflecting the recent trend of higher education, the objective of vocational education reform is to establish a Lifelong Vocational Education System'.

Following are the three main objectives to be accomplished by the year 2000.

1. Ensure that those who do not plan to enter college are given opportunities to receive proper vocational training in high school.

2. Ensure that vocational training at the junior college level will be available to those who desire it.

3. Ensure that those working who wish to improve their professional skills are given the chance to receive any vocational education or training they desire.

In order to achieve this goal, legislation on the credit bank system in 1996 was enacted which allows part-time registration at college on a test-base system. Also, students in vocational high schools and industrial workers are eligible to undertake further education. Vocational high school students and industrial workers have priority in the selection process for colleges in related fields of study. Beginning from 1996, graduates of junior colleges obtained associate degrees.

With the introduction of the lifelong education system junior college education expanded. Between 1980 and 1999, enrollment in junior colleges increased 5.7 times and programmes were diversified in number. Junior colleges are expected to be the centre of vocational education in the near future.

To encourage workers to upgrade their skills and knowledge, the government revised the Polytechnic College Law in 1997 in order to grant degrees to graduates of polytechnic colleges. The Korea Foundation for Polytechnic Colleges was inaugurated by KOMA with the approval of the Ministry of Education during early 1998. Beginning in February 1998, the graduates of polytechnic colleges could attain Industrial Associate Degrees.

In order to strengthen the junior colleges' capacity for vocational education, programmes linking the curriculum of the second and their years of vocational senior secondary schools with that of the vocational college (2+2) are being implemented in some pilot schools. Students who have completed vocational senior secondary school courses are given priority in the selection process for entry into colleges in related fields of study. From 1996, graduates of junior colleges receive associate degrees.

Other programmes to be introduced are as follow:

Integration of Vocational and General Education

Schools that wish to do so can integrate and operate the curriculum of both vocational and general high schools to enable students to choose from the wide selection of courses irrespective of their fields of study. This is to enable students to satisfy pre-requisites for further education while at the same time acquire work-related knowledge and skills in high school to enter the workforce directly.

Schools that integrate and operate both types of curricula will minimize the number of compulsory courses students must take and increase the number of elective courses. Suggested is to link integrated schools to provide open curricular in which the school curricula are linked to area training institutes are technical schools for lab facilities. It is expected schools will be operated from year 2000.

Provision of Further Education for Vocational Graduates

To attract students into secondary level vocational programmes, opportunities for further and continuing education are to be expanded and restrictions lifted for vocational graduates.

Among innovative programmes specifically proposed in this regard was the introduction of the "New College" system which will be built in the actual work sites. A business or a consortium of employers may establish a college programme. The new colleges are to allow employees to earn college level degrees while employed. Lectures for basic courses and theory will be offered through distance learning technology and on-site study will count as lab credits. This is just an example for new programmes which are to offer greater opportunities for vocational/technical students to continue their studies that lead to higher education degrees.

Encouraging Enterprise Training

The government enacted the Act on Promoting workers' Vocational Training in 1997 to establish a system for vocational competency development and to encourage enterprises to provide further training for the employed on a voluntary basis. The Act was put into effect in January 1999.

According to the Act, the Minister of Labour provides financial support for employers who implement vocational competency development programme. The Minister also supports employees who make an effort to develop their vocational competency, i.e., undertaking vocational competency development training programmes, wanting to acquire a certificate or undertaking programmes

Republic of Korea

(Ms. Young-Hyun LEE)

Education System

Korea uses a school "ladder" following a similar track of 6-3-3-4, providing six years of compulsory primary education, three years of middle (junior secondary) school, and three years of high (senior secondary) school, followed by two or four more years in colleges and universities.

The average educational level of the population in Korea is already relatively high compared to those of other industrialized countries. Middle schools, even though they are not compulsory, enroll 99.9 percent of the relevant age group. High schools, both general and vocational, enroll 95.6 percent of their respective age groups. Educational levels in full-time schooling and higher education in Korea arc among the highest in the world.

TVET System

In Korea, technical and vocational education programmes under the formal education system are provided at both senior secondary schools (high schools) and post-secondary institutions (Junior colleges). Non-formal vocational training is provided as a means of non-formal education. The Ministry of Education administers vocational education while vocational training is administered by the Ministry of Labour.

Vocational high schools provide three year programmes which are divided into six categories: agricultural, technical, commercial, marine and fisheries, vocational and comprehensive. Vocational high schools are the major sources of craftsmanship-level skilled manpower in Korea. In 1999, there were 762 technical and vocational high schools with a total enrollment of 851,751, which accounted for about 38 percent of total high school enrollment. The 762 technical and vocational high schools include 28 agricultural high schools, 196 technical high schools, 247 commercial high schools, 9 maritime & fisheries high schools, 82 vocational high schools, and 200 comprehensive high schools.

Junior colleges provide two-year post-secondary programmes, with the exception of the marine and fisheries courses and nursing courses which last two-and-a-half year and three years respectively. In 1999 there were 161 junior colleges with an enrollment of 859547, which accounted for about 35 percent of total higher education enrollment.

Vocational training in Korea assumes three forms depending on training institutions: public, in-plant, and authorized vocational training. Public vocational training is undertaken by the Korea Manpower Agency (KOMA), the Korea Chamber of Commerce and Industry (KCCI), governmental agencies, local autonomies and the Korea Employment Promotion Agency for the Disabled (KEPAD). It aims to train semi-skilled and skilled workers in programmes lasting from three months to two years.

In 1998 there were 510 training institutes (95 public, 237 in-plant and 178 authorized) which provided training for 481,595 craftsman. In addition, upgrade training was provided for 7,177 person taking technician courses, 474 persons taking master craftsman courses and 2,283 persons taking teacher training courses. There were 41 public vocational training institutes under KOMA which included 19 polytechnic colleges placed under the authority of the Korean Foundation for Polytechnic Colleges in December 1997.

Recent Reforms in TVET

In the 1990s the Korean economy is facing new challenges posed by the changing economic environment, such as the globalization of trade and labour markets, the rapid advancement of new technologies and mass unemployment. These phenomena will foster fast-paced changes in future industrial structures and employment patterns.

The effect on changes in the labour market are that some jobs are declining significantly, others are growing in importance and some require completely new or different skills. The size of the workforce associated with service and technology, where a high-level education as well as skill is required, will increase while demand will shrink low-skilled workers. Many employees are likely to change jobs and possibly even careers several times during their working life. The changing nature of labour market trends has significant implications for education. This phenomena implies the need to provide lifelong learning, continuing and recurrent training, and continued upgrading of knowledge and skills.

Despite the expansion for higher education and intermediate skill training in the 1980s, the present level of education and training is unable to meet industrial demands. The Korean government has recently introduced various measures to strengthen the vocational training system in order to produce skilled manpower to meet changing industrial demands while reducing the pressure of higher education.

The Presidential Commission of Education Reform (PCER) proposed the Second Education Reform Programme, including vocational education reform, in 1996. Reflecting the recent trend of higher education, the objective of vocational education reform is to establish a Lifelong Vocational Education System'.

Following are the three main objectives to be accomplished by the year 2000.

1. Ensure that those who do not plan to enter college are given opportunities to receive proper vocational training in high school.

2. Ensure that vocational training at the junior college level will be available to those who desire it.

3. Ensure that those working who wish to improve their professional skills are given the chance to receive any vocational education or training they desire.

In order to achieve this goal, legislation on the credit bank system in 1996 was enacted which allows part-time registration at college on a test-base system. Also, students in vocational high schools and industrial workers are eligible to undertake further education. Vocational high school students and industrial workers have priority in the selection process for colleges in related fields of study. Beginning from 1996, graduates of junior colleges obtained associate degrees.

With the introduction of the lifelong education system junior college education expanded. Between 1980 and 1999, enrollment in junior colleges increased 5.7 times and programmes were diversified in number. Junior colleges are expected to be the centre of vocational education in the near future.

To encourage workers to upgrade their skills and knowledge, the government revised the Polytechnic College Law in 1997 in order to grant degrees to graduates of polytechnic colleges. The Korea Foundation for Polytechnic Colleges was inaugurated by KOMA with the approval of the Ministry of Education during early 1998. Beginning in February 1998, the graduates of polytechnic colleges could attain Industrial Associate Degrees.

In order to strengthen the junior colleges' capacity for vocational education, programmes linking the curriculum of the second and their years of vocational senior secondary schools with that of the vocational college (2+2) are being implemented in some pilot schools. Students who have completed vocational senior secondary school courses are given priority in the selection process for entry into colleges in related fields of study. From 1996, graduates of junior colleges receive associate degrees.

Other programmes to be introduced are as follow:

Integration of Vocational and General Education

Schools that wish to do so can integrate and operate the curriculum of both vocational and general high schools to enable students to choose from the wide selection of courses irrespective of their fields of study. This is to enable students to satisfy pre-requisites for further education while at the same time acquire work-related knowledge and skills in high school to enter the workforce directly.

Schools that integrate and operate both types of curricula will minimize the number of compulsory courses students must take and increase the number of elective courses. Suggested is to link integrated schools to provide open curricular in which the school curricula are linked to area training institutes are technical schools for lab facilities. It is expected schools will be operated from year 2000.

Provision of Further Education for Vocational Graduates

To attract students into secondary leve