CTE/TVET Research and Policy Survey Report

Transcription

1 2008/AEMM/002 CTE/TVET Research and Policy Survey Report Purpose: Information Submitted by: China 4 th APEC Education Ministerial Meeting Lima, Peru June 2008

2 CTE/TVET Research and Policy Survey Report People s Republic of China, Republic of the Philippines June 2008 Lima Part one: Background With the fast growth of the knowledge-based economy, 21st Century employees need relevant competencies to respond to the demands of the workplace. While Career and Technical Education (CTE)/Technical and Vocational Education Training (TVET) is a new area for EDNET, it is at the very core of the APEC mission. CTE/TVET is beneficial for economic development, especially youth development. High-quality CTE/TVET can help students gain 21 st Century competencies, skills, and required qualifications. Today's workplace requires a higher level of content, technical skills, and mastery of 21st Century competencies and skills from all its employees. Quality CTE/TVET programs integrate academic and technical skills to meet 21st Century, industry-based occupational standards. However, in many APEC Economies, the public image of CTE/TVET is much lower than the traditional academic sequence. The Policy Survey for CTE/TVET undertaken by China and the Philippines shows that there are very real transition issues as students move from the school to work environment, especially in the areas of 21 st Century competencies that an employer values. No matter the economies or the modes of CTE/TVET, training supplemented by real-world application will become more and more vital as the workforce is constantly adapting to new technological innovations and workers transition to multiple jobs over a lifetime. Part Tow: Questionnaire Analysis and Key Findings Brief introduction of questionnaire In order to explore the ways of strengthening CTE/TVET of APEC members, and share experiences among the members, China and the Philippines have launched a survey, aiming at knowing CTE/TVET systems, curriculum and assessment standard, qualification of teachers, problem and policies of the economies so as to obtain experiences and explore possibilities to promote and deepen cooperation among members. Eleven members have answered the questionnaire, (Australia, Brunei, China, Hong Kong, China, Japan, New Zealand, Peru, the Philippines, Chinese Taipei, Thailand and USA). Key Findings CTE/TVET systems are quite different in APEC economies in the students age, Length of programs, credentials, etc. There are some common challenges and problems which most APEC economies confronted Different economies have different countermeasures to meet the challenges and difficulties In order to improve the quality of CTE/TVET, the economies have launched many programs and reforms. They have had much experience and the best practices in policy making I. CTE/TVET Framework A. Students Access to CTE/TVET in Different APEC Members (age, length, number) According to the survey, Brunei students at the age of 12 are the youngest access to CTE/TVET which award credentials among the respondent members. Thailand students at the age of 13 may begin their school program oriented to vocational credentials. The Philippines have no special CTE/TVET institutions in the secondary level. Therefore, Philippine students have to wait until 17 if they want to get credentials awarded in TVET. Besides the three above, students in other members begin to pursue their credential awarded in CTE/TVET at the age of 14 (Hongkong, China, Peru and USA) or 15 (Japan, New Zealand and Chinese Taipei) after the student accomplish more than 8 years basic education. Students who access to Tertiary CTE/TVET have more varieties in educational backgrounds and ages. Six members CTE/TEVT institutions at tertiary level are closely connected to secondary school, including Brunei, China, the Philippines, Thailand, Chinese Taipei and USA while students in Hong

3 Kong, China, Japan and New Zealand who access tertiary level CTE/TVET do not need to accomplish senior secondary education. Length of the program needed to obtain credentials in CTE/TVET varies in the different members. It is very flexible in some members. The length of the program in the secondary level from a few months to 3 years in Hong Kong, China, Japan, New Zealand and USA according to the students need and qualification demands. But in China, almost all the students in vocational schools have to stay for 3 years. Table 1: Span ages and length of program for credentials awarded in CTE/TVET Members span ages (credentials awarded) length of programs (credentials awarded) Secondary Tertiary Secondary Tertiary Australia vary varies depending on the length of time taken by an individual Brunei Y Australia 3.5(PD&ND) 2.5HND China Y 2Y Hong Kong, China M-3Y 1-2Y Japan Y 1-5Y New Zealand Y (a week for a credits) 2-4Y Peru Y 3Y The Philippines N/A N/A N/A Chinese Taipei Y 4Y Thailand Y 4Y USA Y- (full time equivalent) 2+ B. How do the Students Complete Their CTE/TVET Programs? (Specialized or non- Specialized) (1) At Secondary level In Brunei, China, Chinese Taipei and Thailand, students can choose specialized CTE/TVET institutions such as secondary vocation schools. Some members offer student vocational courses in the institutions of general education. In Peru, secondary level technical education is given to all students in the last years of Basic Education (upper secondary education) through the curricular area Education for the Workplace. In New Zealand, Government funding allows schools to provide students with access to vocational training with Tertiary providers and workplace learning with local employers. (2) At Tertiary Level In China, most TVET in tertiary level is offered in specialized institutions. Peru s tertiary TVET system is similar to China. The survey also shows that specialized TVET institutions in tertiary level takes more proportions than those in secondary level. (See table 2).

4 Table 2: Two different paths of CTE/TVET Members percentage of general educational institutions offering CTE/TVET the percentage of these specialized CTE/TVET institutions among the total institutions Secondary Tertiary Secondary Tertiary Brunei 100% Will have in % 40% China <10% <10% 46% 58% Hong Kong, China 40% 100% N/A 100% Peru 100% N/A 0% 64.37% The Philippines N/A 72% 5.70% 16.10% Chinese Taipei 45% 51% N/A N/A Thailand 5% 30% 40% 40% USA 99% 99% 7% 41% *Japan and New Zealand have all forms of CTE/TEVT in both Secondary and Tertiary Level, but no data available C. CTE/TVET: A Meta-System in Education System Some members establish specialized TVET institutions like secondary vocational schools in China, Polytechnics and Private Training Establishments in New Zealand. Others offer vocational courses in general educational institutions. Both of the strategies are implemented by different members. In the secondary level, Hong Kong, China, Japan, New Zealand, Peru and USA prefer the second strategy. CTE courses and programs are offered in most comprehensive secondary schools across the United States. Approximately half of all secondary students participate in a substantial way in CTE programs while specialized institution in the secondary level is only 7%. Another example is Peru. In Peru, the students of the seventh cycle of Basic Education (upper secondary years) develop occupational modules for the workplace. Brunei, China, Chinese Taipei and Thailand prefer establishing specialized TVET institutions. China is the typical one which has a large number of vocational schools in the secondary level, which account for 46% among the total institutions. In the tertiary level, the percentage of educational institutions specialized in CTE/TVET have a visible increase. USA has specialized CTE institutions which account for 41% among the total tertiary institutions. New Zealand is also famous for its Polytechnics and Private Training Establishments. In Japan, there are 3,467 colleges with an enrollment of about 760,000 students. The students in specialized training colleges are offered a variety of learning opportunities for the diverse needs of the people. The Philippines is a very special example compared to other members. The education in the Philippines consists of 6 years basic education plus 4 years secondary education. That s why it is the only member which has no secondary level TVET in any forms. In addition, many members mention that CTE/TVET system in their education system have dual function both in providing education and training opportunities to young school leavers and helping those who are already in the labor market upgrade or develop new competencies in order to enhance employability and improve productivity. In USA, it is estimated that as many as 40 million adults participate in short-term occupational training in the tertiary level.

5 . Analysis of the Standard----The Similarities and the Differences The analysis of the criteria implies some similarities of the members. For instance, all the curricula covers Broad Skills (Technical skills,workplace skills, Employability skills,and Academic knowledge) and 21 st Century Competences (Creativity and innovation skills, Critical thinking/realworld problem solving, ICT skills/literacy, Communication and Collaboration Skills, Ethical and socially responsible attitudes) (all members answer Yes or Some ). We can find the CTE/TVET almost link to academic standard (100% in secondary level and 90% in tertiary level). When questioning the teacher training or professional development, we found that the great importance is attached to preservice and in-service training of teachers in 90% questioned members. Some differences have also been found. When asked When were the current CTE/TVET standard last revised? Some members revise standard recently (so that their curriculum are closed to the requirement of industry), and some has not revised for many years (industry didn t satisfied the curriculum). When questioned Do the following sectors lead/participate the development of CTE/TVET standards and assessments?, there are various answers.. The challenges or difficulties in CTE/TVET When asked the challenges or difficulties of CTE/TVET in your economy, the answers focused on: 1. Traditional mindset and discrimination held by society towards CTE/TVET(10 economies), 2. Shortage of qualified teachers and trainers(9), 3. Funding difficulties(8). The others: Lack of strong govt. support or policy backup(7), Difficulties for the CTE/TVET graduates to get employed(6), Curricula do not match industry needs, reform direly needed(4). There were also some individual answers, such as: Australia-- Demographic Change, Globalisation and International Competitiveness, Technical change, The Changing Nature of Jobs and Occupations. Chinese Taipei--Lack of incentives to hire teachers from industries, Lack of budget for the CTE/TVET to renew facilities in time. USA--Lack of consistency in programs among states/provinces, More employers involvement needed.. Reform or program for improving CTE/TVET Many economies have government and industry based programs or reforms to support CTE/TVET. For Examples: Australia: Programs (1) Australian Apprenticeships Incentives Programme (2) Fast Track Apprenticeships (3) Skills for the Future,etc. Reforms Australian Quality Training Framework.. Establishment of a national body, Creation of an industryestablished standards body Brunei: Apprenticeship Training----Department of Technical Education, Industrial Attachment Scheme----Brunei Darussalam Technical and Vocational Education Certificate. China: Expansion TVET enrollment in secondary and tertiary level to 50% of total students. Financing support for teachers training, students subsidy, equipment and training centers. Work-study program Lacking skilled worker training, Rural Migrants Training, Agricultural Skill Training, Training for Adult Re-employment Hong Kong, China: Applied Learning (ApL) The Youth Pre-employment Training Programme (YPTP) and the Youth Work Experience and Training Scheme (YWETS) Japan: Young People's Independence and Challenge Plan New Zealand: Ongoing review of national standards and qualifications on NQF Tertiary Reform Strategies School Funding streams such as Career Information Grant and Secondary Tertiary Alignment

6 Resource Peru: Pilot Program of Professional Technical Training National Curricular Design The Philippines: Formulation of National Technical Education and Skills Development (NTESDP) and Formulation of the National Skills Priorities Plans (NSSPs). President Gloria Macapacal-Arroyo Training for Work Scholarship Program,Enterprise-based Programs Reforms: Job-Focused Skills Training Program, and Competency-based TVET Chinese Taipei: Develop tailor-made cooperative programs based upon industries needs, the Last Mile program and Employment program. Etc. Reform: Joint department-oriented curriculum, USA: Programs of Study. Reform: The U.S. has moved away from a narrowly focused job training approach that served only a small number of occupations, which were traditionally low-skilled. Ⅴ.The countermeasures to meet the above-mentioned challenges or difficulties Each economy takes different countermeasures to confront the challenges or difficulties: Brunei: For lack of teachers----(1) Employ expatriates, (2) Scholarship for students in needed area. (3) Recruiting part time teachers (4)In-service training for teachers in needed areas Traditional mindset----roadshows, advertisements, leaflet, career talks Funding----(1) Streamline procedures (2) sponsorship from government/public and private sectors China: Improving relevance and quality of CTE/TVET --Promotion of an active role of employers in training delivery and funding --Modernization of curricula and teaching methods --Encourage schools link to industries, and students practice in enterprises in the last year of study. Government continues increasing input to improve TVET. Hong Kong, China: Successful implementation of Applied Learning, YPTP and YWETS New Zealand: Tertiary reforms will address funding complexities, Increased government support as trade skill shortages worsen, Career information and promotion of vocational learning and industry careers by national ITOs and Government agencies such as Career Services Peru: Supreme Decree on the Policy Guidelines for Vocational Training as a document of consensus between the Ministry of Education and the Ministry of Labor. Philippines: Strategic Positioning of TESDA, Continued Implementation of the Paradigm Shifts, MRSQ, and Expansion of Strategic Partnerships in TVET Chinese Taipei: Encourage industry-academy alliances USA: The Perkins Act has encouraged the states to establish norms that make clear what courses students must take to move from secondary to tertiary levels of study, or from secondary study to employment. Economy-level advisory committees have been organized among employers to help ensure that these norms accurately describe what students need to study to enter employment. The economy-level advisory committees are improving themselves by bringing in greater numbers of employers and more influential employers. Part Three: Proposals The survey analysis implies it is necessary and possible to make research of CTE/TVET policies and schemes. Besides the survey, in the Xi an EDNET Symposium, participants from 12 APEC Economies discussed CTE-related issues and confirmed the most common concerns. We found that

7 some challenges and problems were common to many economies in APEC. Different economies had different experiences and best practices in reform and policy making. Therefore it is suggested APEC members in the coming years carry out cooperation and research in the following aspects: A. Understanding similarity and difference between advanced and less advanced members via analysis of CTE/TVET framework of APEC members B. Promoting CTE/TVET policy development via collecting and distributing schemes available of the member C. Setting a learning platform via case study and experiences sharing for APEC members, esp. those from developing economies to promote CTE/TVET development D. Setting foundation for future APEC CTE/TVET research and cooperation based on the research this time E. Convening symposium to share and disseminate experiences of CTE/TVET on the following topics: (1) How to develop capacity oriented curriculum module to meet requirement of market. (2) Closer contact with employers and get them involved in curriculum reform. (3) Training and professional development of teachers. (4) Employment and career guidance and employment capacity development. (5) Encourage women to engage in non-traditional career and set up their own business and etc.

8 CTE/TVET Research and Policy Survey Report People s s Republic of China & Republic of the Philippines June 2008 Lima 1 Part one: Background With the fast growth of the knowledge-based economy, 21st Century employees need relevant competencies to respond to the demands of the workplace CTE/TVET is beneficial for economic development, especially youth development High-quality CTE/TVET can help students gain 21st Century competencies, skills, and required qualifications CTE/TVET is a new area for EDNET, it is at the very core of the APEC mission 2

9 Part two: Survey Findings About the survey aiming at knowing CTE/TVET systems, curriculum and assessment standard, qualification of teachers, problem and policies. Eleven members have answered the questionnaire(australia, Brunei, China, Hong Kong, China, Japan, New Zealand,Peru, the Philippines, Chinese Taipei, Thailand and USA). 3 Questionnaire Analysis I. CTE/TVET Framework Students Access to CTE/TVET in Different APEC Economies Specialized or non-specialized A Meta-System in Education System Ⅱ. Curriculum Standard (The Similarities and the Differences) Ⅲ. The Challenges or Difficulties in CTE/TVET Ⅳ. Reform or Program for Improving CTE/TVET Ⅴ.The Countermeasures to Meet the above- Mentioned Challenges or Difficulties 4

10 Key Findings CTE/TVET systems are quite different in APEC economies in the students age, length of programs, credentials, etc. There are some common challenges and problems which most APEC economies confronted Different economies have different countermeasures to meet the challenges and difficulties In order to improve the quality of CTE/TVET, the economies have launched many reforms and programs, and had much experience and the best practices in policy making 5 I. CTE/TVET Framework Span ages and length of program for credentials awarded in CTE/TVET Members Australia Brunei span ages (credentials awarded) Secondar y Tertiar y vary Secondary length of programs (credentials awarded) Tertiary varies depending on the length of time taken by an individual 3Y 3.5(PD&ND) 2.5HND China Y 2Y Hong Kong, China M-3Y 1-2Y Japan Y 1-5Y New Zealand Y (a week for a credits) 2-4Y Peru Y 3Y The Philippines N/A N/A N/A Chinese Taipei Y 4Y Thailand Y 4Y USA Y- (full time equivalent) 2+ 6

11 A Meta-System in Education System Some members establish specialized TVET institutions like secondary vocational schools in China, Polytechnics and Private Training Establishments in New Zealand. Others offer vocational programs in general educational institutions such as high schools or colleges Both of the strategies are implemented by different members. In the secondary level, USA, Japan, Hong Kong, China, New Zealand and Peru prefer the second strategy. 7 Two different paths of CTE/TVET Members percentage of general educational institutions offering CTE/TVET the percentage of these specialized CTE/TVET institutions among the total institutions Secondary Tertiary Secondary Tertiary Brunei 100% Will have in 2008, but no data available 27% 40% China <10% <10% 46% 58% Hong Kong, China 40% 100% Have, but no data available 100% Peru 100% N/A 0% 64.37% The Philippines N/A 72% 5.70% 16.10% Chinese Taipei 45% 51% Have, but no data available Have, but no data available Thailand 5% 30% 40% 40% USA 99% 99% 7% 41% 8

12 Brunei 9 China General H..E. VE system Higher V.E. Independent Independent Higher Higher VE VE institute institute Adult Higher College Others Others Higher Higher VE VE in in University University All All Kinds Kinds of of Vocational V Vocational Training Training G.S.HS G.J.HS Senior H.V.E. Junior H.V.E General secondary VE VE school Adult secondary VE VE school All All Kinds Kinds of of Vocational V Vocational Training Training Junior VE VE school VE VE in in General Junior Junior school school All All Kinds Kinds of of Vocational V Vocational Training Training

13 Philippines Age D A Y C A R E N U R S E R Y K I N D E R P R E P A R A T O R Department of Education (DepEd) Elementary High School (6 years) (4 years) Post- Technical Education Secondary and Skills Development Technical Vocational Authority Education and (TESDA) Training Commission on Higher Pre-Baccalaureate Education (CHED) Baccalaureate 4 Year Degree Program Master s 5 Year Degree Program (Architectural & Engineering Doctorate Programs) 6 Year Degree Program Y (Medical and Allied Programs) Pre- School Education Primary Education Secondary Education Tertiary Education Chinese Taipei HIGHER EDUCATION SR. SEC. ED. 9-YEAR COMPULSORY ED. DOCTORAL WORKING DEPT. OF MEDICINE PROGRAM EXPERIENCE WORKING EXPERIENCE MEDICINE DEPT. OF DENTISTRY DEPT. OF UNIVERSITY & COLLEGE COMBINED HIGH SCHOOL SENIOR HIGH SCHOOL DOCTORAL PROGRAM MASTER PROGRAM UNIVERSITY OF TECH. (4 YRS.) ELEMENTARY SCHOOL INSTITUTE OF TECH. (2 YRS.) JUNIOR COLLEGE (2 YRS.) SENIOR VOCATIONAL SCHOOL JUNIOR HIGH SCHOOL WORKING JR. COLLEGE (5 YRS.) EXPERIENCE 12 TECH. & JR. COLLEGE ED. 9-YEAR COMPULSORY ED

14 CTE/TVET Curriculum Standards All the curricula covers Broad Skills and 21 st Century Competences (all members answer Yes or Some ) Almost CTE/TVET standard link to academic standard (100% in secondary level, 90% in tertiary level) Great importance is attached to pre-service and in-service teacher training or professional development (90% questioned economies) 13 CTE Curriculum Standards (cont.) Some economies revise standard recently, and some has not revised for many years (industry not satisfied with the out-of-date curriculum). When questioned Do the following sectors lead/participate the development of CTE/TVET standards and assessments?, there are various answers. 14

15 The challenges or difficulties in CTE Rank the challenges or difficulties of CTE/TVET in your economy Frequency 1 Traditional mindset and discrimination held by society towards CTE/TVET 10 2 Shortage of qualified teachers and trainers 9 3 Funding difficulties 8 4 Lack of strong govt. support or policy backup 7 4 Difficulties for the CTE/TVET graduates to get employed 6 Curricula do not match industry needs, reform direly needed challenges or difficulties in some individual economies Australia-- Demographic change. The Changing nature of jobs and occupations. Chinese Taipei--Lack of incentives to hire teachers from industries. Lack of budget for the CTE/TVET to renew facilities in time. USA--Lack of consistency in programs among states/provinces. More employers involvement needed. 16

16 Programs for improving CTE/TVET Economy Australia Brunei China Hong Kong, China Japan New Zealand Programs *Australian Apprenticeships Incentives Programme *Fast Track Apprenticeships *Skills for the Future *Apprenticeship Training.*Industrial Attachment Scheme. *Work-study Programme *Expansion TVET Enrollment *Strengthening County TVET Center *Trainers Training *Lacking skilled worker training *Rural Migrants Training *Agricultural Skill Training *Training for Adult Reemployment *Applied Learning (ApL) *the Youth Pre-employment Training Programme (YPTP) *the Youth Work Experience and Training Scheme (YWETS) *Young People's Independence and Challenge Plan *Ongoing review of national standards and qualifications on NQF *Tertiary Reform Strategies *School Funding streams such as Career Information Grant and Secondary Tertiary Alignment Resource 17 Programs for improving CTE/TVET(cont.) Economy Peru The Philippines Chinese Taipei USA Program *Pilot Program of Professional Technical Training *National Curricular Design for secondary level *Formulation of National Technical Education and Skills Development (NTESDP) *Formulation of the National Skills Priorities Plans (NSSPs) *President Gloria Macapacal-Arroyo Training for Work Scholarship Program *Enterprise-based Programs *Tailor-made cooperative programs based upon industries needs *the Last Mile program and Employment program *Programs of Study 18

17 Reforms for improving CTE/TVET Economy Australia China The Philippines Chinese Taipei Reforms *The Australian Quality Training Framework *Creation of an industry-established standards body *Expansion TVET enrollment in secondary and tertiary level to 50% of total students. *Financing support for teachers training, students subsidy, equipment and training centers. *Job-Focused Skills Training Program *Competencybased TVET *Joint department-oriented curriculum USA *The U.S. has moved away from a narrowly focused job training approach that served only a small number of occupations, which were traditionally low-skilled 19 The countermeasures to meet the abovementioned challenges or difficulties Brunei: Lack of teachers (I) Employ expatriates; (II) Scholarship for students in needed areas; (III) Recruiting part time teachers; (IV) In-service training for teachers in needed areas. Traditional mindset road shows, advertisements, leaflets, career talks. Funding (I) Streamline procedures; (II) Sponsorship from government/public and Private Sectors 20

18 The countermeasures to meet the abovementioned challenges or difficulties (cont.) China: Improving relevance and quality of CTE/TVET --Promotion of an active role of employers in training delivery and funding --Modernization of curricula and teaching methods --Encourage schools link to industries, students practice in enterprises in the last year of study. Continuing government input to improve TVET. 21 The countermeasures to meet the abovementioned challenges or difficulties (cont.) Hong Kong, China: Successful implementation of Applied Learning, YPTP and YWETS New Zealand: Tertiary reforms will address funding complexities Increased government support as trade skill shortages worsen Career information and promotion of vocational learning and industry careers by national ITOs and Government agencies such as Career Services 22

19 The countermeasures to meet the abovementioned challenges or difficulties (cont.) Peru: Supreme Decree on the Policy Guidelines for Vocational Training A project working with the Department of Technological, Productive and Technical Higher Education in seven regions will contribute to establish the basis for a reform plan, improvement and pertinence of the technological superior education. Philippines: Strategic Positioning of TESDA Continued Implementation of the Paradigm Shifts, MRSQ Expansion of Strategic Partnerships in TVET 23 The countermeasures to meet the abovementioned challenges or difficulties (cont.) Chinese Taipei: Encourage industry-academy alliances USA: The Perkins Act has encouraged the states to establish norms that make clear what courses students must take to move from secondary to tertiary levels of study, or from secondary study to employment. Economy-level advisory committees have been organized among employers to help ensure that these norms accurately describe what students need to study to enter employment. States are also working to develop norms between states. The economy-level advisory committees are improving themselves by bringing in greater numbers of employers and more influential employers. 24

20 Part Three: Proposals The policy survey analysis implies it is necessary and possible to make research of CTE/TVET policies and schemes. Besides the survey, in the Xi an EDNET Symposium, participants from 12 APEC Economies discussed CTE-related issues and confirmed the most common concerns. The participants all agreed with: 25 Proposals (cont.) Understanding similarity and difference of CTE/TVET framework between APEC economies via analysis Promoting policy development via collecting and distributing schemes available of the economies Setting a learning platform via case study and experience sharing for APEC members, esp. those from developing economies Setting foundation for future APEC CTE/TVET research and cooperation 26

21 Proposals (cont.) Convening symposium to share and disseminate experience of CTE/TVET on the following topics: How to develop capacity oriented curriculum module to meet requirement of workplace Closer contact with employers and get them involved in curriculum reform Training and professional development of teachers Employment and career guidance and employment capacity development. Encourage women to engage in non-traditional career and set up their own business, and etc. 27