COUNTRY-LEVEL WORKSHOP IN LAO PDR ON SEA-TVET HARMONISATION AND MOBILITY 22-23 DECEMBER 2015, VIENTIANE,LAO PDR TVET Policy for Harmonization and Mobility By: Vannalek Leuang Deputy Director General Department of TVED Content 1. Overview 2. TVET System 3. TVET Situation 4. Internal & External Cooperation 5. Achievement of TVET-Development 6. Issues and Challenges 7. TVET Development Plan 2016-2020 1
1. Overview Geography: Located in heart of Indochina; GMS East-West and North- South Economic Corridor, Member of ASEAN-Community Territories: 236 800 Km 2 Capital: Vientiane Capital Province: 17 provinces Population: Total number - 6.492.400 million, of which 3.237.600 were women and 3. 254.800 were men. Population movement: 15% live in Savannakhet, 11% live in Champasak, 13% live in Vientiane and 7% live in Luangprabang - Growth rate of the population: 1.45% (compared to 2005) Aging rate: 15-54 years (54,5%) and Over 55 years(8,77%) - A multi-ethnic nation of 49 groups Source: V i e n t i a n e T i m e s, F r i d a y D e c e m b e r, 2015 Labor structure Sector 1985 2005 2010 2015 * Agriculture 89.2 76.6 75.0 70.0 Industry + construction 1 7.7 5.5 7.0 Services 2.7 15.6 19.5 23.0 Source: National Statistic Centre 2008, 7th NSEDP 2011-2015 report in the 9th Party Congress, March 2011 2
GDP Growth Rate (per year) 2001-2005 2006-2010 2011-2014 2014-2015 6.2% 7.9% 8.05% 7.5% (estimated) GDP/Person (USD/P) 2000 2005 2010 2014 2015 335 511 1.069 1.672 1.875 Source: MPI,2014 2. TVET System Based on the TVET Law, TVET system comprises 3 criterias: 1. Formal TVET- Education which determines objectives, methods,curricula and learning duration clearly. 2. Non-Formal TVET- Education which is flexible objectives, methods,curricula and learning duration, according to the real situation, conditions and demand of each target groups. 3. Integrated TVET- Training approach which includes formal, non-formal and informal education TVET Structure comprises 3 levels: 1. Certificate level - C1, C2,C3 2. Diploma level 3. Higher Diploma level 3
TVET qualification system in Lao PDR NVQF Qualification Entry requirements Duration of training Level 1 Certificate I Primary education or 3-6 months equivalent and higher Level 2 Certificate II Primary education or After Certificate I: 6 months equivalent and higher 1 year Level 3 Certificate III Lower secondary or After Certificate II: 1 year equivalent and higher After Lower Secondary: Min. 2 years Level 4 Diploma Lower secondary or After Certificate III: Min. 1 year equivalent and higher After Lower Secondary: Min. 3 years After Upper Secondary: Min. 2 years Level 5 High Diploma Upper secondary or After Certificate III: Min 3 years equivalent or higher or After Diploma: 1-2 years diploma After Upper secondary: 3 years 3. TVET Situation - In the Academic year of 2014-2015, there are the total number of 101 TVET institutions under the responsibility of MOES: 23 Public Institutions- The total number of 26,264 students, 10,467 females and the total number of 2,190 teaching staffs, 805 females. 78 Private Institutions- The total number of 36,405 students, 18,724 females and the total number of 2,848 teaching staffs, 754 females. The total number of 62,669 students, 29,191 females. The total number of 5,038 teaching staffs, 1, 559 females (Public and Private) 4
LANITH Students enrolment and number of teachers in the public institutions Year 2010-11 2011-12 2012-13 2013-14 2014-15 Total Teachers 1,692 1,884 1,954 2,036 2,190 Women 585 669 702 729 805 Men 1,107 1,215 1,252 1,307 1,385 Students 18,121 18,496 20,886 23,567 26,264 Bachelor 807 1,737 2,216 1,042 55 Higher diploma and continuing higher diploma 7,883 8,077 7,302 9,129 10,195 Diploma 8,522 7,324 9,339 10,350 13,081 Certificate 909 1,358 2,029 3,046 2,933 5
The dynamic of TVET enrollment during the period 2010/11 2014/15 Students in 2014-2015 per sector in public TVET No. Field/Major Certificate (9+3) Diploma (12+2) Higher Diploma Total Female Total Female Total Femal e Bachelor Total Total Female Total Female 1 Services 856 641 5166 3661 5815 3461 10 8 11,847 7,771 2 Agriculture 500 284 1887 960 1257 580 16 8 3,660 1,832 3 Industry 1577 98 5939 370 3013 259 29 4 10,558 731 4 TVET teacher training 0 0 89 53 110 80 0 0 199 133 Total 2,933 1,023 13,081 5,044 10,195 4,380 55 20 26,264 10,467 6
Number of students and teachers in private TVET institutions Year 2010/11 2011/12 2012/13 2013/14 2014/15 Total Teachers 2,954 2,913 3,342 3,027 2,848 Women 833 826 1,000 697 754 Men 2,121 2,087 2,342 2,330 2,007 Students 33,012 35,375 40,198 41,342 36,405 Master 500 512 806 778 595 Bachelor 14,502 18,710 23,469 18,693 11,696 Higher diploma and continuing higher diploma 17,345 15,833 15745 21,785 23,766 Diploma 665 320 78 86 88 Certificate 100 0 260 Students in 2014-2015 per sector in Private TVET No: of students Percentage No: Field Total Female Total Female 1 Agriculture 0 0 0 0 2 Industry 1,922 362 5% 2% 3 Service 34,483 18,362 95% 98% Total 36,405 18,724 100% 100% 7
Other providers of TVET Apart from MoES and MoLSW, there are 11 ministries as well as other organisations providing TVET, including: Ministry of Public Health (University of Health Science and twelve Schools for Nurses) Ministry of Finance (Three training institutes) Ministry of Agriculture and Forestry (five specialised training institutes) Ministry of Information and Culture (five training institutes) Ministry of Justice (three training institutes) Bank of Lao (one training institute) Lao Women s Union (three training centres) Lao Revolutionary Youth Federation (ten training centres) : Source ADB MOES, 2010 TVET Promotion To encourage more students study in TVET stream: The government also provides scholarships to students, which means they pay no tuition fees and receive allowance during their study (stipends). The financial assistance is provided according to the financial situation of students and programme they take. Students enrolled at certificate level of sectors that the government plan to emphasize for sectors that face with skill shortages. Entrance admission by interview. In diploma level of some courses have to take examination for entrance admission, need to pay full course fees and will not receive allowance to students. 8
4. Internal & External Cooperation Public Private Cooperation and Dual Cooperative Training Public-private partnership in TVET is being achieved through two modalities. One is the participation of employers in policy-making and implementation, mainly through the NTC and TWGs. A dual education system combines apprenticeships in accompany and vocational education at a vocational school in one course Public Private Partnership Automotive Field- TOYOTA Company, Fords Company Electrical Field- Rajaboury and Raj-Laos Company Motorcycle Repair and Heavy Machining- Phoubia and Seponh Mining Company Agricultural Machining- KUBOTA Company Trade Working Groups- Lao National Chamber of Commerce and Industry Refrigerator field-toshiba company Lao-German Cooperation Technical Cooperation includes Policy and Legal Framework, Public Private Cooperation, Integrated Vocational Development, Human Resources Development, GIZ Program TVET Teacher Education and Training (TTET) Financial Cooperation technical equipment recruitment, infrastructure construction 9
TVET Teacher Education Programme (TTEP) TTEP aims to increase the number of well-trained vocational teachers by implementing standards, modernising the curricula and qualifying the lecturers. Incorporating more hands-on content is the key issue and contributes to the technical competency of vocational teachers and their students. TTEP aims to strengthen the cooperation between vocational schools and future employers, thereby increasing the number of Laotians interested in learning a trade and finding full-time employment. STVET Project The project seeks to improve both the quality of, and access to, formal TVET in Lao PDR, focusing on certificate and diploma programs. Quality improvements include developing skill standards, improving curricula and training teachers in 4 priority skill areas: (i) construction and building trades, (ii) mechanical and machinery maintenance and repair, (iii) furniture-making, and (iv) basic business 4 key components Improve Quality of TVET: Skill Standards in 4 priority skills areas Increase and More Equitable Access to certificate and Diploma Programs Increase Engagement between Corporate Sector & TVET System: Strengthening NTC-PO Strengthening Management and Governance of the TVET System: Reform Policies, Regulatory and Funding Framework 10
Vocational Education Lao (VELA) VELA aims to support Lao youth, especially disadvantaged groups, in accessing quality vocational education and training in order to meet the Lao labour market 3 fields of actions Strengthening TVET-system and adaptation to ASEAN integration Intensify cooperation between employers and TVET sector Disadvantaged groups earn higher incomes through vocational education and training Lux- Development Project (Lao/020) LAO/020 project aims to contribute to economic development and poverty reduction in Laos, through the development of the hospitality and tourism sector. The project focuses particularly on capacity building in order to improve the quality of service in the sector Vision Advance service quality in Laos Mission Build a tourism and hospitality Centre of Excellence to educate, train, innovate, communicate, and unite 11
Thai International Cooperation Agency (TICA) Improve infrastructure of some TVET Schools Technical Equipment provision Personnel Development Curriculum development Evaluation 5. Achievement of TVET-Development Most significant TVET development: Establishing the National Training Council in 2002 TVET-Strategic Plan 2006-2020 and TVET-Master Plan Prime ministerial decree on TVET and Skills Development approved in 2010 Education Sector Development Framework (ESDF) 2016-2025 TVET schools were established in each province in 2010 TVET Law was approved in 2013 Education Law, revised version in 2015 TVET Development Plan 2016-2020 12
6. Issues and Challenges Low investment and support in TVET Insufficient TVET school s infrastructure and facilities to accommodate increased number of trainees and students Mismatching between TVET students produced and labor market demand, thus suggesting insufficient integration of TVET with market needs Insufficient training materials and out-of-date machines and tools for practical training of students Insufficient teaching staff, moreover they lack teaching skills and industrial experiences Most courses stress on time-based and school-based, and not student-centered Weak linkages between industry and TVET institutions 7. TVET Development Plan 2016-2020 Overall the 2016-2020 TVET Development Plan includes: 8 strategies 27 focus areas 92 activities Focus area 1.1: Strengthening TVET schools/ vocational training centers Focus area 1.2: Upgrade the status of technicalvocational schools Strategy 1: Build up, improve and expand TVET capacities Focus area 1.3: Expand the potential trade areas based on demands of local economy Focus area 1.4: Establish Technical Vocational School/Vocational Training Centers in potential districts, provinces and areas Focus area 1.5: Develop the vocational training schemes for disadvantaged groups 13
Strategy 2: Encourage the social and economic sectors to involve in TVET development Focus area 2.1: Encourage and promote the community, mass organizations, civil society (NGO ), International organizations and entrepreneurs to involved in development of the TVET and Training centers Focus area 2.2: Strengthen the National Council for TVET and Skills Development (NTC) and Trade Working Groups Focus area 2.3 Promote the Public and Private Partnerships (PPP) in the TVET Development Strategy 3. Improve TVET- Approaches and Training Modes Focus area 3.1: Improve the TVET approaches base on the National Vocational Qualification Framework (NVQF) Focus area 3.2: Implement the curricula of the secondary vocational education Focus area 3.3: Include the ICT, knowledge about business(kab), environment and English into the TVET curricula Focus area 3.4: Develop the teacher manuals, media and the equipment for different training approaches Strategy 4: Preand in-service training of TVET personnel Strategy 5: TVET Quality Assurance Focus area 4.1: Monitor and evaluate the pre and in service trainings of vocational teachers at the different levels Focus area 4.2: Strengthen the Vocational Education Development Institute (VEDI) Focus area 4.3 Establish the cooperation network at national, regional and international levels Focus area 5.1: Improve the teachers and TVET administrators standards. Focus area 5.2: Improve the standards of TVET institutions Focus area 5.3: Improve and develop the occupational standards and vocational training Focus area 5.4: Develop assessment and recognition of prior learning 14
Strategy 6: Development of the TVET information Focus area 6.1: Improve the TVET-EMIS Focus area 6.2: Conduct Training Need Assessment (TNA) Focus area 6.3: Promote and introduce the career guidance and counseling and tracer study Strategy 7: Improve the structure for TVET administration and governance Focus area 7.1: Strengthen the TVET administration - management authorities Focus area 7.2: Build and upgrade the capacity of TVET administrators Strategy 8: Formulate the policy and tools for TVET management and governance Focus area 8.1: Improve the regulatory framework for TVET administration-management Focus area 8.2: Expand and improve the legal framework on incentive for the TVET teachers Focus area 8.3: Improve the regulations on governing resource, expenditures and investment in TVET 15
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