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1st Regional Workshop�for the ASEAN-ROK TEAM Project Component 1:�Enhancing the Competitiveness of HR through Responsive TVET Curriculum Supported by Involvement of Industries and Labor Market Information

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November 26, 2021

3:00 PM (GMT +9)

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Registration

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1st Regional Workshop

Enhancing the Competitiveness of HR through Responsive TVET Curriculum Supported by Involvement of Industries and Labor Market Information

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Introduction of Participants

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1st Regional Workshop

Enhancing the Competitiveness of HR through Responsive TVET Curriculum Supported by Involvement of Industries and Labor Market Information

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Opening Session

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KRIVET

ASCC

Mission of ROK to ASEAN

3 Proponent Countries

(Philippines, Thailand, Viet Nam)

1st Regional Workshop

Enhancing the Competitiveness of HR through Responsive TVET Curriculum Supported by Involvement of Industries and Labor Market Information

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Group Photo Session

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1st Regional Workshop

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Findings from 10 AMSs based on AFs

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1st Session

Intro & Part I: Dr. Jihee Choi

Part II: Prof. Youngsup Choi

Part III & IV: Dr. Soorin Yoon

1st Regional Workshop

Enhancing the Competitiveness of HR through Responsive TVET Curriculum Supported by Involvement of Industries and Labor Market Information

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1st Regional Workshop�First Session� Introduction of the Project: Design & Progress

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Dr. Jihee Choi, KRIVET.

November 26, 2021

3:00 PM (GMT +9)

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Contents��I. Introduction ���II. Major Components of the Project ���III. Ways forward�

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I. Introduction of the Project

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Introduction

Background of the Project

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  1. Globalization

Global Changes and Global challenges (environmental changes, Covid -19)

call for Responses at Regional Level

With increasing Globalization

Needs for intra-regional co-operation increases.

Various Global Sources warn for urgent needs to prepare for Post COVID-19 era is important.

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Introduction

Background of the Project

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2. Challenges facing the ASEAN community

​

​

Economic and global importance of the ASEAN Region growing

Increased labor mobility among the AMSs

Recent challenges for TVET in the labor markets

: Industry 4.0, Aging and migration, Environmental changes,

COVID-19 pandemic

Growing expectations for

Continuous growth of the Region and individual AMSs

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Introduction

Background of the Project

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3. Challenges for/against TVET in the ASEAN Region

Industry 4.0

Aging Labor-force

Environmental Change

Challenges of COVID-19

and post-Covid 19

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Introduction

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ASEAN- TEAM Project & Component 1

    • ASEAN TEAM Project is launched in 2020. TEAM project is composed of 3 components and inter-related to achieve common objective of Promoting Mobility and Improving TVET System in the AMSs

Components of the ASEAN TEAM Project (1 – 3)

Analysis of TVET Systems

& their Responsiveness to the LM in 10 AMSs

Component 1

Implementation of

Mobility Programs

among 10 AMSs

(400 students & 100 teachers)

Component 2

Evaluation of NQF and

QA for CLMV States

​

Component 3

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Introduction

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Objective of the Component 1 project

    • How can we improve the TVET system so that the system can equip every individual best prepared for the labor market?
    • In other words, how can we improve the national TVET system so

that the TVET process can interact with the Labor Market to

produce the best output?

​

​

    • In this project, we are going to check this by
    • Looking at the National TVET System and recent national TVET Policy Trends
    • Checking How the Labor Market Information is Produced (LMIS) and delivered to the TVET Sector in the Country�(Feedback of the LM information to the TVET process)
    • Identifying how the TVET curriculums are being developed and how they are being managed and quality-controlled in each AMS

Component 1 sub-titled ‘Enhancing the Competiveness of Human Resources

through Responsive TVET Curriculum supported by Industry Involvement & LMI’

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Introduction

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Objective of the Component 1 project

    • The Project aims to answer the question of
    • How we can upgrade the competitiveness of the Human

Resources by

▷ Improving on the Labor Market Information System

▷ Establishing the TVET Curriculum so that responds to the Labor

Market Demands and also the Demands of the Learners.

​

​

    • In other words, how we can improve the TVET system(sector) so

that they can produce the skilled and proficient workforce that

satisfy the Skill Demands in the Labor Markets

​

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II. Major Components of the Project�1. Analytical Tools: Analytical Frameworks I-IV�2. Human Resources(HR) Involved�3. Major Outputs of the Project

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1. �Analytical�Frameworks

1. Analytical Framework I (AF I).

Basic National TVET systems of 10 AMSs

​

II. Analytical Framework II (AF II).

Analysis of Labor Market Information System (LMIS)

& Labor Market Demands for 10 AMSs

​

III. Analytical Framework III (AF III).

TVET curriculum & Its Responsiveness to the labor markets

​

IV, Analytical Framework IV (AF IV).

Best practices in TVET among 10 AMSs

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Introduction of the Analytical Frameworks

Analytical Frameworks for the project are made of the following four parts

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1. �Analytical�Frameworks

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Introduction of the Analytical Frameworks

AF

Subject

Major Contents

1

Basic National TVET System of 10 AMSs

  • Socio-economic Context of TVET

- Status of TVET in the country

​

  • Recent Socio-economic Development

- Recent TVET policy trends:

(IR 4.0, Post-Pandemic, Aging, Green Economy)

​

  • National HRD System

​

​

  • National Education System: Statistics, Institutions, Formal/

Non-formal/Informal

​

  • National TVET System:

  • Main Features of the National TVET (*)
  • TVET institutions: types, statistics
  • TVET Governance: Key Actors, Governmental Agencies,

Ministry of Education, Labor

  • National Qualification Framework
  • Recent TVET policy Trends

2

Analysis of LMIS and Labor Market Demands for 10 AMSs

  • National LMIS: Policies and Practices for Collecting Information

about Skill Demand and Skill Supply

​

  • Employer Engagement in the TVET Process (Sector Councils)

​

  • Promising Jobs for future employment: based upon Delphi Survey

​

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AF

Subject

Major Contents

3

TVET Curriculum and Its Responsiveness to the Labor Markets

Process of TVET curriculum development &

Implementation of the curriculum

​

  • Identifying LM Demands for the Sector

​

  • Designing TVET Curriculum
  • Designing Process of TVET Curriculum

​

  • Implementation of the Curriculum

​

  • Assessment and Quality Assurance

​

  • Work-based Training Programs

​

4

Best Practices in TVET

Best practices for each country in the sector

which the host country has selected

​

  • What makes best practices?

​

  • Institution, program, etc.
  • Main features of the practices (program, institution, sector)

(Descriptions of Key Elements that make best practice)

1. �Analytical�Frameworks

Introduction of the Analytical Frameworks

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National TVET System

of 10 AMSs

Analysis of LMIS &

Labor Market Demands

TVET Responsiveness to the Labor Markets

Best Practices in

TVET Programs

  • Socio-economic Context of TVET
  • Recent Socio-economic Development
  • National HRD System

AFs

Analytical Frameworks of Component 1

  • National Labor Market Information System (LMIS)
  • Employer Engagement in the TVET Process
  • Promising Jobs for Future Employment
  • Identifying Labor Market Demand for the Sector
  • Designing TVET Curriculum
  • Implementation of the Curriculum
  • Assessment and Quality Assurance
  • Work-based Training Programs
  • 3 Best Practices for each country in the sector that the country has selected

Key Subjects

1. �Analytical�Frameworks

Seeking

Enhance-ment

of HRs

in

10 AMSs

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National TVET System

of 10 AMSs

Analysis of LMIS &

Labor Market Demands

TVET Responsiveness

to the Labor Markets

Best Practices in

TVET Programs

Under-pin the whole AFs

(Socio-economic backgrounds, Governance TVET System, TVET Policy Trends, etc)

Connectivity among Analytical Frameworks I-IV

Best practice in TVET programs directly help the AMSs benchmark on best programs

(by learning about the features and secrets of Best Practices)

1. �Analytical�Frameworks

Is process of TVET curriculum development and its implementation reflecting on the LM demands and the demands of the TVET students in the right manner?

(Management System of TVET curriculum and its quality assurance)

  • Is the Labor Market Information System(LMIS) working?
  • How is this LMI on Demands and Supply delivered to the TVET system and utilized? And by Whom?
  • What is the Role of Industries in the Process?

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Human Resources (HR) involved in the Project

2.

Human Resources

for Project

1. National Resource Persons (NPRs)

  • Collecting Data for the Country based upon each Analytical Framework from AF I ~ AF IV and completing the questionnaires for the AMS.

​

- TVET System, Labor Market Information(LMI) and LM Demands

- Delphi Survey(Promissing Jobs), BEST TVET Programs

​

​

  • Contacting TVET experts, practitioners, stakeholders in order to collect information and complete the survey and questionnaires
  • National representative for the project has been nominated by SLOM and TVET division in the Country

(Communication with Stakeholders)

​

  • Help draw implications for the country report for the host country
  • Bring together the national stakeholders to review and give feedback the outcomes and the implications.

​

  • Will review the final draft report for the country.(share the output in the country)

(to access the questionnaires on line: https://aseanorg-my.sharepoint.com/:f:/g/personal/carl_daquio_asean_org/EtbdEj49QSBJlxNHXFW5yoIB4yWS5FtXyRso_uwMdBMQ?e=v7hizt )

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2. Regional Consultants (RCs)

  • Make coordination between KRIVET and the country National Resource Person(NRP) for data collection

​

  • Cooperate with the NRPs to produce informed country report and compile them into RC version reports

​

  • Review & comments on draft version of country report for AF I~AF IV

​

  • Review the final version of completed country report for assigned countries

​

2.

Human Resources

for Project

Human Resources (HR) involved in the Project

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3. Project Steering Committee(PSC) of Component 1

2.

Human Resources

for Project

  • Make co-ordination among key participants and key stakeholders for the project (ASEAN)

​

  • Monitoring Progress of the Project through timetables and PSC meetings

​

  • Making Important Decisions and providing recommendations on such matters as the timetable and methodology of the project

​

  • Review the final outputs and liaise with the key stakeholders in the process of reviewing the outputs for endorsement, and disseminate final outcomes among AMSs,

Human Resources (HR) involved in the Project

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Human Resources for Project

Human Resources (HR) involved in the Project

4. ASEAN Sectoral Body

  • SLOM and TVET related Sectoral Bodies help recruiting and

appointing the NRP for the home country, thereby supporting the

progress of the project whenever needed

​

​

​

  • National SLOM representatives will facilitate the process of

reviewing the country report and providing feedbacks from the

national TVET stakeholders.

5. KRIVET Research Team

  • Developing the theoretical and analytical frameworks

needed for project implementation

​

  • Managing the production of the final outputs for the project and completing the Regional Report, overviewing compilation of the 10 country reports

​

  • Organizing the 1st and 2nd Regional Workshop in close

consultation with ASEC and PSC members

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The Network of HRs for Component 1

RC

(Regional Consultant)

KRIVET

  • Representatives of 3 Proponent Countries: TESDA (PH), MOLISA (VN), DSD-MOL (TH)
  • ASEAN Secretariat: ASCC (ASEAN Socio-Cultural Community) Council
  • ASEAN Sectoral Body: SLOM (Senior Labor Officials Meeting)

Project Steering Committee (PSC)

RC

(Regional Consultant)

RC

(Regional Consultant)

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  • Compilation of 10 Country Reports for 10 AMSs

Compilation of draft reports based upon the analytical frameworks �after collecting information in coordination with ASEAN RCs and NRPs

​

  • Synthesis of 10 Country reports to 1 Regional Report

Compare, analyze, and synthesize the contents in the 10 country reports to produce a integrated regional report for the ASEAN region

3. Major

Deliverables

of the Project

Major Deliverables of the Project

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Integrated Regional Report

Basic TVET Systems

Labor Market Information Systems

TVET Curriculum Responsiveness to the LM

Best Practices in TVET

Lao PDR

Thailand

Viet Nam

Brunei Darussalam

Malaysia

Singapore

Myanmar

Indonesia

Cambodia

Philippines

The result of the 10 case studies will be integrated into one single regional report for the ASEAN region.

The results will be synthesized from a comparative and analytical point of view.

The result of case studies for each AF will be compiled into a country report for each AMS

Analytical Frameworks Part I - IV

Country Report

Compiling 10 country reports for 10 AMSs and a comprehensive report for the ASEAN region

3.

Major Deliverables

of the Project

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BN

TH

CA

VN

ID

MM

LA

PH

SG

MY

10 AMS’ Country Reports

4 Analytical Frameworks

TVET System

Labor Market Demand

TVET Curriculum

Best TVET Practice

Ten Country Reports documenting

the Responsiveness of the TVET System to LM, for AMSs

3.

Major Deliverables

of the Project

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BN

TH

CA

VN

ID

MM

LA

PH

SG

MY

​

​

ASEAN

Regional

Report

​

10 AMS’

Country Reports

Single Regional Report for ASEAN Region: Integrated Analysis of 10 ASEAN Member States

3.

Major Deliverables

of the Project

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III. Ways forward

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Schedule of Component 1 (tentative)

Today

04/2022~

Feedback and revision

Comprehensive

regional report

Feedback and

revision

country report

11/2021-01/2022

Data Collection

~ 12/2021

02/2022-04/2022

Dec, 2019

Jan, 2020

Apr, 2021

May, 2022

1st PSC

meeting

2nd Regional Workshop

Data

Collection

AF I-AF IV

12/2021-04/2022

Project proposal

approved

Project

Evaluation

Ways forward

1st Regional

Workshop

Dec, 2021

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Analytical Framework I: �National TVET System of the AMSs

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Dr. Jihee CHOI (speaker)

Dr. Hanbyul LEE

Dr. Sueah JANG

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I. Economic & Demographic Changes in 10 AMSs��II. Utilization of Labor in 10 AMSs ��III. Industrial & Occupational Structure��IV. Comparison of TVET System in 10 AMSs��V. Recent TVET Policy Trends in 10 AMSs

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Table of Contents

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I. Economic & Demographic Changes � in 10 AMSs

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1.Economy &

Growth

of 10 AMSs

1. GDP of 10 AMSs : 2019 (Million, Constant 2010 USS)

Diversity in Size of the Economy in 10 AMSs

Source: World Bank (raw data).

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● The Annual Rates of Economic Growth of 10 AMSs are

relatively high, although there is variation in the growth rate

among the AMSs, and over time for the given country

​

- They range between 6~7 % in most AMSs, compared to those

of G7 countries. which range from 1 to 2%

2. Pace of Economic Growth:

​

A. Annual Growth Rate of GDP among AMSs (2019)

1.Economy &

Growth

of 10 AMSs

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�

<ASEAN Member States>

<G7 Countries, ROK>

2. Pace of Economic Growth:

​

A. Annual Growth Rate of GDP among AMSs (2019)

Source: World Bank (raw data).

1.Economy &

Growth

of 10 AMSs

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● When the pace of Economic Growth is analyzed for the last

decade (2010~2019), the contrast becomes even clearer

​

- The AM states show much higher growth rate for the entire

period of past decade

​

- The outcome of rapid economic growth is manifested by

growing size of the economy of the region.

2. Pace of Economic Growth:

​

B. Economic Growth Rates over dec. 2010~2019

1.Economy &

Growth

of 10 AMSs

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​

i) Real GDP Growth Rate: 2010-2019 Average

�

<ASEAN Member States>

<G7 Countries, ROK>

Source: World Bank (derived data).

1.Economy &

Growth

of 10 AMSs

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ii) Real GDP Growth Rate: Trends over 2010-2019: 10 AMSs

Source: World Bank (raw data).

1.Economy &

Growth

of 10 AMSs

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ii) Real GDP Growth Rate: Trends over 2010-2019: G7 Countries

Source: World Bank (raw data).

1.Economy &

Growth

of 10 AMSs

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  1. Population of 10 AMSs

​

2.Demography

of 10 AMSs

Diversity in Population Size among 10 AMSs

Source: United Nations (raw data).

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● The pace of population growth is faster among AMSs

- The rapid growth rate is more pronounced when compared to

those of G7 countries

2.Demography

of 10 AMSs

2. Population Growth: Annual Population Growth Rate of

10 AMSs (2019)

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2. Population Growth: Annual Population Growth Rate of

10 AMSs (2019)

<ASEAN Member States>

<G7 Countries, R.O.K>

Source: United Nations (derived data).

2.Demography

of 10 AMSs

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● When the population growth in AMSs is observed for the last 10

years, following two things can be observed

- First, the rate of population growth is more rapid in the

ASEAN region than in other countries such as G7 countries.

- Second, as importantly, the rate of pop. growth is decreasing

over the last decade in most AM States.

2.Demography

of 10 AMSs

3. Demographic Change:

​

Population Growth Rate over the last decade

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<ASEAN Member States>

<G7, ROK>

3. Demographic Change:

Population Growth Trends during 2010~2019

Source: United Nations (derived data).

2.Demography

of 10 AMSs

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1) Characteristics of Current Demographic Structure of AMSs

​

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● The Current Demographic Structure of most AMSs has the

following Characteristics

- (The young) The percentage aged 14 and under: (relatively) high

- (The Old) The percentage aged 65 and over: (relatively) low

​

- (Relatively young Labor-force) Proportion of those aged under 35

is higher in the AMSs & proportion of those aged between 35~64 lower in the AMSs

2.Demography

in the 10 AMSs

4. Demographic Structure and its Prospective

Changes: Implications

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2.Demography

in the 10 AMSs

1) Characteristics of Current Demographic Structure of AMSs

Country

0-4

0-14

15-24

25-34

0-34

35-64

65+

Brunei Darussalam

7.54

22.62

16.03

17.00

55.64

39.15

5.21

Cambodia

10.80

31.10

18.34

17.24

66.68

28.60

4.72

Indonesia

8.85

26.22

16.91

15.09

58.21

35.74

6.05

Lao PDR

11.08

32.30

19.52

17.28

69.11

26.73

4.16

Malaysia

8.20

23.69

17.49

18.22

59.40

33.68

6.92

Myanmar

8.35

25.91

18.12

15.71

59.75

34.24

6.01

Philippines

9.97

30.48

18.92

16.04

65.44

29.24

5.31

Singapore

4.31

12.33

11.93

14.94

39.20

48.41

12.39

Thailand

5.24

16.82

13.39

13.26

43.47

44.12

12.41

Viet Nam

8.18

23.21

14.12

17.71

55.05

37.40

7.55

United States

5.96

18.55

13.28

14.11

45.94

37.85

16.21

United Kingdom

5.85

17.70

11.56

13.61

42.87

38.62

18.51

Canada

5.29

15.85

11.80

14.16

41.80

40.55

17.65

France

5.63

17.80

11.62

11.81

41.23

38.38

20.39

Germany

4.77

13.80

10.42

12.35

36.57

41.87

21.56

Italy

3.94

13.17

9.62

10.85

33.64

43.35

23.01

Japan

3.87

12.57

9.29

10.40

32.26

39.74

28.00

Source: UN (Derived data)

  • Population Distribution of Respective Age Group (in %)

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2) However, Decreasing Rate of Pop. Growth will result in

​

● Changes in Demographic Structure

- it will eventually cause shift in demographic structure

- it will bring the aging of population, also aging of

the labor force.

​

● More specifically

- it will increase the rate of population aged over 65 (ageing of population)

- it will decrease the rate of those in younger age group (ageing of the labor-force)

2.Demography

in the 10 AMSs

4. Demographic Structure and its Prospective

Changes: Implications

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1) Needs for Smart Utilization of Labor

​

● Need to build up more efficient and effective HRD system

- in order to maximize the utilization of the labor

- efficient HRD system increases utilization of labor in ageing

and competitive(?) labor market

2.Demography

in the 10 AMSs

4. Implication of Demographic Structure to Human

Resource Development

2) Strategies are needed to deal with Ageing of the Labor-force

​

● Strategies as to how to deal with Ageing Laborforce

- projections as to the speed of the aging

- plans how to utilize the labor in changing demographic structure

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II. Status of Utilization of Labor-force�in LM in 10 AMSs

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● Labor Force Participation Rate for Aged 15 & Over

- Has little difference between AMSs and G7 countries

(higher in some AMSs)

- This is because of the high LFPR of those aged over 65, because they have to work until later in life for living

​

● LFPR for Males and Females aged 15 & Over

- LFPR for Males aged 15 & Over is higher in the AMSs than in G7 countries

- LFPR for Females aged 15 & Over is about the same or lower in the AMSs than in G7 countries

​

● Gender Gap in LFPR is the source of Gap in LFPR between the

AMSs and the countries with higher rate labor utilization.

​

Utilization of

Human Capital

In the LM

1. Labor-Force Participation Rate (LFPR) of AMSs

A. for Aged 15 & over

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Utilization of

Human Capital

In the LM

1. Labor-Force Participation Rate (LFPR) of AMSs

​

A. for Aged 15 & over

Source: ILO

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Utilization of

Human Capital

In the LM

1. Labor-Force Participation Rate (LFPR) of AMSs

A. for Aged 15 & over: by Gender

Source: ILO

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● Labor Force Participation Rate for Aged 15~64

- The difference in LFPR is much more pronounced between AMSs and countries with higher rate of labor utilization

* In this age group, those only in productive age group(15-64)

are counted.

​

● Reason for Lower LFPR in many AMSs

- As already pointed out in discussion on LFPR for 65 & over, the gap in LFPR comes from the Low Utilization of the female labor-force in the age group

- LFPR for Males aged 15-64 in AMSs shows little difference compared to those for G7 countries

- It is LRPR for Females aged 15-64 that causes to lower the LFPR in this productive age group in AMSs

Utilization of

Human Capital

In the LM

1. Labor-Force Participation Rate (LFPR) of AMSs

B. for Aged bet. 15-64

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Utilization of

Human Capital

In the LM

1. Labor-Force Participation Rate (LFPR) of AMSs

B. for Aged bet. 15-64

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Utilization of Human Capital

In the LM

1. Labor-Force Participation Rate (LFPR) of AMSs

B. for Aged bet. 15-64: by Gender

Source: ILO (raw data).

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​

C. 65 & over, 15-24, 25 and over

​

● LFPR for 65 & Over (The Old)

- The LFPR for 65 & Over is much higher in AMSs. They work longer in AMSs

● LFPR for 15-24 (The Young)

- LFPR in this young age group is higher in G7 countries than in

AMSs

● LFPR for 25 & Over

- LFPR aged for 25& over is higher in AMSs. This is caused by

excluding the young with low LFPR in AMSs and including

the old who has higher LFPR.

Utilization of

Human Capital

In the LM

1. Labor-Force Participation Rate (LFPR) of AMSs

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Utilization of

Human Capital

In the LM

1. Labor-Force Participation Rate (LFPR) of AMSs

​

C. for the old (65 & over)

Source: International Labour Organization (raw data)

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Utilization of

Human Capital

In the LM

1. Labor-Force Participation Rate (LFPR) of AMSs

​

C. for the Youth (15-24)

Source: International Labour Organization (raw data).

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● For those aged 15 and over, the Employment-to-Population

Ratio (EPR) has little difference between AMSs and G7 countries

- The difference is pronounced in the productive age group of 15-64

​

A. for Aged 15 & over

​

​

● Employment to Population Ratio for Aged 15 & Over

- There is little difference between AMSs and G7 countries in the

total EPR

​

● Employment to Population Ratio for Males and Females aged 15 &

over

- The EPR for Males aged 15 & Over is much higher in the AMSs

than in G7 countries

- LFPR for Females aged 15 & Over is about the same in AMSs as

in G7 Countries

2. Employment-to-Population-Ratio of 10 AMSs

Utilization of

Human Capital

In the LM

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A. for Aged 15 & over

2. Employment-to-Population-Ratio of 10 AMSs

Utilization of

Human Capital

In the LM

Source: International Labour Organization (raw data)

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Utilization of

Human Capital

in the LM

A. for Aged 15 & over: by gender

2. Employment-to-Population-Ratio of 10 AMSs

Source: International Labour Organization (raw data).

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● Employment to Population Ratio for Aged 15 ~ 64

- In the productive age group, the total EPR is much higher in

G7 countries than in AMSs

​

● Employment to Population Ratio for Males Aged 15 ~ 64

​

- The EPR for Males aged 15 ~ 64 is much higher in the AMSs

than in G7 countries

​

● Employment to Population Ratio for Females Aged 15 & Over

- The EPR for Females aged 15 ~ 64 is much higher in G7

countries than in G7 countries

- The relatively low labor utilization in AMSs in the age group

15-64 is due to the gender gap in EPR between AMSs and G7

Countries

Utilization of

Human Capital

in the LM

B. for Aged 15 - 64

2. Employment-to-Population-Ratio of 10 AMSs

73 of 183

72

Utilization of

Human Capital

in the LM

B. for Aged 15 - 64

2. Employment-to-Population-Ratio of 10 AMSs

Source: International Labour Organization (raw data).

74 of 183

73

Utilization of

Human Capital

in the LM

B. for Aged 15 - 64: by Gender

2. Employment-to-Population-Ratio of 10 AMSs

Source: ILO (raw data).

75 of 183

74

● Employment to Population Ratio for Aged 65 & over

- Labor utilization is much higher in most AMSs in this old-age

group than in G7 countries

Utilization of

Human Capital

in the LM

C. for Aged 65 & over

2. Employment-to-Population-Ratio of 10 AMSs

76 of 183

75

Utilization of

Human Capital

in the LM

C. for Aged 65 & over

2. Employment-to-Population-Ratio of 10 AMSs

Source: International Labour Organization (raw data).

77 of 183

76

● Rate of Unemployment in General

- Rate of Unemployment is relatively low in AMSs compared to

G7 countries in general.

​

● High Rate of Unemployment for the Youth (aged 15~24)

- Rate of Unemployment for the Youth is high in AMSs. This

raises a issue for under-utilization of the labor for youth.

Utilization of

Human Capital

in the LM

3. Rate of Unemployment of 10 AMSs

78 of 183

77

Utilization of

Human Capital

in the LM

3. Rate of Unemployment of 10 AMSs

Source: International Labour Organization (raw data).

79 of 183

78

● Needs for Higher Female Labor-force Utilization

- Increasing the participation of female labor-force in the labor

market and increasing female employment is critical to labor-

force utilization

​

● Needs to improve competency training for Old-age workers

- Old-age workers are forced to work for living since they do

not have enough pension to support themselves.

- With rapid pace of aging with decreasing population growth

rate also calls for the needs for training of old-workers.

- TVET programs to get them ready in the labor-market and

other forms of national support will be needed

Utilization of

Human Capital

in the LM

4. Implication to Human Capital Utilization in AMSs

80 of 183

79

​

● Needs to improve the Rate of Employment for the youth

- Quality TVET programs to improve the youth employment is very important in enhancing the HR competitiveness of AMSs

Utilization of

Human Capital

in the LM

4. Implication to Human Capital Utilization in AMSs

81 of 183

III. Industries & Occupations: �as Base for Skill Demands and Supply

80

82 of 183

81

​

  • Agriculture/Forest/Fishing

● The GDP Share in Agriculture/Forest/Fishing is high in CLMV states

(14~21% of GDP)

​

  • Industry Sector (inc. Construction)

● In most of AMSs. the share is bet. 30%~37%, while Brunei D.

with the highest, and Singapore with the lowest share among AMSs

​

  • Service Sector

● The Share of Service in GDP ranges between 40~50 % in most

AMSs * with Singapore the highest (70%), Philippines %

Thailand around 60%

Industrial

Structure of

10 AMSs

1. GDP Share of 3 Major Inds in 10 AMSs (2019)

83 of 183

82

Country

Brunei Darussalem

Cambodia

Indonesia

Lao PDR

Malaysia

Myanmar

Philippines

Singapore

Thailand

Vietnam

Total GDP*

14,007

20,921

1,204,457

13,297

398,947

89,353

361,124

338,646

452,964

200,858

Agriculture, forest/fishing

0.99

20.71

12.71

15.17

7.26

22.18

8.82

0.03

8.14

13.96

Industry�(inc. const)

62.52

34.23

38.95

31.41

37.40

35.90

30.33

24.21

33.60

34.49

Services

38.18

38.85

44.22

42.34

54.21

41.92

60.85

70.67

58.26

41.64

Source: World Bank. * In Million Const. 2010 USD

Table A. GDP Distribution across 3 Major Industries (2019)

Source: World Bank.

Table B. Distribution of the Employed by 3 Major Industries (2019)

Country

Brunei�Darussalam

Cambodia

Indonesia

Lao PDR

Malaysia

Myanmar

Philippines

Singapore

Thailand

Vietnam

Agriculture

1.95

34.53

28.50

61.44

10.28

48.85

22.86

0.03

31.43

37.22

Industry

20.76

27.91

22.36

12.94

27.01

16.94

19.12

15.55

22.84

27.44

Services

77.28

37.56

49.14

25.62

62.72

34.21

58.03

84.41

45.73

35.34

Total

100.00

100.00

100.00

100.00

100.00

100.00

100.00

100.00

100.00

100.00

Distribution of GDP and the Employed over 3 Major(2019)

Industrial

Structure of

10 AMSs

84 of 183

83

Industrial

Structure of

10 AMSs

​

  • Agriculture/Forest/Fishing

● The Share of Employed in Agriculture/Forest/Fishing is high in

Most of AMSs (30~60%)

● The Share is low in Brunei Darussalem, Singapore, and relatively

low Malaysia

​

  • Industry Sector (inc. Construction)

● The share of the employed in the industry sector ranges between

13% to 28 to among AMSs

​

  • Service Sector

● The Share of those working in Service sector shows wide range

among AMSs (from 25.6% to 84.4%)

- Brunei, Singapore: 77~84%

- Malaysia, Philippines, Indonesia: high share of 50 to 60 %

2. Distribution of the Employed acr. 3 Major Industries (2019)

85 of 183

84

Source: World Bank (raw data).

Figure A. GDP Distribution across 3 Major Industries (2019)

Industrial

Structure of

10 AMSs

86 of 183

85

Source: World Bank (raw data).

Figure B. Distribution of the Employed by 3 Major Industries (2019)

Industrial

Structure of

10 AMSs

87 of 183

86

● Agricult/fish/mine (A): Myanmar, Cambodia, Lao PDR, Thailand, Viet Nam

● Mining & Quarrying(B): Brunei Darussalam

● Manufacturing (C): Viet Nam, Malaysia, Thailand, Cambodia(2017)

● Construction(F): Singapore, Philippines, Viet Nam

● Wholesale & Retail(G): Philippines, Lao PDR, Indonesia, Myanmar

● Transportation & Storage (H): Philippines, Singapore

● Accommodation & Food (I): Malaysia, Brunei Darussalam

● Inform. & Commun.(J) : Singapore, Brunei Darussalam, Malaysia

● Financial and Insurance Ser (K) .: Singapore, Malaysia

● Real Estate (L): Singapore

● Profession, Scientific, Technical (M): Singapore, Malaysia

● Adminstrative Support. Ser.(N): Singapore, Malaysia

, ● Pub. Administration/Defense(O): Brunei D., Lao PDR, Philippines,

Singapore

● Education Serv.(P): Brunei Darussalam, Malaysia

● Human Health & Soc. Work (Q): Malaysia, Brunei D., Singapore

● Other Service Act (S): Philippines, Singapore

​

3. Distribution of the Employed : 22 BS Industries (’19)

Industrial

Structure of

10 AMSs

88 of 183

87

Table C. Distribution of Employed across 22 BS Industry Sectors (ISIC ‘04) : 2019

ISIC (’04)

Brunei Darussalam

Cambodia

Indonesia

Lao PDR

Malaysia

Myanmar

Philippines

Singapore

Thailand

Vietnam

A. Agricul, forestry and fish

4.87

√ 38.28

33.35

√ 31.33

10.23

√ 48.91

22.87

0.71

√ 31.46

√ 29.56

B. Mining & quarrying

√ 4.09

0.12

0.86

0.48

0.60

0.58

0.42

-

0.13

0.22

C. Manufact

4.18

√ 16.66

13.71

7.94

√ 17.79

10.54

8.53

12.85

√ 16.28

√ 21.83

D. Electricity, gas, steam and air condition

0.44

0.34

0.18

0.58

0.47

0.11

0.22

-

0.32

0.38

E. Water supply; sewerage, waste

0.51

0.21

0.24

0.33

0.59

0.10

0.15

-

0.25

0.32

F. Construction

8.55

8.14

6.76

4.72

8.47

5.58

√ 9.79

√ 12.07

5.83

√ 9.01

G. Wholesale and retail trade

15.97

13.43

√ 18.63

√ 18.72

17.21

√ 18.22

√ 19.92

12.87

16.60

14.38

H. Transport and storage

2.88

4.14

3.92

2.23

4.43

5.45

√ 8.09

√ 6.95

3.46

3.89

I. Accommod and food service

√ 9.65

3.85

4.38

2.31

√ 10.28

1.77

4.52

7.03

7.58

5.48

J. Information and communication

√ 2.18

0.19

0.49

0.46

√ 1.42

0.28

1.00

√ 3.95

0.52

0.72

K. Financial and insurance

1.79

0.81

1.47

0.60

√ 2.22

0.71

1.37

√ 5.31

1.37

1.00

L. Real estate

0.50

-

0.25

0.02

0.61

0.09

0.55

2.21

0.54

0.62

M. Profess, scientific & technical

1.48

0.61

0.36

0.22

2.56

0.25

0.72

√ 6.71

1.01

0.64

N. Admin and support service

4.80

4.47

0.89

0.60

√ 5.35

1.03

3.91

√ 6.73

1.60

0.71

O. Public adm. & defence; compul. social security

√ 19.00

3.25

3.42

√ 8.90

4.89

0.63

√ 6.56

√ 6.76

4.28

2.98

P. Education

√ 8.59

1.97

4.88

4.83

√ 6.38

2.39

3.02

-

3.08

4.00

Q. Human health & soc. work

√ 3.36

0.45

1.23

1.27

√ 3.50

0.33

1.26

√ 4.48

1.52

1.23

R. Arts, entert and recreation

1.34

1.01

0.42

0.53

0.52

0.09

0.96

1.51

0.90

0.55

S. Other service activities

1.16

1.61

2.24

1.39

1.77

2.87

√ 6.15

√ 9.85

2.48

2.01

T. Activities of hslds as employers

4.33

-

2.33

0.05

0.69

0.07

-

-

0.58

0.46

U. Extraterritorial organizations

0.36

0.46

0.00

0.03

-

-

0.00

-

0.21

0.01

Not elsewhere classified

-

-

-

12.45

-

-

-

-

-

-

Total

100.00

100.00

100.00

100.00

100.00

100.00

100.00

100.00

100.00

100.00

Year

2019

2017

2015

2017

2019

2019

2019

2019

2019

2019

Sources: ILO, Malaysian Labour Survey, Singaporean Labour Survey (derived data).

Industrial

Structure of

10 AMSs

89 of 183

88

Table C: Distribution of Employed across Major Occupations (ISCO)

Sources: ILO, Malaysian Labour Survey

Occupational

Structure of

10 AMSs

4. Distribution of Employed across Major Occupations (2019)

ISCO Cats

Brunei Darussalam

Cambodia

Indonesia

Lao PDR

Malaysia

Myanmar

Philippines

Singapore

Thailand

Viet Nam

1. Managers

7.70

0.77

2.56

10.78

4.61

0.74

11.41

16.36

3.66

1.06

2. Professionals

17.49

3.38

5.95

7.87

12.50

2.70

5.59

21.05

5.63

8.77

3. Technician & assoc. profess

13.43

1.39

3.11

2.63

10.44

1.44

4.15

20.98

4.49

3.67

4. Clerical support work

10.09

4.74

4.76

1.91

8.44

2.06

6.08

10.63

4.51

2.13

5. Service and sales workers

18.24

17.85

25.04

10.77

22.63

19.57

18.40

11.55

20.13

18.83

6. Skilled agricultural

0.71

31.80

22.13

39.64

6.19

35.57

11.77

-

28.80

7.24

7. Craft and trades workers

11.03

23.24

11.33

11.27

10.46

13.18

7.93

3.04

11.28

15.17

8. Plant / mach operators

3.53

4.03

6.84

4.40

12.38

5.95

7.72

6.79

9.90

12.77

9. Elementary Occs

15.79

11.91

17.84

7.70

12.36

18.75

26.75

6.70

11.40

30.12

0. Armed forces occupant

2.00

0.89

0.43

3.04

-

0.04

0.21

-

-

0.24

Not elsewhere classified

-

-

-

0.00

-

-

-

2.91

0.18

0.00

Total

100.00

100.00

100.00

100.00

100.00

100.00

100.00

100.00

100.00

100.00

Year

2019

2017

2019

2017

2019

2019

2019

2019

2019

2019

90 of 183

89

​

  • Sectors with High GDP Growth in AMSs

● Mining & Quarrying (B): Cambodia

● Manufacturing (C): Cambodia, Myanmar, Viet Nam

● Electricity, Gas, Air Conditioning (D): Lao PDR, Viet Nam, Myanmar,

Cambodia

● Wholesale & Retail(G): Cambodia, Lao PDR, Malaysia, Myanmar

● Transportation & Storage (H): Lao PDR, Myanmar, Malaysia, Indonesia

Thailand

● Accommodation & Food (I): Malaysia, Philippines, Thailand

● Inform. & Comm. (J): Indonesia, Malaysia, Viet Nam, Singapore

● Professional/Technical Service (M) : Malaysia, Philippines

, ● Public Administration/Defense: Malaysia(O), Indonesia, Philippines

● Arts, Entertainment (R): Thailand

​

●

1.GDP Growth by Industries: 10 AMSs:

CAGR in 10 AMSs during 2010~2019: 22 Broad Structure

Growth of GDP

& Growth of

Employment

by Industries

91 of 183

90

Compound Annual Growth Rate of Industries (2010-2019): 22 BS Inds

Source: The raw data to calculate CAGR is extracted from ADB.

Brunei Darussalam

Cambodia

Indonesia

Lao PDR

Malaysia

Myanmar

Philippines

Singapore

Thailand

Vietnam

GDP by industrial origin

0.24

7.14

5.33

6.93

4.81

6.30

6.29

3.80

3.20

6.30

A. Agriculture, forestry, and fishing

0.73

1.44

3.95

2.66

0.95

0.05

1.95

2.26

1.28

2.85

B. Mining and quarrying

-1.63

√20.16

1.29

0.75

-0.36

2.18

2.68

​

0.22

0.32

C. Manufacturing

1.25

√ 8.63

4.65

5.44

4.79

√9.81

5.55

2.90

1.41

√10.96

D. Electricity, gas, steam, and air-conditioning supply

1.30

√ 8.15

4.88

√14.77

4.28

√8.75

5.95

1.37

3.23

√10.63

E. Water supply; sewerage, waste management, remed. Activities

27.03*

​

4.91

5.68

6.77

…

4.44

​

5.17

7.98

F. Construction

4.18

17.29

6.54

15.84

4.58

8.86

9.59

2.55

2.84

7.05

G. Wholesale and retail trade; repair of motor vehicles & motorcycle

3.02

√6.74

5.06

√9.70

√7.08

√7.76

6.24

3.29

3.92

8.80

H. Transportation and storage

2.61

7.63

√7.32

√17.27

√6.28

√8.75

8.73

2.94

√4.79

6.75

I. Accommodation and food service activities

3.38

6.44

5.82

-3.31

√8.31

…

√8.05

3.68

√9.57

6.76

J. Information and communication

1.51

​

√9.71

9.21

√7.85

…

5.95

√5.87

7.21

√8.38

K. Financial and insurance activities

3.20

10.03

7.06

11.56

4.42

25.60

9.22

7.04

7.62

7.31

L. Real estate activities

2.41

9.34

5.35

5.13

4.79

…

6.64

4.18

3.74

3.33

M. Professional, scientific, and technical activities

…

​

8.53

7.93

√9.29

…

√9.60

​

3.36

6.97

N. Administrative & support service activ.

0.95

​

​

…

7.45

…

​

​

3.64

7.22

O. Public administration and defense; compul. Soc. Sec.

1.14

4.53

√3.88

3.46

√4.41

4.90

√6.92

​

1.61

6.60

P. Education

1.22

​

6.03

4.93

6.15

…

4.85

​

1.70

7.32

Q. Human health and social work activities

3.42

​

7.51

3.78

5.72

…

6.02

​

4.29

7.33

R. Arts, entertainment, and recreation

…

​

​

…

…

…

5.95

​

√11.67

7.33

S. Other service activities

-6.17

5.71

8.18

3.47

4.93

12.96

6.82

3.04

5.07

6.19

T. Activities of hslds as employers;undiff. Good/ serv

…

​

​

…

…

…

​

4.21

-0.53

6.90

U. Activities of extraterritorial organizations/bodies

2.05*

​

​

…

…

…

​

​

​

​

Growth of GDP

& Growth of

Employment

by Industries

92 of 183

91

​

  • Share of Employed in Agriculture/Forest/Fishing

● Decreased in: Cambodia (23%P ￬), Vietnam (11%P ￬), Lao PDR,

Philippines, & Indonesia (10%P ￬)

​

​

​

  • Share of Employed in Industry sector(incl. construction)

● Increased in: Cambodia (12 %P ￪), Vietnam (6% P ￪),

Lao PDR, (5%P ￪)

​

● Decreased in: Singapore (6.3 %P ￬)

​

​

​

​

  • Share of Employed in Service sector

​

● Increased in: Cambodia (11 %P ￪), Indonesia, Philippines(7% P ￪),

Singapore (6 %P ￪)

GDP Growth

& Employment

Growth

by Industries

1. Employment Changes by Maj. Industries: 2010~2019

93 of 183

92

Employment Changes by 3 Major Industries

GDP Growth

& Employment

Growth

by Industries

Source: World Bank (derived data).

  • Increases and Decreases in the share of employment (2011~2020)

Source: World Bank (derived data).

  • Total Growth Rate in Share of employment by Sector (2011~2020)

Countries

Industries

Brunei Darussalam

Cambodia

Indonesia

Lao PDR

Malaysia

Myanmar

Philippines

Singapore

Thailand

Vietnam

ASEAN Total

Agriculture, forestry, and fishing

1.26

-22.78

-10.63

-10.02

-3.02

- 4.29

-10.06

-0.08

-6.82

-11.49

-9.96

Industry

(including construction)

1.24

11.87

3.71

4.62

-0.61

0.42

3.40

-6.31

2.20

5.76

3.53

Services

-2.51

10.91

6.92

5.40

3.63

3.87

6.67

6.38

4.62

5.73

6.44

Countries

Industries

Brunei Darussalam

Cambodia

Indonesia

Lao PDR

Malaysia

Myanmar

Philippines

Singapore

Thailand

Vietnam

ASEAN Total

Agriculture, forestry, and fishing

219.45

-30.51

-12.67

5.24

-0.64

-6.56

-17.62

-67.44

-18.52

-15.36

-14.06

Industry

(including construction)

20.22

100.68

43.76

90.38

25.71

4.23

44.29

-15.08

9.73

40.19

35.07

Services

9.48

62.55

39.56

55.10

36.45

14.61

34.04

29.14

10.30

32.20

32.19

Total

GDP Growth

13.04

15.33

19.90

22.41

28.55

1.64

18.64

19.38

-0.84

10.76

14.04

(in % P)

(in % )

94 of 183

III. TVET System of 10 AMSs

93

95 of 183

94

Comparison of TVET System of 10 AMSs

​

​

  • Most countries have National TVET Qualifications ranged bet.

- 3 to 6 ISCED Levels (Upper-secondary*3), post-sec & non-tert(4),

Associate Degree(5), Bachelor Degree(6)

- In most AMSs, they are more focused from 3 to 5 ISCED levels.

​

​

  • For TVET qualifications in this bandage of ISCED and NQFs in each

of AMS, they can be mapped rather successfully

- This is why we are confident that we could work on the comparison of

TVET programs based upon these typologies

​

  • We think we can build on this basic information to be able to

benchmark from each other among 10 AMSs

- Comparison of HR systems(Education and TVET system) is important

as basis for further analysis of TVET programs.

* we also have analysis of comparing TVET institutions and TVET governance system ,

which is not covered in this presentation.

TVET System

of 10 AMS

96 of 183

95

TVET System & National Qualifications Frameworks in 10 AMSs

ISCED

Brunei Darussalam

Cambodia

Indonesia

Lao PDR

Malaysia

BDQF Level

TVE Sector Quals

CQF

​

IQF

LQF

TVET & Profes.*

MQF

TVET Sector Quals

8

8

​

8

Doctoral Degree of Technology/Business Education

9

S3(T)

8

Specialist 2

 

 

7

7

​

7

Master’s Degree of Technology/Business Education

7-8

S2(T)

7

Specialist 1

 

 

6

6

​

6

Bachelor of Technology/

Business Education

5-6

  • D4
  • D3

6

Post Graduate Diploma

6

  • Bachelor Degree
  • Graduate Diploma
  • Graduate Certificate

5

5

  • Advanced Diploma
  • Higher National Diploma (HND)
  • Diploma (Level 5)

5

Higher Diploma of Technology/Business Education

3-4

  • D2
  • Di

5

Advanced Diploma

5

Advanced Diploma

4

4

  • Diploma (Level 4)
  • Higher National Technical Education Certificate (HNTec)

 

 

 

 

4

Diploma

4

Diploma

3

3

  • Skills Certificate 3 (SC3)
  • National Technical Education Certificate (NTec)

4

Technical and Vocational

Certificate 3 (C3)

2

Vocational

Middle School

 

 

3

Certificate 3

2

  • Skills Certificate 2 (SC2)
  • Industrial Skills Qualifications (ISQ)

3

Technical and Vocational

Certificate 2 (C2)

1

Vocational

Middle School

 

 

2

Certificate 2

1

Skills Certificate 1 (SC1)

2

Technical and Vocational

Certificate 1 (C1)

 

 

3

Certificate 3(C3)

1

Certificate 1

2

 

 

1

Vocational Certificate

 

 

2

Certificate 2(C2)

 

Junior Voc. Educ

1

 

 

 

 

 

 

1

Certificate 1(C1)

 

Junior Voc. Educ

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96

TVET System & National Qualifications Frameworks in 10 AMSs

ISCED

Myanmar

Philippines

Singapore

Thailand

Viet Nam

MN

QF

TVET Sector Quals.

PHL

QF

​

SOA

​

TN

QF

​

VN

QF

​

8

8

​

8

 

 

 

8

 

 

 

7

7

​

7

 

 

 

7

 

 

 

6

6

Degree

6

Post Baccalaureate

6

WSQ Graduate Diploma*

6

Bachelor Degree

(B-Tech)

6

(practice)

Bachelor Degree

5

5

Advanced Diploma

5

Baccalaureate

5

WSQ Specialist Diploma

5

Diploma in Vocational/

Technical Education

5

College Diploma

4

4

  • Diploma/
  • V&T C/SC4

L5->

L3

  • Diploma(NC) V
  • National Certificate(NC) IV
  • National Certificate(NC) III

4

WSQ Diploma

4

Diploma in Vocational/

Technical Education

4

 

3

3

V&T C/SC3

L2-

L1

  • National Certificate(NC) II
  • National Certificate(NC) I

3

WSQ Advaned Certificate

2-3

Vocational Certificate

4

  • Secondary
  • Vocational Diploma

2

2

V&T C/SC2

 

 

2

WSQ Higher Certificate

1

 

1~3

  • Certificate I
  • Certificate II
  • Certificate III

(TVET qualifications)

1

1

V&T C/SC1

 

 

1

WSQ Certificate

 

 

 

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IV. Recent TVET Policy Trends �in 10 AMSs

97

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98

New

TVET Policy

Trends

in 10 AMS

Major Recent TVET Policies Addressing the Challenges

​

​

  • AMSs are faced with challenges as mentioned in the beginning

- The governmemts, industries, learners need to be prepared for these

challenges

​

  • TVET Policies addressing major challenges in AMSs

- TVET reform policies addressing the new needs for TVET: Myanmar,

Viet Nam, Lao PDR, Cambodia, Indonesia, Thailand, Philippines

- Policies Targeting Industry 4.0: Indonesia, Malaysia, Philippines,

Thailand

- Policies Targeting marginalized workers & CET: Viet Nam, Brunei

Darussalam

- Policies dealing with environmental changes: Indonesia

- Policies dealing with migration: Philippines

- Policies dealing with Covid-19 & New Normal: Indonesia, Myanmar,

Philippines

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99

Brunei Darussalam

Cambodia

Indonesia

Lao PDR

Malaysia

Brunei Vision 2035

(Wawasan Brunei 2035)

Cambodia Industry Development

Policy (IDP) 2015 – 2025

Revitalization of Vocational

High Schools

(Presidential Instruction Number 9 of 2016)

The 9th National Socio-Economic Development Plan (NSEDP)

National Policy on IR 4.0

(2018-2025)

Continuous Education & Training

(CET) Programme

National Employment Policy (NEP) 2015 – 2025

Formulation of National

Vocational Committee (KVN)

The 2021-2025

TVET Development Plan

​

National Youth Policy and

Strategy

(Dasar Belia Negara dan Strategi

(DBNS)) 2020-2035

National Technical Vocational

Education and Training Policy

2017-2025

Vocational policy responding

to emerging businesses and jobs,

including focused methods in

digital human online using

the blended training method

The Education and Sports Sector

Development Plan (ESSDP)

2021-2025

​

 

TVET Strategic Plan 2019-2023

* MLVT(Ministry of Labour and

Vocational Training)

Roadmap Making Indonesia 4.0

 

​

 

DGTVET Strategic Plan

2019-2023

Tax Deduction for companies

that develop HR competencies

(Government Regulation No.45 of 2019)

 

​

 

 

Training of Indonesian

migrant workers

(Articles 39, 40 and 41 in the mandate of

Law No. 18 of 2017)

 

​

 

 

Policy responses to mitigate

the impact of the Covid-19

 

​

 

 

Pandemic in the labor sector

 

​

Recent TVET Policy Trends

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100

Myanmar

Philippines

Singapore

Thailand

Viet Nam

National response and recovery plan for the education sector

The Enhanced Basic Education Act

(Republic Act No. 10533)

Skills Future Initiative

(2015~)

The 12th National Economic and

Social Development Plan

(NESDP)

The Law on Vocational Education

(dated 27th November 2014)

Policies for COVID 19

situation

​

The Philippine Qualifications

Framework Act

(Republic Act No. 10968)

​

Thailand 4.0 (as part of

The National 20-Year Strategy)

Vocational Development Strategy

2011 – 2020

​

Universal Access to Quality

Tertiary Education Act (UAQTEA)

(Republic Act No. 10931)

​

National Education Plan

Promoting the development of

skilled human resources in

the new situation (dated May 28, 2020)

​

Philippine Green Jobs Act 2016

(Republic Act 10771)

​

National Education Act,

B.E. 2542

Standards and qualifications of

TVET teachers

 

Tulong Trabaho Act

(Republic Act No. 11230)

​

Labor’s Skills Development Act,

B.E. 2545

Recruitment, employment, and training apply for TVET teachers

(Circular No.06/2017/TT-BLDTBXH)

 

The TVET PH 4.0 Framework

​

Promotion of Non-Formal and

Informal Education Act,

B.E.2551

Procedure for design, evaluation and issuance of the training programs

(Circular No. 03/2017/TT-BLDTBXH)

 

TVET arrangements towards

the New Normal during the COVID19 Crisis (TESDA Circular 066 series of 2020)

​

 

Tuition reduction in public TVET

institutions for marginalized

students

(dated 2nd October 2015)

 

Flexible Learning in TVET

Under the New Normal

(Circular 062 on May 19, 2020)

​

 

Scholarships & other allowances

for marginalized students

(dated 20th October 2015)

 

Enterprise-based Training (EBT)

Under the New Normal

​

 

Project on “Vocational Training

for Rural Workers until 2020”

(dated 27th November 2009)

​

TESDA Online Program (TOP)

​

​

​

Recent TVET Policy Trends

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101

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Analytical Framework II: �The Analysis of Labor Market Information System (LMIS)

102

LMIS Team:

Professor Yongsup CHOI (Speaker)

Dr. Hanna MOON

Dr. Bomi KIM

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Contents��Ⅰ. Introduction��Ⅱ. Key findings on three pillars��Ⅲ. Policy Implications and Recommendations

103

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Ⅰ. Introduction

104

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105

Ⅰ. Introduction

Three Pillars of Labor Market Information System (LMIS)

​

  • It is necessary to accurately and concretely understand the supply and demand for skills in order to enhance the responsiveness of TVET system to the rapidly changing labor market situation.
  • In this regards, the current situation of LMIS in each ASEAN country was reviewed on the following aspects:
  • Information base on skills demand: existing statistics and research for collecting and analyzing information on job opportunities as well as skills needs for both employed and self-employed jobs
  • Information base on skills supply: existing statistics and research for collecting and analyzing information on the supply of skills needed through education and training
  • Employer engagement: Assessment on the situation of employers’ engagement for real-time monitoring of supply and demand for skills and effective design and implementation of TVET policies
  • For each aspect, LMIS team created a detailed questionnaire, with which National Resource Persons, or NRPs, provided basic information and Regional Consultants, or RCs, confirmed and finalized in a form of report.
  • With the reports submitted by RCs, LMIS team has conducted analysis on both regional and national level.

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Ⅱ. Key findings on three pillars

106

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107

First Pillar: � Skills Demand

In most countries, information system for the overall employment in current labor market is relatively well established as the Labor Force Survey is regularly conducted

    • Of course, still some necessity for improvement in some countries, such as the shortening of the survey periodicity of the LFS
    • However, information system for the employment in establishment is relatively weak – in particular, some member states do not have information on job vacancy; also lack of information on trainings at the firm level to identify skills demanded by firms.
    • Similarly, information on skills requirement for each job is insufficient and information on future skills needs are limited

Countries

Statistics on

Employment

Establishment

Job vacancy

Training led by firms

Skills requirement

Future labor demand

Required skills in the future

Thailand

◎

○

○

○

○

○

○

Vietnam

○

○

◎

○

◎

◎

○

Myanmar

△

◎

×

△

○

○

△

Brunei

〇

△

◎

◎

◎

×

△

Cambodia

△

△

△

△

△

△

×

Indonesia

〇

◎

×

×

×

◎

△

Malaysia

◎

×

○

○

△

○

△

The Philippines

◎

○

◎

○

○

◎

○

Singapore

◎

△

◎

○

◎

◎

◎

Lao DPR

△

○

◎

×

×

×

×

Table 1 Summary on the 1st pillar for Skills Demand

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108

Second Pillar:

Skills Supply

Table 2 Summary on 2nd pillar for Skills Supply

Countries 

Statistics on

Labor Supply

Education and training

Learning to work transition

Job seekers

Quality of education and training

Thailand

◎

〇

〇

△

×

Vietnam

〇

〇

×

◎

△

Myanmar

△

△

△

×

△

Brunei

〇

〇

〇

〇

〇

Cambodia

△

〇

△

△

△

Indonesia

〇

〇

△

◎

〇

Malaysia

◎

〇

◎

◎

×

The Philippines

◎

◎

◎

◎

◎

Singapore

◎

◎

◎

◎

×

Lao DPR

△

〇

△

△

×

Information system for skills supply in current labor market is also relatively well established through regular LFS in most countries:

    • However, in some countries LFS is being conducted on an annual basis, which is too long to capture the short term dynamics of the labor market.
    • Regarding the scale and areas of vocational education and training, most countries have well established information system. On the other hand, information system on continuing training for adults is not so well established.
    • Relatively large differences among countries in terms of the information system for the transitioning process from TVET to the labor market.
    • Particular concern is about the absence of information about actual quality of TVET. Apart from the Philippines, where employer satisfaction survey is being implemented on a large scale, just individual school level satisfaction surveys are available or no such survey at all.

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109

Third Pillar:

Employer Engagement

Countries

The Existence of

The Degree of Influence of

Meetings

Law or Regulation

Meeting to TVET

Employers to TVET

N

R

S

N

R

S

N

R

S

N

R

S

Thailand

○

○

○

○

○

○

◎

◎

○

◎

◎

◎

Vietnam

○

○

○

○

○

○

◎

○

○

◎

○

○

Myanmar

○

○

○

○

○

○

◎

◎

◎

○

○

○

Brunei

○

○

○

x

x

x

◎

◎

◎

◎

◎

◎

Cambodia

○

x

○

○

x

○

◎

NA

◎

◎

NA

◎

Indonesia

○

x

○

x

x

x

◎

NA

◎

◎

NA

◎

Malaysia

○

x

○

○

x

○

◎

NA

◎

◎

NA

◎

The Philippines

○

○

○

○

○

○

◎

◎

◎

○

○

◎

Singapore

○

x

○

○

x

○

○

NA

◎

○

NA

◎

Lao PDR

○

○

○

○

○

○

○

△

△

○

△

△

Table 3 Summary on 3rd pillar on Employers Engagement

Relatively active employer engagements in all countries at the national and sectoral level. All countries have laws and regulations related to the employer engagement at national and sectoral level:

    • At the regional level, however, there is a room for improvement as in some countries there’s no engagement of employers with the absence of regulations related.
    • The impact of employers engagement could be seen as relatively substantive at the national level. Nonetheless, it is less so in some cases at the sectoral level while it is least significant at the regional level.

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Ⅲ. Policy Implications and Recommendations

110

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111

Ⅲ. Policy Implications and Recommendations

Possible recommendations for ASEAN-wide actions

  • Unbalanced situation of three pillars of LMIS: Implying the necessity of raising awareness among national policy makers and experts through various ASEAN wide communication channels on the complex relationship between the changes in the product market and the changes in the education and training:
  • Complex chain of impact: Industry → Labor demand → Required competencies → Education and training and vice versa. Disturbance occurring at each step.
  • Necessity for actual improvement of LMIS: Necessity for ASEAN wide joint LMIS related projects among countries with similar socio-economic conditions and similar challenges of LMIS:
  • Joint survey/research on the impact of green and digital transformation to labor intensive industries, joint study about the changing skills requirements for core workforces of manufacturing sector and/or service sectors, etc.
  • Necessity for more active employer engagement: Discussions and formulation of ASEAN wide or sub-ASEAN skills committees by industry or professions comprised of representatives from employers and TVET policy experts

All these will be further examined and discussed with NRPs, RCs and experts.

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Thank you!

112

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113

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Analytical Framework III & IV: �Responding to Labour Markets by TVET Curriculum: Current Status and How to Take a Further Step & Research Progress and Future Plan

114

TVET Program Team:

Dr. Haejung JANG

Dr. Jong-Ook KIM

Dr. Dongyeol PARK

Dr. Soorin YOON (Speaker)

​

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Contents��Ⅰ. Introduction� - Why involving industries in training programme is � important � - Introducing Korean case: RSC and ISC �Ⅱ. AF3� - Overview� - Case study: Philippines�Ⅲ. AF4� - Current status�Ⅳ. Future Plans

115

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Ⅰ. Introduction

116

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117

Ⅰ. Introduction

  1. Why involving industries in training programme is important

When do we need “Governance” for Training Programme?

  • When identifying training needs
  • When developing training programmes
  • When Implementing the training programmes
  • When assessing the training programmes

What is “Governance?”

​

Governing system with….

  • Common aim amongst stakeholders
  • Close-knit participation of stakeholders
  • Transparent decision making process

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118

Ⅰ. Introduction

  • Centered on training providers

- Central government and providers lead training programmes market

  • Centered on consumers

- Industries, firms and individuals lead training programmes market

To-Be

As-Is

▣ Trend in developing, implementing and assessing training programmes

  • The focus is being transferred to ‘consumers(or customers)’ from ‘providers’ of training programmes in needs identification, development, implementation and assessment of training programmes
  • However, qualification system from national level is also significant with regard to coherent skill acknowledging system.

→ Therefore, it is important that a nation implements both coherent NQF system and decentralised training governance system in regards to (region and) industry level.

  1. Why involving industries in training programme is important(Continued)

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119

Ⅰ. Introduction

Training Needs

Provision of Training,

Output of Training

Design programmes

↓

Assessed by KSQA*

↓

Open courses and recruit trainees

*KSQA: Korean Skills Quality Authority

Training providers

Individuals/Firms

Transferring to ‘provider- centred’ to ‘customer-centred’ training system

Establishment of governance system that can represent industrial needs in training

How to avoid mismatch in training demand & supply

Training Needs

Provision of Training,

Output of Training

① Identifying training demands through surveys on the supply and demand for training

② Setting a HRD masterplan led by RSC on a yearly basis

RSC · ISC

Individuals/Firms

Design programmes

↓

Assessed by KSQA

↓

Open courses and recruit trainees

Training providers

2. In case of Korea: Introduction of RSC and ISC

*RSC: Regional Skills Council / ISC: Industry Skills Council

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120

Ⅱ. AF3

​

Programme1

Programme2

Distinction between the programmes (as it stands in the report)

How National Qualification Framework has been developed

Involvement of Industries in training programmes

Brunei

Building Construction

Hospitality and Tourism

Not known

In process of development (as of 2019)

Fair

Cambodia

Garment manufacturing

Tourism

Not known

​

Good

Good

Indonesia

Food and beverage

Textile

Not known

Good

Fair

Lao PDR

Automotive mechanic

Electrical installation

Almost similar

Good

​

Fair

​

Malaysia

Electrical & Electronic

Chemicals

Not known

Very good

Good

Myanmar

Manufacturing

Hospitality and Tourism

Distinguished to some extent

Good

​

Fair

​

Philippines

Construction

Tourism

Not known

Very good

Very Good

Singapore

Computer and Information Services

Electrical and electronics

Not known

​

Very good

Good

Thailand

F&B Services

Tourism&Hospitality

Automotive mechanic

Distinguished to some extent

Good

​

Good

Vietnam

Tourism& Hospitality

Food crops processing

Almost similar

Good

Good

​

1. Overview of AF3

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121

Ⅱ. AF3

2. Case study – Philippines

Sector representative

Sector representative

Sector representative

Sector representative

TESDA facilitates

“Industry sector representatives are engaged in the entire process”

*TESDA: Technical Education and Skills

Development Authority

▣ Proactive exercise by industries

1) Construction sector

- PCA(Philippine Constructors Associations Inc.) and TESDA have joined forces to train some 2,000 construction supervisors in support of the “Build, Build, Build programme.

2) Tourism sector

- TIBFI(Tourism Industry Board Foundation Inc.) conducts curriculum development workshops for trainers and administrators of public and private TVIs

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122

Ⅲ. AF4

1. Current status of AF4

​

RC -> KRIVET

KRIVET->RC

(First feedback)

Brunei

​

Planned in November / beginning of December

Cambodia

O

Indonesia

O

Lao PDR

O

Malaysia

​

Myanmar

O

Philippines

O

Singapore

O

Thailand

O

Vietnam

O

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123

Ⅳ. Future Plans

▣ As for AF3, we plan to distribute a checklist to each NRP to fill in for more information for us to align prior analysis with broader educational / social / economic context of each country

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

​

▣ As for AF4, we plan to give feedbacks to each RCs on revision

Checklist

To what extent do you agree?

Reasons for your answer/ future prospects

①

②

③

④

⑤

  • Insufficient industry participation in policy planning and training needs identification

​

​

​

​

​

​

  • Lack of labour market information on training demand and supply

​

​

​

​

​

​

  • Insufficient awareness, incentives and implementation of training at firm level

​

​

​

​

​

​

  • Skills not properly taught at school level (Ineffective skills acquisition in schools)

​

​

​

​

​

​

  • Shortage of technically qualified teachers and instructors

​

​

​

​

​

​

  • Insufficient interest in training due to stressing of general education

​

​

​

​

​

​

  • Practical skills not taught sufficiently

​

​

​

​

​

​

  • Lack of facilities, equipment and consumables for practical training

​

​

​

​

​

​

  • Lack of contributions at industrial level

​

​

​

​

​

​

  • Weak fiscal soundness of training providers

​

​

​

​

​

​

1. Future plans for both AF3 & AF4

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Thank you!

124

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125

KRIVET

Moderator: Dr. Hanna Moon

Q&A

1st Regional Workshop

Enhancing the Competitiveness of HR through Responsive TVET Curriculum Supported by Involvement of Industries and Labor Market Information

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126

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Break

127

1st Regional Workshop

Enhancing the Competitiveness of HR through Responsive TVET Curriculum Supported by Involvement of Industries and Labor Market Information

129 of 183

Findings on Sub-division of the Region by Regional Consultants working with the partner AMSs

128

2nd Session

1st Regional Workshop

Enhancing the Competitiveness of HR through Responsive TVET Curriculum Supported by Involvement of Industries and Labor Market Information

Regional Consultants

(RCs)

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129

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Three Interesting Practices from Lao PDR, Thailand, and Viet Nam

130

Mr. Arnauld de Nadaillac (Speaker)

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Contents�Ⅰ. Lao PDR: the importance of planning�Ⅱ. Thailand: the increasing role of companies�Ⅲ. Viet Nam: between centralization of TVET system and autonomy of institutions

131

Objective�Sharing three interesting practices

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132

I. Lao PDR:

the importance of planning

I. Practice

​

  • Since 2008: three TVET Development Plans
    • TVET Master Plan 2008-2015
    • TVET Development Plan 2016-2020
    • TVET Development Plan 2021-2025

​

​

  • Components of the Plans
    • Review of the results of the past plan , evaluation of the present TVET situation, future Strategy
    • Definition of 5-8 strategic objectives and 20-30 outputs, a detailed log frame including 90++ activities, indicators, planning, partners
  • Modalities to create
    • 6 -10 months of preparation by a Development Plan committee including various organizations
    • Input from all public TVET institutions invited to comment and prepare their own Plan
    • Aligned with the Ministry Education and Sports 5 –year plan
    • Endorsement by the Prime Minister

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133

II. Challenges

    • Keep it feasible : reduction of the number of activities from Plan to Plan, focus only on TVET under the ministry of education (MOES)
    • Difficulty to define budget (outside salary and regular budget from Lao government), development partners provide a strong support depending on their vision and strategies.
    • Need to ensure a regular monitoring
    • Difficulty to connect plans at the national and local institutions levels

​

III. Way forward

    • Strengthen mechanism for a regular monitoring of actions implemented
    • Improve the reporting of institutions Plans through Quality Assurance mechanism to align with the National Plan
    • Continue using this Plan as a basis of the projects with Development Partners

I. Lao PDR:

the importance of planning

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134

II. Thailand: the

increasing

influence

of companies

I. Practice

  • Increasing roles of the companies in the TVET system
    • National system
    • Sectoral and Provincial level
    • Local level

​

  • Modalities
    • National level: “Public and Private Committee on Vocational Education” meeting 3-4 times per year with main employers' associations + Federation of Thai Industries has its own national human capacity building institute
    • National level: financing system motivating companies to support TVET (income tax reduction)
    • Regional level: “Eastern Economic Corridor (EEC) Manpower Development Plan” focusing on specific priority provinces and 10 key industries
    • Sectoral level: 27 sub committees (occupational clusters) meeting every month + Professional associations with their own TVET activities.
    • Local level: increase of apprenticeship (Dual Vocational Training) supported by the government (now 21% of TVET students in public TVET), various projects supporting curriculum adjustments

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135

II. Challenges

    • Dual Vocational Training is only under the Ministry of Education (MOE).
    • TVET implemented by various organizations (Thai Professional Qualification Institute, Ministry of Labour, etc.) with some overlapping of company involvement.
    • Large companies are active but SMEs not so much.

III. Way forward

    • Promote DVT in other ministries
    • Involve SMEs at the local level for apprenticeship (DVT)
    • Simplify the organization of the TVET structure, partners and interventions
    • Involve companies and federation to build a permanent skills anticipation, observatory system
    • Develop “Area-based DVT” in 15 regional DVT centers
    • Improve standards to support autonomy of TVET institutions having relations with companies (DVT, curriculum adjustment)

II. Thailand: the

increasing

influence

of companies

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136

III. Viet Nam:

Between

centralization of TVET

system and autonomy of

institutions

I. Practice

​

  • Centralization of TVET in one ministry (MOLISA ) since 2015 supported by many legal documents (38++ decrees, decisions, and circulars)
    • Implementation of the new TVET law including mechanisms and policies for learners, teachers, and managers; autonomy of vocational education; quality standards and accreditation; tuition, etc.
    • Guidelines of a plan based on socio-economic development strategy and HRD plan
    • Future TVET orientation until 2030

​

  • Impact on TVET system
    • Integration of 500 Vocational Colleges and Intermediate VE institutions from the Ministry of Education to MOLISA
    • Initiatives to regulate and support the quality system of TVET institutions
    • Centralization of occupational standards, curriculum guidelines
    • Increased level of autonomy of the TVET institutions (finance, curriculum)

​

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137

II. Challenges

    • Alignment of practices of more than 1,200 TVET institutions
    • Finding the right level of autonomy of TVET institutions (fees from students, budget management, relations with companies to build programs, etc.) then needs an accountability system
    • Lack of involvement of the private sector and companies at the national and local levels: too much school-based teaching
    • Some TVET institutions still belong to other ministries (Construction, Agriculture, etc.) but are managed under MOLISA rules

III. Way forward

    • Increase the structuration and standards of testing, teacher development, equipment requirements
    • Improve TVET institutions quality system and regulations to support the suitable level of autonomy including financial aspect
    • Build sustainable mechanisms (laws, bodies, committees, etc.) supporting the involvement of the private sector and companies at the national and local level for curriculum design and implementation, teachers, etc.

III. Viet Nam:

Between

centralization of TVET

system and autonomy of

institutions

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Thank you!

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Conclusion: Three Success Factors of TVET

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  1. Planning at country and institution levels

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  • Cooperation with companies at national, sectoral, and local levels

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  • A right balance between centralization and autonomy

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Brunei Darussalam – Malaysia – Singapore: �Increasing TVET Relevance to the World of Work through Tripartite Engagements between Employers, Regulators and TVET Providers

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Mr. Lynn Mark Stanton (Speaker)

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Contents

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  1. Introduction - Why this topic?

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  1. Technological advancements
  2. Shifting demographics and labor force
  3. Extended life expectancy and careers
  4. COVID-19 pandemic

​

II. Singapore – Disruptions in the Future of Work and Learning

​

III. Brunei Darussalam – Tripartite Engagements

​

IV. Malaysia – Strengthening Industry Provider Links

​

​

​

​

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I. Introduction

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As far as technology is concerned……

​

‘the world will not experience 100

years of progress in the 21st century, it will be more like 20,000 years of progress when compared to today’s rate.’

​

(Kurzwell, 2001)

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Disruptions to the Future of Work and

Learning

Technological

advancements

Shifting demographics and labor force

Extended life expectancy and careers

COVID-19

pandemic

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II. Singapore -

Disruptions to the Future of Work and

Learning

  • A shrinking labor force

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  • An aging labor force

​

  • Technological change

​

  • Covid-19 pandemic

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II. Singapore -

Disruptions to the Future of Work and

Learning

  • Inadequacy of current education system

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  • A new paradigm is needed

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  • Constant upskilling is needed

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  • Matching the needs of industry through SkillsFuture

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II. Singapore -

Disruptions to the Future of Work and

Learning

  • Academic pathways to skills-based pathways

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  • Front-loaded education to lifelong education

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  • Classroom-based learning to work-based and blended learning

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  • Technical skills to critical core

skills

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II. Singapore -

Disruptions to the Future of Work and

Learning

  • Public sector provision versus public-private sector collaboration

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  • CoMAKER

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  • Lithan – distant and online TVET for a post-Covid era

​

  • SACE – Singapore Association of

Continuing Education

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III. Brunei

Darussalam – Tripartite

Engagements

  • Tripartite engagements between the key players

​

  • Formalised since the formation of the Manpower Planning and Employment Council (MPEC)

​

  • Ongoing initiatives and significant changes

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III. Brunei

Darussalam – Tripartite

Engagements

  • Changes based on MPEC’s 3 pillars

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  1. SUPPLY

​

  • DEMAND

​

  • ENABLERS

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III. Brunei

Darussalam – Tripartite

Engagements

1. SUPPLY

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S1 – Provide highly skilled human capital headed by industry

S2 – Develop a resilient workforce with industry ready mindset and work ethics

S3 – Upgrading skills and competencies

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III. Brunei

Darussalam – Tripartite

Engagements

2. DEMAND

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D1 – Review and develop labor policies and processes

​

D2 – Engagement and collaboration with industries

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D3 – Economic growth

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III. Brunei

Darussalam – Tripartite

Engagements

3. ENABLERS

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E1 – One-stop career center (JobCentre Brunei)

​

E2 – Synchronised and centralised data-base

​

E3 – Process and physical infrastructure

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III. Brunei

Darussalam – Tripartite

Engagements

MANPOWER INDUSTRY STEERING COMMITTEES (MISCs)

​

  • Committees that link industry, regulators, and education and training providers

​

  • Leads to the establishment of close

working relationships

​

  • Brunei Darussalam National Occupational

Skill Standards (BNOSS)

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IV. Malaysia – Strengthening Industry Provider Links

Strengthening Industry Provider Links through Public Private Partnerships (PPPs)

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  • Strengthening national Dual Training System, WBL – work-based learning, National Apprenticeship Model
  • National Occupational Skills Standard (NOSS) apply to all TVET, level 1 – level 5
  • The development of Code of Practice for TVET

Program - single accreditation system which gives

recognition to NOSS and Occupational Industry

Standard Practices (OISPs) as guidance for

curriculum development in TVET institutions

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IV. Malaysia – Strengthening Industry Provider Links

Strengthening Industry Provider Links

through Public Private Partnerships (PPPs)

​

  • Formed Malaysia TVET Council (MTVET) – led by

industries and chaired by Prime Minister

​

  • Formed industries - private Committee in

Higher education and TVET institution

​

  • ICRC – Industrial & Community Relations Center, responsible for engaging industries and Higher

Education Institutions

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IV. Malaysia – Strengthening Industry Provider Links

Strengthening Industry Provider Links through Public Private Partnership.(PPP) –

​

Initiatives taken by government for

post-COVID

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  • Incentive – Double tax deduction for industry involved in WBL and Apprenticeship program
  • Moratorium to Small Medium Industries
  • Re-SIP – Research enhance- structured internship program introduced for Higher education

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Acknowledgements: I would like to thank Dr. Paryono Paryono (Brunei Darussalam), Dr. Razali Bin Hassan (Malaysia), Mr. Anderson Tan and Ms. Hinlan Goh (Singapore) for supporting me in putting this presentation together.��Major reference: SkillsFuture: The Roles of Public and Private Sectors in Developing a Learning Society in Singapore (Michael Fung, Renzo Taal, and William Sim)���

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1st Regional Workshop for the ASEAN TEAM Project Component 1:�‘Enhancing the Competitiveness of HR through Responsive TVET Curriculum Supported by �Involvement of Industries and Labor Market Information’

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Thank you!

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Key Project Highlights from Indonesia, Myanmar, Cambodia, and the Philippines

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Mr. Martin Aguilar (Speaker)

Mr. Raymund Macanas

Dr. Luisita de la Cruz

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Contents��I. National TVET System� A. Challenges� B. Opportunities� C. Way Forward � �II. Labor Market Information System� A. Challenges� B. Opportunities� C. Way Forward�

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I. National TVET System

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I. National

TVET System

  1. CHALLENGES

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  • Cambodia
    • TVET system is not yet fully responsive to the demands of the labor market
    • Inadequate societal perception of the value of TVET and the basic difference of the TVET programs from universities’ higher diplomas
    • Insufficient financial resources for the TVET system, particularly for upgrading the facilities
    • Lack of the necessary soft skills, including effective communication, teamwork, problem-solving, as well as leadership and management skills

​

  • Indonesia
    • Indonesia has just started to focus on TVET development about 4 years ago, although TVET development has started much earlier (Upon the issuance of Presidential Instruction No. 9 of 2016: Revitalization of Vocational High Schools) and awareness of the importance of vocational education as a solution
    • Lack of sufficient correspondence between the practical training and skills taught in TVET institutions and the demands of the labour market
    • Uneven balance between teachers with academic and practitioner background in TVET institutions; more educators with sufficient industry experience are needed.

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I. National

TVET System

  1. CHALLENGES

​

Myanmar

    • The TVET system in Myanmar is highly fragmented with almost 15-line ministries and other entities involved, particularly in the delivery of technical and vocational training.
    • Coordination and cooperation among the various line ministries involved in the provision of TVET and/or skills development barely took place in the last decades but has been improving in recent years.
    • A functioning overarching central body or legal entity to regulate and manage the entire scope of formal and non-formal TVET has, however, not been established yet.

Philippines

    • Limited employer engagement in defining skills requirements and standards and designing curriculum and assessment arrangements contribute to the increasing mismatch of skills supply and demand.
    • Decline in number of learners enrolled and completed Enterprise-Based Training (EBT) programs due to inadequate incentives for participating companies
    • Lack of trained TVET trainers in cross-occupational competencies, transversal skills, digital as well as emerging ang future-oriented skills need to be addressed to enable TVET system to work in the context of globalization, technological and societal changes, a dynamic labor market and the COVID-19 pandemic.

​

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I. National

TVET System

  1. OPPORTUNITIES

​

  • Cambodia
    • Well defined and consolidated structure of education stream
    • Opportunity to create future-ready graduates from existing 38 public TVET institutions and 73 private TVET institutes and NGOs delivering formal TVET programs in different specializations
    • Opportunity for closer collaboration with the private sector in order to align the supply with the demand of the existing and emerging industries
    • Social marketing to adequately explain/enhance the image of TVET sector and to build bridges between the different educational/TVET streams

​

  • Indonesia
    • Indonesia places a special focus on the development of Public-Private-Partnerships (PPP) on the national, regional and international level to enhance the quality of TVET.
    • PPPs between TVET (SMK) and world of business and industries can take several forms, such as student internship placement, institutional refurbishment support, ‘train-the-trainer’ programs, and curriculum design development to ensure delivery of demand-driven TVET programs
    • Specifically, development of demand-driven programs is based on the concept of ‘link and match’. This concept highlights the need to make SMK programs relevant by aligning them with labor market needs.

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I. National

TVET System

  1. OPPORTUNITIES

​

  • Myanmar
    • Industrial Training Centers (ITCs) of the Ministry of Industry are established through Development partners (i.e. 1st ITC c/o German Gov’t)
    • The presence of internationally-funded private training institutes have been increasing (ex. Dual apprenticeship model of Switzerland)
    • These access to international funds and systems allow the integration of quality programs
  • Philippines
    • The implementation of the Area Based Skills Mapping and Prioritization of Skills Requirements Program ensures that the critical skills requirements relevant to the industries are identified in the development and design of TVET programs and curricula. Industry consultations are done at the national and local levels to ensure matching of skills requirements with the TVET programs.
    • The review of the DTS Law and the Apprenticeship Bill seeks new and innovative ways of incentivizing private sector participation to improve the programs’ performance in TVET.
    • The implementation of the Philippine TVET Trainers-Assessors Qualification Framework (PTTQF) pursues continuous self-development related to the competency requirements at various qualification levels of the TVET trainers such as: Trainer-Assessor; Developer/Designer; Training Mentor to Master Trainer

​

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I. National

TVET System

C. WAY FORWARD

​

Cambodia

    • Intensify the skills upgrading of workforce thru up-to-date learning facilities, teacher trainings, and competency-based qualification/standards
    • Build more on enterprise-based internship and apprenticeship programs to equip graduates with necessary practical experience
    • Develop social marketing and communication strategies to improve public understanding and student interest on TVET programs

Indonesia

    • The Presidential Instruction on ‘Revitalizing SMK in the framework of Improving the Quality and Competitiveness of Indonesian Human Resources‘ aims at improving vocational education and enabling learners to be more competitive in the global labor markets.
    • Development of SMK model that is driven by cooperation with business/industry;
    • Development of skills based on the projected needs of the workforce;
    • Completion of curriculum in preparing competency of vocational education skills based on SKKNI (Indonesian National Work Competency Standard), KKNI (Indonesian National Qualifications Framework) and other relevant standards;

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I. National

TVET System

C. WAY FORWARD

​

Myanmar

  • In the future, once the new TVET law has been passed, all TVET curricula will be accredited by a Board of National Accreditation and a Quality Assurance Committee and approved by a National Curriculum Committee.
  • The National Curriculum Committee will be set up as part of the National Education Policy Committee.
  • It will be responsible for the development, updating and quality of the TVET curriculum

Philippines

  • There is a need to strengthen the Enterprise Based Training (EBT) modality to increase industry participation in dual training system (DTS), apprenticeship and industry immersion programs in order to provide TVET learners with opportunities for skills application in real working environments that lead to greater job readiness and increased employability.
  • TESDA is committed to develop and upgrade the competencies of TVET trainers and assessors, specifically the Training Regulations for Trainers Methodology Levels III and IV in order to complete the Philippine TVET trainer landscape.
  • Finalize and implement the Philippine Credit Transfer System to establish pathways and facilitate seamless education transfer across education levels in accordance with the Philippine Qualifications Framework.

​

​

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II. Labor Market Information System

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II. Labor Market Information

System

  1. CHALLENGES

​

Cambodia

    • Absence of statistics directly focused on producing labor market information, especially per sector/industry
    • Employer Survey that presents some statistics on labor supply and demand is outdated and not regularly conducted
    • No regional or local level employer engagement councils/bodies
    • Shift to a digital economy due to COVID-19 pandemic and towards Industry 4.0

Indonesia

    • National labor force statistics, enterprise surveys, and educational assessments indicate that skills mismatches are building up in Indonesia, in part due to LMIS deficits (Worldbank)
    • National labor force statistics, company surveys, and education assessments show that skills mismatches persist in Indonesia, partly due to the LMIS (World Bank) deficit
    • The job-matching platform and the broader LMIS managed by the MoM in Indonesia have many potential users and uses, but careful reforms are needed for Indonesia to move from a basic-to-intermediate LMIS toward an advanced LMIS. The reform will require continuously innovating and improving the services available in response to changing client needs and in accordance with changes in local, national, regional, and global labor markets.

​

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II. Labor Market Information

System

  1. CHALLENGES

​

Myanmar

  • Coordination between the government bodies responsible for TVET highly needs improvement in Myanmar.
  • Policies and procedures to achieve a concrete labor information database needs to be improved in specific work fields as several government ministries involved in that process.

​

Philippines

  • There is no congruence between the demand data (e.g. job titles of workers needed) and the supply data (e.g. graduates of a training program).
  • Information on skills demand may provide some basis but often these information do not provide the level of specificity needed to formulate TVET policies. The generation of the data is based on the requirements of DOLE. TESDA may or may not use the information for developing TVET policies.
  • Information on skills supply are abundant (e.g. total enrollment, total graduates) but lack specificity that will make them useful to employers (e.g. qualifications and occupations).
  • The Survey on Employability of TVET Graduates (SETG) to find out the employment rate of TVET graduates as well as period spent for landing a job. Information of TVET graduates are regularly collected but it does not necessarily inform employers and jobseekers how those information can be made useful.

​

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  1. OPPORTUNITIES

​

Cambodia

  • Opportunity to improve the recently established TVET Management Information System (TVETMIS) intended to collect data from public and private TVET institutions and link these to the labor market
  • Garments manufacturing, tourism, healthcare, ICT, and construction as most promising job clusters for future employment
  • Opportunity to expand coverage and intensify linkages among members of the Sector Skills Councils (SSCs), a public-private partnership in workforce development currently focused on four priority sectors - construction, electrical works, auto-mechanic, and manufacturing

Indonesia

  • The recent introduction of the government’s Job Loss Guarantee (Jaminan Kehilangan Pekerjaan, JKP) unemployment insurance program calls for further improvements to the LMIS. 
  • For example, beneficiaries of the JKP will need to enroll to benefit from online job matching, which in turn will lead to have more users of the tool and will call for improving its effectiveness.
  • In this context, the implementing regulations of the JKP define the LMIS the digital ecosystem around the online platform for all public services and activities on labor provided by national and local governments

II. Labor Market Information

System

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  1. OPPORTUNITIES

​

Myanmar

  • The ASEAN framework and guidelines on LMIS in the future will lead Myanmar to adapt to maximum efficient pathways. ASEAN can offer guidance on implementing the framework in collaboration with all respective stakeholders.
  • Learning from best practices in establishing and gathering data for LMIS can be a good starting point for Myanmar.

​

Philippines

  • The continuous conduct of various kinds of surveys and researches on skills supply and demand can provide a broad picture on the current situation and assist TESDA in the formulation of effective TVET policies.
  • The annual Survey on the Employability of TVET Graduates conducted by TESDA assesses the efficiency and effectiveness of TVET provision based on the employment outcomes of its graduates. Findings from the study are important inputs in the formulation of new policies or in the review/amendment of existing ones. It provides the agency with more concrete feedback, just as how it provides employers and stakeholders alike with an informed idea on the most-current state of the Filipino workforce.

 

​

II. Labor Market Information

System

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C. WAY FORWARD

Cambodia

    • More systematic and regular collection of labor market information/data
    • Strengthen industry relationship at national, regional, local, and even at the enterprise level
    • Diversify labor market information based on intended users
    • Promote labor mobility through education and improved access to labor market information

Indonesia

    • The Indonesia government ought to build a better organizational framework of labor market information system and make a breakthrough to collect real time data of job occupancy from private sector by promoting public- private partnership.
    • Following the examination on the overall availability of information about various aspects of skills supply, it is necessary to assess the situation in terms of sufficiency (whether sufficient variety of information is provided in light of policy needs) and accuracy (whether they are appropriately reflecting the actual situation).
    • Based on such assessment, suggestions for concrete policies of the government could be made.

​

II. Labor Market Information

System

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C. WAY FORWARD

Myanmar

  • Policies and procedures to achieve a concrete labor information database needs to be improved in specific work fields as several government ministries involved in that process.
  • Majority of the research and surveys was done by government ministries relying on previous surveys (2014); current data. No further updated official statistics on skills demand.

Philippines

  • Adopt a common language reference such as the Philippine Standard for Industry Classification (PSIC) and Philippine Standard for Occupation Classification (PSOC) to make information on skills supply and skills demand comparable.
    • (Notes) TESDA needs to work out two things with the concerned government agencies such as PSA and DOLE:
      • align demand and supply data by agreeing to use a common language reference such as the Philippine Standard for Industry Classification (PSIC) and Philippine Standard for Occupation Classification (PSOC). This means adjusting existing classifications and data sets from both supply and demand side.
      • the government agencies must determine what skills demand data should be collected on a regular basis from the employers.
  • Improve capacity for skills anticipation by engaging the support of partners and stakeholders for improved availability of labor market and TVET-related data

 

​

II. Labor Market Information

System

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Thank you!

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KRIVET

Moderator: Dr. Hanna Moon

Q&A

1st Regional Workshop

Enhancing the Competitiveness of HR through Responsive TVET Curriculum Supported by Involvement of Industries and Labor Market Information

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Closing Remarks

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Korea Ministry of Employment and Labor

(KMOEL)

1st Regional Workshop

Enhancing the Competitiveness of HR through Responsive TVET Curriculum Supported by Involvement of Industries and Labor Market Information

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