CTE/TVET Research and Policy Survey...

___________________________________________________________________________

2008/AEMM/002

CTE/TVET Research and Policy Survey Report

Purpose: Information Submitted by: China

4th APEC Education Ministerial MeetingLima, Peru

10-12 June 2008

CTE/TVET Research and Policy Survey Report People’s Republic of China, Republic of the Philippines

June 2008 Lima

Part one: Background With the fast growth of the knowledge-based economy, 21st Century employees need relevant competencies to respond to the demands of the workplace. While Career and Technical Education (CTE)/Technical and Vocational Education Training (TVET) is a new area for EDNET, it is at the very core of the APEC mission. CTE/TVET is beneficial for economic development, especially youth development. High-quality CTE/TVET can help students gain 21st Century competencies, skills, and required qualifications.

Today's workplace requires a higher level of content, technical skills, and mastery of 21st Century competencies and skills from all its employees. Quality CTE/TVET programs integrate academic and technical skills to meet 21st Century, industry-based occupational standards. However, in many APEC Economies, the public image of CTE/TVET is much lower than the traditional academic sequence.

The Policy Survey for CTE/TVET undertaken by China and the Philippines shows that there are very real transition issues as students move from the school to work environment, especially in the areas of 21st Century competencies that an employer values.

No matter the economies or the modes of CTE/TVET, training supplemented by real-world application will become more and more vital as the workforce is constantly adapting to new technological innovations and workers transition to multiple jobs over a lifetime. Part Tow: Questionnaire Analysis and Key Findings Brief introduction of questionnaire In order to explore the ways of strengthening CTE/TVET of APEC members, and share experiences among the members, China and the Philippines have launched a survey, aiming at knowing CTE/TVET systems, curriculum and assessment standard, qualification of teachers, problem and policies of the economies so as to obtain experiences and explore possibilities to promote and deepen cooperation among members. Eleven members have answered the questionnaire, (Australia, Brunei, China, Hong Kong, China, Japan, New Zealand, Peru, the Philippines, Chinese Taipei, Thailand and USA).

Key Findings � CTE/TVET systems are quite different in APEC economies in the students’ age, Length of

programs, credentials, etc. � There are some common challenges and problems which most APEC economies confronted � Different economies have different countermeasures to meet the challenges and difficulties � In order to improve the quality of CTE/TVET, the economies have launched many programs and

reforms. They have had much experience and the best practices in policy making I. CTE/TVET Framework A. Students Access to CTE/TVET in Different APEC Members (age, length, number) According to the survey, Brunei students at the age of 12 are the youngest access to CTE/TVET which award credentials among the respondent members. Thailand students at the age of 13 may begin their school program oriented to vocational credentials. The Philippines have no special CTE/TVET institutions in the secondary level. Therefore, Philippine students have to wait until 17 if they want to get credentials awarded in TVET. Besides the three above, students in other members begin to pursue their credential awarded in CTE/TVET at the age of 14 (Hongkong, China, Peru and USA) or 15 (Japan, New Zealand and Chinese Taipei) after the student accomplish more than 8 years basic education. Students who access to Tertiary CTE/TVET have more varieties in educational backgrounds and ages. Six members’ CTE/TEVT institutions at tertiary level are closely connected to secondary school, including Brunei, China, the Philippines, Thailand, Chinese Taipei and USA while students in Hong

Kong, China, Japan and New Zealand who access tertiary level CTE/TVET do not need to accomplish senior secondary education. Length of the program needed to obtain credentials in CTE/TVET varies in the different members. It is very flexible in some members. The length of the program in the secondary level from a few months to 3 years in Hong Kong, China, Japan, New Zealand and USA according to the students’ need and qualification demands. But in China, almost all the students in vocational schools have to stay for 3 years. Table 1: Span ages and length of program for credentials awarded in CTE/TVET

span ages (credentials awarded)

length of programs (credentials awarded) Members

Secondary Tertiary Secondary Tertiary

Australia 12-18 vary

varies depending on the length of time taken by an

individual

Australia

Brunei 12-16 16-20 3Y 3.5(PD&ND) 2.5HND

China 15-18 18-20 3Y 2Y Hong Kong, China 14-19 16+ 6M-3Y 1-2Y

Japan 15-17 15-19 1-3Y 1-5Y

New Zealand 15-19 15-59 2-4Y (a week for a credits) 2-4Y

Peru 14-16 19-26 3Y 3Y The Philippines N/A 17-55 N/A N/A Chinese Taipei 15-17 18-21 3Y 4Y

Thailand 13-18 18-23 6Y 4Y

USA 14-18 18+ 2Y- (full time equivalent) 2+

B. How do the Students Complete Their CTE/TVET Programs? (Specialized or non-

Specialized) (1) At Secondary level In Brunei, China, Chinese Taipei and Thailand, students can choose specialized CTE/TVET institutions such as secondary vocation schools. Some members offer student vocational courses in the institutions of general education. In Peru, secondary level technical education is given to all students in the last years of Basic Education (upper secondary education) through the curricular area “Education for the Workplace”. In New Zealand, Government funding allows schools to provide students with access to vocational training with Tertiary providers and workplace learning with local employers. (2) At Tertiary Level In China, most TVET in tertiary level is offered in specialized institutions. Peru’s tertiary TVET system is similar to China. The survey also shows that specialized TVET institutions in tertiary level takes more proportions than those in secondary level. (See table 2).

Table 2: Two different paths of CTE/TVET

percentage of general educational institutions

offering CTE/TVET

the percentage of these specialized CTE/TVET

institutions among the total institutions

Members


Brunei 100% Will have in 2008 27% 40%

China <10% <10% 46% 58%

Hong Kong, China 40% 100% N/A 100%

Peru 100% N/A 0% 64.37%

The Philippines N/A 72% 5.70% 16.10% Chinese Taipei 45% 51% N/A N/A

Thailand 5% 30% 40% 40% USA 99% 99% 7% 41%

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

�. Analysis of the Standard----The Similarities and the Differences The analysis of the criteria implies some similarities of the members. For instance, all the curricula covers “Broad Skills” (Technical skills，Workplace skills, Employability skills，and Academic knowledge) and “21st Century Competences”(Creativity and innovation skills, Critical thinking/real-world problem solving, ICT skills/literacy, Communication and Collaboration Skills, Ethical and socially responsible attitudes) (all members answer “Yes” or “Some”) . We can find the CTE/TVET almost link to academic standard (100% in secondary level and 90% in tertiary level). When questioning the teacher training or professional development, we found that the great importance is attached to pre-service and in-service training of teachers in 90% questioned members. Some differences have also been found. When asked “When were the current CTE/TVET standard last revised?” Some members revise standard recently (so that their curriculum are closed to the requirement of industry), and some has not revised for many years (industry didn’t satisfied the curriculum). When questioned “Do the following sectors lead/participate the development of CTE/TVET standards and assessments?”, there are various answers.

�. The challenges or difficulties in CTE/TVET When asked “the challenges or difficulties of CTE/TVET in your economy”, the answers focused on: 1. Traditional mindset and discrimination held by society towards CTE/TVET(10 economies), 2. Shortage of qualified teachers and trainers(9), 3. Funding difficulties(8). The others: Lack of strong govt. support or policy backup(7), Difficulties for the CTE/TVET graduates to get employed(6), Curricula do not match industry needs, reform direly needed(4). There were also some individual answers, such as: Australia-- Demographic Change, Globalisation and International Competitiveness, Technical change, The Changing Nature of Jobs and Occupations. Chinese Taipei--Lack of incentives to hire teachers from industries, Lack of budget for the CTE/TVET to renew facilities in time. USA--Lack of consistency in programs among states/provinces, More employers involvement needed. �. Reform or program for improving CTE/TVET Many economies have government and industry based programs or reforms to support CTE/TVET. For Examples: Australia: Programs (1) Australian Apprenticeships Incentives Programme (2) Fast Track Apprenticeships (3) Skills for the Future,etc. Reforms Australian Quality Training Framework.. Establishment of a national body, Creation of an industry-established standards body Brunei: Apprenticeship Training----Department of Technical Education, Industrial Attachment Scheme----Brunei Darussalam Technical and Vocational Education Certificate. China: Expansion TVET enrollment in secondary and tertiary level to 50% of total students. Financing support for teachers’ training, students’ subsidy, equipment and training centers. Work-study program Lacking skilled worker training, Rural Migrants Training, Agricultural Skill Training, Training for Adult Re-employment Hong Kong, China: Applied Learning (ApL) The Youth Pre-employment Training Programme (YPTP) and the Youth Work Experience and Training Scheme (YWETS) Japan:

“Young People's Independence and Challenge Plan” New Zealand: Ongoing review of national standards and qualifications on NQF Tertiary Reform Strategies School Funding streams such as Career Information Grant and Secondary Tertiary Alignment

Resource Peru: Pilot Program of Professional Technical Training National Curricular Design The Philippines: Formulation of National Technical Education and Skills Development (NTESDP) and Formulation of the National Skills Priorities Plans (NSSPs). President Gloria Macapacal-Arroyo Training for Work Scholarship Program ,Enterprise-based Programs Reforms: Job-Focused Skills Training Program, and Competency-based TVET Chinese Taipei: Develop tailor-made cooperative programs based upon industries’ needs, the Last Mile program and Employment program. Etc. Reform: ‘Joint department-oriented curriculum’, USA: “Programs of Study”. Reform: The U.S. has moved away from a narrowly focused job training approach that served only a small number of occupations, which were traditionally low-skilled. Ⅴ.The countermeasures to meet the above-mentioned challenges or difficulties Each economy takes different countermeasures to confront the challenges or difficulties: Brunei: For lack of teachers----(1) Employ expatriates, (2) Scholarship for students in needed area. (3) Recruiting part time teachers (4)In-service training for teachers in needed areas Traditional mindset----Roadshows, advertisements, leaflet, career talks Funding----(1) Streamline procedures (2) sponsorship from government/public and private sectors China: Improving relevance and quality of CTE/TVET --Promotion of an active role of employers in training delivery and funding --Modernization of curricula and teaching methods --Encourage schools link to industries, and students practice in enterprises in the last year of study. Government continues increasing input to improve TVET. Hong Kong, China: Successful implementation of Applied Learning, YPTP and YWETS New Zealand: Tertiary reforms will address funding complexities, Increased government support as trade skill shortages worsen, Career information and promotion of vocational learning and industry careers by national ITOs and Government agencies such as Career Services Peru: Supreme Decree 021-2006 on the Policy Guidelines for Vocational Training as a document of consensus between the Ministry of Education and the Ministry of Labor. Philippines: Strategic Positioning of TESDA, Continued Implementation of the Paradigm Shifts, MRSQ, and Expansion of Strategic Partnerships in TVET Chinese Taipei: Encourage industry-academy alliances USA: The Perkins Act has encouraged the states to establish norms that make clear what courses students must take to move from secondary to tertiary levels of study, or from secondary study to employment. Economy-level advisory committees have been organized among employers to help ensure that these norms accurately describe what students need to study to enter employment. The economy-level advisory committees are improving themselves by bringing in greater numbers of employers and more influential employers. Part Three: Proposals The survey analysis implies it is necessary and possible to make research of CTE/TVET policies and

schemes. Besides the survey, in the Xi’an EDNET Symposium, participants from 12 APEC

Economies discussed CTE-related issues and confirmed the most common concerns. We found that

some challenges and problems were common to many economies in APEC. Different economies had

different experiences and best practices in reform and policy making. Therefore it is suggested APEC

members in the coming years carry out cooperation and research in the following aspects:

A. Understanding similarity and difference between advanced and less advanced members via

analysis of CTE/TVET framework of APEC members

B. Promoting CTE/TVET policy development via collecting and distributing schemes available of

the member

C. Setting a learning platform via case study and experiences sharing for APEC members, esp.

those from developing economies to promote CTE/TVET development

D. Setting foundation for future APEC CTE/TVET research and cooperation based on the research

this time

E. Convening symposium to share and disseminate experiences of CTE/TVET on the following

topics:

(1) How to develop capacity oriented curriculum module to meet requirement of market.

(2) Closer contact with employers and get them involved in curriculum reform.

(3) Training and professional development of teachers.

(4) Employment and career guidance and employment capacity development.

(5) Encourage women to engage in non-traditional career and set up their own business and etc.

1

CTE/TVET Research and Policy CTE/TVET Research and Policy Survey ReportSurvey Report

PeoplePeople’’s Republic of China & Republic of the Philippiness Republic of China & Republic of the Philippines

June 2008 LimaJune 2008 Lima

2

Part one: BackgroundPart one: BackgroundWith the fast growth of the knowledge-based economy, 21st Century employees need relevant competencies to respond to the demands of the workplaceCTE/TVET is beneficial for economic development, especially youth developmentHigh-quality CTE/TVET can help students gain 21st Century competencies, skills, and required qualificationsCTE/TVET is a new area for EDNET, it is at the very core of the APEC mission

3

Part two: Survey Findings Part two: Survey Findings About the survey___aiming at knowing CTE/TVET systems, curriculum and assessment standard, qualification of teachers, problem and policies.

Eleven members have answered the questionnaire(Australia, Brunei, China, Hong Kong, China, Japan, New Zealand,Peru, the Philippines, Chinese

Taipei, Thailand and USA).

4

Questionnaire AnalysisQuestionnaire AnalysisI. CTE/TVET Framework

Students Access to CTE/TVET in Different APEC EconomiesSpecialized or non-SpecializedA Meta-System in Education System

Ⅱ. Curriculum Standard (The Similarities and the Differences)

Ⅲ. The Challenges or Difficulties in CTE/TVETⅣ. Reform or Program for Improving

CTE/TVETⅤ.The Countermeasures to Meet the above-

Mentioned Challenges or Difficulties

5

Key FindingsKey FindingsCTE/TVET systems are quite different in APEC economies in the students’ age, length of programs, credentials, etc.

There are some common challenges and problems which most APEC economies confronted

Different economies have different countermeasures to meet the challenges and difficulties

In order to improve the quality of CTE/TVET, the economies have launched many reforms and programs, and had much experience and the best practices in policy making

6

I. CTE/TVET FrameworkI. CTE/TVET Framework

varies depending on the length of time taken by an individual vary12-18Australia

3.5(PD&ND) 2.5HND3Y16-2012-16Brunei

Members

span ages length of programs

(credentials awarded) (credentials awarded)

Secondary

Tertiary Secondary Tertiary

China 15-18 18-20 3Y 2Y

Hong Kong, China 14-19 16+ 6M-3Y 1-2Y

Japan 15-17 15-19 1-3Y 1-5Y

New Zealand 15-19 15-59 2-4Y (a week for a credits) 2-4Y

Peru 14-16 19-26 3Y 3Y

The Philippines N/A 17-55 N/A N/A

Chinese Taipei 15-17 18-21 3Y 4Y

Thailand 13-18 18-23 6Y 4Y

USA 14-18 18+ 2Y- (full time equivalent) 2+

Span ages and length of program for credentials awarded in CTE/TVET

7

A MetaA Meta--System in Education SystemSystem in Education System

Some members establish specialized TVET institutions like secondary vocational schools in China, Polytechnics and Private Training Establishments in New Zealand.Others offer vocational programs in general educational institutions such as high schools or collegesBoth of the strategies are implemented by

different members. In the secondary level, USA, Japan, Hong Kong, China, New Zealand and Peru prefer the second strategy.

8

58%46%<10%<10%China

40%27%Will have in 2008,

but no data available

100%Brunei

Memberspercentage of general educational

institutions offering CTE/TVET

the percentage of these specialized CTE/TVET institutions among the total

institutions


Hong Kong, China 40% 100% Have, but no data available 100%

Peru 100% N/A 0% 64.37%

The Philippines N/A 72% 5.70% 16.10%

Chinese Taipei 45% 51% Have, but no data available

Have, but no data available

Thailand 5% 30% 40% 40%

USA 99% 99% 7% 41%

Two different paths of CTE/TVET

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Brunei

VE system

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Junior VE schoolJunior VE schoolJunior VE schoolVE in General Junior schoolVE in General Junior schoolVE in General Junior school

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General secondary VE schoolGeneral secondary VE schoolGeneral secondary VE school

Independent Higher VE instituteIndependent Higher VE instituteIndependent Higher VE institute

Others Higher VE in UniversityOthers Higher VE in UniversityOthers Higher VE in University

Adult Higher CollegeAdult Higher CollegeAdult Higher College

All Kinds of Vocational TrainingAll Kinds of VAll Kinds of Vocational Trainingocational Training



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High School(4 years)

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CTE/TVET Curriculum StandardsCTE/TVET Curriculum StandardsAll the curricula covers “Broad Skills” and “21st

Century Competences” (all members answer “Yes” or “Some”)

Almost CTE/TVET standard link to academic standard (100% in secondary level , 90% in tertiary level)

Great importance is attached to pre-service and in-service teacher training or professional development (90% questioned economies)

14

CTE Curriculum Standards CTE Curriculum Standards (cont.)(cont.)

Some economies revise standard recently, and some has not revised for many years (industry not satisfied with the out-of-date curriculum).

When questioned “Do the following sectors lead/participate the development of CTE/TVET standards and assessments?”, there are various answers.

15

The challenges or difficulties in CTEThe challenges or difficulties in CTE

Rank the challenges or difficulties of CTE/TVET in your economy

Frequency

1 Traditional mindset and discrimination held by society towards CTE/TVET

10

2 Shortage of qualified teachers and trainers 9

3 Funding difficulties 8

4 Lack of strong govt. support or policy backup 7

4 Difficulties for the CTE/TVET graduates to get employed

6

6 Curricula do not match industry needs, reform direly needed

4

16

challenges or difficulties in some challenges or difficulties in some individual economiesindividual economies

Australia-- Demographic change. The Changing nature of jobs and occupations.Chinese Taipei--Lack of incentives to hire teachers from industries. Lack of budget for the CTE/TVET to renew facilities in time. USA--Lack of consistency in programs among states/provinces. More employers involvement needed.

17

Programs for improving CTE/TVETPrograms for improving CTE/TVET

*Applied Learning (ApL) *the Youth Pre-employment Training Programme (YPTP) *the Youth Work Experience and Training Scheme (YWETS)

Hong Kong, China

*Young People's Independence and Challenge PlanJapan

*Work-study Programme *Expansion TVET Enrollment*Strengthening County TVET Center *Trainers’ Training *Lacking skilled worker training *Rural Migrants Training *Agricultural Skill Training *Training for Adult Re-employment

China

Economy Programs

Australia *Australian Apprenticeships Incentives Programme*Fast Track Apprenticeships *Skills for the Future

Brunei *Apprenticeship Training.*Industrial Attachment Scheme.

New Zealand *Ongoing review of national standards and qualifications on NQF *Tertiary Reform Strategies *School Funding streams such as Career Information Grant and Secondary Tertiary Alignment Resource

18

Programs for improving CTE/TVET(cont.)Programs for improving CTE/TVET(cont.)

*Tailor-made cooperative programs based upon industries’ needs *the Last Mile program and Employment program

Chinese Taipei

*Formulation of National Technical Education and Skills Development (NTESDP) *Formulation of the National Skills Priorities Plans (NSSPs) *President Gloria Macapacal-Arroyo Training for Work Scholarship Program *Enterprise-based Programs

The Philippines

Economy ProgramPeru *Pilot Program of Professional Technical Training

*National Curricular Design for secondary level

USA *Programs of Study

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Reforms for improving CTE/TVET

*Job-Focused Skills Training Program *Competency-based TVET

The Philippines

*The U.S. has moved away from a narrowly focused job training approach that served only a small number of occupations, which were traditionally low-skilled

USA

*Joint department-oriented curriculumChinese Taipei

*Expansion TVET enrollment in secondary and tertiary level to 50% of total students.*Financing support for teachers’ training, students’subsidy, equipment and training centers.

China

*The Australian Quality Training Framework *Creation of an industry-established standards body

Australia

ReformsEconomy

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The countermeasures to meet the above-mentioned challenges or difficulties

Brunei:Lack of teachers– (I) Employ expatriates; (II) Scholarship for students in needed areas; (III) Recruiting part time teachers; (IV) In-service training for teachers in needed areas.Traditional mindset – road shows, advertisements, leaflets, career talks.Funding – (I) Streamline procedures; (II) Sponsorship from government/Public and Private Sectors

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The countermeasures to meet the above-mentioned challenges or difficulties (cont.)

China:Improving relevance and quality of CTE/TVET --Promotion of an active role of employers in training delivery and funding--Modernization of curricula and teaching methods--Encourage schools link to industries, students practice in enterprises in the last year of study.Continuing government input to improve TVET.

22


Hong Kong, China:Successful implementation of Applied Learning, YPTP and YWETS

New Zealand:Tertiary reforms will address funding complexitiesIncreased government support as trade skill shortages worsenCareer information and promotion of vocational learning and industry careers by national ITOs and Government agencies such as Career Services

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Peru:Supreme Decree 021-2006 on the Policy Guidelines for Vocational Training A project working with the Department of Technological, Productive and Technical Higher Education in seven regions will contribute to establish the basis for a reform plan, improvement and pertinence of the technological superior education.

Philippines:Strategic Positioning of TESDAContinued Implementation of the Paradigm Shifts, MRSQExpansion of Strategic Partnerships in TVET

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Chinese Taipei:Encourage industry-academy alliances

USA:The Perkins Act has encouraged the states to establish norms that make clear what courses students must take to move from secondary to tertiary levels of study, or from secondary study to employment. Economy-level advisory committees have been organized among employers to help ensure that these norms accurately describe what students need to study to enter employment.States are also working to develop norms between states. The economy-level advisory committees are improving themselves by bringing in greater numbers of employers and more influential employers.

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Part Three: ProposalsThe policy survey analysis implies it is necessary and possible to make research of CTE/TVET policies and schemes.

Besides the survey, in the Xi’an EDNET Symposium, participants from 12 APEC Economies discussed CTE-related issues and confirmed the most common concerns. The participants all agreed with:

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Proposals (cont.)(cont.)

Understanding similarity and difference of CTE/TVET framework between APEC economies via analysis Promoting policy development via collecting and distributing schemes available of the economiesSetting a learning platform via case study and experience sharing for APEC members, esp. those from developing economies Setting foundation for future APEC CTE/TVET research and cooperation

27

Proposals (cont.)(cont.)

Convening symposium to share and disseminate experience of CTE/TVET on the following topics:

How to develop capacity oriented curriculum module to meet requirement of workplace

Closer contact with employers and get them involved in curriculum reform

Training and professional development of teachers

Employment and career guidance and employment capacity development.

Encourage women to engage in non-traditional career and set up their own business, and etc.

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