Conference Agenda

2 August 2015 (Sunday)

10:00-21:00 Registration

Day 1: 3 August 2015 (Monday)

08:00-08:45 Registration

09:00 Introduction to the Conference (Manhattan I & II)

Mr. Libing Wang, UNESCO

09:00-10.00 Welcome Remarks (Manhattan I & II)

Cultural performance (Malaysia)

Mr. Gwang-Jo Kim, Director, UNESCO Asia and Pacific Regional Bureau for Education

Honourable Dato’ Seri Mahdzir bin Khalid, Minister of Education, Malaysia

10.00-10.30 Progress Report: Progress since Shanghai Congress 2012

(Manhattan I & II)

Ms. Gita Subrahmanyam, London School of Economics (LSE)

10:30-11.00 Coffee Break

11.00-12.00 1. Plenary Session I (Manhattan I & II)

Where are the jobs in Asia-Pacific?

Mr. Gwang-Jo Kim, UNESCO (Chair)

Dr. Mazalan Kamis, Darul Ridzuan Institute (Chair)

Ms. Makiko Matsumoto, ILO Regional Office for Asia-Pacific

Mr. Phil Loveder, National Centre for Vocational Education Research, Australia

Mr. Jonathan Barr, OECD

Dato’ Dr Pang Chau Leong, Ministry of Human Resource, Malaysia

12:00 –

13:00

2. Plenary Session II (Manhattan I & II)

Which skills for existing and emerging jobs?

Mr. Anshul Sonak, Intel (Chair)

Ms. Prapai Numthavaj, Petroleum Institute of Thailand

Mr. Sam Haggag, Manpower Group, Malaysia

Ms. Ishita Joshi, Ministry of Skills Development and Entrepreneurship, India

13:00 –

14:30

Lunch

14:30-16:30 Concurrent Sessions

The Economy and the Informal Sector: Opportunities and Challenges in TVET (BRAC) (Manhattan I)

Empowering Youth through Relevant Education and Training for Employment (Manhattan II)

Greening TVET and Skills: Responses from the Asia-Pacific Region (UNESCO-UNEVOC) (Manhattan V)

How can Public-Private Partnerships (PPP) Improve the Delivery of Relevant, Effective and Quality TVET for Employment? (PEARSON) (Bronx V)

Transversal Skills and Entrepreneurship: From Theory to Practice in the Workplace (Bronx VII)

16:30 –

18:00

Exhibition launch / Coffee break (Foyer Manhattan

Ballroom)

YB P. Kamalanathan P.Panchanathan, Deputy Minister of Education I

Mr. Gwang-Jo Kim, Director, UNESCO Asia and Pacific Regional Bureau for Education

Mr. Anshul Sonak, Regional Director, Intel

20:30 Reception Dinner (Manhattan I , II & III)

Hosted by UNESCO

Cultural performance (Malaysia)

Day 2: 4 August 2015 (Tuesday)

09:00 Welcome to Day 2 (Manhattan I & II)

Mr. Cheol Hee Kim, UNESCO

09:00-

10:15

3. Plenary Session III (Manhattan I & II)

How to bridge the gap through ICT?

Mr. Petri Lounaskorpi, DidacTec Ltd (Chair)

Dr. Theresa Thang Tze Yian, Institute of Technical Education, Singapore

Mr. Amir Omar, Economic Planning Unit, Prime Minister’s Department, Malaysia

Mr. Pascal Mabille, TVET Academy, Cambodia

10:15-

10:45

Coffee Break

10:45-

12:00

4. Plenary Session IV (Manhattan I & II)

How to strengthen partnerships and coordination?

Mr. Leon Gaskin, UNESCO Kabul (Chair) Prof. Razali, University Tun Hussein Onn (Chair)

Ms. Irene Isaac, TESDA, Philippines

Ms. Amy Loyd, Pathways to Prosperity Network, USA (video)

Mr. Simon Song, Bosch, Malaysia

12:00-

13:00

Keynote Speech (Manhattan I & II)

Mr. Qian Tang, ADG Education, UNESCO (15 min)

Honourable Dato’ Seri Idris bin Jusoh, Minister of Higher Education, Malaysia (25-30 min)

13:00-

14:30

Lunch / *photo session

(ministers)

Press Conference

14:30-

16:30

Concurrent Sessions

Progress in Delivering Relevant Skills in Asia-

Ministerial discussion

(closed-door)

(Manhattan V)

Pacific: Sub-Regional Differences and the Way Forward (Manhattan I)

ICT-Enhanced Innovative Pedagogy in TVET (Manhattan VI)

Quality Assurance Mechanisms in TVET (KRIVET) (Bronx V)

Challenges and Prospects for TVET Teacher Training in the Asia-Pacific Region (GIZ) (Bronx VI)

TVET Networks – How International and Regional Networks can Contribute to the Development of National TVET Systems (RAVTE) (Manhattan VIII)

Honourable Minister of Education, Malaysia (Chair)

The objective of this

session is for ministers

to examine the draft

outcome statement and

provide feedback to

improve it based on

recent developments in

the region.

16:30-

17:00

Coffee Break

17:00-

18:00

5. Plenary session V : Draft conclusion (Manhattan I & II)

Dr. Theresa Koroivulaono, College of the Marshall Islands (Chair)

Mr. Kazuhiro Yoshida, Hiroshima University, Japan

Mr. Mohammad Muntasim Tanvir, Education, ActionAid International

Mr. Krishna V. Sistla, Asia Pacific & Japan, Oracle Academy

Mr. Paolo Fontani, UNESCO Kabul Dato’ Prof. Dr. Salleh Jaafar, Project

Management Office, Higher Education Sector, Ministry of Education, Malaysia

The objective of this session is to highlight key messages

and conclusions of the plenaries and concurrent sessions, as

well as the closed-door ministerial discussion and to charter

appropriate strategies that the Asia-Pacific countries should

consider in the field of TVET and employment.

20:30 Reception Dinner (Manhattan I & II)

Hosted by Honourable Minister of Education and Minister

of Higher Education Malaysia

Cultural performance (Malaysia)

Day 3: 5 August (Wednesday)

08:45 –

09:00

Welcome to Day 3 (Manhattan I & II)

Mr. Borhene Chakroun, UNESCO

MINISTERIAL SEGMENT (open to all participants)

09:00–

10:00

6. Presentation and Adoption of Outcome Statement

(Manhattan I & II)

Mr. Gwang-Jo Kim, Director, UNESCO Bangkok

10:00 –

10:30

Coffee Break

10:30 -

12:00

7. Discussion on next steps and action plan (Manhattan I

& II)

Mr. Borhene Chakroun, UNESCO (chair)

Dr Mahendra Reddy, Minister of Education, Ministry of Education, Heritage and Arts, Fiji

Mr. Simon Bartley, President, World Skills

During this session, the ministers will discuss

implementation, collaborative mechanism and actions

needed to realize the recommendations proposed in the

outcome statements.

12:00 –

13:00

Closing Ceremony (Manhattan I & II)

Mr. Gwang-Jo Kim, Director, UNESCO Asia and Pacific Regional Bureau for Education

Honourable Datuk Mary Yap Kain Ching, Deputy Minister of Higher Education

Cultural performance (Malaysia)

13:00 –

14:00

Lunch Ministerial lunch (by invitation

only)

14:00 –

17:00

Study Visit

Industrial Training Institute (ILP), Kuala Lumpur

Sultan Salahudin Abdul Aziz Shah Polytechnic, Shah Alam

Shah Alam Vocational College, Selangor

Centre for Instructors Advanced Skills Training (CIAST), Shah Alam, Selangor

Berjaya University College of Hospitality (BUCH), Kuala Lumpur

Selayang Community College (KKSL)

Day 4: 6 August (Thursday)

9:00 – 17:00 UNESCO-UNEVOC Network Meeting (for Network

members only)

ASIA-PACIFIC CONFERENCE ON EDUCATION AND TRAINING 2015

“Making Skills Development Work for the Future”

UNESCO – Government of Malaysia (Ministry of Education)

BACKGROUND

A rapidly changing world and in light of the 2030 education agenda, skills development

needs a fundamental rethink and transformation to respond to the needs for a more inclusive,

equitable and sustainable development in the Asia-Pacific. The actions for such

transformation were globally debated at the Third International Congress on TVET

(Shanghai, China, 2012). The Shanghai Consensus, key outcome of the Congress, suggests

recommendations to support the transformation of technical and vocational education and

training (TVET) policies and practices in UNESCO’s Member States. Following up on

the Consensus, countries in the Asia-Pacific engaged in numerous policy initiatives, which in

many cases have been observed as not transformative enough to respond to the changing

socio-economic landscape, to the aspirations for knowledge societies and to the need for

inclusive and sustainable economic growth. With its enormous diversity, there are

experiences and lessons to be learned from within and outside the Asia-Pacific region which

can benefit countries in transforming their TVET policies and strategies in response to

emerging socio-economic trends.

In response to emerging challenges such as globalization, regional integration, demographic

shifts, technological advances, environmental concerns, as well as persistent inequalities and

youth unemployment, many governments in the Asia-Pacific strive towards green and

sustainable development: this requires new skills, which are expected to replace or expand

existing skills in the future and create jobs opportunities in particular for youth. Building

inclusive knowledge-based economies requires appropriate curricula, pedagogical approaches

and learning environments, especially through ICT-integrated TVET. For that purpose,

current and future skills requirements, including transversal and entrepreneurial skills

(although there are existing differences in understandings and conceptualizations of

transversal skills across countries, the general idea refers to obtaining competencies such as

communication, entrepreneurship, problem-solving, innovation, collaboration skills, etc. to

better progress across employment sectors) will need to be assessed, debated and reflected in

education and training policies and strategies. In addition, growing globalisation, regional

economic integration and labor mobility in the Asia-Pacific, which make education and

training a matter of transnational agenda, require a strengthening of cross-country

partnerships for improved TVET governance at all levels.

In light of these developments, UNESCO with the support of the Malaysian Government and

in collaboration with its development partners organized the Asia-Pacific Conference on

Education and Training (ACET) entitled ‘Making Skills Development Work for the

Future’ from 3-5 August 2015 in Kuala Lumpur, Malaysia.

Objectives

1. To promote policy debates and dialogues through sharing of:

National, regional and international approaches in three thematic areas: ICT in

TVET, partnerships, and greening TVET;

Findings from relevant research in the three thematic areas;

2. To strengthen collaboration among TVET partners, including the UNEVOC Network in

the Asia-Pacific;

AGENDA (Attached as annexure)

PARTICIPATION

The participation in the Asia-Pacific Conference on Education and Training included the

following categories of participants:

Ministers and high-level officials of UNESCO Member States in the Asia-Pacific

region. Each Member State is invited to send a delegation of around three-four

persons. As the conference will focus on TVET and skills development, the

composition of the delegation should include relevant ministries and institutions;

Representatives of United Nations agencies, development banks and other multilateral

organizations working in the area of TVET and skills development;

Representatives of institutions, foundations and bilateral development partners active

in the areas of TVET and skills development in the Asia-Pacific;

UNEVOC Network members from the Asia-Pacific;

Representatives of the private and corporate sector, non-governmental organizations,

civil society organizations, youth organizations, unions and networks active in the

areas of TVET and skills development in the Asia-Pacific;

Individual experts from universities and research institutions involved in research on

TVET and/or skills development

KEY OUTCOMES

1. Some of the key points made by the various speakers were as below:

Minister of Education and Higher education elaborated on the TVET policy in

the country and following the launch of their Malaysia Education Blueprint

2015-2025, one of the key shifts that is expected is with regard to TVET. The

goal is to produce more skilled and TVET graduates of quality workforce.

Examination of labor market trends and their implications on skills

development strategies in Asia Pacific

Reflect on return on investment in TVET and funding mechanisms

Examine the impact of ASEAN Economic Community (AEC) on labor market

and skills development and job creation policies

Present promising policies and practices that facilitate innovative skills

development

Discuss examples where private sector and civil society are effectively

providing TVET and skill development

Sharing experience of greening TVET and skills across UNEVOC network

Understanding needs of employers that can be integrated into effective TVET

programmes

Increase understanding about transversal skills and entrepreneurship

Increase understanding in trends, issues, hopes and challenges in integrating

ICT in teaching and learning in TVET

Overview of present regional and international initiatives and partnerships to

support skill development

To identify remaining gaps, issues and priority areas for improving the

relevance of skill development , with special attention to future trends

including regional integration

Discussion on effective and efficient mechanisms and tools of quality

assurance

Formulate recommendations for policy makers

Provide guidance and input on draft outcome statement towards action

oriented recommendations

2. Some of the prominent speakers were:

Mr Qian Tang, Assistant Director General for Education, UNESCO

Mr Gwang Jo Kim, Director UNESCO Bangkok

Mr Borhene Chakroun, Chief of Section of Youth, Literacy and Skills

Development, UNESCO

Ms Makiko Matsumoto, ILO Regional Office for Asia Pacific

Mr Jonathan Barr, Organization for Economic Co-operation and Development

(OECD)

Mr Harry A Patrinos, World Bank

Mr A.B.M Khorshed Alam, National Skill Development Secretariat,

Bangladesh

Mr Siri Jirapongphan, Petroleum Institute of Thailand

Mr Shyamal Majumdar, UNESCO-UNIVOC International Centre for TVET

Mr Jos Hermans, United Nations University (UNU-IAS)

Mr Pascal Mabille, TVET Academy, Cambodia

Ms Irene Isaac, TESDA, Philippines

Ms Amy Loyds, Pathways to Prosperity Network, USA

Dr Gita Subramaniyam, LSE Public Policy Group

Dr Franz Gramlinger, ARQA-VET, Australia

Mr Simon Bartley, President, World Skills

Mr Simon Song, Managing Director, Bosch Malaysia

Dr Mahendra Reddy, Minister of Education, Ministry of Education, Fiji

Dato Seri Diraja Mahdzir bin Khalid, Minister of Education, Malaysia

Dato Seri Idris bin Jusoh, Minister of Higher Education, Malaysia

3. Networking/Discussions for sharing of best practices was held with few of the

following stakeholders:

Ms Irene Isaac, TESDA, Philippines: Discussions on Philippines skills

qualifications framework and their initiatives towards aligning programs for

global mobility especially in hospitality sector

Mr Pascal Mabille, TVET Academy, Cambodia: He shared an innovative

program where he along with his partner has developed open software that can

provide access to skills training across various job roles. He through his NGO

has delivered training through videos at remote places even with absence of

computers or internet (pilot completed in Cambodia 201 3). As this technology

could be useful for skill development training delivery in many remote areas,

he consented that he would be happy to discuss further if the model can be

replicated in India as well.

Mr Jos Hermans, United Nations University (UNU-IAS) : He was

interested about India’s NSQF framework and ongoing initiative in skill space

and agreed to share some of his expertise in this area especially framework in

Netherlands – credit system and skills framework

Mr Shyamal Majumdar, UNESCO-UNIVOC International Centre for

TVET: Shared about the TVET institutions especially state of the art

institution in Bonn Germany. He also mentioned that 3 institutions had

recently visited on study tour to Bonn TVET institution and similar study tour

could be discussed in future. He agreed to share upcoming future initiatives in

the vocational training and education space.

Mr. Libing Wang APEID Coordinator & Senior Programme Specialist in

Higher Education: He is working at UNESCO Bangkok office on

qualifications framework and he requested for a copy of Indian NSQF. Also,

he informed that there may be an upcoming conference at Bangkok later in

September/October where they would request representation from our office.

Dr Mahendra Reddy, Minister of Education, Ministry of Education, Fiji:

Discussions were held about their skill development initiatives and he has

extended invitation to us if Fiji hosts the next conference on skills

4. Participated in the closed door ministerial discussion on Kuala Lumpur Declaration

Quality Education and Skills Development for Sustainable Future. The draft policy

is attached.

5. Study visit to CIAST (Centre for Instructor and Advanced Skill Training),

leading institution on development and enhancement of skill training in Malaysia.

Courses offered include instructor training at all levels for public and private sector

from Malaysia and abroad.

Link to the presentations: http://moe.gov.my/en/acet2015

Delegates/members from India:

(

(Representation from India at ministerial or senior officers meeting on Kuala Lumpur

Declaration Quality Education and Skills Development for Sustainable Future, Mr

Srinivasan Raju, Director, Ministry of Human Resource Development, GoI)

Discussions post deliberations on KL draft policy declaration

Presentation by Ms Ishita Joshi, Ministry of Skill Development and Entrepreneurship

Winners of skill photo competition:

1st place: Romado Fermin Javillonar, 43 years old, Philippines

2nd place: Prasanta Biswas, 42 years old, India

3rd place: Aditya Putra Pratama, 22 years old, Indonesia

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Asia-Pacific Conference on Education and Training Making Skills Development Work for the Future

Kuala Lumpur, Malaysia 3-5 August 2015

Kuala Lumpur Declaration

Quality Education and Skills Development for Sustainable Future

Preamble

We, Ministers responsible for education and training, high-level government officials, representatives of

multilateral, bilateral, employers’, youth and non-governmental organizations (NGOs), of the research

community and of the private sector gathered at the Asia-Pacific Conference on Education and Training

in Kuala Lumpur, Malaysia, are grateful to the Ministry of Education and Higher Education of Malaysia

for hosting this important Conference and for their generous hospitality.

NOTING the progress made in technical and vocational education and training (TVET) in the region since

the Third International Congress on TVET (Shanghai, China, May 2012), in particular, in enhancing the

relevance of TVET to employers’ skills needs; preparing students for “green” economies and societies;

utilizing electronic and/or digital technologies; advancing student-centered learning and innovation;

improving qualifications; developing pathways to higher education and employment; and strengthening

partnerships in TVET planning, design, delivery and assessment,

RECOGNIZING the uneven progress among countries and CONSIDERING the main challenges limiting

further enhancements of relevance and attractiveness of TVET, including weak technical, financial and

institutional capacity, and lack of broad partnerships and coordination mechanisms involving

government, employers, youth and other stakeholders,

EMPHASIZING that TVET has a significant role in the post-2015 international education and

development agenda towards achieving the proposed Sustainable Development Goals,

CONSCIOUS that TVET is understood as being part of both the universal right to education and the right

to work,

RECALLING the outcomes of the World Education Forum (Incheon, Republic of Korea, 19-22 May 2015),

in particular the commitment in the Incheon Declaration to ‘promoting quality lifelong learning

opportunities for all’, which includes equitable and increased access to TVET, with due attention to

quality assurance,

BEARING IN MIND the challenges that remain to be addressed in transforming TVET systems to unleash the potential of TVET, so as to increase learners’ employability and contribute to sustainable development,

RECOMMEND that governments and all other TVET stakeholders in UNESCO’s Member States in the Asia-Pacific region consider implementing the following actions in response to the challenges identified during the Conference:

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1. Enhance the quality of TVET and its relevance to the changing needs of the world of work

Member States should transform and expand TVET and pay increased attention to strengthening the links between its outcomes and changing labour market needs, particularly through labour market studies, private sector involvement, fostering interactions between key stakeholders in education and the world of work, and entrepreneurship development.

Member States should make efforts to enhance quality of TVET across its various types and in the multiple settings where it can take place, including through the development of quality standards and curriculum reforms. Member States should pay particular attention to teachers’ professional development, including through the setting-up appropriate incentives and supporting systems.

Member States should invest in establishing foresight and feedback mechanisms such as tracer studies and employer surveys to inform TVET reforms and to anticipate skill needs that are to be reflected in TVET qualifications and programmes for different users.

2. Ensure inclusive and equitable TVET

Member States should increase and diversify learning opportunities to provide TVET for disadvantaged populations, including people with disabilities, ethnic minorities and those living in remote and rural areas so as to promote equality of opportunity. Member States should empower girls and women through gender responsive policies and skills development practices, career guidance and counselling, and information for better access to TVET programmes leading to more equitable labour market and social outcomes. TVET in the informal economy should be promoted, including through quality traditional apprenticeships in small, micro and household enterprises, community-based learning and civil society managed programmes by engaging stakeholders in rural and urban areas.

3. Expand lifelong learning opportunities through TVET

Member States should develop TVET and skills development policies that are guided by lifelong learning principles and that create learning opportunities for all, without any form of discrimination, throughout their lives for continuing professional development and to enhance their skills and competences for work and life. Member States should also promote transversal skills such as learning to learn, problem-solving and critical-thinking, entrepreneurial and citizenship skills in order to equip learners with skills for sustainable livelihoods and further learning. Member States should promote open and flexible mechanisms for professional development, and for the reskilling and upskilling of workers in the workplace.

4. Integrate greening skills for sustainable development in TVET programmes

Member States should integrate greening skills in TVET programmes for both existing and emerging occupations with a view to achieve sustainable development, including poverty reduction and inclusive economic growth. In particular, Member States should systematically include education for ‘greening’ economies and societies as part of TVET qualifications, standards and programmes; equip TVET systems with comprehensive institutional approaches to transform training and learning environments; and increase the professional capacities of teachers and trainers.

5. Adapt qualifications systems to facilitate learning and career pathways

Member States recognize that qualifications systems and frameworks are important for recognizing formal, non-formal and informal learning; building lifelong learning systems; and facilitating the recognition of qualifications. National qualifications frameworks underpinned by quality assurance should be developed and considered as crucial for enhancing transparency, comparability and recognition of qualifications within and across-countries. Member States should promote TVET as an attractive learning and career pathway based on effective guidance and counselling services. Member States should raise the public profile and attractiveness of TVET among youth, families and society at large.

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6. Strengthen governance and increase investment in TVET

Member States should develop an appropriate framework to strengthen the governance of TVET and establish multi-stakeholder partnerships including local communities. They should increase and diversify financing for TVET through domestic resources and where appropriate with the support of development partners. Private sector stakeholders need to become true partners in the common pursuit of skills development for livelihoods, decent work and sustainable development. Member States should consider youth engagement and participation in decision making processes related to education and training policies and strategies.

7. Leverage the potential of Information and Communication Technology (ICT) for TVET

Member States should recognize that, in addition to providing wider access to TVET, ICT has enormous potential to enable innovative pedagogy that makes teaching and learning experiences more authentic and relevant to workplace needs. Hence, appropriate policies, strategies and affordable solutions should be put in place to improve ICT facilities in TVET institutions. Member States should further explore the potential of data analytics for enhancing understanding of labour market dynamics, students’ behaviour and learning, and to contribute to strengthening of TVET-labour market management and information systems.

8. Foster regional integration and labour mobility

Member States should promote exchanges of experiences, knowledge-sharing and peer learning through regional organizations, platforms and networks. As part of regional integration processes, Member States should set-up mechanisms for fair and transparent recognition of qualifications with a view to facilitate mobility for both study and professional purposes.

Action Framework for TVET development in the Asia-Pacific

To support the implementation of these recommendations, we encourage tangible and result-oriented

follow-up activities which would serve the interests of all Member States. At the national level, Member

States are encouraged to review and develop policies and strategies for TVET.

We encourage Member States, UNESCO, regional organizations, development partners, private sector,

NGOs and other interested stakeholders to implement, in the coming years, concrete joint initiatives such

as the development of common quality assurance frameworks.

We call on the UNEVOC Network in the Asia-Pacific region to offer its support and function as an active

platform for peer learning, knowledge production and dissemination, experience-sharing and to cultivate

promising practices for TVET transformations.

We call on Member States to actively address the challenges identified during the Conference and to

regularly report on progress and remaining challenges based on appropriate targets and indicators. In

this regard, Member States should appoint national focal points to facilitate this reporting process.

We encourage UNESCO to produce regular progress reports on the development of TVET in the Asia-

Pacific region and to act as a clearing house for promising practices and lessons learned concerning TVET

reforms and programmes.

We pledge continued commitment to TVET and skills development in the Asia-Pacific region, in particular

to supporting policy dialogue, networking and partnerships through research, regional conferences,

meetings and consultations. To this end, we will endorse the plan to organize the 2nd Asia-Pacific

Conference on Education and Training in 2018.