Home Based TVET

Thematic sessionGlobal RCE Conference

Yogjakarta 2016

Detlev Lindau-BankJos Hermans

1. Challenges of connecting TVET with ESD2. Vision and objectives of home-based-TVET3. What we did so far?4. Lesson learned

Agenda

• The need for vocational education/training is growing. • This is caused by population growth (50% of the

population is under 25)• Education is seen as a key-factor in development,

personally and regionally, but there are mismatches: – Educational programs do not match the skills needs on the

local labour market.– National governments are upgrading TVET institutions to

universities, leaving a gap at the bottom of the educational pyramid.

– Higher education is concentrated in the bigger cities, leaving the countryside underserved.

1. Challenges in general

... but it is different

Students enrolled in vocational upper secondary education, 2010, as a % of all students enrolled in upper secondary education (ISCED level 3)

Participation ratesin VET

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Proportion of VET students enrolled in combined work- and school-based VET, as a % of all students in upper secondary VET (2010)

1. Challenge: Work-Based Learning is still an exception

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Share of students in ISCED 3 level

programmes including at least

25 % of work-based learning

Youth unemployment rate

Below 15 % 15-25 % Above 25 %

More than 30 % participation DK, DE, AT CZ  

Between 6 and 30 % NL FI, LU, FR, UK SK, HU

Less than 6 %   BE, SI, SE EL, PL, IE, PT, ES, IT, EE

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• In East Asia youth unemployment is around 10% but despite the relatively low numbers there is a question of in-work poverty.

• oversupply of low-skilled workers which have turned to the informal sector.

• One challenge of training programs is to reach individuals who transit from school to the labor market as well as individuals who work in the informal sector.

China and East Asia

• Vocational training is of limited importance and mostly restricted to informal and traditional crafts training.

• Formal vocational training in training institutes plays only a marginal role.

• Traditional apprenticeships in the informal sector cannot provide the skills for more productive economic activities.

South and East Asia - India

• Young people in Latin America face particular difficulties in entering the formal labor market, more than facing challenges in the transition from school to work.

• Vocational training has traditionally been part of the education system in Latin America, but the original system has been unable to adapt to the changing structure of the economy, producing a cohort of unemployed youth

Latin America

• Sub-Saharan labor markets are characterized by high informality and traditional apprenticeships in crafts sectors. Both factors hamper high productivity and innovation in the economy which would also trigger more demand for skilled labor.

• Vocational education at the secondary school level has a marginal position in most countries as there is a general lack of support and acceptance for vocational education both by employers and young people and their families.

• Some attempts have been made to modernize vocational training and to establish dual vocational training systems, but they are still too small, often operate only as pilot projects, and they are mostly tied to traditional crafts.

Sub-Sahara and South Africa

• The demographic ―youth bulge creates significant challenges for labor markets in the Middle East and North Africa (MENA) region that are often unable to provide sufficient labor.

• Mismatch in labor supply and demand is aggravated by a general and vocational education system failing to provide labor market relevant skills and competencies.

• Thereby leaving increasing numbers of high-skilled youths unable to access formal jobs outside the public sector.

• Educational policies now focus on improving the quality of education by the reduction of central planning, involvement of employers and social partners.

• Vocational education and training do not play a significant role. Formalized dual vocational training does not exist on a significant scale. Small scale projects are installed with the support of international partners;

Africa and Middle East

• In the aftermath of the transition, young people in Eastern Europe were among the losers of the transition to a market economy. Among those young people who work, many do so in second-best jobs (with lower wages and high turnover) or in the informal labor market.

• With the industrial restructuring, the communist vocational training system came to an end, and the dual apprenticeship system of the socialist era was re- placed by school-based training. The lack of on-the-job training led to an increase in skill obsolescence and mismatch as well as increasing skills shortages.

• Creaming the most socially advantaged students towards the academic track is exacerbating social inequalities.

Transition countries – Russia and Eastern Europe

• During the recent crisis the Anglo-Saxon countries experienced a significant increase of youth unemployment.

• Young adults mostly receive on-the- job training within firms building upon some earlier school-based education.

• A successful implementation of a dual vocational training system would depend on influential organizations bringing together business and the education community.

Anglo-Saxon countries

• Young people in Spain and other Mediterranean countries face particular difficulties when trying to enter the labor market successfully.

• Vocational training only plays a marginal role and is mainly school-based.

Mediterranian countries - Spain

• Germany and many neighboring countries are characterized by ̳dual‘ vocational training combining work experience, learning on-the-job and classroom education.

• This system depends on support in particular from employers, trade unions and the government regarding regulation and funding.

• Apprenticeship graduates generally have a smooth transition into employment.

• A major challenge is the labor market integration of young people failing to enter regular vocational training. To tackle this, a large set of publicly supported preparatory training programs has been established.

North-West Europe – Germany & neighbor countries

• TVET and work-based learning plays a marginal role in most places in the world.

• Why TVET is not so attractive?

Findings of a qualitive research in the UK

1. Challenge. Attractivenes of TVET

Relative esteem internationally of TVETin relation to general education

Source: own calculations based on European Commission (2011) data, Guthrie et al (2012)

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32

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60

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Views on low attractiveness of VET

‘I worked all over the world in vocational training, in developing countries and things, and vocational skills in this country (UK) are still seen as second best.’ (CT/Training Manager)

‘The construction industry that I'm in they are always looked at as dirty, scum bags, you know; it's sort of looked at as not a profession, not as where you've got a bank manager or a doctor.’ (Competitor, 2009)

‘People who work with their hands probably aren’t looked upon as the highest of the high, you know? The academic route is probably favoured more by parents, because they think it’s going to earn more money, because they’re going to do better in life.’ (Competitor, 2009)

Views on low attractiveness of VET

It’s a kind of a cultural thing; we’re not very impressed by people who are good at doing things. So artisans in this country, although they might have studied as long or longer than somebody who would need to be a doctor, or an architect, they don’t carry the same kudos and it’s not as impressive, which I think is a real shame, and it’s definitely a cultural thing.

‘We never at school got told if you do well in your exams you could get an apprenticeship. We never ever got told that.’ (Competitor, 2009)

Can ESD make TVET more attractive to young

people?

Sell the sizzle not the steak!

Essentially, the term "sell the sizzle, not the steak" means that, as a marketer, your job is to sell not only the product,

but the "idea" of the product.

2. Home-based-TVET - Vision

The results show:

•Work based learning - Dual systems, and others•Labour market relevance of skills – addressing skill mismatches

TVET with strong work-based learning leads to:

•Smooth transition from education to work –flexible access

•Less youth unemployment

•Better skill matching - excellence

•Higher competitiveness -internationalisation and mobility

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2. Home-based-TVET – ESD goals match TVET goals

2. ESD could influence attractiveness of TVET

ESD establishes positive societal image of young people who have chosen a vocational pathway

ESD raises awareness of various vocations

ESD provides inspiring examples of excellence and success in TVET

ESD shows that TVET is

associated with considerable

economic benefits

ESD shows that VET may lead to a proper career

ESD makes TVET attractive to everybody

• Emerging Occupations and Skills• Developing Teacher Training and Curricula

Development• Providing Facilities, Equipment, Materials• Researching Standards and Certifications• Building awareness and regional multi-

stakeholder-networks worldwide

2. Home-based-TVET - Oblectives

• Education for All: Improving the quality of vocational education based on the principles of education for sustainable development and by that creating better circumstances for the labor market.

• School and Curricula Development: establishment and or redesign of flagships of vocational education/training institutions in 2 countries based on the specific local needs.

• Vocational teacher training: Facilitating the development of the vocational education and training programs based on the identified ongoing practices

• Evaluation: Establishing action research to develop a methodology that enables grass-roots and other local initiatives in regions around the world to design and develop needs-based vocational education/training institutions.

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2. Home-based-TVET - Oblectives

• Inclusion: Redesigning the structure and infrastructure of vocational education by integrating marginalized groups (see below target groups).

• Entrepreneurship: Developing entrepreneurial skills for young people and vulnerable groups to increase job-security.

• Education for Sustainable Development: Addressing cultural, social-economic, regional, local and other aspects as input will come from 3 different countries.

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2. Home-based-TVET - Oblectives

• Co-Creating – The TVET-project is based on an intensive regionally network-based

cooperation of all relevant stakeholders, who all take responsibility for the vocational training institute.

• Action-Learning – The TVET-project is practice based.

• Co-Learning – The TVET-project is based on inter-regional and even international

cooperation and exchange of learning experiences.• Development of a research framework

– for the development of didactical concepts.• Development of a methodology

– that helps people on the local level to establish structures fulfilling the local needs.

2. Home-based-TVET - Strategy

Conceptual understanding of

benefits for different

stakeholders and wider society

2. Home-based-TVET - Benfits

• For Students – They will be properly and well-trained, provided with basic skills related to the demands

and chances of the local labour market• For teachers

– data-collection of best practices (Action Learning modules, guest-lecturing systems, internships); teacher training for action-based learning; manual of methods to support TVET-schools and teachers

• For schools– Methodology for democratic school-development processes (civil rights, gender equality)

and active participation of students• For the region

– Our methodology is developed for all regions in the world, to serve the needs of even the most vulnerable people, living in the most deprived regions

• National level– Our method fosters all four kinds of Sustainability: Financial; Institutional; Policy-level; and

Social/Environmental

2. Home-based-TVET - Outcomes

2. Home-based-TVET - Methodology

3. What we did so far?

•Building up a global TVET-network based on RCE-network

•Developing a Home-Based-TVET •to link ESD with TVET•to provide an international working concept•to show strategies of multi-stakeholder-networking

•Seeking for funds•EuropeAID•USAID

TVET – Advisory board

• Jos Herman, UNU-IAS - Consultant for european affairs

• Charles Hopkins, UNESCO Chair in Teacher Training for ESD

• Shyamal Majumdar, UNEVOC• Niels Larsen, RCE Denmark & Kijani

Institute

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TVET-Voices – NetworkRCE Person in charge

RCE Kano, Nigeria Muhammad Nuruddeen Salihu

RCE Kakamega Western Kenya Gabriel, Angule; Opanga, Stephen

RCE Kakamega Western Kenya Amukhonoh

RCE Penang/University Sains Malaysia Razak, Dzul

RCE Greater Dhaka M Alimullah Miyan, PhD

RCE Oldenburger Münsterland Detlev Lindau-Bank

RCE Denmark Niels Larsen

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RCE actively involved

TVET – Network

Rowe, Debra, U.S. Partnership for Education for Sustainable Development

Smith, Kim, RCE Greater Portland, USA Granshaw, Frank, Portland Community

College, USA Gregson, James, University of Idaho USA Barrientos, Kenneth, UNEVOC Petry, Roger, RCE Sasketchawan, Can. Schroeder, Curt, RCE Sasketchawan Fadeeva, Zinaida, UNU-IAS Stein, Margit, Prof. for Educational sccience

at University of Vechta Lindau-Bank, Detlev, RCE OM

Galkuti, Laima, RCE Lithuenia King, Betsy, RCE Scotland Lee, Sarah, Environmental Association for

Universities and Colleges, Scotland Nuutinen, Maari, RCE Espoo, Finland Shulla, Kalterina, RCE Middle-Albania Betsan, Martin, RCE Waikato, New Zealand Sadykova, Shinara, RCE Kyrgistan Jyldyz Duishenova, RCE Kyrgistan

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3. Application for funding to USAID

3. Application for funding to EuropeAID

CEDEFOP provides evidence and expertise

Legal basisLisbon treatyArt. 165 & 166

Copenhagen processFramework for EuropeanVET policy Coordination

•Social partners•involved in the•political process

ETF supports the VET reforms in 30 partner countries

EuropeAid supports TVET and Skills, in EU Development Cooperation

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1. We have to make more clear what the economical benefit of integrating ESD into TVET is.

2. How could we underline the Return on investment• Social ROI• Economical ROI• Cultural ROI• Ecological ROI

3. Next try!

4. Lesson learned?

Thank you!

• appendix

Vocational Education and Training in the European Union, and the

European Alliance for Apprenticeships

presentation at the 2014 INTERNATIONAL CONGRESS ON VET

Donostia - San Sebastián, on 29 May 2014

Joao SANTOS, Deputy Head of UnitDirectorate General for Education and Culture

Unit B2, Vocational training and adult education; Erasmus+

More information at:http://ec.europa.eu/education

Joao SANTOS, Deputy Head of UnitDirectorate General for Education and Culture

Unit B2, Vocational training and adult education; Erasmus+

E-mail: joao.santos@ec.Europa.eu

Can skills competitions help to raise the attractiveness of

VET?

Thank you very much for sharing

the findings of your incredible

project

Research team:

Prof Ken Mayhew, PIDr Susan James, co-PIDr Maia Chankseliani, Research OfficerDr Andrea Laczik, ConsultantMs Jennifer Allen, Research Officer

Ms Marta Mordarska, Research OfficerProf Petri Nokelainen, ConsultantDr Cathy Stasz, Consultantwww.vocationalexcellence.education.ox.ac.uk

References

European Commission. (2011). Attitudes towards vocational education and training: Special Eurobarometer 369. European Commission. Retrieved from http://ec.europa.eu/public_opinion/archives/ebs/ebs_369_en.pdf

Eurostat. (2011). Students at ISCED level 3-VOC - as % of all students at ISCED level 3. European Commission. Retrieved from http://epp.eurostat.ec.europa.eu/portal/page/portal/education/data/database#

Guthrie, S., Holmes, C., Stasz, C., Ertl, H., Castle-Clarke, S., Drabble, S., and Villaba van-Dijk, L. (2012), Attractiveness of initial vocational education and training in Europe: What really matters, Final report to Cedefop, PR-362, Cambridge: RAND Europe

Lasonen, J., & Gordon, J. (2009). Improving the attractiveness and image of VET. In Modernising Vocational Education and Training: Fourth report on vocational training research in Europe. Luxembourg: Publications Office of the European Union. Retrieved from http://www.cedefop.europa.eu/etv/Upload/Information_resources/Bookshop/567/3050_3_en.pdf

Leitch, S. (2006). The Leitch Review of Skills: Prosperity for all in the global economy - world class skills. Department for Employment and Learning. Retrieved from http://www.delni.gov.uk/leitch_finalreport051206%5B1%5D-2.pdf

UKCES. (2009). The Employability Challenge (Article). Uk Commission for Employment and Skills. Retrieved from http://www.ukces.org.uk/publications/employability-challenge-full-report

Watters, E. (2009). Making initial vocational education and training more attractive for learners (Report for ENQA-VET). Retrieved from http://www.deqavet. de/_media/PDF_allgemein/TG_Report_MIVMA.pdf

Wilson, J. P. (2000). Citius. Altius. Fortius. Peritius: the Skill Olympics and skill competitions. Industrial and Commercial Training, 32(6), 201–208. doi:10.1108/00197850010354223

Wolf, A. (2011). Review of vocational education: the Wolf Report. Department for Education and Department for Business, Innovation & Skills. Retrieved from https://www.gov.uk/government/publications/review-of-vocational-education-the-wolf-report

Project partner

Involved in our various fund-seeking activities last three years

RCE Kano, Nigeria – Project partner

• At present, there are three groups working in different areas and locations under the spheres of the RCE.

• We are now trying to harmonize curriculum (informal), the period of activities and methodology.

• We also are trying to anchor our activities in the area of STVET with a formal education system.

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RCE Kano, - Projects

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Unsustainable Waste disposal

Ali Bukar Ahmad, Co-ordinator RCE Kano

Oasis for Posterity – OfP, Bangladesh

• Initiated in 2009, • OfP is a not-for-profit social welfare organization registered

under the local government. • OfP’s activities are facilitated by a governing body,

international and local development advisors, committees and internal management.

• OfP's working priorities include poverty, food & nutrition, education, technology & HRD, agriculture & environment, income generation, health services, sanitation and the like.

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OfP-Project

• This initiative will create a model for promoting quality technical education and homogeneous knowledge relevant to the local socioeconomic conditions and improve social development in Jaldhaka and neighboring communities.

• On successful implementation of the project, this will increase people’s choices and enable them to harness socioeconomic upliftment. Therefore, the overall objective of this project will be achieved.

• Md. Rabiul Islam, MBA Founder and Chairman of OfP• E-mail: rabiul@ofpbd.org

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TVET Transfer partners from Kenya

• RCE Kakamega Western Kenya• RCE Kakamega Western Kenya• Homa Bay County• Rongo University College & MOI Institute for Technology

(VS)• Catholic University of Eastern Africa• Baraka Agriculture College• Baraka Agricultural College• St. Kizito Vocational Training Institute

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Transfer-project Kenya

SUSTAINABLE GENDER BASED AND INCLUSIVE HUMAN RESOURCE DEVELOPMENT AMONG PERSONS WITH DISABILITY (PwD).

• Project OF MACHAKOS AND KAKAMEGA COUNTIES IN KENYA

• Co-ordinator: STEPHEN A. OPANGA St. Paul’s University

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Main objectives and expected impact of kenyan transfer project

• Increased awareness on the plight of Pwds will ensure support from the community.

• Build appropriate infrastructure, increase vocational technical inclusive institutions.

• Ensure existing and proposed infrastructure is universally accessible and friendly.

• Government to monitor on implementation of the policies related to Pwds.

• Upgrade the available technical institution to admit Pwds.• Fight Stigma, since socio-cultural and economic prejudice may

keep Pwds from participating in community activities. 60

TVET Transfer partners from Malaysia

• RCE Penang• University Sains Malaysia

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