10th Global RCE Conference

1. Home Based TVET
Thematic session
Global RCE Conference
Yogjakarta 2016
Detlev Lindau-Bank
Jos Hermans

2. 1. Challenges of connecting TVET with ESD
2. Vision and objectives of home-based-TVET
3. What we did so far?
4. Lesson learned
Agenda

3. • 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

4. ... but it is different

8. Students enrolled in vocational upper secondary education, 2010,
as a % of all students enrolled in upper secondary education (ISCED level 3)
Participation rates
in VET
8

9. 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
9

10. 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
10

11. • 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

12. • 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

13. • 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

14. • 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

15. • 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

16. • 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

17. • 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

18. • 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

19. • 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

20. • 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

21. Relative esteem internationally of TVET
in relation to general education
Source: own calculations based on European Commission (2011) data, Guthrie et al (2012)
26
32
0
10
20
30
40
50
60
%ofrespondentswhowouldrecommendVETover
generaleducation/HE

22. 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)

23. 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)

24. 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

25. 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
25
2. Home-based-TVET –
ESD goals match TVET goals

26. 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

27. • 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

28. • 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.
28
2. Home-based-TVET - Oblectives

29. • 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.
29
2. Home-based-TVET - Oblectives

30. • 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

31. Conceptual
understanding of
benefits for different
stakeholders and wider
society
2. Home-based-TVET - Benfits

32. • 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

33. 2. Home-based-TVET - Methodology

34. 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

35. 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
36

36. 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
37
RCE actively involved

37. 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

38

38. 3. Application for funding to USAID

39. 3. Application for funding to EuropeAID
CEDEFOP provides
evidence and expertise
Legal basis
Lisbon treaty
Art. 165 & 166
Copenhagen process
Framework for European
VET 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
40

40. 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?

41. Thank you!

42. • appendix

43. 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 Unit
Directorate General for Education and Culture
Unit B2, Vocational training and adult education; Erasmus+

44. More information at:
http://ec.europa.eu/education
Joao SANTOS, Deputy Head of Unit
Directorate General for Education and Culture
Unit B2, Vocational training and adult education; Erasmus+
E-mail: joao.santos@ec.Europa.eu

45. 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, PI
Dr Susan James, co-PI
Dr Maia Chankseliani, Research Officer
Dr Andrea Laczik, Consultant
Ms Jennifer Allen, Research Officer
Ms Marta Mordarska, Research Officer
Prof Petri Nokelainen, Consultant
Dr Cathy Stasz, Consultant
www.vocationalexcellence.education.ox.a
c.uk

46. ReferencesEuropean 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

47. Project partner
Involved in our various fund-seeking
activities last three years

48. 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.
54

49. RCE Kano, - Projects
55
Unsustainable Waste disposal
Ali Bukar Ahmad, Co-ordinator RCE Kano

50. 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.
56

51. 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
57

52. 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
58

53. 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
59

54. 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

55. TVET
Transfer partners from Malaysia
• RCE Penang
• University Sains Malaysia
61