San Quei Lin – Vocational Education, Training & Economic Development in Taiwan


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Report by San Quei Lin
at Global Education Futures Forum in Kazan, Russia, 22-23 May 2015

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San Quei Lin – Vocational Education, Training & Economic Development in Taiwan

  2. 2. Members of WorldSkills 2
  3. 3. Our  Growth 3 • WorldSkills  currently  has  74  Members   • Latest  Members  include:   • 2015  –  Israel,  Costa  Rica   • 2014  –  Belarus,  Mongolia,  Egypt,         Kazakhstan,  Zambia   • 2013  –  Chile  and  Kingdom  of  Bahrain   • 2012  –  Sri  Lanka,  Russia,  Armenia,   Georgia,  Kuwait,  and  Dominican   Republic  
  4. 4. Interna.onal   Regional   Na.onal   Members  also  host  local  compe//ons  ranging  in  level  from  School,  City,  and  State/Province   Skill  CompePPon  
  5. 5. Skill Competitions(by sector) 5 Construction and Building Technology • Architectural Stonemasonry • Bricklaying • Cabinetmaking • Carpentry • Concrete Construction Work • Electrical Installations • Joinery • Landscape Gardening • Painting and Decorating • Plastering and Drywall Systems • Plumbing and Heating • Refrigeration and Air Conditioning • Wall and Floor Tiling  Arts  and   Fashion   • Fashion  Technology   • Floristry   • Graphic  Design   Technology   • Jewellery   • Visual  Merchandising   and  Window  Dressing   Informa.on  and   Communica.on   Technology   • IT  Network  Systems   AdministraPon   • IT  SoVware  SoluPons   for  Business   • InformaPon  Network   Cabling   • Print  Media  Technology   • Web  Design   Manufacturing  and   Engineering  Technology   • CNC  Milling   • CNC  Turning   • ConstrucPon  Metal  Work   • Electronics   • Industrial  Control   • Industrial  Mechanics   Millwright   • Manufacturing  Team   Challenge   • Mechanical  Engineering   Design  -­‐  CAD   • Mechatronics   • Mobile  RoboPcs   • PlasPc  Die  Engineering   • Polymechanics  and   AutomaPon   • Prototype  Modelling   • Sheet  Metal  Technology   • Welding   Social  and  Personal  Services   • Bakery   • Beauty  Therapy   • Cooking   • Hairdressing   • Health  and  Social  Care   • PâPsserie  and   ConfecPonery   • Restaurant  Service   Transporta.on  and  Logis.cs   • AircraV  Maintenance   • Autobody  Repair   • Automobile  Technology   • Car  PainPng   • Heavy  Vehicle  Maintenance  
  6. 6. 66 Skills Competition in Chinese Taipei Kicked off in 1968 Regional Skills Competition in 2013: 45 trades with 2,868 competitors National Skills Competition in 2013: 47 trades with 728 competitors National Skills Competition (age below 22) WorldSkills Competition 6 Kicked off in 1970, First WorldSkills Competition,1971 in Gijón, Spain 1993 host WorldSkills Competition in Taipei Reigniting the Good Old Time With New Ways & Leadership
  7. 7. 7 ☆Results of the 42rd WSC Top 10 Rank Members Score (Gold: 4, Silver: 3, Bronze: 2, Excellence: 1) Average Score (base on 500 scale) Nations 1 Korea Korea Korea 2 Switzerland Switzerland Switzerland 3 Taiwan Taiwan Taiwan 4 Japan Austria Iran 5 Brazil Iran South Tyrol, Italy 6 Austria Brazil Austria 7 Germany Japan Japan 8 France South Tyrol, Italy Brazil 9 Finland Singapore China 10 UK Sweden United Kingdom 7 Taiwan sent 44 competitors in 39 trades and won 6 Gold, 4 Silver, 8 Bronze, and 13 Exceilence, ranking 3rd place worldwide
  8. 8. Taiwan’s industrial development shifting to focus on innovation Source: IEK, ITRI.(2012) 1960’s 1970’s 1980’s 1990’s 2000’s 2010’s Labor intensive industries Light industries Heavy industries Capital intensive industries Technology intensive industries Knowledge intensive industries Innovation focus US $35,604(21,557) 10 times in 30 yrs US$3,570 GDP per capita (PPP1) 1: Adjusted by Purchasing Power Parity (PPP) for proper country comparison. In 2012, nominal GDP per capita is US$ 20,869. 8 8
  9. 9. Good at something
  10. 10. 10 Invest more Create Better Investment Environment Establish Inclusive Society Visions Guidelines Strategies Action Plans Industrial Development Financial Reforms Talents for Industries Public infrastructure Social Inclusiveness
  11. 11. 11 Development of Human Resources The four pillars of human resource development and their relationship Lifelong Learning Training Enhance the vocational preparation function of education Division and integration of training and education (Skill Certificate Accreditation) Foreign Workforce PolicyEducation Talent Recruitment Talent Import
  12. 12. Visions -- Future Directions Develop and Sponsor In-time and Market-oriented VET Courses. Strengthen 「Research、Training、Certification、 Employment」 4 in 1 Vocational Training Model. As Marketing Placements with Real and Virtual Regional Operations, knowing the manpower better, and adopt Regional Consensus and Resources. Strengthen and Promote Our Evaluation System(TTQS) Develop Cross-disciplinary trainings and Cultivate Cross-borders Talents. Commercialization of VET & other experience to share with our friends in need. 12
  13. 13. Pre-job trainings 1. Diversified and pragmatic pre-job training plan 2. Training plans for talents in several strategic targeted industries 3. Providing convenient information service. 1. Unclear goals of case subjects' career development 2. Employment gaps between technical conditions and career goals The unemployed 1.  Conducting diversified market-oriented pre-job trainings to create manpower needed by market demand. 2.  Providing training consulting service and introducing adaptive training 3.  Subsidizing training fees Offering living allowance during training to help trainees settle down. 1.  Employment Insurance Act 2.  Measure for the Implementation of the Employment Promotion Allowances 1. Taiwan TrainQuali System (TTQS) 2. Establishing regulations for investigation operations 3. Establishing KPIs Requiring improvement of available training categories and training quality Involuntarily Unemployed labors who are policy holders and Unemployed labors of the Under- privileged groups Training systems Unable to sustain livelihood during training TheunemployedorBetweenJobs 1. Maintaining relationship with training partners, and establishing a comprehensive supply system. 2. Improving check-and- balance during training. 3. Determining entering and withdrawal mechanisms according to job market and evaluation results. Subject Issues Strategies Plans or Regulations 13
  14. 14. 14 Core capability for Youths 1.  Communication 2.  Team work 3.  Problem solving 4.  Initiation and Pro-active 5.  Plan & Organization 6.  Self Management 7.  Learning ability 8.  Technology Skills Knowledge & Attitude For Employment Jobs A C=(S+K) ASK WDA Attitude Capability=(Skills+Knowledge)
  15. 15. Subsidizing universities / colleges to provide programs (with industry pragmatic courses, working experience courses, and general core competency courses). Difference between learning and application and the myth of job market University students (2years before graduation) 1.  Cooperating with universities' programs to introducing trainers from industries with working experiences to narrow the gaps between schools and industries. 2.  Implementing core competency and career guidance to establish correct concepts of employment. Youths who ARE students Providing long-term demand- oriented trainings by Student- trainees systems to meet manpower demands. Vocational training project with dual systems (Age 15-29) Student-trainees Programs (Age 15~29) Youth Placement Flag-ship Program 1.Rooted Model:center+ post training 2.Growth Model : private institution + training 3.Relay Model :post training Employability gaps and insufficient working experiences Youths who are NOT students 1.Developing practice and training model to connect manpower demands within training centers' jurisdictions to help youths go to the job market smoothly. 2.Providing chances to practice in workplaces to youths with enough competency to help them getting more working experiences. 3.Offering training allowance so youths can participate in training without worries. Age 15~ 29 with junior high school diploma Age 15~29 The graduated Low education background and weak employability Subject Issues Strategies Plans Youth Training 15
  16. 16. Youth Training─Mentor-Student Project Mentor Student Mentor and student ratio (1:2) 1.Self-application。 2. Reviewing board: Matching Mentor and students:helping proposals, finalizing schedules and contents PES recommend and accompany for interview with Mentors Signing contracts and Co-designing Training schedules Under PES’ close watch and guidance; and periodic reviews Mode 16
  17. 17. Managing Vocational Training Quality 1. Establish Taiwan’s training quality assurance system, use 19 KEY indicators as a basis for evaluating training quality. 2. Use training quality indicators to guide training institutions in establishing process management, and enhancing training quality. Training Quality System TTQS Project Elevate the quality of outsourced training courses Vocational instructors training and competency training project Incentives for outstanding training institutions Amend vocational training laws and regulations 1. Improve the performance of private pre-service training institutions, better the operation and management of public training institutions. 2. Provide the public with information on excellent training institutions. 3. Simplify pre-service training institution assessment, and avoid repeated assessments. 1. Enhance the professional competency of instructors to ensure that teaching methods keep pace with the times. 2. Establish manpower pool of instructors; establish training knowledge sharing and benchmark learning; enhance knowledge management. Provide incentives to encourage private institutions to offer training courses, or subsidies to hold seminars on human resources. Continue to review current laws and regulations on vocational training, and make amendments in accordance with current affairs. 17
  18. 18. Cost or Investment ? 18
  19. 19. Thank you and See you in São Paulo 2015 August19