EMERGING TRENDS IN TVET

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OPPORTUNITIES IN HUMAN CAPITAL INVESTMENT FOR INCLUSIVE GROWTH

Educators must be transformed from those who impart knowledge to those who facilitate learning. Curricula must be transformed from mechanisms to deliver facts into mechanisms to promote and facilitate learning and thinking.

Experts assert that a Competency-based Approach to curriculum development can facilitate this transformation. Education and training integrated (a sound general education and broad-based initial training are essential bases for lifelong continuing learning).

TVET Role to meet the need of emerging industry:
 Demand-driven approach
 Learning for employability
 Concept of continuing life-long learning
 Self-learning and focus on the learner
 A search for multi-skilling
 Recognition based on competency and prior learning
 Recognition of the need to focus both on formal and informal sectors
 Training for wage and self-employment
 Decentralized system requiring both strong national and decentralized institutions
 Policy and delivery separate, market-driven
 Participatory governance, recognition of multiple actors, social dialogue

21st Century Filipino Skilled Workforce Characteristic:
 Technically competent
 Innovative and creative
 Knowledge-based, with higher order thinking skills
 With foundational life skills
 In pursuit of lifelong learning opportunities
 Possessing desirable work attitudes and behavior

TVET Trends & Specific Skills Interventions :

KNOWLEDGE-BASED ECONOMY - Higher Order Thinking Skills (HOTS) are introduced to advocate critical thinking, analysis and problem solving to augment and enhance learning outcomes in TVET. They have also become common feature of standard-based education reforms.

RAPID TECHNOLOGICAL CHANGE - Possession of Generic Soft Skills has become a pre-requisite in the new work place. Skills including cognitive, interpersonal, attitudes, values work habits and enterprise, innovation and creativity are very much embedded in capacity building in TVET.

GLOBAL WARMING - Sustainable Development as key agenda of UNs and other development organizations education provisions, significantly calls upon reorienting TVET curriculum towards sustainability while maintaining the principles of 6Rs: Reduce, Reuse, Renew, Recycle, Repair and Rethink perspective.

POVERTY ALLEVIATION - Entrepreneurship, Modular Employable Skills and Informal Sector skills are largely considered to advance poverty reduction mechanisms and create gainful opportunities particularly in unorganized sectors.

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EMERGING TRENDS IN TVET

  1. 1. Trend 1: Demographic changing …Aging, migration bring changing in labor force Changing Population Structure. Increase in average life span and declining birthrates are creating aging societies, as well as increasingly urbanized populations, which leads to greater disparities between urban and rural.
  2. 2. Trend 2: Economic Globalization …Changing global value chain requires new thinking Economic Globalization is another clear trend. Capital, talent and knowledge continue to flow around the world faster and faster, while the influence of international organizations and multi-national corporations also continues to increase.
  3. 3. Trend 3: Internet Everywhere …Virtual activities lead new business models and norms Ubiquitous Internet. The influence of the burgeoning development of the internet on the future global economy grows deeper every day. Because the Net creates unlimited business opportunities, its assault on established legal, social, and cultural norms will be even more clear than it has for the past ten years. The explosive growth in the quality and quantity of information available, as well as information security, will become even more urgent issues continuously shaking up real-world behavior patterns.
  4. 4. Trend 4: Cross-disciplinary technology integration …Integration aims for innovations based on user needs Cross-disciplinary Technology Integration. In terms of industrial development, individual technologies already cannot satisfy needs, driving the creation of major cross-disciplinary technology integrations that are more and more strongly connected to social and human aspirations.
  5. 5. Trend 5: Environmentalism …Value environment / low-impact manufacturing Agile Manufacturing and environmental concerns. Raising precision manufacturing ability with increasing automation and flexibility has already become a main method of competition between countries facing labor shortages. This kind of agile manufacturing is also necessary to meet today's need for commodities of various types but small volume.
  6. 6. Trend 6: Natural Resource usage efficiency …Sustainable usage and allocation Natural Resource Usage Efficiency. Over the next ten years resources such as water, oil and food will continue to have different degrees of influence. How to reasonably and efficiency utilize water resources, successfully develop alternative energy sources and stabilize food supplies, will be key factors for increasing economic growth
  7. 7. Focus of Business Technology Structure Who is expected to initiate change? 1980s 1990s 2000s Production Mechanical hierarchic Senior managers Serving the Customer Electronic teams Middle manager Speed and profitability of innovation integrated networks Qualified workers
  8. 8. Distinct challenges for TVET, in terms of acclimatizing to;  Financial restructuring as Asia-pacific regional countries  Competition in education and training markets as citizens seek the best educational opportunities, especially with entry of foreign education providers in the domestic market  The access and exit of skills embodied in people due to migration flows.
  9. 9. TVET being major resource consumer takes on a complex and distinctive character with regard to sustainable development. TVET constantly included elements of sustainability, especially in the way scarce training materials were conserved and waste materials were disposed. Example: Overconsumption of such consumer goods such as paper leads to deforestation, this is thought to be related to global climate change
  10. 10. “For TVET programs to be part of the solution and not part of the problem; they must be reoriented so that they contribute to sustainable development worldwide.” Koichiro Matsuura Director-General of UNESCO “TVET must be the masker key that can alleviate poverty, promote peace, conserve the environment, improve the quality of life for all and help to achieve sustainable development.” Bonn declaration (2004)
  11. 11. New developments in information technologies have opened up new prospective in teaching and learning. ICTs need to be harnessed, to provide more widespread access to TVET. However, due to the impact of ICT on education, there are issues to interrogate: 1. How will ICT developments impact our educational practice? 2. Will we experience a drastic change in teaching and learning strategies? 3. Will we adopt a new learning paradigm in the next decade or two?
  12. 12. Global Economy Workforce • Capacity For Lifelong Learning • Adaptability, practical skills • Awareness @ global issues • Communication Skills • Ability to work collaboratively
  13. 13. Build the capacity of TVET Educators to be enhanced so as to make them aware of the potential of ICT in education and training the learners of tomorrow. “Education and Training of knowledge workers requires different educational policies, facilities, curricula and, above all, teachers.” - Rupert Maclean and Ada Lai (2011)
  14. 14. • Educators must be transformed from those who impart knowledge to those who facilitate learning. • Curricula must be transformed from mechanisms to deliver facts into mechanisms to promote and facilitate learning and thinking. Experts assert that a Competency-based Approach to curriculum development can facilitate this transformation.
  15. 15. TVET Educators • Curriculum Based Faculty Training • ICT Technology Skills Enhancement Program • Pedagogical Training • Sequential Summer Program
  16. 16. Old Paradigm New Paradigm Supply driven approach Demand-driven approach Training for employment Learning for employability In-service training Concept of continuing life-long learning Training focus on the teacher/trainer Self-learning and focus on the learner One-time learning Continuing recurrent life-long learning Education and training separate Education and training integrated (a sound general education and broad-based initial training are essential bases for lifelong continuing learning)
  17. 17. Old Paradigm New Paradigm Specialization in one skill A search for multi-skilling Skill recognition based on training period and examination Recognition based on competency and prior learning Rigid and fixed entry and exit Flexible and multiple entry and exit Focus on formal sector Recognition of the need to focus both on formal and informal sectors Training for wage employment Training for wage and self-employment Centralized system Decentralized system requiring both strong national and decentralized institutions
  18. 18. Old Paradigm New Paradigm Policy and delivery dominated by state Policy and delivery separate, market- driven Governance dominated by the state Participatory governance, recognition of multiple actors, social dialogue Source: ILO. ND. The Changing Role of Government and Other Stakeholders in Vocational Education and Training) by Stephen Murray
  19. 19. 21st Century Skilled Filipino Workforce DEMANDs DRIVEN LMIS INCLUSIVE E & T GENERIC AND HOT SKILLS PP COMMUNITY & SOCIAL PARTNERSHIP E & T FOR SUSTAINABLE DEVELOPMENT ICT – ENABLED SYSTEM QMS, GOVERNANCE, ACCREDITATION & CERTIFICATION MES, LIVELIHOOD & ENTREP. DEVELOPMENT
  20. 20. • Technically competent • Innovative and creative • Knowledge-based, with higher order thinking skills • With foundational life skills • In pursuit of lifelong learning opportunities • Possessing desirable work attitudes and behavior
  21. 21. TVET Trends & Specific Skills Interventions Knowledge Based economy Higher Order Thinking Skills (HOTS) are introduced to advocate critical thinking, analysis and problem solving to augment and enhance learning outcomes in TVET. They have also become common feature of standard-based education reforms. Rapid Technological Change Possession of Generic Soft Skills has become a pre-requisite in the new work place. Skills including cognitive, interpersonal, attitudes, values work habits and enterprise, innovation and creativity are very much embedded in capacity building in TVET
  22. 22. TVET Trends & Specific Skills Interventions Global Warming Sustainable Development as key agenda of UNs and other development organizations education provisions, significantly calls upon reorienting TVET curriculum towards sustainability while maintaining the principles of 6Rs: Reduce, Reuse, Renew, Recycle, Repair and Rethink perspective Poverty Alleviations Entrepreneurship, Modular Employable Skills and Informal Sector skills are largely considered to advance poverty reduction mechanisms and create gainful opportunities particularly in unorganized sectors Source: Emerging Trends in Asia and the Pacific Region and their Impact on SMEs by Prof. Shyamal Majumdar, Ph.D.
  23. 23. $
  24. 24. O1 Filipinos with competencies and life skills to pursue economic opportunities S1 Expand Access to Quality Techvoc ACTION Partner Agencies/Orgs. 1. Implementation Scholarship for Employment Training Program LGUs, Techvoc Providers 2. Provide financial assistance to trainees (PESFA) Private Techvoc Providers 3. Implement Skills Development Program under Grassroots Participatory Budgeting (GPB) LGUs, Techvoc Providers 4. Provide quality Techvoc inputs • Mobile Training Labs LGUs, DBM, DTI, DA 5. Implement Skills and Livelihood Training in Yolanda – affected areas • Construction Training for LGU/DPWH/NH A Projects (Pandayan Project) • Skills Training for Livelihood LGUs, DPWH, NHA, DSWD, Techvoc Providers
  25. 25. O1 Filipinos with competencies and life skills to pursue economic opportunities S2 Develop workforce competencies required in key growth areas ACTION Partner Agencies/Orgs. 1. Implement programs to meet competencies required in key growth areas • Institution-based Training Program DepEd, CHED, Industry, Techvoc Association • TWSP for key employment generators DBM, DOLE, DTI, DA, DOT, DPWH, Industry Association • Enterprise –based/ Apprenticeship Program DOLE, Industry Association 2. Provide Labor Market Information to Techvoc Providers DOLE, DTI, Industry Assn., Techvoc Providers
  26. 26. Priority Sectors 2014 2015 2016 Total 163,300 204,125 224,538 Agri-Fishery/Agro- Industrial 26,600 33,250 36,575 Manufacturing 29,490 36,862 40,549 Tourism 40,947 51,184 56,302 IT-BPM 36,225 45,281 49,810 Infrastructure 27,067 33,834 37,217 Logistics 2,971 3,714 4,085
  27. 27. O1 Filipinos with competencies and life skills to pursue economic opportunities S2 Develop workforce competencies required in key growth areas ACTION Partner Agencies/Orgs. 3. Competency Assessment and Certification Program Industry DOLE 4. Implement Quality Assured Techvoc System Techvoc Providers 5. Philippine Qualifications Framework • Registry of Qualifications by Sector DepEd, CHED, PRC, DOLE Industry
  28. 28. O2 Leadership, Management, and Innovation S1 Implement Good Governance System ACTION Partner Agencies/Orgs. 1. Good Governance Certification DOLE, CSC, DBM 2. ICT enabled Systems • TESDA Online Program - no. of additional courses - no. of registered users DOST – ICTO, Techvoc Providers • TECHVOC Information System DOST – ICTO, DBM
  29. 29. O2 Leadership, Management, and Innovation S2 Engage Industry in the Provision of Techvoc Services ACTION Partner Agencies/Orgs. 1. Involve industry representatives in the development and implementation of standards and curricula • No. of TRs updated, developed and implemented Industry partners, DTI, DOT, DA, other NGAs
  30. 30. “It is not the strongest of the species who survive, not the most intelligent, but the ones most responsive to change.” - Charles Darwin

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