Presentation by Mr. Ingo Imhoff Programme Director, Regional Cooperation in TVET/RECOTVET – Deutsche Gesellschaft für international Zusammenarbeit (GIZ) for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021 Mr. Ingo Imhoff, Programme Director of the Regional Cooperation in TVET/RECOTVET project implemented by the Deutsche Gesellschaft für international Zusammenarbeit (GIZ), explained how technical, vocational and educational training (TVET) balances skills supply and demand, thereby helping reduce skills mismatches. He outlined the challenges faced by TVET systems in Southeast Asia, especially with the onset of the COVID-19 pandemic.

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SKILLS FOR
SOUTHEAST ASIA
How to address challenges
and seize opportunities?
Hanoi, 23.11.2021

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Overview
 GIZ: support change on three levels
 Three types of challenge: long term,
short term and transformative
 Seizing opportunities: Collaborate to
build back better
 Contribution of RECOTVET

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In Germany &
120
countries
worldwide
22,000
staff
worldwide
Including
15,000
national staff
1600
projects and
programmes
Deutsche Gesellschaft für Internationale
Zusammenarbeit (GIZ) GmbH
we support the German Government in
achieving its objectives in the field of
international cooperation for
sustainable development.

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Cooperation in ASEAN

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Three levels of GIZ support
 Regional TVET cooperation
 National support for TVET reforms
 Local TVET capacity development

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I.
REGIONAL
TVET
COOPERATION
HRD Declaration
and its Roadmap
ASEAN TVET
Council
HRD Readiness
Study

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I. Regional TVET Cooperation
The SEA-VET information and learning platform is
hosted by SEAMEO VOCTECH

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II.
POLICY
AND
STRATEGY
FOR
NATIONAL
MINISTRIES
e.g. Programme
Reform of TVET
Vietnam, Indonesia,
Lao PDR
Content
Education
and Training
Legal
Framework
and
Corridors Digital
Administra-
tion and
Manage-
ment
Digital
Infrastruc-
ture,
Platform,
Courseware
Digital
Teachers
and
Students
Digital
Ecosystem
of
Education
and
Training
Teaching
and
Learning
Methods

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III.
LOCAL
CAPACITY
DEVELOPMENT
SUPPORT FOR
TVET
SCHOOLS &
COLLEGES, BMO,
COMPANIES

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Challenges for skills development
1. Long term challenges of TVET reform
2. Challenge of resilience
3. Tranformative challenges of
digitalisation, automation
(& other megatrends)

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I.
TVET
REFORM
Lack of infrastructure and
equipment
Outdated curricula and
didactics
Inadequate (practical)
competences of TVET
teachers
Inadequate quality
development & quality
assurance
Inclusion / Image

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II.
RESILIENCE
FUTURE DEVELOPMENT
OF THE COVID-19 CRISIS REMAINS UNCERTAIN
Policy responses are experimental
Lack of data (e.g. re-skilling and up-skilling)
New objective for businesses, employees, schools: Resilience

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Resilience of TVET Institutes
Reaction to COVID crisis: Go digital
 digital marketing via social media, online admissions
 e-learning platform, content, learning management system
 digital collection of fees
 student communication, student records
 …

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Resilience of TVET Institutes
Challenges:
 Adequate equipment to create and distribute digital content
 Access to broadband / PC access by students in rural areas
 Revision of training schedules
 Access to user-friendly online learning software

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Resilience of TVET Institutes
Challenges:
 Self-studying practice and discipline of students (?!)
 Upgrade for TVET teachers to create content and
provide attractive online & blended training
 No substitutes for practical training units
 Teaching and learning outcomes
GIZ Reform of TVET in Viet Nam II

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Resilience of TVET Institutes
Opportunities:
 Provide resources for upgrades of equipment and
infrastructure
 Promote teacher training
 Provide access to quality assured resources, support
localisation
 Share good practices, research, opportunities for mutual
learning
GIZ Reform of TVET in Viet Nam II

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III.
Digitalisation,
automation
(& other
megatrends)

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Implications of Digitalisation for TVET
TVET 4.0: Comparative analysis on qualifications and competences
of skilled workers for digitalised work in Germany (BIBB):
 More than 1/3 of companies are highly digitalised, 1/5 have low
degree of digitalisation
 Highly digitalised and less digitalised companies coexist and will
continue to do so.
 44% see increase in demand for skilled/highly skilled
workers, 41% see constant demand
 Routine tasks in jobs are decreasing, complexity is increasing.
Gert Zinke: Berufsbildung 4.0 (2019)

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Implications of Digitalisation for TVET
TVET 4.0: Comparative analysis on qualifications and competences
of skilled workers for digitalised work in Germany (BIBB):
 Competence requirements are increasing
 All jobs are affected by digitalisation but changes and degree
are job specific
 Job profiles change gradually as technologies are introduced
and organisation of work is modified
 Companies adjust in-company training in line with digital
transformation
Gert Zinke: Berufsbildung 4.0 (2019)

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Implications of Digitalisation for TVET
TVET 4.0: Comparative analysis on qualifications and competences
of skilled workers for digitalised work in Germany (BIBB)
Digitalisation calls for broad competences including:
 Sound professional knowledge and competences
 Learning skills
 Understanding of (specific) systems and processes
 Digital competences
 Flexibility
Gert Zinke: Berufsbildung 4.0 (2019)

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Implications of Digitalisation for TVET
TVET 4.0: Comparative analysis on qualifications and competences
of skilled workers for digitalised work in Germany (BIBB)
Challenges:
 In some professions: initial training does not prepare well
enough yet for digital requirements (e.g. farmer, textile
technician, machine operator)
 Schools are partly not adquately equipped, teachers not
adequately qualified
 Opportunities: Stronger cooperation of schools and TVET
institutes with companies
Gert Zinke: Berufsbildung 4.0 (2019)

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ASEAN Investment Report 2020-21
ASEAN Secretariat and UNCTAD (2021)
Investing in Industry 4.0
 New record in FDI expected for 2021
 Focus on advanced manufacturing and services
 Bottleneck: skills gap!
 Opportunities: Public-private partnerships, centres of
excellence

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COVID may advance Digitalisation / Automation
Education
Health and social work
Public administration
Utility services
Agriculture
Finance and insurance
Construction
Mining
Arts and entertainment
Logistics
Real estate
Wholesale
Retail
Industry and
manufacturing
Hostpitality and
gastronomy
30%
35%
40%
45%
50%
55%
60%
65%
70%
Automatisation
potential
(MGI
2017)
Estimated global effect of COVID-19 on economic output (ILO 2020)
Estimated global COVID-19 impact in relation to automatisation
potential of sectors
Low Medium High
Kemmerling et al 2020 cf. ILO and MGI

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Skills gaps are magnified by COVID-Pandemic
90% of enterprises reported disruption of their training
and staff development programmes
45% reported complete suspension of training and staff
development programmes (50% among MSME, 30%
among large enterprises and MNC)
Source: ILO global survey on the impact of COVID-19 on staff development and training, 2020

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For the private sector this translates to two
major challenges…
Changing Competence
Requirements
Shortage of Skilled Workers

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Seizing
Oppor-
tunities
…
• Strengthening Public-Private Partnerships for TVET
incl. in-company training, councils
• Systematic upgrading of TVET (eco)systems
regulation, infrastructure, equipment, teacher training,
curricula & didactics
• Improving labour market information and skills
forecasting as a basis for reforms
• Structuring and quality assuring (digital) educational
resources, learning from each other what works when –
also on re-and upskilling and life-long learning
…to “build back better”

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Good examples are out there…
Companys
- Qualify in-company
trainers
- Invest in training
- Partner with other
companies, schools and
colleges
- Collaborate with BMO in
skills councils
Governments
- Invest in digitalisation
of education and
centres of excellence
- Update regulations,
standards and curricula
- Promote teacher
training, life-long
learning
- Cooperate with the
private sector
Regional
Organisations
- Establish new multi-
stakeholder platforms
for exchange and
learning
- Offer online
information and
learning opportunties
- Advance
harmonization and
cooperation

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What does RECOTVET do?

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ASEAN Declaration on
HRD for the Changing World of Work
15 key actions for
ASEAN policy-makers
Adopted by ASEAN
Leaders in 2020

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SUPPORT THE CHAIR OF THE
ASEAN TVET COUNCIL
ASEAN TVET Council TOR
Workshop on TVET agenda and governance in
ASEAN, Jun 2019
ASEAN TVET Council Stakeholders Survey
Completed and presented at the ATC Inaugural
meeting, Mar 2020
ASEAN TVET Council (ATC) Launching
Official launching of the ATC at the ASEAN High
level conference on HRD for the Changing World of
Work, Sep 2020
ATC Work plan 2021 – 2030
Workshop to develop the ATC Work plan, Jun 2021
ATC Organizational development process

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Promote Private Sector Participation in TVET
45
recommendations
for ASEAN policy
makers
Standard for in-
company trainers in
ASEAN
Countries
ASEAN Skills
Development
Award with
ABAC
Analysis status
quo in ASEAN

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Cooperating with BMO on skills development

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Map Re-skilling Approaches with
Special Relevance for Women in ASEAN
• Cambodia
• Indonesia
• Philippines
• Thailand
• Viet Nam

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In-Service Trainings for TVET staff
Module 3
Curriculum
Design for
Industry 4.0
Work
Process
Module 1
Innovative
teaching and
learning for
industry
changes due
to industry
4.0
Module 2
Professional
development
training for
technical
vocational
education
and training
(TVET)
teachers in
industry 4.0
Module 4
Quality
assurance
and Quality
Developmen
t in TVET
institutions
Module 5
Industry and
TVET
institution
Linkages
Fit for Industry 4.0

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In-service training for TVET staff
The Online Regional In-Service Training for TVET personnel is conducted on the
SEA-VET Learning Platform, hosted by SEAMEO VOCTECH

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…work together for better skills!

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www.giz.de
www.sea-vet.net
ingo.imhoff@giz.de
T +84(0)2439 344951–123
M +84(0)9322 07 262
Ingo Imhoff
Programme Director, RECOTVET