This document summarizes key issues and proposed solutions regarding education and training in Vietnam. It discusses how higher education institutions need more autonomy and flexibility to adapt to changing learning styles. It also addresses issues with current laws and regulations that hinder foreign investment in education and vocational training, such as requiring the same procedures for all types of educational institutions. The document proposes allowing simpler processes for short-term training centers and distinguishing between new and reinvestment projects. It emphasizes the need to improve vocational training to meet industry skill demands through better collaboration between technical schools and businesses.
Education and Training Position Paper December 2012 - EN - FinalBrian O'Reilly
The document discusses two key issues in Vietnam's education system - higher education and technical/vocational education and training (TVET). For higher education, it notes the recent approval of a new education law but that implementation will determine its practical effects. For TVET, it identifies insufficient quality of programs and unpopularity among youth as problems widening the skills gap, and recommends improving industry partnerships, public relations to increase prestige, and ensuring employment opportunities for graduates. The business group pledges continued support of Vietnam's education system to develop its skilled workforce and sustain economic growth.
Claire Field VET Review Submission (January 2019)Claire Field
This document is a submission from Claire Field to a review of the Vocational Education and Training (VET) system in Australia. Claire Field has over 20 years of experience working in various roles within the VET sector at both state and national levels. She identifies two key challenges in the VET sector: 1) frequent government reforms have led to operational changes every 2.5 weeks for providers over the past 20 years, hindering the education process, and 2) the system architecture including Training Packages is overly complex, not well suited to a changing workforce, and does not achieve the intended national consistency or alignment of training to occupations.
Programs
We are offering a preview of our programs and previous results to those seeking introduction to U.S. Active Military and Veterans engaged or soon to be engaged in our Career
Career Transition Training, Employment, Promotions & Marketing, Social & Health, Education & Training
⦁ -We continue with you, our Client, a Promotions & Marketing Campaign
⦁ -for those who seek to introduce their companies and organizations to the veterans and active military personnel.
⦁ -Each person we are in contact with is briefed on our Social and Health Referral Program - cost free.
⦁ Every veteran is afforded an active membership in the Professional Society of Warriors'
Education & Training Program
Remarkably unique and different than any other offering of its kind
⦁ ·Military Network has cultivated and forged relationships with top IT Leadership in the industry!
Offering years of insight and benefit associated with the MOST effective Information Technology Training Centers in the Nation
⦁ an important benefit part of the process necessary to obtain top talent at no cost to the (veteran), you our client!
Image
Skill set validation complemented by industry recognized standards such as IT Certification ...
The document proposes creating a committee called MISE to address India's problem of youth unemployment by modernizing and innovating skills learning and education. MISE would partner with organizations to provide funding, training programs, and placements to develop the skills of over 3 million trainees annually and help them find suitable employment through 25,000 volunteer mentors and improved education systems.
Education and Training Position Paper - NA - May 2013 - EN - FinalBrian O'Reilly
The document is an education and training position paper presented to Vietnam's National Assembly. It discusses 3 key areas: 1) improving national administration of higher education through frameworks to ensure relevance and autonomy, 2) enhancing higher education quality and relevance through updated curricula and academic staff, and 3) advancing vocational education based on industry needs to provide skilled technicians. The position paper emphasizes working closely with stakeholders to develop Vietnam's workforce and maintain economic growth through quality education.
This document analyzes India's apprenticeship system and identifies key issues compared to systems in Germany and Switzerland. It finds that India's Apprentices Act focuses too much on regulation and offers no incentives for employers. As a result, less than 2% of India's workforce receives formal vocational training, compared to over 90% in developed countries. The document suggests improving incentives for employers, matching training to market needs, determining wages through negotiation, and better coordination between authorities to reform India's system based on best practices from Germany and Switzerland.
The document discusses the need to reform and improve vocational education in India. It notes that currently, vocational education makes up a small percentage of the education system and is not aligned well with industry needs. The document outlines several problems with the current system, including a lack of private sector involvement, rigid regulations, and few opportunities for career progression or skill upgrading. It also discusses government initiatives to establish a National Vocational Qualification Framework and compares vocational education frameworks in other countries like the UK, Australia, and China. The goal is to make recommendations to help introduce higher-quality vocational education programs in India.
The endemic poverty, which ravages Nigeria today is known to everyone.
Poverty results from lack financial purchasing powers.
Purchasing power is increased with employment
Employment is only made possible by acquiring relevant employable skills
This can be achieved in the field of electrical installation in government technical colleges.
Education and Training Position Paper December 2012 - EN - FinalBrian O'Reilly
The document discusses two key issues in Vietnam's education system - higher education and technical/vocational education and training (TVET). For higher education, it notes the recent approval of a new education law but that implementation will determine its practical effects. For TVET, it identifies insufficient quality of programs and unpopularity among youth as problems widening the skills gap, and recommends improving industry partnerships, public relations to increase prestige, and ensuring employment opportunities for graduates. The business group pledges continued support of Vietnam's education system to develop its skilled workforce and sustain economic growth.
Claire Field VET Review Submission (January 2019)Claire Field
This document is a submission from Claire Field to a review of the Vocational Education and Training (VET) system in Australia. Claire Field has over 20 years of experience working in various roles within the VET sector at both state and national levels. She identifies two key challenges in the VET sector: 1) frequent government reforms have led to operational changes every 2.5 weeks for providers over the past 20 years, hindering the education process, and 2) the system architecture including Training Packages is overly complex, not well suited to a changing workforce, and does not achieve the intended national consistency or alignment of training to occupations.
Programs
We are offering a preview of our programs and previous results to those seeking introduction to U.S. Active Military and Veterans engaged or soon to be engaged in our Career
Career Transition Training, Employment, Promotions & Marketing, Social & Health, Education & Training
⦁ -We continue with you, our Client, a Promotions & Marketing Campaign
⦁ -for those who seek to introduce their companies and organizations to the veterans and active military personnel.
⦁ -Each person we are in contact with is briefed on our Social and Health Referral Program - cost free.
⦁ Every veteran is afforded an active membership in the Professional Society of Warriors'
Education & Training Program
Remarkably unique and different than any other offering of its kind
⦁ ·Military Network has cultivated and forged relationships with top IT Leadership in the industry!
Offering years of insight and benefit associated with the MOST effective Information Technology Training Centers in the Nation
⦁ an important benefit part of the process necessary to obtain top talent at no cost to the (veteran), you our client!
Image
Skill set validation complemented by industry recognized standards such as IT Certification ...
The document proposes creating a committee called MISE to address India's problem of youth unemployment by modernizing and innovating skills learning and education. MISE would partner with organizations to provide funding, training programs, and placements to develop the skills of over 3 million trainees annually and help them find suitable employment through 25,000 volunteer mentors and improved education systems.
Education and Training Position Paper - NA - May 2013 - EN - FinalBrian O'Reilly
The document is an education and training position paper presented to Vietnam's National Assembly. It discusses 3 key areas: 1) improving national administration of higher education through frameworks to ensure relevance and autonomy, 2) enhancing higher education quality and relevance through updated curricula and academic staff, and 3) advancing vocational education based on industry needs to provide skilled technicians. The position paper emphasizes working closely with stakeholders to develop Vietnam's workforce and maintain economic growth through quality education.
This document analyzes India's apprenticeship system and identifies key issues compared to systems in Germany and Switzerland. It finds that India's Apprentices Act focuses too much on regulation and offers no incentives for employers. As a result, less than 2% of India's workforce receives formal vocational training, compared to over 90% in developed countries. The document suggests improving incentives for employers, matching training to market needs, determining wages through negotiation, and better coordination between authorities to reform India's system based on best practices from Germany and Switzerland.
The document discusses the need to reform and improve vocational education in India. It notes that currently, vocational education makes up a small percentage of the education system and is not aligned well with industry needs. The document outlines several problems with the current system, including a lack of private sector involvement, rigid regulations, and few opportunities for career progression or skill upgrading. It also discusses government initiatives to establish a National Vocational Qualification Framework and compares vocational education frameworks in other countries like the UK, Australia, and China. The goal is to make recommendations to help introduce higher-quality vocational education programs in India.
The endemic poverty, which ravages Nigeria today is known to everyone.
Poverty results from lack financial purchasing powers.
Purchasing power is increased with employment
Employment is only made possible by acquiring relevant employable skills
This can be achieved in the field of electrical installation in government technical colleges.
This paper presents the results of a survey of private sector training institutions (PSTIs) in Zimbabwe, which found that since economic liberalization began in 1990, there has been extremely rapid growth in the number of registered PSTIs offering a wide variety of courses. However, private sector provision of vocational training for the urban poor is very limited, with most students coming from higher-income backgrounds and enrolling in courses like computers and business studies. The growth of PSTIs has helped meet demand for skills training in new technologies, but more could be done to increase opportunities for vocational education among disadvantaged groups.
Market Research Report : Vocational Training Market in India 2012Netscribes, Inc.
For the complete report, get in touch with us at : info@netscribes.com
Vocational training market in India was valued at INR 90 bn in 2011 and is slated to grow at a CAGR of 23%. Government has set a target of preparing 500 mn skilled workers by 2022, as around 75-80 mn jobs will be created over the next 5 years and 75% of them will require vocational training. The market is poised for strong growth over the next few years owing to favourable government support.
The report begins with an introduction to the education market in India and its various sub-segments. Indian education system largely consists of formal and informal sectors, with the formal sector accounting for the major share. A macro overview of the Indian education system is also included, which throws light on some of the key indicators such as literacy rate in India, demographic split in education, budget allocation for education and five year plan outlay for education. This section also includes the vocational training policy framework present in India.
The market overview section gives an insight into the overall education market in India along with the vocational training market, their market size and growth. This is followed by the key segments and applications of vocational training. In India, it is present in both formal and informal sectors and has wide applications in areas such as IT, BFSI, retail, aviation and others. The education and vocational training structure in India is also provided. Additionally, an analysis of Porter’s Five Forces provides an insight into the competitive intensity and attractiveness of the market.
An analysis of the drivers and challenges explains the factors leading to the growth of the market including huge demand for skilled workers, low vocational training penetration, increasing government expenditure, growth in service sector and inefficiency in formal education system. The key challenges identified are low quality of inputs and lack of finance.
The government participation in this sector has also been highlighted in the report, and includes government bodies, government initiatives and associated bodies. Ministry of Human Resource Development and Directorate General of Employment & Training are the two key government bodies in this sector. Government initiatives largely comprise of National Policy on Skill Development, Skill Development Initiative Scheme, Craftsmen Training Scheme, National Vocational Qualification Framework and National Vocational Educational Qualification Framework. Industry associations impacting vocational training segment constitutes of FICCI, CII and ASSOCHAM. Foreign collaborations in this sector include countries like UK, Canada, Germany, Switzerland and Australia. International bodies like International Labour Organization, World Bank and European Union, also contribute to the vocational education and training segment in India.
The document summarizes key policies and initiatives that helped skills development systems succeed in Republic of Korea, Singapore, and other countries. It discusses how the Republic of Korea established company high schools and provided tax incentives for private sector training. Singapore invested heavily in technical education and established industry-training partnerships. Both countries aligned education with economic planning and workforce needs.
The Sector Skills Development Programme (SSDP) is a new $310 million endeavor funded by the Asian Development Bank and World Bank to reform Sri Lanka's Technical and Vocational Education and Training (TVET) sector through 2020. SSDP aims to improve quality, access, relevance, policies and social marketing of skills training. Key initiatives include establishing 25 University Colleges, an Employment Linked Training Programme to increase private sector involvement, Industry Sector Skills Councils to improve quality, and reforms to make training more demand-driven and reduce skills mismatches. The overall goals are increasing enrollment to 250,000 students, accrediting 80% of courses, and a 70% graduate employment rate to strengthen TVET and support Sri
Role of vocational education training (vet) policy in creating high skill soc...Awais e Siraj
Dr. Awais e Siraj Managing Director Genzee Solutions, A Strategy, Balanced Scorecard, Scenario Planning, Competency Based Human Resource Management Consulting Company
Free Training and Certification for school dropouts and existing worker by Government of India through ITIs of all over western India with the scheme name as SDI on MES
IRJET- TVET- Industry Linkage and Collaboration in Ethiopia: A Necessity ...IRJET Journal
This document discusses the importance of collaboration between technical and vocational education and training (TVET) institutions and industries in Ethiopia. It argues that TVET institutions need close linkages with industries to improve practical training opportunities for students through activities like work placements, staff exchanges, and industry donations of equipment. The outputs of TVET institutions are the inputs for industries. However, there is currently a gap between the skills taught in TVET programs and those demanded by employers. Strengthening collaboration through initiatives like traineeships, industry Ph.D. programs, and research partnerships can help address this skills mismatch and improve students' employability. The document recommends that the government develop policies to better facilitate TVET-industry collaboration in Ethiop
This article gives a snapshot of current much discussed skills development in the country which is linked with the vision 2021. However, one major problem remains is the employment generation to validate the skills development activities. Another point of this article is to propose more use of engineers (i.e., engineering human resources of the country) for skills development and also some enhance role of IEB in this area.
GSS Session I Mr. Dilip Chenoy Strategy for Skill Development: Government Per...4th_Global_Skills_Summit
The document summarizes India's strategy for skill development from the government's perspective. It outlines 4 areas of focus: policy coordination, supporting skill development programs, promoting excellence, and supporting employment. It discusses the current skills gap and capacity challenges. The National Skill Development Corporation was created as a public-private partnership to foster private sector participation in skill development. The strategy aims to skill 500 million workers by 2022 but faces challenges around making vocational skills aspirational, industry interface, availability of trainers, and ensuring a common policy approach.
1. Pakistan faces a challenge in training its large youth population as over 50% of unemployed individuals are between the ages of 10-24.
2. The current vocational training system has problems like a lack of coordination between organizations, disconnect from labor market needs, and employer preference for informally trained workers.
3. Recommendations include expanding training in high demand fields, increasing private sector involvement, supporting informal training, linking training to employment, and providing fiscal incentives for firms to invest in training.
Technical and Vocational Education and Training, 10th Global RCE Conference ESD UNU-IAS
This document discusses home-based TVET (technical and vocational education and training). It outlines the vision and objectives of home-based TVET, which aims to link TVET with education for sustainable development (ESD) in order to make TVET more attractive to young people. The methodology involves building a global TVET network through existing RCE (Regional Centres of Expertise on Education for Sustainable Development) networks. Applications for funding for the home-based TVET project were submitted to USAID and EuropeAid. Lessons learned include emphasizing the economic, social, cultural, and environmental returns on investment of integrating ESD into TVET.
Ministry of labor and employment in pursuance of excellence in vocational training has developed Skill Development initiative (SDI) scheme based on Modular Employable Skills (MES) framework in close consultation with industry, state governments and experts. SDI scheme is a five year project during which one million persons would be trained for their existing skills, tested and certified under Modular Employable Skills (MES) framework. Under this scheme.
More than 1400 courses listed under MES scheme
550 crores allotted for the scheme .
1 Million students will be trained per year
The document discusses challenges facing youth employment and entrepreneurship in South Africa. It summarizes that labour market failures prevent young job seekers from identifying meaningful employment due to inaccurate information and unrealistic expectations. Employers are also unwilling to hire and train youth. The document recommends replicating Germany's dual vocational training system to improve youth skills and employability. It suggests establishing mandatory private sector involvement in skills development and training programs. Finally, the document calls for a more cohesive policy environment and enhanced support systems to promote youth entrepreneurship and small business growth.
This document discusses a proposed new policy in India called the "Right to Vocational Training" to address unemployment among youth due to a lack of skills. It would provide free vocational training to unemployed youth between 18-33 years old from low-income families. Training would be provided in three tiers based on education level and include courses up to a year long. The goal is to equip youth with skills to increase employability and support themselves through entrepreneurship or formal employment. Challenges to implementation include funding, youth interest, and integrating with technical institutions but it could significantly reduce unemployment if successfully adopted.
Further Education and Skills News is designed to give our clients and contacts in the sector short, topical updates along with details of our seminar programme on a bi monthly basis.
AICTE during past two years have taken many new initiatives under the dynamic leadership of Prof Anil Sahasrabudhe, Chairman AICTE. The major initiatives are implementation of Sh M K Kaw Committee report. The committee suggested that AICTE should prove its functioning as facilitator. The curriculum should be changed as per the needs of the society as a whole. Use of blended learning (SWAYAM), teachers training, skill and vocational education, improving the level of weak institutes, more funding to AICTE by government of India, third party ranking system of technical institutes, single entry test for admission etc, rigorous accreditation system etc.
This document proposes establishing Skills Development Centers (SDCs) across India to address issues with the country's employment market. SDCs would be managed by the University Grants Commission and overseen by the Human Resource Development Ministry. They would offer vocational skills training to students and working professionals on weekends and evenings. Courses would include both technical and non-technical skills to make students more employable. SDCs aim to improve the quality of the workforce and better integrate skills training with formal education to help resolve India's employment problems. However, challenges include securing adequate funding and integration with existing education systems.
This document discusses vocational education and training (VET) in the informal sector across countries participating in the RIFA project. It provides context on the socioeconomic backgrounds and sizes of informal sectors. The informal sector makes up 39.9-51.5% of GDP across target countries. It discusses definitions and characteristics of the informal sector, including lack of regulations, low skills/incomes, and high female participation. A survey examined VET approaches for the informal sector in Benin, Côte d'Ivoire, Morocco, and Brazil, finding different models and opportunities for knowledge transfer.
The document discusses opportunities and challenges for improving technical and vocational education and training (TVET) in Vietnam. It analyzes issues with Decree 73 related to foreign investment in education, including complicated licensing procedures and restrictions on the percentage of Vietnamese students allowed. It provides recommendations such as simplifying the licensing process and increasing the cap on Vietnamese enrollments. It also discusses needed reforms for TVET institutions, such as improving staff training, developing national qualifications, and increasing institutional capacity. Overall, the document argues that improving education and training quality is important for Vietnam's economic growth and productivity.
VBF - Education and Training WG - Position Paper - 1215 - ENG FinalBrian O'Reilly
The document is a position paper from the Education and Training Working Group of the Vietnam Business Forum. It focuses on two main areas: Decree 73, which sets the framework for foreign investment in education in Vietnam; and issues relating to technical and vocational education and training. Several issues and recommendations are raised regarding Decree 73 to make it more effective, such as simplifying the licensing process and clarifying requirements. For technical and vocational education, developing curriculum based on industry needs, raising institutional capacity, and establishing a national qualifications framework are discussed. Overall, improving education and training is seen as important for developing Vietnam's workforce and sustaining economic growth.
This paper presents the results of a survey of private sector training institutions (PSTIs) in Zimbabwe, which found that since economic liberalization began in 1990, there has been extremely rapid growth in the number of registered PSTIs offering a wide variety of courses. However, private sector provision of vocational training for the urban poor is very limited, with most students coming from higher-income backgrounds and enrolling in courses like computers and business studies. The growth of PSTIs has helped meet demand for skills training in new technologies, but more could be done to increase opportunities for vocational education among disadvantaged groups.
Market Research Report : Vocational Training Market in India 2012Netscribes, Inc.
For the complete report, get in touch with us at : info@netscribes.com
Vocational training market in India was valued at INR 90 bn in 2011 and is slated to grow at a CAGR of 23%. Government has set a target of preparing 500 mn skilled workers by 2022, as around 75-80 mn jobs will be created over the next 5 years and 75% of them will require vocational training. The market is poised for strong growth over the next few years owing to favourable government support.
The report begins with an introduction to the education market in India and its various sub-segments. Indian education system largely consists of formal and informal sectors, with the formal sector accounting for the major share. A macro overview of the Indian education system is also included, which throws light on some of the key indicators such as literacy rate in India, demographic split in education, budget allocation for education and five year plan outlay for education. This section also includes the vocational training policy framework present in India.
The market overview section gives an insight into the overall education market in India along with the vocational training market, their market size and growth. This is followed by the key segments and applications of vocational training. In India, it is present in both formal and informal sectors and has wide applications in areas such as IT, BFSI, retail, aviation and others. The education and vocational training structure in India is also provided. Additionally, an analysis of Porter’s Five Forces provides an insight into the competitive intensity and attractiveness of the market.
An analysis of the drivers and challenges explains the factors leading to the growth of the market including huge demand for skilled workers, low vocational training penetration, increasing government expenditure, growth in service sector and inefficiency in formal education system. The key challenges identified are low quality of inputs and lack of finance.
The government participation in this sector has also been highlighted in the report, and includes government bodies, government initiatives and associated bodies. Ministry of Human Resource Development and Directorate General of Employment & Training are the two key government bodies in this sector. Government initiatives largely comprise of National Policy on Skill Development, Skill Development Initiative Scheme, Craftsmen Training Scheme, National Vocational Qualification Framework and National Vocational Educational Qualification Framework. Industry associations impacting vocational training segment constitutes of FICCI, CII and ASSOCHAM. Foreign collaborations in this sector include countries like UK, Canada, Germany, Switzerland and Australia. International bodies like International Labour Organization, World Bank and European Union, also contribute to the vocational education and training segment in India.
The document summarizes key policies and initiatives that helped skills development systems succeed in Republic of Korea, Singapore, and other countries. It discusses how the Republic of Korea established company high schools and provided tax incentives for private sector training. Singapore invested heavily in technical education and established industry-training partnerships. Both countries aligned education with economic planning and workforce needs.
The Sector Skills Development Programme (SSDP) is a new $310 million endeavor funded by the Asian Development Bank and World Bank to reform Sri Lanka's Technical and Vocational Education and Training (TVET) sector through 2020. SSDP aims to improve quality, access, relevance, policies and social marketing of skills training. Key initiatives include establishing 25 University Colleges, an Employment Linked Training Programme to increase private sector involvement, Industry Sector Skills Councils to improve quality, and reforms to make training more demand-driven and reduce skills mismatches. The overall goals are increasing enrollment to 250,000 students, accrediting 80% of courses, and a 70% graduate employment rate to strengthen TVET and support Sri
Role of vocational education training (vet) policy in creating high skill soc...Awais e Siraj
Dr. Awais e Siraj Managing Director Genzee Solutions, A Strategy, Balanced Scorecard, Scenario Planning, Competency Based Human Resource Management Consulting Company
Free Training and Certification for school dropouts and existing worker by Government of India through ITIs of all over western India with the scheme name as SDI on MES
IRJET- TVET- Industry Linkage and Collaboration in Ethiopia: A Necessity ...IRJET Journal
This document discusses the importance of collaboration between technical and vocational education and training (TVET) institutions and industries in Ethiopia. It argues that TVET institutions need close linkages with industries to improve practical training opportunities for students through activities like work placements, staff exchanges, and industry donations of equipment. The outputs of TVET institutions are the inputs for industries. However, there is currently a gap between the skills taught in TVET programs and those demanded by employers. Strengthening collaboration through initiatives like traineeships, industry Ph.D. programs, and research partnerships can help address this skills mismatch and improve students' employability. The document recommends that the government develop policies to better facilitate TVET-industry collaboration in Ethiop
This article gives a snapshot of current much discussed skills development in the country which is linked with the vision 2021. However, one major problem remains is the employment generation to validate the skills development activities. Another point of this article is to propose more use of engineers (i.e., engineering human resources of the country) for skills development and also some enhance role of IEB in this area.
GSS Session I Mr. Dilip Chenoy Strategy for Skill Development: Government Per...4th_Global_Skills_Summit
The document summarizes India's strategy for skill development from the government's perspective. It outlines 4 areas of focus: policy coordination, supporting skill development programs, promoting excellence, and supporting employment. It discusses the current skills gap and capacity challenges. The National Skill Development Corporation was created as a public-private partnership to foster private sector participation in skill development. The strategy aims to skill 500 million workers by 2022 but faces challenges around making vocational skills aspirational, industry interface, availability of trainers, and ensuring a common policy approach.
1. Pakistan faces a challenge in training its large youth population as over 50% of unemployed individuals are between the ages of 10-24.
2. The current vocational training system has problems like a lack of coordination between organizations, disconnect from labor market needs, and employer preference for informally trained workers.
3. Recommendations include expanding training in high demand fields, increasing private sector involvement, supporting informal training, linking training to employment, and providing fiscal incentives for firms to invest in training.
Technical and Vocational Education and Training, 10th Global RCE Conference ESD UNU-IAS
This document discusses home-based TVET (technical and vocational education and training). It outlines the vision and objectives of home-based TVET, which aims to link TVET with education for sustainable development (ESD) in order to make TVET more attractive to young people. The methodology involves building a global TVET network through existing RCE (Regional Centres of Expertise on Education for Sustainable Development) networks. Applications for funding for the home-based TVET project were submitted to USAID and EuropeAid. Lessons learned include emphasizing the economic, social, cultural, and environmental returns on investment of integrating ESD into TVET.
Ministry of labor and employment in pursuance of excellence in vocational training has developed Skill Development initiative (SDI) scheme based on Modular Employable Skills (MES) framework in close consultation with industry, state governments and experts. SDI scheme is a five year project during which one million persons would be trained for their existing skills, tested and certified under Modular Employable Skills (MES) framework. Under this scheme.
More than 1400 courses listed under MES scheme
550 crores allotted for the scheme .
1 Million students will be trained per year
The document discusses challenges facing youth employment and entrepreneurship in South Africa. It summarizes that labour market failures prevent young job seekers from identifying meaningful employment due to inaccurate information and unrealistic expectations. Employers are also unwilling to hire and train youth. The document recommends replicating Germany's dual vocational training system to improve youth skills and employability. It suggests establishing mandatory private sector involvement in skills development and training programs. Finally, the document calls for a more cohesive policy environment and enhanced support systems to promote youth entrepreneurship and small business growth.
This document discusses a proposed new policy in India called the "Right to Vocational Training" to address unemployment among youth due to a lack of skills. It would provide free vocational training to unemployed youth between 18-33 years old from low-income families. Training would be provided in three tiers based on education level and include courses up to a year long. The goal is to equip youth with skills to increase employability and support themselves through entrepreneurship or formal employment. Challenges to implementation include funding, youth interest, and integrating with technical institutions but it could significantly reduce unemployment if successfully adopted.
Further Education and Skills News is designed to give our clients and contacts in the sector short, topical updates along with details of our seminar programme on a bi monthly basis.
AICTE during past two years have taken many new initiatives under the dynamic leadership of Prof Anil Sahasrabudhe, Chairman AICTE. The major initiatives are implementation of Sh M K Kaw Committee report. The committee suggested that AICTE should prove its functioning as facilitator. The curriculum should be changed as per the needs of the society as a whole. Use of blended learning (SWAYAM), teachers training, skill and vocational education, improving the level of weak institutes, more funding to AICTE by government of India, third party ranking system of technical institutes, single entry test for admission etc, rigorous accreditation system etc.
This document proposes establishing Skills Development Centers (SDCs) across India to address issues with the country's employment market. SDCs would be managed by the University Grants Commission and overseen by the Human Resource Development Ministry. They would offer vocational skills training to students and working professionals on weekends and evenings. Courses would include both technical and non-technical skills to make students more employable. SDCs aim to improve the quality of the workforce and better integrate skills training with formal education to help resolve India's employment problems. However, challenges include securing adequate funding and integration with existing education systems.
This document discusses vocational education and training (VET) in the informal sector across countries participating in the RIFA project. It provides context on the socioeconomic backgrounds and sizes of informal sectors. The informal sector makes up 39.9-51.5% of GDP across target countries. It discusses definitions and characteristics of the informal sector, including lack of regulations, low skills/incomes, and high female participation. A survey examined VET approaches for the informal sector in Benin, Côte d'Ivoire, Morocco, and Brazil, finding different models and opportunities for knowledge transfer.
The document discusses opportunities and challenges for improving technical and vocational education and training (TVET) in Vietnam. It analyzes issues with Decree 73 related to foreign investment in education, including complicated licensing procedures and restrictions on the percentage of Vietnamese students allowed. It provides recommendations such as simplifying the licensing process and increasing the cap on Vietnamese enrollments. It also discusses needed reforms for TVET institutions, such as improving staff training, developing national qualifications, and increasing institutional capacity. Overall, the document argues that improving education and training quality is important for Vietnam's economic growth and productivity.
VBF - Education and Training WG - Position Paper - 1215 - ENG FinalBrian O'Reilly
The document is a position paper from the Education and Training Working Group of the Vietnam Business Forum. It focuses on two main areas: Decree 73, which sets the framework for foreign investment in education in Vietnam; and issues relating to technical and vocational education and training. Several issues and recommendations are raised regarding Decree 73 to make it more effective, such as simplifying the licensing process and clarifying requirements. For technical and vocational education, developing curriculum based on industry needs, raising institutional capacity, and establishing a national qualifications framework are discussed. Overall, improving education and training is seen as important for developing Vietnam's workforce and sustaining economic growth.
Education and Training Position Paper June 2013 EN (Final)Brian O'Reilly
This document discusses key issues in Vietnam's education system and provides recommendations to improve quality and relevance. It addresses: 1) Providing more autonomy to higher education institutions to improve quality. 2) Ensuring curriculum and teaching standards provide graduates with needed skills. 3) Improving vocational education programs to meet industry needs. 4) Clarifying management structures between foreign-owned schools and Vietnamese institutions. 5) Increasing quotas for Vietnamese students in international programs to expand opportunities. The recommendations aim to develop a high-quality, internationally-recognized education system to support Vietnam's economic growth and global competitiveness.
Vietnam is seeking to develop a more skilled workforce to support economic growth. However, the country currently has high levels of informal employment and lacks skilled labor. The document discusses several issues and makes recommendations to reform human resources training, probation periods, overtime limits, labor subleasing, and work permits for foreign employees. Addressing these challenges could help Vietnam develop its workforce and make the labor market more attractive to foreign investment.
This document provides an overview of an undergraduate final year project to develop an online occupation and college guidance system for TEVETA using the model view-controller framework. The project aims to create a dynamic website that will showcase all training institutions registered with TEVETA, the courses they offer, and where they are located, to help users make informed career and education decisions. The document discusses the background of TEVETA, scope of the project, technologies and methodologies to be used including HTML, CSS, JavaScript, UML, and DSDM.
The document proposes solutions to increase the employability of Indian youth by boosting their skillsets. It discusses how 57% of Indian youth and 80% of the workforce lack marketable skills. The solutions proposed include expanding vocational training programs, reforming educational structures, and increasing corporate partnerships. Vocational training would partner schools and employers to increase exposure to careers. Educational reforms aim to standardize evaluations and introduce entrepreneurship programs. Corporate partnerships focus on boosting corporate social responsibility drives for job training and establishing employment partnerships with foreign firms.
Enhancing Industry-Driven Skills Development Nov 2023.pptxSolomonkiplimo
This presentation discusses enhancing skills development for youth employability in Kenya through technical and vocational education and training (TVET). It addresses the development of TVET in Kenya, the legal framework, skills mismatches, challenges of reintroducing the dual vocational training system, and ways forward. Specifically, it summarizes the history of TVET development in Kenya since independence, outlines the current legal framework including the TVET Act and authorities, and analyzes the demise of Kenya's previous dual training system and challenges of reintroducing it at a large scale today.
CMI is strongly supportive of the further education (FE) sector and welcomes Government’s proposals to give it more autonomy and flexibility, and to open up access for a greater number of people. We therefore welcome the widening of FE provision, especially in response to local demand and in collaboration with local and regional employers, but underline the importance of maintaining standards.
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1. Education and Training – Position Paper Vietnam Business Forum, 2014
Page 1 of 3
EDUCATION AND TRAINING POSITION PAPER
Prepared by:
Mr Brian O’Reilly, Co-Chair E&T WG,
Mr Junichi MoriMember E&T WGExpert, HaUI-JICA Project
Education and Training Working Group
Vietnam Business Forum
In most developed countries higher education institutions are struggling to change from how they have operated
for the past century to how they need to be for the upcoming decades. For example, the facilities were
constructed for how people learnt 100 years ago using standard lecture rooms, yet today, students learn in many
different ways –online, peer to peer sharing, flip methodology, open discussions and debates. Many people will
also be able to study whilst working. This requires different styles of facilities.
In the same way that Vietnam leapfrogged in the telecommunication sector, from no phones to mobile phones,
the country can do the same in higher education and vocational training. That’s the opportunity for Vietnam. To
take the opportunity the legislation needs to be more forward thinking rather that trying to replicate what is
already out of date in developed countries.
The Education and Training working group is focusing on the following key areas
§ The National Administration of Higher Education
§ Issues relating to Decree 73/2012/ND-CP on foreign investment in education and training
§ Work permit for academic personnel
§ Improvement of vocational training based on industry skill demands
I. THE NATIONAL ADMINISTRATION OF HIGHER EDUCATION
Our focus is to work with the Ministry of Education and Training (“MOET”) to obtain more autonomy to
already licensed, reputable non state universities. Even though the education law may give institutions more
autonomy, in practice the MOET still requires Universities to obtain several approvals. For example
- Renewal of current degrees, approximately every 2 years.
- Number of students per intake even when a University has been approved to register a total number of
students.
- Making any changes, even minor ones, to current degrees.
- Cooperating with foreign universities.
The MOET also decided to ban the offering of new degrees in the areas of Business Administration, Economy,
and Finance, giving the reason that graduates are exceeding the demand. It’s another example of too much
control. Progress is being made in the legislation but the implementation has not yet happened.
Our constructive suggestions are that:
- The MOET should not legislate on which degrees the higher education sector should/should not be able to
offer. It should be left to the need and demands of society.
- There should be a clearer legal framework that gives more autonomy to local institutions to cooperate and
make joint ventures with foreign institutions.
- Provide educational institutions with a robust framework to work within. At the same time give sufficient
autonomy to function in an efficient and effective manner. The Law on Higher Education has allowed the
foreign-capitalized higher education institutions, with independent organizational structures, but it needs
the guiding Decree/Circular to define the structure to apply at the educational institutions.
- Allow institutions more autonomy to adapt current offerings as long as it does not change the fundamental
nature of the program.
- Avoid unrealistic targets such as saying X% of lecturers must have a PhD when in reality a Masters
qualification is adequate.
II. ISSUES RELATING TO DECREE 73/2012/ND-CP ON FOREIGN INVESTMENT IN EDUCATION
AND TRAINING DATED SEPTEMBER 26, 2012 (“DECREE 73”)
1.There are several issues to Decree 73 that are not reasonable or not applicable. For example
Conditions of establishment: In theory it is easier to set up a foreign language centre than a general education
institution (e.g primary school) or a higher education institution, but Decree 73 requires the same procedures and
2. Education and Training – Position Paper Vietnam Business Forum, 2014
Page 2 of 3
application dossiers for all. Even the work experience requirements for language teachers and lecturers are the
same - 5 years experience. The law needs to allow for the different educational institutions.
§
Legal procedures: Previously, the process to set up an educational institution required only the investment
licenses and operation license (two kind of licenses), but Decree 73 required three kinds of license in which the
legal processes are similar. It leads to: three inspections of the same location looking for the same criteria by three
different authorities.
There are no provisions to encourage reinvestment of profits:
- The current legislation has no provisions to encourage foreign and local investors already operational in
Vietnam, to re-invest their profits back into Vietnam instead of transferring the profit overseas.
- The legal procedures for granting licenses for new investment projects are the same as the legal procedures
of the re-investment projects. For example, if a successful university wished to expand its campus into a new
location it has to go through the same application process as if it were a totally new investment. The same
applies to short-term educational institutions such as language centers and vocational training centers.
2. Solutions that we have already proposed to the MOET include
The draft of implementing Circular to Decree 73 (after the Decree 73 have been amended as requested by the
Government as mentioned in Resolution No. 47), should have detailed and separate provisions on procedures for
approving the establishment of short-term training institutions, schools and higher education institutions. This
is because the conditions and operations methods of short-term training institutions are quite different from
those of higher education institutions. The opening of a new training centre for a short-term training institution
should be simpler than the establishment of the new campus for higher education institutions.
Legal procedures for new investment projects and re-investment projects should be different to create favourable
conditions for the investors who have been operating for many years. The current legislation has no provisions
to encourage foreign and local investors already operational in Vietnam, to re-invest their profits back into
Vietnam instead of transferring the profit overseas.
We have recently had a meeting with MOET to go through each issue. The main challenge is that even when
both parties (VBF and MOET) agree on an outcome we have yet to see an implemented change in the law. For
example, everyone recognizes that it is not right to require a provider of short term language courses to have to
build their own facility, and yet, in practice the requirement remains.
III. WORK PERMIT ISSUE
The Vietnam Government has a good record of reversing unworkable legislation, but in the case of the work
permit regulations we are sorry to report this is not the case. The Government has already issued the Resolution
no. 47/NQ-CP to relax the conditions for work permit issuance for foreign employees (“Resolution no. 47”). This
was a positive step but the Department of Labour, Invalids and Social Affairs is still requiring conditions for
work permit issuance which remain different to the conditions stipulated in the Resolution no. 47.
The solution we have suggested is that the Ministry of Labour, Invalids and Social Affairs should issue an
instruction on how to apply and understand the contents of Resolution no. 47 as soon as possible to help resolve
this key issue that impacts educational organizations throughout Vietnam.
IV. IMPROVEMENT OF VOCATIONAL TRAINING BASED ON INDUSTRY SKILL DEMANDS
In order to go forward to the next step of industrialization, with higher value-added manufacturing processes,
Vietnam requires high-skilled industrial human resources, who can improve product quality and production
operations. In particular, the lack of competent technicians is an immediate concern, considering that Vietnam is
aiming to move up to the next stage of industrialization, which requires more value added processes with
stronger supporting industries1
. According to the survey conducted by the Japan International Cooperation
Agency (“JICA”) with more than 100 Japanese enterprises, 80% of respondents replied that they currently need
technicians and 89% replied they will need technicians in the future2
. However, a survey conducted by the
1
Refer to JICA (2014a). “Promoting Tripartite Partnerships to Tackle Skills Mismatch: Innovative Skills Development Strategies to
Accelerate Vietnam’s Industrialization”. JICA Policy Paper. Hanoi, Vietnam: JICA.
2
Refer to: JICA (2014b). The Survey Report on Japanese Companies’ Human Resource Needs in Vietnam. Hanoi, Vietnam:
JICA.
3. Education and Training – Position Paper Vietnam Business Forum, 2014
Page 3 of 3
World Bank indicated that more than 80% of responding employers reported that job applicants for the position
of professionals and technicians lack the skills required for the jobs.3
In order to reduce the mismatch of skills demand and supply at the technician level, Technical and Vocational
Education and Training (“TVET”) institutions should make more effort to improve training programs by
carefully analyzing the needs of industry. We noted that the Government is currently revising the Law on
Vocational Training in a way to add a clause which asks enterprises to provide information on training and
recruitment demands for the state management agency of vocational training. We are aware that enterprises
need to cooperate with TVET institutions and provide information of skills demands. However, the Government
should urge TVET institutions to come to collect information from enterprises, not to wait for the enterprises or
the Government to provide the information for them. This is because TVET institutions should be the ones who
know the kind of specific information that is needed to improve training programs. In order to improve training
programs based on skill needs which change dynamically, TVET institutions should communicate with
enterprises more proactively and determine current and future skill needs in cooperation with industry.4
In addition, while TVET institutions should make more efforts to improve their training programs, we also need
to realize that TVET institutions cannot solve all the issues alone. For example, the improved training program
may not reduce the skills mismatch, if applicants for TVET programs keep decreasing. In fact, Vietnam is
suffering from the same issue that faces many other countries in that the labour force prefers to obtain academic
qualifications, when the needs of the economy is for vocational qualifications. For example, in Germany for the
first time in decades the percentage of students obtaining academic qualifications is higher than vocational. The
result is that people can obtain a degree but not a job. In order to attract more young people to TVET programs,
it is necessary to improve the social and economic status of technicians through some concrete measures, such as,
the expansion of national skills tests. The stronger commitment from the Government is needed for the
expansion of national skills tests, while enterprises will need to consider applying skills tests for their human
resource management practice in order to improve the status of technicians.
Over the upcoming 12 months we want to make constructive suggestions on how to improve the quality of
TVET programs and reduce skills mismatch at the technician levels in partnerships between TVET institutions,
industry, and the Government.
3
Refer to: World Bank (2014). “Skilling up Vietnam: Preparing the workforce for a modern market economy”. Vietnam
Development Report 2014. Hanoi, Vietnam: World Bank.
4
Refer to JICA (2014a)