Introduction

1
Introduction Overview
the continuum towards a
modern TVET system
Presentation to

TVET Conference,
Beijing

for


Ministries of Finance / Education / Labour and
Social Security

18th May 2006

• Ron Perkinson
• Principal Education Specialist
• International Finance Corporation
• World Bank Group
• www.ifc.org

2
Purpose of Case Studies

• Create awareness of international best practice
  characteristics for TVET systems
• Discuss and debate best practice characteristics
  for a modern TVET system
• Target discussion at a broad policy level

3
IFCs 10 International Best Practices
Characteristics in TVET

• Blueprint of perfect TVET system doesnt exist!
• IFCs best practice criteria are not absolute!
• Best practice characteristics are used to provide
  benchmarks for comparisons (China and
  internationally)
• All of the best practice criteria do not apply to
  all Industry sectors
• They are provided to foster discussion and debate
  to create the vision for a
  more modern system
• Hand-outs are DRAFT only

4
IFCs 10 International Best Practices
Characteristics in TVET Systems

• Important Characteristics include
• Where the needs of the Industry and business are
  driving training policies, standards and
  delivery
• Frameworks and systems (national or provincial)
  that are fostering career pathways for working
  adults and for the unemployed, from entry level
  in to the workforce and beyond
• Systems that cater for apprentices and different
  kinds of lifelong learners, where all age groups
  can benefit
• Systems where vocational education and training
  can be modular and flexible and where certified
  credits can be transferable nationally across
  institutions and provincial borders in to higher
  studies
• Where delivery is through accredited post
  secondary institutions, public or private, with
  both accorded equal treatment by governing TVET
  authorities

5
IFCs 10 International Best Practices
Characteristics in TVET Systems
2

• Systems that foster competency and skills based
  training - without time
  constraints and where national competency
  standards, guidelines and qualifications are
  Industry-led rather than government controlled
• Where national and regional industry training
  advisory councils have a majority of private
  sector representation
• Government and / or sub-government bodies who are
  responsible for ensuring that Industry Training
  Councils implement and maintain effective
  Quality Management Systems
• An effective registration and accrediting body
  for licensing public and private TVET
  institutions
• Minimum experience or qualifications for approved
  training providers.

6
Education Expenditure Comparatives 2003-04
OECD spend 6.1 of GDP on education (2005)
China needs over 50 increase on public
expenditure to reach world average
7
Higher Education
Budgeted funding per student is decreasing (in
Yuan)
Year 2002 2003
2004 Total funding per student
6178 5773 5552 Non-salary
funding per student 2453
2352 2298
Source Weifang Min, 8th May 2006, Washington DC
8
The Development of Higher Education in China

• In 2005 total enrollment in Chinese higher
  education was 23,000,000.
• Gross enrollment ratio went from 9.8 in 1998 to
  around 20 in 2005.
• Estimated enrollment in 2006
• Undergrad 5,300,000
• Graduate 400,000
• of which are Doctoral 56,000

Source Weifang Min, 8th May 2006, Washington DC
9
Estimated Enrollment Numbers by
2010 and 2020

• In the past 6 years the annual growth rate
  16.
• Even if the annual growth rates slow down to 5,
• Higher Education Enrollment would be be
• 27,000,000 by 2010
• 44,000,000 by 2020
• How will China finance such predicted numbers?
• Alternative forms of financing will be necessary
• Building new capacity in TVET will be critical

Source Weifang Min, 8th May 2006, Washington DC
10
TVET
. . . more integrated
in to the formal education system

• No longer practical to leave growing areas of
  TVET outside of the formal higher education
  system of credentials and qualifications
  constantly changing technologies
  shorter life
  cycles of new products and services
  
  need for new kinds of skilled
  workers (lifelong learners)
  
  need for developing career pathways

11
How will Chinas Policy Makers . . .

• Mobilize private sector resources to help fill
  the demand gap?
• Develop new policies for a more modern TVET
  system?
• Create policies that will meet The 11th Five-Year
  Plan (2005)
  
  with a focus on quality
  improvement
  achieving internationalized
  participation in education and TVET
  
  
  responsiveness to needs of the labour market and
  employers
  
  preparing students for new occupations and
  employment
  
  combining workplace practice and production with
  study

12
Conference Case Studies

• Systems (China, Finland, Sweden, Denmark
  Australia)
• Industries (Finance, Automotive, Power, Airline,
  Engineering, Customs, Health)
• Institutions (Finance, Power, Automotive,
  Health/Medical/Distance, Airline, Customs,
  Engineering)

Conference Feedback

then Draft Reports will be completed
and published