Notes from a webinar on VET in Asia. A panel discussion chaired by Professor Steven Hodge from Griffth University and Professor Junmin-Li (Osnabrueck University, Germany)
Thre panel includes: Pakornkiat Sawetmethikul (Rajamangala University of Technology, Thailand); Weiping Shi (East China Normal University); Lai Chee Sern (Tun Hussein Onn University of Malaysia); and Shamim Akhtar (Temasek Polytechnic, Singapore).
Abstract:
VET/TVET systems
are increasingly important across the Asian region for improving economic and
social outcomes. These systems are taken by policy makers and the public as key
to boosting productivity and competitiveness and a means for increasing participation
by diverse groups and enhancing social cohesion. At the same time, such
aspirations require a sound evidence base and a VET/TVET research community
able to create the data and interpretations capable of informing effective
policy and practice.
In this
OctoberVET Research Symposium, researchers from Thailand, China, Malaysia and
Singapore join a panel to review the systems and challenges of VET/TVET across
the region. Each panellist will briefly describe their VET/TVET system, and
then consider the expectations and challenges. They will then offer an
assessment of VET/TVET research capability within their national context and
ways that researchers might collaborate to address research needs.
Steven opened with acknowledgement of country followed by an overview of the rationale for the topic and introduced Junmin Li. She introduces each of the presenters.
Pakornkiat introduces the TVET system in Thailand. TVET is central to the country's transition to a high-income, innovation-driven economhy. Presnetly, there is a skills mismatch. Althorugh there are 1.1 million TVET learners, there are still skill shortages across key industries (at the technician level). Upper secondary education includes vocation and general pathways. Vocational pathway through certificate, diploma and on to Bachelor of Technology. The Thai National Qualifications framework has 8 levels. Certicates at L3, Diplomas at levels 5-5 and Bachelor at Level 8. There is a credit bank system recognising learning from work, and formal study. Priorty industries include robotics, electric vehicles, aviation and digital technology.
Work-based learning occurs through dual vocational learning (DVT) and school-in-factory (SIF). TVET educators recieve pedagogical preparation, technical and digital expertise and industry engagement. The system is governed through Office of the Vocational Education Commision connecting Ministries of Labour, Education, technical universities, qualifications authority, . TVET quality assurance involved internal and external quality assurance coordinated by OVEC. TVET is funded through public funding, industry partnerships and skills development fund.
Challenges include social stigma, skills mismatch and shortage of high-tech fields. Responses to these include excellence centres, use of AI and VR training and bringing in industry specialists. To 2023, digital skills, green skils, flexible leaarning and immersive training are focuses.
Chee Sern then presents on the Malaysia system and its challenges. As with Thailand, Malaysia has a TVET and an academic route. Selection occurs from junior high school. There are almost 2000 TVET institutions including public TVE institutions, private, schools and State TVET institutions. It is a dynamic and diverse range. Challenges include insufficient funding, sluggish updates to the TVET programmes, bureaucracy, skills mismatch, and lack of competent/experienced TVET instructors. National level challenges include multiplicity of stakeholders, lack of participation from micro and small enterprises, different delivery models creading inconsistencies and access to TVET by vulnerable groups. At the instituional level challenges include digital transformation, work-based learning/apprenticesbip programme, recognition of informal learning and inadequate skill anticipation mechanism. Funding for research comes from national and international funding agencies.
Shamin summarises the Singapore TVET system. As with the other two systems, there is a vocational and an academic pathway. Two types of TVET, the Institutes of Technical Education (ITEs) and Polytechnics. 50% in each pathway, From Polytechnic, 60% will move to university. Polytechnics are popular as they offer industry experience, have project/inquiry based learning and seen to be better connected to employment. All funded and governed through the Ministry of Education including enrolment numbers across programmes (worked out in conjunction with the Ministry of Labour). Graduate outcomes surveyed 5 months after graduation. 88.5% in work, earning median of $3000.
Discussed the impact of AI, and how it is changing work and affecting the future of vocational qualifications. Things are moving quickly, entry level jobs are declining, employers actually name AI skills less! (as they are already deploying). Aging workforce, large number of small enterprises and 80% of vacancies did not state qualifications, but skills. Skillsfuture provide lifelong learning funding but need to identify the types of skills required for people to upskill/retrain into. Temasek Polytechnic awards qualifications and also a skills certificate. Summarised the research, innovation and enterprise at Temasek, requiring building of applied research capabilities and industtry partnerships. Collaboration is key - across countries items include compare measurement of graduate outcomes, track what AI is doing to entry-level work, build research capability across teachers, and share industry projects, exchanges and assessments.
Q & A on chat and online followed. The webinar was recorded. I will post the link to it once it has been uploaded onto the AVETRA site.
