Technical Vocational And Education Training (TVET) 1
Technical Vocational and Education Training (TVET)1
ContentsAcknowledgementsExecutive SummaryList of AbbreviationsList of TablesList of Figures1.0 Introduction2.0 Policy in i bjectiveMethodologyFindingsSystematic Literature Review Findings5.1.1 Accessibility5.1.2 Skill Development5.1.3 Equality5.2 Empirical Findings22467881010121924265.2.1 Brunei Darussalam5.2.2 Malaysia5.2.3 Philippines5.3 Challenges in TVET implementation5.3.1 Common Challenges5.3.2 Unique Challenges6.0 Recommendations26283236374041Recommendation 1: Ensuring Quality TVET programsRecommendation 2: Enhance image of TVET as the educational choiceRecommendation 3: Ensuring 4IR skills in TVET programsRecommendation 4: Embracing marginalized communities in TVET programs7.0 Conclusion8.0 ReferencesAppendix 1 Survey QuestionnaireAppendix 2 Open-Ended Responses (Raw Data)Technical Vocational and Education Training (TVET)4142434343444853i
AcknowledgementsThis Sub-Education Policy Review Report on Technical and Vocational Education Training (TVET) wouldnot been possible without the kind and continuous support from the UNESCO Jakarta Office. In thepreparation of this report, we are highly indebted to the Education Director Generals, NationalConsultants, Technical Directors, Education Specialists, Policy Experts as well as other educationalstakeholders from all the five cluster countries; Brunei Darussalam, Indonesia, Malaysia, Philippines,and Timor-Leste who were involved in data collection procedures in all five thematic areas. It isimpossible to mention them here by name, but this report would not been possible without theircooperation and participation. I would also like to express my special gratitude and thanks to theUniversiti Kebangsaan Malaysia team coordinated and led by Prof. Dr. Mohd Nizam Mohd Said,together with Prof. Dr. Kamisah Osman, Prof. Dr. Lilia Halim, Dr. Lee Tien Tien and Mr. Azizi Alias fortheir continuous, conscientious and effective work through the whole period of this project. Theirpersonal involvement and dedication were a precondition for completing this report in expected timeand shape. Thank you very much.Dr Mee Young ChoiHead of EducationUNESCO Jakarta.Technical Vocational and Education Training (TVET)ii
Executive SummaryTechnical and Vocational Education and Training (TVET) is an important part of the education systemwith the aim of developing skilled workers for a country. For developing countries, including themember states of UNESCO Jakarta namely Brunei Darussalam, Indonesia, Malaysia, Philippines andTimor- Leste; consider TVET as the panacea for economic development and unemployment reduction.SDG4 reinforces the role of TVET to ensure no one is left behind and at the same time contribute tothe wellbeing of the nation. Such aspiration is met by providing accessibility of quality TVET educationto ALL through a) progressively providing free TVET education and b) ensuring youths who are in theformal or out of the formal education system gain current work-based competencies and thecompetencies needed in the future. Hence, in achieving SDG4, TVET is offered as a lifelong learningprocess.This report presents the education policy review on TVET in relation to the key question: HowTVET policy and interventions, of the five cluster countries, are able to meet and achieve SDG 4? Thisreview draws upon UNESCO reports pertaining to TVET policies and initiatives. In addition, asystematic review of empirical studies on TVET (2016-2020) identified from related and majordatabases (SCOPUS, ERIC and WoS) is conducted. In addition, empirical data was obtained from theimplementers and policy makers through a survey questionnaire. The UNSECO reports, review ofempirical studies and empirical data are analysed based on the SDG4 and its targets pertaining toTVET. The targets to be attained by 2030 focus on themes that aligns the objectives on TVET towardsa) enhancing the participation rates of youth and adolescents in formal and non-formal training, b)providing quality programmes for skills development that meet the industrial needs now and in thefuture – where to some extend are able to create own jobs and c) enhancing the participation of ALLregardless of sex, age, persons with disabilities, indigenous peoples and children in vulnerablesituations.The key findings from the review are 1) TVET policies are related to each country’s nationaldevelopment goals with financing for TVET from various stakeholders, 2) the curriculum of TVET arepractical oriented but also focusses on developing the soft skills needed for decent jobs and not onlyemployment in the technical fields, and 3) enhancing the Public and Private Partnership towardsproviding TVET that meets the industrial needs. Each member state country has put in placed nationalaccreditation for technical education and vocational training as a means to ensure that qualitygraduates of TVET are able to meet the industrial needs, obtain decent and create own jobs.Nevertheless, all five cluster countries, experienced challenges in implementing the policies that mighthinder the acceleration in meeting SDG4 in relation to TVET. Common challenges revolve aroundmainly on lack of infrastructure, equipment and quality programs and instructors. TVET education andTVET career has been shown to be the last choice for students. Skills identified for industry 4.0 havenot been addressed by the TVET programs to ensure capacity growth of youths to be ready for theindustry. The review revealed an interesting trend in TVET implementation in the areas of its impacts,implementation status and constraints to the successful implementation. TVET, in the Ministry ofHigher Education (MOHE), could advocate a broad range of industry participation opportunities toencourage a range of manufacturers to be involved in preparing highly skilled workers for theirindustry. These will involve joint projects with training institutions designed to prepare colleges andstudents with the most up-to - date knowledge and skills needed for global economy work. Given thatthere are gaps in current technical skills with the technical skills needed for IR 4.0, it is recommendedthat TVET institutions restructure the learning process of the software, getting to know networkstructures so as to master big data technologies.As a conclusion, TVET policies and interventions are put in place by all five countries, and itmeets to some extent, the targets of SDG 4. However, review have highlighted aspects of the policiesand its initiatives that could be continuously improved. Another particular gap namely the inclusivitycomponent of SDG4 namely embracing the marginalised communities for TVET, needs more attentioneither through more studies on the issue or developing TVET policies and initiatives addressing theequity issue, especially beyond COVID-19.Technical Vocational and Education Training (TVET)iii
List of BPTVCATsCBACEOPsDADILGDIVDSDDSWDDTVEEAS TVET AMBOTm-DPBLMoEMoEMoEC11th Malaysian Development PlanAsian Development BankASEAN Economic CommunityNational Agency for Academic Assessment and AccreditationAsia Pacific Accreditation and Certification CommissionBrunei Darussalam National Accreditation AgencyBrunei Darussalam Technical and Vocational Education CouncilNational training centresPrivate Education SectorBahagian Pendidikan Teknikal dan VokasionalCompetency Assessment ToolsCompetency Based AssessmentCentres for Employment and Professional GuidanceDepartment of AgricultureDepartment of Interior and Local GovernmentDiploma IVDepartment of Skills DevelopmentDepartment of Social Welfare and DevelopmentDirectorate of Technical and Vocational EducationEast Asia Summit TVET Quality Assurance FrameworkEducation for AllEnergy Industry Competency FrameworkEnergy and Industry Department at the Prime Minister's OfficeEnergy Industry Quality AssuranceEconomic Transformation ProgramGeneral Appropriations ActGlobal Statistics Entrepreneurship MonitorHigher Education Institutionshigher learning institutesHuman Resources Development CouncilHuman Resources Development FundHuman Resource Management Division – Administrative ServicesIndustry Advisory CouncilNational Institute for Labour Force DevelopmentIndustrial Revolution 4.0Industrial Training InstitutesTechnical and Vocational Education and Training Enhancement CommitteeKey Performance IndicatorsKnowledge, skills, abilities, and personalitiesVocational CollegeLocal Government Unitslow- and middle-income countriesLabour Market Information SystemMajlis Amanah RakyatMalaysia Board of TechnologistsMultimedia in the Direct Problem-Based LearningMinistry of EducationMinistry of EducationMinistry of Education and CultureTechnical Vocational and Education Training (TVET)iv
IsTVLUNESCOMinistry of HealthMinistry of Higher EducationMinistry of Human ResourceMinistry of Manpower and TransmigrationMinistry of Research Technology and Higher EducationMalaysian Qualification AgencyMalaysian Qualification FrameworkMalaysian Skills Certification SystemCommunity Colleges and Malaysian Technical University NetworkNational Economic Planning UnitNational Education Strategic PlanNational Key Economic AreaNational Occupational Skills StandardsNational Qualification FrameworkNational TVET Trainers AcademyNational Vocational Training CouncilOverseas Filipino workersTraining of the TeachersTeacher Professional EducationPublic-Private-PartnershipsMalaysia Education BlueprintPhilippine TVET Competency Assessment and Certification SystemPhilippine TVET Trainers’ Qualification FrameworkPrice Waterhouse CoopersRegistered Training OrganizationsUndergraduate DegreeSkills Development Fund CorporationSecretariat of State for Vocational Training and Employment PolicyStandar Kompetensi Kerja Nasional IndonesiaSmall and Medium IndustriesRevitalizing TVETSistem Pendidikan Negara Abad Ke-21Technical and Further EducationTechnical Education and Skills Development AuthorityTrainers’ MethodologyTraining RegulationsTempat Uji KompetensiTechnical and Vocational Education and TrainingTechnical and Vocational InstitutionsTechnical Vocational LivelihoodUnited Nations Organisation for Education, Science and CultureTechnical Vocational and Education Training (TVET)v
List of TablesTable 1Table 2Table 3Table 4Table 5Table 6Table 7Table 8Table 9Table 10Table 11Table 12Table 13Table 14Table 15Table 16Table 17Overview of studies identified in the systematic reviewMapping of identified studies to SDG targets related to TVETDemographic Profile- Brunei DarussalamPercentages of Responses (Employability skills, Decent Jobs and Entrepreneurial)Percentages of responses (Gender Disparities and Equal Access)Demographic profile - MalaysiaPercentages of responses (Quality)Percentages of Responses (Facilities)Percentages of Responses (Affordance)Percentages of responses (Employability skills, Decent Jobs and Entrepreneurship)Percentage of Responses (Gender Disparities and Equal Access)Demographic profile (Philippines)Percentages of Responses (Quality)Percentages of Responses (Facilities)Percentages of Responses (Affordance)Percentages of responses (Employability skills, Decent Job and Entrepreneurial)Percentage of Responses (Gender Disparities and Equal Access)Technical Vocational and Education Training (TVET)vi
List of FiguresFigure 1Figure 2Figure 3Figure 4Figure 5Figure 6Figure 7Figure 8Figure 9Figure 10TVET Policies in Brunei DarussalamTVET Policies in IndonesiaTVET strategies in Higher Education Blueprint (2015-2025)TVET Policies in MalaysiaTVET Policies in PhilippinesTVET Policies in Timor-LesteArticle selection processPercentage of studies by countryKey Performance Indicators (KPIs) in Brunei DarussalamChallenges implementing TVETTechnical Vocational and Education Training (TVET)vii
1.0 IntroductionTechnical and Vocational Education and Training (TVET) is designed to provide a population withknowledge and skills that will allow them to successfully secure and retain their jobs. TVET is seen asa mixture of formal, informal, and non-formal learning that provides youths the knowledge and skillsthey require for employment. According to the United Nations Organisation for Education, Scienceand Culture (UNESCO), TVET is considered a value-added portion of a general education thatintegrates technology, sciences, practical skills, attitudes, understanding, and information relating toemployment in different economic and social sectors. TVET organizations are big ‘workplace suppliers’that will be in the workforce for who will be in the forefront in dealing directly with sustainable issues(Paryono, 2017).TVET has always been seeing as a catalyst in the national development plans of industrializednations. It has been shown that TVET in industrialised countries was able to enhance the country’seconomic development, industrial expansion, and competitiveness. As a result, developed countriesadopt the view that TVET is able to assist non-academically inclined individual to secure a job as asemi- or full-skilled worker in a particular career. Rapid developments in the economy andmanufacturing processes demonstrate the need for highly skilled professionals with appropriateemployability skills to meet the demands of the dynamic labour market of today. Furthermore, itprovides a person with essential thinking skills, plus practical skills required to reach the job market.Employers around the world are searching for highly qualified workers who can adapt to risingworkplace diverse needs. This suggests that prospective workers need to go beyond obtainingspecialized knowledge for any work and acquire generic or employability skills instead (Gibb, 2004).They must continuously develop knowledge, skills and learning capabilities in order to respond tochanging business activities and conditions on the labour market. A central issue about labour marketinitiatives, particularly those providing TVET incentives, is whether job creation is supplementary.There are adjustments in the net employment rate which are of primary concern to organizations atpolicy level.2.0 Policy in TVETFollowing a decline in interest from the mid-1990s to the mid-2000s, technical and vocationaleducation and training (TVET) has returned to the agenda of governments and donor agenciesinternationally, particularly in sub-Saharan Africa and South Asia (King & Palmer, 2010). Political andpolitical communities in many low- and middle-income countries (LMICs) remain attracted by thesupposed connection between TVET and a reduction in unemployment, by equipping people withrelevant knowledge and skills to respond to job opportunities (see, for example, African Union, 2007).The United Nations Educational, Scientific and Cultural Organization (UNESCO) is one of those thathighlights the political significance now attached to higher-order skills and their central position in theglobal information economy, especially in terms of poverty reduction, economic growth and socialstability (UNESCO, 2010a). This change in priorities is evident in the 2012 Global Monitoring Report onEducation for All (EFA), which reinforces the emphasis on TVET and skills development which couldprovide opportunities for marginalized groups (UNESCO, 2012).TVET has been a crucial investment sector in developing countries and several programs havebeen put in place to address unemployment problems and boost economic development. However,it is pertinent to note that TVET institutions are faced with the challenges of not responding to theever-changing skills demands of the economy, which therefore requires the impartation of theknowledge of desired skills to prospective graduates as many graduates rarely possess the requiredTechnical Vocational and Education Training (TVET)1
skills to succeed in the workplace (Nanda, 2010). As a result, industries face challenges acquiringemployees with competent soft skills such as communication skills, problem-solving skills,organizational skills, and interpersonal skills (Sodipo,2014; Atsumbe et al.,2008). The need to reducethe current gap in skills requires an increase in the workforce of the 21st century who are trained in aglobal, dynamic and technical workplace. Teachers responsible for the teaching and preparing ofpotential technical college graduates should relook into their teaching methods to address the needsof the 21st-century knowledge-based economy.2.1 Brunei DarussalamReforms in Brunei Darussalam focus on a few areas including aligning TVET programmes and curriculawith industry needs to increase their relevance. Industry stakeholders are invited to develop theNational Occupational Skills Standards (NOSS) and support the formulation of the TVET curriculumthrough the process of DACUM (‘Developing a curriculum’11). Brunei also focuses on increasingapprenticeship courses by working closely with industries and promoting a dual education system. Inaddition, a new system for the recruitment of TVET teachers that emphasises the importance ofindustry experience is also in progress.Brunei Vision 2035 (Wawasan Brunei 2035) policy (Figure 1) introduced on 2007 aims totransform Brunei Darussalam by 2035 as a nation widely recognised for the accomplishment of itseducated and highly skilled people as measured by the highest international standards; a quality oflife that is amongst the top 10 nations in the world and yet dynamic and sustainable economy withincome per capita within the top 10 countries in the world. This is followed by SPN21 (SistemPendidikan Negara Abad Ke-21) in 2009 which emphasizes on re-evaluating and re-assessing theeducation structure, the curriculum assessment and the technical education in Brunei Darussalam. Itsgoal is to reposition TVET as an alternative post-secondary education capable of producing highlyskilled workers in line with the needs of the industry (TVET Brunei, UNESCO 2018).Brunei Vision 2035 (Wawasan Brunei 2035)Transform Brunei Darussalam by 2035 as a nation widely recognised for theaccomplishment of its educated and highly skilled people as measured by the highestinternational standardsSPN21 (Sistem Pendidikan Negara Abad Ke-21)Reposition TVET as an alternative post-secondary education capable of producing highlyskilled workers in line with the needs of the industryFigure 1. TVET Policies in Brunei Darussalam2.2 IndonesiaCurrent trends, policies, and practices with regard to TVET in Indonesia emphasis on various aspects:a) Revitalizing TVET (SMK), b) Shifting the vocational education paradigm, increasing more practicalskills than theoretical knowledge, c) Prioritising skills development in economically vibrantoccupations, d) Shifting the enrolment share of general education to vocational education, e)Strengthening digital literacy, f) Improving the TVET quality through Public-Private-Partnership byfostering cooperation between TVET institutions and industrial partners, g) Improving teachers’quality through training and certification and h) finally promoting entrepreneurial skills.Technical Vocational and Education Training (TVET)2
A few policies (Figure 2) have been revised and introduced to promote TVET education whichincludes Manpower Act No. 13/2003 regulates the national vocational training system, ensuring thatthe preparation for work is in accordance with demands from the labour market. Then, Decree No38/2013 introduced the establishment of accreditation bodies to ensure accreditation standards ofTVET providers. Accordingly, National Industry Development Plan 2015-2035 focuses on thedevelopment of human resources by facilitating competency testing centre
Technical Vocational and Education Training (TVET) 1 1.0 Introduction Technical and Vocational Education and Training (TVET) is designed to provide a population with knowledge and skills that will allow them to s
A. Technical and Vocational Education and Training Governance and Management 65 B. Responsiveness of Technical and Vocational Education and Training System 66 C. Quality and Relevance of Technical and Vocational Education and Training 66 D. Shortage of Jobs 67 E. School-to-Work Transition 68 F. Distance Education and E-learning 68
Technical and Vocational Education and Training: Clarification of terminology and correlations in the EU context Annex 3 36 Technical and vocational education and training provision. More detailed explanation of Section 5.2.2 of the Strategy Paper Annex 4 37 Multilateral and European cooperation in the technical and vocational education
1. REGULATION-I TECHNICAL EDUCATION AND VOCATIONAL Chapter-1 (Preliminarv) Short Title. Application and Commencement:- This Regulation may be called " the Technical Education and Vocational Training Authority (Functions) Revised Regulation, 2017 " Except as otherwise provided by the Act, it shall apply to all persons in the service of Technical Education and Vocational Training Authority and .
Technical Education (CVTE) recognized the significance of including career/vocational technical education in the system and developed a comprehensive plan for including vocational technical education. The plan was designed in a Two Phase Process. Phase One included the revision of strands two, three, and six, of all of the Vocational Technical .
Office for Career/Vocational Technical Education . Vocational Technical Education Framework Manufacturing, Engineering & Technology Services . Occupational Cluster . Engineering Technology (VENGR) CIP Code 150000 . June 2014 . Massachusetts Department of Elementary and Secondary Education Office for Career/Vocational Technical Education
How benefits are generated by education and training 8 2.1. Introduction 8 2.2. Education and training: developing human, social, cultural and identity capital 8 2.3. Education and training: cause or effect? 11 2.4. Benefits of general education versus vocational education and training 12 CHAPTER 3 Benefits of vocational education and training .
DOCUMENT RESUME. VT 018 017. Trends in Vocational; Education. Bureau of Adult, Vocational , and Technical Education . The tables and graphs show that vocational education has experienced significant growth, particularly after the Vocational Education Act . dental labora-tory technician, medical laboratory
vocational education into high school curriculums as part of its policies to develop vocational education, the employment rate of vocational high school graduates has 4 Comprehensive high school is a high school which general education course and vocational education course are both established.
