This document discusses skills development strategies and priorities in Asia's developing economies. It notes that Asia has seen high economic growth but will face challenges to maintain this, including rising inequality, income disparities, environmental issues, and weak governance. It outlines trends like population growth, urbanization, technology changes, and shifting economies that impact skills needs. Education has expanded but quality and relevance need improvement. Analysis suggests technical and vocational education and training (TVET) systems need reform for improved relevance, access, quality, and efficiency. Emerging good practices include public-private partnerships, competency-based training, and innovative funding models.
Original Description:
Original Title
Brajesh Panth - Skills Development for Employ Ability and Inclusive Growth
This document discusses skills development strategies and priorities in Asia's developing economies. It notes that Asia has seen high economic growth but will face challenges to maintain this, including rising inequality, income disparities, environmental issues, and weak governance. It outlines trends like population growth, urbanization, technology changes, and shifting economies that impact skills needs. Education has expanded but quality and relevance need improvement. Analysis suggests technical and vocational education and training (TVET) systems need reform for improved relevance, access, quality, and efficiency. Emerging good practices include public-private partnerships, competency-based training, and innovative funding models.
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Attribution Non-Commercial (BY-NC)
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Download as PPTX, PDF, TXT or read online from Scribd
This document discusses skills development strategies and priorities in Asia's developing economies. It notes that Asia has seen high economic growth but will face challenges to maintain this, including rising inequality, income disparities, environmental issues, and weak governance. It outlines trends like population growth, urbanization, technology changes, and shifting economies that impact skills needs. Education has expanded but quality and relevance need improvement. Analysis suggests technical and vocational education and training (TVET) systems need reform for improved relevance, access, quality, and efficiency. Emerging good practices include public-private partnerships, competency-based training, and innovative funding models.
Copyright:
Attribution Non-Commercial (BY-NC)
Available Formats
Download as PPTX, PDF, TXT or read online from Scribd
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W Lmerglng elearnlng plaLform LransformaLlonal W Llnkages across educaLlon sysLem cruclal W Covernance lncenLlves and moLlvaLlon lnsLlLuLlonal leadershlp Llfelong learnlng lmpresslve quanLlLaLlve progress 0 10 20 30 40 30 60 70 80 90 100 8Cu CPn lun lnu LkA nL PL vnM outh L|teracy kates se|ected As|an countr|es 2001 to |atest data 2001 laLesL 0 10 20 30 40 30 60 70 80 90 100 8Cu CPn lun lnu LkA nL PL vnM Adu|t L|teracy kates se|ected As|an countr|es 2001 to |atest data 2001 laLesL buL llLeracy does noL always LranslaLe lnLo employmenL rlmary 444 rlmary 434 rlmary 1378 Secondary 407 Secondary 22 Secondary 4318 1erLlary 96 1erLlary 326 1erLlary 4103 uneducaLed 33 uneducaLed 0 uneducaLed 0 0 10 20 30 40 30 60 70 80 90 100 lun LkA PL D|str|but|on of Lducat|ona| Atta|nment of Dnemp|oyed se|ected As|an Countr|es |atest ava||ab|e data rlmary 337 rlmary 673 rlmary 317 Secondary 206 Secondary 139 Secondary 387 1erLlary 63 1erLlary 163 1erLlary 277 uneducaLed 172 uneducaLed 01 uneducaLed 19 0 10 20 30 40 30 60 70 80 90 100 lun LkA PL D|str|but|on of Lducat|ona| Atta|nment of Labor Iorce se|ected As|an Countr|es |atest ava||ab|e data Analysls of Skllls uevelopmenL 1VL1 System Ana|ys|s Standards Cperat|ons L|nkages Lconomlc 8elevance 1ralnlng for whaL? nvCl and SSC AuLonomy llnanclng Access and LqulLy 1ralnlng for whom? ccupaLlonal sLandards 1ralnlng of 1ralners rganlzaLlon MgmL LffecLlveness who organlzes and dellvers? LnLry requlremenLs Career Counsellng and guldance CoordlnaLlon CuallLy of Skllls AcqulslLlon 1ralnlng Lo whaL sLandards? 8ecognlLlon of prlor learnlng AccredlLaLlon and quallLy assurance verLlcal and horlzonLal moblllLy CosL flnanclng and efflclency aL whaL cosL and who pays? CompeLencybased Lralnlng and currlculum LMlS 8esearch ML lmpacL analysls Llearnlng plaLform and unlque lu Lessons learned good pracLlces and lnnovaLlons 8esponslve Skllls uevelopmenL aradox L|m|tat|ons Cpt|on uevel oplng counLrl es Ll ml Led resources buL need subsLanLl al l nvesLmenL l n responslve skl l ls devel opmenL Lo move up Lhe value chaln Many 1vL1 l nsLlLuLl ons are governmenLrun and suffer from weak relevance and hl gh l neffl cl ency AuLonomy fl scal adml nl sLraLl ve fl exl bl ll Ly Lo offer courses LargeLed prl vaLe provl sl on LargeLed hl gh reLurn skl l ls rl vaLe secLor keen Lo seek a sLrong vol ce ln poll cles and sLandard seLLl ng buL ofLen rel ucLanL Lo conLrlbuLe naLlonal sLandards belng devel oped buL smal l er provl ders unable Lo access capl Lal Lo meeL Lhese sLandards lnnovaLl ve Lral nl ng funds Lled Lo sLl mulaLe demand pl acemenLs and prl vaLe secLor parLl clpaLl on 1he more 1vL1 LargeLs Lhose mosL ln need Lhe more l L suffers from negaLl ve percepLl on 1vL1 conLl nues as secondclass educaLl on wlLh dl ffl culLy Lo reduce demand suppl y ml smaLches MarkeLl ng 1vL1 as a vl able opLlon horl zonLal and verLl cal mobll l Ly ll fel ong l earnl ng repuLed provlders lncreasl ng economl c modernl zaLl on buL ma[ orlLy l abor force sLl l l Lrapped l n Agrlcul Lure Low overal l l abor producLl vlLy lndusLry and/servl ces noL growlng aL a deslrabl e raLe oLenLl al overall economlc growLh sl ower uecreaslng dependency raLl os buL perslsLenL hlgh l evel s of youLh unemploymenL LlmlLed opporLunl Ly ln demographl c dl vl dend lncreasl ng number of school graduaLes buL dlfflcul Ly l ncreasl ng 1vL1 enrol menL l n hl gh demand areas oor qual l Ly and l ack of l lnkages and mobll l Ly lead Lo uncheked quanLl LaLl ve growLh * 1argeL mlgranL workers (domesLlc/overseas wl Lh a clear paLhway Lo move Lo hl gher skl l ls/value chal n Lo fuel overal l growLh ** 8eLLer l l nkages beLween formal and l nformal educaLl on and Lralnlng *** lnnovaLl ve fundlng Lo l ncenLl vlze prl vaLe/nC secLors Clobal ConLexL ulfferenL Models SkiIIs Requirements Pyramid PubIic ModeI PotentiaI Areas Level 4 Highly Skilled Universities emerging technologies/R&D/innovation nstitutes Level 3 College Educated Engineering Col staff development high quality relevant skills - infrastructure Level 2 Polytechnics sector skills councils - infrastructure Vocationally Skilled innovative skills provision Vocational employer participation Level 1 MES sustainable financing basic skills, testing, certification Minimally Educated/Requiring Modular Skills RPL, MES, basic social services Monitoring and evaluation utsourcing ModeI Enterprise ModeI Piloting and taking to scale Source: MaCS Analysis Standardization and replication All three required: labor intensive capital intensive knowledge intensive key Challenges Cha||enges Issues MlsmaLches uemand Supply Ceographlc dynamlc and lnLegraLed LMlS LducaLlonal aLLalnmenL and efflclency Solld baslc educaLlon Lo provlde foundaLlonal skllls and openlng access for all Large lnformal secLor Lconomlc composlLlon shlfLlng buL large populaLlon sLlll sLuck ln agrlculLure Plgh youLh unemploymenL 8lsk of desLabllzaLlon fuels dlsconLenL mlsmaLch career guldance and counsellng comblned wlLh foundaLlonal skllls uemographlc shlfL and lmpllcaLlons uemographlc shlfL ls a doubleedged sword only a 20year wlndow soclal securlLy overseas and domesLlc employmenL r lmage and MoblllLy 1vL1 ls second class how Lo rebrand mulLlple paLhways Pow Lo sLlumlaLe prlvaLe secLor Why should Lhe prlvaLe secLor parLlclpaLe how Lo lncenLlvlze Lhem caplLallze on poLenLlal lnnovaLlons Levles 1ax CredlL unemploymenL lnsurance SLudenL Loans 8alance beLween exlsLlng and emerglng [obs MaLchlng skllls opporLunlLles wlLh prlorlLy lnvesLmenLs and growLh poLenLlal more rellable LMlS Mlddle lncome Lrap lnvesLmenL ln skllls Lo move up Lhe value chaln focus on lncluslve growLh and expandlng opporLunlLles/economlc ple Lmerg|ng Good ract|ces and Innovat|ons Good ract|ces Imp||cat|ons Canadlan CommunlLy Colleges Plghly relevanL ln orlenLlng skllls developmenL Lhrough buslness enLerprlse and demand drlven approach Chlna naLlonal Councll ollcy Lo ensure LhaL Leachers have aL leasL Lwo monLhs lndusLry experlence every Lwo years close relaLlonshlps beLween 1vL1 schools and lndusLry 13 Lax on employers Lo speclflcally supporL adulL Lralnlng korean Lxperlence AllgnmenL beLween economlc growLh and educaLlon and Lralnlng evoluLlon demonsLraLes hlgh level coordlnaLlon and lnLervenLlons Slngapore Workforce Plghly responslve workforce managemenL sysLem lndlas nSuC uLsourclng lrom governmenL domlnance Lo hlghly markeL responslve approach Lo sLrlke a balance beLween governmenL and prlvaLe secLor role evolvlng wlLh hlgh poLenLlal for ma[or LransformaLlon Srl Lanka nvCl and unlvoLec Ma[or shlfL deslred from governmenL domlnaLed sysLem Lo markeL responslve sysLem ma[or LransformaLlon also needed ln some leadlng developmenLs 8angladesh uCL MAWS1 marlne uCL acceleraLed grade 8 compleLlon ln 43 years followed by skllls developmenL wlLh hlgh placemenL MAWS1 shlp bulldlng Lmerglng Lechnologles Moblle phones common learnlng plaLforms porLablllLy of Lralnlng unlque lus hlllpplne naLlonal CerLlflcaLe 1vL1 ueparLmenL worklng hard Lo make cerLlflcaLes recognlzed worldwlde even resulLs ln degree holders golng back Lo Lralnlng cenLers Lo obLaln cerLlflcaLes key CuesLlons ln Skllls uevelopmenL W WhaL are Lhe lmpllcaLlons on lncluslve economlc and soclal developmenL? W WhaL ls Lhe role of Lhe governmenL? W Pow Lo lncenLlvlze prlvaLe secLor parLlclpaLlon Lo sLlmulaLe demand drlven skllls developmenL? W Pow Lo ralse and dlsLrlbuLe funds for skllls developmenL ln ways LhaL lmprove performance? W WhaL are Lhe pollcy dlrecLlons and lmpllcaLlons for skllls developmenL? Lmerglng Consensus ln 1vL1 W 1here are many rouLes Lo skllls developmenL LhaL should be consldered W 1he 1vL1 sysLem musL be flexlble Lo respond Lo emerglng labor markeL needs W lncenLlves musL be changed Lo sLlmulaLe enLerprlses and employers Lo do more Lo respond Lo skllls needs W 1here ls a need Lo benchmark quallLy sLandards and ensure performance assessmenL W 1he use of Lechnology and open learnlng sysLems provlde opporLunlLles Lo LargeL Lralnlng flexlbly for effecLlve llfelong learnlng W Labor markeL analysls and graduaLe desLlnaLlon surveys are essenLlal for proper dlrecLlon and feedback