Transcript EFE - Colleges and Institutes Canada

Association of Canadian
Community Colleges (ACCC)
World Trends in
Education for Employment
(EFE)
Paul Brennan
VP, International Partnerships, ACCC
@ ACCC Forum on EFE
Edmonton, June 2011
Outline
1.
2.
3.
4.
What are we talking about?
The urgency of EFE
The results possible with EFE
A quick World Tour of recent
developments
5. Common Challenges & Values
6. The key role of networking and
exchange
1. What are we talking about?
• ACCC chose the term Education for Employment (EFE) to
mean Education and Training that is geared primarily to
prepare learners to obtain jobs, to keep their jobs through
skills upgrading or to create them;
• It was also a reference to the 15+ year old world objective
of achieving Education for All (EFA), which now needs a
new focus;
• At its core is a necessary close link to employers and a
key performance indicator of the % of graduates who
obtain jobs.
The College - Employer
Partnership for Employment
Employers/Employees
and their Associations
•Labour Market Information
•Standards & Accreditation
•Relevant Curriculum
•Employability Skills
•Faculty Updating
•Internships & Co-op Ed.
•Equipment & $ contributions
•Tech Transfer/Applied Research
•Evaluation of graduates (KPIs)
Via
- National HR Sector Councils
- Provincial Ministries & Councils
- College Boards &
Program Advisory Committees
Colleges/
Institutes
Association of Canadian Community Colleges 2009
2. The urgency of EFE
• People of Tunisia and Egypt, and ongoing...
•
Mohamed Bouazizi was the spark that lit the Arab
Spring. Had a degree, but could not find any job,
sold vegetables and got hassled for that
Immolation!
• In Egypt, millions had no access to practical
education or training or revenues to support
themselves and their families
Die rather
than continue in that manner!
• Political oppression was also a major factor, but
lack of employment for millions also key
CARICOM Youth Voices
•
"It's not realistic to dream - there are no opportunities to
fulfill them“
•
"My dream is illusory, it makes me suffer. Life is a jungle every man for himself, God for all, Young people are
excluded. I dream to save my skin."
•
"Conditions aren't the same...some countries have free
education, travelling is a problem for many
•
"This is garbage education."
Source: EYE ON THE FUTURE: Investing in YOUTH NOW for tomorrow's Community, Report of the
CARICOM Commission on Youth Development (January 2010)
•
•
•
Prevalent in the Americas region
Made worse by the option of dropping out and joining the drug or arms
trade
Urgency of our action & collaboration
A Knowledge Society?
• Knowledge and skills are fundamental to
nations’ competitiveness and to the survival
and prosperity of our citizens;
• The service sectors are the growing
employment sectors, and they need
employees with increased knowledge, skills
and attitudes (essential employability skills);
• Canadian analysts estimate that all
Canadians need secondary school and
70%+ need some post-secondary studies!
• Media show the differences very clearly!
3. The Results with EFE
• Mulheres Mil (MM) Project in Brazil: A
Thousand Powerful Women; How to open
up Technology Institute doors to learners
with no secondary school diploma?
• Objective is to rapidly provide them with
functional literacy and skills in order to
obtain or create employment.
• Can be done, provides recognition, new
skills and jobs, dignity, confidence;
• MOE of Brazil taking MM national!
Evolution of Ifs & Inscriptions
in Brazil
Evolution if IFs in Brazil
354
342
400
322
310
350
300
250
200
140
118
150
100
50
0
2003
2010
Campus
Municipalities reached
2011
4. A Quick World Tour
A) CHINA: Rapidly increasing the number of
their Institutes of Technology (1,200+)
• Made it impossible for ITs to attempt to
become universities! Focus is on EFE
• Want to improve their pedagogy from more
rote learning to student focused learning;
• Vocational Education Leadership Training
Program (VELT), with 6 countries including
Canada, for leadership (not management)
development, to prepare leaders of
demand-driven, entrepreneurial and high
quality institutions
4. A Quick World Tour
B. VIETNAM: ”Innovation and Development
of Vocational Training Sector: 2008-2015”
“A demand-driven system guided by labour
market signals”
“ ...delivering competencies in accord with
nationally recognized standards”
“ ...with multiple entry and exit points and
flexible delivery.”
“...which recognizes competencies wherever
and however they are obtained”
“...with decentralized management.”`
4. A Quick World Tour
B. VIETNAM (cont’d): The INTEL story!
• From 2008 to 2020 plan to go from 90 to
250 Vocational Colleges (MOLISSA)
• With CIDA funding, ACCC supported the
first post-secondary Community College in
Vietnam (Trah Vinh); Now are 25? Colleges
and a Vietnam ACC (introduce Mr Khan)
• With ADB funding, ACCC helped MOLISSA
to design their expansion of secondary level
vocational colleges
• VACC-ACCC SE Asia College Forum: Oct.
Vocational Training Plan Enrolment Plan 2008-2015 Vietnam
Year
2008
2009
2010
2015
TOTAL
1,710,700
1,936,900
2,213,300
2,546,600
Annual Increase
-
13%
14%
15%
Vocational
Training
Colleges
56,000
105,300
150,000
255,000
Intermediate
Vocational
Schools
255,000
265,400
293,300
518,800
Less than one
year training
1,399,700
1,566,200
1,770,000
1,772,800
Vietnam: Development Strategy of
Education and Vocational Training to Year
2015
“To improve training quality, expand training scale;
adjust the structure of vocational training levels; enhance
training effectiveness to be responsive to the demands
for direct technical workforce in production, business
and service activities, especially highly skilled workforce
to meet the needs of the domestic labor market and labor
exports; contribute in streamlining general secondary
school and high school graduates.”
4. A Quick World Tour
C. EGYPT: Linking Vocational Training with
Entrepreneurship support services
• EFE in many countries means
entrepreneurial skills AND the financial and
non-financial support services;
• Ten-year Business Development Support
Services Program, with CIDA funding and
ACCC support. Pilots in three regions of the
country. Working closely with Egyptian
Banks and associations (including women
in Menia):
Sustainability and Dignity!
4. A Quick World Tour
D. SÉNÉGAL, TANZANIA & MOZAMBIQUE
• Moving from a French-inspired academic
system to a competency-based,
decentralized one in Sénégal
• Setting up a new Vocational Training
System in a post-war context where
nothing was left in Mozambique;
• Moving from a British inspired university
focused system to more of a college and
skills focused one (Mining sector story of
huge developments with no jobs!)
4. A Quick World Tour
E. THE CARIBBEAN REGION (CARICOM)
• Have set up a competency-based
Caribbean Vocational Qualifications (CVQ)
Framework for all 15 countries;
• Struggle with teachers and pedagogies
which are still highly academic;
• Low value of TVET amongst the youth;
• Need to re-attract thousands of drop-out
youths (boys often) to education, so
programs must be very relevant & ‘cool’;
• Jamaican Cultural Industries revenue story
UNESCO
•
UNESCO : “……… to make TVET a driver for lifelong learning and
sustainable development in member- countries with a special focus on quality
and equity”
Three (3) core areas of involvement of ACCC as a focal point of Canadian
experience:
(i) Provide upstream policy advice and develop capacity at the country level
(ii) Facilitate conceptual clarification and improve monitoring of TVET
(iii) Act as a clearinghouse and inform the global debate
Canadian Commission for UNESCO and ACCC have been in discussion to
create a TVET (UNEVOC) Center for Canada and North America at ACCC to
enable the sharing of Canadian experience.
Asian Development Bank
Asian Development Bank
Education by 2020: A Sector Operations Plan
• strengthening TVET’s links to industry and workplace training and
basing TVET on standards that are set or validated by industry
• promoting inclusive growth such as more attention to skills development
of women
• learner placement, internships, and on-the-job training programs should
become regular features of TVET delivery
• due to large informal labor markets in South and Southeast Asia,
emphasis should be on developing partnerships with communities,
industry, and the private sector to improve the relevance and cost
efficiency of skills training programs for women and youth
• coordinate TVET development with government departments
responsible for trade and industry, workplace relations, and science and
technology, so that skills being taught are in line with the government’s
economic and labor policy directions.
4. A Quick World Tour
F.
•
•
•
CANADA
Greater access for our Aboriginal peoples
Keep our employability rate over 90%
Increase our involvement in Applied Research
and Innovation support for SMEs
• Convince industry to contribute to our equipment
needs in an ongoing manner
• Include the Essential Employability Skills into all
technical curriculum and teaching
• Change the language and image of TVET:
“ Advanced Skills for Employment”
Rise in college attendance
Source : HRSDC
Completion of postsecondary education
Completion of post-secondary education
60
49
50
41
43
40
33
30
20
25
27
28
France
OECD-30
14
10
0
Italy
Germany
U.K
USA
Japan
Canada
5. Common Challenges
•
•
•
•
•
•
•
•
From Academic to Competency-based
From lecture-based to active learning
Developing strong employer partnerships
Changing the image of TVET to EFE
Decentralizing management of institutes
Ensuring Quality Standards & Assessment
Increasing access to EFE for all
Exploring the use of blended learning
options (mix of distance, e-learning & F2F)
• Leadership of institutions and ministries
Common Values to Build Upon
1.
2.
3.
4.
5.
Demand driven and job focussed
Accessible to all who want to learn
Closely connected to employers
Entrepreneurial
Open to the world
Advanced Skills
for Employment
with great diversity
6. International Partnerships for
better EFE
• No time to waste or to repeat mistakes!
• Have the electronic tools to accelerate the
exchange of resources and innovations;
• Innovation and sustainable adaptation occur
best when ;
• Have CIDA-funded institutional partnerships
via EFE to build upon;
• Have the World Federation of Colleges and
• Polytechnics and its World Congress here in
• May 26-29, 2012 in Halifax, Nova Scotia.
• Remember the voices of our youth!