Transcript Cambodia’s Skills Challenges on PPP in TVET

Kingdom of Cambodia
Nation Religion King
Ministry of Labour and Vocational Training
Directorate General of TVET
Current Status & Future TVET Policy Direction
02 November 2011
Mr. TEP OEUN, Deputy Director General
Directorate General for Technical and Vocational Education and Training
Ministry of Labour and Vocational Training
Contents
1. Introductions
2. Challenges/Issues
3. Policy & Planning
for TVET Development
4. Cambodia TVET outcomes
1. Introduction
1.1 Goal: Poverty Reduction
• Providing skills training,
• Creating jobs,
• Improving productivity,
Increasing Incomes
1.2 Government policy in TVET
Track 1: Poverty Reduction-basic skills for the rural
poor to improve family income.
Track 2: Supporting Industrial Development-higher
level skills as requested by industry or
required in the future to attract industry.
1.3 Type of Skills Training
Formal Training Courses
• Certificate Level I, II, & III
• Diploma Degree
• Bachelor Degree
Non-formal Training Courses
•
•
•
•
Samdech Techo’s Special Fund • National Training Fund
Voucher Skill Training Program • Post-harvest Technology
Skills Bridging Program
• Apprenticeship Training
Special Training Needs
Source: TVET programs for 2010-2011, Department of TVETM
TECHNICAL VOCATIONAL EDUCATION AND TRAINING SYSTEM
FOR CAMBODIA
18
17
16
15
14
13
15
14
13
18
17
17
16
15
14
13
16
15
BRIDGING
W
O
R
L
D
O
F
14
13
BRIDGING
BRIDGING
12
11
10
9
8
7
6
5
4
3
2
1
GENERAL
SCHOOLS
BACHELOR
16
18
17
21
20
19
19
18
12
11
10
9
8
7
6
5
4
3
2
1
CERTIFICATE
DEGREE
19
21
20
19
TECHNICAL & VOCATIONAL STREAM
22
21
20
DOCTORAL
20
UNIVERSITY
21
TECHNOLOGICAL
STREAM
DIPLOMA
GENERAL STREAM
BACHELOR
YEAR OF
SCHOOLING
W
O
R
K
CERTIFICATE III
CERTIFICATE II
CERTIFICATE I
TRADE IV
TRADE III
TRADE II
TRADE I
LEGEND
Mobility Direction
Entrance Examination/ Screening
BRIDGING
Optional
Statistic Graduates 2004-2005 to 2008-2009
180,000
168,630
160,000
140,000
120,000
113,648
100,000
88,367
87,887
80,000
Total
Female
60,000
53,903
47,986
40,000
31,873
27,894
20,000
19,987
12,320
0
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009
Source: Statistics graduate 2004-2005 to 2008-2009, Department of TVETM
1.5 Quality Management Mechanism
o Setting up National Policies
o Governance
o Accountability
NTB
& Planning
Executive Committee
NEA
DG TVET
Sub-Tech. Committee
for Accreditation
Quality Assurance
Group/Auditor
Sub-Tech. Committee
for Skills Standard
Development
Independent
Assessment Group
Industry Advisory
Groups
Sub-Tech. Committee
for Labour Market
Information
PTB
1. Provinciail Department of
Labour & Vocational Training
2. Provincial Training Center
1.4 Statistic Graduates 2004-2005 &
2009-2010
2004-2005
No.
2009-2010
Description
Total
Female
Total
Female
1
Bachelor + Upper
1,041
212
1,981
458
2
Diploma Level
1,237
416
3,308
842
3
Certificate I, II, III
594
51
746
342
4
Short-courses Training
25,022
11,641
114,142 56,882
27,894
12,320
120,177 58,524
Grand Total
1.6 TVET Projects
1. STVET/ADB Grant No. 0178 CAM (2010-2015)
-
Formal training program that are more relevant to industry
Expanding and better quality non-formal training program
Strengthening institutional capacity to plan & manage TVET
2. JFPR/ADB No. 9133 CAM (2010-2012)
-
Post-harvest technology, food processing, and marketing,
Skills Bridging Program for Poor Rural Area
3. JICA (2010-2012)
-
Strengthening capacity building of TVET
4. Bilateral Cooperation Projects
-
ILO (Job Centers, Gender Mainstreaming)
Connecting School,
ITE (2011-2013)
5. Others
2. Challenges
How to
1.Make TVET Responsive, Relevant, Effective,
Efficient, Flexible & Sustainable,
2.Make TVET system attractive to society,
3.Meet the aspirations of students,
4.Build capacity to keep pace with new
developments and standards (especially amongst teachers
/instructors, etc),
5.Improve management as well as financial
management ,
6.Clarify and elaborate TVET regulations (e.g. Dual
system)
7.Formulate performance reward system.
2.1 External Issues
1. Social Factor
o population growth,
o social perception of TVET,
o job market & employment trends,
o natural calamities/disasters.
2. Economic Growth,
3. Legal & Regulatory Framework,
4. Rapid Technological Development,
5. Globalization.
Labor Forces Growth, 2000-06, ASEAN
Counties
60%
53%
50%
40%
30%
24%
20%
20%
17%
15%
14%
13%
12%
10%
9%
7%
0%
Th
a il
an
d
ap
or
e
Sin
g
es
ia
Ind
on
ar
My
an
m
ei
Br
un
Ma
la y
sia
Vie
tna
m
La
oP
DR
ine
s
Ph
ilip
p
Ca
mb
od
ia
-10%
Source: Labour & Social Trends in ASEAN 2007: Integrating, Challenges & Opportunities, BKK, ILO-2007,
Page 77
Student’s Plan After High School
Others
1%
Help Family
1%
Study in TVET inst.
17%
Find Job
30%
Continue to University
50%
0%
10%
20%
30%
40%
50%
Source: Youth & Employment: Bridging the Gap, ILO-CAMFEBA, July-2008, page 55
60%
2.2 Internal Issues
1.NQF, SCS and ST not in place
2.Inability to attract in sufficient numbers those
who need skills training the most-unemployed,
under-employed, disadvantaged and drop-outs
3.Inadequate Qualified TVET Personnel,
4.Weak Leadership & Management,
5.Poor Communication & Marketing,
6.Inadequate & Inappropriate Teaching/Learning
Materials, Equipment & Environment,
7.Inequitable Access,
8.Limited Public Private Partnership.
Challenges faced by TVET inst., according to
employer, 2009
High skills mismatch stems from a
disconnection between employer’s
need and training provided as follow
as:
- 77% of employer expressed their
willingness to contribute technically
to the curriculum development,
- 86% most of them are reluctant to
make financial contribution,
- 45% of employers widely recognized
lack of dialogue, and
- 21% perceived low benefits of
cooperating.
Source: providing skills for equity & growth, page 96, WB-2010
3. TVET Policies & Planning
3.1
TVET Development Cycle
Step 4, 2015 to 2020
2020
 Distance Education for Technology
 Expand number of providers offering industry responsive training at international standards
 TIs in each Province
 NTTI regional centers
Step 3, 2009 to 2014
 Strengthen Technical Institute (TI)/Sector Council links so Councils manage and
finance. TIs that train for their industry
 NQF in place, Expand competency standards/testing program
 Strengthen in-industry skills upgrading for employees
 Expand PTC based training and Voucher system to all Provinces
Step 2, 2005 ESDP II to 2008
 Strengthen NTB and NTF plus new TVET financial model
 Strengthen capacity of DTVET to support TVET
 Accelerate decentralization
 Strengthen Provincial Training Boards
 Target poverty reduction and out of school youth
 PTC development in support of community based skills
 Pilot test Commune training voucher program
 Develop revenue/life long learning model for PTCs
 Improve quality and number of private sector TVET providers
 Develop NTTI as a model trainer for all TVET
Step 1, 1995 to 2004 BSP- ESDP I
 Begin Building the National TVET Competency Based System
 Build/Upgrade TVET Facilities in each Province
 Set up NTB
 Link to PAP
 Set up NTF
 Develop NTTI, TVET teacher training
 Develop basic National Qualifications Framework
1995
3.2 National TVET Development Plan
1. Macro Policy
Policy 1 : Poverty Reduction
Policy 2 : Decentralization
Policy 3 : Supporting Enterprise Growth
with a Skilled Workforce
National TVET Development Plan(cont.)
2. Development Policy to Support the Macro Policy
Policy 4 : Out of School Youth
Policy 5 : Self-employment
Policy 6 : Micro Credit Access
Policy 7 : Small Enterprise Support
Policy 8 : Community & Enterprise
Based Training (outreach)
National TVET Development Plan (cont)
3. Enabling Policy to sustain the demand driven TVET system
Policy 9 : PPP-Beneficiary Financing TVET
Policy 10 : PPP-Enterprise Involvement in TVET
Policy 11 : PPP-Expanding the provision of TVET
Policy 12 : Assuring Quality of TVET provision
Policy 13 : Quality of TVET Leadership,
Management & Coordination,
Policy 14 : Labor Market Information,
Policy 15 : Skills Competency Standard.
3.3
National Qualification Framework (draft)
TVET System
H.E System
8
Doctoral degree
Doctoral Degree
7
Master of Technology/
Business
Master Degree
6
Bachelor of Technology/
Business
Bachelor Degree
5
Higher Diploma of
Technical/Business
4
TVET Certificate Level III
NQF
3
General Education System
Upper Secondary School
Certificate
2
1
TVET Certificate Level II
TVET Certificate Level I
Lower Secondary School
Certificate
Vocational Training
Certificate
3.4 Framework of NOSS & Testing and Certification (draft)
Development of
NOSS & OST
(NTTI)
Identification of Titles
(TENA)
Approval of NOSS
(NTB)
NOSS
OST
Trade Experts
Industry Association
Labor Group
Gov. Sector
Validation
Technical Committee
National
OSS &OST
Skills Testing
DG.TVET with
Accredited Testing center
Employers
Passed
VT
C
Faile
d
Certification
Graduates
CERTIFIED WORKERS
Entrepreneurs
3.5 Target Groups
1. Vulnerable groups,
2. Students drop out in General Education,
3. Unemployment, under employment, and
re-employment,
4. 9-year & 12-year Graduates,
Achievement Rates in General Education
No
Indicators
1
Net Enrollment Rate
2
3
5
Total
Female
Primary
94.8
94.6
Lower Secondary School
32.6
34.6
Upper Secondary School
19.4
19.4
Primary
8.9
7.8
Lower Secondary School
2.3
1.5
Upper Secondary School
2.8
1.7
8.3
7.9
Lower Secondary School
18.8
19.4
Upper Secondary School
11.2
10.8
From G1 to G6
61.7
63.8
From G1 to G9
37.2
37.9
Primary
83.2
83.6
Lower Secondary School
48.7
47.3
Upper Secondary School
26.1
22.5
Repetition Rate
Drop Out Rate
Primary
4
Actual, 2009-2010
Survival Rate
Completion Rate
Source: Education Strategic Plan, 2009-2013, MoEYS (September, 2010)
Labour force by Sector of the Economy, Cambodia 2008
No.
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
Sector
Employed Person
Agriculture, Forestry & Fishing
Mining & Quarrying
Manufacturing
Electricity, Gas, Steam and Air-con Supply
Water supply, Sewerage, Waste Management and
Remediation Act
Construction
Wholesale, & retail trade, repair
Transportation & Storage
Accommodations & food services
Information, & communication
Finance & insurance
Real States
Professional, scientific and Technical Activities
Administrative and support service activities
Public Administration and defense, social security
Education
Human Health and Defense, social security
Art, Entertainment and Recreation
Other service activities
Use Activities of Household as Employers
Activities of Extraterritorial Organization and Bodies
Source: NIS, General Population Census of Cambodia 2008, MoP
Both sexes Males
Females
6,934,891 3,392,400 3,542,491
72.29%
69.38%
75.11%
0.07%
0.10%
0.05%
6.19%
4.12%
8.20%
0.11%
0.19%
0.03%
0.12%
0.14%
0.09%
2.04%
7.75%
2.24%
0.86%
0.10%
0.24%
0.01%
0.20%
0.79%
2.73%
1.64%
0.47%
0.31%
1.58%
0.02%
0.24%
3.52%
5.81%
4.16%
0.66%
0.14%
0.30%
0.01%
0.26%
1.00%
4.83%
2.07%
0.54%
0.34%
2.12%
0.01%
0.30%
0.62%
9.60%
0.40%
1.06%
0.07%
0.19%
0.00%
0.14%
0.58%
0.71%
1.22%
0.40%
0.27%
1.06%
0.02%
0.18%
Projected grade 12 graduates, 2008-2015
Year
Grade 12 Students
Number of Graduates
2007-2008
66,370
53,500
2008-2009
76,850
61,480
2009-2010
121,680
97,350
2010-2011
154,870
123,850
2011-2012
201,800
161,440
2012-2013
198,440
158,750
2013-2014
225,600
180,480
2014-2015
237,560
190,050
Total
Source: Projection of Department of Secondary Education, 2007
1,026,900
4. Cambodia TVET Outcome
• Formulating comprehensive TVET Policy
and Regulatory Framework
• Equitable access, and Improving skills
competencies
• Improving
Quality
Assurance
and
Accreditation
• Creating jobs in rural areas to increase
agricultural productivity
Cambodia TVET Outcome
• Creating jobs in formal and nonformal sectors
• Ensuring continued improvement in
national productivity
• Increasing family generating income.
Or Kun
Thank You