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Technical Education and Vocational Training Reform in the Knowledge Economy: 

Technical Education and Vocational Training Reform in the Knowledge Economy Conclusions and Next Steps Andre Gauron, President du Haut Comite Education-Economie-Emploi John Middleton, Visiting Fellow, East-West Center and Consultant to the World Bank

Objectives of the Presentation: 

Objectives of the Presentation Note some FUNDAMENTAL ASSUMPTIONS Identify PATTERNS OF REFORM emerging from the discussions Identify some of the many UNRESOLVED ISSUES on the way forward Propose NEXT STEPS Apologies for leaving out many very valuable insights in the interests of efficiency!!!

FUNDAMENTAL ASSUMPTIONS: 

FUNDAMENTAL ASSUMPTIONS Globalization now driving change through knowledge economies Skills are important to productivity, growth and equity Skills are acquired in many ways over life “Vocational” skills are increasingly “general” skills Vertical and horizontal pathways are essential to LLL and work force flexibility, and as incentives to parents and students

The impact of globalization is uneven…: 

The impact of globalization is uneven… Globalization 100 Low Growth Economies 30 High Growth Economies

Globalization and Skills Development: 

Globalization and Skills Development Globalization brings .. Competition in all sectors Trans-border economic relations Rapid pace of change Restructuring Unemployment, especially youth Rise of service sector End of narrow occupational specialties Implications for SD... Respond through markets Productivity focus Flexibility of multiple systems General skills essential New vocational skills: IT, languages, team work Career guidance Lifetime learning to adapt to change

PATTERNS OF REFORM: 

PATTERNS OF REFORM Contexts for reform Political economy of reform Lessons from high growth countries Lessons from low growth countries Secondary education The way forward: unresolved issues

Contexts for reform vary …: 

Contexts for reform vary … High growth countries Embrace globalization and markets Stability and continuity in government and policy Strong base of general education Strong institutions Low growth countries Stagnant modern sectors Dominance of informal sector, agriculture Political and economic crises Weak governance Basic education lags

Political strategies key to success…: 

Political strategies key to success… Why Experts don’t always agree Little public support Low payoff to political leaders How Link to broader goals outside education Adequate benchmarks and data Low risks Quick results Consultations Phasing from modest beginnings

Reform Lessons From High Growth Countries : 

Reform Lessons From High Growth Countries Linked to economic reform and often crises Built on strong base of general education Integrated with broad education reform linked to EFA Aimed at LLL Demand led through training markets and partnerships, career guidance 10-30 year sustained effort Sequenced Stakeholder participation Use of evaluation and feedback to guide phases Management reform to support policies Practices from other countries can save time but must be adopted

Reform Lessons from Low Growth Countries: 

Reform Lessons from Low Growth Countries Raising productivity in informal sector important in Africa Weak basic education hampers trainability and flexibility Local languages not pertinent for technical skills Non-government TVET a significant source Inefficient allocation of public resources Market-oriented reforms promising Governments should get the policies right Private sector partners must be involved Market failures can be addressed with financing and some public provision Need low cost solutions System and institution management can be improved Evaluation and learning a key

Secondary Education is an element of reform…: 

Secondary Education is an element of reform… Not the central issue. There are other forms of learning (apprenticeship, training in employment, and so on) Flexibility to respond to markets difficult to achieve Trade-offs between academic and social objectives Career guidance needed Vocationalization within a general curriculum has not worked; care is needed with new terms such as Life Skills Narrowly focused TVET still seen as second best for low achieving students

UNRESOLVED ISSUES: HIGH GROWTH COUNTRIES: 

UNRESOLVED ISSUES: HIGH GROWTH COUNTRIES Rebalancing secondary and tertiary education Building effective systems for decision-oriented evaluation Linking initial training with LLL through pathways and career guidance

UNRESOLVED ISSUES: LOW GROWTH COUNTRIES: 

UNRESOLVED ISSUES: LOW GROWTH COUNTRIES How to design reforms for uncertain and unstable economic and political environments? Are narrowly focused reforms the way forward? How do approach LLL with low base of general education? Should resources be shifted to informal sector? Should markets replace planning? Should governments focus on regulation and financing, with less provision? Can TVET be made “attractive” if it doesn’t lead to improved incomes? Will new approaches change incentives?

UNRESOLVED FINANCING ISSUES: 

UNRESOLVED FINANCING ISSUES Public finance for education and training not guided by equity and efficiency objectives Publicly financed TVET is often not cost-effective A national strategy should consider all sources of financing, public and private More cost-effective strategies should be chosen, such as apprenticeship, training in employment, private provision

NEXT STEPS: 

NEXT STEPS Countries and donors together Integrate external assistance within the country’s policy and reform frameworks Re-visit agricultural employment, productivity, skills Establish serious pilots for informal sector Broaden the discussion of TVET reform to education reform as a whole Build networks for exchange of experience

Next steps … 2: 

Next steps … 2 Donors Finance policy change reform implementation research and dissemination Seek strong evaluation and feedback through dialogue with national partners Commit to long term partnerships based on performance