Transcript WEM2001 EDUCATION MARKET

Introduction & Overview
“the continuum towards a modern TVET system”
Presentation to
TVET Conference, Beijing
for
Ministries of Finance / Education / Labour and Social Security
18th May 2006
Ron Perkinson
Principal Education Specialist
International Finance Corporation
World Bank Group
www.ifc.org
Purpose of Case Studies
• Create awareness of international best
practice characteristics for TVET systems
• Discuss and debate best practice
characteristics for a modern TVET system
• Target discussion at a broad policy level
IFC’s 10 International Best Practices
Characteristics in TVET
• Blueprint of perfect TVET system doesn’t exist!
• IFC’s best practice criteria are not absolute!
• Best practice characteristics are used to provide
benchmarks for comparisons (China and internationally)
• All of the best practice criteria do not apply to all
Industry sectors
• They are provided to foster discussion and debate
– to create the vision for a more modern system
Hand-outs are DRAFT only
IFC’s 10 International Best Practices
Characteristics in TVET Systems
Important Characteristics include:
• Where the needs of the Industry and business are driving training
policies, standards and delivery;
• Frameworks and systems (national or provincial) that are
fostering career pathways for working adults and for the
unemployed, from entry level in to the workforce – and beyond;
• Systems that cater for apprentices and different kinds of lifelong
learners, where all age groups can benefit;
• Systems where vocational education and training can be modular
and flexible – and where certified credits can be transferable
nationally across institutions and provincial borders in to higher
studies;
• Where delivery is through accredited post secondary institutions,
public or private, with both accorded equal treatment by
governing TVET authorities;
IFC’s 10 International Best Practices
Characteristics in TVET Systems
2
• Systems that foster competency and skills based training
- without time constraints and where national competency
standards, guidelines and qualifications are Industry-led rather
than government controlled;
• Where national and regional industry training advisory councils
have a majority of private sector representation;
• Government and / or sub-government bodies who are responsible
for ensuring that Industry Training Councils implement and
maintain effective Quality Management Systems;
• An effective registration and accrediting body for licensing
public and private TVET institutions;
• Minimum experience or qualifications for approved training
providers.
Education Expenditure Comparatives
2003-04
Global GDP
Public education spending is 5% of global GDP
OECD spend 6.1% of GDP on education (2005)
China
Total Public Expenditure
3.2% of GDP
Current Private Expenditure
1.6% of GDP
Total (Public & Private) = 4.8% of GDP
China needs over 50% increase on public
expenditure to reach world average
Higher Education
Budgeted funding per student is
decreasing (in Yuan)
Year
2002
2003
2004
Total funding
per student:
6178
5773
5552
Non-salary funding
per student:
2453
2352
2298
Source: Weifang Min, 8th May 2006, Washington DC
The Development of Higher
Education in China
• In 2005 total enrollment in Chinese higher
education was 23,000,000.
• Gross enrollment ratio went from 9.8% in
1998 to around 20% in 2005.
• Estimated enrollment in 2006：
Undergrad:
5,300,000
Graduate:
400,000
of which are Doctoral:
56,000
Source: Weifang Min, 8th May 2006, Washington DC
Estimated Enrollment Numbers
by 2010 and 2020
• In the past 6 years the annual growth rate = 16%.
• Even if the annual growth rates slow down to 5%,
• Higher Education Enrollment would be be
27,000,000 by 2010
44,000,000 by 2020
How will China finance such predicted numbers?
Alternative forms of financing will be necessary
Building new capacity in TVET will be critical
Source: Weifang Min, 8th May 2006, Washington DC
TVET
. . . more integrated in to the formal
education system
• No longer practical to leave growing areas of
TVET outside of the formal higher education
system of credentials and qualifications
– constantly changing technologies
– shorter life cycles of new products and services
– need for new kinds of skilled workers (lifelong
learners)
– need for developing career pathways
How will China’s Policy Makers . . .
• Mobilize private sector resources to help fill the demand
gap?
• Develop new policies for a more modern TVET system?
• Create policies that will meet The 11th Five-Year Plan
(2005)
– with a focus on quality improvement
– achieving internationalized participation in education
and TVET
– responsiveness to needs of the labour market and
employers
– preparing students for new occupations and
employment
– combining workplace practice and production with study
Conference Case Studies
• Systems (China, Finland, Sweden,
Denmark & Australia)
• Industries (Finance, Automotive, Power,
Airline, Engineering, Customs, Health)
• Institutions (Finance, Power, Automotive,
Health/Medical/Distance, Airline,
Customs, Engineering)
Conference Feedback
– then Draft Reports will be completed and published