Day 2 Module 2 - PowerPoint PPT Presentation

1 / 7
About This Presentation
Title:

Day 2 Module 2

Description:

TVET policy review in Lao PDR and Cambodia Part of strategic upstream policy advice of UNESCO offices (HQ+RB+FO) Identification of the challenges and, ... – PowerPoint PPT presentation

Number of Views:41
Avg rating:3.0/5.0
Slides: 8
Provided by: Elaine155
Category:
Tags: day | module | tvet

less

Transcript and Presenter's Notes

Title: Day 2 Module 2


1
Activities of UNESCO Bangkok and some
suggestions on collaboration between UNEVOC
network and UNESCO offices
Youngsup Choi UNESCO Bangkok
2
I. Activities of UNESCO Bangkok
  • 1. Study on StW information base
  • To examine the current situation of StW
    information base and to identify the areas of
    intervention from UNESCO
  • Mainly focusing on developing countries but
    including some middle income countries of
    different sub regions
  • Progress so far and next steps
  • Oct 2010 - Jan 2011 Preparation of study plan
  • Feb-Jul 2011 country studies
  • Aug 2011 synthesis workshop
  • Sep-Oct 2011 drafting synthesis report
  • Nov-Dec 2011 Publication of booklet

3
  • 2. TVET policy review in Lao PDR and Cambodia
  • Part of strategic upstream policy advice of
    UNESCO offices (HQRBFO)
  • Identification of the challenges and, areas of
    policy dialogue incl. capacity development
    through meetings w/ govt civil stakeholders
  • 2010-Mar 2011 Preparatory stage incl. missions
    and desk research
  • Cambodia Field mission (Jun), Review report
    (Jul-Sep), natl W/S (Oct 2011)
  • Lao PDR Field mission (Jul, Sep), Review report
    (Oct-Nov)
  • Issues identified
  • Lack of coordination b/w key Mins, depts,
    centrl-provn govt.
  • Limited demands for semi-skilled limited job
    opportunity of TVET (esp., sec. level TVET) ? low
    enrol. of sec. TVET large drop-outs
  • Limited alignment w/ socio-economic strategy Not
    even govt driven, but supply-driven (TVET
    programs being congested to the areas which are
    easy to attract (miss- or little informed)
    students)

4
  • 3. Vocationalization of Secondary education
  • As part of secondary education regular program
    and CapEFA Laos
  • Diversification of TVET supply Introduction of
    integrated school (gen ed voc ed), or inclusion
    of voc subjects to gen curriculum
  • Supports to Lao PDR policy W/S study visit
    (Jul 2011)
  • Review on the experiences of Thai, Aus, Mal and
    South Korea (W/S)
  • Examine actual situation in Thai and Mal (study
    visit)
  • Planned policy dialogue Sep-Dec 2011
  • Publication on vocationalization of Sec. Ed.
  • In association w/ UNEVOC Bonn
  • Incl. Thai, Aus, Mal, China, and UZB (TBD)
  • Review on the experiences and implications for
    ASP countries
  • Country study (Oct), draft report (Dec),
    publication (Feb 2012)

5
  • 4. Some more
  • 3rd World TVET Congress Shanghai, China, May
    2012 (2nd Congress Seoul, Korea, 1999)
  • Preparation of Global TVET report regional
    report by BKK
  • Regional consultation TBD
  • UNESCO-APEID conference on Creativity and
    Entrepreneurship Jakarta, Dec 2011
  • Suggestion on career guidance for C E not
    only the reform of education programs but need
    for concern about the ways of identifying the
    talents and supporting the sustained development
  • On the way of negotiation w/ Korean govt
  • Skills development for Creative Economy in
    Thailand
  • Development of UN wide action plan for the next 5
    yrs to support the skills development for CE in
    Thai.

6
II. Suggestions on cooperation
  • Key challenges for TVET in ASP
  • Limited/scattered region-specific knowledge base
    compared to the extremely diverse policy requests
    from the member states, especially reflecting the
    specific/unique socio-economic-cultural situation
  • Limited number of experts with understanding on
    the regional contexts and with the expertise on
    specific issues
  • Limited within-country capacity on specific
    policy issues and over-dependence on external
    expertise which are altogether hindering the
    endogenous policy development and implementation

7
  • How to overcome this situation? Never by UNESCO
    or Intl Orgs alone
  • Continued and concerted efforts of external and
    internal expertise towards the development of
    internal capacity
  • More radically, led by internal expertise? e.
    g. Joint study/research led by internal
    expertise and supported by external expertise
  • Role of UNEVOC centers Leading agency of
    internal capacity development while mobilizing
    external resources
  • Role of Intl Orgs Raising the issues and
    providing technical resources
  • However, dilemma for Intl Orgs? Pressure for
    showing results?
Write a Comment
User Comments (0)
About PowerShow.com