Improving TVET – Priorities for Sustainable Growth in ASEAN Brajesh Panth Technical Advisor Asian Development Bank 13 May 2017

Outline ADB’s vision for the education sector Growing demand for TVET Solar rooftop, Garment Factory, Bangladesh Outline ADB’s vision for the education sector Growing demand for TVET Challenges and opportunities for TVET Skills ecosystem and a holistic approach Options for transforming TVET systems Gram Tarang, Centurian University Odisha, India

Support economic development Uzbekistan Education Sector Vision Good jobs, decent income, increased productivity, better competitiveness and knowledge based economy Don Bosco Philippines Scale up operations Support economic development Innovate Enhance EdSG Capacity Quality Assurance Partners & Experts Financing Partnership World of Work Universal Skills Science, Techonlogy Benchmarking Quantity & Quality Good Practices ICT & PPP Cross Sector Global & Regional Drivers of Change: Technology, Mobility, Urbanization, Demographics Align with SDG4 with a strong monitoring and evaluation system

Growing Trend in Education Lending By Subsector Viet Nam Australia: Knox Innovation Opportunity Sustainability Center Flexible Manufacturing System: Robot-controlled mill & lathe, rapid prototype, control systems Portfolio growth

ADB Ongoing and Pipeline Projects Anticipate Demand for Skills BAN: Skills for Employment BAN: IT Parks for Employment CAM: Skills and Competitiveness IND: Kerala Add’l Skill Acquisition Prog IND: MP Skills Development IND: Odisha Skills Development INO: Adv Know and Skills for Inc Growth KYZ: Skilling & Entrepreneurship LAO: Education for Employment MYN: Equipping Youth for Employment NEP: Skills Development Project PRC: Guangxi Modern TVET UZB: Skills for Inclusive Growth VIE: Skills and Knowledge Cross Sector Support IND: Meghalaya Supp for HRD PRC: Yunan Economic Zone PRC: Hebei Elderly Care TAJ: TVET (Clean Energy) Higher Education: BAN: ICT Universities LAO: Strengthening Higher Education MON: Research Universities NEP: Higher Engineering Education REG (PARD): University of South Pacific SRI: Science & Technology Human Resources VIE: University of Science & Technology

Challenges and opportunities for TVET Major challenges Increased employability Improved productivity Increased income Enhanced competitiveness Skilled workforce to drive inclusive growth Formal vs informal economy Foundational vs occupational skills Targeting vs image Short-term vs long-term training Supply-driven vs demand-driven TVET Governance and accountability Subsidized vs diversified funding Aspirational vs market reality

Skills ecosystem and a holistic approach Qualifications Framework Occupational standards/courseware Master trainers Training of trainers Technology-enable delivery Assessment & certification Counselling/career guidance Trainee tracking/MIS LMI: current and future skills Tracer studies University: R&D, university-industry linkages, incubation, technology adaptation, entrepreneurship, SME support Colleges & polytechnics: priority sectors (agriculture, manufacturing, services) Secondary level vocational education or dedicated technical schools after grade 10 Catering to school dropouts and NEET Lifelong learning

Options for transforming TVET programs Emerging Areas Examples Standardization Work-based training Shared facilities Private sector involvement Skills for infrastructure Entrepreneurship Innovative financing Current vs emerging skills Equipment, labs, buildings, technology-enabled, regional cooperation (mutual recognition) Dual training, site-based training, apprenticeship Industry associations, SSCs/ISCs, skills park Customized training, upskilling, COEs, partnership Renewable energy, green skills, site-based Self-employment, MSMEs, agriculture Voucher, loans, skills fund, payroll tax, CSR Labor market information, automation, green skills, R&D