School to Work Transition: Whether and How to “Vocationalize” Secondary Education Sofia Shakil South Asia Human and Social Development Division Asian Development Bank Regional Conference HRD through TVET as a development strategy in Asia

The Challenge for Youth Unemployment Either way, unemployment rates for economically active population in South Asia rise with level of education attainment: India, Pakistan, Sri Lanka – unemployment rates for university graduates double or triple those of people with primary school education only Many youth complete primary and secondary education without acquiring skills directly applicable in labor market Low quality and workplace relevance of education Inadequate economic growth rates – insufficient generation of new jobs to meet rapidly growing labor market entrants Youth Unemployment

Strategic Choices Career and Technical/Vocational Education: helping prepare learners for traditionally non-academic jobs, related to a specific trade or profession Gainful Employment Diversified / Comprehensive Secondary Schooling SchoolingSchooling Separate vocational/technical secondary schools Separate vocational/technical streams within secondary schools Vocational and technical subjects offered as part of general secondary curriculum Life Long Learning

Varied Policies and Practices Australia: VET mostly post-secondary Finland: VET introduced in upper secondary, ages 16-21: 47% Finnish students at age 15 go to vocational schools, with a curriculum that includes little academic general education; education focused on about 50 trades Germany: diversified secondary education system, e.g. full time and part time secondary schools – dual education system that combines apprenticeship with training in school (Berufsschulen) Japan: Senmon gakko: 2-year schools (post-secondary, but high school diploma not a requirement) – focused specifically on a particular trade specialization Indonesia: Upper secondary – both 3 –year general higher middle schools, and vocational middle schools (Sekolah Menengah Kejuran-SMK): SMK curricula includes general education content, with vocational content limited to 25% Malaysia: TVET at secondary school broad-based and non-terminal approach, allowing students to progress to tertiary education; now introducing TVET skills stream (vocatioanal subjects) at all national secondary schools United States: community colleges/career colleges; but also high school academy programs such as the Career Technical Education system in Maryland

Maryland Career Technology Education Career Clusters linked to opportunities in key economic sectors – Arts, Media and Communication – Business, Management and Finance – Consumer Services, Hospitality and Tourism – Construction and Development – Environmental, Agricultural and Natural Resource Systems – Health and Biosciences – Human Resource Services – Information Technology – Manufacturing, Engineering and Technology – Transportation Technologies Career Clusters guide the development of programs that begin in high school and extend to 2 and 4 year colleges Programs are focused on linking apprenticeships at workplace with local industry/enterprise Maryland’s workforce development system is using career clusters to organize a systemic, proactive approach to meeting workforce demands within industry sectors. By connecting educators with business leaders, they help ensure that Maryland attracts and retains businesses and has a high-quality workforce.

Some Challenges to Vocationalizing Secondary Schooling Resource implications: vocalization variants are more costly per student/class than mainstream general education subjects Relevant and appropriate curriculum: standards to be developed, and need to engage and involve industry in curriculum content and development Skills of teachers/instructors Teaching methodologies: need to upgrade; introduce ICTs Infrastructure and teaching resources: well-equipped laboratories, etc. “mindset”: cultural resistance to TVET stream versus regular education Horizontal and vertical linkages: close coordination with standards and qualification framework to transition to TEVT programs or regular higher education

Policy Questions & Options At what level is “vocationalization” appropriate and intended? Experience has shown that upper secondary is more appropriate so as not to limit choice How to ensure industry-institution / education linkage? Essential for appropriate curriculum, course content Must ensure life long learning approach in basic education, gradual transitioning into vocational / technical streaming – but how to ensure comprehensive education? How to support the cost of vocationalization? Public private partnerships; distance learning