CAREER & TECHNICAL EDUCATION / TECHNICAL- VOCATIONAL EDUCATION & TRAINING (TVET) SESSION REPORT

PARTICIPANTS Session Chair – Dr. Dou Xianjin (China) 12 APEC Economies represented are the ff: Australia, Brunei, China, Chinese Taipei, Hongkong, Japan, Korea, Mexico, New Zealand, Philippines, Thailand, USA 17 participants in the CTE/TVET session

SUMMARY OF DISCUSSION About the CTE/TVET Policy Survey Member-economies not yet participating in the survey are encouraged to participate & complete the questionnaire before March 15 Additional information / other inputs relevant to the CTE/TVET policy survey can be provided by the other economies to China/Philippines before March 15 (Lead/Co-Lead) through Completion of the Policy Survey, incorporating inputs from the group

FINDINGS Different definition of CTE / TVET & systems; will respect each member-economy’s definition & system & response to the common challenge National Qualifications Framework as basis for comparability and mutual recognition of qualifications Involvement of INDUSTRY (employers, industry groups, etc) – define the competencies required in the workplace; involve itself in the design of the curriculum, assesment)

CONCERNS OF PARTICIPATING ECONOMIES ConcernsEconomy 1. Portability of qualifications within APEC for mobility Australia, Philippines, New Zealand, Thailand 2. Involvement of industry in defining competencies for training Australia, Philippines, New Zealand, Brunei, China, Thailand 3. Low status of CTE / TVET (Not a preferred career, especially by parents) Mexico, Japan, Hongkong, Thailand, Brunei

CONCERNS OF PARTICIPATING ECONOMIES ConcernsEconomy 4. Wage differentials between CTE & university graduates Mexico 5. Setting up CTE systems based on lifelong education system Korea 6. Providing CTE opportunities for the marginalized class Korea

CONCERNS OF PARTICIPATING ECONOMIES ConcernsEconomy 7. Establishing a government division taking full charge of CTE/TVET policy & administration Korea 8. Lack of qualified teachers / Teacher training Thailand, Brunei, China 9. Academic rigor of CTEUSA 10. Curricular reformChina

CONCERNS OF PARTICIPATING ECONOMIES ConcernsEconomy 11. How to sustain interest of students Japan 12. Developing partnership & cooperation among APEC economies Chinese Taipei 13. School-industry partnershipChinese Taipei 14. Enhancing assessmentChinese Taipei

TOP 3 MAJOR CONCERNS 1. Pursue the portability of skills & qualifications within APEC for mobility 2. Involve industry in defining competencies, curriculum & assessment 3. Enhance curriculum development & teacher training & public image to elevate the status of CTE/TVET

PROPOSED PROJECT Project Title: Comparability of Skills and Qualifications in APEC Objective: To benchmark skills & qualifications among APEC economies Priority Area: Hospitality / Tourism (linking with the work of Tourism WG, ASEAN) Project Components/Activities:  Mapping / benchmarking of competencies/skills, Qualifications Framework, including industry involvement & teacher training  Symposium on CTE / TVET systems & curriculum development process among APEC economies

PROPOSED PROJECT Funding Source: APEC Project Leaders: China (Lead) Philippines (Co-Lead) Participating Economies: Australia, Brunei Darussalam, China, Hong Kong, Japan, Korea, Mexico, New Zealand, Philippines, Chinese Taipei, Thailand, USA

THANK YOU!