Education & Skills Development for the New Economy. Subtheme 6: Bridging Skills Development for Global and Local Demands 4 May 2017

Transcription

1 Education & Skills Development for the New Economy Subtheme 6: Bridging Skills Development for Global and Local Demands 4 May 2017

2 ASEAN BY Million Birth rates Labour force growth* Source: ASEAN community 2015: Managing integration for better jobs and shared prosperity. ILO and ADB (2014) 1950 and 2011, the proportion of people living in urban areas rose from 10.0 per cent to 44.7 per cent by 2050 it is expected to reach 58.3 per cent.

3 ASEAN BY million additional Increase in GDP of ASEAN 41% Rate of growth in high-skill employment between 2010 and 2025 in selected countries. Source: ASEAN community 2015: Managing integration for better jobs and shared prosperity. ILO and ADB (2014)

4 ASEAN BY 2025 Migration in ASEAN will continue in the lowand medium-skill segments, primarily in manufacturing, construction, fishing, and domestic work often undocumented Picture from: Source: ASEAN community 2015: Managing integration for better jobs and shared prosperity. ILO and ADB (2014)

5 ASEAN BY 2025 overall gender wage gap in 2025 Source: Projected Gender Impact of the ASEAN Economic Community (2015) job gains for male workers tend to be higher than in the case of female workers for both semi skilled and unskilled categories

6 THE FUTURE OF WORK Impact of technological change (Industry 4.0) Job destruction and job creation Challenge to provide the skills needed in the future, and to promote the development of diverse and complex sets of competences in the labour market: technical and core skills such as creativity, imagination, openness to new ideas, social and communication skills. Demographic changes (ageing, youth and women) Jobs that address special needs of ageing societies Jobs-skills mismatch for young labour entrants Gender gaps in labour force participation, quality of work & pay Technological changes and work in the future: Making technology work for all, ILO 2016

7 Education in ASEAN The challenge in building responsive education systems in the ASEAN region is the complex dimension of disparity in levels of development in ASEAN Member States. Compulsory primary & literacy skills Gender parity Provision of education for Out-of-School Children and Youths Vocational & Technological Skills Core employability that match cognitive skills and educational background Pathways for school leavers to enter the workforce, or to the realm of higher education Enhancements in tertiary education systems Role of TVET, and glut of tertiary education graduates

8 Key Concern The challenges of the New Economy, and the disparity in stages of educational development of the individual member states presents the more significant question: How can we provide education and training such that the ASEAN region moves forward as a highly integrated and cohesive economy with a competitive, innovative and dynamic workforce ready to meet local and global demands?

9 Rethinking Perspectives: Shaping A New Learning Paradigm Upgrading Teacher s Qualifications New curricula (curriculum needs to harness creativity whilst aligning itself to values of the new age) New approaches to education (education is less concerned with information transmission, but rather skill building) Collaborative Learning Rethink the modes of education Social Media ICT StudentCentred Learning

10 Rethinking Perspectives: Shaping A New Learning Paradigm Curriculum Reform Graduates need to possess entrepreneurial and creative skills, whilst being fully cognizant of the needs of global economy. Engaging the private sector and industry experts ASEAN efforts at developing the RECOTVET programme, engaging chambers of commerce and industry federations in the development of quality indicators for TVET

11 Rethinking Perspectives: Shaping A New Learning Paradigm Curriculum Reform Sensitising students to issues and peculiarities of the new age Sound knowledge of societal concerns. Global Citizenship Education, a UNESCO-developed concept to refer to the form of civic learning involving projects related to global issues. ASEAN efforts include ASEAN Youth Volunteer Programme, which sensitises participants to the socio-economic needs of society through active volunteerism. The ASEAN Environment Forum is another example which requires students to engage in dialogue on issues related to solving environmental concerns of the region. ASEAN YOUTH ORGANISATION

12 Rethinking Perspectives: Shaping A New Learning Paradigm Gender Parity The ASEAN region needs to engage in building an informed education system that not only taps into the needs of the global economy, but also takes into account the gender imbalances in labour and the economy. Some example of this is seen in ASEAN efforts in the passing of the ASEAN Declaration on Strengthening Education for Out-of-School Children and Youth (OOSCY). This declaration could be used as foundation for greater social development.

13 Rethinking Perspectives: Shaping A New Learning Paradigm Sound Career Guidance Sound career guidance will ensure that graduates are matched to the appropriate jobs that match their skill set, and cognisant of developments in the labour market. ASEAN efforts of this is seen in the recent setting up of an ASEAN University Students Council Union. A step in a positive direction, it aims to organize and connect student organisations (mainly unions) such that transmission of information to ASEAN students in the region on prospects of jobs and post-education pathways are readily available. The establishment of apprenticeships and internships also serve to link the labour market with relevant skilled graduates.

14 Rethinking Perspectives: Shaping A New Learning Paradigm Lifelong Learning The new economy moves at a momentum that is constantly developing and changing. Workers need to constantly upgrade their skills such that they are always ahead or on top of the needs of the economy. Education should not end once a person leaves the formal education system. Workplace provision for skill upgrade and to refresh acquired knowledge Government or regional bodies need to set up organisations where mature workers can return to some form of training or education system.

15 Rethinking Perspectives: Shaping A New Learning Paradigm Lifelong Learning ASEAN efforts in this domain include the efforts in the TVET sector. The last ASEAN TVET conference in September 2016, for example, saw participant discussion in the areas of industry involvement, dual TVET systems, inter-agency coordination in implementing TVET systems, relevance of TVET curricula and infrastructure, and quality of trainers and skills recognition.

16 Rethinking Perspectives: Shaping A New Learning Paradigm Qualification Framework Efforts in establishing regional frameworks of quality assurance such as that in the AQAN and AQAF are done to ensure that as the region moves forward and grows as a community, the quality of training and skill building programmes are always maintained. This is done to ensure that our workforce is always relevant to the global needs of the new economy. ASEAN efforts in this arena include the SHARE programme. The SHARE programme works at building affiliations with the ASEAN University Network and SEAMEO RIHED to establish a common ASEAN scholarship body. In so doing, quality assurance frameworks will need to be put in place to maintain parity throughout the regional programmes. At present, AQAN and AQAF are the ASEAN bodies that are actively establishing systems of assessing quality for programmes run throughout the region.

17 Education and Skills Development Objectives Aligning national development objectives with regional ones A sustainable Southeast Asia is one that has an enhanced education and training system that is able to respond nimbly to the needs of the ever changing new economy. We need to align our national development initiatives with regional ones such that we move collectively forward as a community in building a strong and relevant workforce.

18 Education and Skills Development Objectives Regional production centre driven by skills, innovation and creativity The AEC Blueprint suggest that the future for the ASEAN community is in building a regional centre that is defined by its ability to provide a skilled, innovative and creative workforce. This dream can only be realised if we first acknowledge the foundational importance of education and training systems in the process. A cross-sectoral approach to education will ensure that the focus of regional organization in promoting innovative education is always kept at the horizon of endeavours.