Outline of the Presentation

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1 Working Together Towards Harmonization and Internationalization of TVET in Response to ASEAN Integration Initiatives in Harmonizing and Internationalizing TVET in Lao PDR: TVET - Teacher Development Presented by: Mr. Thongsa INTHAVONG Director of Administrative Division Head of PIU/STVET Office Technical and Vocational Education Department (TVED) Ministry of Education and Sports (MOES) Outline of the Presentation 1. TVET Development Contexts in Brief 2. Implementation & Achievement of TVET - Teacher Development 3. Way forwards of TVET - Teacher Development 4. Recommendation to the Initiative for ASEAN Integration (IAI) 5. Questions and Answers 2 1

2 1. Current Development Context, Lao PDR Population 2015: Approx. 7 million; 2020: expected 7.3 million A multi-ethnic nation of 49 groups, but categorized into 4 main ethno-linguistic families (e.g. Lao Tai: 65%, Mon-Khmer: 23%, Hmong Yao: 8% and Tibeto-Burma: 3%) : expected 4.4 million working people in labor market; per year approx qualified workers enter into labor market Labor structure Agriculture Industry Services Source: 4 th Draft 8 th NSEDP from GDP growth: : 8.05% (2014: 7.8%) : Projected 7.5% 1. Current Share of GDP Agriculture (%) Processing (%) Services (%) Source: 4 th Draft 8 th NSEDP from

3 Develop and improve TVET Teachers and Staff (4 Outcomes) Set up the Quality Assurance System (6 Outcomes) Develop Information System of TVET (2 Outcomes) 2. Improve Quality and Relevance Target 2015 Improve the TVET Organizational Structure (2 Outcome) 3. Improve TVET- Management Formulate the Policy and Tools at the Macro Level for TVET Development (5 Outcomes) 1. Equitable Access into TVET Construction, Expansion and Renovation of TVET Schools (inc. 5 Outcomes) Expand TVET Offer and Approaches (inc. 7 Outcomes) Achievement of TVET- Teacher Development 3

4 Overview of TVET-Teacher Existing Pre-service training programs for TVET-Teachers: Level Input Duration Venue Fields Ability Bachelor (regular) Grade 12 5 Y Dep. of TVET- Teacher, FOE, NUOL ME, CE, EE, ICT deliver theoretical instruction, write textbook, develop instructional media Bachelor (continuing) high diploma 2 Y VEDI, Polytechnic College ME, CE, EE, ICT, BA, Mining, Land Management. deliver both theoretical and practical instruction, write textbook, develop and produce instructional materials and media High diploma (continuing) diploma 2 Y LPB, VPTC, LGTC, PPS, CHAM all necessary trades Can deliver practical instruction, limited delivery theoretical instruction, produce instructional materials and media LPB Luang Prabang; VPTC Vientiane Province; LGTC Lao-German Technical College; PPS Pakpasak; CHAM Champasak Province; ME Mechanical Engineering; Civil Engineering,; EE Electrical Engineering Overview of TVET-Teacher Existing In-service training for TVET-Teachers: Type of Training Input Duration Venue Fields Ability Pedagogy D, HD, B.Sc., BA, BE MA, MBA, ME 2-6 w VEDI all fields deliver theoretical and practical instruction, develop instructional media Technical Trades D, HD, B.Sc., BA, BE 2-6 w TVETinstitutions all fields deliver both theoretical and practical instruction, develop and produce instructional materials and media Professional Development or training all level 2-4 w VEDI, TVETinstitutions all necessary trades Develop curricula, develop and produce instructional materials and media (e.g., MTP, textbooks) 4

5 International Cooperation on TVET Teacher Education Lao-German Cooperation: 1. Technical Teacher Education Project Strengthen teacher training department at the Faculty of Engineering at National University in Laos Strengthening Vocational Development Institute Support Master Training in Germany and Korea (16 month program for 10 teachers) 2. VELA s Financial Cooperation (KfW) Establishment of Vocational Teachers Education Centre within the Vocational Education Development Institute Strengthening teaching personal of VEDI Improving TVET Information System and Data Base International Cooperation Lao-German Cooperation: 3. In-company Training of vocational instructors (BB-Mekong) Send the core trainers to Thailand Implement the multiplier training system 4. RECOTVET Train core TOT Train experts of competency development Train the trainer for school management Etc 5

6 STVET-Project (ADB Grant No: 0211-Lao): 1. Methodologist training 2. Contract training for trainers 3. Master trainer s training in collaboration with TEMASEK Foundation 4. In-company training of trainers in cooperation with OVEC, Thailand 5. Expand the implementation of improved concept for master trainers to the other trade areas Lao-Thai Cooperation Project: 1. Numerous MOU with Thai TVET Colleges and Universities 2. Upgrading of Teachers from Diploma to Higher Diploma and Bachelor level 3. Upgrading of TVET teachers and administrator on Master Degree and Doctoral Degree 4. Study visits in Thailand of teachers and administrators 6

7 Challenges on TVET Teacher Development 1. Lack of practical skilled teachers/trainer 2. Lack of expertise in TVET curriculum reform 3. Lack of experience in Implementing Competency Standards of TVET - Teachers 4. Insufficient Teaching personal in the companies (In-plant trainers) Challenges 5. TVET Teacher training programs Pre-service training program: Still academic focus, but not enough on building practical skills Limited number of training fields In-service training program on pedagogy: A bit weak in building pedagogical competence Irrelevant training duration for teachers running initial training course and non-formal TVET programs In-service training program on practical skills: No regulations on developing in-service training program on practical skills 6. Insufficient incentives for developing TVET teacher 7. Weak TVET-Teacher Management Information System 7

8 Way forwards of TVET - Teacher Development Way forward I. Continue the implementation of competency standard for vocational teacher at graduate level (Teacher for theoretical instruction) Five Competency areas: 1. Competence in acting in an exemplary manner 2. Competence in education and training 3. Competence in teaching 4. Competence in assessment 5. Competence in self-development and innovation 8

9 Way forward II. Continue the implementation of competency standard for trainers (practical instructors) Trainer Qualification (TQ) TQ I Descriptor Plan training session and conduct competency-based- TVET; conduct competency assessment; maintain and repair technical facility and equipment; operate basic training machines and equipment; perform repetitive tasks, safety and housekeeping. TQ II Conduct CBT-TVET; conduct competency assessment; develop learning materials, design, develop and perform preventive maintenance of technical facility and equipment; provide career guidance and counseling; perform multiple task and activities Way forward. II. Continue the development Trainer Qualification (TQ) Descriptor TQ III Organize and supervise training programs and activities; monitor and evaluate performance of trainers; responsible for the evaluation and improvement training activities and workshop instructions; develop training curriculum and competency assessment tools; conduct training needs analysis and competency assessment; responsible for the technical facility and equipment TQ IV Plan and manage school operation; plan and manage TVET projects; manage senior trainers and staff; evaluate and improve performance of senior trainers and work processes; facilitate development of competency standards, assessment tools and competency-based modules; perform whole range of work at high level of competence including those involving decision-making skills, interpretation and execution of plans and work designs 9

10 Number of TVET-Teachers Provide pre-service and in-service training and professional development of TVET Personals (3 focal areas) Implement Quality Assurance System (4 focal areas) Develop Information System of TVET (4 focal areas) 2. Improve Quality and Relevance Target 2020 Improve the TVET governance structures (2 focal area) 3. Improve TVET- Management 1. Increase Equitable Accesss Establish, improve and expand TVET capacities (5 focal areas) Formulate policy and TVET governance instruments (3 focal area) Promote all society and Economic sectors involved in TVET development (3 focal areas) Improve relevant TVET approaches (5 focal areas) The TVET-Teacher demand projection from ,000 3, New recruited Teachers 3,000 2,500 2,000 1,500 1, , , , ,769 3,081 3,373 Existing Teachers Scholar Year Source: Draft ESDP and Draft TVET Development Plan

11 Recommendation to the Initiative for ASEAN Integration (IAI) I. Development of a National Qualification Framework (NQF) The recommendation for the adoption of an NQF as a means of promoting the development, implementation and financing of a transparent mechanism for the assessment, certification and recognition of skills. In this context, the MOES of Lao PDR is addressing the pressing need to establishing a Lao NQF (LNQF), since international, regional and national TVET experts recently voiced their concern for more demand-driven TVET and labour and educational mobility within the ASEAN region. Establishment of a LNQF that will be linked to an interchangeability and portability between the LNQF towards a Regional Qualification Framework (RQF). 11

12 II. Implementation of New Modular Curricula COMPETENCY-BASED APPROACH (1) COMPETENCY STANDARDS (3) ASSESSMENT TOOLS (2) LEARNING/TRAINING Modules/Curricula Comparison between Existing and New TVET Training Program in Lao PDR Existing TVET Training Program a) Supply driven (no link to the labour market) b) Time based c) Standard curricula (trainee in - out only) d) General skills development (no standard based design) e) Quantitative results (x no. of trainees trained) f) One Certificate, if course completed New TVET Training Program a) Demand driven (involvement of industry through TWGs) b) Competency based c) Modular curricula (flexible entry/exist) d) Employable skills development (job oriented design based on standards) e) Quality of process (outcome based/measurable assessment) f) Certification based on achievements/level of skills 12

13 III. Development of CBA, RPL and Certification To develop the capacity of training and assessment to deliver a seamless Competency Based Assessment (CBA) and Recognition of Prior Learning (RPL) scheme under the MOES and MOLSW needs to be addressed during the TVET Development Plan