Equipping Workers with Skills through Vocational Education and Training

Equipping Workers with Skills through Vocational Education and Training Andreas Blom, Sr. Education Economist, South Asia Region Washington DC, March 2010 1

Objective and Overview Learning objective: Awareness of main challenges and policy tools to equip workers with skills practical approach Overview: 1. Vocational Education and Training: What is it and what s the need and objectives? 2. Key Challenges (using Pakistan as a case) 3. Opportunities (toolbox of international examples) 4. How would you respond to the Challenges of Pakistan? 2

1. What is Vocational Ed and Training? Prepares the learner for a specific profession/trade often with specific practical/technical skills (less academic) The good old (auto-mechanic and beauticians) & the newer (air-hostess, para-medical, Web-designer) Forms (formal-informal): School-based (vocational and technical ed stream secondary and post-secondary) Training programs (Youth/unemployed) On-job-training (employees) Apprenticeship (mix of school and on-job-training) 3

1. Objectives of VET: why VET is back in fashion Skills: Increasingly a critical factor for a secure and well paid job 1. The GOOD Equity objective: Target group (Unemployed Youth, Unemployed / laid-off workers, females, rural residents, small scale farmers, and potential migrant workers) 2. The Good Competitiveness objective: Firms (out of low wage-technology-skills equilibrium, attract investments, and lifelong learning) 3. The BAD Objectives: Substitute for general education, and substitute for poor investment climate 4. The UGLY Objective: Hand out money to political constituents (through generous stipends) 4

2.Key Challenges Poor relevance and impact of training Linkages with employers Low efficiency and access to training Inadequate public financing Fragmentation of VET system (governance) Insufficient institutional capacity Demand for life skills - knowledge economy skills 5

2.1 Low relevance and impact of training Employment rates: Institutional training:? Short term training program: 27% Reasons: Little focus on performance no accountability Central (political) control no autonomy Outdated curriculum and equipment Very limited teacher training Poor link to employers / industry 6

2.1 cont: Linkages with Employers Board: 9 from Industry & 1 Govt. Financing: Industry co-finances Faculty: 8 out 15 from industry Course & curriculum updated: industry knowledge, design, coloring, and machine operations Practical exposure: Internship, Industrial Trips & Guest Speakers M&E: 90% Absorbed into Bedware industry 7

2.2 Low access and efficiency Low access: Pakistan: 0.9% of 10+ population has received Vocational Ed and Training Women: 0.4% (men 1.3%) Low efficiency: Utilization rate: 52% in polytechnics Reason: Little impact (Quality & relevance)? 8

2.3 Inadequate Public Financing Overall financing low: 3 % of education funding (technical education expensive) Just salaries, no $ for learning resources, teacher training etc. Few modern equipment / maintenance YEAR TEVTA Punjab (In Billion) GENERAL EDUCATION (In Billion) Difference (Times) 2005-2006 2.192 53.0 24.17 2006-2007 2.485 75.0 30.18 2007-2008 3.529 104.0 29.47 Technical Educational Vocational Training Authority (TEVTA) - Punjab Costs 2007 2008 (Rs. 2,315.62 Million) Salaries, 87.69% Recurrent Costs, 12.31% 9

2.4 Fragmentation of VET system Federal Government Ministry of Social Welfare PM Secretariat Ministry of Education Ministry of Science & Technology Ministry of Labor Manpower Overseas Pakistan Ministry of Industries Bait ul Mal (Autonomous) NAVTEC (Autonomous) Directorate of Technical Education NISTE Pakistan National Accreditation Council (PNAC) National Training Board (NTB) Skills Development Council (SDC) (Autonomous) TUSDEC (Autonomous ) Provincial Government Bait ul Mal Board Zakat Other Ministries/ Departments Qualification and Accreditation Curriculum Development Punjab Vocational Training Council Regional Offices Industries Provincial Education Department (NWFP/Baloc./Sindh) Provincial Labor Department (NWFP/Baloc./Sindh) Other Ministries/ Departments Vocational Dastkari School VTI TEVTA Punjab (Autonomous) Government Vocational Institutes, colleges and polytechnics SDCs Provincial Provincial Directorate of Manpower & Training Benazir Bhutto Shaheed Youth Development Programme Sindh Government TTC VTC ATC TTC VTC ATC Apprenticeship Training 10

2.5 Insufficient Institutional Capacity National Vocational and Technical Education Commission (NAVTEC): Years in existence: 4 % of positions filled: 48% (179 out 373 vacant) % of Sr. Management with TVET experience: 0 Existence of MIS: No High Staff turn-over Implementation plans: ½ 11

2.6 Knowledge economy/life skills Caribbean: Employers assessment of most desired skill set Honesty/integrity Work ethic Problem solving / efficiency Communication skills The ability to work well on teams 86% 86% 82% 79% 77% Taking individual responsibility 68% Dependability Computer skills 47% 45% 0% 20% 40% 60% 80% 100% Source: Caribbean Knowledge and Learning Network: Labor Market Survey, 2006 12

Overview 1. Vocational Education and Training: What is it and what s the need and objectives? 2. Key Challenges (using Pakistan as a case) 3. Opportunities (toolbox of international examples) 4. How would you respond to the Challenges of Pakistan? 13

3. Opportunities : Toolbox of International Examples Common to most approaches: Moving towards a Separation of financing, provision, and QA Institutional modernization program Upgrade /build teacher training institution Quality assurance: Competency based (Outcomes) Qualification frameworks to Integrate VET into formal ed Short-term training program - voucher Improving sector governance Second chance education On-job-training (workforce development) Capacity building: M&E, strategic planning, TA 14

Redefined system: Separation of Financing, Provision, and QA Separate Financing from Provision Through autonomy of public institutions Competitive funding of public and private inst. Co-Financing in a competitive manner (autonomous body with tri-party governance) Equity: Subsidy to disadvantaged groups Independent Quality Assurance Examples: Malaysia: PSMB training fund; UK: Train to Gain; El Salvador: INSAFORP 15

Tool: Institutional Modernization, and teacher training, India Objective: Improve the employment outcomes of graduates from the vocational training system, by making the design and delivery of training more demand responsive Indicators 73 % of pass-outs with an NCVT certificate 50% of pass-outs find employment within one year of training 25 % increase in the real earnings Activities Rehabilitation of 300 ITIs competitively selected (quality) Training the trainers Together with Qualification Framework, standards and M&E Risks Is money the main constraint? 16

Tool: Competency-based training Shift from Input (time spent) to Output (competences) Industry sets the expected competences for each occupation (occupational standards) Learning outcomes assessed through practical tests Curriculum and course plan describes how to acquire the competences Risks: Complex and impact? Example: Jamaica NVQ level 1 in Front Office - (Uniform Services - Bellman) Title of competence / Core or Elective / expected Hours Work with colleagues and customers Core 20 Follow Health, Safety and Security Procedures Core 20 Develop And Update Hospitality Industry Knowledge Core Follow workplace hygiene procedures Core 15 Communicate on the Telephone Core 10 Operate in a culturally diverse work environment Core Provide porter services Core 10 Carry out rooming procedures Core 20 Source and present information Core 10 Receive and store stock Core 15 Carry out data entry and retrieval procedures Elective Provide reception services at private clubs Elective 2 Provide Accommodation Reception Services Elective 30 Provide first aid Elective 24 Craft personal entrepreneurial strategy Elective 50 Promote Products and Services to Customers Elective 45 Facilitate access to external services Elective 10 Provide customized guest services Elective 20 17

Tool: Qualification Framework NQFs: Integrate VET into the formal system: No dead ends Allows for different learning pathways Promotes lifelong learning Risks: complex and coordination failure 18

Tool: Short-term training program Target group: unemployed (youth) Contracts a training program per course through a Performance contract for completion and jobs Alternative: vouchers Mix of class-room and on-job-training (often combined with an internship) Mix of occupational skills and life skills Stipends Examples: Jovenes program in Latin America Risks: sustainability and corruption 19

Tool: Governance improvements Objective: Improve policy coordination Activities: Assemble all VET under one agency Mozambique: Review of laws to clarify roles in governance and bring in private sector and civil society in administration Afghanistan: Cross-ministerial coordination body Dominican Republic: Administer joint programs (to build trust) Most countries: Policy studies Risks: Vested interests and reluctance to give away power 20

Tool: Second Chance education, DR Objective: Improve the employability of poor at-risk youth by building their work experience and life skills, and expanding second chance education programs Indicators i. 65 % are employed or self-employed 6 months after program ii. 10 % wage increase over the control group. iii. Drop outs decrease to 18% iv. 60% from the priority areas I and II in Poverty Map v. 45 % women. Activities Expand Second chance education program Expand youth employment program Capacity building and better coordination (governance) Risks: high drop outs 21

Tool: Upgrade employed workers; skills for competitiveness, Honduras Objective: Improve investment climate and exports Indicators(among others): Increase in No. of firms requesting training by INFOP Improved quality of INFOP courses(assessed by firms) Activities (among others to improve investment climate and innovation) Improving skills of labor force: Development of standards and accreditation of private training providers Matching funds for training to firms Risk/Downside: funding to already employed 22

Tool: Capacity Building Objective: Improve the capacity of the Apex body (and institutions) Activities: M&E: Tracer studies, MIS, impact evaluations Employer surveys Strategic planning and topic/policy studies Consensus building consultations info campaigns Risks: only indirectly affects training and only pay for consultants 23

Overview 1. Vocational Education and Training: What is it and what s the need and objectives? 2. Key Challenges (using Pakistan as a case) 3. Opportunities (toolbox of international examples) 4. How would you respond to the Challenges of Pakistan? 24

Thank you for your attention: Questions? More on: www.worldbank.org/sareducation 25

Points never to be forgotten Each country and context is unique and it faces its unique challenges Activities undertaken in other countries are not always relevant to the project country There is almost always something to learn from the success or mistakes of other countries Prior analysis and common understanding on the way forward is crucial Ownership and country implementation is 80-90% of project success 26