New Drivers of change and trends

in TVET: Global perspective

New Drivers of change and trends in

TVET: Global perspective
Trend 1: Demographic changing

Aging, migration bring changing in labor

force

Changing Population Structure. Increase

in average life span and declining birthrates
are creating aging societies, as well as
increasingly urbanized populations, which
leads to greater disparities between urban
and rural.

New Drivers of change and trends

in TVET: Global perspective
Trend 2: Economic Globalization

Changing global value chain requires new

thinking

Economic Globalization is another clear

trend. Capital, talent and knowledge
continue to flow around the world faster and
faster, while the influence of international
organizations
and
multi-national
corporations also continues to increase.

New Drivers of change and trends

in TVET: Global perspective
Trend 3: Internet Everywhere

Virtual activities lead new business models

and norms

Ubiquitous Internet. The influence of the

burgeoning development of the internet on the
future global economy grows deeper every day.
Because the Net creates unlimited business
opportunities, its assault on established legal,
social, and cultural norms will be even more clear
than it has for the past ten years. The explosive
growth in the quality and quantity of information
available, as well as information security, will

New Drivers of change and trends

in TVET: Global perspective
Trend 4: Cross-disciplinary
technology integration

Integration aims for innovations based on

user needs

Cross-disciplinary
Technology
Integration.
In
terms
of
industrial
development,
individual
technologies
already cannot satisfy needs, driving the
creation
of
major
cross-disciplinary
technology integrations that are more and
more strongly connected to social and
human aspirations.

New Drivers of change and trends

in TVET: Global perspective
Trend 5: Environmentalism

Value environment / low-impact

manufacturing

Agile Manufacturing and environmental

concerns. Raising precision manufacturing
ability with increasing automation and
flexibility has already become a main
method of competition between countries
facing labor shortages. This kind of agile
manufacturing is also necessary to meet
today's need for commodities of various

New Drivers of change and trends

in TVET: Global perspective
Trend 6: Natural Resource usage
efficiency
Sustainable usage and allocation

Natural Resource Usage Efficiency. Over

the next ten years resources such as water,
oil and food will continue to have different
degrees of influence. How to reasonably and
efficiency
utilize
water
resources,
successfully develop alternative energy
sources and stabilize food supplies, will be
key factors for increasing economic growth

The K-Worker as a Change Agent

How work in High-Tech Organizations has been
changing

Who is
expected to
initiate
change?

Focus of
Business

Technolo
gy

198
0s

Production

Mechanical

hierarchic

Senior
managers

199
0s

Serving
the
Customer

Electronic

teams

Middle
manager

200
0s

Speed and
profitability
of
innovation

integrated

networks

Qualified
workers

Structure

O
W
K

ER
K
R

Knowledge based economy

Distinct challenges for TVET, in
terms of acclimatizing to;
Financial restructuring as Asia-pacific regional countries
Competition in education and training markets as citizens
seek the best educational opportunities, especially with
entry of foreign education providers in the domestic
market
The access and exit of skills embodied in people due to
migration flows.

Climate Change &

Sustainable Development

TVET being major resource consumer

takes on a complex and distinctive
character with regard to sustainable
development. TVET constantly included
elements of sustainability, especially in
the way scarce training materials were
conserved and waste materials were
disposed.
Example: Overconsumption of such consumer

Climate Change &

Sustainable
Development
For TVET programs to be part of the solution
and not part of the problem; they must be
reoriented so that they contribute to sustainable
development worldwide.
Koichiro Matsuura
Director-General of UNESCO

TVET must be the masker key that can

alleviate poverty, promote peace, conserve the
environment, improve the quality of life for all
and help to achieve sustainable development.
Bonn declaration (2004)

Information Revolution
New developments in information technologies
have opened up new prospective in teaching and
learning. ICTs need to be harnessed, to provide
more widespread access to TVET. However, due to
the impact of ICT on education, there are issues to
interrogate:
1. How will ICT developments impact our educational practice?
2. Will we experience a drastic change in teaching and learning
strategies?
3. Will we adopt a new learning paradigm in the next decade or
two?

Developing TVET Educator for

Global Economy
Broad workforce requirement for global
economy:
Capacity For Lifelong
Global Learning
Economy Adaptability, practical skills
Awareness @ global issues
Workforce
Communication Skills
Ability to work collaboratively

Impact of Global Economy on

Learning
Build the capacity of TVET Educators to
be enhanced so as to make them aware
of the potential of ICT in education and
training the learners of tomorrow.
Education and Training of knowledge workers
requires different educational policies, facilities,
curricula and, above all, teachers.
- Rupert Maclean and Ada Lai (2011)

Impact of Global Economy on

Learning
Educators must be transformed from those who
impart knowledge to those who facilitate learning.
Curricula must be transformed from mechanisms to
deliver facts into mechanisms to promote and
facilitate learning and thinking.

Experts assert that a Competencybased Approach to curriculum

development can facilitate this
transformation.

Developing TVET Educator-Future

Roadmap
Capacity Building Programs for TVET Educator

Focal
Curriculum
Areas:Based

TVET
Educat
ors

Faculty Training
ICT Technology Skills
Enhancement Program
Pedagogical Training
Sequential Summer
Program

Changing Role in TVET to meet the

need of emerging industry
Old Paradigm

New Paradigm

Supply driven
approach

Demand-driven approach

Training for
employment

Learning for employability

In-service training

Concept of continuing life-long

learning

Training focus on the Self-learning and focus on the

teacher/trainer
learner
One-time learning

Continuing recurrent life-long

learning

Education and

Education and training integrated

Changing Role in TVET to meet the

need of emerging industry
Old Paradigm

New Paradigm

Specialization in one skill

A search for multi-skilling

Skill recognition based on

training period and
examination

Recognition based on
competency and prior learning

Rigid and fixed entry and

exit

Flexible and multiple entry and

exit

Focus on formal sector

Recognition of the need to focus

both on formal and informal
sectors

Training for wage

employment

Training for wage and selfemployment

Changing Role in TVET to meet the

need of emerging industry
Old Paradigm

New Paradigm

Policy and delivery

dominated by state

Policy and delivery separate,

market-driven

Governance dominated by
the state

Participatory governance,
recognition of multiple actors,
social dialogue

Source: ILO. ND. The Changing Role of Government and

Other Stakeholders in Vocational Education and Training)
by Stephen Murray

EMERGING TRENDS IN TVET:

Philippine setting

TVET Strategic Framework

21st Century Filipino Skilled

Workforce Characteristic:
Technically competent
Innovative and creative
Knowledge-based, with higher order
thinking skills
With foundational life skills
In pursuit of lifelong learning opportunities
Possessing desirable work attitudes and
behavior

TVET Trends & Specific Skills

Interventions
Knowledge Based
economy

Higher Order Thinking Skills (HOTS)

are introduced to advocate critical
thinking, analysis and problem
solving to augment and enhance
learning outcomes in TVET. They
have also become common feature
of standard-based education
reforms.

Rapid Technological
Change

Possession of Generic Soft Skills has

become a pre-requisite in the new
work place. Skills including
cognitive, interpersonal, attitudes,
values work habits and enterprise,

TVET Trends & Specific Skills

Interventions
Global Warming

Poverty Alleviations

Sustainable Development as key

agenda of UNs and other
development organizations
education provisions, significantly
calls upon reorienting TVET
curriculum towards sustainability
while maintaining the principles of
6Rs: Reduce, Reuse, Renew,
Recycle, Repair and Rethink
perspective

Entrepreneurship, Modular
Employable Skills and Informal
Source: Emerging Trends in Asia and the Pacific Region
Sector skills are largely considered
and their Impact on SMEs by Prof. Shyamal Majumdar,

TECHVOC
ROADMAP
2014-2016

O1 Filipinos with competencies and life skills to pursue economic opportunities

S1 Expand Access to Quality Techvoc
ACTION
1. Implementation Scholarship for Employment
Training Program
2. Provide financial assistance to trainees (PESFA)
3. Implement Skills Development Program under
Grassroots Participatory Budgeting (GPB)
4. Provide quality Techvoc inputs
Mobile Training Labs
5. Implement Skills and Livelihood Training in Yolanda
affected areas
Construction Training for LGU/DPWH/NH A Projects
(Pandayan Project)
Skills Training for Livelihood

Partner Agencies/Orgs.
LGUs, Techvoc Providers
Private Techvoc Providers
LGUs, Techvoc Providers
LGUs, DBM, DTI, DA
LGUs, DPWH, NHA, DSWD,
Techvoc Providers

O1 Filipinos with competencies and life skills to pursue economic

opportunities
S2 Develop workforce competencies required in key growth areas
ACTION

1. Implement programs to meet competencies required

in key growth areas
Institution-based Training Program
TWSP for key employment generators

Enterprise based/ Apprenticeship Program

2. Provide Labor Market Information to Techvoc
Providers

Partner Agencies/Orgs.

DepEd, CHED, Industry,

Techvoc Association

DBM, DOLE, DTI, DA,

DOT, DPWH, Industry
Association
DOLE, Industry
Association
DOLE, DTI, Industry
Assn., Techvoc Providers

TRAINING FOR
WORK
SCHOLARSHI
P PROGRAM:
NATIONAL
SECTORAL
TARGETS

Priority Sectors

2014

2015

2016

Total

163,300

204,125

224,538

Agri-Fishery/AgroIndustrial

26,600

33,250

36,575

Manufacturing

29,490

36,862

40,549

Tourism

40,947

51,184

56,302

IT-BPM

36,225

45,281

49,810

Infrastructure

27,067

33,834

37,217

Logistics

2,971

3,714

4,085

O1 Filipinos with competencies and life skills to pursue economic opportunities

S2 Develop workforce competencies required in key growth areas
ACTION

Partner Agencies/Orgs.

3. Competency Assessment and Certification

Program

Industry DOLE

4. Implement Quality Assured Techvoc System

Techvoc Providers

5. Philippine Qualifications Framework

Registry of Qualifications by Sector

DepEd, CHED, PRC,

DOLE Industry

O2 Leadership, Management, and Innovation

S1 Implement Good Governance System
ACTION

Partner Agencies/Orgs.

1. Good Governance Certification

DOLE, CSC, DBM

2. ICT enabled Systems

TESDA Online Program
- no. of additional courses
- no. of registered users

DOST ICTO, Techvoc

Providers

TECHVOC Information System

DOST ICTO, DBM

O2 Leadership, Management, and Innovation

S2 Engage Industry in the Provision of Techvoc Services
ACTION

1. Involve industry representatives in the

development and implementation of
standards and curricula
No. of TRs updated, developed and
implemented

Partner Agencies/Orgs.

Industry partners, DTI,

DOT, DA, other NGAs

It is not the strongest of the

species who survive, not the
most intelligent, but the ones
most responsive to change.
- Charles Darwin