TVET section report TVET Policy in Cambodia Validation workshop

1. TVET section reportTVET Policy in CambodiaValidation workshop Section for TVET UNESCO 10 April 2012

2. Structure of the presentation • POLICY REVIEWS FRAMEWORK • KEY FINDINGS • AREAS FOR POLICY ACTIONS • A FRAMEWORK FOR ACTIONS • CONCLUSION

3. National Development Model Labour market dynamics Policy priorities regarding relevance Policy priorities regarding skills for development Technical Vocational Education and Training (TVET) Policy priorities regarding access and participation Education System

4. 1.1. Economic Situation Key indicators of economic growth (unit: %, % points) • Rapid economic growth with • 6.7% of average growth rate since 2006 • Economic importance of external trade

5. Economic Situation: Source: SNEC 2011, industrial policy

6. Labour Market Situation: Source: MLVT 2011

7. Labour Market Situation: Quality of labour force Source: MLVT 2011

8. Present and future development challenges • Move-out of low skills equilibrium trap • Address youth-bulge • Address Sustainable development

9. Evidences regarding skills mismatch Demand side • Evidence 1: Employers report that TVET graduates do not have the right mix of skills. • Evidence2: Employers report difficulties in finding specific vocational and occupational skills (plumbing, carpentry, sewing, etc.). • Evidence 3: 53% of Entreprises look for more information regarding Work place training providers • Evidence 4: Entreprises identified the lack of good training providers as the single largest constraint in providing adequate training to their employees.

10. Role of entreprises • Employers are not providing signals on demand for skills on a regular basis • Weak market for continuing training • Few mechanisms for influencing decision making at national, sectoral, regional and local levels

11. Quality of Education • Evidence 1: A growing body of evidence suggests that the formation of skills is a life-cycle process that exhibits self-productivity and dynamic complementarity (see Cunha and Heckman, 2007). In this perspective, the productivity with which investments in TVET are transformed into valuable skills is positively affected by the level of skills that a person has already obtained in the previous stages. Education for All Index Source: GMR, 2011

12. Key findings

13. Key findings

14. Progress in key reforms institution legal Framework Draft proposal Symbolic valuing NQF Funding Quality. Assurance PPP LMI TTT Work-place

15. Incentives for companies • Capacitybuilding for entreprisesrepresentatives • Labourmarketinformation • PublicPrivatePartnership • Policyareas: Teacherscareers; • Curriculareform • PedagogicalInnovation; • Link TVET withDevelopmentModel • LabourMarketinformation • Educationsystemreform • TVET keybuilding blocks • Decentralisation and deceoncentration Eight key policy areas for action • EnhanceInformation, careerguidance and counselling • Qualificationsframework • Bridgingprogrammes • Validation of prior learning • Distance and open learning Imperative of national coordination Improve the links between productive sector and TVET Improve the quality of teaching and learning processes Building flexible TVET and improve career guidance

16. Entreprisescharcteristics • Governance • Management and organisation • New financingmechanism • Simulation • Governance • Efficiency • Equity • Simulation and forecasting • Curriculumreform • Developevidence-basedoptions Eight key policy areas for action • Disagregatestatistics • Incentives Providing sustainable financial resources Developing workplace learning Develop options for diversification of Upper-secondary Meeting the social equity agenda

17. Laying the foundations for the future • Better strategic planning • Strong connections between objectives and resources • Move gradually from pilots to mainstreaming at system level • Set-up the institutional arrangements

18. Labour Market Information for strategic planning

19. Priority Areas in governance Further introduce institutional changes to strengthen separation of policy-setting and oversight functions across institutions Introduce incentives for enterprises and strengthen their capacities in HR for example through sectoral skills councils 3 Invest in capacity building and strengthen the mechanisms to hold TVET institutions accountable for their performance

20. TVET Institutional arrangement in Cambodia NTB PTB POLICY MLVT MoEYS NTTI NTF OVERSIGHT MoEYS Provincial authorities MLVT Provincial authorities DELIVERY PTCs CLCs TVET schools Private and NGOs TVET providers

21. Policy options regarding funding • Maintaining the status quo: adding more expectations to an over-stretched, and low funded, system. This first option is neither appropriate nor affordable, given Cambodia’s plans for future economic development. • Rely further on international funding: Both MoEYS and MLVT are relying heavily on international institution-based support for upgrading and maintaining education and training institutions. This second option is neither sustainable in mid-term perspective is nor systemic in its nature and hence neglects other providers such as NGOs, private TVET providers, etc. • Set-up a new source of funding and improve efficiency: deliberate and phased unlocking of potential of enterprises’ contribution to TVET through the development of new policy instruments for example through the set-up of a levy on the payroll of formal enterprises. Explore different schemes for allocation and use of funds to promote incentives toward good results among TVET providers (public and non-public)

22. Harnessing the potential of workplace learning ✓ proportion of enterprises which comply with the law on apprenticeship lies between 6.4% and 13.3%. The proportion of apprentices is between 1.3% and 1.5% of the workers (MLVT, 2010) ✓ Employers’ proposed solutions to overcome skills shortages (15% asks for more information on internships and scholarships and 52% ask for more information on workplace training providers) ✓27.9% of children surveyed declare that reasons for non-attendance is that they must contribute to household income (CSES, 2009)

23. Harnessing the potential of workplace learning ✓ Provide incentives to enterprises to increase number of apprentices ✓ Enhance the role of employers organizations ✓ Strengthen the capacity of the NTTI to deliver support to TVET institution in organizing workplace learning ✓Review the legal framework of apprenticeship

24. Enhance quality ✓ Reform secondary curriculum to improve the teaching of science, technology, math, engineering and other soft skills such entrepreneurship, team working, problem solving ✓ Strengthen the capacity of the NTTI to deliver support to TVET institution ✓Enhance counseling and career guidance at different points of education and training system, more particularly at the end of lower-secondary

25. Enhance quality • Points of discussion The purpose of groups discussion is three folds: • To validate the findings and the issues raised in the report; • To identify any policy issue which has not been dealt with in spite of its importance; and • To prioritize policy issues which are requiring more substantive and urgent policy dialogue • For more fruitful discussion, please keep broad perspective instead of focusing on specific issues which can be examined in far more detail through the other chances of policy dialogue for them. • Chairs and rapporteur • To facilitate the discussion, one person will act as a chair. • Also, to effectively convey the discussion results of each group, one person will act as a rapporteur. He/she will introduce key points of group discussion during the plenary session in the afternoon.