August of 2014

TVET in KOREAToward Relevance and Competency-based Skill

Formation

Ho Young Oh(hyoh@krivet.re.

kr)© Ho Young

Oh

Contents

1. Overview

2. Key Economic & Social Priorities in TVET

3. Enablers & Barriers to Investment in TVET

4. Evidence-based Research

© Ho Young Oh

1. Overview 1. Overview

255

(US$) 22,708

Korea’s GNP Per Capita

(Source : Bank of Korea)

TextilesAutomobiles

Semi-conductors

Mobile phones, DTV, ship-

buildings, etc.

© Ho Young Oh

College enrollment rate(%)Youth employment rate(%)

College Enrollment Rate & Youth Employment Rate

1. Overview 1. Overview

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Skill mismatch : Supply-driven system with emphasis on education and training institutions such as vocational education confined within the school classroom & low engagement in vocational education within industry Quantity mismatch : College enrollment rate is too high. Young people are competing to pad their resumes with qualifications that are irrelevant to their jobs. Low youth employment, longer period of school-to-work transition and skill mismatch. Companies have to pay for reeducation for newly hired graduates.

Widening Discrepancy between Education & IndustryWidening Discrepancy between Education & Industry

1. Overview 1. Overview

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Development and dissemination of National Competency Standards(NCS)

: NCS standardizes the knowledge, skills and attitudes required to perform a job in the workplace by industry

sector and competency levels. : NCS provides a job specifications and guidelines to foster the talent needed by industry.

Goal : Make irrelevant TVET relevant to industrial needs and client-oriented TVET

Improve students & trainees employability; higher labour productivity & company satisfaction with TVET

2. Key Economic & Social Priorities for TVET 2. Key Economic & Social Priorities for TVET

1) Enhancing Industry Relevance of TVET1) Enhancing Industry Relevance of TVET

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2. Key Economic & Social Priorities for TVET 2. Key Economic & Social Priorities for TVET

Complete the development of NCS for all job areas by 2014. : Apply NCS to vocational high school curricula (pilot

operation in three schools). The new curriculum model will be spread to

other schools. : NCS will be reflected in vocational training courses by

2015.

: Qualification system will be reformed in line with NCS : Help companies’ personnel management systems

transform into NCS-based ones that are suitable for individual companies

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1) Enhancing Industry Relevance of TVET1) Enhancing Industry Relevance of TVET

Demand Driven VET System = Work-Study Dual System : Companies are responsible for teaching their new recruits necessary job skills. : Schools and training institutions complement these skills with theoretical education.

Companies are invited to apply for participation in the system; successful applicants are supplied with necessary OJT programs

and instructors.

The government is trying to institutionalize measures to evaluate, and provide qualifications to those who have completed training.

2. Key Economic & Social Priorities for TVET 2. Key Economic & Social Priorities for TVET

2) Introducing the Work-Study Dual System2) Introducing the Work-Study Dual System

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Individual benefits : Young job seekers are employed early without having to acquire unnecessary qualifications, which saves considerable time and cost in school-to-work transition. : Companies are able to encourage longer service and save large sums of money spent for retraining new employees.

2. Key Economic & Social Priorities for TVET 2. Key Economic & Social Priorities for TVET

2) Introducing the Work-Study Dual System2) Introducing the Work-Study Dual System

© Ho Young Oh

Change the key TVET actor by transforming the centralized, supply-driven TVET into a region- and industry-led one.

Region- and Industry-led HRD was introduced in 2013, and industrial circles, such as workers’ and employers’ organizations, local government, regional employment and labour office, office of education, etc., set up local HRD councils jointly in 14 local areas.

: Conducted training-demand surveys for employers and job seekers. : Selected 27 joint education and training institutions to provide training to 38,000 people.

2. Key economic & social priorities for TVET 2. Key economic & social priorities for TVET

3) Region and Industry-led TVET3) Region and Industry-led TVET

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3. Enablers and Barriers to Investment in TVET 3. Enablers and Barriers to Investment in TVET

Employment Insurance (EI) System

Meister high school

Job crisis among youth

Retirement of baby boomers

Rapidly changing industry

Employment Insurance (EI) System

Meister high school

Job crisis among youth

Retirement of baby boomers

Rapidly changing industry

EnablersEnablers

Entry Barriers into TVET

Manufacturing-centered TVET

Unstable industrial relation

Low recognition for TVET

Wage differentials between large & SMEs, labor mobility

Entry Barriers into TVET

Manufacturing-centered TVET

Unstable industrial relation

Low recognition for TVET

Wage differentials between large & SMEs, labor mobility

BarriersBarriers

© Ho Young Oh

4. Evidence-based Research 4. Evidence-based Research

National think tanks under prime minister’s office : KRIVET(Korea Research Institute for Vocational Education & Training), KLI(Korea Labour Institute), KDI(Korea Development Institute), etc.

Surveys : Graduates Occupational Mobility Survey : Training Demand Survey : Economically Active Population Survey

Disclosure of Information : Information service of “Higher Education in

KOREA”© Ho Young

Oh

Thank you!!

© Ho Young Oh