Setting up the Stage: Persistent and Perennial Issues in TVE and Upper- Secondary Education Josh...
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![Page 1: Setting up the Stage: Persistent and Perennial Issues in TVE and Upper- Secondary Education Josh Hawley The Ohio State University Fourth ECA Education.](https://reader036.fdocuments.us/reader036/viewer/2022072011/56649e2c5503460f94b1af34/html5/thumbnails/1.jpg)
Setting up the Stage: Persistent and Perennial Issues in TVE and Upper-
Secondary Education
Josh Hawley
The Ohio State University
Fourth ECA Education ConferenceThe Missing Link: Rethinking the Role of Technical Vocational Education in Upper
Secondary Education Jointly Sponsored by the World Bank and by the Ministry of Education and
Science of the Republic of AlbaniaOctober 24-26, 2007, Tirana, Albania, Sheraton Hotel
![Page 2: Setting up the Stage: Persistent and Perennial Issues in TVE and Upper- Secondary Education Josh Hawley The Ohio State University Fourth ECA Education.](https://reader036.fdocuments.us/reader036/viewer/2022072011/56649e2c5503460f94b1af34/html5/thumbnails/2.jpg)
Outline
1. Some Persistent Issues with TVE and Upper Secondary Education
2. Variations in the ECA Countries
3. Defining TVE in the changing world
4. A Vision for TVE
![Page 3: Setting up the Stage: Persistent and Perennial Issues in TVE and Upper- Secondary Education Josh Hawley The Ohio State University Fourth ECA Education.](https://reader036.fdocuments.us/reader036/viewer/2022072011/56649e2c5503460f94b1af34/html5/thumbnails/3.jpg)
1. Persistent Issues in TVE
• The legacy of history– Countries vary in the degree to which they have moved away
from the Soviet model
• Doing occupationally oriented TVE well is hard.– Jobs have changed, so that very few TVE programs are in
trades, and now require training in a wide range of fields.
• Separation between vocational and academic systems creates unequal mastery of key academic content.
– Vocational education is still maintained as a completely separate system from upper secondary as a whole.
– Academic subjects in vocational schools receive less focus– Number of TVE concentrations has remained very high in
some countries (e.g., Ukraine)
![Page 4: Setting up the Stage: Persistent and Perennial Issues in TVE and Upper- Secondary Education Josh Hawley The Ohio State University Fourth ECA Education.](https://reader036.fdocuments.us/reader036/viewer/2022072011/56649e2c5503460f94b1af34/html5/thumbnails/4.jpg)
1. Persistent Issues (continued)
• The level of vocational education– At least 4 ECA nations still have lower secondary
vocational programs
• Low academic achievement of vocational education
– PISA Math scores for upper secondary vocational students are lower in 12 OECD nations; even after adjusting for socio-economic barriers
– Completion rates for vocational post secondary are lower then for ISCED Route A courses.
![Page 5: Setting up the Stage: Persistent and Perennial Issues in TVE and Upper- Secondary Education Josh Hawley The Ohio State University Fourth ECA Education.](https://reader036.fdocuments.us/reader036/viewer/2022072011/56649e2c5503460f94b1af34/html5/thumbnails/5.jpg)
1. Persistent Issues (continued)
• Employment outcomes of vocational education
– Unemployment rates for vocational grads are higher then general secondary
– Differences in employment rates are most significant for girls
– Economic returns to general skills increasing globally
![Page 6: Setting up the Stage: Persistent and Perennial Issues in TVE and Upper- Secondary Education Josh Hawley The Ohio State University Fourth ECA Education.](https://reader036.fdocuments.us/reader036/viewer/2022072011/56649e2c5503460f94b1af34/html5/thumbnails/6.jpg)
1. Persistent Issues (Cont.)
• Social Partnerships– Overall, there is an assumption that
partnerships can be created through legislative action, rather then fundamental redesign of teacher work
• Qualifications and accountability – Qualifications are still primarily subject to
exams, but often students can not go on to higher education directly.
![Page 7: Setting up the Stage: Persistent and Perennial Issues in TVE and Upper- Secondary Education Josh Hawley The Ohio State University Fourth ECA Education.](https://reader036.fdocuments.us/reader036/viewer/2022072011/56649e2c5503460f94b1af34/html5/thumbnails/7.jpg)
2. Variations in the ECA Countries
• Five Areas– Management– Structure– Financing– Social Partnerships– Quality Assurance
![Page 8: Setting up the Stage: Persistent and Perennial Issues in TVE and Upper- Secondary Education Josh Hawley The Ohio State University Fourth ECA Education.](https://reader036.fdocuments.us/reader036/viewer/2022072011/56649e2c5503460f94b1af34/html5/thumbnails/8.jpg)
2a. Management
• Management of TVE does not give business enough control over curriculum, instruction and financing:– High quality VET depends largely on labor market
information from a Statistics or Labor Ministry. – Companies need to be engaged to interpret this
information for education– Business involvement in management will lead to
direction to TVE management for retraiing sector
![Page 9: Setting up the Stage: Persistent and Perennial Issues in TVE and Upper- Secondary Education Josh Hawley The Ohio State University Fourth ECA Education.](https://reader036.fdocuments.us/reader036/viewer/2022072011/56649e2c5503460f94b1af34/html5/thumbnails/9.jpg)
2b. Structure
• There are consistent structures in the ECA nations in vocational education– Initial vocational, secondary vocational, and
higher education
• Issues– Continuing use of ISCED programs at the
lower secondary level– Very few nations in ECA allow secondary
vocational graduates to enter higher education
![Page 10: Setting up the Stage: Persistent and Perennial Issues in TVE and Upper- Secondary Education Josh Hawley The Ohio State University Fourth ECA Education.](https://reader036.fdocuments.us/reader036/viewer/2022072011/56649e2c5503460f94b1af34/html5/thumbnails/10.jpg)
2c.Financing
• Education expenditures– Total education expenditures in ECA countries vary
from about 2-7% of GDP– For TVET….from about .01% of GDP to to 0.9% of
GDP
• Per capita financing is in place in very few countries
• Continued confusion about local and national spending divisions
• Continued spending on items such as student subsidies but not on buildings/materials
![Page 11: Setting up the Stage: Persistent and Perennial Issues in TVE and Upper- Secondary Education Josh Hawley The Ohio State University Fourth ECA Education.](https://reader036.fdocuments.us/reader036/viewer/2022072011/56649e2c5503460f94b1af34/html5/thumbnails/11.jpg)
2c. Financing (cont.)Table 1. Expenditure on education by each country
Total Education Expenditure
% of GDP % of GDP% of education
budget% of GDP Per
Capita
Albania 3.1 0.24 7.3 27.0 2006
Armenia 5.47 0.25 4.63 22.26 2006
Azerbaijan 2.7 0.13 4.65 13.1 2006
Croatia 4.8 N/A N/A N/A 2005
Czech Republic 4.11 0.41 10.09 20.05 2005
Georgia 2.53 0.01 0.5 3.05 2006
Estonia 5.1 0.5 11.0 25.4 2005
Kazakhstan 2.3 0.21 6.2 5.58 2006
Kosovo 4.4 N/A N/A N/A 2006
Kyrgyzstan 4.12 0.42 10.1 41.31 2005
Latvia 5.0 0.7 N/A N/A 2003
Lithuania 5.0 0.6 N/A N/A 2003
Macedonia 4.0 N/A N/A 16.0 2005
Republic of Moldova 8.2 0.9 9.7 N/A 2006
Montenegro 3.3 N/A N/A N/A 2000
Romania 3.5 0.6 16.0 N/A 2005
Russian Federation 3.5 0.083 2.38 N/A 2004
Serbia 3.8 N/A N/A N/A 2006
Slovakia 4.38 N/A N/A N/A 2003
Slovenia 5.96 N/A N/A N/A 2004
Ukraine 6.4-6.6 0.4 5.2 N/A 2007
Uzbekistan 6.24 N/A N/A N/A 2004
CountryIndicator
Year
TVET Expenditure
Data from World Bank case studies on TVE.
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2d. Social Partnerships
• General lack of clarity on what and why you use social partners in TVET.
• Some modest successes.– Financing of training/education in Albania
through a 1% payroll tax– Sector boards in use in some industries for
Croatia
![Page 13: Setting up the Stage: Persistent and Perennial Issues in TVE and Upper- Secondary Education Josh Hawley The Ohio State University Fourth ECA Education.](https://reader036.fdocuments.us/reader036/viewer/2022072011/56649e2c5503460f94b1af34/html5/thumbnails/13.jpg)
2e. Quality Assurance
• Most ECA nations continue to maintain control over both delivery and quality control of TVET.
• There are some examples of active quality control mechanisms– Kazakhstan maintains a central office to conduct
quality studies– Romania and Georgia have a framework to develop
qualifications frameworks– Slovak Republic and Estonia have national exams for
university entrance which vocational grads can take
![Page 14: Setting up the Stage: Persistent and Perennial Issues in TVE and Upper- Secondary Education Josh Hawley The Ohio State University Fourth ECA Education.](https://reader036.fdocuments.us/reader036/viewer/2022072011/56649e2c5503460f94b1af34/html5/thumbnails/14.jpg)
3. Defining TVET
• Components of TVE System– Lower secondary TVE programs designed primarily
for labor market entrance– Upper secondary TVE programs (2 forms, regular
length programs and shorter adult retraining programs)
– Post secondary vocational programs (both for those coming from upper secondary TVE as well as from general secondary education
– Non degree vocational training– Firm based vocational training
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3 (Cont.) Definitions in a changing world
• TVE structure needs to evolve– Upper secondary curriculum has remained
largely unchanged in degree of focus on vocational subjects
• Employment (on the other hand)– Increasingly demands more complex skills
(communication or cognitive)– Application of academic subjects within
context
![Page 16: Setting up the Stage: Persistent and Perennial Issues in TVE and Upper- Secondary Education Josh Hawley The Ohio State University Fourth ECA Education.](https://reader036.fdocuments.us/reader036/viewer/2022072011/56649e2c5503460f94b1af34/html5/thumbnails/16.jpg)
3c (cont) Definitions in a changing world
• Possibilities for TVE at the upper secondary level– Creating clusters of occupations that can offer a
range of career opportunities for (youth such as in Sweden)
– Rationalizing the level of schooling and expertise offered at the upper secondary level (such as in Ireland)
– Eliminating vocational programs that can be done more successfully by the private sector (such as in Malaysia)
![Page 17: Setting up the Stage: Persistent and Perennial Issues in TVE and Upper- Secondary Education Josh Hawley The Ohio State University Fourth ECA Education.](https://reader036.fdocuments.us/reader036/viewer/2022072011/56649e2c5503460f94b1af34/html5/thumbnails/17.jpg)
4. A Vision for TVET
• More specific issues– Get rid of TVET below the upper secondary level. It
simply is poor preparation for work and, more importantly, for further schooling
– For countries that need TVET for special needs populations, re-structure these as special education not vocational education
– Make sure all vocational schooling provides a equivalent degree to general secondary education (same test)
– Ensure all TVET graduates can enter higher education without remediation
![Page 18: Setting up the Stage: Persistent and Perennial Issues in TVE and Upper- Secondary Education Josh Hawley The Ohio State University Fourth ECA Education.](https://reader036.fdocuments.us/reader036/viewer/2022072011/56649e2c5503460f94b1af34/html5/thumbnails/18.jpg)
4. (Vision cont.)
• These principles can help guide your work– Learning within context is important for both
academic and – All education should be preparation for work
and learning, not simply one or the other– All students need access to further training
and education– Offer youth access to dual qualifications
(academic and professional)
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Questions/Comments
Josh [email protected]
305 West 17th Ave. (Room A482)College of Education and Human Ecology
The Ohio State UniversityColumbus, OH 43210
www.osu.edu