2. August of 2014 TVET in KOREA Toward Relevance and Competency-based Skill Formation Ho Young Oh (hyoh@krivet.re.kr) © Ho Young Oh

3. Contents 1.Overview 2.Key Economic & Social Priorities in TVET 3.Enablers & Barriers to Investment in TVET 4.Evidence-based Research © Ho Young Oh

4. 1. Overview 255 (US$) 22,708 Korea’s GNP Per Capita (Source : Bank of Korea) Textiles Automobiles Semi-conductors Mobile phones, DTV, ship-buildings, etc. © Ho Young Oh

5. College enrollment rate(%) Youth employment rate(%) College Enrollment Rate & Youth Employment Rate 1. Overview © Ho Young Oh

6.  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. Y oung 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 & Industry 1. Overview © Ho Young Oh

7.  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 1) Enhancing Industry Relevance of TVET © Ho Young Oh

8. 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 © Ho Young Oh 1) Enhancing Industry Relevance of TVET

9.  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) Introducing the Work-Study Dual System © Ho Young Oh

10.  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) Introducing the Work-Study Dual System © Ho Young Oh

11.  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 3) Region and Industry-led TVET © Ho Young Oh

12. 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 Enablers  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 Barriers © Ho Young Oh

13. 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

14. Thank you!! © Ho Young Oh