ISBN
:
978-602-97249-0-5
International Seminar on Vocational Education and Training
53
ISSUES, CHALLENGES, AND OPPORTUNITIES IN SKILLS DEVELOPMENT IN SOUTHEAST ASIA: SEAMEO VOCTECH’S PERSPECTIVES ON TVET
Dr. Paryono SEAMEO VOCTECH
Email: paryonovoctech.org.bn
Abstract
Southeast Asia is a very dynamic region and has been actively involved both in the regional and global affairs. With a very diverse socio, economic and political
background, the regional organizing body such as ASEAN and SEAMEO play significant roles in bridging the gap and uniting the member countries to move closer
and work together for better future. Now is a crucial time for reaching the target that has
been set up by these organizations and the United Nations. The year of 2015 corresponds with that of the Millennium Development Goals MDGs, the Asian Decent
Work Decade which was launched by the ILO’s tripartite constituents in Asia and the Pacific, as well as the establishment of the ASEAN Community. Technical and
Vocational Education and Training TVET is one of the important tools to accomplish these goals, especially in enhancing productivity and sustainable development through
skills development. This paper addresses some of the issues and challenges regarding what types and at what level of skills—‘soft’ and ‘hard’—that vocational and technical
graduates should possess that correspond to various environmental factors in Southeast Asia. Some other issues such as TVET processes, skills standards, certification and
recognition of skills will also be addressed. In addition, the paper also shares some opportunities that TVET practitioners should seize especially in the era when it gains
important momentum to address various issues e.g. poverty, employment, and sustainable development; increasing number of TVET sector and labor mobility in the
region.
Keywords: Skills development, issues, challenges, opportunities, technical and
vocational education, training, Southeast Asia.
A. Introduction
Skills development has been a major accompaniment for growth in countries in Southeast Asia. In the last few years, regardless of global financial crisis, countries in
this region are still showing considerable economic growths. Putting emphasis on skills development through vocational education and training is the viable option. One of the
challenges related to TVET is how to forecast future skills’ demand to meet the changing needs of these growing economies Palmer, 2007. Developing relevant TVET
programmes that correspond to current and future needs of labour market and studentstrainees remains the top issue for policymakers and practitioners.
ISBN
:
978-602-97249-0-5
International Seminar on Vocational Education and Training
54
At the international level, TVET has gained momentum and played important roles in preparing the qualified future workforce. In fact, under United Nation it has a
wider mandate to address various social, economic, and environmental issues. The Bonn Declaration in October 20014 states that it is believed to be the master key that can
alleviate poverty, promote peace, conserve the environment, improve the quality of life for all and help to achieve sustainable development. This international thrust has
trickled down to the regional and national levels, including Southeast Asia.
Countries in Southeast Asia have placed TVET as an important and integral part of the mainstream education, the general or academic tract. In fact there have been
significant efforts to break the barrier between the two types of education by initiating multi-exit multi-entry policy, an articulation that open up an opportunity for students to
transfer from and to various types of education and employment.
There are some major developments in the area of TVET in the region. Malaysia and Thailand recently has reestablished TVET at secondary level. Indonesia plans to
increase enrollment in secondary-level TVET so that the ratio of students will be 68:32 TVET: General High School in 2015. Singapore has tremendously improved the
image of TVET through Institute of Technical Education and improved the graduates’ employment rate almost 94 per cent.
Realizing that TVET now is in the primetime, this is a great opportunity but at the same time also a challenge for all stakeholders to continuously improve and sustain
the momentum so that TVET can fulfill the high expectation for contributing to high productivity and progressive and sustainable development. Some of the issues that
TVET institutions should address are raising the skill standards and relevancy. Realizing that TVET doesn’t evolve in vacuum, considering various factors such socio,
demographic, economic aspects is very important. Using the various examples from countries in Southeast Asia, this paper discusses various issues and challenges, and
opportunities in skills development in the region.
B. Country Orientation Towards Skills Development
