ASEAN Countries Target Vocational Training Education Reform
A call for a systematic exchange on reform processes has been made through a collaborative effort by the Regional Cooperation Platform Training and In-Service Training of Teachers and Managers in Vocational Schools in Asia–also known as, the RCP. Cooperation in the field of vocational training among Asian nations is not uncommon. However, according to research supported by RCP, there is a need to establish a forum for professional and scientific exchange in the field of initial and ongoing vocational teacher education and training in the East-Southeast-Asian Region.
According to RCP, more advanced economies of Southeast Asia (such as, Thailand, Malaysia, Indonesia, Singapore and the Philippines) are in a position to make adjustments to their education system. However, there is a larger gap in the less developed economies of Cambodia, Laos, Myanmar, and Vietnam (a.k.a., CLMV) between available qualified trained laborers and the growing market demand. RCP research figures indicate that approximately 500,000 skilled laborers will be needed within the next 5 years–with current estimates of only 300,000 available now.
The Association of Southeast Asian Nations (ASEAN) community with the help of RCP are attempting to address the issues for future economic growth and the need for vocational education reform. There is a disconnect between what traditional public education institutions offer and demands by businesses in the job market. Business leaders find that young people entering the job market do not have the necessary vocational training needed. In addition to “preliminary knowledge-based teaching”, students are encouraged to pursue strong vocational skills and work-integrated learning as well as on-the-job training. Collaboration between public education institutions and private industrial manufacturers is a necessary component to bridge the gap.
In addition, collaboration among the ASEAN countries help bridge the gap in terms of vocational training and certification between their countries. Dr. Dung, director of Vinh University of Technology Education in Vietnams’ Vihn city, suggests that current “tri-nation vocational training schemes would set the same standards for professions across the three countries, making it convenient and easy for those in the field to move across borders.” Opportunities for qualified training certification as well as employment would be more readily encouraged among the ASEAN community. In the past, national education reforms and recognition of education certification along with uniform teacher training standards were not available. These issues were obstacles for students and teaching institutions with negative consequences on the economy.
Recently, four conferences in the ASEAN countries have resulted in workshops and training courses to provide opportunities for “systematic networking, communication and cooperation between institutions.” Results of the collaboration have helped to improve performance in training, research and consultancy. The beneficiaries will be the students and the governments contributing to their success.
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Written by Melody Chiang
