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This study examines international approaches in technical and vocational education and training (TVET), and determines their suitability for developing countries. TVET systems in Germany and the United Kingdom are presented to illustrate the diverse paths in developing such systems. These are juxtaposed against the Asian experience, as exemplified by the People's Republic of China and the Republic of Korea. Through these case studies, the study aims to show different pathways for TVET delivery in different historical and cultural contexts and draw out key lessons pertaining to the role of the state and private sector involvement for developing TVET policy.

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Community service agencies work independently, together, and with governments and community members to build social relationships, promote access and participation, and ensure quality of life, especially for people experiencing hardship. The quality and effectiveness of these services depends on a high quality, capable, and sustainable workforce. Around Australia, developing and sustaining the non-government sector workforce has become a shared goal of government agencies, peak bodies, unions and employers. The research contained in this report was conducted to obtain evidence which is specific to New South Wales (NSW), and can inform local strategies for building capacity and sustainability. The project was developed in response to a request from the Department of Premier and Cabinet (DPC) and the Department of Community Services (DoCS), following the development of workforce initiatives by NSW Government Human Service CEOs and the Forum of Non-Government Agencies (FONGA) in 2008. The exploratory study consisted of four strands: a literature and data review; the NSW non-government organisation (NGO) community services workforce survey; focus groups with workers; and stakeholder interviews. Together, the strands provide vital information about the state of the non-government sector workforce, highlighting strengths and challenges, and possible strategies for reform.

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This publication examines the provision of formal education in the developing member countries (DMCs) of the Asian Development Bank (ADB). It covers formal kindergarten, primary and secondary school, technical/vocational, and higher education systems. Government financing of education along with various forms of private, household, and community financing are examined. Distance education, especially at the tertiary level, is discussed, however training given by companies for their workers, supplementary adult education classes, and most other forms of nonformal and informal education are not included. The study begins with some background information on the countries being analysed, on groups of countries, and on the Asia and Pacific region as a whole. It then examines the scale of education and the volume of expenditures, highlighting the balance between government and nongovernment inputs, and noting changes over time. The following section discusses issues of unit costs and their determinants. It presents information on differences between and within levels of education, and discusses the policy implications of these differences. The debate on the respective roles of government and private sectors in the education sector is then summarised and trends in cost sharing and revenue generation at the system and institutional levels are examined. The scale and orientation of external aid for education in some countries and different strategies for different groups of countries are commented on. The final section summarises and concludes the study. Show less

The reports from the Asian Development Bank’s regional study on ‘Higher education in dynamic Asia’ provide an analysis of the issues facing higher education (HE) across Asia; suggest priorities among these issues; and offer detailed recommendations for the role that governments, higher education leaders, and other stakeholders and partners could play in strengthening higher education systems and institutions in the region. HE systems in Asia have expanded rapidly over the past decade. This includes the rise of private HE institutions (HEIs) and privatization of public sector HEIs. This HE massification has stretched the capacity of governments and agencies to address the cost, financing, equity, and quality implications of expansion. This report reviews the key aspects of HE costs and financing, considering Asia’s framework on inclusive growth from the perspective of disadvantaged students such as the poor, women, ethnic minorities, and students from rural areas. The contents are as follows: Introduction; The rise of higher education in Asia; Cost sharing in higher education: principles and practice; The Asian context; Counting the costs of difference; Counting the income: transnational trade in higher education; Searching for solutions; Recommendations.

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This report summarizes results of the workshop 'Sustainable vocational training toward industrial upgrading and economic transformation' held from 2-5 December 2013 in Beijing and Guangzhou, the People's Republic of China (PRC). A joint initiative of the PRC and the Asian Development Bank (ADB), the workshop, attended by more than 90 participants from 16 countries, is part of the annual PRC-ADB Knowledge Sharing Platform and was supported and organized by the Regional Knowledge Sharing Initiative. The report summarizes discussions on: (i) best practice and models for supporting sustainable vocational training; (ii) the role of the government, private sector, enterprises, and vocational training schools; (iii) improving vocational training in a rapidly changing world; (iv) financing vocational training; and (v) policy environment for vocational training governance and management.

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The National Vocational Qualifications Framework of Sri Lanka was developed in conformity with the socioeconomic milieu and the needs of the labor market with the participation of industry stakeholders. It has enhanced the role of the government in policy and regulation, and the role of the private sector in providing skills training. A unified system with seven levels covering 96 occupations at the craft level, 14 fields at the middle technician level, and four courses of study at the degree level, it has reduced the complexity and ambiguity of training and selecting competent workers. This publication describes the progress and challenges in developing, implementing, and monitoring this ambitious scheme, with lessons for developing skills qualification frameworks in other countries.

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Global business is increasingly powered by digital solutions. While digital transformation was already gathering pace prior to [Coronavirus Disease 2019] COVID-19, the pandemic significantly boosted its speed. Explosive growth of digital technologies in the workplace promises higher productivity while presenting real challenges: automation eliminates jobs; digitalization transforms traditional practices; and unequal access to technologies exacerbates job market vulnerabilities. The Asian Development Bank (ADB) and LinkedIn collaborated to better understand the emerging landscape for jobs and to highlight ascending skills and jobs in increasingly digital workplaces in India, Indonesia, Malaysia, and the Philippines, as well as Australia, Singapore, and the United States. This report analyzes the renewable energy, e-learning, and smart cities sectors to track supply and demand in digital skills and the nature of digital occupations. It also includes recommendations on how policy makers and education providers can help promote skills that will support high-growth industries and quality jobs.

The report highlights the critical importance of digital skills for job markets. Not surprisingly, hiring for digital jobs has been increasing and has been highly resilient to the effects of COVID-19. Basic digital skills will be essential for most employees in the future workforce. While not everyone needs to be a data scientist or an expert in artificial intelligence, the report leaves no doubt that employers are placing great emphasis on digital skills as they hire new talent. There is also growing emphasis on digital credentials. These can be an alternative to mainstream qualifications or can complement them to increase the marketability of the job seeker. Globally, labor markets are witnessing growing pressures from talent and skill shortages. The report suggests that policy makers need to ensure effective workforce development that incorporates digital skills to increase access to quality jobs and to improve productivity and competitiveness.

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South Asia remains one of the fastest-growing regions in the world but concerns are rising that its workforce lacks the skills and education to drive its economy into the 21st century. Providing access to quality education and skills training is now a priority of policymakers in the region. But even though government spending on education has increased significantly in recent years, it has not resulted in effective education outcomes. This report is one in a series of four publications that examines how education and training systems in the region can be improved. In particular, it looks at the role that the private sector can play in improving standards through investments in education and training.

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In contemporary society, access to information and communication technologies (ICTs) is essential to business development and growth. This study assesses the need for and use of ICTs by women entrepreneurs in Azerbaijan, Kazakhstan, the Kyrgyz Republic, and Uzbekistan. It exposes the gaps between ICTs and the development of women entrepreneurship within the context of legal and regulatory frameworks, policy and leadership coordination, financial services, business development support, capacity building and use promotion, and women's participation in public dialogues. Finally, this work recommends ways to use ICTs to help women start and grow their own businesses.

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Technical and vocational education and training (TVET) systems are often burdened by a range of performance issues. Many of these are rooted in problems that countries, including the People’s Republic of China (PRC), have in generating and allocating the necessary financial resources, and in spending them effectively. This note will discuss such issues and present policy recommendations based on insights gained in Asian Development Bank (ADB)-sponsored policy reviews of TVET in Guangdong and Hunan provinces.

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