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A profile of TVET in the Asian and Pacific region: a survey of progress, innovations and promising practices

This chapter is based on results from a 2003-2004 UNESCO survey of member states on the implementation of a recomme... Show more
This chapter is based on results from a 2003-2004 UNESCO survey of member states on the implementation of a recommendation from the 1999 Seoul Congress. The survey gathered information on the extent of policy and programme reforms since the congress. The survey focused on four topics, each with their own issues: (1) policy, planning and management of [technical and vocational education and training] TVET; (2) access to TVET; (3) relevance and quality of TVET systems; and (4) monitoring progress. The results of the survey were used to generate a profile of TVET in the Asia and Pacific region, which is presented in this chapter.
The book from which this chapter is taken is indexed at TD/TNC 100.51. Individual chapters are indexed from TD/TNC 100.52 to TD/TNC 100.244. Show less

Authors: Chinien, Chris; McOmish, Elspeth; Perera, Mohan; Chinien, Alex

Date: 2009

Geographic subjects: Oceania;

Resource type: Book chapter

Subjects: Innovation; Research; Statistics ... [+] Show more
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Synthesis report 2015: European Union Pacific Technical and Vocational Education and Training project

The Pacific Technical and Vocational Education and Training on Sustainable Energy and Climate Change Adaptation (EU... Show more
The Pacific Technical and Vocational Education and Training on Sustainable Energy and Climate Change Adaptation (EU-PacTVET) project aims to enhance Pacific-African, Caribbean and Pacific's (P-ACP) regional and national capacity and technical expertise to respond to climate change adaptation (CCA) and sustainable energy (SE). The project was officially launched in December, 2014 at [Secretariat of the Pacific Community] SPC, Suva, Fiji. The TVET component is to complement the climate change adaption and sustainable energy actions on the ground, and to reinforce the potential for green-growth, including the introduction of systematic, regular and standardised training at technical institutes and colleges throughout the Pacific, where the next generation of tradesmen and women can learn about climate change adaptation techniques, sustainable energy technologies and their applications. This will require a national and regional vision to assess the training needs/gaps and competency standards to respond to the market, assess the capacity of existing TVET institutions to expand their training offer, and finally develop and establish accreditation frameworks, training courses and support facilities within TVET institutions. This synthesis report for the EU-PacTVET project is the result of ongoing collaboration between the project team (SPC and [University of the South Pacific] USP), regional stakeholders, and national stakeholders in the 15 P-ACP countries. Show less

Corporate authors: Secretariat of the Pacific Community (SPC) ... [+] Show more

Date: 2016

Geographic subjects: Oceania; Cook Islands; Fiji ... [+] Show more

Resource type: Report, paper or authored book

Series name: EU-PacTVET project

Subjects: Sustainability; Vocational education and training; Policy ... [+] Show more
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Legislation on technical and vocational education and training in the Asia-Pacific region: a comparative analysis

This paper reports on an [Asian and Pacific Skill Development Programme] APSDEP project to examine common laws regu... Show more
This paper reports on an [Asian and Pacific Skill Development Programme] APSDEP project to examine common laws regulating and coordinating the provision of technical and vocational education and training (TVET) in the Asia-Pacific region. It compares and summarises the legislation, ordinances, regulations and guidelines provided by the following 18 countries: Australia, Bangladesh, Cambodia, Fiji, Hong Kong, India, Indonesia, Iran, Japan, Korea, Malaysia, Nepal, New Zealand, Pakistan, the Philippines, Singapore, Sri Lanka and Thailand. The author presents the comparisons through six main themes: managing TVET, institutional TVET, work-based TVET, TVET for disadvantaged clients, funding TVET and recognising TVET. He concludes with a brief description of the trends and patterns emerging from the review - dual systems, flexible coverage, levy funding, and mixed and competitive public and private provision. The complete terms of the legal measures are presented as an appendix. Show less

Authors: Lundberg, David

Conference name: International Labour Office ILO/APSEP/APSDIN Meeting

Date: 1996

Geographic subjects: Asia; Middle East; Oceania ... [+] Show more

Resource type: Report, paper or authored book

Subjects: Governance; Policy; Vocational education and training
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Post-secondary education in the South Pacific: present patterns and future options

This report examines policy and practice in post-secondary education in the South Pacific through a survey of the r... Show more
This report examines policy and practice in post-secondary education in the South Pacific through a survey of the range of educational opportunities offered by institutions, organisations, agencies and countries, and an analysis of the main trends emerging from the survey. Key policy issues are identified for consideration by those involved in post-secondary education including policymakers, providers, and recipients. The report details the increasing range of higher education options and the growth of education and training opportunities offered outside the formal education sector. This section includes a comparative case study of the Solomon Islands, one of the largest countries in the Pacific region but with least access to post-secondary education in relation to size of population, and the Cook Islands, one of the smallest Pacific islands countries, but with high levels of access to post-secondary education. Issues with policy implications include the need for continuous learning, curriculum, qualifications, quality, equity, finance, post-secondary education and economic development, student and staff mobility, and management. The report concludes with a number of recommendations for a post-secondary education agenda for the twenty-first century. Show less

Authors: Crocombe, Ron; Crocombe, Marjorie Tuainekore

Date: 1994

Geographic subjects: Oceania; Asia; Niue ... [+] Show more

Resource type: Government report or paper

Series name: Educational development in the small states of the Commonwealth

Subjects: Qualifications; Quality; Lifelong learning ... [+] Show more
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Technical vocational education and training: 'the master key': 'the review of the functions of FIT, TPAF and other TVET providers'

The review of the functions of [the Fiji Institute of Technology] FIT, [Training Productivity Authority of Fiji] TP... Show more
The review of the functions of [the Fiji Institute of Technology] FIT, [Training Productivity Authority of Fiji] TPAF and other [technical and vocational education and training] TVET providers was commissioned by the Minister of Education. In conjunction with this work, the [terms of reference] TOR also expected the review team to look at TVET in totality especially the initiatives of [the Ministry of Education] MOE in secondary schools and those of private providers and the University of the South Pacific. This review is seen as increasingly necessary for two reasons. Firstly, TVET plays an equally important role in the social, economic and political development of any nation together with its academic counterpart. However, Fiji has not fully realized its potential and has treated it as a 'second best option' to academic education. TVET is gradually gaining the attention it deserves in the total learning system of all Fiji citizens. Education is regarded as the key to development, however, TVET is seen as 'the master key' because it has the ability to open all the 'doors' of lifelong learning and improve the vocational expertise and consequently the quality of living. It is expected that this review report would empower the stakeholders, especially the policymakers, so that they can genuinely accept TVET as an equally important component of the total learning system providing relevant knowledge, skills and competencies for employability, quality living and learning communities. Secondly, FIT and TPAF are the two main institutions responsible for training skilled human resources for various industries in Fiji. The review examines the extent to which these institutions are fulfilling this need and how they could work as a team to avoid any unnecessary duplication of functions and reach out to the other sectors of the economy. To locate FIT and TPAF in the realistic TVET scenario, it became necessary for the review team to examine TVET programs in secondary schools and private organizations. After studying these organizations, the review team strongly recommends the setting up of an overarching national coordinating authority for policy, quality assurance and monitoring.
The report is presented in five chapters. Chapter one discusses the background of TVET, concentrating on its concept, orientations, locations, potential and challenges. It also succinctly explains the review methodology. In the second chapter, TVET programs in Fiji are discussed briefly with particular reference to TVET administration and types of programs. The third chapter examines FIT and TPAF in some depth. Chapter four reflects broadly on the overall findings of the review and the last chapter presents recommendations for policy and practice. In each chapter, some implications for policy and practice are made. These are consolidated in chapter five. The recommendations for policy and practice relate to: (a) the overall structure of TVE; (b) the specific pre-service and in-service functions of FIT and TPAF respectively; (c) quality TVET centres and the delivery of skill-based training in rural and remote areas; (d) National Qualification Framework (NQF); (e) empowerment programs for the stakeholders; (f) research; and (g) leadership and staff professional development.
Excerpts from executive summary. Show less

Authors: Sharma, Akhilanand; Naisele, Eci

Date: 2008

Geographic subjects: Fiji; Oceania

Resource type: Report, paper or authored book

Subjects: Vocational education and training; Providers of education and training; Research ... [+] Show more
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Admission scores as a predictor of academic success in the Fiji School of Medicine

Secondary education in Fiji ends with the Form 7 examination. Predictive validity for academic success of Form 7 sc... Show more
Secondary education in Fiji ends with the Form 7 examination. Predictive validity for academic success of Form 7 scores which form the basis for admission into the Bachelor of Medicine Bachelor of Surgery programme of the Fiji School of Medicine was examined via a cohort of 129 students. Success rates for year one in 2008, 2009, and 2010 were 90.7 per cent, 86.5 per cent, and 83.5 per cent, respectively. Year 1 scores were positively correlated with Form 7 scores with correlation coefficients (r) of 0.7535 in 2008 (P < 0.0001), 0.4866 in 2009 (P = 0.0023), and 0.4986 in 2010 (P = 0.0003). Similar correlations occurred between Form 7 scores and years 2 and 3 results in 2008, but no correlation was found with year 2 results in 2009. These findings show that Form 7 scores strongly predicted academic success in the School, providing support for its continued use. However, supplementary assessments may be required.
Published abstract reprinted by permission of the copyright owner. Show less

Authors: Ezeala, Christian C.; Swami, Niraj S.; Lal, Nilesh; Hussain, Shagufta

Date: 2012

Geographic subjects: Fiji; Oceania

Resource type: Article

Journal title: Journal of higher education policy and management

Subjects: Outcomes; Participation; Higher education
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Australian transnational vocational education and training provisions: sustainability, quality, and relevance

In an era of globalisation and economic competitiveness, Australia plays a major role in assisting other countries'... Show more
In an era of globalisation and economic competitiveness, Australia plays a major role in assisting other countries' governments to build their workforce through the provision of vocational education programs. This is referred to as transnational education. It encompasses any educational service or product offered by an educational institution based in one country to students in another. The advantages of the provision of these programs include expanding opportunities for governments and individuals to access relevant and quality vocational education in their own country. However, the capacity of Australian educational providers to meet the diverse needs of this market is hampered by its own national regulations. The mandatory requirements for the implementation of the Australian national vocational education curricula - known as Training Packages - which are tied to national industry standards, restrict these provisions and frequently render them irrelevant to the needs and circumstances of other countries. Therefore, questions emerge about the sustainability of pursuing an approach to transnational education that expects and requires teachers to maintain these standards in a country for which the curriculum was not designed.
To understand how teachers negotiate the needs and interests of transnational students and their sponsors amongst the imperatives of national curricula, a tentative analytical framework was synthesised from a review of relevant literature. This framework of curriculum conceptions was used as the basis for comprehending what constitutes an extensive account of curriculum in Australian transnational vocational education and training (VET). To understand further the key factors associated with teachers developing, adapting, and enacting Training Packages in another country, a phenomenological approach was used to collect and analyse data. The informants included 13 Australian and expatriate teachers who taught in transnational VET programs across nine countries. The findings contribute to an explanation of the complexity of factors that influenced these teachers' enactment of the curriculum and how they engaged in decision-making, problem-solving, and curriculum formation to overcome the constraints associated with implementation. The findings show that five situational factors had the most influence on these teachers' ability to maintain Australian curriculum standards in another country: (a) information, (b) resource, (c) material, (d) institutional, and (e) student readiness.
Excerpts from published abstract. Show less

Authors: King, Louise

Date: 2019

Geographic subjects: Australia; Oceania; Asia ... [+] Show more

Resource type: Thesis

Subjects: Vocational education and training; International education; Teaching and learning ... [+] Show more
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Vocational Centres in Fiji schools: a needs analysis

A needs analysis was conducted into the issues facing the technical and vocational education sector in Fiji. Vocati... Show more
A needs analysis was conducted into the issues facing the technical and vocational education sector in Fiji. Vocational Centre teachers, principals and an education officer were interviewed, and their responses analysed. The survey pointed to the difficulties currently experiences by the Vocational Centres in the face of poor facilities and equipment, but was encouraging in the sense that teachers were approaching their jobs with flexibility and initiative in the face of the difficulties. The recommendations to arise from the research included rationalising of scarce resources, upgrading teacher qualifications, establishing clearer pathways between the vocational program in secondary schools and that in the centres, the determination of a strategic plan for expansion and innovation in approaches to practical placements in the workforce.
Published abstract reprinted by permission of the copyright owner. Show less

Authors: McBeath, Clare

Date: 2005

Geographic subjects: Asia; Fiji

Resource type: Article

Journal title: International journal of training research

Subjects: Outcomes; Secondary education; Providers of education and training ... [+] Show more
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A study on the future of work in the Pacific

In the Pacific, the High-Level Dialogue on Future of Work is being held in Fiji in May 2017, with the participation... Show more
In the Pacific, the High-Level Dialogue on Future of Work is being held in Fiji in May 2017, with the participation of the heads of ILO's tripartite constituents from eleven member states in the Pacific. This report intends to provide the participants in the Dialogue with the background on employment and labour issues in the Pacific, which will then form the basis for future of work discussions. Such discussions will make contribution to the development and implementation of the Decent Work Country Programs (DWCPs) in the Pacific, which reflects the ILO and its Constituents' commitment to achieve the [sustainable development goals] SDGs.
The contents are: Executive summary; Introduction; Labour market overview; Drivers of labour market change; Employment growth opportunities; Key challenges; Recommendations.
Published summary with additional information. Show less

Corporate authors: International Labour Organisation (ILO) ... [+] Show more

Date: 2017

Geographic subjects: Oceania; Fiji; Kiribati ... [+] Show more

Resource type: Report, paper or authored book

Subjects: Employment; Workforce development; Labour market ... [+] Show more
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Proposal submitted by the UNESCO Office for Pacific Member States: school-based teacher vocational training upgrade in Pacific secondary schools

This paper begins with a brief description of a pilot project for school-based secondary teacher training run durin... Show more
This paper begins with a brief description of a pilot project for school-based secondary teacher training run during 1996-1997 in the selected Pacific countries of Fiji, Tonga, Niue, and the Tokelau Islands. Funding was provided by UNESCO and New Zealand Official Development Assistance (NZODA) to trial whole staff in-service training, introduce innovative teaching methods focusing on student learning outcomes, and evaluate the pilot for its potential for development. Evaluation of the project revealed positive outcomes and UNESCO proposes that a similar program be implemented to select technical studies teachers for more specific and in-depth training. In this way, the employable skill levels of secondary students could be improved. This proposal outlines the program objectives, the mode of operation, including the criteria for teacher selection, the evaluation process and discusses the benefits of such a program for students, teachers and community development.
The volume of collected papers is indexed at TD/TNC 62.312. Show less

Corporate authors: UNESCO. Office for Pacific Member States

Conference name: UNESCO-TAFE Queensland Conference

Date: 1998

Geographic subjects: Oceania; Asia; Fiji ... [+] Show more

Resource type: Conference paper

Subjects: Secondary education; Innovation; Workforce development ... [+] Show more

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