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This book analyzes the main drivers that are influencing the dramatic evolution of work in Asia and the Pacific and identifies the implications for education and training in the region. It also assesses how education and training philosophies, curricula, and pedagogy can be reshaped to produce workers with the skills required to meet the emerging demands of the Fourth Industrial Revolution.

Excerpt from publisher's website.

The chapters are as follows: Introductory overview: anticipating and preparing for emerging skills and jobs: issues, concerns and prospects / Brajesh Panth, Rupert Maclean (pages 1-10). Section one, 'Introduction', contains: The future of work: is this time different? / Carl Benedikt Frey (pages 13-15); Future implications of the Fourth Industrial Revolution on education and training / Paul Kim (pages 17-24); Quality education and economic empowerment / Eric Hanushek (pages 25-32); Human capital development in South Asia / Jong-Wha Lee (pages 33-39); Anticipating and preparing for the future: one example from higher education: the Singapore Management University (SMU) experience / Annie Koh (pages 41-46); Developing twenty-first-century skills for future jobs and societies / Andreas Schleicher (pages 47-55). Section two, 'Kindergarten to Grade 12 (K-12) reforms', contains: Boosting student learning: PISA for development / Yuri Belfali (pages 59-66); Essentials over peripherals: the CVIF dynamic learning program / Christopher C. Bernido, Maria Victoria Bernido (pages 67-76); Guiding kindergarten to Grade 12 students to mastery with next generation digital assessment / Satish Kumar (pages 77-82); Nongovernment organizations' role in providing quality school education in Pakistan: the experiences of CARE Foundation / Seema Aziz (pages 83-88); Kindergarten to Grade 12 reforms in Viet Nam / Ron Cammaert, Thi Phuoc Lai Nguyen, Sakiko Tanaka (Pages 89-97).

Section three, 'Transformational technical and vocational education and training (TVET)', contains: Philippine experience in dual training system / Andreas Dernbach (pages 101-108); Infrastructure and pedagogy innovation: a differentiating factor in TVET / Seng Hua Tan, Iris Seet (pages 109-115); Industry-led training and apprenticeships: the New Zealand model / Josh Williams (pages 117-123); Gram Tarang: skills development in priority sectors in India / Abhinav Madan (Pages 125-131); Challenges and opportunities for transforming skills development in Bangladesh: the case of the Skills for Employment Investment Program / Sunhwa Lee (pages 133-141); TVET system reform and development in the PRC / Asako Maruyama (pages 143-151). Section four, 'Higher education to promote higher level skills', contains: Higher education innovations: Hong Kong, China, the Republic of Korea, and Indonesia / Gerard Postiglione (pages 155-163); Collaborative innovation between Shenzhen municipal government and Tsinghua University / Feiyu Kang (pages 165-171); Regional approaches to improving education in the Pacific and the role of the University of the South Pacific / Chimi Thonden (pages 173-180); Stimulating entrepreneurship activity at SUNY Korea, from scratch / Chihmao Hsieh (pages 181-188). Section five, 'Transformational edtech', contains: An overview of innovations in online learning / Marito Garcia (pages 191-198); Bringing TVET up to speed: regional overview of ICT-enhanced practices in TVET / Margarita Pavlova (pages 199-206); Funzi uses the power of mobile to give everyone cost-effective access to quality learning / Aape Pohjavirta (pages 207-214); Udemy: blended and e-learning for transforming teaching and learning / Richard Qiu (pages 215-220); Mindtree's experience in global learning center / N. S. Parthasarathy (pages 221-228); Teacher professional development at scale in the Global South / Cher Ping Lim, Victoria Tinio, Matthew Smith, Ellen Wenting Zou, Justin Edward Modesto (pages 229-236); Coding as an essential skill in the twenty-first century / Raman Nambiar (pages 237-243).

Section six, 'Technology platforms for skills gaps bridging, career counseling, and guidance', contains: Empowering Filipino youth through technology and community / Henry Motte-Munoz (pages 247-254); Singapore's experience in analyzing the labor market using artificial intelligence and big data analytics / Gary Gan (pages 255-262); How technology affects jobs: a smarter future for skills, jobs, and growth in Asia / Sameer Khatiwada (pages 263-270); Skills development driven by labor market demand / Sang Hyon Lee (pages 271-277); Implications of Industry 4.0 on skills development / Steven McKee, Danny Gauch (pages 279-288). Section seven, 'Cross-sectoral collaboration for skills development', contains: Build4Skills, TVET, and infrastructure: an innovative initiative / Marion Edel (pages 291-296); STEAM Platform: transforming youth leadership for a smart circular economy / Lerwen Liu (pages 297-304); Human resource development and gender mainstreaming under ADB-funded technical and vocational education and training project in Tajikistan / Eiko Izawa (pages 305-312); European Training Foundation: sector and cross-sector cooperation / Cesare Onestini (pages 313-320); Developing a robust system for upskilling and reskilling the workforce: lessons from the SkillsFuture movement in Singapore / Michael Fung (pages 321-327); Conclusion and recommendations: implications and way forward / Brajesh Panth (pages 329-339). Show less

The 2018 World Congress was organized by TAFE Directors Australia with the support of the Victorian TAFE Association and students and faculty of Melbourne's TAFEs. The three-day World Congress was one of Australia's largest gatherings of education and skills leaders, with almost 140 speakers and 44 concurrent sessions, under the theme of Preparing for the Skills Future, Now. Speakers and presenters explored the changing nature of work with particular focus on the impact of advances in technologies and automation on [professional and technical education and training] PTET. The World Congress focussed on solutions to these challenges and provided an opportunity for international delegates to look at their own PTET systems from the outside and compare their readiness to that of other countries.

Excerpts from the WFCP website.

See the attached 'List of presentations' for the titles of the papers presented at this conference. Show less

In this article, the author begins with a look at the factors that have resulted in the formation of the 'skills gap' in Australia. The concept of 'skills gap' and the two major factors affecting it, the fertility rate and the training rate, are explored. The discussion then examines models of addressing skills shortages in Australia, and one model in particular being implemented by the Australian Technical College - North Brisbane, where the college, the supervising registered training organisation, and the employer are collaborating to deliver successful outcomes for both industry and the student-apprentices. The model involves a '2+2' approach where the student-apprentices undertake two years of study at the college, including substantial components of workplace learning whilst completing their Senior Certificate, providing opportunity for higher education pathways. The final two years of the apprenticeship are spent in the workplace with the employer on a full-time basis.

This article is part of a thematic edition of Vocal entitled 'What works for vocational education and training in schools in terms of developing connections, building capacity and enhancing collaboration'. Articles are indexed from TD/TNC 94.144 to TD/TNC 94.150 and from TD/TNC 94.264 to TD/TNC 95.276. Show less

In recognition of the need to lift Australia's Year 12 or equivalent completion rates, the Council of Australian Governments (COAG) agreed to a National Partnership on Youth Attainment and Transitions in July 2009. The School Business Community Partnership Brokers program is one of the programs administered by the federal government as part of this partnership. The Partnership Brokers program aims to build partnerships to improve education and transition outcomes for all young people, with a particular emphasis on supporting young people to achieve Year 12 or equivalent qualifications. Partnership Brokers form locally relevant partnerships that harness community resources and share responsibility for young people's learning and development. They encourage the development of partnerships between education and training providers, business and industry, parents and families, and community groups. The Smith Family is the provider of the Partnership Broker program in six regions (Brisbane North and West, Brisbane South East and Redland City, Gold Coast and Darling Downs in Queensland, the Illawarra in New South Wales and Darwin and Tiwi Islands in the Northern Territory). This report examines 11 partnerships that have been developed and supported by some of the Smith Family Partnership Brokers across the six regions in which it operates. The partnerships focus on improving student wellbeing, empowering communities, and introducing young people to the world of work.

Edited excerpts from publication. Show less

Massive vocationalisation of secondary school in China has been aimed to improve transition from school to work and further studies. However, effective realization of this policy depends on the quality of the proposed vocational pathway. In China, school-enterprise cooperation is considered as a key quality factor for the development of vocational education system. This paper reports on the study of 'modern apprenticeship'. The results demonstrate that 'modern apprenticeship' is an effective institutional arrangement for integrating the process of learning and work, and providing effective mechanism for participants to share the cost and benefits of vocational education. Modern apprenticeship can be an effective transfer pathway to solve problems of school-enterprise cooperation, to meet the needs of the economy and society's development.

Published abstract. Show less

This report has been prepared for the International Finance Corporation of the World Bank. The purpose of the International Finance Corporation China Technical and Vocational Education and Training (TVET) project is to explore issues in four regions of the world, including China and Australia, in relation to TVET best practice. The project will make recommendations to the Ministry of Finance in China as to how the Chinese TVET system can move closer to these characteristics in order to meet the standards of world's best practice. The process has involved researching the case studies of China and Australia, as well as two industry case studies in both China and Australia. The two Chinese case studies examine the automotive industry in Chongqing specifically and the power industry from a national perspective. The two Australian case studies examine the automotive manufacturing industry and the finance and securities industry. This report consists of an introduction to the International Finance Corporation China TVET project and the methodology used to undertake the research. The second and third sections of the report review TVET in Australia and China respectively. Each section outlines the history and context of that country, the structures currently in place, the current status of TVET and an analysis of how the TVET system can be compared with the International Finance Corporation best practice characteristics for TVET. In section four, the focus is on the automotive industry in Chongqing with a spotlight on Chongqing Industry Polytechnic College. This section also includes a comparative example: Beihai Automotive School, established on the grounds of Weifang University in partnership with a Canadian enterprise, drawing on educational material from private educational providers in North America. Section five looks at the power industry in China. The section includes a spotlight on Jiangxi Province and outlines the relationships between the Jiangxi Electric Power Corporation, Jiangxi Electric Vocational and Technical College and Jiangxi Mechanic Electric College. Each of these case studies has been reviewed and compared with the International Finance Corporation best practice characteristics. The industry case studies end with a section called 'Observations and conclusions' for consideration by those with an interest in the findings of this report. Section six focuses on the automotive industry in Australia. The section outlines some of the key issues and influences on training in Australia and then more specifically in the state of Victoria. The example of the Toyota motor company provides a specific focus for examining training issues and approaches in a manufacturing enterprise. The case study demonstrates how the national training system, including the Australian Qualifications Framework, the Australian Quality Framework and training packages work together to support Toyota's role as a registered training organisation. In section seven, the report explores the financial services industry in Australia. This case study demonstrates how Finsia, a not for profit organisation funded from member subscriptions, has been able to work with the national training system to deliver nationally accredited programs that are consistent with the national financial services regulatory framework for the industry. Finally, the epilogue makes some overall comments concerning Australia's involvement with China in relation to educational services.

Excerpts from published executive summary reprinted by permission of the copyright owner. Show less

The study investigated teachers' purposes and approaches to communication for connectivity and integration of learning, informed by two research questions which examined teachers' approaches to connecting with those responsible for students' learning and integration when they are in the workplace; and what outcomes teachers expected to achieve through such communication. An online survey was completed by 95 vocational education and training (VET) teachers from Queensland, Australia, and the Canton of Ticino, Switzerland. The findings show that teachers are well-connected and achieve multiple purposes when communicating with industry supervisors. Their main purposes of communication are to coordinate and cooperate to improve arrangements for students' learning, and to a lesser extent, to co-construct curricula. Communication to co-design learning activities and scenarios would further enhance the connectivity and integration. This research contributes to a gap in literature on teachers' purposes for communicating for connectivity and integration of learning.

Published abstract. Show less

Industry school partnerships have emerged recently in Australia as a policy solution for the management of problems associated with integration into the global economy. This paper draws on governmentality theory to examine a transnational partnership, the Gateways to the Aerospace Industry Project, which has been mobilised to manage transition risk for young people in the state education system of Queensland, Australia. It argues that globalisation emerges as an effect of knowledge producing practices and programmes that seek to reconfigure the governmental spaces and subjectivities in and around schools and communities.

Published abstract reprinted by permission of the copyright owner. Show less

It is difficult to promote modern apprenticeship in developing countries when imperfect vocational education laws, regulations and institutions regulate enterprises. Under this circumstance, this pilot project in Guangzhou tried to train technicians via school-enterprise cooperation with schools taking more responsibilities. Research findings show that three problems should be concentrated on and solved in technician training: the selection of enterprises and learning positions; the evaluation of learning contents; and the recognition of identity of trainees.

Published abstract. Show less

The aims of this Fellowship are to address issues related to the decline of international student populations in regional Victoria and to establish a model to promote the growth of international student numbers on regional campus'. It is the intention of the Fellow (Watt) to develop a model that can be replicated by other Registered Training Organisations (RTO)'s across regional Victoria. Watt believes that the traditional methods used to attract international students, such as targeted marketing campaigns, will not be enough to achieve long term increases in international student enrolments. Watt believes that a community based approach that connects local councils, RTO's, higher education, industry and residents must be established to provide adequate support for students before such an increase can occur.

Excerpt from publication. Show less