Most countries in the Asia-Pacific have introduced measures to prepare TVET students for the transition to a digital and/or knowledge economy
Identification: 83% of Asia-Pacific TVET stakeholders surveyed in 2020 said that their country regularly conducts national skills forecasts that pay explicit attention to the new skills required in a digital economy. However, a much lower percentage (50%) said that their country’s national skills forecasts pay attention to the new skills required in a knowledge economy. (UNESCO-UNEVOC 2020)
Integration: Nevertheless, most Asia-Pacific governments have made formal commitments to promoting the integration of ICT in education. National policies on ICT in education usually consist of general principles, guidelines and strategies, with short- to medium-term targets (e.g. 5- to 10-year plans) aligned with longer-term goals and objectives. They often apply to the education sector as a whole, rather than to TVET specifically, although measures targeting TVET may be implemented. (UNESCO 2016)
Implementation: As early as 2015, most governments in the region had put policies in place to prepare TVET students for the transition to a digital and/or knowledge economy by: offering training in electronic and/or digital technologies; emphasizing innovation-related (STEM) skills in the TVET curriculum; and integrating electronic and/or digital methods and technologies across the TVET curriculum. These policies have had a positive impact on employers’ regard for TVET graduates’ digital skills. (UNESCO 2016)
Moreover, the IT and innovation-related skills of TVET graduates in the East Asia sub-region seem to be among the best in the world. East Asian students – in particular, those from Republic of Korea, Japan, Hong Kong and Taiwan – regularly top the charts in OECD PISA assessments for skills such as creative problem solving. They are also frequent winners of World Skills competitions in areas such as IT software solutions for business, manufacturing team challenge, and mobile robotics. In the high-income East Asian countries, students’ success may be partly attributed to ICT-enhanced education having been institutionalized at primary and secondary education levels. (UNESCO 2016)
of employers across four Asia-Pacific countries (Bangladesh, India, Indonesia and Philippines) surveyed in 2021 reported a growth in demand for new hires with digital skills over the past five years.
of homes across the Asia-Pacific had Internet access in 2019, just prior to the COVID-19 pandemic, but this was lower than the global average of 57.4%.
of Asia-Pacific TVET providers had never delivered training remotely prior to the COVID-19 pandemic.
(ILO-UNESCO-World Bank 2020)
of current employees in five South-East Asian countries (Cambodia, Indonesia, Philippines, Thailand and Viet Nam) are forecast to have their jobs replaced by robots over the next 20 years.
Digitalization has the potential to improve the accessibility of TVET education.
Partnerships at local, national and international levels are key to overcoming the financial, technical and infrastructural barriers to ICT integration in TVET that lower-income countries face
The BILT project is implemented by
with support of
and sponsored by
UNESCO-UNEVOC International Centre
for Technical and Vocational Education and Training
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