A Profile of TVET in the Asia and Pacific Region: A Survey of Progress, Innovations and Promising Practices

Given the importance of human capital and skills development for economic growth and social cohesion and inclusion, in 1999 UNESCO convened a group of experts from around the world to the Seoul Congress for a collective reflection on critical reforms necessary for adapting changing labour market needs and growing public expectations. The recommendation which emerged from the Seoul Congress was used to update UNESCO's standard-setting (normative) instrument for TVET (UNESCO, 1999). This instrument was further updated in 2002 through a collaborative effort between UNESCO and ILO (UNESCO/ILO, 2002). Various initiatives were undertaken to encourage Member States to implement this recommendation. In 2003–2004 UNESCO conducted a survey to assess the extent to which its Member States had implemented the recommendation as part of major reform initiatives to cope with the demands of the new economy. More specifically, the survey attempted to gather information on the extent of policy and programme reforms undertaken since the second International Congress on TVET held in Seoul in 1999. The survey was divided into four sections, each focused on a different set of issues, namely: (a) policy, planning and management of TVET systems; (b) access to TVET; (c) relevance and quality of TVET systems; and (d) monitoring progress with TVET. The survey questionnaire was sent to all Member States. Fifty per cent completed and returned the questionnaire. Results of the survey responses from nineteen countries (representing a response rate of 58%) were used to generate a profile of TVET for the Asia and Pacific Region. The countries included in the analysis were: Australia, Bangladesh, Bhutan, Fiji, India, Indonesia, Iran, Japan, Lao PDR, Malaysia, Nepal, Pakistan, Philippines, Republic of Korea, Solomon Islands, Thailand, Tonga, Vanuatu and Viet Nam. All responses that could be summarized into frequency counts and percentages were used to make comparative analyses. The open-ended questions that yielded more qualitative information were analysed for recurrent themes, which contribute to the understanding of TVET reform initiatives in the region and numerous