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Vocational Education - PowerPoint PPT Presentation

powerpoint presentation on vocational education

Vocational Education

To analyze the main features of the vocational education and ... compulsory training & levy system abolished. 24. funding sources of v.t. public sources ... – powerpoint ppt presentation.

  • Sung-Joon Paik
  • To Analyze the Main Features of the Vocational Education and Training Finance in Korea
  • in terms of Funding Sources and Distribution Mechanisms
  • To Examine Impact and Problems of the Current VET Finance System
  • To Discuss Issues and Challenges
  • A. Vocational Education Finance
  • B. Vocational Training Finance
  • . Training Levy System
  • . Financing System of Vocational Competence Development Program
  • C. Issues and Challenges of VET Finance
  • lt VE Finance gt
  • 60 of Budget from Private Sources
  • V.H.S. and National J.C. Polytechnic U.
  • Input-based Finance
  • J.C. Polytechnic U.
  • Subsidy based on Evaluation
  • lt VT Finance gt
  • 2/3 of Budget from Private Source E.I.F.
  • Mainly Input-based Finance
  • Bonus Payment based on VT Institutes Program Evaluation
  • A. Funding Sources
  • Central Government(M of Educ. HRD)
  • Local Education Authorities
  • 16 Municipal Provincial Offices of Educ.
  • Parents Students
  • School Foundations
  • (unit million won, )
  • Distribution of Govt Budget to Schools
  • General Grant
  • To guarantee Equal Educational Expenditure for All Students in Each Province
  • Grant Standard Fiscal Demand - Standard Fiscal Revenue
  • Special Grants
  • To Support Unexpected Financial Demands
  • (natural disaster, revenue decrease etc.)
  • 84.8 of MOE Budget to Local Ed. Au. in 2005
  • 16 Different Distribution Mechanisms
  • Mostly distributes on the basis of Unit Cost per School, per Class, and per Student by Vocational High School Type
  • In addition, Supports Expenses for the Maintenance of Gym, Auditorium or Car
  • gt to Give More Autonomy
  • MOE Provides Direct Subsidies for Specific Government Projects.
  • Facilities Equipment, School-Industry Partnership(customized program development), Diversification Specialization of Program
  • MOE Distributes on the basis of Evaluation Results.
  • Project Proposal, Performance Results
  • Institutes bid for Funding.
  • Structural Vulnerability of V.E. Funding
  • High Proportion of Private Institutes
  • Lack of School-Industry Partnership
  • Little Incentive for Industry
  • Lack of Autonomy in Voc. High Schools
  • Low Discretion in Curriculum Design and Implementation
  • No Systematic Evaluation on Investment
  • Only Audit for Budget Management
  • Before(1977-1998)
  • Training Levy System
  • Compulsory Training S.
  • Govt-Controlled, Supply-Oriented
  • V.T. Promotion Fund
  • Closed Training Mkt
  • Now(since 1995)
  • Vocational Competence Development Program
  • Incentive System
  • Demand-Oriented
  • Employment Insurance Fund
  • Open Training Mkt
  • Emergence of the Knowledge-based Economy
  • Training for Upgrading Workers Skill became a Critical Policy Issue.
  • Need for Lifelong Learning System
  • Comprehensive and Active Labor Market Policy
  • Not only Unemployment Benefits but also Promotion of Job Security and V.T.
  • A. Training Levy System (1976-1998)
  • Enactment of the Basic Law for Vocational Training in 1976 Compulsory Training S.
  • Private Firms with 300 or more Employees required to Provide In-plant Skill Training
  • 200 or more in 1989, 150 or more in 1992
  • MOL annually fixed the Proportion of Employees to be trained from 1977 to 1986. Since 1987, the Compulsory Ratio determined based on the Firms Payroll.
  • Employers could either Provide In-Plant Training or Pay Levy to the Vocational Training Promotion Fund.
  • From 1977 to 1986, MOL calculated Levy by the Standard Training Cost per Trainee per month
  • Since 1987, by applying the Compulsory Training Ratio to Firms Total Payroll
  • Until 1978, In-Plant Training Expanded.
  • Since 1979, the Number of Trainees Declined Sharply.
  • Levy was Less Than Actual Training Cost.
  • Excessive Government Regulation on Training Facilities, Course Content and Duration
  • of Firms provided T. kept decreasing.
  • Quality of the Training Low in terms of Training Duration and Skill Test Results
  • Enactment of the Vocational Training Promotion Fund Law in 1976
  • To Provide Budget for
  • Training of Skilled Workers
  • Curriculum Development, Instructor Training, Research
  • The Korea Manpower Agency(HRDKorea)
  • Loans for Equipment Facilities
  • Total Revenue kept increasing,especially after 1987.
  • However, the Proportion of Expenditure to Revenue Fluctuated from 28 to 90.
  • No Consistent and Systematic Investment Policy.
  • 55.3 of Exp. on Subsidies Loans for Equipment Facilities 35.5 on Actual Training between 1977 and 1993
  • Introduction of the Employment Insurance System in 1995
  • Employment Security Program
  • Unemployment Benefits
  • Vocational Competence Development Prog.
  • Assistance to Employers
  • Assistance to Employees
  • Assistance for V.T. of the Unemployed
  • Incentive System to Encourage Employers and Employees Active Participation in Lifelong Vocational Training through Financial Support from the EIF
  • Enactment of the Worker Vocational Training Promotion Act in 1997
  • V.T. Paradigm Shift from Govt Controlled, Supply-oriented to Demand-oriented
  • Compulsory Training Levy System Abolished
  • Public Sources
  • Central Government
  • Ministry of Labor
  • Other Ministries
  • Local Governments
  • Private Sources
  • Budget of V.C.D.P. administered by MOL
  • Students/Trainees
  • Subsidies for Employers
  • Training Cost Support
  • Support for Paid-leave Training
  • Loans for Facilities and Equipment
  • Subsidies for Employees
  • Training Scholarship for Workers
  • Tuition Loans for Workers
  • Subsidies for the Unemployed
  • Training Cost to V.T. Institutes
  • Allowance to Trainees
  • V.T. for Upgrading Workers Skills
  • of Employers 7.3 times Increase between 1997 and 2003
  • of Trainees 9.0 times Increase
  • Budget Subsidy 5.8 times Increase
  • Paid-leave Training
  • Relatively Small Increase
  • of Trainees of Upgrading Training kept Increasing from 679,000 in 1998 to 1.725 million in 2003, while of Trainees in Initial Training decreased from 78,000 to 38,000.
  • of trainees in T for the Unemployed decreased after 1999, as the Korean E was recovering.
  • Differences between Large and Small Firms in of VT trainees and Paid-leave trainees
  • 70.9 of Trainees for V.T. for Upgrading Workers Skills belonged to Large Firms with 1000 or more Employees in 2003.
  • 86.2 of Trainees for Paid-leave Training was from Firms with 150 or more Employees.
  • Regressive Problem of Rate of Benefit over Contribution
  • The Smaller the Firm Size, The Lower the Rate of Benefited Amount over Contribution
  • Differences between Large and Small Firms
  • Small Firms lack Financial and Human Resources.
  • Need to Increase Subsidies to SMEs
  • Inefficient Distribution Mechanism
  • Based on Training Volume( of Trainees, Time)
  • Not on the basis of Performance Results
  • Lack of Relevance of V.T. to Skill Demands
  • Small of Trainee for Paid-leave Training, Training Scholarship and Tuition Loan
  • Time for Training to be obtained through a constructive Industrial Labor Relations
  • Diversify Funding Sources
  • V.E. Expand Funding from Local Governments, School Foundations, and Private Firms
  • V.T. Increase Trainees Share
  • Prevent Adverse Equity Effect
  • Increase the Government Investment to SMEs
  • Linkage between VE and VT Finance
  • Use E.I.F. for Vocational High School and J.C.
  • More Direct Subsidies to Individuals
  • Performance-based, Output-related Finance
  • Develop Indicators and Methods to Evaluate the Management and Output of VET accurately
  • Make Evaluation Results Public
  • Empowerment of VET Institutes

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vocational education and training

VOCATIONAL EDUCATION AND TRAINING

Aug 13, 2013

240 likes | 687 Views

VOCATIONAL EDUCATION AND TRAINING. CURRICULUM TRAINING ASSESSING. TRAINING PACKAGES Business Information Technology Furnishing Hospitality Manufacturing Horticulture Sports and Recreation. ACCREDITED COURSES Work Readiness Work Education Workplace Practices. CURRICULUM.

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VOCATIONAL EDUCATION AND TRAINING CURRICULUM TRAINING ASSESSING

TRAINING PACKAGES Business Information Technology Furnishing Hospitality Manufacturing Horticulture Sports and Recreation ACCREDITED COURSES Work Readiness Work Education Workplace Practices CURRICULUM

TRAINING PACKAGES • Within each training package there are a range of qualifications at different AQF levels eg Certificate I, II, III etc • Each qualification identifies requirements such as the number of core units of competency and the number of elective units • Training Packages are developed with and by industry through Industry Skills Councils

ACCREDITED COURSES • Accredited courses are developed to meet specific needs not being met by industry qualifications eg literacy, work education, Christian ministry. • Courses are developed, owned and accredited by organisations and permission or a licence to use them is required • Information relating to Training Packages and Accredited Courses can be found at www.ntis.gov.au

AQFAustralian Qualifications Framework CERTIFICATE I: An individual would be able to- • Demonstrate knowledge by recall in a narrow range of areas • Demonstrate basic practical skills, such as relevant tools • Perform a sequence of routine tasks given clear directions • Receive and pass on messages and information

UNITS OF COMPETENCYKEY FEATURES • Elements and performance criteria • Required skills and knowledge • Range statement • Critical evidence • Assessment methods • Any specific context or resources

TRAINING • Plan an activity that will provide an opportunity to gain the required knowledge and practise the required skills including employability skills • Map activity to unit/s of competency or specific elements • Determine resources required • Identify the evidence to gather ensuring that critical evidence requirements are met

ASSESSMENT • Assessment is the process of collecting evidence and making judgements about competency • Competency is being able to demonstrate the identified knowledge and skills to the standard required

PRINCIPLES OF ASSESSMENT • VALIDITY • RELIABILITY • FLEXIBILITY • FAIRNESS

ASSESSMENT METHODS DIRECT OBSERVATION QUESTIONING THIRD PARTY EVIDENCE EVIDENCE FROM THE LEARNER STRUCTURED ACTIVITIES

REASONABLE ADJUSTMENT Providing reasonable adjustment for learners is based on legislative and regulatory requirements. Reasonable adjustment in the context of the legislative responsibilities of trainers and assessors, is generally associated with: • personal support services • assistive technology • the format of assessment materials • adjustment of the physical environment

YOUR SCHOOL AS AN RTO • What qualifications are offered? • What assessment methods are used? • How are special learning needs addressed? • What is your role in the RTO? • Do you assist in adjusting assessments? • Do teachers have a clear understanding of literacy and numeracy requirements of certificates level 1 and 2?

USEFUL WEBSITES • www.ntis.gov.au • www.aqf.edu.au • www.qtac.edu.au • www.deewr.gov.au • www.natinfo.com.au • www.vetnetwork.org.au • www.qsa.qld.edu.au • www.training.qld.gov.au • www.cis.qsa.qld.edu.au • www.education.qld.gov.au/students/placement/work/cert.html • http://employabilityskills.training.com.au

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Vocational-technical school admissions should be based on lottery

A return to the lottery system would ensure equal access to voc-tech education..

Freshman Alex Channing of Uxbridge, right, prepared to remove the exhaust from a car as his peer mentor, junior Dante Hastings of Sutton, left, looked on in the automotive technology shop at Blackstone Valley Regional Vocational Technical High School in Upton on Jan. 12.

In 2003, the same year that passing the MCAS exam became a high school graduation requirement, the state’s vocational-technical schools convinced the Massachusetts Board of Elementary and Secondary Education to adopt regulations enabling voc-tech schools to rank order select students using grades, attendance records, discipline records, recommendations, and interviews. Prior to this change, when applicants outnumbered available seats, students were admitted via lottery. This dramatic admissions policy change enabled voc-tech schools to select the highest performing applicants into their schools. Is it any wonder that, by self-selecting their student body, voc-tech schools suddenly became high performing on MCAS tests and other measures?

A return to the lottery system would ensure equal access to voc-tech education. Rather than diminishing the quality of students, a lottery would bring a richer diversity of enrolled students, with a higher percentage of graduates opting to enter the trades and essential businesses that Massachusetts needs for a healthy economy. For example, Greater New Bedford Regional Vocational Technical High School recently adopted a minimum requirements lottery for the first 50 percent of ninth-grade seats. A New Bedford student knew he wouldn’t get a seat in the selective admissions process due to spotty attendance and discipline records so he applied for the lottery and was admitted to the 2022-2023 ninth-grade class. Where he struggled in a traditional academic setting, he is now excelling with hands-on learning experiences.

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Federal law prohibits voc-tech schools from using admission criteria that results in disproportionately excluding students from protected classes unless these criteria are proven to be essential and there are no alternative criteria available that don’t disproportionately exclude students.

An admissions policy is discriminatory if eligible students in protected classes perform disproportionately less well on admissions criteria when compared to students from more privileged groups. Students from protected classes disproportionately have lower grades , higher chronic absences , and more frequent discipline . Thus, use of these criteria will screen out students in protected classes at higher rates.

Data on voc-tech schools’ use of selective admissions criteria bears this out. For the entering statewide 2022-2023 ninth-grade class, the percentages of applicant students of color, low-income students, students with disabilities, and English learners offered seats were up to 20 percentage points lower than that of their more privileged peers, with every regional vocational school having disparities.

There is a reason why the North Atlantic States Regional Council of Carpenters and businesses are members of the Vocational Education Justice Coalition and are calling for lottery admissions. The pipeline to the trades has been drying up as more privileged students enroll in vocational schools and use them as stepping stones to four-year colleges. For example, at Blackstone Valley Regional Vocational Technical High School , 76 percent of the 2021-2022 graduating class enrolled in college, and 90 percent of those collegegoers enrolled in four-year colleges.

In June 2021, due to external pressure , the Board of Education made incremental changes to its voc-tech school admissions regulations, while still allowing selection of applicants using school records, recommendations, and interviews. While the Massachusetts Association of Vocational Administrators claims 97 percent of vocational schools have made changes to their admissions policies, the disparities in admissions by race, income, disability, and language grew larger when comparing admissions from the 2021-2022 school year with the 2022-2023 school year. These disparities are not surprising given that 27 of 28 regional voc-tech schools continued to use selective criteria to select students.

Statewide, for the 2022 ninth-grade entering class, if the same percent of students from protected classes were offered regional vocational school seats as were represented in the applicant pool, at least 804 students from protected classes, and most likely more, would have been admitted to these schools. If this occurred, there would be a corresponding decrease in the number of more privileged students. In the 20 years of the discriminatory state policy, that’s over 16,000 students from protected classes who have been denied entry into the state’s vocational schools.

A lottery would increase applications from students from protected classes as guidance counselors would urge all students to apply, including those struggling with a traditional education. Lottery admissions would not bar or prevent the nondiscriminatory use of regional agreements or individual lotteries specific to each member town.

The state should increase the number of vocational schools to address current demand, while knowing that any expansion will be many years in the making. However, it is not educational justice if the number of seats is expanded but students from protected classes continue to be disproportionately denied admissions due to discriminatory policies.

Gladys Vega is executive director of La Colaborativa in Chelsea. Renee Ledbetter is president of NAACP New Bedford. Both are leaders in the Vocational Education Justice Coalition.

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