PLENARY SESSION II I :
IMPROVING GOVERNANCE AND DEVELOPING STRONGER POLICY COHERENCE &
COORDINATION BETWEEN EMPLOYMENT AND SKILLS POLICIES
Anil Verma, Ph.D., Professor
Centre for Industrial Relations & Human Resources and Rotman School of Management
University of Toronto
OECD Southeast Asia Regional Policy Network on Education and Skills and
Regional Cooperation Programme to Improve the Quality and Labour Market Orientation of Technical and
Vocational Education and Training (RECOTVET)
9th Annual Expert Meeting of the Initiative on Employment and Skills Strategies in Southeast Asia (ESSSA) and
6th Regional Policy Dialogue on TVET
“Building Talent for the Next Production Revolution”
11-12 October, 2017
Ha Noi, Viet Nam
SYMPTOMS OF POLICY INCOHERENCE IN TVET
High structural unemployment
-grads
-economy
Not responsive to market needs
Not agile in responding to the
market
Lack of innovation
- In TVET
- Among firms
Lack of demand for higher skills
FIRST THEOREM OF THE SKILLED JOBS ECONOMY
Utilization of enhanced skills depends largely on a demand for enhanced skills
Demand for enhanced skills depends on innovation and creativity at the workplace
Workplaces vested in the status quo
do not contribute to demand for
enhanced skills
A culture of innovation creates a steady demand for enhanced skills
Two Lenses
• TVET as multi-lateral
• TVET as specialized agency
• Supply-and-Demand for skills policies
• Supply dominant TVET
Service delivery
focus
Strategic policy focus
Inter-dependent
Ecosystem
Self-contained
Platform
Tw
o L
en
se
s
Limited effectiveness
Ideal
Very Ineffective
Low industry
engagement
Skills supply focused
TVET as a self-
contained system
Skills supply-and-demand focused
TVET as a
multilateral
ecosystem
POLICY COHERENCE IN TVET
Within Institutions Across Institutions
INCOHERENCE ACROSS INSTITUTIONS
• Industry Associated NGOs
• Local organizations
• Professional bodies
• Institutes of Technology
• Colleges
• Universities
• Private sector trainers
• Industry Associations
• Individual firms
• Skills & Employment
• Labour
• Industry
• Technology Government Industry
Non-profit associations
Education & Training
Institutions
POLICY INCOHERENCE WITHIN GOVERNMENT
• Supply side:
- skills & employment
- labour
• Demand side:
• Industry
• Regional
development
• Science & technology
SUPPLY-SIDE APPROACHES
Boost post-secondary enrollments
Incentives for apprenticeships
Incentives for training
Target key groups: youth, women, minorities
Bridging programs
CASE: NIAGARA COLLEGE
• Programs pertinent to local industry:
viniculture, tourism & hospitality
• Local labour market surveys
• Internships
• Research Projects
• Contract research with industry
Specific skills &
knowledge
Competing Locally
High Quality
Unique Products
Responsive & Flexible
Creating Demand for Higher Skills
Diffuse Innovations
2
Demonstrate
3
Train
4 Support
1
Legitimize
AUDIT & BENCHMARKING FOR EDUCATIONAL & TRAINING INSTITUTIONS
• Periodic curriculum review
• Self-study
• External review
• Joint boards with industry
• Local labour market surveys
• Apprenticeships
• Fast-track approval of new & modified programs
GOVERNMENT AS POLICY LEADER
• Develop and coordinate across stakeholders
• Invite joint input from industry and TVET on
where to invest? Geographically and functionally.
• Fund programs accordingly
• Set performance targets
• Audit performance of institutions
• Set up rewards based on performance
CONCLUSION: TAKEAWAYS FOR POLICY COHERENCE
Connect
Demand-side considerations to supply-side policies
Network
Across all the institutions in TVET design and delivery
Innovate
Within firms and within TVET
NOT JUST SUPPLY, ALSO DEMAND..