Team enQRMIT University Vietnam

VOCATIONAL TRAININGA remedy to Youth Unemployment in ASEAN

Agenda

1 Introduction

2 Rationale

3 Analysis

4 Recommendation

5 Appendices

Introduction

ErikAge group: 15 – 24 years old

Dropped out of secondary school

Sought jobs, but no offer

Agenda

1 Introduction

2 Rationale

3 Analysis

4 Recommendation

5 Appendices

Rationale

36.4mIn Asia Pacific

young people looking for decent

and productive employment

7%In ASEAN

average youth unemployment

Rationale

Society

Family

Individual

• Future economic prospect• Social unrest

• Sustainable earnings to support family

• Future career path• Long run unemployment

Agenda

1 Introduction

2 Rationale

3 Analysis

4 Recommendation

5 Appendices

Analysis

age group 15 – 19

Regardless of skill levels,

is more vulnerable to unemployment, compared to the

20 - 24

Low skilled Medium

skilled

Low skilled Medium

skilled

Age 15 - 19 Age 20 - 24

Analysis

Secondary enrollment rate

correlates to youth

unemployment

Analysis

Among the unemployed

young people, most of them have highest

education level of Upper

Secondary.

Analysis

2.25 times

On average, tertiary

education is

more expensive than secondary

education (including vocational training)

Agenda

1 Introduction

2 Rationale

3 Analysis

4 Recommendation

5 Appendices

Recommendation

VOCATIONAL TRAININGINPUTS OUTPUTS

Encourage more youths to join vocational training system

Recommendation

• Increase awareness of

parents and other

stakeholders about

vocational training.

• Open House

AWARE RECOGNIZEENGAGE

• Enhance the

attractiveness of

vocational school to

secondary school leavers

– Financial reasons

– Non-financial reasons

• Enhance the graduate’s quality of vocational training systems– Quality

standardization– Pathway to colleges/

universities\

• Parents

• Educators

Act

ivit

ies

Stak

eho

lder

s • Secondary school students • Companies

• Ministry of education

Recommendation

• Increase awareness of

parents and other

stakeholders about

vocational training.

– Open House

AWARE RECOGNIZEENGAGE

• Enhance the

attractiveness of

vocational school to

secondary school leavers

• Financial reasons

• Non-financial reasons

• Enhance the graduate’s quality of vocational training systems– Quality

standardization– Pathway to colleges/

universities\

• Parents

• Educators

Act

ivit

ies

Stak

eho

lder

s • Secondary school students • Companies

• Ministry of education

Recommendation

• Increase awareness of

parents and other

stakeholders about

vocational training.

– Open House

AWARE RECOGNIZEENGAGE

• Enhance the

attractiveness of

vocational school to

secondary school leavers

– Financial reasons

– Non-financial reasons

• Enhance the graduate’s

quality of vocational

training systems

• Quality standardization

• Pathway to colleges/

universities

• Parents

• Educators

Act

ivit

ies

Stak

eho

lder

s • Secondary school students • Companies

• Ministry of education

• Universities/ colleges

TimelinesYear

1 2 3 4 5 6 7

Group 3: Laos, Cambodia, Myanmar

0 8 9 10

Group 1: Brunei, Malaysia, Thailand

Group 2: Vietnam, Indonesia, Phillippines

> 10

What-if analysis

2.3mApproximately

youth exiting youth

unemployment population

30%In 10 years, ASEAN

Increase in vocational school

enrolment

Summary

Recognize

Engage

Aware

36.4mIn Asia Pacific

young people looking for decent and productive

employment

Agenda

1 Introduction

2 Rationale

3 Analysis

4 Recommendations

5 Appendices

Appendix - Recommendation

• Increase awareness of

parents and other

stakeholders about

vocational training.

• Open House

AWARE RECOGNIZEENGAGE

• Enhance the

attractiveness of

vocational school to

secondary school leavers

• Financial reasons

• Non-financial reasons

• Enhance the graduate’s

quality of vocational

training systems

• Quality standardization

• Pathway to colleges/

universities

• Parents

• Educators

Act

ivit

ies

Stak

eho

lder

s • Secondary school students • Companies

• Ministry of education

• Universities/ colleges

Appendices

0

1

2

3

4

5

Impact coverage

Time frameResources

Factors Evaluation

Education

Urban/Rural

Sex

Skills level

Economy

Appendices

Appendices

Appendices