This report was developed in the context of many changes in the technical and vocational education and training (TVET) system. Focusing on cooperation with the business sector in vocational education and training (VET), the report reflects the following key findings: (1) Numerous guiding documents on the implementation of the VET Law were issued yet the implementation process of policies on cooperation with the business sector still encounters many difficulties; (2) The labour market had a strong effect on the TVET system; (3) The network of TVET institutes was considerably expanded, which mea
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This report was developed in the context of many changes in the technical and vocational education and training (TVET) system. Focusing on cooperation with the business sector in vocational education and training (VET), the report reflects the following key findings: (1) Numerous guiding documents on the implementation of the VET Law were issued yet the implementation process of policies on cooperation with the business sector still encounters many difficulties; (2) The labour market had a strong effect on the TVET system; (3) The network of TVET institutes was considerably expanded, which means a need for the network restructure to ensure efficient operations of TVET institutes; (4) Admissions to TVET institutes increased in 2016 compared with 2015 but the number of admissions had not reached the planned target - TVET graduation and job placement achieved over 70 per cent; (5) The number of TVET teachers increased because of the unification of the TVET system, the qualification of the teachers was improved, yet teachers' occupational skills, computer skills and foreign language competencies were still limited; (6) There was still a limitation in the development of National Occupational Skill Standards (NOSS) and examinations and assessments of National Occupational Skills (NOS); (7) VET quality accreditation was inactive due to a lack of legal guidance for implementation; (8) Though financing VET has become a matter of concern, financial resources allocated to TVET institutes remain limited in practice; and (9) Cooperation with the business sector in vocational education and training was challenging for various reasons, however several pilot models of cooperative training have achieved certain successes.
Besides the foreword and key findings, the report consists of the following nine chapters: (1) Overview of vocational and education training policies; (2) Vocational education and training for the labour market; (3) Network of TVET institutes; (4) TVET admissions and graduations; (5) TVET teachers and management staff; (6) National occupational skills standards, assessment and certification of national occupational skills; (7) Accreditation and quality assurance; (8) Financing vocational education and training; and (9) Cooperation with enterprises in vocational education and training.
Edited excerpts from publication.
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