PRELIMINARY FINDINGS OF THE APEC 2000 SYMPOSIUM ON
"IT ENABLEMENT FOR TRAINERS IN THE NEXT MILLENNIUM"
18 - 20th JULY 2000

Problems/Concerns

A problem facing all economies is the modern pace and extent of global technical innovation. Such an environment demands equally extensive changes in HRD to survive and prosper.

All economies are striving to make their education and training systems fit to meet the challenges of an ever-changing environment and the changing nature of work

It is recognised that the economies which will flourish in the 21st century are those which:

1. understand that their most precious resource is their people

2. take the appropriate steps to develop and harness the energy and skills of all their people

3. develop and implement systems to help maximise the potential of their people.

Within this general problem are encompassed a number of sub issues and variations depending on the economy:

1. To generally ensure a pool of flexible and productive workers, both in qualitative and quantitative terms

2. To train for current skills shortages and for perceived future needs, particularly in CIT

3. To train local people where there is heavy dependence on expatriates

Developments in VTE

In all cases the development of an appropriate VET system is paramount. It is universally recognised that the emphasis must be on skills development:

In case after case it is clear that foundation skills are vital

1. Study skills, IT, Communication, Mathematics and Science are seen as the basic prerequisites for higher technical study and the ongoing acquisition of further skills

2. It is also universally agreed that flexibility, autonomy and lifelong learning are fundamental

3. Entrepreneurial training of learners in all specialisations is also recommended because the spirit of enterprise and the positive values thus inculcated are invaluable in all walks of life

4. Relevant skills can best be identified where educational institutions work in close collaboration with industry

It is further recognised that although the world is moving towards a knowledge based economy:

1. traditional approaches and assimilation of knowledge are not in themselves enough

2. a range of options is required to develop the knowledge and appropriate implementation of skills

3. in all cases there must be a match between what is produced and what industry wants

4. this requires strong and meaningful institutional links with industry, and involvement by industry in the training process

5. we may be moving into an era of commercialisation of the planning and implementation of training where the educator also takes on an entrepreneurial role

A number of innovations is suggested with a focus on training for the workplace, including:

1. The introduction of VTE programmes as options in secondary schools, to achieve a mix of general education, generic skills and vocational preparation, and to better help young people make the transition from school to work

2. Apprenticeships, to achieve training and certification in the workplace among newcomers to the labour market

3. Training and certification in the workplace, to address skills deficits among existing workers

It is also suggested that the ongoing development of trainers is of fundamental importance and that opportunities for the upgrading of staff and addressing skills deficits is required. Suggested means include:

1. Professional benchmarking

2. Teacher placement in industry

3. Encouraging self improvement by basing promotion on evidence of self improvement

Electronic Learning

1. Various means of programme delivery were presented and a number of examples included. It was suggested that:

2. The existence of the wide range of E-Learning options available required educators and trainers to reconceptualise their own means of delivery

3. There was considerable scope for mixed mode delivery to supplement educational and training programmes and thereby provide greater flexibility and access to training

4. However, the role of E-Learning in many cases would be supplementary and is unlikely to provide an adequate substitute for the personal contact needed in the generic and socialisation aspects of education, training and employment

Systems, Standards, Research

1. Standards are required in organisational practices and planning, maintenance of performance and cost effectiveness

2. Meaningful and cost effective research should

• produce practical results for stakeholders

• be based on educational and training priorities, such as creating pathways from school to employment

• avoid duplication

• be facilitated by a system of dissemination to stakeholders

3. This requires participation in research decisions by stakeholders as much as policymakers

Recommendations & Directions

Arising from the proceedings are a number of suggested innovations which might be considered for implementation in a form appropriate for local conditions:

1. Explore means of integrating foundation skills, entrepreneurial skills and vocational skills into school education

2. Set up critical liaison organizations between vocational institutions and industry to cooperate on all aspects of vocational programmes

3. Include an effective relevant workplace training model in association with industry and geared towards the needs of specific industries

4. Devise appropriate E-learning strategies and the means of delivery to supplement and complement existing delivery modes and to provide greater flexibility of access to knowledge

5. Devise strategies for encouraging life long learning among educators and for incorporating appropriate relevant vocational exposure into training

6. Set up an independent body to initiate, monitor and disseminate the results of research relevant to the needs of end users

7. Devise means of implementing and converting policy into reality

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