2014年-世界发展银行全球_China_Xinjiang_Province_Workforce_Development___SABER_Country_Report_2014_46页_1mb

Summary of Xinjiang Province Workforce Development (WfD) System

Core Content

This report evaluates the workforce development (WfD) system in Xinjiang Province, China, using the World Bank's SABER-WfD analytical framework. It highlights the strengths, weaknesses, and policy recommendations for improving the system's alignment with economic development goals.

Main Findings

1. Strategic Framework

• Status: Established (2.9/4.0)
• Key Points:
  • Xinjiang has aligned WfD strategies with national development priorities.
  • There is a TVET Leading Group to coordinate government efforts in response to employer needs.
  • However, the collaboration between this group and training providers/employers is limited.
  • The government offers financial incentives to firms, especially SMEs, to train workers.
  • Assessments of future skill needs and economic development prospects are not systematic.

2. System Oversight

• Status: Established (2.7/4.0)
• Key Points:
  • There are formal procedures for allocating TVET funding based on provider requests.
  • Institutional performance is considered, but performance assessment methods are not always reliable.
  • Partnerships with employers and other stakeholders to contribute resources are weak.
  • Funding efficiency reviews are not conducted regularly.
  • Non-governmental training providers are limited and managed similarly to public providers, reducing diversity and innovation.

3. Service Delivery

• Status: Established (2.7/4.0)
• Key Points:
  • The public training sector is well-managed and has institutionalized procedures for combining provider and labor market data.
  • Industry inputs are used in the design of training programs, and annual enterprise surveys inform curriculum updates.
  • Vocational schools are accredited and undergo periodic renewal based on updated standards.
  • Certifications are respected by employers.
  • However, there is limited diversity in training providers, which restricts the flexibility and relevance of the system.
  • Incentives for improving training quality and relevance are minimal.

Key Information

• Economic Context:

  • Xinjiang has experienced rapid economic growth over the past decade but lags behind other provinces in key development indicators.
  • The primary sector contributes more to GDP than the national average, while the tertiary sector's share is smaller.
  • The economy is dominated by labor and capital-intensive industries, with limited technology-based sectors.

• Workforce Characteristics:

  • Xinjiang's workforce is younger and growing faster than the national average.
  • Educational attainment remains lower than the national average, with only 30% of new entrants having education at the senior secondary level or above.
  • The government aims to close these gaps by 2020 through increased investment in education and TVET.

• Employment Trends:

  • The tertiary sector has created more new jobs despite its smaller share of GDP.
  • Traditional service sectors, such as hotels and catering, are shrinking.
  • The coal industry is expected to create 300,000 new jobs by 2015, mainly for technicians and managers.

• TVET System:

  • The formal TVET system in Xinjiang follows the national structure, including compulsory education, senior secondary, and higher education.
  • TVET includes secondary vocational education and tertiary vocational colleges.
  • The system has seen rapid expansion in enrollment over the past decade.
  • However, the quality and relevance of TVET remain concerns, with limited diversity in training provision and weak employer engagement.

Policy Recommendations

• Short-term Reforms:

  • Strengthen coordination among stakeholders and clarify governance arrangements.
  • Improve the efficiency of public school management.
  • Encourage greater participation of private providers under close supervision to ensure quality.
  • Foster closer linkages between TVET institutions and industry and research institutes.

• Medium- to Long-term Reforms:

  • Enhance governance through quality assurance and monitoring and evaluation mechanisms.
  • Ensure all students entering TVET programs have a solid foundation in basic education.
  • Create a more modern and flexible WfD system with diversified pathways for skills acquisition.
  • Enable some TVET schools and programs to gain nationwide recognition as top-level institutions.

Challenges

• The WfD system is rigid, creating educational "dead-ends" for students due to lack of transfer mechanisms between TVET and general education, as well as limited progression to advanced levels.
• There is a mismatch between labor supply and demand in key economic sectors, especially in skilled workers.
• The system lacks incentives for providers to improve training quality and relevance.
• Limited diversity in training provision restricts innovation and competitiveness.

Conclusion

Xinjiang has an established WfD system that supports lifelong learning and recognizes prior learning. However, the system requires significant improvements in coordination, diversity, and alignment with labor market needs to fully realize its potential in supporting the province's economic development goals.