2013年-世界发展银行全球_Technical_Vocational_Education_and_Training_in_Xinjiang_38页_943kb

Technical Vocational Education and Training in Xinjiang: Summary

Core Content

This report presents an analysis of the Technical and Vocational Education and Training (TVET) system in Xinjiang Uygur Autonomous Region, China, using the World Bank's SABER-WfD diagnostic tool. It outlines the economic context, workforce status, challenges in workforce development, and the current status of the TVET system, followed by benchmarking results and policy recommendations.

Main Points

Economic Trends in Xinjiang

• Xinjiang has experienced rapid economic growth over the past decade, but its per capita GDP remains below the national average.
• The primary sector constitutes a larger share of Xinjiang's GDP compared to the national average, while the tertiary sector development is lagging.
• The secondary sector has seen steady growth, aligning with the national average.
• The industry structure is dominated by labor and capital-intensive sectors, with limited presence of technology-intensive industries.

Workforce Status

• Xinjiang has a growing and relatively younger workforce, with a slower decrease in the school-age population compared to the national average.
• The average educational attainment of the workforce in Xinjiang is lower than the national average, with only 30% of new entrants having education at the senior secondary level and above, compared to 67% nationally.
• The government aims to close this gap by 2020 through enhanced TVET and general education.
• The tertiary sector is expected to create more jobs in the coming years, especially in services, health, and social welfare.

Challenges in Workforce Development

• There is a mismatch between the supply of skilled workers and the demand for higher-skilled labor.
• A significant number of enterprises face difficulties in finding skilled labor, with 71.8% finding it hard to find workers and 30.1% struggling to recruit professional technicians.
• The coal industry, a key sector in Xinjiang, requires more skilled technicians and managers but is currently lacking in these areas.
• TVET needs to expand its offerings to meet the needs of the labor market and support economic growth.

Status of TVET System

• The TVET system in Xinjiang includes secondary and tertiary vocational education, with vocational secondary education and tertiary vocational colleges expanding rapidly.
• However, TVET remains a weaker segment compared to general education in terms of size and quality.
• There is a low progression rate of senior secondary graduates into higher education, indicating a need for better vocational training options.
• TVET schools and colleges have lower teacher qualifications and per student expenditures compared to general education institutions.
• The government has prioritized TVET in various development plans but lacks detailed implementation strategies and monitoring mechanisms.

Key Findings from SABER-WfD Benchmarking

Policy Maturity Levels

• The TVET system in Xinjiang is at the Established level overall.
• Strategic Framework is at the Established level (score: 2.9).
• System Oversight and Service Delivery are at the Established level (scores: 2.7 each).

Strong Policy Goals

• Standards and quality assurance is the strongest policy goal.
• Strategic directions and coordination to achieve TVET objectives are also strong.
• Incentivizing excellence, resources for the sector, and pathways for skills acquisition are the weakest policy actions.

Policy Recommendations

To enhance the TVET system in Xinjiang and align it with the province's development goals, the following recommendations are proposed:

• Strengthen the strategic framework by conducting systematic assessments of economic development prospects and future skill needs.
• Develop implementation plans with clear budgets and annual evaluation reports to monitor progress.
• Improve standards and quality assurance in TVET to ensure alignment with industry demands.
• Enhance coordination between education institutions, training institutes, and enterprises to better meet labor market needs.
• Expand TVET provision to cover a larger portion of the school-age population.
• Increase investment in TVET to match the level of general education, particularly in terms of per student budget.
• Improve teacher qualifications and reduce teaching loads to enhance the effectiveness of TVET programs.
• Create more short-term training programs to address immediate labor market demands and bridge the gap between education and employment.

Conclusion

Xinjiang's TVET system has made progress but still faces significant challenges in meeting the growing demand for skilled labor. The system needs to be strengthened through better policy implementation, increased funding, and improved coordination with industry needs to support the province's economic development and workforce transformation goals.