China, People's Republic of: Guangxi Modern Technical and Vocational Education and Training Development Program

Education / Technical and vocational education and training

The program builds on the experience of the Asian Development Bank (ADB) and other development partners with lending and nonlending operations for TVET, including RBL, in the PRC, and will support the implementation of the GZAR Modern TVET System Development Plan. Lessons have been reflected in the program, including the importance of sustained incremental adjustments and improvements to the existing system based on national and international good practices, rather than introducing new practices in a fragmented manner, and the need for institutional mechanisms to engage industries in TVET. The program is aligned with two of the strategic priorities set out in ADB's country partnership strategy for the PRC, 2016 -2020: supporting inclusive economic growth, and promoting regional cooperation and integration.

The use of the RBL modality is proposed for the program because the wide range of interventions required to establish a modern TVET system needs a clear focus on overall results -increased TVET graduates who entered stable employment in GZAR's industries -and system improvements, rather than a limited number of discrete interventions designed for specific TVET institutions. The program will involve 265 public TVET institutions spread across 14 municipalities of GZAR, which would be difficult if the conventional investment lending modality were used. RBL has the potential to expand the development impact of ADB financing, which accounts for only 2.5% of the total program financing. The GZAR government has strong ownership of the program, and demonstrates deep commitment to results-based planning and management as opportunities for system improvements and institutional capacity development. RBL also provides a platform for development coordination, relying on sector-wide and programmatic approaches. ADB and German development cooperation through KfW will cofinance the program based on a common program results framework, disbursement-linked indicator (DLI) matrix, program action plan (PAP), and program implementation document. Due diligence assessments provide assurance for effective achievement of results through RBL, with measures to strengthen government plans and program systems built into the program design.

ADB''s involvement in the government program will add value by (i) facilitating access to knowledge, expertise, and national and international good practice in quality assurance, industry partnership, and skills and knowledge transfer cooperation between TVET institutions in GZAR and ASEAN countries; (ii) promoting dialogues and partnerships among the government, TVET institutions, enterprises, and industries; and (iii) strengthening the capacity of the government to provide guidance and supervision for TVET institutions. ADB will conduct an impact evaluation study of the key program initiatives on student learning and labor market outcomes, and employer satisfaction, using experimental and quasi-experimental approaches. Findings of the impact evaluation study will be used to improve the government program.

DLI 5: Model TVET institutions established

- 178 out of 200 institutes applied for the rating of secondary TVET schools (on voluntary basis): 8 schools of 5 star-rating, 51 of 4 star-rating, 53 of 3 star-rating, 52 of 2 star-rating, 12 of 1 star-rating, and 2 of non-star-rating. Next rating planned in 3 years.

- The selection of high-level vocational colleges and majors of Guangxi was completed in accordance with the provincial standards for model TVET colleges.

- Review and acceptance of self-improvement projects have been launched.

DLI 6: TVET teachers with industry experience increased

- According to the 2020 double qualification teacher assessment reports, the percentage of technical teachers whose industry experience have been assessed attained 76.6% at secondary TVET schools, and 63.6% at tertiary TVET colleges

- 2019 target achieved

DLI 7: TVET delivery informed stronger management information

- 23 out of 45 tertiary TVET colleges (51.1%) and 35 out of 212 secondary TVET schools (16.5%) have effective internal quality assurance systems

- 2020 target achieved

Industry relevance of TVET enhanced

Quality of TVET improved

Inclusiveness of TVET increased

Role of TVET in regional economic development expanded

In progress. Prior results (2017), 2018, and 2019 targets achieved.

In progress. 52 units (TVET institutions and industry associations) were selected to pilot modern apprenticeship programs and commenced the programs in 2018-2019. GED to provide data on the number of students.

In progress. Prior results (2017) achieved. 2019 target achievement being verified by the independent third-party verification agency and likely to be achieved in 2021.

In progress. Prior results (2017) achieved. 2019 target achievement planned in 2020 delayed but likely to be achieved in 2021.

In progress. 10 Vocational education groups were certified in accordance with GZAR's Index System for Selecting and Confirming the First Demonstration Vocational Education Groups

Completed. All targets have been achieved: 2018 and 2020 targets.

In progress. 2018 target achieved.

In progress. To be reported in semi-annual progress reports.

In progress. To be reported in semi-annual progress reports.

In progress. To be reported in semi-annual progress reports.

In progress. Technical teachers are being certified against the new policy and assessment framework. 2018 and 2019 targets achieved.

In progress. To be reported in semi-annual progress reports.

In progress. TVET students are receiving poverty-related subsidies. Status in 2020 to be reported in semi-annual progress reports in 2021.

In progress. A total of 50 bases are supported by financial support. Status in 2020 to be reported in semi-annual progress reports in 2021.

Completed. All targets have been achieved: 2017 (prior results), 2018, 2019, and 2020.

In progress. There are 548 full-time international students. PMO will request for and provide the latest data.