A comprehensive model for developingT & T education in Colombia

- Within Colombian Context –

by Hyungsok Soh(Korea Int´l Coop. Agency)

May 17, 2013

Table of Contents

1. Colombian context for T & T education2. Presupposition: Colombia´s strategy for economic development3. Future manpower demand in Colombia4. Technologies need to be taught to satisfy future manpower demand

5. Factors affecting T & T education quality (1) Overall model for quality education (2) Education activities (3) Educational envrionments ※ Indicators that can be used in measuring education results

6. National certification system to check the quality of education (1) Concept of national certification system

※ Education system in Korea ※ Higher education system in Korea ※ Major statistics on Korean education

1. Colombian context for T & T education

○ Colombia has good condition for prosperity - Government set good direction for development : ´´PROSPERIDAD PARA TODOS´´ - People possess the aspiration for development. - Possess abundant natural resources (oil, gold, silver, emeralds, platinum, coal) - Have good geographic conditions (size & location & diversity of land, seaports) - Have good demographic conditions (size & diversity of population) - There are 500 million people who are speaking espanol.

○ Economic status of Colombia - Colombia is in the process of economic growth and poverty reduction. - Industrialization is ongoing in Colombia (service 53%, industry 38%, agriculture 9% ) with large informal sector. ※ Need to develop chemical & machinary (major import items) industry. - Unemployment rate of Colombia was 9.6% in 2011. - Disparaties across & within departments are significant in Colombia. ※ Gini coefficient(0.578) is 7th in the world

○ Present status of Colombian T & T education

- T & T education is provided in four types of tertiary education institutions. - About 32% of tertiary students are studying in T & T levels in 2010. - There are big differences in tertiary enrollments among departments . - There exists T & T education demand. T&T graduates earn 3 times more than highschool graduates, but earn 1/3 of master´s degree holders. - Number of T & T students are increasing, but T & T institutions are decreasing . ※ T & T students in upper tertiary institutions are increasing. - Teaching staff in tertiary institutions posess lower academic degrees. ※ doctorate 4%, master 19% in 2009 - MEN wants to increase T & T students up to 45% of tertiary students.

Colombian context

Geographic Location

Trade Structure

Natural Resources

Major Products

2. Presupposition : Colombia´s strategy for economic develompment

○ Colombia need to provide (more) industrial complexes to promote economic development. - To construct infrastructures for the convenience of factory installation & operation. (land, road, water supply, communication, transportation, etc.) - To locate industrial complexes in areas convenient to export goods (near seaports) - To construct industrial complexes in poor departments first, and expand nationwide (e.g. La Guajira, Choco, Vaupes, Vichada department) - To construct light industry complexes first and extend to complexes for heavy/high-tech industries

○ Need to induce factories to the industrial complexes. - To provide financial support & tax benefit to Colombian entrepreneurs for factory installation & operation in the complex - To induce foreign enterprises to install factories in the complexes

○ Need to proceed for the development of heavy & high-tech industry - Heavy & high-tech industry can provide more profits than light industry. - Engineers and R & D manpowers are important in high-tech industry, and thus need to be brought up through higher education.

○ By pursuing the economic development strategy, Colombian economy will bring the following results.

- Colombian´s per capita GDP will grow with the growth of export. - Percentage of the population with unsatisfied basic needs will be decreased. - Economic disparities among departments & regions will be decreased. - Demand for welfare service & lesiure activities will be increased. - Demand for skilled manpower will be increased. - People´s ability to pay for higher education will be increased.

Process of Korea economic developmentunit : US$

Year ExportVolume

GDP per Capita Notes

1953 0.02 billion (in 1957) 67 Major export item were raw materials, marine foods in 1950s.

1964 0.1 billion 90(estimate)

Economic development plan was implemented since 1962. First industrial complex was constructed in Ulsan area in 1962.

1977 10 billion 1,034 Pohang Steel Company began its operation in 1973. Clothes, textile, footwear, electronic items were major export items in 1977.

1983 24 billion 2,000 64K D-ram was developed by Samsung in 1983. Steel became major export items in early 1980s and ship-building in later 1980s.

2000 172 billion 10,841 Heavy - technological items (Semi-conductor, computer, mobile phone, automobile) occupied over 80% of earnings from export.

2010 400 billion (in 2007) 20,759

There are 549 industrial complexes in 2012. (excluding farm industry complex)Export composition : 1st industry 2%, light industry 7%, heavy-chemical industry 91%

Korean Example

Major national industrial complexes in Korea

1. Ulsan Complex (2.5 ㎢ ) in 19622. Guro Complex (2 ㎢ ) in 19643. Pohang Complex (37.9 ㎢ ) in 19674. Gumi Complex (24.6 ㎢ ) in 19695. Ulsan-Mipo Complex (46.9 ㎢ ) in 19746. Changwon Complex (25 ㎢ ) in 19747. Yeosu Complex (50 ㎢ ) in 19748. Onsan Complex (25.6 ㎢ ) in 19749. Okpo Complex (5.7 ㎢ ) in 197410. Daedeok Complex (28 ㎢ ) in 197311. Banwol complex (58 ㎢ ) in 197712. Asan Complex (63.3 ㎢ ) in 197913. Daebool Complex in (13.5 ㎢ ) 198814. Gwangju Complex (19 ㎢ ) in 1990

Industrial Complexes in Korea in 2012 1

2

34

5

6

7

8

9

10

11

12

13

14

Type National Provincial

Number 41 497

Total High-tech within City

Farm industry

993 11 444

Korean Example

Industrial complex

Ulsan in 1960s

Planning of Complex

Construction of Complex

Ulsan in 2010s

3. Future manpower demand in Colombia

○ In case Colombia pursues economic development policy mentioned above, Colombia will face the following manpower demand in future.

- Demand for trained/skilled manpower will be increased in general. - Manpower demand in light industry will be increased first, and demand for heavy & high-tech manpower will be increased later. - As economy grows, demand for manpower in service & welfare will be increased. - The importance of R & D manpower will be increased to improve the productivity of industries. - Demand for higher education will be increased. - Higher education institutions will be required to provide high quality manpowers.

4. Technologies need to be taught to satisfy future manpower demand

○ Traditional areas of technologies - Industrial technolgies : architectural, mechanical, electrical technologies, etc. - Agricultural & Veterinary areas : livestocks, pomiculture, foriculture, etc. - Medical areas : medicine, nursing, pharmacy, etc. - Social sciences : economics, administration, education, politics, etc. - Humanities : languages, history, philosophies, arts, etc.

○ New areas that will be emphasized in future - Up to date technologies : robotics, information processing, life sciences, etc. - Welfare areas : therapy, health-care, leasure activities, etc. - Service areas : food services, tour services, etc.

○ T & T manpower should possess not only T & T skills but also general abilities such as language , data analysis, etc.

○ Considerations in organizing T & T education curriculum

- Technics/technologies should be trained throughly. - Both lecture and lab practice need to be provided . - On-site(industry) practice need to be provided. - Humanistic education courses/opportunities through extra-curricular activities need to be provided. - Opportunity to course selection need to be provided. - Career guidance need to be provided. - Students´ caree path need to be considered and opportunities for further study should be provided. - Proof of abilities need to be demonstrated by acquiring some certificates. - The higher the education level, the more broad skill & theoretical training is necessary.

Deptartments of junior colleges in Korea

○ Traditional departments - Dept. of civil engineering - Dept. of computer information - Dept. of refrigeration & air concitioning - Dept. of social welfare, etc.

○ Cutting edge enginieering departments - Dept. of robot engineering - Dept. of computer information , mobile major, etc.

○ Service industry departments - Dept. of fire protection & safety - Dept. of food service , coffee barista major, etc.

Korean Example

Future oriented departments in Korean colloges

Robots

Wearable computer

Coffee barista

Electricity car

Curriculum of a technical highschool

Educationobjectives

Study subjects

1st Grade 2nd Grade 3rd Grade

Professional ability

- Basic Information Technology- SMT basics- Electric circuit- Electronic circuit- Digital logic circuit

- Basic technical drawing- Programming- SMT Equipments- Electronic CAD- PLC control- Micro-processor

- Business opening & management- SMT process- PCB produce process- Micro-processor- Electronic equipments- Knowledge on display

Creative &progressiveattitude

Lecture by industrial meister. Creative experience activitiesLearn one musical instrument Club activities with same majorsForeign country experiences Foreign languages(English, Chinese)

Required abilities for graduation

Basic job skills Professional job abilitiesInformation porcessing abilities Reading abilitiesForeign language abilities Voluntary service experiences

Korean Example

Curriculum of a junior college(Architecture Dept., 2nd year, 1st semester)

Categroy Course Title Credits

Hours per week

Class Lab Total

General ed. College life and future 1, 2 1 1 1

MSC College physics/space planning 3 3 3

Requiredmajorcourses

Computer graphics 1 2 4 4

Reinforced concrete structures 2 1 2 3

Steel-frame structures 2 1 2 3

Architectural law 2 2 2

Architectural equipment 1 2 1 1 2

Optionalmajor courses

History of architecture 3 3 3

BIM interior design 3 6 6

Construction methods and materials 2 1 2 3

Korean Example

Photos of a junior college

Location of Halla College

Main

Building

Emergency Rescue Lab

Practice

On – site Practice

Halla College inJeju Island

5. Factors affecting T & T education quality

(1) Overall model for quality education

Education activities - Site oriented education - Student support - Management of study skills - Interaction between school and students - Specialized courses and international exchanges

Education results - Certificate & job acquisition - School competitiveness - Reputation of graduates & schools - Satisfaction of graduates

Education environments - Professionality of educators - Investment for educators and students - Investment for education facilities - Implementation of lecture evaluation system

(2) Education activities

○ Site oriented education

- Rate of project-oriented courses - Hours of on-site practice by each student - Students evaluation of on-site practice - Rate of courses provided by industry request - No. of courses for industry staffs’ in-service training - No. of contract courses with industries - Degree of support for exchange with industries - Amount of college-industry student exchange

○ Student support - Budgets of student support center - Achievement of student support center - Rate of supported student circle on specialization - Budgets for supporting student circle on specialization - Amount of support for mentor/coaching activities - Amount of support for disadvantaged students.

○ Management of study skills - Expenses for each freshmen´s basic study skill training - Rate of freshmen participation on basic study skill training - Student accreditation system within college

○ Interaction between school and students

- Method of communication between school and student - Amount of communication between school & student - Expenses of adviser activities per student - Amount of educator – student counseling - Management system for educator – student counseling

○ Specialized courses & international exchanges

- Number of specialization (T & T) courses - Rate of enrollment on specialization (T & T) courses - Amount of international exchange/visit per student - Rate of student participating in international exchange - Rate of foreign students

Education activities

Interaction

with Students

Site

oriented

Education

Student Support

International

Exchange

(3) Educational environments

○ Professionality of Educators

- Utmost degrees of educators ※ Educators with Master´s or above in Korea : 97.2% (Junior College), 38% (Secondary School) 84.1% of University professors poss Doctoral Degree.

- Congruity of study areas of educators and teaching areas - Educators’ pre-service experiences in industries - Educators’ in-service experiences in industries - Investment for educators’ in-service training

○ Investment for educators and students

- Rate of full-time educators - Rate of full-time educators´ salary promotion - Rate of investment for student direct education - Rate of scholarship receiving students - Support for on-site practice expenses

○ Investment for education facilities

- Rate of expenses for education facility purchase - Rate of classroom space procurement - Rate of laboratory space procurement - Rate of library space procurement - Rate of welfare space procurement - Safety management of laboratories

○ Implementation of lecture evaluation system

- Level of students’ satisfaction on lectures - Opening of educator evaluation results - Reflection of evaluation results on personnel administration - Amount of reward on evaluation results

※ Indicators that can be used in measuring education results in Korea

○ Certification & job acquisition - Rate of job acquisition on permanent position - Rate of job acquisition after industry site-practice - Number of certificate acquisition per students - Rate of award receiving students

○ School competitiveness - Rate of freshmen enrollments - Rate of drop-out - Re-admission rate of college graduates

○ Reputation of graduates and schools - Industry reputation on graduates - Community reputation on schools

○ Satisfaction of graduates - Self-evaluation of graduates - Satisfaction through post-graduation service

Educational environments

Professional

Educators

Land Space

Books in Library

Lab Facilities

6. National certification system tocheck the quality of education

(1) Concept of national certification system

○ Function of national certificate system - Certification illustrates worker´s ability objectively. - Certification can guide the direction of manpower education & training. - Certification helps proper selection and placement in industries. - Certification motivates people´s effort for self-training.

Education Market Labor Market

WorkEducation

Certificate

National technical certification system in Korea

○ There are 512 national technical certificates, 148 national certificates, 88 public certificates, and 2,600 private certificates in Korea.

Ministry of LaborOverall Management of System - Operation of NTQS Review Comm. - Making plans for administration of certification exams - Administration of basic laws and qualification system

Other MinistriesUtilization of Qualification Holders - Administering other related laws - Disciplinary action (i.e. cancelation of qualification)

Administrative Institutions(HRD Service Korea, KCCI)

Implementation and Administration of Certification - Formation of certification examination questions - Administration of examinations - Registration of certification

KoreanExample

Certificates for jobs

Aircraft

Maintenance

Skin Care

Health Manager

Architect

Education system in KoreaSchool

AgeEd.

Level General Course Special Course Period

19-21

HigherEducation

University (Doctor) 3

17-18 University (Master) 2

13-16 University (Bachelor)

Junior College(2-3year)Industrial UniversityTeachers UniversityAir&CorrespondanceUniversity

4or2-3

10-12 SecondaryEducation

High Shcool (Academic High School) (Vocational High School)

Special SchoolAir & CorrespondanceHigh School

3

7-9 Middle School Special School 3

1-6 ElementaryEducation Elementary School Special School 6

Pre-school Kindergartten Special School 3

KoreanEsample

Higher education system in Korea○ Major functions of universities in Korea - Some top level universities positioning themselves as research – focused university and concentrate their efforts on research and graduate education. - Second level universities think themselves as education – focused university and concentrate their efforts on engineer level education. - Junior colleges perform the function of job preparation and provide two or three years of technological programs.

○ Air and Correspondence University in Korea - Korea has one national Air and Correspondence University and its graduates won high reputation in Korea. - There are several virtual higher education institutions, but they are not receiving much focus from public.

○ Beginning age of higher education - Higher education begins after 12 years of basic & secondary education in Korea

KoreanExample

Major statistis on Korean education

○ Enrollment rate in 2012

○ Compostion of High-school Students in 2012

○ Employment & Promotion rate of High-school Graduates in 2012

Academic high-school Vocational high-schoolEmployment Entering H. Ed. Employment Entering H. Ed.

4.3% 76.2% 73.9% 54.9%

Academic Vocational Air & Correspondence82.5% 17.0% 0.5%

Kinder-gartten

ElementarySchool

MiddleSchool

High-school

HigherEducation

44.0% 98.6% 96.1% 92.6% 68.4%

○ Compostion of Students in Higher education Institutions in 2012

○ Employment rate of Higher Education graduates in 2012

※ 6.7% of college/university graduates continue their study at graduate schools

○ Employment rate of Higher Education graduates in each area in 2012

Junior College University Graduate School

60.8% 56.2% 69.7%

Univ. Air & C. U. Cyber U. J. College

65.5% 7.5% 3.1% 23.9%

Area Human-istic

SocialScience

Edu-cation

Engi-neering

NaturalScience

MedicalScience

Arts/Athletics

J. Coll. 50.5 60.2 79.7 66.3 55.0 70.9 44.5

Univ. 48.4 54.4 49.0 67.5 52.2 74.5 44.0

Thank you !