<p><font color="#33711E"><strong>Day 2 – Session 3B: Youth Forum</strong></font></p>

Queen's Park 4, 08:30 -10:00

08:30 - 08:50
3.B.1. Youth and Sustainable Development in the Philippines
Joseph Ancajas
Philippine Normal University, Philippines

Download the paper (pdf, 40kb) and presentation (pdf, 2.1mb)

08:50 - 09:10

3.B.2. Vocational-Technical Education as a Priority in Quality Assurance
Xu Yifen
East China Normal University, China

In China, vocational education constitutes an important part of the country’s education system. With the development of the economy and demand from employers, vocational-technical education is developing more rapidly. At the same time, however, some problems are emerging. In particular, there is concern over the quality of vocational-technical education. Therefore, quality assurance is a necessary consideration. This paper will briefly describe the current situation of vocational-technical education and the issues being faced, and will then focus on some relevant strategies and policies of the various sectors of government, society, educational institutions, teachers and students. This paper will also outline a preliminary framework of vocational-technical education in quality assurance.

09:10 - 09:30
3.B.3. Policy Actions on Improvement of Rural Teacher Education Quality
Hu Lan
East China Normal University, China

Rural education serves as a foundation and a driving force in building a prosperous and harmonious society in China. Furthermore, rural education can help to modernize agriculture in China through improving the skills and knowledge of China's 800 million farmers. The gap between rural and urban education in China is widening, however, and there is an urgent need to increase access to education for rural people and pay more attention to the quality of the education they receive. China has achieved much in the eastern and coastal regions in terms of achieving its "two basic targets" (nine-year compulsory education for all and eradication of illiteracy among young and middle-aged people). Much remains to be done, however, in the western and remote regions. The biggest challenge is to meet the growing demand from the public for high-quality education, especially in terms of better teaching and better management. The level of skills of teachers is a key concern with regard to high-quality education. This paper describes rural education and the quality of teachers in impoverished areas of China. It then reviews new policy actions aimed at improving rural education standards, which the Chinese Government has undertaken in recent years. In particular, the paper examines steps taken to improve the professional competencies of rural school teachers. Other activities discussed in this paper include providing better educational facilities, building a lifelong-learning educational system and implementing distance education programmes.

Download the paper (pdf, 10kb) and presentation (pdf, 900kb)

Vivin Nofrina Sari

Graduate Student of Assumption University of Thailand

Creating Learning Community for Children (CLCC) is a joint program between the Government of Indonesia, UNESCO and UNICEF. The program, aimed to improve quality of learning in primary education, works mainly on local level across 41 districts in nine provinces in Indonesia and concentrates on giving schools and communities more responsibility for managing their own resources and helping them to use these resources more effectively. CLCC focuses mainly on three core components to develop in schools including: Accountable & Transparent School Management, AJEL (Active, Joyful and Effective Learning), and Community Participation. Aside from that, Advocacy and Model Dissemination as well as Program Management and Coordination are the supporting components that are also essential to links the CLCC model to policy formulation, and promote its widespread dissemination and adoption as well as sustainability. In line with the main focus, the three core components directly involve school stakeholders such as school principals, teachers and the community. In Central Java, the last group of stakeholders by and large comprises of students' parents as well as community and religious leaders. In practice, youth organizations on local level are also involved though the amount of involvement and contributions are still limited. This presentation stresses on the importance of youth involvement in the CLCC program and suggests how young people should be involved to provide more supports and contributions to the sustainability of the program