DISCUSSION ON Skills, Education And Innovation To Support Productivity In East Asia: Investing In The Future, Creating New Value Sakarindr Bhumiratana President King Mongkut s University of Technology Thonburi The World Bank high-level Conference on East Asian Development (CEAD) 2011 Singapore, March 21-22
Non-economist. An excellent treatise of the subject, very extensive covering from days of pregnancy to life long education. Clearly education is key to a development of an economy, and each economy must invest appropriately putting the right emphasis and priorities to the many level of education. S&T Infrastructure is also important to National Innovation system
National Innovation System skills & education e TECHNOLOGY SCIENCE a d c b INNOVATION Weak S&T infrastructure The joining together of science (increasing what we know), technology (applying what we know) and innovation (turning our applied knowledge into economic benefits and promoting the acquisition of new knowledge through learning-by-doing) is more useful than the singular contributions of any of science or technology.
Time and Spatial Issue Large rural and diversity of population assessing basic services including education is a problem (ICT - related)
The STEP framework Child/Elementary/ High School 10 15 YRS + 40+ Higher Education Institute 4 8 yrs + 40+ Source: Stepping Up Skills, The World Bank Vocational School Working Adult Education NOW
D A R U N S I K K H A L A I School for Innovative Learning King Mongkut s University of Technology, Thonburi Alternative vs. Conventional
D A R U N S I K K H A L A I High School of Science and Engineering King Mongkut s University of Technology, Thonburi
Workforce Profile Total workforce (2008), 37.02 Million Master, 315,000 Ph.D., 63,000 Source: National Statistical Office Remark: 1. low skilled worker workers with matthayom 3 certificate and below 2. medium skilled worker workers with matthayom 6/vocational/high vocational certificate 3. knowledge worker workers with bachelor degree and above Knowledge worker, 4.00 million, 11% S&T, 1.26 million Source: National Statistical Office Social Science, 2.74 million Bachelor, 882,000 Remark: Assumption: Bachelor- 70%, Master- 25%, Doctoral- 5% Medium skilled worker, 6.28 million, 17% 8 Low skilled worker, 26.78 million, 72%
Policy and Planning vs. Execution and Implementation Issues Quality and Effectiveness of implementation, a scaling problems.
Conceptual Framework of STI Policy and Plan (2012-2021) Green and Inclusive Innovation Ageing Society Decentralization Demographic & Social Change Competition and Economic Integration Regionalization (ASEAN) Social and Cultural Mobility Quality Society STI Sustainable Economy Sustainability Energy & Environment Energy Security & Clean Energy Climate Change Natural Resource & Environmental Management Green Production & Services Green Innovation Technological Change 10 Creativity Platform
(Draft) STI Policy and Plan (2012-2021) Vision Green Innovation for Quality Society and Sustainable Economic Growth 11
Quality Society Social Disparity Labour Mobility Innovative Community Medical Hub 8 Priority Issues STI Awareness 12 Public Health Research Development and Innovation STI Education
Draft National STI Policy and Plan (2012-2021) Geopolitical Change Climate Change Sustainable Growth Founded on Knowledge-Based Society Science, technology, and innovation for stable, competitive economy and quality society Increase competitiveness, flexibility, and innovation in agriculture, industry, and service sectors Empower local grassroot communities to strengthen the country s foundation Strengthen the nations s energy, natural resources and environmental security Develop and increase the potentials of the nation s human capital Develop infrastructure and enabling factors to meet the country s STI demands
Innovation Eco-system inthailand : New Entrepreneur Life Cycle and Cluster of Related Agencies Seed R&D as source of innovation New Entrepreneur creation Expansion/ Productivities Impact on Thailand Economy Basic R&D Applied R&D R&D for industry Sustainable Development Schools NECTEC BIOTEC MTEC NSTDA SchoolNet The best & the brightest Open Lab Policy Other innovation program AIT Higher Educations Science Park TU R&D Questions Incubator Service Software Park IT Park SIIT KU KMUTT Knowledge workers industry sectors leads the direction Specialized Institution Angle investor VC Other investment in Innovation Federation of industry, Professional Association Exchange of researcher/ Chamber of Commerce Direct ion identify SME Bank Household savings SET Commercial banks Thailand Research Fund Promote Basic Research National Research Council and other granting agency BOI 2002 Revenue Department (Tax incentive/ acct standard Dbd Ministry of commerce BOI Present OSMEP ISMED Innovation Fund Foreign Trade Dept Demand side Financing, Students Loans Competitiveness Improvement Committee, STI, Intellectual Property Dept. M-1
3 Goals to Improve Thailand s Competitiveness in STI R&D /GDP > 1 % R&D Personnel (FTE) 15:10,000 To be achieved in 2016 R&D expenditure (Private: Government) 70:30 15 Remarks: Thailand Status in 2009 R&D Exp = 18,225 MB R&D Exp : Gov : Private =10,005:8,220 MB R&D Personnel = 42,624 (man-year) IMD Average: R&D / GDP = 1.04% R&D Personnel = 25:10,000 Private : Government = 70 : 30 15
Skill Knowledge Expected Actual 16 Source: NESDB
Skill Knowledge Expected Actual 17 Source: NESDB
The Future Highly-skilled workers Knowledge workers e.g. designers, engineers, scientists, researchers Low-skilled workers Labor-intensive Skill-intensive Technologyintensive R&D and innovation intensive 18
Quality and Effectiveness of implementation, a scaling problems. Incentives to do the right things (World class vs. Relevant excellence) Provide rural education with impacts on earnings and quality of life (community college)
Examples of Work-Integrated Learning Programs 1. Practice School: ChEPS, FEPS, C-ChEPS Chemical Engineering Practice School (ChEPS) Food Engineering Practice School (FEPS) Constructionism Chemical Engineering Practice School (C-ChEPS) 2. Cooperative Education: RMUTT 3. Early Recruitment Program: Western Digital 20
Practice School Concept A Unique Partnership University Students Practice School Supporting Agencies Industry
Concept of the Practice Schools enterprise mutually agree in research problem university mentor consult for operation and process research problem student problem solving Advisor advise at site area 22
Program Department or School Year Industrial Partner(s) Funding Agencies ChEPS Chemical Engineering (M.Eng.) 1998 Petrochemical industry (Thai Oil, Thai Polyethylene, BST, ROC, Siam Mitsui PTA, ATC, Exxon Mobil, PTT chem) FEPS Food Engineering (M.Eng.) 2002 Food industry (Siam Food, Saha Farm, CPRAM, Betagro, TGM, Thai Union Frozen, TC Pharmaceutical, Lilly Tobeca) BIF SEPO BiPS School of Bioresources and Technology and Information Technology (IT) Multidisciplinary (M.Eng./M.S.) School of Bioresources and Technology (M.S.) Summary of SEPS at KMUTT 2003 Leading research centers (national and international) EPPO, NSTDA (U-IRC) BIOTEC; NSTDA (U-IRC) BIOTEC; 2004 Starch industry (Chonchareon Co., Ltd.) BIOTEC; NSTDA (U-IRC) 2006 Biotech industry (KMP Biotech Co., Ltd.; Bangkok Bank) NSTDA (U-IRC)
Implementation of Work-Integrated Learning (WIL) in Thailand 88 HEIs (about 50% of the total number of HEIs in Thailand) conducted cooperative education. About 5,800 industrial firms participated in Coop Education. 181 vocational colleges (about 25% of the total number of vocational colleges in Thailand) conducted dual vocational training programs. About 26,500 students (4% of total number of vocational students) received such training and about 500 firms participated in the programs. 24
25 SCG : C-ChePS and C-Pulp PTT-Chem : PI-ChEPS Duration C-ChePS and C-Pulp : 8and6 months, respectively (reduced from 12 months) Facilitators and Instructors PTT-Chem : PI-ChEPS : 10 months Basic Engineering Knowledge (Different engineering background) Selected Operators Learning Process Thinking / Skill / Attitude / Creativity High Experience Learning Tools High Maturity/ Responsibility Lifelong Learner ChE Knowledge through PBL Learning Organization
26 Objective Provide theoretical knowledge to apply with real work. Enhance all necessary skills and learning process for the learner to become a lifelong learner. Stimulate the learning process within the organization in order to become a learning organization. Duration: C-ChePS and C-Pulp : 8and6 months, respectively (reduced from 12 months) PTT-Chem : PI-ChEPS : 10 months PI-ChePS : Number of alumni in 4 classes = 43 C-ChePS : Number of alumni in 12 classes = 156 C-Pulp : Number of alumni in 13 classes =194 Dr. Jindarat Pimsamarn
Summarized issues Thailand realized problems of Skills Mismatch between supply (education system) and demand (labor market) Currently we promotes new initiatives to encourage both job-relevant skills and innovation skill in education system Excellence of education means Relevance Excellence rather than Academic Excellence Currently, we try to also promote toward Social/Communityintegrated education, in order to increase relevancy of education to national development