Education – Regional Knowledge Sharing Initiative

Bridging Skills Gaps: Central Asia Can Learn From Guangxi’s TVET Innovations

Technical and Vocational Education and Training (TVET) is essential for economic development, supplying the skills required for the evolving labor markets. By aligning vocational education with industry needs, TVET enhances employability, reduces skills gaps, and boosts productivity. It plays a critical role in fostering inclusive growth, improving workforce quality, and ensuring a competitive edge in the global economy.

To support learning from a robust model of TVET development, ADB-PRC Regional Knowledge Sharing Initiative (RKSI) has financed a knowledge exchange for ten government officials and vocational school leaders from five Central Asian countries (Azerbaijan, Georgia, Turkmenistan, Tajikistan, Uzbekistan) to Guangxi Zhuang Autonomous Region, located in southern People’s Republic of China (PRC) on 9–12 December 2024. The study tour was organized by Sectors Group Human and Social Development Sector Office (SG-HSD) and Central Asia Regional Economic Cooperation Program (CAREC) and also brought seven ADB sector specialists from Manila headquarters and several country offices. As a key gateway between PRC and Southeast Asia, Guangxi has been at the forefront of cross-border cooperation and benefitted from ADB-financed programs to enhance its TVET system. The knowledge exchange provided an opportunity to explore PRC’s best practices in modernizing its TVET system, focusing on industry partnerships, work-based learning, and income-generation activities, with insights from ADB-supported programs.

Policies and ADB’s Support on Guangxi’s TVET System

Guangxi has made significant policy efforts in advancing TVET, including the establishment of vocational education reform pilot zones in collaboration with the Ministry of Education in 2009–2013. In 2019, the region launched a program to build high-level vocational colleges, known as the “Double Excellence, Double High” initiative, which focuses on improving the quality of education and training. In 2023, Guangxi became a pilot province for the Ministry of Education’s modern vocational education system, solidifying its commitment to aligning TVET with industry needs.

A key driver of Guangxi’s progress was the Guangxi Modern TVET Development Program (2017–2022), co-financed by ADB and KfW Bankengruppe. This results-based lending program focused on improving the relevance, quality, and inclusiveness of TVET education. By aligning curricula with local labor market demands in the region’s priority growth sectors, the program helped equip students with practical skills, thereby improving employment opportunities, reducing the “skills gap” and driving regional economic development. The program received the 2021 ADB Best Performance Loan Project Award and benefited over one million students.

With the program now completed, its achievements have broader implications as a regional public good. Through facilitating cross-border knowledge exchange, particularly in areas like industry partnerships, curriculum development and the creation of international training bases, Guangxi has shared valuable lessons with neighboring countries.

Central Asia’s Challenges on TVET

Acute shortages of well-trained and job-ready workforce hinder Central Asian countries’ economic growth. Low quality of vocational skills, a mismatch between education and labor market needs, outdated infrastructure, and resource constraints limit the region’s ability to build a competitive workforce to align with the growing market demand. All Central Asian countries are taking measures to enhance their TVET systems, improve the quality and relevance of education, and develop better linkages with industry. Guangxi’s successful experiences, particularly in aligning TVET curricula with labor market demand and fostering cross-border cooperation, made it an ideal model to learn from.

Guangxi’s Approach to TVET Development

Guangxi’s modernization of its TVET system stands out not only for its alignment with local industry needs but also for its emphasis on international cooperation—particularly with ASEAN countries. This strategic positioning, due to Guangxi’s proximity to Southeast Asia, has allowed the region to serve as a key platform for cross-border educational and technical exchanges, closely linked to supporting mutual economic benefits.

Among the key initiatives driving Guangxi’s success in TVET are:

Strategic alignment: Guangxi’s TVET sector plans have been built on the central government’s Five-Year Plan(s), which ensured alignment of skills development with forecasted growth of priority sectors in the province – this was key in reducing the “skills mismatch” between TVET and labor market needs.

Highly developed school-industry partnerships: Guangxi brought industry to the schools by setting up fully equipped operational workshops working under direct partnership arrangements with the industry and offering goods and services to the market. Colleges are incentivized by financial freedom and benefits that such partnership bring.
Cross-border knowledge exchange and curriculum development: Guangxi has established platforms such as the China-ASEAN Vocational Education Exhibition and Forum, which facilitates the exchange of best practices in TVET. This forum has led to more than 100 signed projects, promoting curriculum development and industry training practices.
Building overseas training bases: Guangxi has expanded its international reach by establishing China-ASEAN Modern Craftsmen Colleges. These institutions focus on building a highly skilled workforce, with a focus on the “Chinese + Vocational Education” model, enhancing both local and international faculty, and promoting cross-cultural exchanges in technical training.
Preparing a tech-savvy workforce: With rapid technological advancements in recent decades and the growing need for a tech-savvy workforce to meet future demands, Guangxi has strategically aligned its TVET programs to cultivate a future-ready workforce across all sectors. Technologies such as big data, intelligent robotics, virtual reality, artificial intelligence, and other digital solutions are being seamlessly integrated into all vocational training areas. This tech-first approach, combined with the pervasive incorporation of technology throughout TVET, promises a bright future for workforce development.
Internationalization of TVET: The China-ASEAN Vocational Education Cloud Platform allows the sharing of international teaching resources, benefiting vocational institutions across ASEAN countries. With over 199 shared resources, this platform enhances the quality of education across the region. Guangxi also offers scholarships to students from ASEAN countries, with over 1,000 students annually enrolled in vocational programs at Guangxi’s institutions. This exchange not only enhances the educational experience but also fosters long-term ties between China and its Southeast Asian neighbors.

Conclusion

Guangxi’s experience in modernizing its TVET system offers valuable lessons for Central Asia and beyond. The success of the ADB-supported Guangxi Modern TVET Development Program highlights the importance of aligning vocational education with industry needs, fostering international cooperation, and improving educational quality. As Central Asia faces similar challenges, Guangxi’s approach may serve as a model for enhancing TVET systems, promoting cross-border knowledge exchange, and developing skilled workforce.

Participants’ reflections:

“Azerbaijan can benefit from applying Guangxi’s best practices to improve vocational education by collaborating with both local industries and international partners, particularly in areas such as green energy and technological innovations. All these aspects provide valuable potential for adaptation and application in Azerbaijan, where reforms in vocational education and training are ongoing.”

Rustam Abdullaev, Head of the Vocational Education Policy Division, Ministry of Science and Education, Azerbaijan

“The knowledge gained about the Chinese TVET system significantly expanded our horizons. I was especially impressed by the acquaintance with the dual education system in colleges in Nanning and Guilin. We are grateful for the knowledge, which will certainly help us in further developing our systems.”

Myrad Kerjayev, Head of Ashgabat Secondary Professional School of Tourism, Turkmenistan

Lessons Learned in the Skills Development for Rural Vitalization in Gansu Province, People’s Republic of China

Planting the Seeds for an Environmentally Sustainable Future

In the People’s Republic of China, an environmental education program instills in students and their families a love for their hometown and nature.

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Overview

Pingjiang in Hunan province was listed as a poverty-stricken county in the People’s Republic of China (PRC) until March 2019. Back then, the ecological environment of Pingjiang was under pressure from inadequate wastewater and solid waste facilities in rural areas, nonpoint source pollution from intensified crop and livestock farming, occasional industrial pollution, and frequent flooding. Improving the living environment could help the county attract more investments that would create jobs and income-generating opportunities.

In 2020, the Asian Development Bank (ADB) worked with the Pingjiang County government to design a project that incorporates nature-based solutions and circular practices to address environmental challenges and improve quality of life. ADB recommended that the project include awareness-raising programs in local schools and communities for environmental protection and green development.

Despite the lagging economic status of Pingjiang, its education system outperformed other counties for years, benefiting from an excellent educational tradition and high-level policy support to promote education for poverty reduction. The county government adopted ADB’s recommendation to mainstream environmental education in schools and improve the environmental literacy of residents by engaging students’ families through targeted outreach activities.

This case study shares the progress of the environmental education component in the third year of project implementation. It demonstrates the important role of the community in ensuring a better living environment.

Project information

53052-001 : Hunan Miluo River Disaster Risk Management and Comprehensive Environment Improvement Project in the People’s Republic of China

Project snapshot

- - Approval date: 27 November 2020
  - Closing date: 30 November 2027
  - Total project cost: $354 million
  - Executing agency: Pingjiang County Government, Hunan Province, People’s Republic of China
  - Financing: Asian Development Bank, KfW Bankengruppe

Context

Covering an area of 4,125 square kilometers, Pingjiang County is located on the eastern margin of Hunan. Its total population is about 1.1 million, with an urbanization ratio of 46%. The Miluo River runs through the county and flows into Dongting Lake. The river also serves as the main source of drinking water for the county.

In 2019, about half of all rural villages in Pingjiang lacked household sewage or wastewater treatment facilities. Agricultural nonpoint source pollution had worsened water quality in the region. These, coupled with inadequate management of solid waste, had a significant negative impact on the rural living environment. The Miluo River was also subject to recurrent flooding, causing damage to the economy and the environment, and posing a serious risk to people’s lives and livelihoods.

To improve the rural living environment in Pingjiang, ADB approved the Hunan Miluo River Disaster Risk Management and Comprehensive Environment Improvement Project in November 2020. This $150-million loan invests in water-related disaster management, sanitation services enhancement, and eco-farming demonstration. In addition to investment activities, mainstreaming environmental education in the local educational system was specially designed as a project component to drive a fundamental change in mindset about environmental protection.

Challenge

Although the county government was committed to achieving environmentally sustainable economic development then, the overall environmental literacy of local communities was low, illegal mining and pollution discharge by small enterprises continued to occur, and rapid economic development and changes to traditional lifestyles were accelerating environmental pressures.

Awareness-raising activities carried out by the government often directly called for certain actions or simply disseminated textbook-type knowledge without cultivating attitudes and values that support environmental protection. This resulted in limited active participation by local communities in county initiatives. For example, the potential for reducing environmental impacts through the “reuse, reduce, and recycle” initiative was largely untapped.

There are about 350 primary and middle schools and around 138,000 students in Pingjiang. Exam-oriented education was the dominant goal in schools and families. Before the project, environmental protection was already part of moral education in schools, but it was often delivered through a one-way, lecture method and squeezed into limited teaching time, which substantially weakened its effectiveness. Also, students were often distracted by electronic devices, and they became increasingly disconnected from nature.

Solutions

The Pingjiang Education Bureau and ADB jointly designed the project activities on environmental education. The bureau identified more than 100 schoolteachers who were interested to act as the catalysts for environmental education in Pingjiang.

Building teachers’ capacity. To equip teachers with the necessary knowledge and skills to effectively deliver environmental education, the project organized a range of training programs and study tours for the teachers on natural play, environmental education activities for different types of fields, typical environmental issues, environmental education course design, and environmental education theories and outcomes.

Adding environmental education to school activities. The teachers incorporated environmental education elements into various existing school activities, such as regular classes, labor education programs, science and technology club, and mental health counseling.

Fostering hometown pride. The Pingjiang Education Bureau selected and grouped elite students and teachers to work with environmental education practitioners in developing reading materials for students and citizens that promote love for their green hometown. The books guide the readers to think globally, act locally, and live personally for environmental protection. In contrast to textbooks, these readers forge students’ bond with their hometown by highlighting Pingjiang’s strengths, discussing its environmental challenges, and exploring solutions to such issues.

Acting collectively at school. Teachers organized a variety of school and class activities for students’ active participation. Some schools arranged field trips to the landfill site and waste incineration plant. In other schools, students pioneered milk carton recycling through project-based learning. As a club activity, some students established “a recycling company” to operate the school-wide collection and recycling of old books and used papers.

Engaging families through children. The Pingjiang Education Bureau combined environmental education with family education during students’ vacation. Students and parents were urged to work hand in hand in building a green and harmonious family. The bureau first prepared the families through lectures at mobilization meetings. Then, a family’s environmental action was agreed upon through a why-how-what family discussion. The chosen action was carried out during the vacation and documented. Finally, the students summarized the activity and reported on the before and after situation and their reflections.

Speaking for nature. Since 2021, more than 300 primary and secondary schools in the county have participated in the annual speech competition “Green Home in My Heart.” Students share their stories based on on-site research and/or personal experience, express their thoughts and insights, and also call on everyone to be practitioners and promoters of a green Pingjiang.

Results

As of this year, about 150 personnel, including teachers, educational bureau staff, environmental facility operators, and project management officers, received environmental education-related training. They have applied their new knowledge and skills in school education. A core team of around 40 teachers was created for piloting activities, developing environmental readers, and training new talents. Forty-one schools were identified for development into environmental education schools.

About 138,000 students and 25,000 families actively engaged in environmental education activities. A Pingjiang Environmental Education Reader for junior high school students was prepared jointly by 16 teachers, 50 students, and environmental practitioners. The readers for primary school, high school, and citizens are currently under development. A total of 2,200 students participated in milk carton recycling, following the findings of the first batch of students who underwent project-based learning. A study on irrigation design to cope with drought by a group of high school students—members of a science and technology club—won first prize at the provincial science and technology innovation youth competition.

Environmental education activities organized by the teachers were enriched and diversified to promote active learning in comparison with lecturing and one-off group activities in the past. Students are better motivated by their experiences to study environmental issues and commit to behavioral change.

The Pingjiang Education Bureau will continue its efforts in creating a comprehensive, diversified, and sustainable environmental education system; building model schools; and strengthening the collaboration between schools, families, and society for environmental protection.

Lessons

The project’s achievements in environmental education cannot be achieved without the champions in Pingjiang Education Bureau and the support of the bureau’s leadership as well as the enthusiasm of local teachers.

Experienced nongovernment organizations and social enterprises in the environmental education field served as external advisors for the Pingjiang Education Bureau. Initially, the bureau invited university professors to provide technical support, but their academic style did not suit the project’s practical needs.

The development of higher education on environmental protection in the PRC was lagging compared with developed countries. There were gaps to bridge in terms of professional talent, education theory, curriculum development, and teaching methodologies. International experiences can provide valuable reference.

An environmental issue often involves multiple disciplines. Solving practical environmental problems is a good opportunity for students to comprehensively apply their knowledge and skills. Therefore, environmental education can bring students a variety of benefits: academic achievement, critical thinking and problem-solving skills, personal growth, and joy. It also provides students with extra motivation for self-development and a great sense of self-efficacy.

References

Asian Development Bank (ADB). 2020. Report and Recommendation of the President to the Board of Directors on a Proposed Loan to the People’s Republic of China for Hunan Miluo River Disaster Risk Management and Comprehensive Environment Improvement Project. Manila.

Author

Xin Shen

Senior Project Officer (Natural Resources and Agriculture), East Asia Department, ADB

This blog is reproduced from Development Asia.

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