Restaurant craze
The focus on getting graduates into higher education is just one trend in TVE. Another is a tendency for certain departments to be far more popular than others.
The 85 subjects taught at vocational high schools fall into 15 disciplines: machinery; motor vehicles; electrical and electronic devices; chemical engineering; construction; business management; home economics; hospitality and tourism; agriculture; and so on. But because there is no system for managing the numbers of students studying one subject or another, schools tend to just service the latest fads, with the result that certain departments are overrun with students while others languish in obscurity. (See table, p. 51.)
Cheng notes excess enrollment in the disciplines of hospitality and tourism, business management, and electrical and electronic devices, while there are not enough students in such disciplines as fisheries, marine studies, and agriculture, even though expertise in these areas will be extremely important in dealing with problems having to do with food, energy, and marine resources.
Principal Lin at CKVS agrees that food service courses are too popular, and there is a danger that students may find themselves faced with a saturated job market. But the courses are fun and the immediately visible results make for a feeling of accomplishment, thus their popularity. CKVS is going to launch multimedia and tourism courses this year to meet market demand.
There are more than 120,000 first-year students in vocational high schools in Taiwan, of whom fully 21,851 are studying hospitality and tourism, which is second only to business management. This figure far exceeds the Council of Labor Affairs’ estimate of recruitment demand of 4569 people in the hospitality and tourism industry in the first quarter of 2012.
Fisheries and marine studies, in contrast, only have a few hundred students. Distaste for the hardship such jobs involve appears evident.
Ling Tung University vice president Hsu opines that allowing the market to determine the right mix of enrollments will naturally lead to such imbalances for a time, but once students realize a certain market is saturated they will naturally turn to something else. Early childhood education, for example, was all the rage 10 years ago, but the rage has subsided as the trend toward smaller families has gotten worse due to a low fertility rate.
Dearth of welders
The trend in TVE to prepare students for higher education has got industry worried.
In his book Education Should be Different, former chairman of the Landis Taipei Hotel Stanley Yen wrote: “Taiwan society is moving toward an erosion of basic skills. The abilities needed by an aircraft maintenance technician, a plumber, or an electrician, for example, are disappearing as the result of a mistaken education policy that has prompted schools to compete with one another to get upgraded to universities.”
Commenting on the desire of most TVE students to get into university, NTNU’s Professor Cheng points out that social progress generates a need for more highly trained technical specialists. With lathe operators, for instance, the emphasis in the past was on finely honed manual skills, but today the use of computer numerical control (CNC) means that lathe operators must be able to write computer programs.
“The problem is that not all tasks can be done by machine. A lot of problems crop up that have to be resolved by a human.” Cheng recounts how a typhoon exposed Taiwan’s lack of skilled labor.
After the typhoon left a water reservoir badly silted, authorities needed to connect a big pipe to drain the turbid water, but the slow pace of work raised public ire. The bottleneck, it turns out, was insufficient numbers of welders qualified to work on the project. Welders were borrowed from China Shipbuilding, but there were still not enough.
If you wait until a pressing need arises before you start training for needed skills, you’re doomed to be a day late and a dollar short.
Says Cheng: “Taiwan has plenty of high-tech talent, but there’s a shortage of more basic skills in things like sheet metal work, welding, casting, and mold and die making.” He points out that society needs people with basic skills, and not every student is suited for study at a tech college.
Moreover, technological and vocational education isn’t finished upon graduation. Even after a person joins the work world, on-the-job training is still needed, and one must keep abreast of the latest changes.
Always “plan B”
The MOE estimates that the total number of first-year junior high students, which stood at 310,000 this year, will drop by a whopping 26,000 persons next year, and by 15 years from now will be down to just 170,000. This will pose a big threat to general and vocational high schools alike.
But setting aside questions of what lies a decade and more down the road, the more pressing issue is how we are to prepare for the launch of 12-year public education, and for direct admission to general and vocational high schools without the taking of entrance exams.
Education must be suited to the individual, to be sure, but in a nation that favors book learning over technical expertise, few have ever gone the TVE route if they could have gone the other.
One mother repeatedly brushed aside her son’s requests to be allowed to go into the TVE system. She had long known of his distaste for theory and his love of working with his hands, but the boy got good grades. “If you’ve got the ability to take the academic route, why wouldn’t you do it?” was her thinking, so she encouraged him to take the standard path to success—general high school, and on from there to university.
That mother’s thinking is typical of the mindset of most people today: “Book learning is the true path to success; TVE is just plan B.”
The “plan B” status of TVE shows up not only in the abilities of the students, but also in the socio-economic position of their parents. Principal Lin of CKVS points out that the families of some 90% of all students at his school fall below the NT$1.14 million annual income cutoff for financial assistance.
In order to move back the age when a person has to decide between an academic and a vocational education, the MOE in 1996 began encouraging the establishment of bilateral (combined vocational and academic) high schools where students don’t take one path or the other until the second year. The number of vocational high schools has subsequently fallen, from 204 in 1997 to 156 today, while general high schools have increased from 228 to 335. Once entrance exams are dropped, will students opt in droves to attend general high schools? Will vocational high schools fade into history?
Professor Cheng points out that tech universities and colleges lack distinctiveness because 90% of their courses are the same as those offered at regular universities. And because of society’s emphasis on degrees, they are tripping over themselves to open up new master’s and PhD programs. “The increasing trend at tech schools toward convergence with the education offered at academic universities is prompting people to question the need for tech schools. On top of that, the Multiple Entrance Program for College-Bound Seniors makes it possible for students from general high schools to use the results of their Basic Achievement Test to apply for admission to tech universities, which leaves even fewer spots for vocational high school graduates.”
Industry-academia cooperation
In response to possible tough times ahead, the TVE system has been making inroads at the junior high level to help students to discover their aptitudes and develop accordingly. Huang Jingyi, a specialist at the MOE’s Central Region Office, states that most junior high school teachers are not graduates of the TVE system, and students know little about vocational high school. There is thus an urgent need for junior high schools to cooperate with vocational senior high schools in familiarizing students with TVE.
The TVE Department’s Lee Yen-yi explains that the initiative is being carried out in three phases in grades seven through nine. The first step is to familiarize students with the TVE option and what sort of careers it can lead to. The next step is to identify individual students’ aptitudes and expose them to hands-on learning experiences. Schools are setting up “junior-high TVE programs” under which interested students can go to vocational high schools to attend from three to 14 units of TVE courses per week. Ling Tung University vice president Hsu, who is involved in this initiative, states that the junior-high TVE programs have thus far attracted a total attendance of more than 50,000.
In order to keep to their TVE mandate, vocational senior high schools have established “applied skills programs,” “industry-education cooperative education programs,” and “programs in educational disciplines that develop specifically needed job skills.” Students who elect to enroll in one of these programs are offered tuition-free admission for three years.
To bolster the training of students in educational disciplines that develop specifically needed job skills, to prepare job market entrants in areas where there is a severe shortage of personnel (e.g. maritime navigation, machining), and to support government policy regarding development of the “six emerging industries” (such as green energy and tourism), the education community adopted a “three-in-one” approach in 2006 whereby vocational high schools, tech colleges, and industrial firms work together in providing student internships. For example, Municipal Kaohsiung Senior Vocational Industrial High School, National Kaohsiung University of Applied Sciences, and a local precision instruments maker have joined hands to establish an internship program in which students take turns shuttling back and forth between school and workplace. Students in the program are given a stipend.
Does TVE have a future?
TVE and general education began evolving toward a two-track system after Taiwan’s first tech college—the National Taiwan Institute of Technology—was established in 1974. But when the tracks started converging in more recent years at the level of higher education, vocational high schools began finding it difficult to define their role within the larger education system.
At a meeting held in 2001 to review the state of education reform, some observers called for doing away with vocational high schools. Today, there are remotely located schools in central and southern Taiwan that can no longer recruit the minimum 600 students. The need for a “market exit mechanism,” so to speak, is an extremely difficult issue to tackle. There have been rumblings, but no one quite knows how a school is actually supposed to go about closing down.
The TVE Department’s Lee Yen-yi comments that the closing of a school has a bearing on the right of students to receive an education, and the right of teachers to employment. It’s a very nettlesome matter, and all the education authorities have been able to do is launch various programs designed to improve the quality of education at general and vocational high schools in hopes of improving the overall quality of education and helping students benefit more from their studies, while providing guidance to schools that are performing poorly.
NTNU’s Professor Cheng suggests that vocational high schools take advantage of this opportunity to totally remake themselves. “Since they’re not preparing students to go out directly into the job market anyway, there’s no need to split them into a lot of different finely divided disciplines.” He feels that a lot of students in vocational senior high school still haven’t clearly identified their interests, so it is sufficient to divide them into a few large categories. This approach makes it easier for students to pick something suitable for themselves. As for unpopular but important basic subjects, the national government needs to use policy as a tool to guide students in that direction.
So are vocational high schools headed for better things, or are they on their way out? Is there a future for the TVE system? The next few years will be a key test of the education authorities’ policymaking ability, schools’ mettle, the capability of parents to respond to a changing environment, and the ability of students to understand themselves.
Professor Cheng sums up his view of this critical juncture for the TVE system: “This is a crisis, but it’s also an opportunity for change!”