备忘录的翻译

译作：广东省劳动保障厅向世界银行贷款谅解备忘录

Aide- Memoire

（英译汉）摘录

部分

Aide- Memoire

China Technical and Vocational Education Project

Identification Process,

October to December 2006

and

Project Preparation Workshop in Singapore,

January 10-19, 2007

Contents

I.

Background

II.

The Identification Process

III.

Findings from the Visits to the Provinces

IV.

The Project Preparation Workshop in Singapore

V.

Project Concept

VI.

The Next Step

List of Annexes

1.

List of Participants in Meetings and List of Persons Met during the Visits to

Guangdong, Liaoning and Shandong

2.

Schools or Related Institutions Visited by the Mission

1

3.

Enterprises Visited by the Mission

4.

List of Singaporean Officials and Officers Whose Support and Efforts Made

the Workshop Possible

5.

Agenda of Singapore- World Bank Workshop

6.

List of participants of the Workshop

7.

WBIHD Evaluation Results of the Workshop

1.

This aide-memoire records a series of activities and findings that contributed to

the identification of issues and to the initial project design of China Technical and

Vocational Education Project (TVE). The borrowers are three provinces

–

Guangdong

Liaoning, and Shandong.

Due to variation in the availability of the leadership in the three

provinces and in central government agencies to receive the mission, the process that led

up to the development of an agreed project concept stretched out over a four-month period,

from October to December 2006 to January, 2007.

This aide-memoire consists of six

parts: Supplementary information is provided in seven annexes.

2.

The mission gratefully acknowledges the excellent cooperation of the National

Development and Reform Commission (NDRC), Ministry of Finance (MOF), Ministry of

Education (MOE), Ministry of Labor and Social Security (MOLSS), Guangdong,

Liaoning and Shandong Provinces. Specifically, the mission wishes to express its sincere

appreciation to the Capital Utilization Department of NDRC for coordinating the initial

phase of the identification process, and to International Department of MOF for effective

support in making the missions possible and its discussions and visits productive.

I.

Background

3.

With China’s economy growing at an average rate of about 10 percent

in real

terms over the past decade, the demand for skilled workers has been strong, particularly in

coastal provinces.

Of the 750 million workers in the country, only about 4 percent has

technician qualifications. China needs to improve both quality and quantity of TVE in

order to sustain growth and to move up the value chain in its economy.

2

4.

After the introduction of market-based economic reforms, China has made

substantial efforts to modernize and restructure the system.

The current policy

framework offers promise and is consistent with international trends and best practices.

The aim is to make the system more responsive to employer demands for skills; more

flexible to allow for multiple entries, exits and re-entries for continuous upgrading and

retraining; and a source of good quality training accessible to all members of society,

young and old. China’s current public sector TVET system has a dual structure. The

Ministry of Education (MOE) and its provincial counterpart are responsible for formal

TVE mainly at the senior secondary level (specialized secondary schools and vocational

high schools) and the tertiary level (vocational colleges), focusing mainly on

pre-employment training. The Ministry of Labor and Social Security (MOLSS) and its

provi

ncial counterpart are responsible for formal skills development (skilled workers’

schools), non-formal vocational training schemes and short-courses in employment

training centers for migrant workers, retrenched workers, and those who want to improve

their skills or acquire new skills, as well as nationwide skills testing and certification.

In

addition, there is a growing private sector that provides formal and non-formal TVET,

accounting for about 10 percent of schools in 2003.

5.

Currently, roughly 50 percent of graduates from compulsory education (at the

end of Grade 9) continue on at the senior secondary level, of whom over 60 percent enter

general secondary education. The remaining 40 percent go for technical and vocational

education (TVE), to be trained to become skilled workers and technicians. Students in

TVE are predominately from the rural areas and from the poorer segments of the urban

areas. Recently, the employment prospects of graduates from TVE are brighter than those

of a university graduate due to the strong demand for skills in the economy.

6.

Recognizing that TVET lies in the critical path to promote growth and

alleviate poverty, the Government of China (GOC) identifies it as one of its strategic

priorities. China’s refor

m agenda aims to raise the quality and relevance of TVET by

strengthening the linkages between enterprises and schools and the practical orientation of

TVET; (ii) improve equity by encouraging the urban and eastern areas to provide more

education and employment opportunities for students from the rural areas and the central

and western regions, as well as provide more student assistance to low-income students;

(iii) to diversify sources of training by encouraging enterprises to provide on-the-job

training a

nd increasing private trainers’ participation; and (iv) to increase public

investment from each level of the government.

The 11th Five-year Plan (2006-2010)

pledges to invest US$$1.9 billion (RMB14 billion) to (i) upgrade 100 vocational colleges,

1,000 vocational secondary schools and 1,000 county training centers, (ii) build 2,000

3

workshops, (iii) strengthen teacher training, and (iv) provide financial support to poor

students.

7.

In March, 2006, the Bank conducted a reconnaissance mission, led by Mr.

Dingyong Hou (Senior Operations Officer). However, at the time, the State Council had

not taken a decision on borrowing. In July, 2006, the State Council approved three coastal

provinces--Guangdong, Liaoning and Shandong --to borrow US$$20 million each from

IBRD, totaling US$$60 million. These three provinces are economically more advanced

than others and have stronger capacity to finance and implement the project to provide

demonstration effects to others. They have a combined population of about 14 percent of

the total in China (80 million in Guangdong, 42 million in Liaoning, and over 90 million

in Shandong).

备忘录

中国职业技术教育项目

鉴定过程（< /p>

2006

年

10

月－

12

月）

新加坡项目筹备研讨会

2007

年

1

月

10

日－

19

日

内容目录

Ⅰ

.

背景

Ⅱ

.

审核程序

Ⅲ

.

参观各省的发现

Ⅳ

.

新加坡的项目筹备研讨会

Ⅴ

.

项目理念

Ⅵ

.

后续工作

4

附件目录

1

、

参加会议的名单以及参观考察广东、辽宁和山东的名单

2

、

代表团参观的学校或者相关学院

3

、

代表团参观的企业

4

、

筹备这次研讨会的新加坡政府机构和政府官员名单

5

、

新加坡世界银行研讨会的议程

6

、

参加研讨会的名单

7

、

研讨会评估结果

1

、这份备忘录记录了一系列关于 中国职业技术教育贷款项目认证以及最初方案

策划活动的决定。阅读者分别是广东、辽宁 以及山东这三个省份有关人员。由于三

个省份的领导层以及中央专项负责人在考虑这个任 务的可行性上的差异，一份被大

家采纳的项目大纲的制定时间延长至

4

个月之久

，

由

< br>2006

年

10

月至