Section two: International benchmarking

Chinese Taipei 

Austria 

In Chinese Taipei, TVET is governed by the Ministry of Education (MoE) and Ministry of Labour (MoL). There are two routes through the education system in Chinese Taipei after junior high school; one, is the general education system and the other is the vocational education system. After three years of study in vocational high school, students can apply for freshmen of university of science and technology or shift to university as freshmen.   

For technical training, there are six training centres in Chinese Taipei depending on the region. They are governed by the Workforce Development Agency (WDA) of MoL and named as regional branches. They provide from three to six months vocational training for those who do not have a job to ensure the proficiency of skills, and match to employment after the training.  Students graduate from a vocational high school/university of science and technology, or complete training in a regional branch of the Workforce Development Agency (WDA).  

For the education system, if students complete all required credits, secure enough elective credits and meet the additional requirements set by each school, they can obtain graduation qualifications.  

There is a good certification system for skills in Chinese Taipei. The Skill Evaluation Centre has set A, B, and C skill certifications for around 100 skills. Students joining the classes in the regional branch of WDA are usually asked to pass at least two skill-certifications of class B, so they will be welcomed by the industry.  

Qualifications are developed and renewed based on the national economic strategic plan by the Ministry of Education and Ministry of Labour in consultation with stakeholders from industry and TVET education. 

In Austria, there is the option for young people aged between 10 and 14 to attend a   vocational school. The vocational path continues in TVET training facilities, where the programme of apprenticeships and integrated vocational courses are funded by the government. There are a few paths that can be followed: an apprenticeship of three years with 10 weeks training and the rest of the year in practical work within a company or higher vocational training for four to five years that could lead to a university degree.  

Intensive practical skills development is integrated within all TVET programmes. Young people are required to complete two to four days of practical competencies exams plus one day of theoretical / oral exams. The programmes are developed in strong partnership with local industry where the students complete their practical apprenticeships.   

There is a construction-teaching cooperative class in vocational schools (including vocational high school and universities of science and technology). The enterprise and the school sign a cooperation agreement and apply to the Ministry of Education. Students work about 32 hours a week and attend classes at school for about 25 hours. After the same period of study as ordinary students, they can qualify for graduation.  

For universities of science and technology, students are encouraged to use their senior year for summer or semester internships in industry. Enterprises find suitable students through interviews and allow students to conduct internships for two – six months  to shorten the gap between learning and practice.  

Almost all the regional branches of WDA are located near to the industrial park and have good interaction with the industries. Most of their classes are based on the needs of the industry, so students are often employed before their training ends.  

The robotics / automation sector is developing in Austria and the engagement of companies in providing work placements is very high as the demand for specialised employees in engineering has increased in the past 10 years. Many companies will collaborate closely with training centres and universities in the search for the best students in the field of robotics / automation from respective courses delivered in all major universities across the country.   

 There is a construction-teaching cooperative class in vocational schools (including vocational high school and universities of science and technology). The enterprise and the school sign a cooperation agreement and apply to the Ministry of Education. Students work about 32 hours a week and attend classes at school for about 25 hours. After the same period of study as ordinary students, they can qualify for graduation.  

For universities of science and technology, students are encouraged to use their senior year for summer or semester internships in industry. Enterprises find suitable students through interviews and allow students to conduct internships for two – six months  to shorten the gap between learning and practice.  

Almost all the regional branches of WDA are located near to the industrial park and have good interaction with the industries. Most of their classes are based on the needs of the industry, so students are often employed before their training ends.  

The robotics / automation sector is developing in Austria and the engagement of companies in providing work placements is very high as the demand for specialised employees in engineering has increased in the past 10 years. Many companies will collaborate closely with training centres and universities in search for the best students in the field of robotics / automation from respective courses delivered in all major universities across the country.   

Chinese Taipei – Best practise and benchmarking individuals

National Competition 2023: 

The third national competition in Robot Systems Integration in 2023, organised in Chinese Taipei, had the final objective of selecting five teams out of 16 that would go on to compete to secure a place at WorldSkills Lyon 2024,

The test project and marking scheme were developed by the Chinese Taipei Expert, who typically acts as the independent test project designer for the skill in the Chinese Taipei national competitions. This expert is the Training Manager of the international team representing Chinese Taipei at WorldSkills International competitions.  This is a great example of best practice as it allows the Expert to set the standard required whilst observing prospective candidates to represent Chinese Taipei in WorldSkills. 

The national standard of the competition was high and had an increased difficulty of about 25% compared to original national competitions across Europe.  It was completed in 15 hours over three days. 

The 2-D vision system wasn’t used in the Test Project, similar to the National competition in UK, though in other European nationals it was introduced at the basic level. This could be considered as an additional aspect of the national competitions to try to raise the standards and close the gap towards the international competitions. 

The Chinese Taipei Test Project was based on the WorldSkills Occupational Standard descriptors and followed international competition rules and regulations. 

Results were captured between 30 – 80% on the 100% marking scale, which is mostly relevant in respect to the basic tasks that can be completed at the introductory level and not the extension tasks. 

An interesting selection process for the international competitions was noted: the five winning teams from the previous year were also invited to complete the Test Project. However, only one attended. This team wasn’t to be considered for the official awarding in the current year results but was eligible to compete for a place to train and compete at WorldSkills l Lyon 2024.  

This process seems an efficient way of allocating resources, while testing if the previous years’ teams were still training and improving since competing in the National Finals the year before. There is no doubt about the commitment and motivation of the team that qualifies to participate in the WorldSkills Competition. The team’s mindset and competitiveness are very high, and no reserve team is considered a year before the international competition. The training mostly will take place at the college / school the team belongs to, their coach receiving the training plan and assessments from the National Expert / Training Manager. In the last six months before the WorldSkills Competition, the team will be more intensely trained by the Training Manager in their training facility. 

International pressure tests in Austria July 2023 and in the UK (Northern Ireland) May 2023:

One of the International Test Projects that the UK undertook was initially used in Austria Skills 2021 and further developed by the WorldSkills International Chief Expert (Germany) and Deputy Chief Expert (UK) with technical support from the Austrian Expert.  

The project used the FESTO assembly module kit and involved implementing compressed air functions within the actuators used in the robotic cell design. Exposing Team UK competitors to a totally new task and additional pneumatics challenges was an excellent process that highly contributed to our final preparation for EuroSkills Gdansk 2023 where the UK achieved a Medallion for Excellence. The infrastructure list and layout prepared for EuroSkills allowed for the implementation of pneumatics into a blind project that is used in the Robot Systems Integration skill. Exposure to this type of Test Project created a huge benefit and insight to the UK competitors and training team. Marking conducted in collaboration with the German Chief Expert and Austrian Expert was also a great benefit as it focused on the international standards expected in electro-pneumatics test projects developed and held across Europe.  

The Test Project was held over three days reflecting a normal EuroSkills competition; with an additional one-day cell preparation and familiarisation with the new BOM FESTO modules implemented in the task design.  There was also one final day of feedback and learning regarding missed aspects or reinforcing unclear elements of the test project. The result in comparison with Austria placed the UK in first position, with an overall total of 77%. 

Undertaking multiple International Pressure Tests in an international training cycle and comparing the results creates the benchmark of international standards.  This allows for in depth analyses from the training team and enables them to adjust the training plans to help meet the requirements for a major international competition.