Proper strategy and planning are the prerequisites for ensuring that skill development effectively matches skill delivery with skill needs and promotes improvement in employability, productivity and industry competitiveness, and the dynamism and growth of economic growth (ILO 2011). Skills development should be prominently included in the national plan as a top priority and central pillar supporting the long-term socio-economic development goals, and should be supported by growing government funding source.

Along with the strong linkage to the country's economic and social vision, and the strategies of national economic restructuring, industrial innovation and skill development planning must also be carried out in process and carefully to create the necessary skills.

Skills development is an integral part of national industrial policy. Industrial policies in many countries have focused on trying to select winners and losers, and to provide government subsidies and other supports to selected industries. However, such policies have been shown to be detrimental to industrial competitiveness in most cases. Instead, there is a growing consensus that national industrial policy should focus on creating a framework that enables economic development, including strategy and providing skills development to supports a wide range of industries and businesses (OECD 2013b).

Skills development is essential for laying a strong foundation for the skills required for national industrial transformation. It is critically important for policymakers to take active measures to synchronize skills development with industrial innovation, in order to develop and deliver skills to predictive needs. . Strategies that aim to create skills based on recent past needs will deteriorate (not address) inappropriate skills. Skills development included in industrial policy is important to ensure that the skills produced by the education and training system provided by employers match the necessary hard and soft skills of industry, while promoting progressive industrial upgrading (UNIDO 2013)

Hence, in order to link skills development with economic transitions it is necessary to reorient and rebalance the Asian Education Systems to focus on meeting labor market needs and emerging development of the economy. This is completely suitable for all levels of education from secondary education, technical vocational education and training to higher education. At the same time, countries in Asia need to rebalance the education sectors to reshape the vocational education (TVET) model in the following ways.

1. Reorienting and Rebalancing vocational EDUCATION and training areas TO Match with SKILL requirements

"Rocket Scientists" and the basic skills are the general determinants of growth. Educational policies in many countries explicitly or implicitly place prority for highly specialized and advanced educational programs, focusing on the development of a small number of elite professionals (e.g., rocket scientists) with aims to encourage technological innovation and promote rapid growth. However, in order to achieve economic modernization and maximize the economic benefits of technology, it is necessary to have the right proportion of rocket scientists, and a workforce with hard and soft mechanical skills (Hanushek and Woessmann 2012). Economies need both rocket scientists to innovate and develop new technologies, and a workforce with at least basic skills to deploy technology in production. Therefore, the education system needs to strengthen both top-down and bottom-up approaches to create the optimum combination of rocket scientists and workers with required basic hard and soft skills in the current job market and an emerging economy.

2. CHANGING APPROACH TO GENERALLY MEET PART OF SKILL NEEDS

Much of the research literature aligns the development of skills with vocational education and training. However, it is important to define that secondary education is responsible for helping the majority of young people to be prepared for employment in most countries around the world, including Asia countries. This is unlikely to change in the near future. Therefore, education systems in Asia need to shift to an integrated approach to meet a diverse spectrum of hard and soft skills required in Asia's future workforce, and to learn successful experience from countries such as Germany and South Korea. A successful vocational education and training is the one that benefits from a strong education and strong linkage between vocational education and training and secondary education, specifically:

- Secondary education needs to shift from diploma and certificate based education to relevant learning. To speed up the next phase of the Asian economic miracle, Asia's educational systems need to move away from “academic education for the purpose of academic education” to focus on the skills required at workplace. Countries in the region need to reorient specific levels, especially for higher education, which are not very relevant to the requirements of employers. This is also important for secondary education, which will continue to provide the majority of new human resources entering the workforce in many countries in Asia.

Most of coutries in Asia, secondary education subsectors are largely structured as “pre-university education”, focusing on academic training and screening a minority of students to enter university instead of prepare all youth for continuing their education and training or directly entering the workforce. Arguably, expanding access to secondary education in Asia has reduced quality and relevance improvements. In many countries, graduates do not master even basic knowledge and soft skills. In addition to investing in improving the learning environment (for example, scienctific laboratories, computer, and libraries), secondary school and university curriculum reform, pedagogy and assessment are also very important to improve quality and relevance, shifting from information memorization based education to master essential competencies required in the modern economy. Singapore is a positive example of such a transition. Singapore restructured its secondary education system in the 1990s, reorienting the system to develop skills such as innovation, creativity and start-up, which brings great profits to the country's continued development dynamics and keep pace with the technological ladder.

- Reorienting technical education and vocational training away from the "flavored vocational training" academic education. In many Asian countries, vocational education and training is seen as a second-class education, directly for the underperforming learners. Therefore, vocational education and traning systems are often highly academic in their approach, focusing on issuing qualifications instead of gender training young people skills needed in the workplace.

- "Diffusing" approaches towards workplace help vocational education and training system to be more than providing hard skills. Development of curriculum should combine a multidisciplinary and integrated approach, providing students with the core elements of a spectrum of hard and soft skills required in the workplace. (Examples: creativity, problem solving, critical thinking, communication and team working and decision making). Providing vocational education and training graduates with a flexible foundation of skills will be critical in training them to meet growing needs in the workplace and also to pursue further training and lifelong learning.

3. BALANCING ECADEMIC EDUCATION AND VOCATIONAL EDUCATION AND TRAINING

The balanced development of vocational education and training and secondary education is critical in equipping the current and future workforce for the integration of hard and soft skills, and then avoiding or minimizing inappropriate skills. However, many Asian countries that have invested in vocational education and training will need to rebalance their education systems towards greater emphasis on vocational education and training in addition to efforts to improve quality and revelance of secondary education.

There are clear evidences for extending national investments into vocational education and training. At the level of the economy, a healthy vocational education and training system trains workers with a range of specific skills. Vocational education can play a key role in promoting industrial growth and diversification. Korea's experience shows that vocational education and training has provided workers with the required appropriate skills to support the ability to quickly enter and dominate several manufacturing industries, including heavy chemicals (Ra and Shim 2009). In addition, there is evidence show that countries with well-balanced education systems are more resilient to economic shocks (such as the 2008 global financial crisis). It also impact on youth growth and unemployment. At the microeconomic level, good quality vocational education and training must meet the needs of the labor market: (i) to equip young people with job-specific skills to facilitate quickly join the production workforce; (ii) to increase capacity of quickly finding match between skills and job requirements and (iii) to enable continual upgrading of the skills of existing workers.

In many countries, vocational education and training is believed to have very little importance in national education planning, at least in terms of funding and specific programs and objectives. In many Asian countries, vocational education and ytraining is considered inferior to secondary education and tends to attract underperforming students. This partly reflects cultural norms; however, government strategies should place vocational education and training into an important role.

4. IMPLEMENTING RELEVANT PATHWAY PROGRAM AMONG LEVELS BY ARRANGING, PLANNING NETWORK OF EDUCATION INSTITUTIONS ENSURING CONSISTENCY IN THE SYSTEM

To solve problem of integration in vocational education and training

Vocational education and training is an indispensable part of the integrated education fields in the system. Attempts to strengthen the linkage between vocational education and training and secondary education need to be closely linked, in order to respond to the increasingly diverse demands for hard and soft skills in the economy. However, in many countries, vocational education and training and secondary education are disconnected. Vocational education and training is often a “dead-end” final option, with no pathway for students wishing to pursue a higher degree if they wish to reach higher level careers. This undermines the participation of young people in vocational education and training and the ability to provide all the necessary skills of the education sector in the economy.

The above challenges are compounded by fragmentation in vocational education and training systems in many Asian countries, partly due to lack of cohesive national plans for vocational education and training. Programs at different levels are fragmented, with no linkage or connections between targeted competencies by different types of vocational education and training and no sequential pathway to training more advanced skills (or to participate in higher education).

To develop learning pathway

It shows that the separation of vocational education and training and secondary education; the fragmentation of sectors of vocational education and training will require countries to systematically develop a new structure for a comprehensive education system, including the training levels of vocational education and training, which should be well established, providing a clear learning pathway linking different types of career education programs and develop paths to and from secondary education.

Developing a Standard Framework of Skills and Qualifications

Developing skills standards consistent with international standards, providing an important tool for building a system, supporting the identification of clear competency targets for specific vocational education and training while supporting sequential learning pathways for advance education and lifelong learning. These can be linked to national or international qualifications frameworks (eg ASEAN Qualifications Reference Framework).