Issue 22

Skills for Industry:

The Role of Vocational Skills Development in the Context of Industrial Transformation

TVET@Asia Issue 22: Skills for Industry: The Role of Vocational Skills Development in the Context of Industrial Transformation

TVET@Asia Issue 22: Skills for Industry: The Role of Vocational Skills Development in the Context of Industrial Transformation

With the ever-evolving landscape of industry and technological advancements, the demand for a skilled workforce has become paramount. However, in many countries, especially in the global South, TVET plays a minor role in this regard: Large parts of the employees in industry often lack vocational qualifications, so that skills development takes place primarily on-the-job – while public TVET in particular is considered to be of little relevance. Against this backdrop, this Special Issue looks in particular at how TVET is linked to very different industries (e.g. garments, electronics) in different countries. In conclusion, the authors contribute to highlighting best practice examples from their respective countries by also highlighting the relevance of TVET research and the role of teachers and trainers for ensuring that TVET can contribute to overall economic and social development.

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Editors

Markus Maurer

Zurich University of Teacher Education, Switzerland

Stephanie Allais

University of Witwatersrand, South Africa

Bounseng Khammounty

Vocational Education Development Institute, Lao PDR

Seyhah Ven

Cambodia Development Resource Institute, Cambodia

About TVET@Asia

TVET@Asia is an open content online journal for scientists and practitioners in the field of Technical and Vocational Education and Training (TVET) and Vocational Teacher Education (VTE) in the East and Southeast- Asian region.

Its main purpose is to provide access to peer reviewed papers and thus to enhance the dissemination of relevant content and the initiation of open discussions within the TVET community.

The Impact of Formal and Non-Formal Training Programs in Vietnam’s Manufacturing Sector

The article discusses the uptake of formal and non-formal training programs in Vietnam’s manufacturing sector and explores company and production managers’ perception of the programs. The study is based on a survey of 162 companies in the electronics, food and beverage, and garment industries, and in-depth interviews with a sub-selection of these companies. Findings indicate a substantial reliance on and appreciation for in-employment training, evident through high uptake rates. Non-formal training is recognized for its perceived efficacy in addressing current industry-specific skill gaps and also ensuring future competitiveness in a sector that is constantly evolving. Conversely, formal TVET programs, while also viewed positively, garner less enthusiasm, particularly for lower-level positions. The underdevelopment of the formal TVET system necessitates a shift towards non-formal and informal training, often provided by technology-transferring entities, creating a competitive advantage over traditional TVET providers. Despite this, the study argues for the complementary roles of formal and non-formal training, emphasizing the need for the formal TVET system to incorporate elements that enhance its labor-market relevance.

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Skill formation of female workers in the garment industry: The case of Bangladesh

This study examines the inclusiveness and efficiency of the skills formation regime in the Bangladeshi garment industry in enhancing women’s participation and ensuring their relative position in the industry. It is based on an analysis of survey data from 100 garment companies, case studies of nine selected companies, and interviews with representatives from various training institutes, government agencies, industrial and labor associations. The study contributes to the literature on the social impact of vocational education and training (VET) by evaluating the link between women’s participation in different types of skills development and their relative positions in the labor market. On the one hand, the article points to the underrepresentation of women in formal and non-formal VET programs catering to the garment industry, both at the basic skill level as well as at the technician and supervisory level.

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The Impact of Formal and Non-Formal Training Programs in Vietnam’s Manufacturing Sector

The article discusses the uptake of formal and non-formal training programs in Vietnam’s manufacturing sector and explores company and production managers’ perception of the programs. The study is based on a survey of 162 companies in the electronics, food and beverage, and garment industries, and in-depth interviews with a sub-selection of these companies. Findings indicate a substantial reliance on and appreciation for in-employment training, evident through high uptake rates. Non-formal training is recognized for its perceived efficacy in addressing current industry-specific skill gaps and also ensuring future competitiveness in a sector that is constantly evolving. Conversely, formal TVET programs, while also viewed positively, garner less enthusiasm, particularly for lower-level positions. The underdevelopment of the formal TVET system necessitates a shift towards non-formal and informal training, often provided by technology-transferring entities, creating a competitive advantage over traditional TVET providers. Despite this, the study argues for the complementary roles of formal and non-formal training, emphasizing the need for the formal TVET system to incorporate elements that enhance its labor-market relevance.

read more

Skill formation of female workers in the garment industry: The case of Bangladesh

This study examines the inclusiveness and efficiency of the skills formation regime in the Bangladeshi garment industry in enhancing women’s participation and ensuring their relative position in the industry. It is based on an analysis of survey data from 100 garment companies, case studies of nine selected companies, and interviews with representatives from various training institutes, government agencies, industrial and labor associations. The study contributes to the literature on the social impact of vocational education and training (VET) by evaluating the link between women’s participation in different types of skills development and their relative positions in the labor market. On the one hand, the article points to the underrepresentation of women in formal and non-formal VET programs catering to the garment industry, both at the basic skill level as well as at the technician and supervisory level.

read more

Co-Curriculum Development and Instructional Strategies for Nurturing Content-Creation Skills for the Creative Industry

Young people need creativity and capabilities to thrive in this fast-changing working environment. An Applied Learning course titled Multimedia Storytelling was launched in 2022 to prepare secondary school students to enter vocational education and training programs in the creative media industry. A curriculum team designed and implemented a series of three skills-training co-curricular activities for the first cohort of students. These activities were organized along the lines of Kolb’s experiential learning model to emphasize mutual reinforcement of concrete experience and abstract conceptualization. Participants practised individual and team-based tasks that were commonly found in a creative media company.

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The Impact of TVET on Growth and Transformation in the Manufacturing Industries in Lao PDR

This study examines skills shortages as well as growth and transformation in the manufacturing industry in Lao PDR and explores training preferences of employers in the sector. The research draws on a survey of 144 formal sector companies, focusing on the Garment, and Food & Beverage industries. The results reveal that both industries have undergone significant growth and transformation. The Food & Beverage sector has witnessed remarkable expansion, while the Garment industry has demonstrated resilience and adaptability. Although some skills shortages exist, particularly in the Food & Beverage industry, the study finds surprisingly few challenges in filling positions despite rapid economic growth. Manufacturing companies prioritize hands-on skills and experience over formal education when hiring.

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Technical-Vocational Education and Training: A Way Forward to Developing Skills for Tourism Sector in the Twenty-first Century 

This study aims to provide a descriptive overview of the technical vocational education and training (TVET) system and discuss challenges it faces in developing skills for the tourism sector in the Philippines. A combination of secondary data analysis together with focus group discussions and key informant interviews of the trainers and graduates were employed for it.  Findings showed that the Technical Education and Skills Development Authority (TESDA) Women’s Center conforms to the national goals of TESDA, but objectives are limited to core competencies only. The Women’s Center programs employ a modified competency-based training approach with uniquely designed curricula that includes more hours, various modes of learning and methods of training. The challenges encountered were the time-consuming process of realigning instruction and assessment to the twenty-first-century skills, and in maintaining a conducive learning environment. By addressing these challenges, TVET can play a pivotal role in shaping a competent workforce for the future of tourism. 

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Co-Curriculum Development and Instructional Strategies for Nurturing Content-Creation Skills for the Creative Industry

Young people need creativity and capabilities to thrive in this fast-changing working environment. An Applied Learning course titled Multimedia Storytelling was launched in 2022 to prepare secondary school students to enter vocational education and training programs in the creative media industry. A curriculum team designed and implemented a series of three skills-training co-curricular activities for the first cohort of students. These activities were organized along the lines of Kolb’s experiential learning model to emphasize mutual reinforcement of concrete experience and abstract conceptualization. Participants practised individual and team-based tasks that were commonly found in a creative media company.

read more

The Impact of TVET on Growth and Transformation in the Manufacturing Industries in Lao PDR

This study examines skills shortages as well as growth and transformation in the manufacturing industry in Lao PDR and explores training preferences of employers in the sector. The research draws on a survey of 144 formal sector companies, focusing on the Garment, and Food & Beverage industries. The results reveal that both industries have undergone significant growth and transformation. The Food & Beverage sector has witnessed remarkable expansion, while the Garment industry has demonstrated resilience and adaptability. Although some skills shortages exist, particularly in the Food & Beverage industry, the study finds surprisingly few challenges in filling positions despite rapid economic growth. Manufacturing companies prioritize hands-on skills and experience over formal education when hiring.

read more

Technical-Vocational Education and Training: A Way Forward to Developing Skills for Tourism Sector in the Twenty-first Century 

This study aims to provide a descriptive overview of the technical vocational education and training (TVET) system and discuss challenges it faces in developing skills for the tourism sector in the Philippines. A combination of secondary data analysis together with focus group discussions and key informant interviews of the trainers and graduates were employed for it.  Findings showed that the Technical Education and Skills Development Authority (TESDA) Women’s Center conforms to the national goals of TESDA, but objectives are limited to core competencies only. The Women’s Center programs employ a modified competency-based training approach with uniquely designed curricula that includes more hours, various modes of learning and methods of training. The challenges encountered were the time-consuming process of realigning instruction and assessment to the twenty-first-century skills, and in maintaining a conducive learning environment. By addressing these challenges, TVET can play a pivotal role in shaping a competent workforce for the future of tourism. 

read more

Kampus Merdeka: Indonesia’s Once-in-a-generation Response to Educational Reform

Indonesia has been grappling with complex economic and cultural interdependencies that have, for many generations, seriously hampered its economic and social growth. This unfortunate situation has been brought about by the largely colonially imposed Further Education Framework, which is now widely regarded as being culturally unfit for purpose. Government records show that there have been many failed attempts to redress this issue, but these many well-intentioned International aid educational interventions have been unable to engage with what seems, at times, to be an insurmountable plethora of challenges. A new vision of emancipated learning, known as Merdeka Belajar Kampus Merdeka (MBKM), is aimed at crafting a more de-centralised, localised and industry-based response to skills development in Indonesia. However, it must be noted that MBKM’s acceptance has not been universal, with many stakeholders questioning the policy’s implementation, motives and ongoing sustainability. This paper aims to closely analyse how MBKM has been accepted up to this point and examine its current impact across the Indonesian FET sector. It is anticipated that this analysis will allow a better understanding of the impacts of the implementation of MBKM, and clearly define the potential challenges and opportunities which will be faced by educational institutions as they go about implementing this radically different policy initiative.

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Collaboration in the Cambodian TVET sector: Why does it matter?

The Royal Government of Cambodia (RGC) has promoted collaboration between TVET institutions and the private sector for better skills provision. However, there is still scepticism about collaboration between both parties. This article employs qualitative data to investigate different forms and degrees of collaboration between training providers and companies. It also examines the challenges within collaboration. The findings reveal various forms of collaboration between training providers and companies. Most collaborations involve student internships, job announcement dissemination, curriculum development, consultative meetings, and workplace visits.

read more

Kampus Merdeka: Indonesia’s Once-in-a-generation Response to Educational Reform

Indonesia has been grappling with complex economic and cultural interdependencies that have, for many generations, seriously hampered its economic and social growth. This unfortunate situation has been brought about by the largely colonially imposed Further Education Framework, which is now widely regarded as being culturally unfit for purpose. Government records show that there have been many failed attempts to redress this issue, but these many well-intentioned International aid educational interventions have been unable to engage with what seems, at times, to be an insurmountable plethora of challenges. A new vision of emancipated learning, known as Merdeka Belajar Kampus Merdeka (MBKM), is aimed at crafting a more de-centralised, localised and industry-based response to skills development in Indonesia. However, it must be noted that MBKM’s acceptance has not been universal, with many stakeholders questioning the policy’s implementation, motives and ongoing sustainability. This paper aims to closely analyse how MBKM has been accepted up to this point and examine its current impact across the Indonesian FET sector. It is anticipated that this analysis will allow a better understanding of the impacts of the implementation of MBKM, and clearly define the potential challenges and opportunities which will be faced by educational institutions as they go about implementing this radically different policy initiative.

read more

Collaboration in the Cambodian TVET sector: Why does it matter?

The Royal Government of Cambodia (RGC) has promoted collaboration between TVET institutions and the private sector for better skills provision. However, there is still scepticism about collaboration between both parties. This article employs qualitative data to investigate different forms and degrees of collaboration between training providers and companies. It also examines the challenges within collaboration. The findings reveal various forms of collaboration between training providers and companies. Most collaborations involve student internships, job announcement dissemination, curriculum development, consultative meetings, and workplace visits.

read more

Enhancing Industry Experience of TVET Teachers: An Analysis of the Case of Lao PDR with a Focus on Teachers Catering to the Garments, Food Processing and Electronics Industries

It is generally recognized that TVET teachers are better suited to impart relevant professional competencies if they themselves have extensive experience in the world of work (e.g., in industry or the trades). In many parts of the world, however, this is not the case, not least because many teachers go straight into teaching after an academic education. For this reason, policy makers have tried to integrate the acquisition of professional experience into the training of TVET teachers. The following article discusses this topic using the example of Lao PDR, in particular through an assessment of current levels of industry experience of TVET teachers in Lao PDR. The study used mixed methods: a quantitative survey (n = 74) and qualitative semi-structured interviews (n = 9). The article finds that the main reason for lack of industry experience amongst TVET teachers is poor cooperation between training providers and industrial enterprises. The article proposes ways to improve cooperation, so that teachers gain more experience in industry as part of their professional development. 

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Enhancing Industry Experience of TVET Teachers: An Analysis of the Case of Lao PDR with a Focus on Teachers Catering to the Garments, Food Processing and Electronics Industries

It is generally recognized that TVET teachers are better suited to impart relevant professional competencies if they themselves have extensive experience in the world of work (e.g., in industry or the trades). In many parts of the world, however, this is not the case, not least because many teachers go straight into teaching after an academic education. For this reason, policy makers have tried to integrate the acquisition of professional experience into the training of TVET teachers. The following article discusses this topic using the example of Lao PDR, in particular through an assessment of current levels of industry experience of TVET teachers in Lao PDR. The study used mixed methods: a quantitative survey (n = 74) and qualitative semi-structured interviews (n = 9). The article finds that the main reason for lack of industry experience amongst TVET teachers is poor cooperation between training providers and industrial enterprises. The article proposes ways to improve cooperation, so that teachers gain more experience in industry as part of their professional development. 

read more

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Previous Issues of TVET@Asia

  • Issue 21
  • Issue 20
  • Issue 19
  • Issue 18
  • Issue 17
  • Issue 16
  • Issue 15
  • Issue 14
  • Issue 13
  • Issue 12
  • Issue 11
  • Issue 10
  • Issue 9
  • Issue 8
  • Issue 7
  • Issue 6
  • Issue 5
  • Issue 4
  • Issue 3
  • Issue 2
  • Issue 1

Editorial Issue 21: The Role of Excellence in Technical and Vocational Education and Training (TVET)

Excellence in education can have different forms and definitions: while some understand vocational excellence as synonymous with high-quality TVET, others see excellence in providing learners with skills and abilities which guarantee employment through their labour market relevance. Excellence can also be achieved by adapting TVET programmes to current megatrends such as digitalization, Industry 4.0, artificial intelligence and environmental sustainability. Another definition might include the role of vocational excellence for achieving resilience of TVET systems vis-à-vis societal challenges, such as the demographic transition, migration or unemployment. In order for excellent TVET providers to address these challenges, one needs to find out how to identify and promote the drivers of vocational excellence.

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Editorial Issue 20: Governance of TVET in the Era of Digitalization and Sustainable Development

Full issue 20 Governance of TVET is a major issue and precondition for the ongoing development of TVET systems, especially in the era of digitalization and sustainable development. In the 2010 Guidelines for TVET Policy Review, UNESCO defines TVET Governance as being “concerned with how the funding, provision, ownership and regulation of TVET systems are coordinated, which actors are involved, and what are their respective roles and responsibilities, and level of formal competence – at the local, regional, national and supranational level.”

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Editorial Issue 19: Digitalisation in TVET – New Forms of Learning for the Future of Work

Full issue 19 Governance of TVET is a major issue and precondition for the ongoing development of TVET systems, especially in the era of digitalization and sustainable development. In the 2010 Guidelines for TVET Policy Review, UNESCO defines TVET Governance as being “concerned with how the funding, provision, ownership and regulation of TVET systems are coordinated, which actors are involved...

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Editorial Issue 18: Self-reliant learning by implementing work-based and work-related learning approaches 

Full issue 18 Whereas the demand for highly qualified personnel is constantly increasing, the lack of adequate and appropriate qualification measures that foster self-reliant learning competence is evident. Additionally, in today’s complex world of work and lean forms of work organization, requirements not only include professional competences but also further dimensions such as social and personal competencies (e.g. teamwork, communication, creativity, problem solving etc.). In order to address these challenges, limiting TVET to theory-based and input-oriented learning is insufficient – rather it needs to be intertwined with experience-based, experiential and informal learning in real work situations.

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Editorial Issue 17:  Self-reliant learning by implementing work-based and work-related learning approaches 

Full issue 17 Whereas the demand for highly qualified personnel is constantly increasing, the lack of adequate and appropriate qualification measures that foster self-reliant learning competence is evident. Additionally, in today’s complex world of work and lean forms of work organization, requirements not only include professional competences but also further dimensions such as social and personal competencies (e.g. teamwork, communication, problem solving etc.). In order to address these challenges, limiting TVET to theory-based and input-oriented learning is insufficient – rather it needs to be intertwined with experience-based, experiential and informal learning in real work situations.

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Editorial Issue 16: TVET Teacher Training for the Future of Work and Learning

Full issue 16 TVET personnel – teachers and trainers in companies, vocational schools and other educational contexts – are crucial for enhancing and assuring the quality of vocational education and training. Yet vocational teacher education has been facing challenges over the past few decades. Whereas the need for qualified TVET personnel is indisputable, many countries face a severe shortage of qualified TVET personnel and have therefore implemented various pathways to enter this profession. However, these personnel need to be equipped with future-oriented competencies to provide action-oriented and work-based learning. They also need to be broadly diversified and multi-professional, and able to bridge the gap between vocational theory and practice (Lipsmeier 2013). They also need to develop the specific competences required to integrate learners from different educational, social and cultural backgrounds.

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Editorial Issue 15: TVET research as a central factor for the development of TVET systems

Full issue 15 VET research is an essential factor in the development of TVET systems. Research provides information and advice on TVET policy depending on the needs, focusses and research areas. In addition, TVET research contributes to innovation and the transfer of knowledge in cooperation with TVET practitioners. TVET research always has to take the changes in work and the analysis and design of vocational education and training as well as qualification and learning processes into consideration. Thus, TVET research aims to contribute to the further development of the vocational education and training system. Despite the relevance of TVET for social and economic development worldwide, the international TVET research community is at the beginning and still has much potential for development. International TVET research also presents itself to be an interdisciplinary approach and addresses a wide range of issues and development tasks at various levels.

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Editorial Issue 14: Preparing TVET Personnel to Achieve Sustainable Development Goals – Objectives, Concepts, and Experiences

Full issue 14 Sustainable development goals (SDGs) cannot be achieved without human resource development (HRD) combined with capacity building for communities. The 2030 Agenda for Sustainable Development, adopted by United Nations members in 2015, highlights the need for protection, peace and prosperity for all ‘actants’ on the planet. It calls for an end to poverty and all deprivations by developing sustainable strategies to ensure food, shelter, financial independence, health, education and freedom are available to all.  However, these goals cannot be achieved without preserving the planet's eco-systems and mitigating for climate change. Technical and Vocational Education and Training (TVET), both formal and non-formal, is one of the key vehicles for supporting HRD for the purposes of individual and collective well-being. From this perspective, TVET can become a catalyst for the social and economic transformation of communities and economies for the purposes of achieving SDGs targets.

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Editorial Issue 13: Dual TVET systems, Employer Engagement and Modern Apprenticeship Schemes

Full issue 13 The development of Technical and Vocational Education and Training (TVET) systems in Asia and worldwide increasingly aims at strengthening the cooperation between the formal TVET system, which is often represented by state-run vocational schools and colleges, and employers, who provide work-based learning at the in-company workplace, which is sometimes enhanced through work-oriented learning in practical training centers. Hence, the Dual System acts as a kind of meta-concept for the practical implementation of a variety of practical and systemic related programs in the TVET sector such as the new apprenticeship program that gained attention in recent years. As a consequence many different kinds of dual systems were established across countries, which sometimes even differ within one country as it is the case in Germany for example.

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Editorial Issue 12: Technical Didactics as a Theoretical Basis for an Effective Practical Implementation of TVET

Full issue 12 Anyone who teaches within a specific technical field must deal with specific knowledge of technology: its functions, its use and the vocational activities deriving from the respective area. However, this alone is not sufficient. Additionally, pedagogical-didactic considerations need to be conducted. Therefore, the question arises: who are the learners and what is the purpose of the educational program? Additionally, the following issues need to be addressed: −      What is the need of the target groups with respect to the individual learners´ age and corresponding development phase (see Piaget)? −      How far along is the learner in terms of his/her skills and competence development i.e. is the learner a novice or an expert (Dreyfus/Dreyfus 1980)? −      Does the educational program address engineering programs in Higher Education or TVET programs that rather focus on work-tasks and work-processes? Didactics of technology or technical vocational disciplines must recognize the differences in approaches with different prerequisites for the learner or in relation to the objectives, and turn it into a meaningful Concept. 

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Editorial Issue 11: Curriculum Development for TVET – Various Approaches

Full issue 11 As a result of the decades long discussions about approaches of curricula development for TVET completely different perspectives have emerged. Above all the discussion on academic subject matters for different courses, concepts, articulation, and contextualisation of curricula or standard-based curricula are in the focus of interest. Curricula approaches, however, can not only be closely linked to learning theories - such as the constructivist learning principles and others. Curricula approaches might also give an orientation along the established and rather formal classifications of curricula such as learner-centred curricula approaches, spiral curricula approaches, the action-based learning approach etc. Furthermore, the design and the development of curricula - based on research - is an important issue for the establishment of suitable curriculum approaches that supports the development of quality in TVET and is matching the demands of the society and the labour market.

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Editorial Issue 10: Informal Learning of Vocational Competences and Skills: Theoretical and practical perspectives

Full issue 10 Formation of vocational competencies and skills is an important economic, political, and educational issue in many countries. Beside the formal TVET-system, informal learning takes place in many forms and has an important impact. In some countries, informal learning covers entirely the major part of vocational learning activities. In other countries, informal learning is being integrated into formal TVET-systems or being enriched by non-formal learning. Furthermore, the accreditation of prior experiential learning (APEL) and validation of informal leaning is a field of continuous development, especially for highly formal TVET-systems and in Higher Education.

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Editorial Issue 9: Enhancement of Work-Integrated Learning (WIL) through cooperation of TVET Institutions, Companies, and Universities

Full issue 9 ASEAN has gradually developed into an increasingly dynamic and competitive region economically. TVET aims to prepare learners for a labour market and society persistently undergoing rapid change. As a result, Technical and Vocational Education and Training (TVET) has to develop its objectives, systems and didactical concepts further. It is widely anticipated that the involvement of industry in TVET will lead to an improved and advanced quality of TVET programmes. This, in turn, is directly related to the modern requirements of the labour market and specific concepts of workplace orientated learning. Furthermore, new didactical approaches explore and develop the workplace as a learning venue that aims at goal-oriented competence development. The successful organization of modern learning arrangements in TVET and beyond depends on a close cooperation and coordination of the various learning environments.

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Editorial Issue 8: TVET Quality Improvement Initiatives in the Wake of ASEAN Economic Community 2015

Full issue 8 The year 2015 marks the beginning of ASEAN Economic Community, which is affecting the lives of 622 Million people and creating the third largest economy in Asia. TVET is the educational sector that vastly contributes towards the quality of living and societal development. Regional TVET systems need to continuously develop and readjust to a changing environ­ment in globalized competition on national and regional level. Relevant issues such as emerging TVET programmes, readjustment of curriculum contents, quality assurance, labor market information, recognition of qualifications across country and region, and sustainability are some areas that need special attention. 

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Editorial Issue 7: Quality Assurance as Basis of Trust and Labour Market Relevance of TVET Qualifications

Full issue 7 The recommendation to create quality assurance guidelines to recognize qualifications based on learning outcomes was made at the 3rd International Congress on TVET which took place in Shanghai in 2012. Quality assurance is fundamental to the TVET system in general and with regards to qualifications, and is of particular relevance at this time as many countries in the global village are developing and implementing NQFs. As Asia moves towards greater socio-economic integration, mutual recognition of qualifications and their quality assurance is becoming increasingly important. Countries that have developed National Qualification Frameworks (NQF) are now shifting attention to their implementation including through the establishment of quality assurance mechanisms which are the foundation for mutual trust, relevance and recognition across borders.

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Editorial Issue 6: The Greening of Technical and Vocational Education and Training

Full issue 6 The importance of building ecologically sound economies (greening) in order to address climate change and other pressing environmental issues is widely acknowledged by govern­ments around the world. A notable example is the recently held 2015 United Nations Climate Change Conference in Paris/France where 195 countries adopted the first universal climate change agreement. Although the outcome of the conference, the Paris Agreement, requires ratification by national governments, it demonstrates the strong will of the attending nations to address the pressing issue of climate change, to adopt the outcomes to their own legal systems and to sign the agreement.

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Editorial Issue 5: Approaches and achievements in TVET personnel professional development

Full issue 5 Vocational teacher education is a relevant field of continuous development in Asia and in other world regions. Concepts, initiatives and declarations on the professional development of TVET personnel have frequently been issued by relevant stakeholders at a number of signifi­cant international meetings. Among them are the following: Ten years ago the UNESCO International Meeting on Innovation and Excellence in TVET Teacher/Trainer Education was held in Hangzhou, China. This meeting recom­mended developing TVET into an internationally acknowledged scientific community in order to professionalize TVET teacher/trainer education and to integrate TVET as sustainable, reproductive and innovative scientific systems in national approaches to innovation. To implement TVET Teacher Education study programs at the Masters level were considered one of the necessary steps. The First World Congress on Teacher Education for Technical and Vocational Educa­tion and Training held in 2008 in Bandung, Indonesia reaffirmed this request by recommending that TVET teacher/trainer education should encompass “studies in the analysis, design and evaluation of (a) vocational learning, educational and qualifica­tion processes, (b) occupational work and business processes, (c) technology as an object of work and learning processes, and (d) critical pedagogy for social change”. The Bandung declaration in addition asked for the establishment of “frameworks for promoting the continuing professional development of TVET practitioners”, a request implicitly included in the Hangzhou declaration.

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Editorial Issue 4: Mitigating TVET quality and standards as a basis for harmonising its systems at the national and regional levels

Full issue 4 East and Southeast Asia are experiencing a rapid pace of economic development that call for continuous review of education and training systems. TVET reform processes at the national and regional levels are addressing the question of quality and standards. During the past decades a vast variety of different approaches in TVET were developed or introduced. These approaches were often inspired through transfer or adoption from other regions of the world. In consequence, a vast variety of TVET-systems were implemented in different countries in the region and may require continues review and adaptation. Some states have no coherent national TVET-system with a common underlying concept of quality. A vast variety of TVET approaches consequently employ different concepts of quality and quality management in TVET.

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Editorial Issue 3: Transferable skills in technical and vocational education and training (TVET) and vocational teacher education (VTE): Policies and implementation

Full issue 3 It is widely acknowledged that the world of work is changing. Technical and vocational education and training (TVET), however, largely continues to follow a traditional model developed in the 19th century which used to prepare youth for industrial work. As some economies in the Asia-Pacific are becoming knowledge-based, there is growing recognition of the mismatch between skills taught in TVET and skills needed in the labour markets. As a result, transferable skills are increasingly seen as a missing link between education and training and the world of work. But what are transferable skills? There are different understandings and conceptualizations of these skills across countries but in general transferable skills refer to a number of important competencies (communication, problem-solving, collaboration skills, etc.) that can be learned and can help people to make transitions between education levels, education and the world of work, as well as within and between sectors. They are non-occupation specific skills that can give workers the comparative advantage in an increasingly interconnected and competitive world of work. 

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Editorial Issue 2: Vocational teacher education and research as a task and challenge for the East- and Southeast Asian region

Full issue 2 East and Southeast Asia are in the process of experiencing a period of outstanding economic growth and extraordinarily dynamic development and in view of the political regionalisation process achieving a common market by 2015 it should be lent a significant degree of additional momentum. To sustain the rapid development and face the challenges caused by the structural changes of economies, those societies involved will be depending on a highly skilled workforce and thus on functioning TVET-systems to meet both economic and societal demands. TVET-systems are in a process of permanent adaptation to the socioeconomic environment, which leads to an all-round increase and improvement of praxis-orientation in teaching-learning processes. It is evident that the sole employment of the traditional “chalk-and-talk” method in teacher-centred educational settings, does not produce the required workforce.

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Editorial Issue 1: Collaboration in TVET

Full issue 1 In view of the immense importance technical and vocational education and training (TVET) holds for social and economic development, one can simply never underestimate the significance of the collaboration between all stakeholders at all levels in this process. Learners can only be introduced into their professional community of practice during their education and training phase when given the opportunity to learn at authentic, real workplaces in close contact to their future peers. For several years workplace learning has been high on the TVET agenda in many countries worldwide, not only serving the learners but also the companies, by giving them the inestimably valuable opportunity to become acquainted with their future employees in advance of actually hiring them and in addition being able to shape both their education and training. In determining what should be learnt, in terms of developing curricula, a share of that input must come from the corporate sector, for one of the significant roles of TVET is to prepare a skilled workforce for the economy. Vocational teachers must have access to the world of work simply to be able to find out what it is that their students should learn in the here and now.

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