This article focusses on the question how TVET-teachers’ competency development can be supported through the implementation of a Mentoring Structure at a TVET school in a remote area in Myanmar. The school aims to perform the transformation from input-oriented education towards Work-Integrated Learning (WIL) with the aim of improving the school’s labour-market-orientation.
A status analysis at school level brought up typical obstacles for teacher-training (lack of resources, e.g. time; lack of skills, e.g. information literacy) which hinder the transfer of new knowledge into real student-centered lessons. To close this transfer gap, a Mentoring Structure that embeds teacher training into a procreative surrounding was implemented throughout the TVET school. This Mentoring Structure consists of activities to foster WIL (e.g. Quality Management/5S, Total Productive Maintenance, Safety at work) and activities that raise a teaching network (e.g. Didactic Committee, Teacher Tandems). First experiences indicate that the Mentoring Structure is supportive concerning WIL and network synergies. Results also show that the Mentoring Structure has to integrate and conform to the existing top-down processes to be sustainable.
