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

Shyamal Majumdar, Gita Subrahmanyam, Anne Busian, Thoams Schröder

Shyamal Majumdar
G.R.E.A.T. / Vivekananda Institute of Bio-Technology
Anne Busian
TU Dortmund University, Germany
Gita Subrahmanyam

LSE Public Policy Group, London, UK

Thomas Schröder
TU Dortmund University, Germany

TVET@Asia Newsletter

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.

Creative Commons License
Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.

Author

Prof. Dr. Dr. h.c. Thomas Schröder

Editor-in-Chief of TVET@Asia Director of Institute of General Education and Vocational Education Chair of International Cooperation in Education and TVET-Systems

TU Dortmund University, Germany

Chair of International Cooperation in Education and TVET-Systems

Germany

thomas-werner.schroeder@tu-dortmund.de

http://www.fk12.tu-dortmund.de/cms/IAEB/de/home/Personen/index.html

EB, Issue 2, Issue 4, Issue 5, Issue 6, Issue 8, Issue 9

Field of expertise/main research projects:
Field of expertise/main research projects Prof. Schröder is the director of the Institute for General Education and Vocational Education at TU Dortmund University. He holds as full professor the Chair of International Cooperation in Education and TVET-Systems. His main research areas are TVET systems, work-based competence development and didactical concepts, the validation of informal and experiential learning, and the development of TVET systems in an international context. Prof. Schröder belongs to the academic tradition of applied action research that seeks to fruitfully combine societal and systemic innovation, capacity building, sustainability and research. From 2011 to 2014, Prof. Schröder worked for the Deutsche Gesellschaft für Internationale Zusammenarbeit GmbH (GIZ) as director of the RCP Secretariat located at Tongji University/Shanghai. He supported its member universities in conducting various reform-oriented research projects, capacity building, and reforms in the field of technical and vocational education. The 14 member universities founded the Regional Association of Vocational and Technical Education in Asia (RAVTE) (http://www.ravte.asia) in March 2014. At present, RAVTE comprises of 27 universities from 10 nations from East- and Southeast Asia, who share a common interest in improving technical and vocational education through action research and capacity building. Prof. Schröder is a member of the RAVTE advisory board and Editor-in-Chief of TVET@Asia. In September 2016, Prof. Schröder was awarded an Honorary Doctoral degree from Rajamangala University of Lanna/Thailand by her Her Royal Highness Princess Maha Chakri Sirindhorn from Thailand.


Articles by Thomas Schröder

The workplace as a place of learning in times of digital transformation – models of work-related and work-based learning and in-company concepts

The relevance of work-based learning (WBL) as a central element of TVET for improving the quality of TVET programs is increasingly being taken up in international education policy. The United Nations Educational, Scientific and Cultural Organization (UNESCO), the International Labour Organization (ILO) and the World Bank Group (WBG) as well as the Organisation for Economic Co-operation and Development (OECD) promote the strengthening of WBL in the context of the establishment or further development of TVET systems. WBL in that sense primarily addresses the requirement to increase the labour market relevance through phases of experiential learning at the workplace. In such context, the quality of work with regard to its conduciveness to learning i.e. competence development is decisive. Learning at the in-company workplace – in the meaning of this article – is not to be seen as a result of didactical intervention, but as a consequence of changing work organisation, the digitalization of work, and an increasing quality of work conducive to learning and competence development.
This article presents models of WBL that reflect the proximity to the workplace, the quality of work with regard to its conduciveness to learning, and in-company learning concepts The article concludes with remarks on the company’s training personnel, who play a key role in successfully designing WBL.
Keywords: TVET, work-based learning, work-related learning, in-company learning

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