The Competencies Required by TVET Teachers in the Field of Multimedia Design: Combining Product-Oriented and Work-Process-Oriented Training
Abstract Multimedia design is a popular profession across the world and involves the integration of multiple forms of media-related activities in various design fields, such as graphic print design, web design, and digital film production. Different countries...Current Development of Vocational Professional Teacher Education in Indonesia
Abstract The TVET sector plays an important role in the development of human resources in the context of global competition. For this reason, the Indonesian government has issued Presidential Instruction Number 9 of 2016 concerning the revitalization of vocational...Online Teaching of TVET Courses: A Case of Botswana Private Tertiary Education Providers Responsiveness to the Covid-19 Pandemic Learning Disruptions (Botswana)
Abstract With the spread of COVID-19, education and training institutions around the world have moved towards online instruction to ensure the continuity of learning for students at a distance. Transition to an online environment poses special challenges in the...Towards E-learning in TVET: Designing and developing an E-Competence Framework (E-CF) for TVET teachers in Palestine
Abstract This paper explores the Palestinian government’s new plan and mechanism for integrating e-learning in TVET, particularly by equipping TVET teachers with e-learning competencies. It also examines and analyzes TVET teachers’ current practices, attitudes...Preparing and accompanying disadvantaged young people in the world of work – present and future requirements for teachers at vocational schools
Abstract The world of work is characterized by a variety of changes, which go hand in hand with changing social and economic requirements (Beck 2010). As a result of an increasing shortage of skilled workers combined with demographic developments that have resulted in...Editorial
Editorial TVET@Asia Issue 15: TVET@Asia Issue 15: TVET research as a central factor for the development of TVET systems TVET research is an essential factor in the development of TVET systems. Research provides information and advice on TVET policy depending on the...Vocational Pedagogy Approaches Framework for Malaysian Engineering TVET Teachers
Abstract Vocational Colleges (VC) play an important role in producing a skilled and semi-skilled workforce in Malaysia. Consequently, TVET teachers must master the occupational skills required to deliver the contents of the lesson to create a harmonious and effective...Analysis and Determination of Program Learning Outcome (PLO) Based on Work Process for Bio-fuel Industry: A Case Study of Biological Engineering Students
Abstract Program learning outcomes (PLO) are the skills, competencies, and concepts students should be able to articulate, put into action, or utilize (theoretically or pragmatically) after the completion of a degree or certificate. This work was conducted to develop...An Employability Framework for Vocational Education and Training Graduates in India: Insights from government VET institutes in Mumbai
Abstract The demand for skilled workers in the Indian labor market and the current focus of the Indian government on skills development require Vocational Education and Training (VET) institutes to produce highly employable graduates. However, due to the incongruence...Relationship between Soft Skills and Engineering Graduates’ Employability at UTHM
Abstract The study focuses on identifying the relationship between the level of soft skills and the employability of the graduates at UTHM. As there were some problems such as lack of soft skills (interpersonal skills and critical thinking) among the technical...Effect of including global TVET worldview in TIMT (TVET Institute Management Training) on vocational institute management in Pakistan
Abstract Since January 2017, the TVET Sector Support Program (TVET SSP) has entered a new phase to support the Government of Pakistan in enhancing access, equity, relevance and quality in skills development. In terms of content, TVET SSP is being implemented through...Editorial
TVET@Asia Issue 10: Informal Learning of Vocational Competences and Skills: Theoretical and practical perspectives Formation of vocational competencies and skills is an important economic, political, and educational issue in many countries. Beside the formal...Editorial
TVET@Asia Issue 13: Dual TVET systems, Employer Engagement and Modern Apprenticeship Schemes The development of Technical and Vocational Education and Training (TVET) systems in Asia and worldwide increasingly aims at strengthening the cooperation between the formal...Skill development in the informal sector in China, Thailand and India – A case study of street food vendors
Abstract Informal sector dominates the economic activities of the Asian Counties like India, Bangladesh, Nepal, Cambodia, Vietnam and China and so does informal learning. By looking at the percentage of the population occupied in the informal sector, especially street...Comparative perspectives on validation of prior learning – experience from four European countries
Abstract The validation and recognition of prior non-formal and informal learning (VPL) is a priority of EU educational policies and central to lifelong learning. It is targeted to enhance employability, labor market opportunities and educational pathways and should,...Editorial
TVET@Asia Issue 1: Collaboration in TVET 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...Editorial
TVET@Asia Issue 14: Preparing TVET Personnel to Achieve Sustainable Development Goals – Objectives, Concepts, and Experiences Sustainable development goals (SDGs) cannot be achieved without human resource development (HRD) combined with capacity building...Skill Development of Modern Apprenticeship with Chinese Characteristics – A Case Study
Abstract Apprenticeship has rarely received so much attention as it is getting now. Faced with persistently high levels of youth unemployment and great demand for economic development, the governments of many countries have (re)discovered the benefits that...Editorial
TVET@Asia Issue 12: Technical Didactics as a Theoretical Basis for an Effective Practical Implementation of TVET Anyone who teaches within a specific technical field must deal with specific knowledge of technology: its functions, its use and the vocational activities...Editorial
TVET@Asia Issue 11: Curriculum Development for TVET – Various Approaches 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...A new approach for Assessment of Pedagogical Competence of students at higher education institutions of technology and education in Vietnam
Abstract Competence-Based Assessment (CBA) is a new approach for assessing pedagogical competence of students in higher education institutions of technology and education in Vietnam. CBA is the process of collecting evidences and making judgments on whether competence...Editorial
TVET@Asia Issue 9: Enhancement of Work-Integrated Learning (WIL) through cooperation of TVET Institutions, Companies, and Universities ASEAN has gradually developed into an increasingly dynamic and competitive region economically. TVET aims to prepare learners for a...Editorial
TVET@Asia Issue 7: Quality Assurance as Basis of Trust and Labour Market Relevance of TVET Qualifications The recommendation to create quality assurance guidelines to recognize qualifications based on learning outcomes was made at the 3rd International Congress on...Editorial
TVET@Asia Issue 8: TVET Quality Improvement Initiatives in the Wake of ASEAN Economic Community 2015 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...Editorial
TVET@Asia Issue 5: Approaches and achievements in TVET personnel professional development Joachim DittrichUniversity of Applied Sciences BremerhavenLen CairnsMonash University AustraliaAgus SetiawanUniversitas Pendidikan IndonesiaThomas SchröderTU Dortmund University...Editorial
TVET@Asia Issue 6: The Greening of Technical and Vocational Education and Training The importance of building ecologically sound economies (greening) in order to address climate change and other pressing environmental issues is widely acknowledged by governments...Editorial
TVET@Asia Issue 4: Mitigating TVET quality and standards as a basis for harmonising its systems at the national and regional levels East and Southeast Asia are experiencing a rapid pace of economic development that call for continuous review of education and training...Editorial
TVET@Asia Issue 3: Transferable skills in technical and vocational education and training (TVET) and vocational teacher education (VTE): Policies and implementation It is widely acknowledged that the world of work is changing. Technical and vocational education and...Mapping national and regional TVET initiatives in Southeast Asia and beyond in response to students and labour mobility
Abstract Most countries in Southeast Asia are positioning Technical and Vocational Education and Training (TVET) in the mainstream of education systems and setting it as a priority in their education agenda in view of the fact that this type of education plays an...Editorial
TVET@Asia Issue 2: Vocational teacher education and research as a task and challenge for the East- and Southeast Asian region East and Southeast Asia are in the process of experiencing a period of outstanding economic growth and extraordinarily dynamic development and...Enhancing TVET teachers’ capacity to develop students’ generic green skills: a work-based learning model for professional development of teachers
Abstract Reorienting existing educational programs in technical and vocational education and training (TVET) for the purposes of advancing the attainment of sustainable development goals (SDGs) through skills development significantly depends on the capacity of...Work-Based Learning-Teaching Factory in Indonesia as a Model to Increase Employability Skills
Abstract Employability skills consist of both technical and non-technical skills which are demanded in the world of work. TVET prepares prospective workers who will execute important duties and tasks in industry and business. The mismatch in numbers of trainees in...Informal Learning in Vietnam: Status quo, Circumstances of existence and the demand to be acknowledged
Abstract Since 1986, Economical innovation ‘Đổi mới’ happened in Vietnam. In the beginning, Vietnam had only demand of workforce for light industries such as clothing, footwear or construction, which are characterized as labour-intensive, low-skilled, simple work....Work-based and Work-related Learning – Models and Learning Concepts
Abstract In Germany work-based learning – which goes by the long-established title: “Learning in the Process of Work”, has been gaining in importance since the 1970s. The term learning here is considered the ideal for the comprehensive development that delivers...Realigning SD goals for Industry and TVET Training Programs: A Crucial Undertaking
Abstract In the wake of the ASEAN Economic Community’s (AEC) vision to develop a highly integrated and cohesive economy, enhanced connectivity and sectoral co-operation within the region as well as the evolution of a dynamic, competitive and innovative ASEAN, TVET is...Quality of VET in India: The case of Industrial Training Institutes
Abstract The paper focusses on the need for quality in vocational training institutions in India. The need for integrating Quality Management principles in effective functioning of vocational schools (Industrial Training Institutes) is emphasised. In a first step the...Regional overview: What is the government’s role in greening TVET?
Abstract The transition to low-carbon economies that address climate change and reduce the environmental impact of development is a pressing issue for governments in Asia. Ambitious targets set by many countries in the region require the implementation of specific...Approaches to preparing TVET teachers and instructors in ASEAN member countries
Abstract Most countries in Southeast Asia are now positioning technical and vocational education and training (TVET) in the mainstream of education system thus becoming a priority in their education agenda to support the socio-economic development of the nation...Securing quality in TVET – A compendium of “best practices”: fourteen main principles for the improvement of Technical and Vocational Education and Training
Abstract Worldwide high-tech work-processes require well trained individuals and industrial nations compete in designing concepts of training which can match the challenges of successful performance at the place of work. For the basic design of these concepts we need...Transferable skills in Technical and Vocational Education and Training (TVET) in Brunei Darussalam
Abstract In Brunei Darussalam, transferable skills are called life skills (previously known as common skills). These skills have been integrated in the technical and vocational education and training (TVET) system for more than 12 years. This article explains the...Collaborative regional research as a basis for policy recommendations and educational reform in Asia and the Pacific
1 Introduction In general, collaborative research aims to bring together researchers interested in a common research topic, who are bound through curiosity and motivation to answer existing questions and in posing new ones. They work together sharing knowledge,...Good practice principles in apprenticeship systems: An international study
Abstract Apprenticeships can be seen as the ultimate in co-operation between TVET providers and industry as they are based on a combination of work and study. They provide appropriate skills for companies and also all-round occupational and generic skills, as well as...Enhancing students’ key competencies for Sustainable Development in Chinese Technical and Vocational Education and Training (TVET): implications for TVET teachers
Abstract In the context of achieving China’s Agenda 21 for Sustainable Development (SD), it is crucial for TVET to explore its own reforms to meet the increasing demand for green skills, and serve and promote sustainable development of the social economy. Zhang...Qualitative Interview as a tool of Job Analysis in TVET Vietnam: Perspectives and Concepts
Abstract In the circumstance of lacking Monozukuri (JICA 2014) TVET Vietnam has been considered as “poor cousin on the education side of the family” (Aring & Goldmark. 2013) for a long time. That’s reason why many companies have to struggle catching...Work-Process Based Development of Curricula: A Framework
Abstract Education and vocational education have to be finally presented in an operational form i.e. in a curriculum. In any case, when it comes to Technical Education and Vocational Training (TVET), five components are highly relevant as the pillars for a vocational...A Model for Designing Sustainable Community Based Enterprise TVET (CETVET) System in India
Abstract India, traditionally, is constituted as a caste based society. Besides the sociological function of structuring the society, a caste was a label for a specific set of knowledge and skill generationally engaged into a specific occupation. The population...School in Factory (SIF): an approach of Work-integrated Learning in Thailand
Abstract In the fast-growing economic world, Thailand is faced with the problem of producing qualified vocational human resources. In general, educational institutions are unable to educate students to meet the demand of the labour market. The government realized...Brunei TVET Transformation: The Development of the Institute of Brunei Technical Education’s two Key Surveys
Abstract The technical and vocational education and training (TVET) system in Brunei Darussalam is currently undergoing major restructuring, with the establishment of the Institute of Brunei Technical Education (IBTE) and launch of the ‘White Paper’ on transformation...Quality assurance as a way to support labour markets: a reflection on TVET policies in Bangladesh
Abstract Technical and vocational education and training (TVET) systems are not geared towards the market needs in Bangladesh though the country has a comparative advantage in the production of labour intensive goods and services. The government determined that the...A survey report on Greening in Higher TVET in China
Abstract Sustainable development and greening are important developing trends highlighted as a global awareness among the member countries in the Shanghai Consensus of the 3rd International Congress on TVET—Transforming TVET: Building skills for work and life 2012....Learning management strategies for in-service training of vocational instructors in Lao PDR – Using collaborative learning and a professional learning community approach in authentic situations: a case of automotive technology
Abstract Most vocational teachers in Lao PDR lack practical and industrial experience, experience in applying new instructional and training strategies, and opportunities for continuing professional development in collaboration with enterprises. The overall aim of the...Transforming TVET in Malaysia: Harmonizing the Governance Structure in a Multiple Stakeholder Setting
Abstract Malaysia is in need for highly-skilled human resources to close the present demand-supply gap in various industries, particularly those driving economic transformation. The government has determined that the Technical and Vocational Education and Training...Transferable skills in Technical and Vocational Education and Training (TVET): Implications for TVET teacher policies in Australia
Abstract This article is based on research and detailed empirical work that has been conducted in Australia in the area of transferable skills. The article will review the issues related to transferable skills in the vocational education and training (VET) sector from...Anticipating ASEAN Economic Community 2015: Regional initiatives on human resources development and recognition of professional qualifications
Abstract In anticipation of the ASEAN Integration, especially regarding the ASEAN Economic Community (AEC) 2015 it is clear that many aspects have to be considered and integrated in technical and vocational education and training (TVET). Four major thrusts under AEC...Indian experience of internal and international collaboration in TVET and prospects of regional cooperation
Abstract Appropriately educated and skilled human resources (HR) are a real asset for a country and can be instrumental in accruing several other assets such as a sound, sustained economy; social development and cohesion; international leadership and suchlike. What...Applying the Concept of ‘Unlearn to Learn’ for Sustainability in Vocational and Professional Education and Training (VPET): Implications for Teacher Training
Abstract The need to improve competencies of vocational and professional education and training (VPET) teachers to develop facilitation skills to enhance teaching practices and keep abreast of the up-to-date industry trends for curriculum development is a key...The Dual System in Germany – Is it prepared for Digitalization and Industry 4.0?
Abstract The vision of Digitalization and Industry 4.0 has been widely discussed. Furthermore, the topic encompasses a) a reorganization process of all industrial activities through new options for communication, triggered by the Internet of Things, and b) a massive...Development of a Training Process of Engineering Students’ Collaborative Problem-Solving Competency through Organizing Experiential Learning Activities – A Case Study in Vietnam
Abstract The collaborative problem solving (CPS) competency is one of the important competencies meeting requirements of any job position in the 21st century. Researches have concentrated on assessing and developing high school students’ CPS competency rather than...Transferring agricultural technologies – Need to supplement the formal learning with informal learning
Abstract The crop and the animal husbandry demands knowledge and skills as any other vocational enterprises. Similar to inheritance of land and other assets by the heirs, the owned knowledge and skills are transferred through self-learning or informal learning from...The concept of CDIO in Vocational Teacher Education in Vietnam
Abstract The recent lack of a skilled labour force is a high risk for the economy in Vietnam. Within ASEAN, “Vietnam ranks in the lower half of human resources development” (EuroCham 2014, 31). Therefore, according to the Organization for Economic Co-operation and...The Corporate Image Building Programme of TVET Institutions in the Socialist Republic of Vietnam
Abstract TVET institutions are often perceived as second class and inferior to colleges and universities offering academic degrees. Few people choose the path in acquiring TVET as basis for an occupation because of the notion that VOCTECH jobs are not noble. This...Substantial policies and measures to promote quality assurance of TVET in Vietnam towards mutual recognition of qualifications in ASEAN
Abstract In order to strengthen the TVET quality assurance in the period of ASEAN economic integration which offers the opportunities of labour force mobility in ASEAN countries (ASEAN Secretariat 2015a, b), the Vocational Training Development Strategy of...Green Skills in Vocational Teacher Education – a model of pedagogical competence for a world of sustainable development
Abstract The reform of TVET systems all over the world as well as in Asia is an essential request in a time of fast-change and sustainable development. Securing quality in vocational teacher education plays an important role in achieving the supply of adequately...The role of networking and internationalization of technical universities in academic staff competence development
Abstract Institutional networking and internationalization has been included as one of the institutional Key Performance Indicators (KPI) in most universities´ blueprints in Malaysia. The “eighth shift”, which is one particular strategy of the Malaysia Education...Research management in Vocational Higher Education in Indonesia: policy and practice in Bandung State Polytechnic
Abstract Polytechnic as a Vocational Higher Education is under pressure to increase quality of research in order to fulfill industrial and societal demand, as well as to strengthen the quality of its teaching and learning activities. The setting in which research...Transferable skills education in Technical and Vocational Education and Training (TVET) in the Republic of Korea
Abstract Recently the government of the Republic of Korea (RoK) has tried to transform TVET, from job-specific skill education and training for specific groups, such as vocational school students, to a broader form of vocational competency...Developing standards of vocational teacher at bachelor level in Lao PDR
Abstract On 11th February 2013 the Ministry of Education and Sports (MoES) declared by decree (cp. MoES 2013) the standards developed by the Faculty of Engineering as binding for the education of vocational teachers at bachelor level in Lao PDR. Which development...Post study pre-service practical training programme for TVET teacher students
Abstract The quality of teachers determines the quality of education in general and occupational competence specifically. There is an urgent need to establish programmes that improve the professionalism of teachers. One such programme is the post-study pre-service...Policy and practice of inclusion in the German vocational educational system with the focus on VET teacher training
Abstract Ensuring equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, is one of the Sustainable Development Goals for 2030 (UN 2015, 17). Inclusion has been a political commitment in Germany since...The Potential of Dual TVET System Players in Co-curricular Activities – an Approach from Malaysia
Abstract Previously known as extracurriculum, co-curricular activity is an extended activity of classroom-based learning or program which is located outside the educational curriculum. Co-curricular activity are essential in the development of a learner’s potential in...Augmenting Teachers’ Training with technical didactics and contemporary practices for effective TVET in Beauty sector of Pakistan
Abstract The concept and execution of skills-based vocational training in Pakistan starts with policy documents and ends with the completion of a certificate which is nationally recognized. In the current situation of the TVET sector in Pakistan, the CBT philosophy is...Application of work process based curriculum development at STEP Institute of Art, Design & Management, Pakistan
Abstract What is required of TVET practitioners today is not merely the understanding but the application of ‘Work process knowledge’, which is considered a major training focus. All functional areas play vitally and are interlinked and inter related. The concept of...Informal Learning among Handloom Weavers: A Case Analysis of Chinnalapatti, Tamil Nadu, India
Abstract Informal sector contributes 50 per cent of the national income and it contributes 40 per cent of the exports of the country. Among the informal sectors, handloom weavers are the significant communities and they continue to struggle for their livelihood...The Role of Vocational Training in Reducing Unemployment Rate in the Outlying States of United States of America
Abstract This paper analyses the contribution of vocational training in reducing the unemployment rate in Guam, the Commonwealth of Northern Mariana Islands (CNMI), American Samoa, and the U.S. Virgin Islands. All of these areas are located in the Pacific Ocean near...The Effect of Personal Traits on Entrepreneurship Intention of Students at Tourism Vocational High Schools in Bandung
Abstract The main objective of this study is to investigate the effect of various personal traits on the entrepreneurship intentions of tourism vocational high schools students. The population of this study is 162 students and the sample is 114 students. The...Developing core competencies of students through Competence Based Assessment at Ho Chi Minh City University of Technology and Education
Abstract Core competencies can be defined as personal attributes or underlining characteristics, which, combined with technical or professional skills, enable an individual to fulfill a role/job. Core competencies such as problem solving or teamwork are...Generic Green Skills: Industry and perspectives on technical education and vocational training (TVET)
Abstract The development of green technology has intensified in the early 21st century as evident by the increasing attention given to it by governments and industries. This development requires more employees who possess generic green skills. Questions on what...Moving beyond talk-and-chalk-teaching – a holistic didactical approach to teacher training through trilateral cooperation between Germany, Indonesia and Myanmar
Abstract A highly qualified workforce is the key prerequisite for strengthening the international competitive economy. Based on long-standing and successful cooperation between Indonesia and Germany in the field of Technical and Vocational Education and Training...Quality Management System in School (QMSiS ): an Indonesian example for improving quality at vocational schools
Abstract For Indonesia, as the most populous ASEAN country, improving and assuring TVET quality is one major goal of educational policy. Different strategies are in place to bring learning outcomes closer to labour market requirements and to even out regional...Transferable skills in Technical and Vocational Education and Training (TVET): Implications for TVET teacher policies in Indonesia
Abstract Transferable skills are an essential part of the desirable outcomes of vocational education and have therefore become the focus of the Indonesian vocational education system. The concept is expressed through different terms, such as life skill education, but...An extensive model for implementing APEL and quality assurance in TVET teacher training system for South East Asia
Abstract Accreditation of Prior Experiential Learning (APEL) is a relatively new concept in the Malaysian Higher Education system (HEIs) and in South East Asia in general, although widely known and practiced in other countries such as South Africa, Australia and...Enhancing the image and attractiveness of TVET
Abstract The image and attractiveness of technical and vocational education and training (TVET) constitutes an interesting topic that needs to be discussed. The issues related to this not only exist in developing countries but also in developed countries. In many...Development of TVET Teachers’ Career Identity through Teacher Education and Training Programs for the purposes of including ESD in Classroom Practices
Abstract This paper has two starting points. First is the recently approved document, Implementation plan of vocational education reform issued by the General Office of the State Council of China (2019). One aspect of this reform is specifically related...Dual or Complemental in Vocational Training: which concept would be suitable for TVET Vietnam?
Abstract The dual system is considered as a successful and well-known model of TVET all over the world. It might be a proper solution in order to solve skills mismatch and skills shortage, which the Vietnamese industry names as a “main obstacle” for developing...Barriers of Project-Based Learning in Teaching and Learning of Chinese Technical and Vocational Education and Training (TVET): A review
Abstract Teaching is one of the main components in designing learning activities and conducting educational plans. As an essential tool for achieving teaching objectives and ensuring the teaching quality in technical and vocational education, Project-Based Learning...Curricula Approaches and Competence Development for Secondary Vocational Education Schools in Palestine
Abstract This paper explores curricula approaches and competence development for secondary vocational education schools in Palestine. For successful implementation of new curricula approaches that use Competency-Based Approach (CBA), this paper argues that...Self- directed learning in the context of internationalization in TVET in Vietnam
Abstract This article focuses on self-directed learning for students. Nowadays, the rapid development of science and engineering, the explosion of information technology, emerging knowledge, technological and technical creations as well as the expansion of professions...A Study on the Use of Feedback to Improve Assessment of Life Skills in Mechanical Engineering Course
Abstract Life Skills are considered a critical aspect in engineering practice. Not only are these skills needed in order for an individual to get a job, but also to still remain employable. Despite all the efforts that have been done in trying to improve Life Skills...Quality indicators in the field of culinary professions in Malaysia – a method of developing competency profiling through self-assessment
Abstract For many years, the concept of competentcy and quality of the workforce has been prevalent around TVET world. Top performers contribute to a tremendous impact on organizations’ productivity and overall performance. Therefore, identifying top performers is...Re-thinking greening TVET for traditional industries in Asia – the integration of a less-skilled labour force into green supply chains
Abstract This article proposes a change of perspective on TVET in Asia in the context of the current discourse on sustainable development and the greening of economies in the region. It picks up on the debate around the greening of TVET, taking a closer look at the...TVET teachers, a reflection on trends in Indonesia and Australia
Abstract Experiences of working on a range of projects connected with Technical Vocational Education and Training (TVET) and professional development of educators and trainers, in both Indonesia and Australia, have contributed to the authors exploring trends and...E-portfolio indicator for competency assessment and virtual learning in Malaysia Skills Certification
Abstract The use of e-portfolios which provides a more effective method for recording and managing competency achievement has become increasingly popular. For Malaysian Skills Certification (MSC), students are required to create paper-based portfolios to demonstrate...Transferable skills in Japan: recent cases of policies and practices
Abstract The concept of transferable skills has only recently been introduced in Japan. While elements contained in the concept of transferable skills are not entirely new, efforts to package them, design and implement them in a systematic way are relatively new. In...Occupational competence needs analysis as a basis for TVET curriculum development
Abstract Rapid changes occurring in the world of work persistently challenge the actors of technical and vocational education and training (TVET) to update vocational curricula maintaining its relevance to the world of work. TVET teachers are the very actors at the...TVET agency-industry collaborations: addressing diversity
Abstract This paper highlights some of the initiatives undertaken by Malaysia in addressing social and economic challenges via TVET programmes in general and through TVET agency – industry collaborative efforts in particular. A brief description of the TVET...Empirical Study on Trainers’ Perspectives of National Teacher Standards in the Philippines
Abstract This study aims to present and analyze the development of the national standards for TVET personnel in the Philippine context. Using a unified survey questionnaire from the collaborative research on the research project entitled “Development of National...Facilitating the development of students’ generic green skills in TVET: an ESD pedagogical model
Abstract Technical and vocational education and training (TVET) plays a significant role in supporting green economic restructuring as well as tackling environmental problems through skills development. Generic green skills play an important role among required...Work Process Based Curricula for TVET in Vietnam – inevitable tendency and how to prevent a functional curriculum
Abstract “Skills mismatch” and “skills shortage” are very popular concerns in reports on Vietnamese TVET. As a result, many Vietnamese companies struggle to re-train their newcomers after recruitment. Some of them have to accept even unskilled workers who then undergo...Closing the gap: The introduction of Work-Based-Learning in Palestine
Abstract Palestine is affected by a prolonged military occupation, which has severe socio-economic effects on the population, in particular among youth. As a consequence unemployment is on the rise with figures above 40% in the Gaza Strip. Many young people even with...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.
Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.
