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

Annika Behrens, Badaruddin Bin Ibrahim, Sureewan Rajchasom, Georg Spöttl

Annika Behrens

TU Dortmund University

Badaruddin Bin Ibrahim
University Tun Hussein Onn, Malaysia
Sureewan Rajchasom

Rajamangala University of Technology Lanna, Thailand

Georg Spöttl
University of Bremen, 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.

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Preview Issue 5

Jan 14, 2015 | Uncategorised

Call for Papers

Title:
Approaches and Achievements in the Professional Development of TVET Personnel

Editors:
Dadang Kurnia (Universitas Pendidikan Indonesia), Joachim Dittrich (Bremen), Len Cairns (Monash University), Agus Setiawan (Universitas Pendidikan Indonesia)

Vocational teacher education has been an issue of concern for decades, especially during the past ten years and moreso in Asia. Ideas, initiatives and declarations on the professional development of TVET personnel have frequently been raised by those concerned 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 was 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 demanding 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, and (c) technology as an object of work and learning processes (d) as well as critical pedagogy for social change”, specifying some areas needing knowledge development. The Bandung declaration in addition asked for establishing the respective “frameworks for promoting the continuing professional development of TVET practitioners”, a request implicitly included in the Hangzhou declaration.
  • The UNESCO Third International Congress on Technical and Vocational Education and Training, held in May 2012 in Shanghai, China, in its Shanghai Consensus, more generally recommended to “… specifically, develop policies and frameworks for professionalizing TVET staff”.
  • The core of the Thanyaburi Statement, an outcome of the ASEAN International Forum held in January 2013 in Thanyaburi, Thailand, suggested developing TVET research at teacher training institutions as the basis for improving vocational teacher education, as a call to develop the scientific basis of TVET for the sake of TVET personnel professional development.

Very likely there have been numerous additional, yet similar requests all over the world. This fact illustrates the need for an international discussion and knowledge exchange on what really has been achieved in TVET teacher/trainer professionalization in different countries over the world during the past 10 years.

 

The 5th issue of TVET@Asia aims to contribute to this international discussion and knowledge exchange. The editorial team therefore invites interested authors to share their views and knowledge of the topic. The articles can be research, practice, and/or policy-based papers on TVET teaching personnel professional development in the whole or parts of the Asian region covering topics like but not limited to:

  • Professionalization approaches and experiences in initial teacher/trainer education and continuing professional development
  • The academic knowledge and its development as basis for and the contents of education and training of TVET educational personnel
  • The Role of Work Practice and Experience in TVET Teacher/Trainer Professionalization
  • The development of university and research structures related to TVET teacher/trainer education

Please note that we can only publish papers that fulfil set requirements. Issues 1 to 4 (http://www.tvet-online.asia/issue) may serve as reference.

Authors:
Open to any interested author.

Timeline:

  1. Please send an abstract of no more than one page, a short CV/profile (half page) and a list of publications to the editorial board via issue5@tvet-online.asia by February 20th, 2015; Please use “form-abstract_tvet-online.docx” which you find with other forms for download at http://www.tvet-online.asia/preview
  2. After approval submit a draft by April 30th, 2015;
  3. After review send the finalized paper by May 31st, 2015;
  4. Tentative publication date: end of June/beginning of July 2015

Thank you very much for your contribution.

Sincerely yours,

Dadang Kurnia, Dr.

Chief editor, Issue 5

Email: dadang_cowis@web.de
Cc: joachim.dittrich@gmx.net 
Editors of issue 5: issue5@tvet-online.asia
 

Download:

> the template for the article: doctemplate189 KB

> the form for the abstract: docxform abstract24.33 KB

> the form to submit the authors profile: docxprofile48.39 KB

> the full Call for Papers for Issue 5: pdfCall for Papers Issue 5 223.53 KB

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