To support the work of RCP a couple of studies have been conducted, commissioned by the Regional Cooperation Platform. The results of this work are published in the following new series:
A) Research and Development
Eds.: Paryono, Schröder, T. & Spöttl, G.
Series A: Under the auspices of the Regional Cooperation Platform for Vocational Teacher Education in Asia (RCP) a series of action- research projects had been initiated and conducted by researchers from the RCP-partner universities. These studies aim, first and foremost to provide evidence-based systemic innovation and in the spirit of action research tradition implementing comparative elements with practices already in place in the East- and Southeast Asian region. The outcome of these research projects invariably brought forth innovations in TVET-teacher education via organizational development or political reform.
Dadang Kurnia (2013): Post-Study Pre-Service Practical Training Programme for TVET Teacher Students. Shanghai: RCP.
Download:PDF, 1,8MB, 138 p.
Vocational teachers’ university-based initial education often fails to equip candidate teachers with the necessary practical capabilities and experiences. This is particularly the case in Asian countries and as a result in some countries, a second period of practice-oriented TVET teacher education has been implemented at the threshold between academic TVET teacher studies and actual employment as a teacher.
The study compares the different models of post-study pre-service teacher training in existence or under development in China, Indonesia, Vietnam and Germany based on a competence model of TVET teachers with reference to deficiencies in candidate teachers’ competences observed in the different countries. Recommendations, based on the analysis, are provided, on how the existing models can be improved in terms of the intended objectives.
Boualinh Soysouvanh (2013): Development of Standards for Vocational Teachers at Bachelor level in Lao PDF. Shanghai: RCP.
Download:PDF, 2,3 MB, 82 p.
The study describes the development process of the standard for vocational teacher education in Laos based on the current situation of the Lao education sector. In order to emphasize the practical relevance of the study, it also discusses the prerequisites for a successful implementation of the drafted standards and makes a proposal for an implementation strategy.
On 11th February 2013 the Ministry of Education declared by decree the standards developed by the Faculty of Engineering as binding for the education of vocational teachers at bachelor level in Lao PDR. It was a consequent decision that the Ministry of Education appointed the Faculty of Engineering, specifically the relevant Vocational Teacher Education Department to develop standards for vocational teachers. The Faculty in turn submitted to the Regional Cooperation Platform (RCP) the proposal to develop these standards embedded in an action-research oriented scientific study and in close cooperation with teacher education institutions in Indonesia (Universitas Pendidikan Indonesia), Thailand (Rajamangala University of Technology Thanyaburi), and Vietnam (Ministry of Labour, Invalids and Social Affairs).
Feng Xiao (2013): Macro- and Mesoeconomic Effects of Investment in Vocational Education. Shanghai: RCP.
Download:PDF, 2,3 MB, 90 p.
The study is a result of the research work of Chinese researchers from ITB in cooperation with researchers from Lao PDR, Thailand and Vietnam. The team chose typical emerging and developing economies as objects, looks for reasonable proxies of human capital accumulation, and then constructed econometric models to measure the contribution of general and vocational education on human capital accumulation and national output growth. The results show that general and vocational education has a positive impact on the aggregate output of China, Thailand and Vietnam. The study endeavours to solve the following two questions of finding appropriate proxies of human capital to reflect the mechanism of general and vocational education on human capital accumulation and constructing econometric models to analyse general and vocational educations’ impact on aggregate output.
Julia Gillen & Anna-Carina Mosel (2013): The prospects of measures for the advance of gender equality in TVET. Shanghai: RCP.
Download:PDF, 2,8 MB, 118 p.
Gender equality with respect to TVET is of increasing relevance in East- and Southeast Asia. A regional study has been conducted by researchers from 12 different RCP universities from 7 Asian countries in cooperation with two researchers from Germany. The study was supported by the Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ).
The study intends to find out what conditions of equality exist for both men and women in different living situations. Women are often under-represented in Technical Vocational Education and Training (TVET) and tend to choose professions that are easy to access but unfortunately where both requirements and promotion prospects are low. This particular tendency has been the focus of the RCP and it has gathering momentum and increasing significance as women continue to acquire equal or better graduation results than their male counterparts and yet choose different career paths. To research the status of gender equality in various countries in East Asia the RCP member countries used an online questionnaire that is easy to access and evaluate to obtain data.
Jailani Md. Yunos (2013): Practices on APEL for TVET Teacher Training Programs -Admission and Advanced Standing Processes. Shanghai: RCP.
Download:PDF, 1,5 MB, 167 p.
The 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. Implementing APEL in higher education system could help to prepare praxis-oriented teachers for the technical and vocational sector. The paper is based on a study conducted under the auspices of the Regional Cooperation Platform (RCP) aiming to develop an APEL model to steer a systematic adoption of APEL in higher education and increase the number of Technical and Vocational Education Training (TVET)-teachers that have acquired strong practical skills in the world of work. The study assesses existing practices in APEL for TVET teacher training (TVET-TT) among the participating RCP partner countries and other international best practices. The research approach is mainly qualitative involving multiple methods such as document analysis, thematic analysis and focus group discussion.
Ha Xuan Hung (2013): Comparative Study on Curricula for Vocational Teacher Education in Mechanical and Electrical Engineering. Shanghai: RCP.
Download:PDF, 3,3 MB, 285 p.
The study, which was conducted in cooperation with UPI, NUoL and IBB Tongji University, aims at building a core curriculum for vocational teacher education in Mechanical Engineering and Electrical Engineering. By comparing and analyzing the available curricula of each partner, the authors aimed at building a core curricula for the two mentioned majors. It is expected that the core curricula will be applied not only in the partner universities but can be used as a references for other countries in the region and the policy makers.
Sentot Wijanarka (2013): Precondition for an extra-occupational study program for vocational teacher in Indonesia. Shanghai: RCP.
Download:PDF, 1,9 MB, 85 p.
The aim of the study was: (1) describe the legal preconditions need to be respected for a development and implementation of extra occupational study program and what bodies are in charge; (2) evaluate the institutions are in charge for the accreditation of study programs and the conditions, (3) Evaluate the availability of computers and internet connection for the participants, and (4) describe the similar study programs that could partially be incorporated.
The results of the study: (1) There are many legal preconditions for the development of extra occupational study program of teacher profession education in Indonesia and Malaysia, include: laws, regulations, and manuals. Institution that are charged to organize professional education is teacher training universities, (2) College National accreditation board of higher education is the agency in charge of accrediting professional courses, (3) all teacher training universities have the utilities to implement eLearning and distance learning, (4) Institutions can work with are: polytechnics, colleges, and Open university.
Matthias Risler & Zhao Zhiqun (2015): Apprenticeship and Small and Medium-sized Enterprises – The China Case. Report of a desk study and a field research mission conducted in May-June 2013 the framework of the ILO “Global Product” Project
Chiang Mai: RAVTE.
Download: PDF, 1MB, 73 p.
The case study on apprenticeship and Small and Medium-sized Enterprises in China is part of a larger research & development exercise in the framework of the ILO “Global Product” project. The project aims at exploring “the evidence on the business case for responsible workplace practices, through targeted research, with the aim of strengthening the evidence base and clarifying how the argument can be applied to underpin future ILO interventions and policy guidance”(ILO 2013).
The “Global Product” project explores and later tests the interconnections between enterprise productivity, conditions of work and skills development, and it tries to identify cause-and-effect relationships found in the context of SMEs, particularly in developing countries.
China is mentioned as an example in the OECD note on “Quality Apprenticeships” for the G20 Task Force on Employment. China is of major scientific interest, as the country has been one of the fastest growing economies for more than two decades. Its modern enterprises are reaching the highest technology levels with rather under-performing industries and small-scale businesses on the countryside as sub-contractors with difficulties in recruiting adequately skilled employees.
B) Practice and Working Paper
Eds.: Paryono, Schröder, T. & Spöttl, G.
Series B focuses on distributing working papers used in workshops or developed during workshops. These works are aimed particularly at practitioners seeking practical guidelines for whom the information provided would most likely prove inspiring and certainly supportive in their work.
Charlotte Heidsiek (2013): Organizational Development of Institutions for TVET-Teacher Education. Shanghai: RCP.
Download:PDF, 2,7 MB, 69 p.
The paper is based on a workshop from June 10th – 14th 2013 at Nanyang Polytechnic in Singapore and headed by Dr Charlotte Heidsiek, Detego Germany. The workshop topic was the “Organizational Development of Institutions for TVET-Teacher Education”. It gave participants an overview of the central approaches and strategies for “change”, the tasks faced by a change manager and outlined the necessary phases involved in successful change. The workshop’s prime objective was reached: every participant developed his/her own individual plan of action for the change project in his or her institution.
For additional information see: http://rcp-platform.com/organizational-development-of-institutions-for-tvet-teacher-education/
Chalong Tubsree & Suthiporn Bunsong (2013): Curriculum Development of Vocational Teacher Education within the Context of ASEAN Integration Process. Shanghai: RCP.
Download: PDF, 1,7 MB, 140 p.
Read the executive summary PDF, 109 kB, 2 p.
Dadang Kurnia, Joachim Dittrich & Ilhamdaniah (2013): Occupational Competence Needs Analysis as Basis for TVET Teacher Curriculum Development. Shanghai: RCP.
Download:PDF, 4,3 MB, 140 p.
Read the executive summary PDF, 217 kB, 1 p.
Hans-Dieter Hoepfner & Hermann Koch (2015): Self-reliant Learning in Technical Education and Vocational Training (TEVT). Chiang Mai: RAVTE.
Download:PDF, 1,7 MB, 70 p.