Issue 1

Collaboration in TVET

Editorial Issue 1: Collaboration in TVET

by Joachim Dittrich, Agus Setiawan, Jiping Wang, Jailani Md Yunos

Full issue 1
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 stakeholders at all levels in this process. Learners can only be introduced into their professional community of practice during their education and training phase when given the opportunity to learn at authentic, real workplaces in close contact to their future peers. For several years workplace learning has been high on the TVET agenda in many countries worldwide, not only serving the learners but also the companies, by giving them the inestimably valuable opportunity to become acquainted with their future employees in advance of actually hiring them and in addition being able to shape both their education and training. In determining what should be learnt, in terms of developing curricula, a share of that input must come from the corporate sector, for one of the significant roles of TVET is to prepare a skilled workforce for the economy. Vocational teachers must have access to the world of work simply to be able to find out what it is that their students should learn in the here and now.

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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.

Learn more about TVET@Asia

Mapping national and regional TVET initiatives in Southeast Asia and beyond in response to students and labour mobility

by Paryono Paryono

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 important role in the socio-economic development of a nation. New national and regional initiatives in TVET have been created in response to various changes in social, political, and technological landscapes. This paper intends to map out salient TVET initiatives especially those that have the potential to have a greater impact not only on the individual country but also on the whole region or beyond. Some of the selected initiatives include addressing TVET quality and qualification frameworks. At a national level, all countries are raising the bar to benchmark their TVET quality. Quality assurance mechanisms via proper guidelines and accreditation have been established in most countries.

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Good practice principles in apprenticeship systems: An international study

by Erica Smith, Roslin Brennan Kemmis

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 providing a tried and tested means of moving young people into the full-time labour market. However there are many different actual and potential models of apprenticeship, which can be confusing for countries looking to begin or re-develop an apprenticeship system. This paper uses part of the work undertaken for a project funded by the International Labour Organization and the World Bank to compare and contrast apprenticeship systems in 11 countries, for the purpose of drawing out some principles of good practice. The project was undertaken to provide suggestions for the process of reform of the Indian apprenticeship system (Planning Commission 2009).

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Indian experience of internal and international collaboration in TVET and prospects of regional cooperation

by Poonam Agrawal | Issue 1

.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 can be considered ‘appropriate’ education and training is a question constantly at the centre of local and global debates and discussions. It is also a dynamic phenomenon as what is suitable and desirable today may not be appropriate tomorrow. For example, earlier, education and training prepared a person for a lifetime’s career but now the trend is towards frequent and multiple career changes, part-time and causal work. To remain relevant and meaningful, the process of education has to undergo various transitions, reforms and adaptations even more frequently in the current context.

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Post study pre-service practical training programme for TVET teacher students

by Dadang Kurnia, Ilhamdaniah Saleh | Issue 1

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 training for prospective TVET teachers (PTP). This programme can be implemented for graduates of TVET teacher training programmes upon completion of their university course and constitutes a post-study education and training programme. It is implemented during the transition period, before prospective teachers go on to actually practice teaching as qualified teachers in vocational schools. This study will explore a variety of aspects related to vocational teacher training in Indonesia, Vietnam, China, and compared them to methods implemented already in Germany.

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Enhancing the image and attractiveness of TVET

by I Wayan Ratnata | Issue 1

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 countries to the present day TVET is rated second class education. Parents who can afford it rarely send their son and/or their daughter to a vocational school. They predominantly prefer general education.

This paper gives some insight into the issues of the image and attractiveness of TVET in Indonesia and in the efforts and measures to increase them. Data from China, India, South Korea and Russia show, that these countries have similar problems and apply similar strategies to overcome them. In most societies TVET graduates are not considered to be ready for work.

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TVET agency-industry collaborations: addressing diversity

by Maizam Alias, Razali Hassan

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 programmes operated by the various agencies in Malaysia is to be presented, followed by examples of collaboration initiatives undertaken at the various levels of the TVET system. The issues and challenges encountered in their implementations are identified as factors that must be addressed to ensure the sustainability of future TVET collaborations.

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Evaluation of collaboration between public training institutions and private industries and its importance in improving the quality of training delivery in TVET in Malaysia

by Ramli Bin Haji Rashidi

This paper undertakes to examine collaboration in the National Dual Training System (NDTS) in Malaysia that follows the example of the Dual Training System in Germany. The ultimate goal of the collaboration is to produce a highly competent, skilled and educated work force relevant to the needs of the industries of Malaysia in particular. It has conceived in the notion that such an apprentice system would produce graduates that are competent, skilled and knowledgeable commensurate with industry standards. However, it is necessary for there to be a certain amount of collaboration between educational institutions, the workplace and its development in TVET arenas. This research identifies several key factors that will form the framework for the dual system collaboration. The identified key factors are, a) goal setting, b) partnership development, c) collaboration management, d) impact of learning and competence, e) evaluation of collaborative performance and dual system in use. 23 interviews, 100 survey questionnaires and 4 focus group discussions and workshops provided the data.

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The role of VET providers in training partnerships with industry in East Java, Indonesia

by Abdullah Helmy | Issue 1

VET providers are emergent as one of the main and logical providers of labour force training required to revitalise and uphold the attractiveness of this nation’s businesses and industries. On the other hand, to remain competitive in the world market, companies must have highly skilled employees who can keep enterprises economically viable in a global economy. Partnerships between VET providers and industry can be a mutually useful strategy in providing workforce training and in maintaining knowledgeable employees.

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Integration of social skills and social values in the National Dual Training System (NDTS) in the Malaysian automotive sector: employers’ perspective

by Mustapha Ramlee, Rohana Rahmat | Issue 1

The issue of the employability of graduates has made social skills, also known as, soft skills an important goal for all education institutions and local skills training institutes in Malaysia. Aside from academic performance and skills in specific core skills, social skills play a vital role as elements of recruitment by employers. The Department of Skill Development (DSD), Ministry of Human Resources, has applied elements of social skills to the National Dual Training System (NDTS) curriculum development. As a result, this study aims to review employers’ perceptions of social skills and social values among NDTS apprentices. The study used a quantitative approach and the data was collected from respondent groups that include managers, supervisors and personnel involved in recruitment in their organization. The study concludes that social skills are as important as technical skills in automotive industry in Malaysia and suggests that both training institutes and the workplace (during training) should play a role in equipping apprentices with the required social skills. Furthermore, the study found that teamwork and personal qualities were the most importance social skills required by the labour market and current NDTS apprentices almost fulfil such expectations.

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