Issue 11

Curriculum Development for TVET – Various Approaches

Editorial Issue 11: Curriculum Development for TVET – Various Approaches

by Rolf Burghardt Gennrich, Georg Spöttl, Mohd Yusoff Abu Bakar

Full issue 11
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 matters for different courses, concepts, articulation, and contextualisation of curricula or standard-based curricula are in the focus of interest. Curricula approaches, however, can not only be closely linked to learning theories – such as the constructivist learning principles and others. Curricula approaches might also give an orientation along the established and rather formal classifications of curricula such as learner-centred curricula approaches, spiral curricula approaches, the action-based learning approach etc. Furthermore, the design and the development of curricula – based on research – is an important issue for the establishment of suitable curriculum approaches that supports the development of quality in TVET and is matching the demands of the society and the labour market.

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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

Work-Process Based Development of Curricula: A Framework

by Georg Spöttl, Gert Loose

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 system:

− Relationship with the private sector,

− Curricula and occupational standards

− Teacher training and further (in-service) training of teaching staff,

− Conducting research and networking with other institutions,

− Positive values and esteem for work and for training.

These five pillars render the structure when it comes to quality-based training and education.

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Application of work process based curriculum development at STEP Institute of Art, Design & Management, Pakistan

by Gouhar Pirzada

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 work process knowledge has gained importance for transformation in nature (Boreham 2002). The passive connection between academia and industry ought to be replaced with an active and strategic engagement. To achieve the transition, it is essential to shift the perspective to a ‘many to one orientation’, enabling the trainees with multiple information resources, of which only one is the assessor.

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Curricula Approaches and Competence Development for Secondary Vocational Education Schools in Palestine

by Malaka Samara | Issue 11

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 the government must first define the goal of the secondary vocational education to determine whether it is education based or employment oriented and then decide the curricula approach of how to develop the necessary competence. If the goal and the objectives of secondary vocational education is educational, adopting and implementing the new curriculum that applies CBA will not be without issues such as teachers’ ignorance of whether the new curriculum is for development of semiskilled employees or craftsmen. Applying CBA may result in neglecting the traditional curriculum that provides students with academic and the social science

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Work Process Based Curricula for TVET in Vietnam – inevitable tendency and how to prevent a functional curriculum

by Xuan Tien Vo | Issue 11

“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 a “functional training”, for example, welder training and machine assembler, to adapt to the demands of work. Thus, training-at-work has been implemented in most of the Vietnamese companies. However, this process is similar to what has been practised in craftsmanship for years: a repeating process of “watching – imitating – trying – failing – experiencing and working”. There was no place for didactics and educational principles. These companies have difficulty in defining skills, developing a training roadmap and conducting scholarly training. Moreover, TVET in Vietnam is facing supply-side problems (in terms of workers) because TVET institutions merely provide training based on their perceptions instead of paying sufficient attention to employer’s skills demands (JICA 2014). Consequently, there is a gap between the providers (TVET institutions) and the consumers (companies).

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Work and Learning Assignments as a Central Element of a Work-Process Oriented Curriculum

by Sven Schulte | Issue 11

The article evaluates an example of how a curriculum can be developed for a multiplier-training that is based on the individual work-processes of the participants. Besides this action-oriented and “pragmatic” approach to curriculum development, document analyses and expert interviews were conducted to derive further components for the content of the training. These additional foundations enclose framework conditions of the occupational tasks as well as a systematic review of the interaction between the levels of the TVET market and the labour market in Azerbaijan.

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Alignment of the Curriculum to the Development of the Industrial World (Revitalization Program of Vocational High Schools in Indonesia)

by Bruri Triyono, Dewi Eka Murniati

The revitalization program of Vocational High Schools (SMK) in Indonesia is supported by the Presidential Decree in 2017. There are six main elements that have been done by selected SMKs which refer to SMK revitalization guidance in 2017. One of the elements is the alignment of curriculum. Curriculum alignment is an activity in units of time implemented by schools and industry to align the contents of the curriculum so that the graduates can see the needs of the workforce in the industry. By this alignment, the graduates are expected to have certain skills in accordance with the industry requirements and gain expertise certificate from industry accordingly. The survey was conducted in 125 vocational high schools spread out in various regions of Indonesia

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Good Practices in TVET for disadvantaged young people in rural Cambodia

by Geoff Berry, Sovann Suos, Moniphea Leng

Unemployment is an issue, particularly for out of school young people, that the Cambodian Government through the Ministry of Labour & Vocational Training (MoLVT) is seeking to address. This challenge is compounded for young people in rural communities – particularly for those who may have a disability, have limited school education or are from ethnic minority communities. The 4 year Vocational Training for Disadvantaged Young People (VTDYP) project initiated as a partnership among PLAN INTERNATIONAL, Regional / Provincial Training Centers and MoLVT between 2014 – 2017 sought to address this issue within the Ratanakiri, Siem Reap Tboung Khmum provinces in Cambodia. The project, funded by DFAT, was implemented by PLAN INTERNATIONAL CAMBODIA through PLAN INTERNATIONAL AUSTRALIA.

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