Issue 12

Technical Didactics as a Theoretical Basis for an Effective Practical Implementation of TVET

Editorial Issue 12: Technical Didactics as a Theoretical Basis for an Effective Practical Implementation of TVET

by Martin Hartmann, Mustapha Ramlee, Phuong Chi Diep, Bruri Triyono

Full issue 12
Anyone who teaches within a specific technical field must deal with specific knowledge of technology: its functions, its use and the vocational activities deriving from the respective area. However, this alone is not sufficient. Additionally, pedagogical-didactic considerations need to be conducted. Therefore, the question arises: who are the learners and what is the purpose of the educational program? Additionally, the following issues need to be addressed:

− What is the need of the target groups with respect to the individual learners´ age and corresponding development phase (see Piaget)?

− How far along is the learner in terms of his/her skills and competence development i.e. is the learner a novice or an expert (Dreyfus/Dreyfus 1980)?

− Does the educational program address engineering programs in Higher Education or TVET programs that rather focus on work-tasks and work-processes?

Didactics of technology or technical vocational disciplines must recognize the differences in approaches with different prerequisites for the learner or in relation to the objectives, and turn it into a meaningful Concept.

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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

Qualitative Interview as a tool of Job Analysis in TVET Vietnam: Perspectives and Concepts

by Xuan Tien Vo

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 up their demand of qualified workforce by providing In-house-training courses or on-the-job-trainings. However, the question are: how to build a proper training course in order to cultivate their newcomers with intend to help them to adapt demands at workplace and make them being work-ready after training? Moreover, how they define correctly skills needed? This is the most important concern in TVET Vietnam at this time, when most of Vietnamese companies have been ready for setting up training courses for their new workers, even advanced training afterwards in order to advance qualification their workforce.

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Development of a Training Process of Engineering Students’ Collaborative Problem-Solving Competency through Organizing Experiential Learning Activities – A Case Study in Vietnam

by Thi Dieu Hien Dang, Thi Kim Oanh Duong

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 engineering students. Furthermore, researches also indicate that organizing experiential learning (EL) activities is one of the most effective ways to develop students’ CPS competency. Therefore, research on developing CPS competency by organizing EL activities was conducted in Vietnam. The main purpose of the study is to find a process of training engineering students’ CPS competency by organizing experiential learning activities.

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Augmenting Teachers’ Training with technical didactics and contemporary practices for effective TVET in Beauty sector of Pakistan

by Gouhar Pirzada | Issue 12

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 introduced by the TVET Reform Support Programme, which defines the role of the instructor as one pivotal success factor. Non availability of CBT&A trained instructors can be a pitfall for CBT intervention. There is a huge need of capacity building of instructional staff as per the need of CBT philosophy. Lack of knowledge between the conventional system of training and CBT model has created the gap, which is one major factor responsible for not producing the required output. This paper concentrates on investigating and analysing the dire need of encompassing the technical didactics and their implication for augmenting the CBT approach in Pakistan.

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Barriers of Project-Based Learning in Teaching and Learning of Chinese Technical and Vocational Education and Training (TVET): A review

by Huan Liu | Issue 12

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 involves a dynamic classroom approach that empowers students to acquire new knowledge and skills, and solve real-life questions. Meanwhile, students design their own educational activities and performances by interaction with the surrounding natural and social reality (Baysura, Altun & Yucel-Toy 2015). The purpose of this paper is to try to synthesize the literature and studies, summarize available evidence to find barriers encountered by Chinese teachers concerning the application of the PjBL in teaching and learning of TVET.

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Facilitating the development of students’ generic green skills in TVET: an ESD pedagogical model

by Margarita Pavlova | Issue 12

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 skills, as they are necessary for all occupations to ensure environmental friendly workplace practices, and as a consequence they should be addressed in the TVET curriculum.The pedagogy needed to facilitate the development of these green skills is an emerging research area worldwide.

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Digital Didactics: New field in the Education’s Philosophy

by Vladimir Blinov, Ekaterina Esenina, Igor Sergeev

Digitalization, digital economy is a concept that is linked in the world with the concepts of Industry 4.0 and “Smart Industry”. IT influences all spheres of people’s lives. In education, digital technologies are often seen as new tools for old didactics. This article is devoted to the consideration of didactic principles of VET educational process in times of digitalization. The authors discuss how the content of these principles is transformed and refer to the fundamental difference of VET digital didactics in relation to the traditional one.

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Integrating Essential Skills into Training Programs at Ho Chi Minh City Vocational College: Implementation Process and Results

by Chieu Linh Thi Do

Essential skills (ES), also known as soft skills, are social skills that contribute significantly to success of students. In addition to hard skills, ES are also required by recruiters. To meet the requirements of enterprises, Ho Chi Minh City Vocational College (HCMCVC) has focused on enhancing ES of students through integrating these skills into its training curricula. This article is a part of a project on building and developing a quality assurance system of teaching ES at vocational colleges. This article will share the implementation process of integrating ES into the training programs. The teaching methods used in class to develop ES will also be presented in this paper.

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