Issue 13

Dual TVET systems, Employer Engagement and Modern Apprenticeship Schemes

Editorial Issue 13: Dual TVET systems, Employer Engagement and Modern Apprenticeship Schemes

Editorial Issue 13: Dual TVET systems, Employer Engagement and Modern Apprenticeship Schemes

Full issue 13
The development of Technical and Vocational Education and Training (TVET) systems in Asia and worldwide increasingly aims at strengthening the cooperation between the formal TVET system, which is often represented by state-run vocational schools and colleges, and employers, who provide work-based learning at the in-company workplace, which is sometimes enhanced through work-oriented learning in practical training centers. Hence, the Dual System acts as a kind of meta-concept for the practical implementation of a variety of practical and systemic related programs in the TVET sector such as the new apprenticeship program that gained attention in recent years. As a consequence many different kinds of dual systems were established across countries, which sometimes even differ within one country as it is the case in Germany for example.

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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.

Skill Development of Modern Apprenticeship with Chinese Characteristics – A Case Study

Apprenticeship has rarely received so much attention as it is getting now. Faced with persistently high levels of youth unemployment and great demand for economic development, the governments of many countries have (re)discovered the benefits that apprenticeship can bring and attempt to revive and expand apprenticeship of their own. The Chinese government is now trying to address the skill shortage and the market mismatch of supply and demand in manufacturing and high technology sectors by policy transfer and grope for the right road to a Modern Apprenticeship with Chinese characteristics.

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Work-Based Learning-Teaching Factory in Indonesia as a Model to Increase Employability Skills

Employability skills consist of both technical and non-technical skills which are demanded in the world of work. TVET prepares prospective workers who will execute important duties and tasks in industry and business. The mismatch in numbers of trainees in vocational training institutions and placement or internship vacancies available in Indonesia’s industries and businesses is worrisome. The difficulties encountered by vocational trainees in finding an internship opportunity is unsustainable in that some graduates might leave vocational training institutions without possessing market demanded skills.

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The Potential of Dual TVET System Players in Co-curricular Activities – an Approach from Malaysia

Previously known as extracurriculum, co-curricular activity is an extended activity of classroom-based learning or program which is located outside the educational curriculum. Co-curricular activity are essential in the development of a learner’s potential in terms of nurturing national integration, helping to develop community and forming self-identity. A survey was conducted to identify the potential of dual TVET system players and their perception towards the potential of co-curricular activity. The finding shows that the dual TVET system players do have high potential in enhancing the co-curricular activity.

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Dual or Complemental in Vocational Training: which concept would be suitable for TVET Vietnam?

The dual system is considered as a successful and well-known model of TVET all over the world. It might be a proper solution in order to solve skills mismatch and skills shortage, which the Vietnamese industry names as a “main obstacle” for developing and also expanding their manufacture in Vietnam. In the report about the innovations in quality apprenticeships in the United States, Aring with collaboration of La Rue has mentioned the case of German companies in the USA such as BMW, Volkswagen and Siemens, which have brought the dual model to the countries where they have settled their plants and have implemented the model but using a different name e.g. Quality apprenticeship (Aring 2014, 5).

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Empirical Study on Trainers’ Perspectives of National Teacher Standards in the Philippines

 This study aims to present and analyze the development of the national standards for TVET personnel in the Philippine context. Using a unified survey questionnaire from the collaborative research on the research project entitled “Development of National and Regional Core Standards for TVET Personnel” employing convenience sampling method and some selected interview schedule, and pertinent data was collected. Based on gathered data, it was found out first that there are differences in the terminologies used regarding the words teachers and trainers. In the Philippines, some schools call their practical arts teachers as trainers based on their practice, while some teachers are also called trainers because they have acquired national certifications

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Empirical Study on Trainers’ Perspectives of National Teacher Standards in the Philippines

 This study aims to present and analyze the development of the national standards for TVET personnel in the Philippine context. Using a unified survey questionnaire from the collaborative research on the research project entitled “Development of National and Regional Core Standards for TVET Personnel” employing convenience sampling method and some selected interview schedule, and pertinent data was collected. Based on gathered data, it was found out first that there are differences in the terminologies used regarding the words teachers and trainers. In the Philippines, some schools call their practical arts teachers as trainers based on their practice, while some teachers are also called trainers because they have acquired national certifications

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Review of TVET System and Skill Development System: an analysis of institutional matters in India

Technical Vocational Education and Training play a significant role in equipping learners with relevant skill sets for specific trades, crafts and careers. The vocational education and training of youth is a challenge in terms of employability and skills acquisition of learners at all levels. With the emerging trends in the employment sector the skill requirements have varied with geographic location, type of industrial development, economic growth and training facilities available in the region. The present study attempts to review the policy issues, best practice models for an enabling system of synchronising a systemic approach for skills training and vocational and technical education relevant for a nation like India.  

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Dual VET in Russia: progress, problems and perspectives

The topic of dual vocational education and training in Russia has become especially popular since 2013, when the project of the Agency for Strategic Initiatives (ASI), which was called “Training of personnel, which is meeting the requirements of high-tech industries based on dual education” was launched. Methodical support of the project was carried out by the Federal Institute for Development of Education (FIRO). At the same time, a project on Dual VET by the Russian-German Chamber of Commerce (AHK) VETnet was launched, which is still ongoing.

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VET in Peru – Dual model of vocational training in SENATI

This article provides an overview of the sustainable development of a dual VET model in Peru as an emerging country in the last three decades. Servicio Nacional de Adiestramiento y Trabajo Industrial (SENATI) is a private non-profit VET training institution in Peru, founded by the Peruvian National Society of Industries (Sociedad Nacional de Industrias – SNI) in 1961. The SENATI dual learning programme is industry-led and was established in 1985 to provide dual professional training (two learning venues: training company and SENATI – acting as vocational school and inter-company training centre at the same time. German dual VET and CBT, coined by the recent Anglo-American TVET sphere, have strongly influenced the design and implementation of dual learning programmes.

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Approaches and Structures of Work-related Learning in TVET in Thailand

Work-related Learning (WRL) is a learning form that is discussed in many countries around the world as a means to improve the quality of TVET-systems and thus learners’ competencies development. If WBL is included in an informal learning setting and is labor market oriented, the main principle of WBL is the interrelation between the two or even three learning venues, which are vocational schools, companies, and training centers. As a consequence of the relevance of WBL, there are different systematics and typologies such as work-geared learning and work-oriented learning attempting to classify learning forms according to the proximity to real work.

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Research Design and Preliminary Results of an Exploratory Study on Technical and Vocational Education and Training in Poland

TVET in Poland has a long tradition and distinctive features set in Polish geographic, economic and social context. Even though there is no unique and specific TVET low in Poland like for example the Vocational Training Act in Germany, numerous educational reforms conducted in Poland have been instrumental to shaping the contemporary form of this type of education. The last educational reform from 2017 introduced changes that profoundly influenced the structure of TVET in Poland.

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The German Dual VET System and Approaches to enhance Employer Engagement

VET plays a vital role in equipping the youth of a country with skills for employability, which employers profit from in terms of a skilled workforce, a key for productivity. A well-functioning VET system is a prerequisite; one example is the German dual VET system. In this article, major stakeholders, institutions and legal frameworks that contribute towards the success of dual VET are described. Moreover, the basic aspects of the two learning venues – training at the company and the vocational school – as well as the different motivations to engage in VET are outlined, considering the perspectives of the industry, government and apprentice.

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