Issue 14

Preparing TVET Personnel to Achieve Sustainable Development Goals – Objectives, Concepts, and Experiences

Editorial Issue 14: Preparing TVET Personnel to Achieve Sustainable Development Goals – Objectives, Concepts, and Experiences

by Margarita Pavlova, Ricky Yuk-kwan Ng, Shakil R. Sheikh, Mahyuddin Arsat

Full issue 14
Sustainable development goals (SDGs) cannot be achieved without human resource development (HRD) combined with capacity building for communities. The 2030 Agenda for Sustainable Development, adopted by United Nations members in 2015, highlights the need for protection, peace and prosperity for all ‘actants’ on the planet. It calls for an end to poverty and all deprivations by developing sustainable strategies to ensure food, shelter, financial independence, health, education and freedom are available to all. However, these goals cannot be achieved without preserving the planet’s eco-systems and mitigating for climate change. Technical and Vocational Education and Training (TVET), both formal and non-formal, is one of the key vehicles for supporting HRD for the purposes of individual and collective well-being. From this perspective, TVET can become a catalyst for the social and economic transformation of communities and economies for the purposes of achieving SDGs targets.

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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

Enhancing TVET teachers’ capacity to develop students’ generic green skills: a work-based learning model for professional development of teachers

by Margarita Pavlova, Shimin, Christy Chen

Reorienting existing educational programs in technical and vocational education and training (TVET) for the purposes of advancing the attainment of sustainable development goals (SDGs) through skills development significantly depends on the capacity of educators. This capacity can be enhanced through teacher training and professional development programs based on principles of adult learning, as well as through the use of sustainability related resources designed for use in student-centered TVET classrooms. This paper considers how TVET educators respond to the reorientation of the curriculum towards Education for Sustainable Development (ESD) through the inclusion of generic green skills in a green module that was delivered by one TVET institute in Hong Kong.

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Enhancing students’ key competencies for Sustainable Development in Chinese Technical and Vocational Education and Training (TVET): implications for TVET teachers

by Huan Liu, Martin Hartmann, Didik Hariyanto, Miao Liu

In the context of achieving China’s Agenda 21 for Sustainable Development (SD), it is crucial for TVET to explore its own reforms to meet the increasing demand for green skills, and serve and promote sustainable development of the social economy. Zhang and Zhang (2012) point out that the significant tasks for TVET institutes, in addition to empowering students with theoretical knowledge and professional skills, more importantly, are developing students’ competencies for SD. The aim of this article is to try to synthesize the existing literature and studies, summarize relevant information and available evidence to find factors that affect vocational students’ competencies for SD in terms of teaching and learning process of TVET.

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Applying the Concept of ‘Unlearn to Learn’ for Sustainability in Vocational and Professional Education and Training (VPET): Implications for Teacher Training

by Rechell Lam, Ricky Yuk-kwan Ng | Issue 14

The need to improve competencies of vocational and professional education and training (VPET) teachers to develop facilitation skills to enhance teaching practices and keep abreast of the up-to-date industry trends for curriculum development is a key sustainable development goal in VPET. It is directly related to Sustainable Development Goal 4 (SDG4) that highlights the need to improve quality of education at all levels. Given that VPET stresses the constant updating of work competencies to cope with the rapid changing technologies in industries, the concept ‘learn to unlearn’ and ‘unlearn to learn’ seem to be a promising solution for capacity building of VPET personnel.

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Policy and practice of inclusion in the German vocational educational system with the focus on VET teacher training

by Beatriz Matafora | Issue 14

Ensuring equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, is one of the Sustainable Development Goals for 2030 (UN 2015, 17). Inclusion has been a political commitment in Germany since the ratification of the UN Convention on the Rights of Persons with Disabilities in 2009. However, inclusive measures in the vocational school system have long been neglected and it is only since 2016 that the inclusion of persons with disabilities at vocational schools in North Rhine-Westphalia, Germany’s most populous state, became compulsory (Wirth 2015).

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Development of TVET Teachers’ Career Identity through Teacher Education and Training Programs for the purposes of including ESD in Classroom Practices

by Rong Kang, Margarita Pavlova | Issue 14

This paper has two starting points. First is the recently approved document, Implementation plan of vocational education reform issued by the General Office of the State Council of China (2019). One aspect of this reform is specifically related to the quality of TVET teachers. It requires the TVET sector to develop a unified approach towards selecting and educating TVET teachers at the national level. The second is China’s resolve to follow a path of sustainable development (Zhang & Wen 2008). The government emphasizes the need to reduce environmental pollution and develop innovative approaches towards minimizing the use of energy and materials in all economic sectors and to establish step-by-step measures to implement these approaches (Tianbao & Fang 2018).

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