Issue 16

TVET Teacher Training for the Future of Work and Learning

Editorial Issue 16: TVET Teacher Training for the Future of Work and Learning

by Shyamal Majumdar, Anne Busian, Thomas Schröder, Gita Subrahmanyam

Full issue 16
TVET personnel – teachers and trainers in companies, vocational schools and other educational contexts – are crucial for enhancing and assuring the quality of vocational education and training. Yet vocational teacher education has been facing challenges over the past few decades. Whereas the need for qualified TVET personnel is indisputable, many countries face a severe shortage of qualified TVET personnel and have therefore implemented various pathways to enter this profession. However, these personnel need to be equipped with future-oriented competencies to provide action-oriented and work-based learning. They also need to be broadly diversified and multi-professional, and able to bridge the gap between vocational theory and practice (Lipsmeier 2013). They also need to develop the specific competences required to integrate learners from different educational, social and cultural backgrounds.

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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

The Competencies Required by TVET Teachers in the Field of Multimedia Design: Combining Product-Oriented and Work-Process-Oriented Training

by Xuan Tra Nguyen, Phuong Chi Diep

Multimedia design is a popular profession across the world and involves the integration of multiple forms of media-related activities in various design fields, such as graphic print design, web design, and digital film production. Different countries implement different training models for preparing learners for a career in multimedia design, such as product-oriented training in Vietnam and work-process-oriented training in Germany. This paper argues that, while both of these training models have their advantages and limitations, combining their features into a new multimedia design vocational training model could prepare workers to become more resilient in an increasingly competitive future work environment.

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Current Development of Vocational Professional Teacher Education in Indonesia

by Agus Setiawan, Aam Handani

The TVET sector plays an important role in the development of human resources in the context of global competition. For this reason, the Indonesian government has issued Presidential Instruction Number 9 of 2016 concerning the revitalization of vocational high schools (known as Sekolah Menengah Kejuruan, or SMK) to improve the quality of human resources and enhance national competitiveness. One important aspect of SMK revitalization entails improving TVET teacher quality. This paper describes the current development process of professionalizing vocational teacher education (Pendidikan Profesi Guru, or PPG) in Indonesia in accordance with the demands of the Fourth Industrial Revolution (also known as Industry 4.0).

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Online Teaching of TVET Courses: A Case of Botswana Private Tertiary Education Providers Responsiveness to the Covid-19 Pandemic Learning Disruptions (Botswana)

by Jerald Hondonga, Tawanda Chinengundu, Maphosa Phyllis Kudzai | Issue 16

With the spread of COVID-19, education and training institutions around the world have moved towards online instruction to ensure the continuity of learning for students at a distance. Transition to an online environment poses special challenges in the delivery of TVET courses, which involve the development of hands-on skills as well as theoretical learning. The transition poses further challenges for developing countries in terms of the preparedness of training systems and the availability of digital technologies for online teaching. This paper presents the findings of research concerning the readiness and prevalence of Botswana Private Tertiary Education Providers (BAPTEP) for using online teaching platforms during the COVID-19 pandemic.

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Towards E-learning in TVET: Designing and developing an E-Competence Framework (E-CF) for TVET teachers in Palestine

by Malaka Samara | Issue 16

This paper explores the Palestinian government’s new plan and mechanism for integrating e-learning in TVET, particularly by equipping TVET teachers with e-learning competencies. It also examines and analyzes TVET teachers’ current practices, attitudes and success stories in implementing e-learning since the COVID-19 pandemic. In doing so, this study defines (1) the e-learning knowledge, skills and competencies that TVET teachers already have and have been using since schools shut down because of COVID-19, as well as (2) the e-learning knowledge, skills and competencies that TVET teachers must still acquire to deliver quality e-learning programs. Furthermore, based on data obtained through interviews with 60 TVET teachers from 10 secondary vocational schools in Palestine, this paper proposes an E-Competence Framework (E-CF) and outlines eight key skills, competencies and attitudes that TVET teachers in Palestine require to deliver quality e-learning programs.

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Preparing and accompanying disadvantaged young people in the world of work – present and future requirements for teachers at vocational schools

by Katharina Peinemann | Issue 16

The world of work is characterized by a variety of changes, which go hand in hand with changing social and economic requirements (Beck 2010). As a result of an increasing shortage of skilled workers combined with demographic developments that have resulted in an aging population, young people with poor school-leaving qualifications or personal and social problems are now being accepted into vocational training programs in Germany (BMWT 2013; Becker & Allmer 2013). This means that teachers in vocational schools can no longer teach exclusively theoretical content; they must also develop learners’ social and personal skills. Yet such topics are rarely taught in university education or in training programs targeting TVET teaching staff.

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