Issue 17

Self-reliant learning by implementing work-based and work-related learning approaches

Editorial Issue 17: Self-reliant learning by implementing work-based and work-related learning approaches

by Georg Spöttl, Badaruddin Bin Ibrahim, Sureewan Rajchasom, Sarah Pinnow

Full issue 17
Whereas the demand for highly qualified personnel is constantly increasing, the lack of adequate and appropriate qualification measures that foster self-reliant learning competence is evident. Additionally, in today’s complex world of work and lean forms of work organization, requirements not only include professional competences but also further dimensions such as social and personal competencies (e.g. teamwork, communication, problem solving etc.). In order to address these challenges, limiting TVET to theory-based and input-oriented learning is insufficient – rather it needs to be intertwined with experience-based, experiential and informal learning in real work situations.

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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 workplace as a place of learning in times of digital transformation – models of work-related and work-based learning and in-company concepts

by Thomas Schröder, Peter Dehnbostel

The relevance of work-based learning (WBL) as a central element of TVET for improving the quality of TVET programs is increasingly being taken up in international education policy. The United Nations Educational, Scientific and Cultural Organization (UNESCO), the International Labour Organization (ILO) and the World Bank Group (WBG) as well as the Organisation for Economic Co-operation and Development (OECD) promote the strengthening of WBL in the context of the establishment or further development of TVET systems. WBL in that sense primarily addresses the requirement to increase the labour market relevance through phases of experiential learning at the workplace.

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Perspectives and Criteria for Supporting Holistic Competence Development in Work-Processes

by Georg Spöttl, Sven Schulte, Yoke-Lee Roth

Socioeconomic megatrends such as digitization, internationalization and demographic change are having an increasing impact on shaping the world of work and are effecting a profound transformation of work-processes and work organizations in companies. Skilled workers must be able to react appropriately to these changes, which requires a corresponding competence development. The introduction of new concepts of work and organizational concepts as well as the objective of acquiring reflexive action competence are accompanied by a change of perspective: learning in the work-process is undergoing a renaissance, as the learning content of work-processes is again being very strongly acknowledged nowadays.

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How Work-Based Learning can be supported by Online Teaching for Multi-Site Industries

by Bhovornsak Somkror | Issue 17

The Bachelor’s degree in agricultural and biological engineering is a good example of a new approach to teaching undergraduate students at the Rajamangala University of Technology Lanna (RMUTL). In this study programme, RMUTL cooperates closely with companies to offer its students a combination of work-based learning (by employing students as trainees in the company) and online teaching (provided by the University). All of the students in this programme work on-site at three partner companies with regular working hours. Additionally, they study a series of assigned lectures online. The subject area in this programme is the agricultural information system.

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Vocational Education: Answering the Challenges Skills Needs of Logistics Industry

by Vina Dwiyanti, Hanissa Okitasari, Ana A | Issue 17

The phenomenon of Industry 4.0 accompanied by the COVID-19 pandemic has shocked the world community, including the world of vocational education. The challenge facing vocational education globally is to align learning programmes with the high demand for skills in industry, whilst narrowing the gap to industrial needs in educational institutions. Since 2019, during the COVID-19 pandemic, the logistics industry has increased its income compared to other industries. This is a great opportunity for logistics vocational education to prepare students with the requisite skills that the logistics industry is looking for. This requires an upgraded curriculum, updated methods and tools for learning programmes that correspond to the skills needed by the logistics industry.

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Awareness, Perception and Preparation of TVET Students, Teachers and Managers for Industry 4.0 in Myanmar

by Khin Cho Tun, Nay Zar Aung, Sai Kyaw Naing Oo | Issue 17

Today, every industry is calling for their workforce to develop new skill sets due to the dynamic of technological change. Every country needs to prepare its Technical and Vocational Education and Training (TVET) sector for providing the required skills in the new industrial revolution (IR4.0). It is vitally important to assess TVET academics’ awareness and perceptions of IR4.0 and to ascertain how prepared they are to strategically and effectively manage work-based learning. Which factors have an influence on the situation? A survey based on 16 structured questionnaires was devised to measure the awareness, perception and preparation of 156 respondents, including TVET managers, teachers and students from different TVET institutions in Myanmar.

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Tripartite Education: a collaborative structure of learning venues conducive to the improvement of TVET system in Thailand

by Niwat Moonpa, Patcharee Chaiyong, Siriphorn Schlattmann

Thailand Industry 4.0 aims to develop an economy that is driven by innovation to advance to the level of high-income countries. One factor that would help drive such growth is continuous labour development. The Thai government recognized the significant role of Technical and Vocational Education and Training (TVET) in developing a competitive workforce and encouraged its improvement through various strategic policies. This paper discusses a TVET model that seeks to enhance the implementation of a Dual TVET system that involves work-based learning in Thailand through a collaborative structure and the application of action research. The study employed two research methods: relevant document analysis and a semi-structured questionnaire.

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Students Professionalism in Secondary Vocational Schools in Palestine: Strengths and Shortcomings of WBL Practices

by Malaka Samara

Traditional and informal WBL have long been known in Palestinian local societies and traditions as part of TVET education’s oldest learning in work practices. Under direct teacher supervision and coordination, secondary vocational school (SVS) students have been sent to conduct their practical training for a certain period before graduation with a local individual private sector. In the past fifteen years, the increasing number of TVET students, schools, and majors has caused challenges for traditional and informal WBL. Accordingly, new WBL practices and cooperation with the private sector have increased. This paper examines the old and the new practices of WBL.

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