The Online Journal for Technical and Vocational Education and Training in Asia

SINCE 2013

Newsletter Sign Up

ISSN: 2196-839X

ISSN: 2196-839X

SINCE 2013

SINCE 2013

The Online Journal for Technical and Vocational Education and Training in Asia

Issue 5

Approaches and achievements in TVET personnel professional development

Editorial Issue 5: Approaches and achievements in TVET personnel professional development

Editorial Issue 5: Approaches and achievements in TVET personnel professional development

by

Full issue 5
Vocational teacher education is a relevant field of continuous development in Asia and in other world regions. Concepts, initiatives and declarations on the professional development of TVET personnel have frequently been issued by relevant stakeholders at a number of signifi­cant international meetings. Among them are the following:

Ten years ago the UNESCO International Meeting on Innovation and Excellence in TVET Teacher/Trainer Education was held in Hangzhou, China. This meeting recom­mended developing TVET into an internationally acknowledged scientific community in order to professionalize TVET teacher/trainer education and to integrate TVET as sustainable, reproductive and innovative scientific systems in national approaches to innovation. To implement TVET Teacher Education study programs at the Masters level were considered one of the necessary steps.
The First World Congress on Teacher Education for Technical and Vocational Educa­tion and Training held in 2008 in Bandung, Indonesia reaffirmed this request by recommending that TVET teacher/trainer education should encompass “studies in the analysis, design and evaluation of (a) vocational learning, educational and qualifica­tion processes, (b) occupational work and business processes, (c) technology as an object of work and learning processes, and (d) critical pedagogy for social change”. The Bandung declaration in addition asked for the establishment of “frameworks for promoting the continuing professional development of TVET practitioners”, a request implicitly included in the Hangzhou declaration.

read more

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

Approaches to preparing TVET teachers and instructors in ASEAN member countries

by

Most countries in Southeast Asia are now positioning technical and vocational education and training (TVET) in the mainstream of education system thus becoming a priority in their education agenda to support the socio-economic development of the nation (SEAMEO VOCTECH 2012). TVET teachers and instructors are still the pressing issue due to a lack of quality and quantity in most countries. Most TVET teachers are recruited from fresh graduates of vocational and technical colleges and universities, thus lacking industrial experiences. This paper focuses on issues around the preparation of TVET teachers based on a meta-analysis of nine country reports presented during SEAMEO VOCTECH’s Expert meeting in collaboration with UNESCO UNEVOC in Thailand in December 2012 and updated from the country reports of training participants during fiscal year 2013/2014, and SEAMEO VOCTECH’s sharing sessions with the 2014 Governing Board Meeting.

Download
read more

Learning management strategies for in-service training of vocational instructors in Lao PDR – Using collaborative learning and a professional learning community approach in authentic situations: a case of automotive technology

by

Most vocational teachers in Lao PDR lack practical and industrial experience, experience in applying new instructional and training strategies, and opportunities for continuing professional development in collaboration with enterprises. The overall aim of the research was to develop a learning management strategy (LMS) model to enhance and evaluate the professional competencies of vocational teachers. The objective of the study was to develop an LMS using a professional learning community approach and collaborative learning in authentic situations. Based on an analysis of the context of TVET teacher development, the LMS was developed and implemented in training 24 purposively selected TVET teachers participating in continuing professional development. The study employed a one-group, pretest-posttest design. Data were collected from questionnaires, interviews, lesson plans, competency assessment manuals using both pre- and posttests, logbooks, observations, and focus group discussions.

Download
read more

The role of networking and internationalization of technical universities in academic staff competence development

by |

Institutional networking and internationalization has been included as one of the institutional Key Performance Indicators (KPI) in most universities´ blueprints in Malaysia. The “eighth shift”, which is one particular strategy of the Malaysia Education Blueprint (Ministry of Higher Education 2013), specifically demands that internationalization initiatives are to intensify networking and collaboration with international institutions of higher education. For that reason, a networking and internationalization agenda is critically important for Malaysian Technical Universities. This paper discusses the role of networking and internationalization of universities for developing the academic staffs’ competency, focusing on staff mobility, regional collaboration as in the Regional Association for Vocational Teacher Education in Asia (RAVTE) and competencies through professional accreditation. Initially the paper explores the roles of networking and internationalization in the context of Technical and Vocational Education and Training (TVET) and how it has been introduced and practiced in higher education, and then, we discuss how universities’ networking and internationalization contribute to staff mobility, research, and technical skills development.

Download
read more

Moving beyond talk-and-chalk-teaching – a holistic didactical approach to teacher training through trilateral cooperation between Germany, Indonesia and Myanmar

by |

A highly qualified workforce is the key prerequisite for strengthening the international competitive economy. Based on long-standing and successful cooperation between Indonesia and Germany in the field of Technical and Vocational Education and Training (TVET), a trilateral cooperation in the field of further vocational teacher education with Myanmar has been established. Vocational teachers from Myanmar participate in selected occupational sectors in a work task-based and action-oriented training program, which is conducted by teacher trainers and instructors from Indonesia.

Download
read more

TVET teachers, a reflection on trends in Indonesia and Australia

by |

Experiences of working on a range of projects connected with Technical Vocational Education and Training (TVET) and professional development of educators and trainers, in both Indonesia and Australia, have contributed to the authors exploring trends and issues in the preparation and professional development of TVET teachers in the two countries. Whilst both countries are concerned to develop a skilled workforce, their policies and approaches to the TVET educators and trainers have different emphases. In Australia, there are concerns for quality, delivery and outcomes of the TVET sector. Recent policies and reduced financial support particularly of publically provided TVET are diminishing opportunities to undertake TVET education and training, reduce opportunities for learners and impact on the societal context. Indonesia aims to increase TVET delivery.

Download
read more

Australian VET teacher education: What is the benefit of pedagogical studies at University for VET teachers?

by

In Australia, the level and nature of qualifications for vocational education and training (VET) teachers is a highly contested and political topic. VET teachers are only required to have a pre-university, certificate level, pedagogical qualification, the Certificate IV in Training and Assessment. They possess substantially lower level qualifications than teachers in other education sectors. But this has not always been the case. Nowadays, some VET teachers still choose to undertake university-level pedagogical qualifications. Almost all of these students study part-time while already working as VET teachers. This paper reports on work undertaken by members of the Australian Council of Deans of Education Vocational Education Group to provide an evidence base to argue for higher pedagogical qualifications for VET teachers. The paper draws on two major sources of evidence: data and arguments gathered for submission to a government inquiry on the VET teaching workforce; and a 2013 survey of VET teacher-education students and recent graduates in university VET-teaching qualifications. We conclude that university-level VET teacher education studies help practitioners develop the high level of knowledge and skills required for the complex work of VET teaching, as well as suggesting some further benefits resulting from the dialogue between practitioners and academics.

Download
read more

Pedagogical tools for continuous professional development and their impact

by

In this paper we will present two powerful pedagogical ‘tools’ for learning; the dialogical inquiry model and the ecology room. These tools, developed as part of the intervention in our Tools for Learning Design (TLD) research project, require deep engagement by learners, offer challenge, require learners to make sense and to share that sense making, ask learners to think in different ways and from different perspectives, develop their metacognitive and reflexive abilities and if used well, uncover deeply held assumptions. Our TLD project was designed to deepen the pedagogical understanding of our nine participants who held positions of authority in a range of Singaporean Continuing Education and Training providers from across different industry sectors.

Download
read more

Approaches to the quality improvement of TVET teachers in Mongolia: a lost opportunity

by |

Mongolia has experienced a remarkable period of heavy investment in skills development related education and training to meet the rapidly growing demand for skilled workers and technicians in the key economic sectors of construction, the extractive industries and civil engineering. The demand has exceeded supply so the government, donors and the private sector have invested an unprecedented volume of time, energy and money to stimulate new regimes of industry-led education and training. This remarkable period of spending on the education-economic development nexus over 2008-2013 began to decline in 2014. Now a more modest period of spending coupled with robust sector planning has commenced. During this period of both rapid growth, and an equally rapid decline, secondary school and post-secondary school teacher training and re-training have been relatively neglected. This is odd, as it is generally understood that the difference between an over performing education sector and an underperforming one, is the quality of teachers, the quality of teacher training and the overall national effort in the quality improvement of teachers and teaching.

Download
read more

Boundary crossing – A theoretical framework to understand the operational dynamics of industry-school partnerships

by |

Industry-school partnerships (ISPs) are increasingly being recognised as a new way of providing vocational education opportunities. However, there is limited research investigating their impact on systemic (organisational and structural) and human resource (teachers and education managers) capacity to support school to work transitions. This paper reports on a government led ISP, established by the Queensland state government. ISPs across three industry sectors: minerals and energy; building and construction; and aviation are included in this study. This research adopted a qualitative case study methodology and draws upon boundary crossing theory to understand the dynamics of how each industry sector responded to systemic and human resource issues that emerged in each ISP. The main finding being that the systematic application of boundary crossing mechanisms by all partners produced mutually beneficial outcomes. ISPs from the three sectors adopted different models, leveraged different boundary crossing objects but all maintained the joint vision and mutually agreed outcomes. All three ISPs genuinely crossed boundaries, albeit in different ways, and assisted teachers to co-produce industry-based curriculums, share sector specific knowledge and skills that help enhance the school to work transition for school graduates.

Download
read more

Collaborative Teacher Certification Program: An innovative program for Technical and Vocational Teacher Education

by |

In Indonesia, the teacher certification program is based on Law Number 14/2005 regarding Teachers and Lecturers. According to the act, becoming a professionally certified teacher prerequisites four distinct competencies: pedagogic competence, personality competence, social competence and professional competence. One avenue toward the attainment of teacher certification is to participate in a program called Professional Teacher Education (Pendidikan Profesi Guru – PPG), which is intended to produce certified vocational teachers who have professional skills in their vocational field. In certain vocational fields, PPG is currently being pioneered in the form of collaborative teacher certification programs. The purpose of this paper is to define and describe this sort of teacher preparation program, which is facilitated by the government to increase the number of teachers certified to teach at vocational schools (SMK), mainly for fields of study that are not addressed by the Teacher Education Institutes (LPTK). The method used for this study was a review of documents related to the program. This study finds that prior to the implementation of this program, LPTK should collaborate with partner institutions to determine partnership patterns, to define a collaborative curriculum and evaluation scheme that guarantees all graduates will have all four competencies required for the teaching of their vocational subjects.

Download
read more

Vocational Teacher Education at Technical University of Dortmund/Germany – recommendations for interoperability of regional standards and local operation in the ASEAN-region

by

The continuing discussion on the requirement to standardize the vocational teacher education (VTE) and technical and vocational education and training (TVET) is evidence of its relevance for a continuous societal and economic development and the sustainable betterment of the livelihoods of 608,000,000 people in 10 nations within the Association of Southeast Asian Nations (ASEAN). At the political level, standardization and harmonization are claimed to be a precondition for the mobility of lecturers, students and skilled workers. The free movement of people is a precondition for the establishment of the ASEAN Economic Community 2015 and hence an urgent development target for a regional approach in VTE (Gennrich 2015, Schröder 2013). But what does the requested standardization practically and structurally imply for a politically, socially, economically, and culturally diverse region as Southeast Asia? Could elements of organizational structures and procedures of a federally organized educational sector as in Germany serve as a micro model for vocational teacher education in the ASEAN region?

Download
read more

No Results Found

The page you requested could not be found. Try refining your search, or use the navigation above to locate the post.

No Results Found

The page you requested could not be found. Try refining your search, or use the navigation above to locate the post.

No Results Found

The page you requested could not be found. Try refining your search, or use the navigation above to locate the post.

No Results Found

The page you requested could not be found. Try refining your search, or use the navigation above to locate the post.

Sign up for our Newsletter

Here you can subscribe to our newsletter! Through the newsletter we will inform you about new Calls for Papers, the publication of new issues of TVET@Asia as well as the latest publications and events in the field of Technical and Vocational Education and Training.

Here you can subscribe to our newsletter! Through the newsletter we will inform you about new Calls for Papers, the publication of new issues of TVET@Asia as well as the latest publications and events in the field of Technical and Vocational Education and Training.

Subscribe To Our Newsletter

Subscribe To Our Newsletter

Join our mailing list to receive the latest news and updates from our team.

You have Successfully Subscribed!