Issue 8

TVET Quality Improvement Initiatives in the Wake of ASEAN Economic Community 2015

Editorial Issue 8: TVET Quality Improvement Initiatives in the Wake of ASEAN Economic Community 2015

by Paryono Paryono, Georg Spöttl, Thomas Schröder, Adeline Yuen Sze Goh

Full issue 8
The year 2015 marks the beginning of ASEAN Economic Community, which is affecting the lives of 622 Million people and creating the third largest economy in Asia. TVET is the educational sector that vastly contributes towards the quality of living and societal development. Regional TVET systems need to continuously develop and readjust to a changing environment in globalized competition on national and regional level. Relevant issues such as emerging TVET programmes, readjustment of curriculum contents, quality assurance, labor market information, recognition of qualifications across country and region, and sustainability are some areas that need special attention.

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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

Realigning SD goals for Industry and TVET Training Programs: A Crucial Undertaking

by Caleb Chinedu, Wan Azlinda Wan-Mohamed

In the wake of the ASEAN Economic Community’s (AEC) vision to develop a highly integrated and cohesive economy, enhanced connectivity and sectoral co-operation within the region as well as the evolution of a dynamic, competitive and innovative ASEAN, TVET is once again a fundamental instrument to achieve this goal. TVET is no doubt a major supplier of labour and human capital. Hence, it is important that workers with the right repertoire of skills are trained to take on job roles in their respective vocations and occupations. Integrating sustainability into training programs becomes very crucial to ensuring that workers develop sustainability skills necessary to carry on sustainable practices.

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Brunei TVET Transformation: The Development of the Institute of Brunei Technical Education’s two Key Surveys

by Syazana Ebil, Norazlina Othman, Hjh Norhakimah Hj Mohd Nor, Marlinawati Ahmad, Omarali Mujah, Wei Keh Chin

The technical and vocational education and training (TVET) system in Brunei Darussalam is currently undergoing major restructuring, with the establishment of the Institute of Brunei Technical Education (IBTE) and launch of the ‘White Paper’ on transformation of TVET in May 2014. One of the aims of the reform is to ensure graduates are job-ready and employable, by shifting from being a supply-driven to a demand-driven system. Two key performance indicators (KPIs) have been identified to assess the efficiency and effectiveness of the reform and the TVET system. The first KPI focused on the ‘employability rate’ of graduates, while the second KPI looked at employers’ level of satisfaction of graduates hired. This paper reports on an employment study (ES) and employers’ satisfaction survey (ESS) carried out by the Research and Statistic Division, IBTE.

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The Corporate Image Building Programme of TVET Institutions in the Socialist Republic of Vietnam

by Marcelino Jr. Gapultos | Issue 8

TVET institutions are often perceived as second class and inferior to colleges and universities offering academic degrees. Few people choose the path in acquiring TVET as basis for an occupation because of the notion that VOCTECH jobs are not noble. This perception must improve in a manner of transforming the corporate image of TVET institutions. One of the best strategies to weed out this stigma is for TVET institutions to strengthen their good reputation and wholesome image that will further attract client patronage and retain stakeholder loyalty. This study investigated the Corporate Image-building (CIb) activities of TVET institutions of the Socialist Republic of Vietnam as perceived by its school administrators.

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The Effect of Personal Traits on Entrepreneurship Intention of Students at Tourism Vocational High Schools in Bandung

by Yeyet Rostika, Ade Juwaedah, Asep Setiadi, Inu Hardikusumah | Issue 8

The main objective of this study is to investigate the effect of various personal traits on the entrepreneurship intentions of tourism vocational high schools students. The population of this study is 162 students and the sample is 114 students. The techniques used to collect data were questionnaires and interviews. The data was analyzed using descriptive statistics and inferential statistical analysis. The survey of 114 students from two different vocational high schools (SMK) in two different cities indicates the intention of entrepreneurship among students and the factors influencing it differ between schools.

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A Study on the Use of Feedback to Improve Assessment of Life Skills in Mechanical Engineering Course

by Dk Syazwani Nur Afida Pg Mahmud, Wei Keh Chin | Issue 8

Life Skills are considered a critical aspect in engineering practice. Not only are these skills needed in order for an individual to get a job, but also to still remain employable. Despite all the efforts that have been done in trying to improve Life Skills assessment, the impact of its implementation in Brunei Darussalam still remains elusive. This study aims to help students develop these skills by integrating feedback within their assessments. Two groups were compared and analyzed during 4 weeks activity to see the impact of this strategy. Using both quantitative and qualitative method, the study sampled 48 students and 2 teachers with a Mechanical Engineering background.

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Solutions for the improvement of regional TVET quality in the wake of ASEAN Economic Community (AEC)

by Phuong Chi Diep

The establishment of ASEAN Economic Community (AEC) in 2015 with the intention of creating a single regional market and integration of ASEAN into the global economy has posed many challenges for the countries in the region. Labour mobility is still hampered due to differences in qualifications, language barriers, and the lack of uniformity in standards within the region. Playing an important role in providing trained labour resources, TVET in ASEAN also encounters many challenges regarding the assurance of training quality, the mutual recognition of qualifications at regional level, the lack of quantity and quality of TVET teachers and instructors, the lack of cooperation between TVET and the industrial sector, the standardization and harmonization in TVET across the region, and the difficulties in making policies and in governance.

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Localization of TVET Governance in Korea

by Kirak Ryu

This paper examines the process through which the Korean TVET system has been moving toward a decentralized skills development system, and explains what roles major stakeholders have played in this transition. Special attention is given to the roles played by the central government, which for the last few decades has been in charge of administration and delivery of TVET programs across the nation. The Korean TVET system, inclusive of technical vocational education and vocational training, has been widely appreciated for its great achievements in terms of effectiveness and efficiency by the international community. However, recent developments of technological innovation and employment strain have put great pressure on the long-established system, setting the scene for the reform of its governance.

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A Model of Technical and Vocational Teacher Education at Bachelor’s Degree Level and its Relevance to the Occupational Tasks of TVET Teachers in the OIC Member States

by Faruque A. Haolader, Davut Cicioglu, Kassim Kalinaki | Issue 8

This study evaluates a TVET teacher education model of Islamic University of Technology (IUT) at the Bachelor Degree level in terms of its relevance to the occupational tasks of a TVET teacher and identifies the strengths and limitations of the programme. In this descriptive type of study the relevance of the curriculum was determined through a self-designed questionnaire in which the opinions of the teachers who are currently teaching at TVET institutions were gathered on a Likert-type scale. A sample of 50 TVET teachers was considered. The data was further analysed and estimated based on the Weighted Average (WA) of the respondents’ opinions. The study results show that the curriculum of the B.Sc.TE degree programme of IUT is highly relevant to the occupational tasks of TVET teachers and trainers required in the OIC countries, but there is still potential to update the curriculum content. However, the study reveals that the programme has some limitations, particularly in terms of duration and lack of internship training, among others. Finally, the paper ends with some recommendations.

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Moving Across the Middle Income Trap (MIT) Border through Human Capacity Building. Thailand 4.0 – Industry 4.0 Emerging Challenges for Vocational Education and Training

by Rolf Burghardt Gennrich | Issue 8

The quest for success in global competition in general – but particularly in times of fast-changing global digitisation with respect to production and life – incorporates the search for highly efficient ways of optimising the productivity and mobility of a nation’s workforce. Consequently, national education and vocational training systems are called upon to be prepared for rapid changes in life and production and to meet the new challenges of the future digital age. The call for more foreign investments into target industries needs to be extended by additional investments in education and vocational training focussed on Industry 4.0 (cf. Apisitniran 2016). Vocational training institutions must be modernised and able to cooperate with companies. The skill sets of vocational personnel need to be upgraded significantly towards higher qualifications and more cooperative behaviour.

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