Issue 9

Enhancement of Work-Integrated Learning (WIL) through cooperation of TVET Institutions, Companies, and Universities

Editorial Issue 9: Enhancement of Work-Integrated Learning (WIL) through cooperation of TVET Institutions, Companies, and Universities

by Sven Schulte, Tutin Aryanti, Ade Gafar Abdullah

Full issue 9
ASEAN has gradually developed into an increasingly dynamic and competitive region economically. TVET aims to prepare learners for a labour market and society persistently undergoing rapid change. As a result, Technical and Vocational Education and Training (TVET) has to develop its objectives, systems and didactical concepts further.
It is widely anticipated that the involvement of industry in TVET will lead to an improved and advanced quality of TVET programmes. This, in turn, is directly related to the modern requirements of the labour market and specific concepts of workplace orientated learning. Furthermore, new didactical approaches explore and develop the workplace as a learning venue that aims at goal-oriented competence development. The successful organization of modern learning arrangements in TVET and beyond depends on a close cooperation and coordination of the various learning environments.

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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

Work-based and Work-related Learning – Models and Learning Concepts

by Peter Dehnbostel, Thomas Schröder

In Germany work-based learning – which goes by the long-established title: “Learning in the Process of Work”, has been gaining in importance since the 1970s. The term learning here is considered the ideal for the comprehensive development that delivers professional competence. The digitalization of work actually reinforces a renaissance of learning in and through work. This is mirrored in new business and work concepts, such as the learning company and industry 4.0. Although in practice many varieties and models of work-related learning have been developed, the related research is still in its infancy. The variants are differentiated according to the place of learning in work-integrated, work-connected, and work-oriented learning.

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School in Factory (SIF): an approach of Work-integrated Learning in Thailand

by Siriphorn Schlattmann

In the fast-growing economic world, Thailand is faced with the problem of producing qualified vocational human resources. In general, educational institutions are unable to educate students to meet the demand of the labour market. The government realized this issue by promoting Work-integrated Learning (WIL) as one of the strategies to cope with the challenges of producing job-ready graduates. As a result, various forms of Work-integrated Learning have been implemented and many of the industries are involved in this educational program. The document analysis method has been used in this article to describe the educational system, national plans and policies, theoretical and didactical concepts of Work-integrated Learning and current approaches of WIL programs in Thailand.

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The concept of CDIO in Vocational Teacher Education in Vietnam

by Xuan Tien Vo | Issue 9

The recent lack of a skilled labour force is a high risk for the economy in Vietnam. Within ASEAN, “Vietnam ranks in the lower half of human resources development” (EuroCham 2014, 31). Therefore, according to the Organization for Economic Co-operation and Development (OECD), “reforming training and education to better meet demand for skilled labour” is one of Vietnam’s key challenges for the medium-term (EuroCham 2014, 31). For the long term, TVET institutions have not had connections with industry. This causes a gap between the need of a labour force, which comes from industry, and the quality of the labour force who are trained in TVET institutions. The best solution for solving this gap is through the enhancement of Work-Integrated Learning through cooperation of TVET institutions, companies, and universities.

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The Role of Vocational Training in Reducing Unemployment Rate in the Outlying States of United States of America

by Ilhamdaniah Saleh | Issue 9

This paper analyses the contribution of vocational training in reducing the unemployment rate in Guam, the Commonwealth of Northern Mariana Islands (CNMI), American Samoa, and the U.S. Virgin Islands. All of these areas are located in the Pacific Ocean near South East Asia, with the exception of the U.S. Virgin Islands. The data in this study was pulled from the U.S. Census data in 2000 and 2010. This was a quantitative study using a logistic regression method to predict the likelihood of unemployment rate changes between 2000-2010, with the dependent variable being the change of the unemployment rate between 2000-2010 and the independent variable being the percentage of people completing vocational training.

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Self- directed learning in the context of internationalization in TVET in Vietnam

by Truong Minh Tri, Bui Van Hong, Vo Thi Xuan | Issue 9

This article focuses on self-directed learning for students. Nowadays, the rapid development of science and engineering, the explosion of information technology, emerging knowledge, technological and technical creations as well as the expansion of professions make self-directed learning an imperative skill for today’s students.

Promoting self-directed learning allows educators to cope with the battle between time for teaching and studying and the large amount of knowledge needed to provide to students. Self-directed learning is a learner-driven learning process that is determined by the needs, interests, and learning conditions of the individual. In addition, the self-directed learner actively identifies goals, implements plans, and evaluates learning outcomes.

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Closing the gap: The introduction of Work-Based-Learning in Palestine

by Bart Horemans, Randa Hilal

Palestine is affected by a prolonged military occupation, which has severe socio-economic effects on the population, in particular among youth. As a consequence unemployment is on the rise with figures above 40% in the Gaza Strip. Many young people even with a degree cannot find a job. Yet various labour market studies have indicated that employers complain that they cannot find employees with adequate competences to work in their companies and that youngsters with technical skills are in high demand in Palestine. Technical and Vocational Education and Training (TVET) should therefore be the best career choice for youngsters to acquire relevant skills to find a job and to provide the labour market with the skilled youth it needs.

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Work-integrated learning in-service teacher training at the Industrial Training Centre in Sinde

by Beate Dallmeier

This article focusses on the question how TVET-teachers’ competency development can be supported through the implementation of a Mentoring Structure at a TVET school in a remote area in Myanmar. The school aims to perform the transformation from input-oriented education towards Work-Integrated Learning (WIL) with the aim of improving the school’s labour-market-orientation.

A status analysis at school level brought up typical obstacles for teacher-training (lack of resources, e.g. time; lack of skills, e.g. information literacy) which hinder the transfer of new knowledge into real student-centered lessons. To close this transfer gap, a Mentoring Structure that embeds teacher training into a procreative surrounding was implemented throughout the TVET school. This Mentoring Structure consists of activities to foster WIL (e.g. Quality Management/5S, Total Productive Maintenance, Safety at work) and activities that raise a teaching network (e.g. Didactic Committee, Teacher Tandems). First experiences indicate that the Mentoring Structure is supportive concerning WIL and network synergies. Results also show that the Mentoring Structure has to integrate and conform to the existing top-down processes to be sustainable.

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Work-based Learning in a Virtual Work Environment – the Future of Learning?

by Thomas Schröder | Issue 9

Work-based Learning firmly stands for the idea that self-determined action and experiential learning are inseparably connected, if the learning here is understood in the sense of holistic competences development. The successful establishment of work-based forms of learning organisation remains somehow difficult at an organisational level, especially if the concept strives for an inclusion of learning at the place of work. From an international perspective, the vast number of TVET systems is for various reasons, school, college or university based and remains in traditional chalk-and-talk-mode addressing the input of knowledge, whether it may be relevant or not for the learner’s future employment.

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Establishment of a Talent Cultivation Platform for the Intelligent Industry in China

by Jinchang Ding | Issue 9

Under the Zhejiang Action Plan for Made in China 2025, Zhejiang is actively promoting equipment updates, industrial upgrading, and business format innovation. The workers in labor-intensive manufacturing sectors are increasingly being replaced by robots. This trend requires employees to develop high-quality technical skills. Now more than ever, vocational colleges should cooperate with industries, research institutions, and regional enterprises in research, development and upgrading of products for small and micro enterprises in Zhejiang.

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Determination of Occupational Hazards associated with TVET Activities in the Oil and Gas Industries

by Razali Hassan, Muhammad Mujtaba Asad, Fahad Sherwani, Qadir Mehmood Soomro | Issue 9

Petrochemical drilling operations consists of the most complicated and complex activities specifically from the perspective of occupational safety and health of drilling crew and labour. Because of the involvement of state of the art electrical and mechanical equipment in drilling operations most of the untrained drilling crew are facing critical and life threatening injuries during the handling of high-tech equipments worldwide. Improper and insufficient methods and approaches for the estimation and reorganization of onshore and offshore drilling operations and its associated activities are one of the main reasons for hazardous events and accidents. Therefore, this paper emphasizes and proposes an effective mix-method approach for the identification of hazardous activities and potential hazards for Malaysian, Saudi Arabian and Pakistani onshore and offshore drilling sites by adopting a sequential explanatory research design approach.

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