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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Full issue 7
The recommendation to create quality assurance guidelines to recognize qualifications based on learning outcomes was made at the 3rd International Congress on TVET which took place in Shanghai in 2012. Quality assurance is fundamental to the TVET system in general and with regards to qualifications, and is of particular relevance at this time as many countries in the global village are developing and implementing NQFs.
As Asia moves towards greater socio-economic integration, mutual recognition of qualifications and their quality assurance is becoming increasingly important. Countries that have developed National Qualification Frameworks (NQF) are now shifting attention to their implementation including through the establishment of quality assurance mechanisms which are the foundation for mutual trust, relevance and recognition across borders.

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