Dr.Anne Busian

Akad. Oberraetin – Senior lecturer and researcher

Technical University of Dortmund

Department of General Educational Science and Vocational Education


Issue 5, Issue 7

Field of expertise/main research projects:
Dr Anne Busian has more than 15 years of experience as a researcher and lecturer in the field of TVET at the Technical University of Dortmund, including two periods as interim professor at FernUniversitaet in Hagen (Distance Learning University) and Dortmund. Previous to her academic career Dr Busian worked as a vocational teacher as well as an in-company trainer in further education. Fields of interest and research: • curriculum and school development in the field of TVET • learning arrangements in vocational education • vocational teacher education (including internationalization of TVET teacher ed.)

Articles byAnne Busian

Editorial Issue 16: TVET Teacher Training for the Future of Work and Learning

Editorial Issue 16: TVET Teacher Training for the Future of Work and Learning

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.

Editorial Issue 7: Quality Assurance as Basis of Trust and Labour Market Relevance of TVET Qualifications

Editorial Issue 7: Quality Assurance as Basis of Trust and Labour Market Relevance of TVET Qualifications

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.

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

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?

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