TVET@Asia Issue 20: www.tvet-online.asia

Governance of TVET in the era of digitalization and sustainable development

Editors:

Thomas Schröder (TU Dortmund University, Germany)
Paryono Paryono (SEAMEO VOCTECH, Brunei Darussalam)
Sommai Pivsa-Art (Rajamangala University of Technology Thanyaburi, Thailand)
Rupert Maclean (School of Education, Royal Melbourne Institute of Technology, Australia)

Governance of TVET is a major issue and precondition for the ongoing development of TVET systems, especially in the era of digitalization and sustainable development. In its 2010 Guidelines for TVET Policy Review, UNESCO defines TVET Governance as being “concerned with how the funding, provision, ownership and regulation of TVET systems are coordinated, which actors are involved, and what are their respective roles and responsibilities, and level of formal competence – at the local, regional, national and supranational level.” The new UNESCO TVET Strategy 2022-2029 further names governance as a priority area for cross-cutting interventions in TVET by underlining that governance needs to take an inclusive approach in order to achieve skills development for inclusive and peaceful societies.

TVET systems and structures are constantly challenged to adapt to new legal norms, megatrends, and new technologies in order to keep the quality of TVET provision at a high level. It has become evident that TVET governance cannot be examined without considering the impact of digitalization on the labour market and its work processes, on the education sector and on governance itself. In consequence, UNESCO states that “the ethical and effective use of data in the governance, management and delivery of education and skilling initiatives” needs to be strengthened. Research on TVET is therefore a prerequisite for development – through good governance, the sharing of knowledge and the promotion of promising approaches.

Issue 20 of TVET@Asia will focus primarily on the challenges and opportunities arising from the need for TVET governance. It will also examine how TVET governance and digitalization can go hand in hand in order to achieve sustainable quality assurance in TVET.

These challenges and opportunities can be addressed at different levels, ideally with an increasing degree of interaction:

1. Regionally (e.g. European Union, ASEAN, African Union);
2. Nationally (e.g. through a National TVET Authority); and
3. Institutionally (e.g. TVET providers at a local level).

We invite scholars, scientists, curriculum developers, practitioners and teachers from the TVET community to contribute to the upcoming Issue 20 ofTVET@Asia, to address the issues and challenges outlined below:

1. What structures, instruments and processes can support the enhancement of TVET quality at a regional level?
2. What governing and administrative structures are suitable for the balanced involvement of all relevant stakeholders from government, enterprises and unions?
3. What governance structures contribute towards the increased attractiveness of TVET and enhanced labour market orientation?
4. How is data on TVET being collected, analysed and used for steering TVET?
5. How is TVET research employed for the continuous development of TVET systems?
6. How are TVET systems and programmes funded?
7. What is best practice in achieving quality at an institutional level?
8. How can digital processes and advancements help to increase the efficiency of TVET organisation and management on a national level?

Of course, your contribution can extend beyond these topics, but there should be a clear focus on the main theme of this issue.

Authors:

Open to any interested author.

Timeline:

1. Please send an abstract of no more than one page, a short CV/profile (half page) and a list of publications to the editorial board via issue20@tvet-online.asia, by August 20^th, 2022. Please use the “form-abstract_tvet-online.docx”, which can be downloaded below.
2. Notification of abstract acceptance: September 5^th, 2022
3. Submission of full draft paper by October 31^st, 2022
4. Notification of acceptance and peer review feedback by November 20^th, 2022
5. Submission of the final, correctly-formatted paper by December 20^th, 2022
6. Tentative publication date: January 31^st, 2023

We look forward to receiving your contributions.

Sincerely yours,

Editors, Issue 20
Yuk-Kwan Ricky Ng, Christina Hong, Carol H. C. Chu, Dave Towey

The following files are to download at http://www.tvet-online.asia/preview:

> the template for the article template_TVETAsia.docx

> the form for the abstract form-abstract_tvet-online.docx

> the full Call for Papers for Issue 20: CfP_Issue-20_TVETAsia.pdf

Digitisation in TVET must be actively shaped. Digitisation offers opportunities for work-based or work-oriented learning in different learning locations (Schröder & Dehnbostel 2019) and can combine experiential learning in virtual space with the reality of individual competence development (Schröder 2014). In Germany, inter-company vocational training centres (VTC are an important site of learning for dual vocational training. They complement and support in-company vocational training in small and medium-sized enterprises and are considered drivers of innovation for the introduction of new digital technologies. Against this background, digital assistance systems (DAS) should virtually accompany and support trainees’ practical vocational learning in VTC. This article describes the development and testing of DAS as part of the EvAMEI project at the Gemeinschafts-Lehrwerkstatt Arnsberg GmbH (GLW). The aim of DAS is the individual promotion of vocational competences – in this case in the field of mechanical metalworking. Across conceptual, technical and functional levels, the aim is to integrate digital support through DAS into trainees’ practical learning and working processes. The trainers have a dual role here. On the one hand, they function as innovators who actively participate in the development of DAS, contributing their experience and expertise to the design and ultimate implementation of the system in their training practices. On the other hand, they are learners themselves who need to be supported in finding and developing their new role as learning process facilitators and coaches.

Keywords: digital assistance systems, problem-based learning, work-based learning, work-oriented learning, inter-company training centre, digital devices

1        The in-company trainer in Dual TVET Systems and digitalisation

A central criterion of the dual system of vocational training is its functionally differentiated learning venues (Spöttl 2016; Schröder & Dehnbostel 2020). The learning venues are the company workplace, the training centre for practical vocational training, and the vocational school. Large companies operate their own in-company training centres, while SMEs operate training centres collectively, usually through the chambers.

70% of training time is spent inside the company or proportionally in the training centre. The training staff consists of highly proficient specialists who have successfully completed a trainer course and examination. In addition to occupational excellence, they are expected to organise competence development processes at the learning venue workplace or pure “skills development” at the training centre on their own responsibility and to lead the trainees to excellent work results in terms of quality and efficiency. Unlike vocational school teacher training, the course lasts only two to three weeks and is based on the Trainer Aptitude Ordinance (AEVO); qualification is certified by the Chamber of Commerce and Industry.

In Germany (population: 83 million), more than 640,000 company-appointed trainers (as of 2019), professionally and personally suitable according to the Vocational Training Law, bear responsibility for the success of in-company training (German Vocational Training Law, BBiG, § 28-30). In addition to working in companies, they also work at inter-company training centres, competence centres or with external training service providers. Their main focus is to ensure the quality of skilled work in an environment which is free from work or time pressures. They are responsible for approximately 1.5 million apprentices. Cross-referencing stipulations of the BBiG, the Federal Institute for Vocational Education and Training (BIBB) distinguishes between four roles for in-company training personnel working in the context of the dual system:

• Training managers manage the entire training of a (large) company for individual occupations or for occupational groups. This is an in-house job title, but not necessarily a responsibility in the sense of the Vocational Training Law (BBiG). Respective vocational qualifications can be very different.
• Full-time instructors work mainly in large companies with training workshops and at training service providers. They usually have an advanced training qualification (master craftsman, technician, specialist).
• Part-time instructors provide training directly at the workplace. They are instructors who match the characteristics as defined by the BBiG. Their (part-time) work in training includes providing workplace experience. In small companies, they may also act as training supervisors.
• Training specialists are employees who provide on-the-job training without themselves being trainers (as defined by the BBiG). They can, for example, also coordinate training in a company department without instructing apprentices themselves.

There is an urgent need for in-company trainers, both full-time and part-time. Without them, in-company or inter-company educational work cannot attain the desired level of quality. Professional career and advancement opportunities, such as the certified training and further education educator and the certified vocational educator, each with a chamber-certified qualification, point to the necessity of professional in-company training and further education (Schröder & Dehnbostel 2021, 12).

In vocational schools, apprentices spend 30% of their time being taught by vocational school teachers. Instruction is theoretically oriented, but is based on work processes which are typical of the respective occupation. In addition to teaching vocational knowledge and skills, the vocational school focusses on the learning individual and prepares students for lifelong learning. Learning at the vocational school follows a holistic concept of competence; the learner is to become an independent and responsible actor in civil society. Vocational school teachers require a one-year company internship, a bachelor’s and a master’s degree, and an 18-month trainee phase at a vocational school.

Digitalisation is fundamentally changing the job profile of company and inter-company trainers. Digital media is on the increase as a form of learning at the learning venues of companies (work-based learning) and inter-company training centres (work-oriented learning) (Dehnbostel & Schröder 2017; Schröder & Dehnbostel 2021). This paper presents a digital assistance system (DAS) for inter-company training that is currently being developed and tested at the Gemeinschafts-Lehrwerkstatt Arnsberg GmbH (GLW). The UNESCO Chair for TVET, Competence Development and the Future of Work at the TU Dortmund University is accompanying the project, which is first presented in terms of its intentions and goals (2). Then, the concept and structure of the design-oriented accompanying research will be discussed (3), followed by initial results (4). Finally, a conclusion is formulated, as far as this is already possible (5).

2        The EvAMEI project

The EvAMEI project (Use of virtual systems for the accompanying support of apprentices in the metal and electrical industry) is integrated in the national KomZet (Competence Centre) programme to promote the development of inter-company vocational training centres towards competence centres (BMBF & BMWi 2015, 1 f.).

The quality of training in the inter-company vocational training centres (VTC) is to be secured for the future in view of constantly changing technical, economic and social conditions. This requires considerable investment in furnishing training workshops with digital devices and equipment. The funding of technical upgrades is also intended to develop a technical-innovative focus of expertise from which other centres of excellence can benefit. In the case of GLW Arnsberg, the focus is on the development of DAS, although KomZet funding is tied to a further nine mandatory fields of action that the VTC must help to develop concurrently. These include the vocational-pedagogical modernisation of support concepts and appropriate further coaching of training staff with regard to contemporary teaching and learning concepts. Instructors are actively involved in project development and are supported in introducing new training methods into their everyday practice.

An inter-company vocational training centre for over 80 years, the joint apprentice workshop GLW Arnsberg offers basic and specialised courses for apprentices of small and medium-sized companies in metal and electrical industries across the region. Digitisation is associated with high expectations for improving quality and efficiency in training processes. The increasing relevance of digital media is thus apparent not only in (school) learning venues, but also in the (inter)company workplace. Tablet computers provide a constructive and learning-friendly form of communication between man and machine. Through the EvAMEI KomZet project, GLW is being developed into a competence centre for “human-machine interaction” and represents this focus for knowledge transfer in the network of competence centres on a national and international level[1]

2.1 Project and development goals

The EvAMEI project aims to develop GLW Arnsberg into a competence centre for DAS, based on work process and competence-oriented vocational pedagogy. The process is based on the development and employment of DAS as well as testing its sustainable implementation in practical training courses. Overarching goals of the project are:

1. Supporting individual competence development through holistic learning and work actions in work process-oriented learning.
2. Improving individual support by taking into account learning and performance prerequisites and through level-differentiated learning and work tasks.
3. Securing and increasing training efficiency by relieving instructors of rule-based routine activities (e.g. frequently asked questions) by means of automation within the framework of the DAS.
4. Increasing the attractiveness of training courses through modern, motivational human-machine interaction.

The goal of virtual guidance and support for apprentices in their learning and work processes on the part of the DAS is to promote the development of professional action competencies. Interactive and adaptive learning and work task systems are needed to provide apprentices with systematic, structured support. This begins with an individual degree of didacticisation, which ideally decreases as competence is developed. At the same time, this increases apprentices’ scope for decision-making and action. This systematically promotes independence, problem-solving skills and learning competence for informal learning, so that apprentices can master new types of action situations.

The DAS is therefore not to be understood as an instructional tool. Rather, it is intended to support apprentices in their work on machine tools …

… to analyse work orders independently and to research the necessary information from various sources.

… to organise orders and plan execution and quality assurance. This includes the appropriate selection of the tools, measuring and auxiliary equipment to be used, setting process parameters, deciding on processes and work steps, establishing relevant quality criteria.

… to inspect manufactured products on the basis of professional objective quality criteria and to evaluate the results; this includes error analysis and identification of suitable measures.

… to reflect on and document learning and work processes and their learning outcomes. These include linking decisions and processes back to their respective theoretical knowledge base, externalising experiences generated, assessing personal goal achievement, developing and assessing alternative solutions, formulating new goals.

2.2        Target groups and partners

The primary target groups are inter-company vocational training centres, but also external vocational training centres and in-house training centres of large industrial companies. Apprentices and instructors should benefit equally from media technology innovations. Apprentices are thus supported in all phases of learning and working activities by digital structuring aids and contents. At the same time, the DAS relieves instructors by taking over parts of the instruction that can be automated, such as clarifying frequently asked questions. Communication becomes more efficient as DAS helps to concretise problems and offers the possibility to access automatically generated process protocols. User-friendly software tools enable instructors to develop new learning and work tasks independently, and to integrate, adapt or expand associated media. Uniform and reusable structural templates help the process. In this way, small, flexible libraries of different teaching & learning arrangements are built, which can be tested, evaluated and exchanged. DAS is potentially part of a corporate knowledge management system. In all cases, apprentices should be the first to benefit, hence didactic, methodological, media and organisational aspects have all been developed from the perspective of the learners.

GLW Arnsberg is supported in the development and implementation of the DAS by two partners. The Department of Industrial Automation at the Fraunhofer Institute of Optronics, System Technologies and Image Exploitation (IOSB-INA) is in charge of technical and functional development of DAS system architecture, software development, and hardware configuration. The role of the TU Dortmund partner university has already been mentioned in part: vocational pedagogical support, especially in course development, scientific evaluation including quality assurance, implementation of competence assessment procedures as well as qualification of training personnel. The next chapter goes into more detail about the contours of the accompanying research.

3        Action and Design-Based Research Approach

The action and design-based research and development approach of the TU Dortmund is based on the principles of the action research method reaching back to Kurt Lewin (1951). According to this approach, research should work with practical hypotheses and always strive for meaningful changes in the social field. Put simply, research should be accompanied by practical action and lead to reforms and qualitative improvements in cooperation with practitioners. In line with Kurt Lewin, development and research activities in the EvAMEI project are interdependent via iteration loops. This results, on the one hand, in a cyclical-recursive design of the research process and, on the other hand, in a shift of emphasis over time in the fields of tasks and activities.

3.1        Variation in focus and cyclical-recursive research processes

At the beginning of the project, the focus tends to be on the development perspective; later, evaluation of measures’ effectiveness and efficiency gain importance (see Figure 1).

Lessons learned must be regularly reflected and fed back into the development process, where they must be taken into account. In principle, it must be ensured that the weighting of the conceptual-developmental part is not at the expense of the evaluative-research part.

It must be assumed that field-specific development and research design, on which the cooperation between TU Dortmund, GLW and IOSB-INA is based, must be further developed and adapted by the partners in the course of the project to modified goals and framework conditions. This requires intensive communicative exchange between all project actors in order to create transparent feedback from the results of ongoing evaluation. Objectives are changed, reweighted or corrected in open dialogue. Teaching concept developments are accompanied scientifically in an advisory capacity. Any resulting changes in action again become the object of investigation.

This recursiveness between action and accompanying research tends to blur the dividing line between researchers and practitioners, which can lead to undesirable consequences in terms of cooperation. As science and practice have different reference points, action systems and objectives, equality is not embedded in the EvAMEI project. A strict separation of consultation in practice and research evaluation is not always given by the interventions in the field and the close cooperation with the GLW, but is achieved and maintained through the distribution of roles within the scientific monitoring process.

In practice, advisory support and evaluation overlap. However, in order to avoid mixing, the different roles must be clearly distinguished: diagnosis, consultation, implementation in accompanying research and evaluation. This avoids unintended influence. The distribution of tasks and roles for scientific support varies over time. Development and research activities are interdependent via iteration loops; action research appears as a cyclical process:

The cyclical process begins with an initial diagnosis (stocktaking) based on work process analysis. This is followed by joint action planning, in this case the definition of elements in personnel and course development. A trial phase or (action implementation) is followed by the evaluation of the courses and personnel development using instruments of qualitative research. Reflection as a basis for new diagnosis completes the cycle. Various quantitative and qualitative methods are used at different stages. The focus is on the latter, because qualitative methods promote communicative validation as well as traceability. Table 1 shows the instruments used according to research topic:

Table1: Survey methods and research topics

3.2        Didactic concept

The development and implementation of DAS are associated with a didactic and methodological paradigm shift. Where instructional and sequential teaching dominated in  traditional training workshops, there should now be a shift to contemporary action and competence-oriented learning approaches[2]. The development of vocational action competence takes place here with work-oriented learning and work tasks, selected on the basis of their occupational type and criteria of competence promotion (holism, complexity, problem content) (Howe 2001, 126 ff.; Franke 1999; Schröder 2009). In the case of inter-company vocational training centres, didactic-methodical implementation is aligned with work-process-oriented approaches (Becker 2013, 7 ff.). Figure 4, based on the action-oriented learning concept of Jank & Mayer (2014, 314 ff.), shows how – a model of the complete action serves as a structure-forming element for the organisation and sequence of the learning and work processes:

The description of the task (A) acts as an initiating impulse for the apprentices, often in the form of a fictitious company order. They analyse the assignment and determine its goal (E): manufacturing a product, advising a customer, planning a production process. Work-related goals are related to competence goals: e.g. to initiate active planning (B), which enables independent processing of the task (A) and evaluation of the action product (E). Unpredictable problems (C) arising in the learning and working process are directly linked to the prescribed competence goals. Apprentices take the initiative (D) when they specifically adopt provided inputs, for example by using materials or tools. Linking experience gained to the content of learning and work tasks in the context of reflection (F) is particularly important. DAS can provide informational support with the data logged in the process, offering a guide to reflection with targeted questions. Subsequently, instructors can make their apprentices aware of implicit action knowledge, fix competence development and agree on further training steps in a reflective discussion.

3.3        Qualification of the instructors

With the introduction of DAS, apprentices and instructors take on a new role. Control is increasingly shifting from the instructors to the apprentices. Learning and work processes are becoming more open and more complex. “Synchronisation” of all apprentices is being abandoned in favour of individual competence development, creating new demands. Experience shows that instructors find it difficult to let their apprentices “run on their own”, especially where technical errors are likely. However, as long as no real damage is to be expected, wrong decisions do not necessarily have to be avoided from the outset. Mistakes are also learning opportunities in reflective conversations. But content and knowledge transfer, along with cognitive support for skills development, are now increasingly being handled by digital tools. For instructors, the accompanying and advising role thus becomes more relevant (Rohs & Käpplinger 2004), as does the tracking of processes on the machine by digital means. In addition, joint introduction at the beginning and individual reflection at the end of each learning and work task take on greater significance. Digital technologies function both as learning and working tools (Euler & Wilbers 2020, 428).

The methodological-didactic changes related to new media such as DAS necessitate further training for instructors, essentially as “learning in the process of work” (Dehnbostel 2007). The real work of the instructors is the constitutive element. Their experience-based competence development in the context of work-integrated learning is illustrated in Figure 4. One difference here is that learning does not take place in simulated work assignments, but within real work situations (A). Coaches and instructors can agree in advance on testing new training practices which can be reflected upon afterwards. In the course of work and learning processes, new challenges and unfamiliar situations inevitably arise (C). These represent crucial learning opportunities and provide scope for new inputs (D). In the EvAMEI project, the support and resources needed for personal development can be determined in individual reflection meetings with the coach.

4        Interim reports from the EvAMEI project

Now that the didactic-methodological and technical-functional parts have been combined, the EvAMEI project has entered the second phase of practical testing and implementation of the overall system in current training courses. Although the project is only in the second of three test phases, experiences and findings can be recorded in short interim reports.

4.1        Software development as an interdisciplinary task

DAS development places high demands on communication between experts from the disciplines of information technology, vocational pedagogy and mechanical or manufacturing engineering. Before software development began, the exchange of requirements, especially of a vocational pedagogical nature, was of fundamental importance. The system should support apprentices in their learning and working processes in such a way that competence is enhanced. The potential danger of instructionism inherent in technology had to be overcome; another risk lay in preferring what was technically possible to what made sense from a didactic point of view. A wealth of information-technological possibilities can lean towards automated decision-making processes to the detriment of situations conducive to learning. However, designing human-machine interaction to enhance competence requires the systematic transfer of control of learning and work processes to the apprentice. DAS can support these decision-making processes by providing information and reflection. Intensive communicative processes between the partners are needed to address all of these requirements in software development.

4.2        Instructors programme virtual learning and work tasks

The learning and work tasks of the DAS were to be freely designed and adapted in terms of content by the instructors themselves using simple means. The goal was to give apprentices assignments, information, and latitude in individual decision-making and action latitude individually, based on a desired level of requirements. Structural openness and freedom of design, however, make user-friendliness more difficult. Learning and work programmes had to be programmable even by non-IT specialists. IOSB-INA developed a so-called node editor which helps instructors to design, organise, monitor, evaluate and maintain their teaching and learning arrangements together with the apprentices. New learning and work tasks can be assembled clearly using “drag and drop” techniques. The user selects pre-programmed function modules (nodes) and fills them with media modules such as learning videos, information texts and input or selection fields. After further steps, a media programme sequence successively emerges that accompanies apprentices through their learning and working process on the machines. They receive work assignments, can inform themselves about facts, plan their processing with structural templates and process and evaluate them with the help of automated feedback. Learning and working processes on the part of the apprentices take place via the so-called player, the main user interface for apprentices.

4.3        Networked learning on machine tools

To enable networked learning, machine tool data is exchanged with the DAS. This enables logging of apprentices’ machine settings as a basis for the accompanying competence assessment. The logs support reflection discussions at the end of a learning unit, as well as the comparison of self-assessment and external assessment of learning progress. To facilitate the assessment of performed learning and work actions, target values for all defined operating states of the machines are stored in an internal database. In this way, the DAS can compare the set process parameters and machine control, then report this back to the apprentice, taking didactic criteria into account. Instructors can intervene if it seems didactically reasonable.

4.4        Course developments and organisational problems

Didactic-methodical innovations and the corresponding changes in course operations place organisational demands on companies. It may be necessary to make didactic adjustments to upstream or downstream training modules. This also affects the departments responsible for planning and coordinating training courses. This is one reason why transparent communication between project actors and acceptance of the project throughout the company is so important. An example of this is the cooperation between the turning and milling training courses. As an industry-oriented VTC, the courses offered by GLW are structured in basic modules. This is intended to enable the relatively large partner companies to take advantage of courses independently of one another and according to the individual needs of their apprentices. However, this form of organisation represents a subject-specific separation of courses and leads to isolated and sequenced forms of training in terms of content. Complex and (if possible) holistic learning and work tasks are now, however, transverse to the various subject areas, so that realistic and operationally relevant work processes presuppose a dissolution of boundaries between courses. This, in turn, may run counter to their marketing as independent modules. One possible solution was to develop a common learning and work task system for the turning and milling courses, among others, leading to a common action product. A parallel vice for the workbench with a span of approx. 60 mm was constructed (Figure 5), which can also be completed by apprentices who do not attend both courses. To this end, duplicate components can be exchanged across courses, whereby the majority of GLW apprentices attend both courses anyway.

While the milling course should be completed in terms of time and didactics by the production of the milled parts of the vice, three further learning and work task systems are planned for the turning course. The basis for the didactic decisions with regard to technical competence goals – learning prerequisites to be assumed, simplifications to be granted, systematisation of individual learning and work tasks – are detailed work process analyses and associated subject analyses of relevant learning content. Interdisciplinary competence objectives were defined by the instructors taking into account a survey of their partner companies. Respondents were particularly interested in promoting sub-competencies in the area of apprentice independence. Individual subject-specific and interdisciplinary competency goals were defined in grids and operationalised by determining compatible training methods and social forms. As a content-related basis for DAS, this phase seeks to describe the complete learning and work activity of each task currently being developed. Digital learning materials are provided to support this aim.

4.5        Personnel development and the role of instructors

Effecting a complete role change within a finite project period cannot be expected of instructors with many years of experience. It is more a matter of initiating incremental changes in their own practice that will lead to ongoing in-service professionalisation. Work-integrated continuing education for instructors can support this process through workshops, learning process support and reflection discussions by providing tools and methods for self-reflection. The introduction of DAS and, in particular, participative and active co-design on the part of the instructors contributes to the expansion of their vocational pedagogical fields of action. Their active involvement has led to a certain sense of appreciation and motivation with a positive, enduring effect on the quality and transfer of innovations. However, the instructors have to be released from their operational duties on a pro rata basis to participate in project work and may need to be replaced in operating courses.

5        Future potential of the Digital Assistance Systems

Developing and introducing DAS for virtual learning and work task systems for work process-oriented learning in inter-company training involves a considerable amount of work. This is especially true if action and work process-oriented teaching or learning arrangements have yet to be established or tested in the company. In view of current vocational and company requirements, postponing the paradigm shift from sequential to work-process-oriented learning is not an option. The didactic-methodical redesign of the courses during DAS development has proven to be a factor that encourages a rethink of traditional training practices in one’s own company[3], encouraging innovation. Connectivity of DAS could only be ensured through participatory development. The needs and requirements of apprentices and instructors are actively integrated into the design and decision-making processes and placed at the centre of development. Ways have to be found to integrate project-related activities effectively into instructors’ operational work in order to engage them fully in the project.

DAS makes it possible to network training workshops internally and externally, unlocking vast potential for future development. This could include the introduction of an operational knowledge management system that supports the internal transfer of innovations to other courses and departments. New teaching & learning arrangements and associated experiences can be exchanged, reflected upon and evaluated. Data can be shared with partner companies and vocational colleges via external networking. These are new perspectives for cooperation with regard to learning locations. GLW could take on a platform function in its chamber district if it succeeds in channelling data exchange via the DAS. The factual and temporal organisation of the entire training process could be standardised across the various learning venues. Sharing of schedules, deployment plans and learning materials can synchronise training across learning sites, and the establishment of a network of players in vocational training and continuing education can accelerate the transfer of innovations both nationally and internationally. Digital learning and work assignment systems could be exchanged, tested and developed for different training areas with the corresponding software solutions for the respective field of application. Part-time training personnel in small and medium-sized enterprises, would also reap the benefits.

[1] EvAMEI runs from 01.06.2019 to 30.09.2022 and has a total volume of approximately 1.3 million euros. The Federal Institute for Vocational Education and Training (BIBB) is funding the project with funds from the Federal Ministry of Education and Research (BMBF). The state of North Rhine-Westphalia is assuming part of the funding costs from the European Social Fund.

[2] For facets and dimensions of the vocational pedagogical concept of competence, see BMBF (2020) and KMK (2018).

[3] GLW sees great potential for innovation, especially in metal cutting courses, through networking new digital learning media with conventional machine tools.

References

Becker, M. (2013). Arbeitsprozessorientierte Didaktik. In: bwp@ Berufs- und Wirtschaftspädagogik, 24, 1–22. Online: http://www.bwpat.de & ausgabe24 & becker_bwpat24.pdf (retrieved 01.03.2021).

BMBF (2020). Vocational Training Law (BBiG) as amended by the announcement of 4 May 2020. Bonn: Federal Ministry of Education and Research. Online: http://www.lexsoft.de/cgi-bin/lexsoft/justizportal_nrw.cgi?xid=498612,1 (retrieved 22.04.2022).

BMBF & BMWi (2015). Bekanntmachung des Bundesministeriums für Bildung und Forschung und des Bundesministeriums für Wirtschaft und Energie zur Änderung der Gemeinsamen Richtlinien für die Förderung überbetrieblicher Berufsbildungsstätten (ÜBS) und ihrer Weiterentwicklung zu Kompetenzzentren as of 15 January 2015. Online: https://www.bibb.de/dokumente/pdf/a34_gemeinsame__richtlinien_fuer_die__foerderung_ueberbetrieblicher_berufsbildungsstaetten_und_ihrer_weiterentwicklung_zu_kompetenzzentren(1).pdf (retrieved 10.05.2021).

Dehnbostel, P. (2007). Lernen im Prozess der Arbeit. Münster: Waxmann.

Dehnbostel, P. & Schröder, T. (2017). Work-based and Work-related Learning – Models and Learning Concepts. In: TVET@Asia, 9, 1-16. Online: http://tvet-online.asia/issue/9/dehnbostel-schroeder-tvet9/ (retrieved 30.06.2017).

Euler, D. & Wilbers, K. (2020). Berufsbildung in digitalen Lernumgebungen. In: Arnold, R., Lipsmeier, A., & Rohs, M. (eds.): Handbuch Berufsbildung. Wiesbaden: Springer, 427-438.

Franke, G. (1999). Erfahrung und Kompetenzentwicklung. In: Dehnbostel, P., Markert, W., & Novak, H. (eds.): Workshop Erfahrungslernen in der Beruflichen Bildung. Beiträge zu einem Kontroversen Konzept. Hochschultage Berufliche Bildung. Neusäß: Kieser, 54-70.

Hömann, K., Land, M., & Schröder, T. (2022). Entwicklung und Erprobung eines digitalen Assistenzsystems für die berufspraktische Ausbildung. In: Berufsbildung in Wissenschaft und Praxis, 51, 2, 34-36. Online: https://www.bwp-zeitschrift.de/de/bwp.php/de/bwp/show/17799 (retrieved 28.06.2022).

Howe, F. (2001). Gestaltungsorientierte Lern- und Arbeitsaufgaben. In: Ebeling, U.; Gronwald, D. & Stuber, F. (eds.): Lern- und Arbeitsaufgaben als didaktisch-methodisches Konzept. Arbeitsbezogene Lernprozesse in der gewerblich-technischen Ausbildung. Bielefeld: Bertelsmann, 126-146.

Jank, W. & Meyer, H. (2014). Didaktische Modelle. Berlin: Cornelsen.

KMK (2018). Handreichung für die Erarbeitung von Rahmenlehrplänen der Kultusministerkonferenz für den berufsbezogenen Unterricht in der Berufsschule und ihre Abstimmung mit Ausbildungsordnungen des Bundes für anerkannte Ausbildungsberufe. Berlin: Sekretariat der Kultusministerkonferenz (Secretariat of the Standing Conference of the Ministers of Education and Cultural Affairs). Online: https://www.kmk.org/fileadmin/veroeffentlichungen_beschluesse/2021/2021_06_17-GEP-Handreichung.pdf (retrieved 22.04.2022).

Lewin, K. (1951). Field theory in social science. Selected theoretical papers. New York: Harper.

Land, M., Mahrin, B., & Schröder, T. (2021). Neue Perspektiven für überbetriebliche Berufsbildungsstätten durch virtuelle Assistenzsysteme. In: Dehnbostel, P., Richter, G., Schröder, T., & Tisch, A. (eds.): Lernen in der digitalen Transformation der Arbeit. Stuttgart: Schäfer-Poeschl, 237-250.

Molzberger, G. & Schröder, T. (2005). Von der Praxisentwicklung zur Theoriebildung und wieder zurück – Handelnd forschen in einem arbeitsprozessorientierten Qualifizierungsprojekt. In: Weiterbildung – Zeitschrift für Grundlagen, Praxis und Trends. 16, 5, 33-35.

Molzberger, G. & Schröder, T. (2009). Forschungsansatz und Evaluationsinstrumente in ITAQU. In: Molzberger, G., Schröder, T., Dehnbostel, P., & Harder, D. (eds.): Weiterbildung in den betrieblichen Arbeitsprozess integrieren. Erfahrungen und Erkenntnisse in kleinen und mittelständischen Unternehmen. Münster: Waxmann, 85-90.

Rohs, M. & Käpplinger, B. (2004). Lernberatung – ein Omnibusbegriff auf Erfolgstour. In: Rohs, M. & Käpplinger, B. (eds.): Lernberatung in der beruflich-betrieblichen Weiterbildung. Konzepte und Praxisbeispiele für die Umsetzung. Münster: Waxmann, 13-28.

Schröder, T. (2019). A regional approach for the development of TVET systems in the light of the 4th industrial revolution: the regional association of vocational and technical education in Asia. In: International Journal of Training Research, 17, 83-95.

Schröder, T. (2009). Arbeits- und Lernaufgaben für die Weiterbildung. Eine Lernform für das Lernen im Prozess der Arbeit. Bielefeld: Bertelsmann.

Schröder, T. (2014). Didactical Concept of Work-based Training in a Virtual Working Space. In: Journal of US-China Education Review A & B, 4, 7, 441-448.

Schröder, T. & Dehnbostel, P. (2019). Enhancing Permeability between Vocational and Tertiary Education through Corporate Learning. In: McGrath, S., Mulder, M., Papier, J., & Suart, R. (eds.): Handbook of Vocational Education and Training. Cham: Springer, 1-24.

Schröder, T. & Dehnbostel, P. (2020). Unbound Learning Venues and Work Design Conducive to Learning in the Digitalized World of Work. In: Peters, M. & Heraud, R. (eds.): Encyclopedia of Educational Innovation. Singapore: Springer, 1-6.

Schröder, T. & Dehnbostel, P. (2021). The workplace as a place of learning in times of digital transformation – models of work-related and work-based learning and in-company concepts. In: TVET@Asia, 17, 1-16. Online: http://tvet-online.asia/issue/17/the-workplace-as-a-place-of-learning-in-times-of-digital-transformation-models-of-work-related-and-work-based-learning-and-in-company-concepts (retrieved 31.07.2021).

Spöttl, G. (2016). Das Duale System der Berufsausbildung als Leitmodell. Struktur, Organisation und Perspektiven der Entwicklung und europäische Einflüsse. Frankfurt am Main: Peter Lang.

Susman, G. & Evered, R. (1978). An Assessment of the Scientific Merits of Action Research. In: Administrative Science Quarterly, 23, 4, 582-603.

TVET@Asia Issue 18: www.tvet-online.asia

Digitalization in TVET – New Forms of Learning for the Future of Work

Editors:
Yuk-Kwan Ricky Ng (Hong Kong Academy for Performing Arts, Hong Kong, SAR)
Christina Hong (Technological Higher Education Institute (THEi), Hong Kong, SAR)
Carol H. C. Chu (Soochow University, Taiwan)
Dave Towey (University of Nottingham Ningbo China)

Rapid advances in technology and digitalisation have been drawing increasing attention to the concepts of ‘Industry 4.0’ and ‘smart factories’ to increase competitiveness to arrive for effective, efficiency manufacturing and more customer-centric focused production. Digitalisation trends in manufacturing sectors indicate that technical and vocational skills will eventually be replaced by robotic and artificial intelligence (AI) production processes. Certain professions may be taken over by digital technologies, possibly in the form of an AI or computational data-analysis software. These changes may improve the quality of work, in terms of individual competence development in experiential and informal manners. The impact of digitalisation in workplace integrated learning (WIL) should not be overlooked, and can be examined from a number of aspects, including: (1) tasks will be less routine, and will become more complex; (2) critical thinking, complex problem solving, creativity and collaboration skills will become essential; (3) professionals will focus more on service orientation and negotiation; (4) cognitive flexibility will be essential; and (5) continuing professional development and technical skills evolution (to cope with the fast-changing sector) will also be necessary. How can government and industry devise policies, regulatory mechanisms, competency frameworks and continuing professional development in response to the changes in work environments and job profiles? What are the key focus areas for TVET institutions to consider regarding curricular reformation? And regarding the development of resources and implementation on the new norm of learning and teaching (e.g. online, blended, workplace integrated learning and interdisciplinary learning) to nurture digital literate, technical competent and work ready professionals for the digitalised work environments?

These challenges can be addressed at different levels, such as:

1. Tripartite (government, industry and TVET institution) collaboration and policy formulation;
2. Industry’s regulatory mechanisms, such as national qualification and competency frameworks;
3. Digitalisation, and artificial intelligence (AI) in TVET;
4. Institutional strategies and initiatives, and curricula reformations;
5. New TVET skills for work-ready graduates; and
6. New norm of learning and teaching in TVET.

Issue 19 of TVET@Asia will examine the challenges resulting from digitalisation in work environments, and the impact on TVET curricula, learning and teaching. New sets of competencies to prepare TVET graduates for the future work will also be discussed.

We invite scholars, scientists, curriculum developers, practitioners and teachers from the TVET community to contribute to the upcoming Issue 19 ofTVET@Asia, to address the issues and challenges outlined below:

1. Government, industries and TVET institutions’ responses to digitalisation in terms of policies, regulatory mechanisms and implementations of works
2. The curricula and new competencies required for TVET graduates for the digitalised work environment
3. The inclusion and application of 21^st Century Skills in TVET
4. Concepts and theoretical approaches for preparing TVET graduates for the new norm and forms of learning
5. Sharing best practices for TVET teachers and learners’ digital literacy capability building
6. Staff development for TVET teachers and professionals in order to incorporate digitalisation in teaching and learning and daily work
7. Enhance and enrich TVET’s learning and teaching resources to in line with the digitalisation in TVET
8. Concepts and experiences in developing online, blended, workplace integrated learning (WIL) and interdisciplinary learning to facilitate acquisition of up-to-dated TVET knowledge and skills

Of course, your contribution can extend beyond these topics, but it will need to retain a clear focus on the theme of this issue.

Authors:
Open to any interested author.

Timeline:

1. Please send an abstract of no more than one page, a short CV/profile (half page) and a list of publications to the editorial board, via issue19@tvet-online.asia, by January 31^st, 2022
   Please use the “form-abstract_tvet-online.docx”, which can be downloaded below.
2. Notification of abstract acceptance: February 15^th, 2022
3. Submission of full paper by April 15^th, 2022
4. Notification of acceptance and peer review feedback by May 15^th, 2022
5. Submission of the final, correctly-formatted paper by June 15^th, 2022
6. Tentative publication date: June 30^th, 2022

We look forward to receiving your contributions.
Yuk-Kwan Ricky Ng,Christina Hong,Carol H. C. Chu and Dave Towey.

The following files are to download at http://www.tvet-online.asia/preview:

> the template for the article template_TVETAsia.docx

> the form for the abstract form-abstract_tvet-online.docx

> the full Call for Papers for Issue 19: CfP_Issue-19_TVETAsia.pdf

The focus of this year’s event will be on the goal-oriented use of digital technologies to ensure a benefit for teaching and learning in TVET. You will have the chance to participate in live presentations and discussions of international practice examples from Hong Kong, Switzerland and South Africa that offer valuable insights on the benefits and challenges of developing and implementing digital media tools for TVET.

Please see the full programme on the event webpage. The conference language is English, with simultaneous French interpretation provided.

To participate in the virtual event, PLEASE REGISTER HERE. The registration is valid for all three days of the BILT Learning Forum.

Furthermore, BIBB developed the Online Toolbox “AR-/VR-enhanced learning in TVET” as an additional offer in the context of the BIBB International Roadshow to highlight possible learning scenarios for using Augmented and Virtual Reality (AR/VR) in TVET. For this purpose, BIBB has worked with experts and partners from around the world to produce practical guidelines and identify international project examples. The respective publications will be made accessible in the coming days and we will continue to expand the toolbox on a continuous basis. 

Please feel free to share the invitation to the BIBB International Roadshow and the BILT Learning Forum with your staff and your network.

With best regards,

Michael Wiechert

Head of Division

„International Advisory Services / Cooperation with Partner Institutions“

Federal Institute for Vocational Education and Training (BIBB)

wiechert@bibb.de

Eva Hanau

Project manager BIBB International Roadshow

„International Advisory Services / Cooperation with Partner Institutions“

Federal Institute for Vocational Education and Training (BIBB)

hanau@bibb.de

TVET@Asia Issue 16: www.tvet-online.asia

TVET teacher training for the future of work and learning

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 also need to be equipped with future-oriented competencies to provide action-oriented and work-based learning. They need to be broadly diversified and multi-professional and able to bridge the gap between vocational theory and practice as work-based and action-oriented learning is increasingly required (Lipsmeier 2013).

They also need to develop competences to integrate learners from different educational, social and cultural backgrounds.

Nowadays, in light of manifold global disruptions, TVET personnel face the additional challenge of providing relevant, learner-centred training amid groundbreaking changes in the world of work and to strengthen TVET’s responsiveness to current and future skills needs (UNESCO-UNEVOC 2019). Not only do they need to upgrade their teaching and learning approaches in light of new demands resulting from economic and technical transformations (e.g., digitalization, 4^th industrial revolution, etc.), but they also need to strengthen students’ resilience and capacity to cope during mounting social, economic and ecological crises. As a result of the Covid-19 pandemic, there has been an unprecedented push towards e-learning, which will likely have a sustained impact on how learning is organized as well as the need to make learning material accessible.

The editors invite authors interested in the future of TVET teacher education and training to contribute to this 16^th issue of TVET@Asia. We encourage submissions on not only the (pre-service and in-service) training of teachers in vocational schools and colleges, but also competence development of trainers in companies and other learning environments (including online and blended learning).

The articles (10-15 pages) may be research-, practice- or policy-based.

Authors:

Open to any interested author.

Timeline:

1. Please send an abstract of no more than 250 words, a short CV/profile (half page) and a list of selected publications to the editorial board via issue16@tvet-online.asia by July 31^st, 2020. Please use “form-abstract_tvet-online.docx” and “profile.docx” which you find with other forms for download at http://www.tvet-online.asia/preview
2. Notification of abstract acceptance: August 15^th, 2020
3. Submit a full draft paper by September 31^st, 2020;
4. Notification of acceptance and peer review until October 31^th, 2020
5. Send the finalised and formatted paper by November 30^th, 2020
6. Tentative publication date: December 2020 / January 2021

We look forward to receiving your contributions.

Sincerely yours,

Editors, Issue 16

Anne Busian, Shyamal Majumdar, Thomas Schröder, Gita Subrahmanyam

Editors, Issue 16: issue16@tvet-online.asia

References

Lipsmeier, A. (2013). Approaches towards enhanced praxis-orientation in vocational teacher education (VTE). In: TVET@Asia, issue 2, 1-18. Online: http://tvet-online.asia/issue/2/lipsmeier/

UNESCO-UNEVOC (2019): Background Note – Virtual conference on the Future of TVET Teaching and Learning. Online: https://unevoc.unesco.org/up/virtualconference_26_backgroundnote.pdf

The following files are to download athttp://www.tvet-online.asia/preview:

> the template for the article template_TVETAsia_i16.docx

> the form for the abstract form-abstract_tvet-online.docx

> the full Call for Papers for Issue 16: CfP_Issue-16_TVETAsia.pdf

1        Main objective of the program

Enhance educators’ capacity to include generic green skills into their pedagogical practice.

2        Learning outcomes

−      Increased understanding of the rationale and practices of greening TVET.

−      Ability to use effectively Generic green skills resources.

−      Ability to develop contextualized resources and apply them in pedagogical practices for greening curriculum (pedagogical innovation).

−      A set of resources developed for inclusion of generic green skills into current curriculum that are relevant for the local context.

3        Training activities that facilitate collaborative learning and peer support include:

−      Knowledge transfer seminars

−      Different types of small group work activities (e.g. brainstorm, mind mapping)

−      Simulated classroom practice

The length can vary between 3 and 5 days. Teaching and Learning Resources developed by the team will be used during workshop.

If you are interested, contact Dr. Margarita Pavlova at genericgreenskills@gmail.com

Editors: 

Margarita Pavlova (The Education University of Hong Kong, Hong Kong SAR)

Yuk Kwan Ricky Ng (Vocational Training Council, Hong Kong, SAR) 

Shakil Rehman Sheikh (Air University, Pakistan) 

Mahyuddin Arsat (Universiti Teknologi Malaysia, Malaysia)

Sustainable development goals (SDGs) cannot be achieved without human resource development (HRD) combined with capacity building for communities.  The 2030 Agenda for Sustainable Development, adopted byUnited Nations members in 2015, highlights the need for protection, peace and prosperity for all ‘actants’ on the planet. It calls for an end to poverty and all deprivations by developing sustainable strategies to ensure food, shelter, financial independence, health, education and freedom are available to all.  However, these goals could not be achieved without preserving eco-systems of the planet and mitigating climate change. Technical and Vocational Education and Training (TVET), both formal and non-formal, is one of the key vehicles for supporting HRD for the purposes of individual and collective well-being. From this perspective, TVET can become a catalyst for the social and economic transformation of communities and economies for the purposes of achieving SDGs targets. 

The traditional basis of TVET on economic rationales and focus on industrial modernisation do not necessarily support the type of economic development required for SDGs achievement, therefore it should be revised in order to match TVET in Asia with the SD agenda.  As a consequence, the quality of TVET, in all its multifaceted manifestations, should be a priority focus for governments in the region as well as worldwide.

In this context a strong national policy directed at transforming TVET systems for the purpose of equipping learners with the core competencies required for these changes (e.g. green skills, critical and systematic thinking skills) is a must. Of course there will be challenges encountered in the process.These relate to:rapid technological transformation across all sectors that are required for SD; the strengthening of environmental industry sectors,as well as other economic and social changes in order to render existing skills redundant;the introduction of new programs; and closer collaboration with industry and large-scale capacity building for TVET personnel.

These challenges can be addressed at different levels, such as:

a)     policy formulation, 

b)    regulatory mechanisms, such as national qualification frameworks, the standardisation of curriculum and requirements for TVET teachers’ profiles and qualifications, 

c)     institutional, and 

d)    personal. 

Although the role of the governments and regulatory frameworks is fundamental for the transformation of the TVET system, TVET institutions and TVET practitioners can also be active change agents for the achievement of SDGs. They can be actively involved in establishing strong networks with industries and communities, integrating critical global issues such as climate change, loss of biodiversity, sustainable consumption, as well as measures for greening industries and incorporating green technologies into their curriculum. 

Personnel involved in all four levels of TVET systems stated above are arguably the most important influencers who contribute to the quality of TVET and its proactive pursuit of SDGs. Issue 14 of TVET@Asia will address the challenges associated with capacity building throughout TVET systems to ensure the effective implementation of SDGs and will scrutinise the objectives, concepts and experiences involved in preparing TVET personnel. 

We invite scholars, scientists, curriculum developers, practitioners and teachers from the TVET community to contribute to the upcoming issue14 ofTVET@Asia, and to address the issues and challenges outlined below:

1.     The characteristics required for TVET personnel in the context of achieving SDGs

2.     Concepts and theoretical approaches for preparing TVET personnel for sustainable development

3.     Planning, organising and developing best practices for increasing TVET staff’s capacity building strategies and activities specific to the achievement of SDGs at different Levels

4.     Curriculum development for initial and in-service TVET teacher training in order to incorporate SDGs in teaching and learning

5.     Enhance and advance TVET’s quality of learning and teaching approaches to address SDGs that can be gained through personnel development

6.     Acquisition of teachers’ and students’ competencies with a focus on green skills, digital literacy, creativity, adaptability and life-long learning that are required for the achievement of SDGs 

7.     Concepts and experiences in developing work-integrated learning (WIL) curricula to facilitate closer collaborations between TVET institutions and environmental industries

8.     Training TVET personnel in order to improve access to quality TVET (e.g. mobile TVET centres; online approaches, training for communities)

Of course, your contribution can extend beyond these topics, but it will need to retain a clear focus on the theme of this issue.

Authors:

Open to any interested author.

Call for Papers:

14 February, 2019

Timeline:

1. Please send an abstract of no more than one page, a short CV/profile (half page) and a list of publications to the editorial board via issue14@tvet-online.asia by 14 May, 2019

2. Please use the “form-abstract_tvet-online.docx” which you can find with other forms for download at http://www.tvet-online.asia/preview

3. Notification of abstract acceptance: 15 June, 2019

4. Submission of a full draft paper by 30 July, 2019

5. Notification of acceptance and peer review ends 30 September, 2019

6. Send the finalised and formatted paper by 30 November, 2019

7. Tentative publication date: 31 December, 2019

We look forward to receiving your contributions.

Margarita Pavlova, Yuk Kwan Ricky Ng, Shakil Rehman Sheikh and Mahyuddin Arsat

Download:

> the template for the article: template_TVETAsia_i13.doc240 KB 

> the form for the abstract form-abstract_tvet-online.docx

> the form to submit the authors profile profile 48.39 KB

> the full Call for Papers for Issue 13: CfP_Issue-13_TVETAsia.pdf