The world of work is characterized by a variety of changes, which go hand in hand with changing social and economic requirements (Beck 2010). As a result of an increasing shortage of skilled workers combined with demographic developments that have resulted in an aging population, young people with poor school-leaving qualifications or personal and social problems are now being accepted into vocational training programs in Germany (BMWT 2013; Becker & Allmer 2013). This means that teachers in vocational schools can no longer teach exclusively theoretical content; they must also develop learners’ social and personal skills. Yet such topics are rarely taught in university education or in training programs targeting TVET teaching staff.
Moving beyond talk-and-chalk-teaching – a holistic didactical approach to teacher training through trilateral cooperation between Germany, Indonesia and Myanmar
A highly qualified workforce is the key prerequisite for strengthening the international competitive economy. Based on long-standing and successful cooperation between Indonesia and Germany in the field of Technical and Vocational Education and Training (TVET), a trilateral cooperation in the field of further vocational teacher education with Myanmar has been established. Vocational teachers from Myanmar participate in selected occupational sectors in a work task-based and action-oriented training program, which is conducted by teacher trainers and instructors from Indonesia.
