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Issue 20: 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.

The first issue with the title “Collaboration in TVET”, edited by Joachim Dittrich, Agus Setiawan, Wang Jiping, and Jailani Md Yunos includes 9 articles from 13 authors, coming from 5 countries.

In addition, you can find the welcome-letter from the Board of Editors on the starting page www.tvet-online.asia.

We wish you an interesting reading and would appreciate any kind of feedback to feedback@tvet-online.asia

Thank you in advance!

Dual TVET systems, Employer Engagement and Modern Apprenticeship Schemes 

Editors:

Thomas Schröder (TU Dortmund University, Germany)

Zhao Zhiqun (Beijing Normal University, China)

Ramhari Lamichhane (Colombo Plan Staff College, Philippines)

Wahid Bin Razzaly (University Tun Hussein Onn Malaysia, Malaysia)

The development of Technical and Vocational Education and Training (TVET) systems in Asia and worldwide increasingly aims at strengthening the cooperation between the formal TVET system, which is often represented by state-run vocational schools and colleges, and employers, who provide work-based learning at the in-company workplace, which is sometimes enhanced through work-oriented learning in practical training centers. Hence, the Dual System acts as a kind of meta-concept for the practical implementation of a variety of practical and systemic related programs in the TVET sector such as the new apprenticeship program that gained attention in recent years. As a consequence many different kinds of dual systems were established across countries, which sometimes even differ within one country as it is the case in Germany for example.

The common ground is that dualized systems facilitate an improved transition from school to work from the learners´ perspective and an increased labor-market orientation from which the employers benefit. Learning and working are combined in one program, which includes more practice-oriented than traditional school-based learning settings and, therefore, provide a broader qualification than sole Skills Development programs that often mainly address the utilitarian interest of economy through short term trainings. 

Dualization of TVET systems is a trend that even has entered Higher Education where the number of offered dual study programs is steadily increasing. This variety of existing dualized approaches in TVET and in Higher Education is raising quality of work and, therefore, its attractiveness;despite the systemic obstacles that follow the decision to introduce and to enhance the dualization of TVET systems such as the involvement of multiple stakeholders. Stakeholder involvement on a broad basis creates broad societal acceptance and lays a basis for sustaining the development. Internationally, most TVET systems appear to be challenged by the question of how to enhance employer engagement. 

The Editors of this issue of TVET@Asia would like to invite authors to contribute to the international discussion about Dual TVET, the dualization of TVET or programs in Higher Education and enhancement of employer engagement, based on research findings, best-praxis examples, educational philosophies and policies. We suggest following guiding questions:

• What are national policies, success criteria and best-practice examples for the implementation and government of National Dual Systems on a national level? 
• What role and responsibilities do stakeholders have considering the state, employers, unions, TVET researchers in order to sustain developments in Dual TVET systems? 
• How has the implementation of “New Modern Apprenticeship programs” been conducted and how can the impact be estimated?
• How can Employer Engagement in Dual TVET and thus societal acceptance and awareness be enhanced?
• What didactical approaches and concepts are conducive for the implementation of Dual Systems?
• What are the subsequent crucial changes that need to be made in order to support dual TVET programs?

Due to the specific nature of this topic, we invite authors from Asia and beyond.

Deadline Abstract:31^st of January 2019 – New Deadline 15.02.2019!
Date of Publication: 30^th of June 2019

Authors:

Open to any interested author from Asia and beyond.

Timeline:

1.       Please send an abstract of no more than one page, a short CV/profile (half page) and a list of selected publications to the editorial board via issue13@tvet-online.asia by 15.12.2019
Please use “form-abstract_tvet-online.docx” which you find with other forms for download at http://www.tvet-online.asia/preview 

2.       Notification of abstract acceptance: February 10^th, 2019

3.       Submit a draft full paper by March 31^st, 2019;

4.       Notification of acceptance and peer review until April 30^th, 2019

5.       Send the finalised and formatted paper by Mai 31st, 2019;

6.       Tentative publication date: June 30^th, 2019

We look forward to receiving your contributions.

Sincerely yours,

Thomas Schröder, Zhao Zhiqun,  Ramhari Lamichhane, and Wahid Bin Razzaly

Editors, Issue 13

Editors of issue 13: issue13@tvet-online.asia

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

Technical Didactics as a theoretical basis for an effective practical implementation of TVET

Editors:
Martin Hartmann (TU Dresden University)
Diep Phuong Chi (Ho Chi Minh City University of Technology and Education)
Mustapha Ramlee (Sultan Idris University)
Bruri Triyono (Yogyakarta State University)

In order to enhance the quality of Technical and Vocational Education and Training (TVET), the training and improving pedagogical competences of vocational teachers play a significant role. In the Thanyaburi Statement 2013, the organizations including the Regional Cooperation Platform for Vocational Teacher Education and Training in Asia (RCP), the United Nations Educational Scientific and Cultural Organization – Asia and Pacific Bureau for Education (UNESCO Bangkok), the ASEAN University Network (AUN), the Columbo Plan Staff College for Technician Education (CPSC), the Southeast Asian Ministers of Education Organisation – Regional Center for Vocational and Technical Education and Training (SEAMEO VOCTECH) và the Rajamangala University of Technology Thanyaburi (RMUTT) determined, that

“TVET-system can only be adapted or improved via sufficiently educated, trained and skilled teachers who can fulfil their duties in personnel and organizational development […]. Vocational Teacher Education study programmes must embrace theoretical knowledge at an engineering and advanced technical level, practical vocational competences and cover a broad variety of teaching skills” (RMUTT et al. 2013; Schroeder 2017).

It can be noted, that besides expertise competences, vocational teachers have to acquire the pedagogical competences with didactical approaches, which are not only modern, innovative but also in line with special characteristics of the field of TVET. Technical didactics, therefore, is an important part within programmes of vocational teacher education (VTE). It provides the theoretical basics in regard to teaching objectives, contents, methods, designing of learning environment, media, strategies of assessment and evaluation in the field of technical training in general and of TVET in particular. It also discusses the strategies which teachers should carry out to help learners identify their profession as well as their role in profession, develop their complex competences to meet the requirements of profession revealed by result of job analysis.

We invite scholars, scientists, TVET teachers and practitioners in the field of TVET to share your researches or practice-based experiences related to technical didactics in TVET on the upcoming issue of TVET@Asia. You can address one or more of the following topics:

• Approaches and concepts of technical education in general;
• Innovative didactical concepts with respect to educational objectives, teaching contents, teaching methods, media, learning venues and strategies of assessment and evaluation in TVET;
• Didactical concepts for education and training of specific technical professions;
• Didactical concepts integrated with sustainability for new technical professions;
• The influences of modern technical didactics on developing curricula in TVET;
• Researches on didactics in the field of technical vocational teacher education;
• Locations, learning environment in regard to didactical functions and pedagogical strategies in accordance with the concept of action-oriented teaching as well as with result of working process analysis in order to develop the professional experience and competences of learners;
• The role and relation between teaching person, learners and teaching contents according to modern approaches of technical didactics;
• The improvement of management at school / university level and at national level to support the innovative didactical concepts;
• Effective practice examples of technical didactics in TVET.

Call for Papers: 31^th of July 2018

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 selected publications to the editorial board via issue12@tvet-online.asia by July 31^th, 2018;
   Please use “form-abstract_tvet-online.docx” which you find with other forms for download at http://www.tvet-online.asia/preview
2. Notification of abstract acceptance: August 10^th, 2018
3. Submit a draft full paper by September 30^th, 2018;
4. Notification of acceptance and peer review until October 31^st, 2018
5. Send the finalised and formatted paper by November 30^th, 2018;
6. Tentative publication date: December 31^st, 2018

We look forward to receiving your contributions.

Sincerely yours,
Martin Hartmann, Diep Phuong Chi, Mustafa Ramlee, and Bruri Triyono
Chief Editors, Issue 12

Editors of issue 12: issue12@tvet-online.asia

> the template for the article template_TVETAsia_i12.doc240 KB

> the form for the abstract form-abstract_tvet-online.docx 24.36 KB

> the form to submit the authors profile profile 48.39 KB

> the full Call for Papers for Issue 11: CfP_Issue-12_TVETAsia.pdf369.49 KB

Curriculum Development for TVET – Design of Work-Process Based Curricula

Editors:
Rolf Gennrich (International Senior Expert TVET-Asia)
Georg Spöttl (University of Bremen, Steinbeis-Transferzentrum InnoVET)
Bruri Triyono (Yogyakarta State University)
Mohd Yusoff Abu Bakar (National Youth Institute of Higher Skills Temerloh)

The increasing impact of digitalization, literally expressed by the buzzword “Industry 4.0”, is hinting towards the demand for new initiatives in curriculum development for TVET in the near future.

As a result of the decades-long discussions about approaches of curricula development for TVET completely different perspectives have emerged. Above all the discussion on academic subject matters for different courses, concepts, articulation, and contextualisation of curricula or standard-based curricula are in the focus of interest. Curricula approaches, however, can not only be closely linked to learning theories – such as the constructivist learning principles. Curricula approaches might also give an orientation along the established and rather formal classifications of curricula such as learner-centred curricula approaches, spiral curricula approaches, action-based learning approach etc. Furthermore, the design and the development of curricula – based on research – is an important issue for the establishment of suitable curriculum approaches that supports the development of quality in TVET and is matching the demands of the society and the labour market.

TVET systems are thus challenged to ensure the learner´s acquisition of relevant competences, assuring established standards, which are known and acknowledged in ASEAN countries and beyond. The continuous development of TVET systems would motivate decision makers and curriculum developers who are following five objectives:

1. to enhance educational standards,
2. to provide an easier access to learning in all phases of life,
3. to actualise the definition of basic skills and competences for the knowledge society,
4. to combine general education and TVET in order to introduce it to local environment, to ASEAN countries and to the world,
5. to propose a best possible use of resources.

In order to implement these objectives, the quality of the vocational educational systems has to be improved in a way that they train students for highly accepted competence levels which meet the demand of the labour market. While the idea of an ASEAN vocational educational policy has long been established, education and training in the individual countries is carried through based on highly different curricula structures, which can only be transferred with difficulties. Curricula determine the framework conditions of any learning organizations and the prerequisites for competence development. Curricula are supposed to determine the extent of the competences to be developed in terms of breadth, depth, flexibility, and adequacy for the labour market.

A review of literature on curriculum development, however, confirms that there is rather no theoretical or political discussion on the contents and the structure of the curricula as it has been the case in North America and Central Europe throughout the last century.

Nevertheless,

1. there are reflections on qualification and curriculum research and the corresponding specific interrelationship from the practitioners’ perspective and
2. there was an attempt to conceive approaches for curriculum development that consider not only the needs of the labour market but also the interests of the subjects in order to enable the learner in TVET systems to pursue an academic career.

Nowadays an analysis of approaches of curriculum development on an international level proves that the focus is on pragmatic curriculum development. The closer interrelationship between qualification research, competence development and curriculum research is discussed less explicitly but rather implicitly according to the motto: Both, qualification research and curriculum development are needed, but do not belong together. This raises the question whether they have to form a unity in the future.

We invite scholars, scientists, curriculum developers, practitioners and teachers from the TVET community to contribute to the upcoming issue #11 of TVET@Asia, addressing the issues and challenges being discussed apart from the topics below:

1. Theoretical approaches of curricula development based on qualification research, action research and others.
2. Work-process related curricula approaches to support TVET quality.
3. Curricula approaches and competence development in the context of Industry 4.0.
4. National curricula development processes, standards and their institutional background.
5. Design of curricula for certain courses or programmes (examples) in the context of Industry 4.0.
6. “Best practice” curricula approaches.
7. Curricula development based on experiential learning in industry.

Call for Papers: 30^th of January 2018

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 selected publications to the editorial board via issue11@tvet-online.asia by January 31^st, 2018;
   Please use “form-abstract_tvet-online.docx” which you find with other forms for download at http://www.tvet-online.asia/preview
2. Notification of abstract acceptance: February 10^th, 2018
3. Submit a draft full paper by March 30^st, 2018;
4. Notification of acceptance and peer review until April 30^th, 2018
5. Send the finalised and formatted paper by May 31^st, 2018;
6. Tentative publication date: June 30^th, 2018

We look forward to receiving your contributions.

Sincerely yours,
Rolf Gennrich, Georg Spöttl, Bruri Triyono, and Mohd Yusoff Abu Bakar
Chief Editors, Issue 11

Editors of issue 11: issue11@tvet-online.asia

> the template for the article template_TVETAsia_i11.doc240 KB

> the form for the abstract form-abstract_tvet-online.docx 24.36 KB

> the form to submit the authors profile profile 48.39 KB

> the full Call for Papers for Issue 11: CfP_Issue-11_TVETAsia.pdf369.49 KB

Informal Learning of Vocational Competences and Skills: Theoretical and practical perspectives

Editors:
Kumar Kothandaraman (Indian Institute of Management Bangalore)
Jun Li (Tongji University Shanghai)
Matthias Pilz (University of Cologne)

Formation of vocational competencies and skills is an important economic, political, and educational issue in many countries. Beside the formal TVET-system, informal learning takes place in many forms and has an important impact. In some countries, informal learning covers entirely the major part of vocational learning activities. In other countries, informal learning is being integrated into formal TVET-systems or being enriched by non-formal learning. Furthermore, the accreditation of prior experiential learning (APEL) and validation of informal leaning is a field of continuous development, especially for highly formal TVET-systems and in Higher Education.

While “Formal learning takes place in education and training institutions, leading to recognized diplomas and qualifications […] Informal learning is a natural accompaniment to everyday life. Unlike formal and non-formal learning, informal learning is not necessarily intentional learning and so may well not be recognized even by individuals themselves as contributing to their knowledge and skills” UNESCO (2012).

It is striking that even though informal learning is so important the number of researchers in the field is quite small, especially when it comes to country specific approaches in Asia. We do not know a lot about how learning takes place in different working situations, long-term results, or how learning conditions and surroundings influences informal learning in private life, the local labor market, and the national economy in Asian countries.  In addition, the interaction between the formal education system and the procedures of informal learning is widely unknown.

This call is inviting contributions covering a wide range of topics on informal learning of vocational competences and skills, focusing on but not limited to the following themes:

• status quo reflections of informal learning in Asian countries
• theoretical approaches on informal learning
• empirical studies on informal learning in working life conditions
• comparative studies of informal learning in different Asian countries
• approaches and practical implications of validation and accreditation of prior learning experiences (APEL)

We invite scholars, scientists, practitioners and TVET teachers in TVET to contribute to the upcoming issue #10 of TVET@Asia, addressing the questions being discussed and the topics above.

Call for Papers: 30^th of June 2017

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 selected publications to the editorial board via issue10@tvet-online.asia by June 30^th, 2017;
   Please use “form-abstract_tvet-online.docx” which you find with other forms for download at http://www.tvet-online.asia/preview
2. Notification of abstract acceptance: July 10^th, 2017
3. Submit a draft full paper by September 30^th, 2017;
4. Notification of acceptance and peer review until October 31^st, 2017
5. Send the finalised and formatted paper by November 30^th, 2017;
6. Tentative publication date: December 31^st, 2017

We look forward to receiving your contributions.

Sincerely yours,
Kumar Kothandaraman, Li Jun, and Matthias Pilz
Chief Editors, Issue 10

Editors of issue 10: issue10@tvet-online.asia

Literature:

UNESCO (2012). UNESCO guidelines for the Recognition, Validation and Accreditation of the Outcomes of Non-formal and Informal Learning. Hamburg: UNESCO Institute for Lifelong Learning, 9.

> the template for the article template_TVETAsia_i10.doc240 KB

> the form for the abstract form-abstract_tvet-online.docx 24.36 KB

> the form to submit the authors profile profile 48.39 KB

> the full Call for Papers for Issue 10: CfP_Issue-10_TVETAsia.pdf369.49 KB

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

Editors:
Tutin Aryanti (Universitas Pendidikan Indonesia)
Ade Gafar Abdullah (Universitas Pendidikan Indonesia)
Ana (Universitas Pendidikan Indonesia)
Sven Schulte (Technical University of Dortmund)

ASEAN gradually develops into an economically more dynamic and competitive region. Accordingly, Technical and Vocational Education and Training (TVET) will have to further develop its functionality, its systems, and its didactical concepts. TVET aims to prepare learners for a labour market and society that is rapidly changing. It is widely acknowledged that the involvement of industry in TVET leads to advanced quality of TVET programmes. This in turn is directly related to the requirements of the labour market and a specific workplace. Furthermore, modern 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. In their various forms they exist in TVET institutions, business organizations, and universities. Each of these must be involved in vocational teacher education and in research on vocational education, if vocational education is to be established as a scientific discipline. 

It is inevitable that TVET systems in Southeast Asia and worldwide have to undertake efforts to adapt national and regional requirements in terms of harmonization and regionalization. Furthermore, the cooperation of the formal TVET-systems and companies is a political objective of high priority. WIL obviously contributes to more praxis- and labour market orientation and emerged a few years ago as a didactical trend in Southeast Asia, even to its utilization in higher education institutions. Action-oriented research conducted by universities in cooperation with vocational schools and companies should support continuous development and provide recommendations for national policies. Several questions emerge with respect to the issue of enhancement of work-integrated learning. The following list of questions illustrates issues discussed at recent conferences and within the TVET community with respect to policies, research and practical implementation.

• How can the cooperation of TVET Institutions, Companies and Universities be strengthened and aligned?
• What approaches of WIL currently exist and what learning concepts are included?
• How can WIL be regionally standardized and harmonized?
• What research can be undertaken in the field of WIL and can the results be framed in national policies?
• What policies do exist and how are they implemented?
• What learning approaches, curricula and standards exist for WIL and how were they developed?
• How can social and cultural specifics be respected through WIL?
• How are inclusion and sustainability addressed in WIL-concepts?
• What best-practices are implemented and what problems have been encountered?
• How is WIL integrated in concepts of vocational teacher education?
• How do universities include WIL in research projects?
• What methods are available to evaluate and assess the effectiveness and outcome of WIL?

We invite scholars, scientists, practitioners and TVET teachers in TVET to contribute to the upcoming issue #9 of TVET@Asia, addressing the questions being discussed and the topics below:

1. Development and implementation of standards and curricula for enhancement of WIL
2. Educational objectives, methodical and didactical concepts of WIL
3. Enhancement of cooperation of learning venues through WIL
4. Best-Practice-Examples of practical implementation of WIL
5. The changing role of teaching personnel (vocational teacher and in-company trainer) in WIL
6. Innovative concepts of assessment for WIL
7. WIL as a bridge between formal and informal learning through validation of competences and accreditation of prior learning experiences
8. Regional and national approaches and policies for an enhancement of WIL

Call for Papers: 30^th of January 2017

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 selected publications to the editorial board via issue9@tvet-online.asia by January 30^th, 2017;
   Please use “form-abstract_tvet-online.docx” which you find with other forms for download at http://www.tvet-online.asia/preview
2. Notification of abstract acceptance: February 10^th, 2017
3. Submit a draft full paper by March 31^st, 2017;
4. Notification of acceptance and peer review until April 30^th, 2017
5. Send the finalised and formatted paper by Mai 31^st, 2017;
6. Tentative publication date: June 30^th, 2017

We look forward to receiving your contributions.

Sincerely yours,
Tutin Aryanti, Ade Gafar Abdullah, Ana, and Sven Schulte
Chief Editors, Issue 9

Editors of issue 9: issue9@tvet-online.asia

> the template for the article template_TVETAsia_i9.doc240 KB

> the form for the abstract form-abstract_tvet-online.docx24.36 KB

> the form to submit the authors profile profile 48.39 KB

> the full Call for Papers for Issue 9: CfP_Issue-9_TVETAsia.pdf369.49 KB

Title: TVET Quality Improvement Initiatives in the wake of ASEAN Economic Community 2015

Editors:
Paryono Paryono (SEAMEO VOCTECH)
Georg Spöttl (Bremen University)
Thomas Schröder (Technical University of Dortmund)
Adeline Goh (Universiti Brunei Darussalam)

Year 2015 marks the beginning of ASEAN Economic Community in which TVET needs to readjust itself to the demand of both national and regional levels. Relevant issues such as emerging TVET programmes, readjustment of curriculum contents, quality assurance, labour market information, recognition of qualification across country and region, and sustainability are some that need special attention. 

For this TVET@Asia Issue 8, SEAMEO VOCTECH would like to invite contributors who would write a research paper or reflection paper based on TVET policies and practices that can enlighten our understanding about the issues stated above that eventually will equip the readers with meaningful understanding and readiness to contribute to the development of TVET in the region in response to ASEAN integration.

Suggested paper topics that can be relevant for this issue are the followings:

• TVET quality improvement initiatives,
• Regionalization and harmonization of TVET,
• Curriculum improvement that consider new contents relevant for widening the geographical market demands of TVET,
• Strengthening the roles of private sectors in TVET, and
• Integrating sustainability in TVET policy and practices.

Call for Papers: 30^th of August 2016

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 issue8@tvet-online.asia by August 30^th, 2016;
   Please use “form-abstract_tvet-online.docx” which you find with other forms for download at http://www.tvet-online.asia/preview
2. Submit a draft by October 10^th, 2016;
3. Send the finalised paper by November 15^th, 2016;
4. Tentative publication date: December 2016

Thank you very much for your contribution.

Sincerely yours,
Paryono Paryono, Georg Spöttl, Thomas Schroeder, and Adeline Goh

Chief Editors, Issue 8

Email: paryono@voctech.edu.bn
Editors of issue 8: issue8@tvet-online.asia

> the template for the article template_TVETAsia_i8.doc189 KB

> the form for the abstract form-abstract_tvet-online.docx24.36 KB

> the form to submit the authors profile profile 48.39 KB

> the full Call for Papers for Issue 8: CfP_Issue-8_TVETAsia.pdf369.49 KB

Title:
Quality Assurance as Basis of Trust and Labour Market Relevance of TVET Qualifications

Editors:
TBC (UNESCO Bangkok)
Andrea Bateman (Independent consultant)
Mike Coles (Independent consultant)
Anne Busian (TU Dortmund University)

As Asia moves towards greater socio-economic integration, mutual recognition of qualifications and their quality assurance is becoming ever more 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. In that context, exploring quality assurance in Asia is a timely endeavour.

UNESCO Bangkok is therefore inviting authors interested to contribute to the 7^th issue of TVET@Asia (www.tvet-online.asia), an online TVET journal. The articles (10-15 pages) can be research-, practice- or policy-based and address one or more of the following themes related to quality assurance of TVET qualifications at national level:

• Evolution of quality assurance development in TVET;
• Policies, institutional arrangements and legislation related to quality assurance of TVET qualifications;
• Assessment that underpins qualification arrangements of learners and providers in TVET;
• Employer, employee and civil society organisations involvement in assuring the quality of TVET qualifications;
• Capacity development to support quality assurance of TVET qualification;
• Funding quality assurance of TVET qualifications;
• Quality assurance as a way to increase labour market relevance of TVET qualifications.

Authors:
Open to any interested author.

Copyright and Charges: 

TVET@Asia will publish the submission under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License, copyright stays with the authors.

This journal does not charge article processing or submission charges.

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 issue7@tvet-online.asia by February 29^th, 2016;
   Please use “form-abstract_tvet-online.docx” which you find with other forms for download at http://www.tvet-online.asia/preview
2. Submit a draft by March 31^st, 2016.
3. Your draft will be reviewed by a peer and sent back as soon as possible.
4. Send the finalised paper by May 15^th, 2016.
5. Tentative publication date: end of June/beginning of July 2016

Thank you very much for your contribution.

Sincerely yours,
TBC, Andrea Bateman, Mike Coles, Anne Busian
Chief Editors, Issue 7

Email:  ap.tvet@unesco.org
Editors of issue 7: issue7@tvet-online.asia

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