Partner Institutions
RAVTE: The Regional Association of Technical Education in Asia (RAVTE) was founded in March 2014 by fourteen universities in charge of vocational teacher training and vocational education research. RAVTE’s mission is to promote international vocational education and training cooperation and by emphasizing the importance of TVET in general and vocational teacher education (VTE) in particular at regional and national levels. RAVTE intends to support personnel development in order to enhance TVET quality and efficiency as well as fostering the ongoing integration activities and developments in East and Southeast Asian countries. Today, the association comprises of 26 universities from universities from Cambodia, China, Indonesia, Laos, Malaysia, the Philippines, Thailand, Singapore, Taiwan and Vietnam.
In its research and cooperation activities, RAVTE’s special focus lies on:
- work-based learning in TVET,
- public and private stakeholder engagement
- enhancing TVET in the context of Industry 4.0
- encouraging Green TVET in order to promote green skills and green jobs
Please click here for more information on RAVTE.
SEAMEO VOCTECH: The SEAMEO Regional Centre for Vocational and Technical Education and Training (SEAMEO VOCTECH) was established in Brunei Darussalam in 1990 as one of the centres within the Network of the Southeast Asian Ministers of Education Organisation (SEAMEO). SEAMEO VOCTECH aims at assisting SEAMEO member countries in identifying and overcoming common challenges in the field of technical and vocational education and training (TVET). It also works towards making its members’ TVET systems fit for Industry 4.0.
SEAMEO VOCTECH supports its members by offering SEAMEO training programmes in the following areas:
- Curriculum Design and Development
- Teaching, Learning and Assessment
- Information and Communications Technology
- Management
- Research
Please click here for more information on SEAMEO VOCTECH.
UNESCO Chair on TVET and Competence Development for the Future of Work at TU Dortmund University, Germany: In order to advance the further development and quality improvement of vocational education and training systems worldwide, the Chair promotes in particular the practice-oriented dialogue between science and politics. One focus of the Chair is, for example, the development of action- and reform-oriented approaches to improve TVET systems through policy recommendations and competence building at the operational level. Another research focus is the further development of vocational didactics and the quality improvement of the training of teaching staff. Furthermore, the chair focuses on the transfer of knowledge in the field of technical and vocational education and training on an international level, especially through cooperation with universities in East and Southeast Asia. Overall, the Chair supports the establishment of vocational education as an independent academic discipline. Through its activities, it contributes to the achievement of the global Sustainable Development Goals (SDGs) 4 (“Quality Education”) and 8 (“Decent Work and Economic Growth”), as well as to the implementation of the UNESCO Strategy for Vocational Education and Training TVET 2022-2029.
Please click here for more information on the UNESCO Chair at TU Dortmund University.
CPSC: The Colombo Plan Staff College for Technician Education (CPSC) is an Inter-Governmental Organization (IGO), which consistently addresses issues in technical and vocational education and training in the Asian and Pacific region. It was established in 1973 at the 23rd Consultative Committee Meeting of the Colombo Plan held in Wellington, New Zealand and its aim is to assist the member countries of the Colombo Plan in developing and enhancing their national TVET systems by applying a South-South cooperation approach. After being hosted in the Republic of Singapore, CPSC is located in Manila (Philippines) since 1987. CPSC has 26 member countries, who are supported in their aim of improving TVET quality through high-quality staff development and in-service training of TVET teachers and trainers and senior TVET staff. Among the CPSC’s main functions fall:
- Promotion, coordination and implementation of research and development activities in the field of TVET
- Advice and assistance for member countries in developing their TVET teacher education
- Provision of further education courses and training for senior TVET staff
- Organisation of conferences on various TVET topics
Please click here for more information on CPSC.
UNESCO Bangkok: The UNESCO Multisectoral Regional Office in Bangkok (UNESCO Bangkok) was established in 1961 as the UNESCO Asian Regional Office for Primary and Compulsory Education. It then became the UNESCO Principal Regional Office for Asia and the Pacific in 1987 and the UNESCO Asia and Pacific Regional Bureau for Education in 2000. Since 2023, it is the UNESCO Multisectoral Regional Office in Bangkok. UNESCO Bangkok represents UNESCO in the United Nations Regional Collaborative Platform in Asia and the Pacific, and it serves as the secretariat of the Learning and Education 2030+ Networking Group in Asia and the Pacific. Furthermore, UNESCO Bangkok hosts the Regional Office for Asia and the Pacific of the UNESCO Institute for Statistics (UIS) and the Intergovernmental Oceanographic Commission’s Sub-Commission for the Western Pacific (IOC/WESTPAC).
In line with UNESCO’s overall mission, UNESCO Bangkok supports the implementation of the Sustainable Development Goals (SDGs) and contributes to the building of peace, the eradication of poverty, sustainable development and intercultural dialogue through education, the sciences, culture, communication and information.
Please click here for more information on UNESCO Bangkok.
Here you will find more information on UNESCO Bangkok’s work in the Asian-Pacific region.
SEAMEO TED: SEAMEO TED (Centre for Technical Education Development) is one of the 26 SEAMEO centers, which is based in Phnom Penh of the Kingdom of Cambodia. It assists SEAMEO member countries in identifying technical education problems and finding alternative solutions for sustainable human resource development through technical education.
The establishment of SEAMEO TED is to support the SEAMEO priority area number 4 of the seven priorities (2015-2035), which is “Promoting technical and vocational education and training (TVET).” It was established by the Royal Government of Cambodia under sub-degree No 107 by the prime minister dated 27 June 2017. SEAMEO TED is under the umbrella of the Ministry of Education Youth and Sport (MoEYS) of Cambodia and SEAMEO Secretariat.
Guided by SEAMEO Priority No 4, SEAMEO TED is aware of the essential role of technical education in enhancing the capacities of people in Southeast Asia and addressing the increasing challenges brought about by the ever-changing education landscape, and the emergence of 4.0 Industrial Revolution.
Programs:
- Public relations and partnership
- Research and development
- Technical education and training.
Please click here for more information on SEAMEO TED.
Call for Papers:
Issue 28: Bridging the Skills Gap: Industry–TVET Partnerships for Workforce Readiness
TVET@Asia invites researchers, scholars, practitioners, and policymakers to contribute to a special issue focused on the theme of Bridging the Skills Gap: Industry–TVET Partnerships for Workforce Readiness.
Scope and Objective:
The rapid acceleration of digitalization, the transformative influence of artificial intelligence (AI) and robotics, the transition toward a green economy, and the volatility of global markets have created an urgent need for a workforce capable of adapting through continuous skill expansion and professional development. As industry requirements evolve more rapidly than traditional curricula, the synergy between Technical and Vocational Education and Training (TVET) and the industrial sector has become a strategic imperative. To ensure genuine workforce readiness, we must move beyond superficial cooperation toward deep, systemic partnerships.
Sustainable industry-TVET partnerships require alignment across multiple dimensions. At the institutional and legal level, public-private partnerships must be grounded in clear obligations and mutual requirements. Curricula must integrate the evolving competences demanded by industry, while teaching and learning methodologies should mirror actual workplace conditions. Furthermore, TVET institutions require the necessary infrastructure to support high-quality work-based learning, and educators must maintain an up-to-date understanding of industrial production processes to deliver industry-driven skills. Achieving these goals requires structured communication frameworks to facilitate continuous exchange between all stakeholders.
This issue aims to examine the various dimensions of industry-TVET partnerships in promoting workforce readiness. We invite original research papers, conceptual and theoretical works, policy-focused studies, and practical case analyses that investigate how established private-public partnerships can close the skills gap and enhance employability. Contributions may also provide critical reflections on policies, models, innovations, and the broader impact of these partnerships on learners, industries, and communities.
Potential areas of interest include, but are not limited to:
- Co-Curriculum Development: Strategies for agile curriculum design involving industry stakeholders to ensure alignment with real-world labor market needs.
- Work-Integrated Learning: Evaluation of dual-education systems, apprenticeships, and internship models that effectively transition students from classroom to workplace.
- Teacher & Trainer Professionalization: Models for "industry-to-classroom" knowledge transfer and the continuous upskilling of TVET instructors.
- Policy & Governance: Analysis of public-private partnership frameworks that incentivize industry investment in vocational education.
- Inclusive Readiness: Ensuring that TVET partnerships address equity, diversity, and the inclusion of marginalized groups in the modern workforce.
This issue is intended to serve as an important reference and knowledge platform for educators, industry stakeholders, researchers, and policymakers who are dedicated to strengthening TVET’s role in bridging skills gap and promoting work readiness.
Submission Guidelines:
Authors are invited to submit their original manuscripts following the guidelines provided by TVET@Asia Online Journal. All submissions will undergo a rigorous peer-review process to ensure the quality, relevance, and originality of the research. Manuscripts should be written in English and adhere to the journal's formatting and citation style.
Please note that the journal does not provide language editing or copyediting services. Authors are therefore responsible for ensuring that their manuscripts are written in clear and correct English prior to submission. Authors are encouraged to carefully check grammar, spelling, and language quality before submission and may consider using professional language editing services or AI-supported writing tools where appropriate.
We welcome submissions from any interested authors!
We look forward to receiving your contributions!
Please find below:
- the template for the article template_TVETAsia.docx
- the form for the abstract form-abstract_tvet-online.docx
Editors of Issue 28
These are the editors of our upcoming TVET@Asia issue:
Adeline Goh Yuen Sze (University of Brunei Darussalam)
Philipp Grollmann (TU Dortmund University)
Siriphorn Schlattmann (Rajamangala University of Technology Lanna)
Lee Ming Foong (Tun Hussein Onn University of Malaysia)
Become an Author
This Call for Papers is open to any interested author.
We invite scholars, scientists, curriculum developers, practitioners and teachers from the TVET community to contribute to the upcoming Issue 28 of TVET@Asia.
We look forward to receiving your contributions!
TIMELINE
Submit Your Abstract
by August 30th, 2026
To participate we ask you to send us the following documents:
- an abstract of no more than one page (please download this form),
- a short CV/profile (half page),
- a photograph of yourself, and
- a list of publications
Please submit your work via E-Mail:
Abstract Notification
by September 11th, 2026 you will be informed whether your abstract has been accepted.
Paper Submission
Please use this article template to submit your paper.
The full draft paper should be submitted until: October 20th, 2026.
Peer Review
Notification of acceptance and peer review feedback by November 27th, 2026.
Final Submission
Submission of the final, correctly-formatted paper by January 8th, 2027.
Publication
Tentative publication date: February 12th, 2027.
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Here you can subscribe to our newsletter! Through the newsletter we will inform you about new Calls for Papers, the publication of new issues of TVET@Asia as well as the latest publications and events in the field of Technical and Vocational Education and Training.
