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Editorial Issue 23: International Research Cooperation on TVET

by Birgit Thomann, Friedrich Huebler, Songheang Ai, Thomas Schröder

In recent years, research on technical and vocational education and training (TVET) has become increasingly vital for developing TVET systems and is recognized by political stakeholders. However, challenges persist in building research capacities at universities and research institutes. Encouragingly, Southeast Asia has seen the establishment of several TVET research institutes like MyRIVET in Malaysia, the TVET Research Center at RMUTL in Thailand, and PUI TVET-RC at Universitas Pendidikan Indonesia, which support both national objectives and international cooperation in TVET research. The Thai-German TVET Conference on Research Cooperation in Southeast Asia, held from 25-26 September 2023 in Bangkok and organized under the BMBF-funded project “Progressing Work-based Learning in Thailand (ProWoThai)”, was pivotal in advancing international TVET research. The conference built on collaboration with the European Training Foundation, UNESCO-UNEVOC, and BIBB, strengthening research ties between Asia and Europe and providing a platform for TVET researchers, practitioners, industry representatives, and policymakers from Southeast Asia and beyond to share their insights on research cooperation.

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About TVET@Asia

TVET@Asia is an open content online journal for scientists and practitioners in the field of Technical and Vocational Education and Training (TVET) and Vocational Teacher Education (VTE) in the East and Southeast- Asian region.

Its main purpose is to provide access to peer reviewed papers and thus to enhance the dissemination of relevant content and the initiation of open discussions within the TVET community.

Learn more about TVET@Asia

Industry and Vocational School Collaboration: Preparing an Excellent and Industry-Needed Workforce

by Vina Dwiyanti, Dede Ridwan

Mismatch still occurs between vocational schools and industry, where vocational high schools/Sekolah Menengah Kejuruan (SMK) contribute to the highest unemployment rate compared to elementary school/Sekolah Dasar (SD), Junior High School/ Sekolah Menengah Pertama (SMP), Senior High School/Sekolah Menengah Atas (SMA) and University in Indonesia. This remains a challenging phenomenon, amidst national regulations mandating SMK to be educational institutions that prepare graduates for employment. This article aims to examine the appropriate learning patterns that synchronize the needs of industry with the implementation of learning in schools. The method used in writing this article is Systematic Literature Review (SLR), limiting sources to the past 10 years from nationally and internationally indexed journals. Industrial education with collaboration between industry and SMK is the solution in preparing graduates as a competitive and industry-relevant workforce. This pattern can be used to map industry needs by employing a realistic learning approach aligned with industry practices, considering the rapid and massive changes and shifts in the industry.

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International experiences in TVET training as a catalyst for cooperation in training – Insights from TVET Vietnam

by Xuan Tien Vo

Shortages in recruiting skilled workers have made many Foreign Direct Investment companies (FDI) in Vietnam engage with training at the workplace. Training on the job has become a highly effective solution in TVET Vietnam. It has, however, been considered an informal learning model concerning Vietnam TVET law, applied mostly in the logistics and engineering branches. Besides efforts from industry, TVET Vietnam has also received support from partner countries via foreign agencies such as JICA from Japan, KOICA from South Korea, GIZ (German development agency), and DIHK from Germany, which research on human resources and the impact of labour force quality on industry’s skills demand. This is in order to give advice concerning TVET policies or provide solutions for bridging gaps between TVET stakeholders, such as strengthening cooperation in training via the development of a dual training model or a tripartite model between vocational schools and enterprises as well as promoting TVET trainers and teachers’ training in order to upgrade their qualifications and acknowledge informal training.

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Exploring Effectiveness of Hands-on Activities of Technical Students in Cambodia

by Ravy Voeun, Songheang Ai | Issue 23, Startseite

This study explored the effective hands-on activities of technical education students in Cambodia. Specifically, it investigated key hands-on activities and the level of effective hands-on activities of 205 technical education students. This study used a quantitative method employing a cross-sectional survey design and a factor analysis approach with Principal Component Analysis (PCA). Descriptive statistics were used to examine the data acquired using SPSS version 25, which provided the frequency count and percentage of responses. Moreover, the level of effective hands-on activities of technical education students revealed a high level of proficiency in procedures and steps, creativity, skill incorporation, immediate application, and a moderate level of skill in competition. The results revealed that the effective hands-on activities of technical education students are multidimensional and explore five factors: proficiency in procedures and steps, creativity, skill incorporation, being skilled in competition, and immediate application.

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Developing the Tripartite Education System for the ASEAN Region: A comparative analysis of three variants of the School-in-Factory program at the Rajamangala University of Technology Lanna

by Patcharee Chaiyong, Tin Gangern, Artitchai Tanapeng, Niwat Moonpa, Siriphorn Schlattmann | Issue 23, Startseite

This study aims to further develop research on the Tripartite Education System (TES) for Thailand and the ASEAN region. The collaboration between governmental agencies, industries and education institutions (universities, technical colleges) in a Public-Private Partnership (PPP) has proven to be of benefit in achieving a workforce able to cope with the challenges of the labour market in an Industry 4.0 environment. However, there is still debate on how to organize the PPP specifically. This essay gives some insights into three variants of the Thai School-in-Factory (SiF) model implemented at the Rajamangala University of Technology Lanna, which will be called Collaboration A, Collaboration B and Collaboration C. The analyses are done by reviewing existing documents on the projects (such as Memorandums of Understanding), and the review will show similarities and differences in collaboration structure, elements and concepts, objectives, roles of educational institutes and industries, curriculum, and finally, criteria and processes for student selection.

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Inclusive education practices in TVET institutions in Botswana, South Africa and Thailand: A systematic review

by Tawanda Chinengundu, Jerald Hondonga | Issue 23, Startseite

This study collects data on inclusive education practices within Technical Vocational Education and Training (TVET) institutions across Botswana, South Africa, and Thailand. Utilising a systematic review methodology, the research examines international policies, government reports, and peer-reviewed journal articles relevant to inclusive education in the TVET sector. The objective is to present an overview of current practices, policies, and guidelines, assess the provision of inclusive facilities and amenities in these institutions, and identify the challenges encountered. Despite inclusive education policies in the three countries, the TVET sector continues to inadequately address the diverse inclusive needs of students and other stakeholders. TVET facilities in these nations remain systemically segregated, thereby excluding individuals with special needs. The literature indicates that effective inclusive practices depend more on the institutional implementation of inclusive processes than students’ abilities. The findings reveal gaps in both policy and practice, highlighting that many TVET teachers lack training in inclusive education pedagogies.

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Establishing an IoT-Vocational Learning Center: A project to investigate the benefits of emerging technologies

by Anekwong Yoddumnern

This study has three main goals: (1) to create a prototype Internet of Things (IoT) technology learning center that focuses on the community, (2) to design an IoT learning module, and (3) to establish a maintenance center. The development of the IoT learning center is an excellent example of how emerging technologies can revolutionize learning methods and enhance educational efficiency. The study covers both hardware and software and follows the structured ADDIE model for instructional design. It ends with a modern prototype for an open farming system that benefits local farmers and elderly residents in Chiang Rai province. The study uses an agile model to manage multiple stakeholders and meet time-sensitive deadlines. The project was carried out in collaboration with Chiang Rai Vocational College of Information Technology students, Chiang Rai Provincial Department of Education staff, and a community of elderly farmers. The system was designed for a private cloud-based server. The resulting smart device prototype facilitates wireless control of agricultural processes via a centralized unit, transmitting data to the cloud for monitoring through a dedicated mobile application.

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