Preview Issue 9

Jan 16, 2017 | Uncategorized

Call for Papers

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

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: 30th of January 2017



Open to any interested author.



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



> the template for the article doctemplate_TVETAsia_i9.doc240 KB

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

> the form to submit the authors profile docxprofile 48.39 KB

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


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