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Spurred by technological advancements, demographic shifts and environmental and climate disruptions, fast-paced transformations are affecting how, where and when people work, impacting labour markets and shaping the future of work. This report provides an overview of how countries in the Asia-Pacific region are reacting to such changes with new or adapted strategies and policies. Based on a regional mapping of national planning and policy documents in ten [Association of South-East Asian Nations] ASEAN countries and their six main trading partners taken in response to three 'mega trends' of the future of work (technological change, demographic shifts and climate change), the report identifies the patterns in national policy-making and points to potential gaps in what would be needed to drive a 'human-centred agenda for the future of work'. Shortcomings are noted in countries that struggle to strengthen the institutions needed to deliver economic security, equal opportunity and social justice in the year to come. Yet the analysis found good practices as well. The report highlights examples of innovative policy actions in the countries that strive to promote decent work for persons of all ages while also seizing the opportunities of technological progress and promoting environmental sustainability.

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This report sheds light on promising lifelong learning practices in 11 countries in the Southeast Asia region. The report comprises three main sections: a reflection on lifelong learning in international and national documents, a collection of good practice drawn from the countries' national reports, and a set of common recommendations across these countries. It is hoped that these recommendations followed by guiding questions will stimulate policy dialogue in the region.

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This book deals with teacher training for vocational education and training. In individual chapters next to the positions of relevant international organizations, donors and development banks, it also covers selected countries in their ways of shaping of technical vocational education and training (TVET) and teacher training. The structure of the book aims at two objectives: (1) to outline positions of important stakeholders of the international TVET policies and international cooperation in TVET teacher training; and (2) to discuss the current status of TVET and teacher training in selected countries, from developing countries, and countries with emerging economies to industrialized countries. The book is meant to create a platform that supports a reference concept within international cooperation for the further development of TVET and teacher training up to a higher quality and performance.

Edited excerpt from publisher's website.

The chapters are as follows: Introduction / Frank Bunning, Georg Spottl and Harry Stolte; TVET teacher profile and standards for a Master's degree programme. Part I, 'Perspectives from internationally oriented institutions and organizations that pursue pre- and in-service education of TVET teachers', contains the following chapters: Qualified teaching and training staff as a key for implementation of sustainable TVET reforms / Marion Edel; Perspectives of ADB on the education and training of TVET teachers / Brajesh Panth, Lisa-Marie Kreibich, Per Borjegren and Fook Yen Chong; Promoting work-based learning for vocational teachers / Aurelien Kaske, Rodrigo Torres and Shinyoung Jeon; TVET teacher education and training in international and development cooperation / Paul Comyn; VET teachers and trainers' competence in creating inclusion and excellence: European policy agenda, approaches and challenges / Irene Psifidou and Slava Pevec Grm; Support for Europe's neighbours to improve the professional development of vocational teachers and trainers: the experience of the European Training Foundation / Julian Stanley; International framework for a Master's degree for the professionalisation of TVET teachers: potentials for international development cooperation / Frank Bunning and Ulrike Schmidt.

Part II, 'Case studies of selected countries that are in the process of developing TVET into an important pillar of education', contains: Training and professional development for VET teachers in Vietnam / Nguyen Quang Viet and Nguyen Thi Kim Chi; Teacher professional development: Institution-based Professional Development (IBPD) Centre Myanmar / Kyi Kyi Lwin; Indonesia TVET teacher training: policy and implementation to meet industry demands / Moh Sanni Mufti Alamsyah, Isma Widiaty, Dinn Wahyudin, M. Syaom Barliana, Yulia Rahmawati, Danny Meriawan, Pupung Purnawarman, Aim Abdulkarim, Johar Maknun and Edi Suryadi; TVET teacher education system in Mongolia / Sara Galbaatar; Pre-service TVET teacher education in Cambodia / Sesokunthideth Chrea and Sothy Yok; TVET teacher pre- and in-service training in the Kyrgyz Republic / Johann Schustereder. Part III, 'Case studies of countries that are already well-developed (countries in transition) and where TVET already plays a role as an important factor for the further development of those countries' society and industry', contains: The development of Malaysia TVET teacher training (TT-TVET) / Razali Hassan and Affero bin Ismail; TVET teachers training in Thailand / Siripan Choomnoom; Positioning TVET lecturer identities at the centre of TVET lecturer education and training in a post-COVID-19 context / Ronel Blom, James Keevy, Withfield Green, Michelle Mathey, Gerda Magnus and Sello Sethusha; Education and training of vocational education and training (VET) teachers in the Republic of Moldova / Oana Vodita, Ecaterina Ionascu-Cuciuc and Lilian Hincu; TVET teacher education and training in Bosnia and Herzegovina / Vesna Puratic.

Part IV, 'Case studies of industrialized countries where TVET as a system is already established, and is indispensable as pillar within the educational system, alongside general education institutions', contains: Development of competencies and qualifications of the VET teachers and trainers in Lithuania / Vidmantas Tutlys, Lina Vaitkute and Daiva Bukantaite; Past, present, and future of vocational training teacher system / Lee Jae-Cheol; TVET teacher training in transformation in China / Zhiqun Zhao and Pengfei Xue; A situation-based model for Swiss VPET teacher and trainers' education: main orientations and structure / Elena Boldrini and Emanuel Andreas Wuthrich; Initial training of vocational education faculty in Spain: higher quality, better skills / Miquel Angel Essomba, Montserrat Milan and Teresa Guixe; Australian TVET teacher training: once flourishing but now neglected / Erica Smith; Career and technical education in the United States / R. Adam Manley and Katherine Manley; Models of TVET teacher education in Germany and their potential to meet growing demands in TVET teacher education / Frank Bunning.

Individual chapters are available in VOCEDplus from TD/TNC 149.182 to TD/TNC 149.208. Show less

The paper provides an overview of the training and education systems, institutions and policy frameworks in the [Association of Southeast Asian Nations] ASEAN countries, including the extent of equity and inclusion (of women, youth, rural populations, etc.). And it presents a review of recent quantitative metrics in public and private investment in education and training as well as indicators related to staffing and capacity of teachers and trainers. In addition, the paper looks at the challenges confronting the education and training systems of ASEAN countries, such as the quality of education professionals, the relevance of curricula, links between industry and training systems (including labour market information and employment services, youth apprenticeships and on-the-job training) and lifelong learning. It also introduces the issue of skills certification and portability and mutual recognition arrangements.

Emerging skill requirements in ASEAN countries associated with deeper regional integration, structural change and new production patterns are highlighted, and the capacity of ASEAN countries to meet these emerging labour market demands domestically and within the region as production moves away from agriculture and into higher-value added industrial and services sectors is assessed. The analyzing was done with a gender perspective, looking at the extent that shifting skills requirements can foster better economic opportunities and prospects for women in ASEAN's labour market. The paper concludes that policy priorities that, if successfully implemented, can help ASEAN reach its goal of becoming a highly competitive economic region by harnessing its human resources. In addition to national policies, areas for regional cooperation among ASEAN countries that would help address the various gaps in human resources and national skills systems are singled out.

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The outbreak of the [Coronavirus Disease 2019] COVID-19 pandemic in 2020 has affected every facet of our lives. It had also an influence on the active networking in the East and Southeast Asian Cluster of the UNEVOC-Network, which was the norm in previous years. This instigated a search for ways to turn this into an opportunity to build the network using alternative means of communication. Korea Research Institute for Vocational Education and Training (KRIVET) worked with the member states and the member institutions within the East and Southeast Asian Cluster in order to collect their best practices on the national technical and vocational education and training (TVET) policies responding to COVID-19. This collection presents eight cases from six countries (Republic of Korea, Philippines, Myanmar, Viet Nam, Cambodia and Malaysia). The topics covered range from the national TVET policies responding to the pandemic to open and digital learning, migrant female workers, and TVET strategies to deal with youth unemployment.

Edited excerpts from publication.

The contents are as follows: Malaysia: strategies for promoting distance and digital learning / Affero Ismai, Noor Azah Samsudin, Razali Hassan, Lokman Hafiz Asary, Marina Sukor (pages 1-24); The Philippines: assisting communities, developing skills, and supporting the country's economic recovery / Rosanna A. Urdaneta, Christian Andrei C. Aguilar (pages 25-42); Myanmar: digital adaptation in learning (e-learning) with the effectiveness of students' digital skills at government technical institute (Insein) / Ei Phyo Wai (pages 43-64); Myanmar: TVET for youth employment in Myanmar during the COVID-19 pandemic and after / Maw Maw Tun, Pyae Kyaw Thu (pages 65-94); Cambodia: online TVET for employment in Cambodia / Khat Promsopheaktra (pages 95-112); Viet Nam: open vocational education and training for migrant women workers / Nguyen Quang Viet, Hung Nguyen Quang (pages 113-138); Republic of Korea: efforts to build K-OER ecosystem for distance learning in the Republic of Korea's higher education and TVET areas / Hwansun Yoon (pages 139-156); Republic of Korea: apprenticeships in Korea: an innovative approach to youth employment and skills development / Hanbyul Lee, Dongjin Park (pages 157-180). Show less

The purpose of this research is to examine and discuss the Industrial Revolution 4.0 [IR 4.0] implementation status in the [technical and vocational education and training] TVET system of the [Colombo Plan Staff College] CPSC member countries. The study was conducted in 16 CPSC member countries in Asia Pacific. A descriptive survey research design was used where both quantitative and qualitative methodologies were employed. Data collection methods included closed ended questionnaires. In order to analyze the qualitative data, the content analysis method is used to analyze the responses of respondents.

The findings of the study showed that 25 per cent of CPSC member countries have legal policy and framework documents to address the needs of IR 4.0. It is also revealed that 50 per cent of CPSC member countries are directly and indirectly developing new innovative curricula to address the needs of IR 4.0 for the labor market. The findings also identified that all countries are suggesting to build the capacity development programs for trainers as well as to establish new modern labs to address the needs of IR 4.0. The research also suggested that CPSC member countries have to invest strategically to develop innovative strategy towards IR 4.0 and focus on development of new training programs.

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Skills Recognition Arrangements (SRAs) are mechanisms where skills and knowledge of individuals are being assessed and certified for purposes of promotion, transfer of credit, flexible entry (multiple entry-exit), and workforce mobility. SRA is one approach to address the issue of equal access to education and work related opportunities of VTET [vocational technical education and training] studetns and skilled workers in the Southeast Asian Ministers of Education Organisation (SEAMEO) region, particularly in countries such as Cambodia, Lao PDR, Myanmar and Vietnam (known collectively as the CLMV countries), where SRAs have not been fully established and implemented. SRAs provide a national framework for job skills competentcies, alternative skills acquisition routes and skills certification. The system seeks to strengthen the capabilities of the workforce, enhance performance levels of companies and help increase the competitiveness of goods and services in the global market. In this connection, a research on 'Enhancing Skills Recognition Systems in the CLMV Countries' was undertaken to assist the CLMV countries to improve labour market flexibility to meet emerging needs of industry and promote mobility of skilled workers within and maybe outside the SEAMEO region. As derived from the findings of the said research study and the result of the validation workshop, it was recommended that priority attention should be given to the establishment/enhancement of the critical areas on SRA implementation in CLMV, such as governance, qualifications framework, quality assurance and collaboration/partnership.

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Green economy is defined based on six sectors. They are: (a) Renewable Energy (b) Green building (c) Clean transportation (d) Water management (e) Waste management and (f) Land management. Green economy is anchored on green energy generation in which the source of energy is from renewables instead of fossil fuel. Renewable energy reduces the environmental risks because it is emission-free. Along with this, Myanmar which is rich in natural resources is exploring programs to make the most of its natural wealth that is why it needs human resources who are skilled technocrats, researchers and engineers.

It is a fact that human resources development (HRD) is as important as capital investment for the economic development of a nation. Technical and Vocational Education and Training (TVET), in this aspect, plays an important role. For this reason, Myanmar is giving high priority to TVET for its sustainable human resource development. In particular, the Ministry of Science and Technology (MOST) and the Department of Technical and Vocational Education (DTVE) laid down many policies and principal objectives to achieve the sustainable development of TVET sectors.

The government's top priority is on strengthening, upgrading, expanding and opening new technological universities, colleges, institutes, technical training schools, and opening special training courses for the skilled workers and highly qualified human resources. Competency-based curricula, new courses and researches in line with the green economy are also introduced in TVET programs.

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This publication reports on the [education for sustainable development] ESD review-responsive and future-oriented program on ‘Reorienting TVET policy towards education for sustainable development’, jointly organized by the UNESCO-UNEVOC International Centre in Bonn, Germany, InWEnt - Capacity Building International, Germany and Colombo Plan Staff College for Technician Education in Manila, Philippines. Building on the results of the March 2009 ESD World Conference in Bonn, Germany, this international [technical and vocational education and training] TVET expert meeting aimed to be a catalyst to integrate sustainable development-focused objectives, themes, strategies and operating procedures into TVET policies, programs and practices. The aims and expected outcomes of this special program were: increased understanding of the importance of TVET for ESD in line with the goals of [Education for All] EFA; a set of lessons from leading practices in ESD; plans for further advancing TVET for ESD; and study visit of relevant institutions and industries in Germany. Moreover, the discussions focused on the following four-dimensional ESD concerns: (1) creative methods to expand awareness, meaning and scope of ESD through multistakeholder dialogue; (2) strategies for inclusion of non-formal and informal learning in the context of sustainable development; (3) means for incorporating ESD into TVET (including training of leaders in business and industry to form the values toward corporate social responsibility, etc.); and (4) ways for creating greater synergy and networking among representatives of [sustainable development] SD-related institutions of governance and learning. The contents are as follows: Preface; Introduction and summary; Keynote addresses - Major challenges in integrating substainable development in TVET / Shyamal Majumdar; TVET in ESD / Harry Stolte; VET for the second half of the United Nations Decade of Education for Sustainable Development / Naing Yee Mar; Innovative Practices in TVET for ESD: German experience / Klaus-Dieter Mertineit; Country presentations - Bagladesh / Razia Begum; Fiji / Alumeci Susu Tuisawau; India / Vijay P. Goel; Malaysia / Ani Asmah Tajul Ariffin; Maldives / Mariyam Noordeen; Mongolia / Tungalag Chimid; Myanmar / Theingi; Nepal / Devi Prasad Ghimire; Pakistan / Yousaf Kamal Malik; Philippines / Elmer K. Talavera; Papua New Guinea / Jayasundara. J. Banda; Sri Lanka / H. L. Obeyesekera; Thailand / Sirirak Ratchusanti; Country papers: Bangladesh: reorienting TVET policy towards education for sustainable development / Razia Begum; Fiji: reorienting TVET policy towards education for sustainable development / Alumeci Susu Tuisawau; India: technical and vocational education and training (TVET) system in India for sustainable development / Vijay P. Goel; Malaysia: innovative practices in TVET towards education for sustainable development: work-based learning diploma programmes at community colleges in Malaysia / Ani Asmah Tajul Ariffin; Maldives: innovative practices in TVET towards education for sustainable development / Mariyam Noordeen; Mongolia: reorienting TVET policy towards education for sustainable development / Tungalag Chimid; The Union of Myanmar: reorienting TVET policy towards education for sustainable development in Myanmar / Theingi; Pakistan: reorienting TVET policy towards education for sustainable development / Yousaf Kamal Malik; Philippines: TVET and sustainable development / Elmer K. Talavera; Papua New Guinea: reorienting TVET policy towards education for sustainable development for Papua New Guinea / Jayasundara J. Banda; Sri Lanka: innovative practices in TVET for education for sustainable development in Sri Lanka to suit the regional competitiveness / H. L. Obeyesekera; Thailand: innovative practice in TVET towards education for sustainable development in Thailand / Sirirak Ratchusanti; Annex. Show less

This report aims to establish a strong evidence base for planning a validation study of professional standards for teachers. It presents findings from a rapid 'snapshot' review of relevant research literature, to identify previous examples of validation studies, and extract lessons from these about worthwhile methods and considerations in research design. This review was originally conducted to inform the design of a validation study of the draft Myanmar Teacher Competency Standards Framework, but may also have wider relevance to other education systems pursuing similar standards-based reforms. This report presents findings from the literature review. It is divided into four sections: (1) What does 'validity' mean?; (2) How can validity be demonstrated?; (3) Validity and reliability; (4) Policy considerations. The report also includes two recent detailed case studies, from Vietnam and the Philippines.

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