Search Results

While Myanmar has implemented and completed several important education reforms in recent years, the Technical and Vocational Education and Training (TVET) sub-sector continues to face numerous serious challenges in ensuring the equitable and quality training that are demanded by the industry. In response to these challenges, the Department of Technical and Vocational Education and Training (DTVET) is implementing different reforms to strengthen and upgrade vocational teacher training in collaboration with different development partners and international organizations.

One of these response measures is developing a model for decentralizing TVET teacher training at TVET institutions in order to be able to provide professional development [PD] support immediately as well as to maximize efficiency. The DTVET's teacher training institution Technical Promotion Training Centre (TPTC-Baelin) plays a vital role for the professional leaders (PD leaders) in overseeing the PD mechanism and provides technical and operational leadership under the policy guidance of the DTVET. The Institution-Based Professional Development (IBPD) centre is designed to provide soft skills training for TVET teachers and to improve TVET institutions, e.g. capacities to respond to labour market demand. The plan is materializing with the budget support of European Union (EU).

This article examines the teacher professional development programme in Myanmar, including the role of teachers and their professional development requirements, the role and responsibilities of the current training institutions, the role of the IBPD centres and the challenges encountered during the implementation process. This study is based on the analysis of qualitative and quantitative data collected from the schools under the DTVET and the Ministry of Education (MoE). The article concludes that supporting TVET teachers in achieving their professional development goals through higher learning opportunities is of paramount importance and is an aspect of strengthening the vocational teacher training system and the TVET sector for the country.

Published abstract. Show less

The world's workforce presently gears towards a new era of knowledge and efficiency. This direction emphasizes the need for a technical vocational education and training (TVET) to generate a workforce that imbibes characteristics that can easily adopt to the demands of this rapidly changing environment. This encapsulates the necessity to develop training institutions and systems that focus on implementing high standards of quality in their respective operations. One aspect of quality TVET is the establishment of qualification frameworks and systems to formalize, regulate and ensure the success of learning outcomes in relation to their intended goal.

This publication is a product of the collective efforts of [Colombo Plan Staff College] CPSC country agencies and representatives who participated in the International Program on Sharing and Learning of National Vocational Qualifications Systems (NVQS) held in the Mirabel Resort in Dhulikel, Nepal from March 6 until 10, 2017. The compilation of country papers and presentations from Bangladesh, Bhutan, Fiji, Korea, Malaysia, Maldives, Myanmar, Nepal, Pakistan, Philippines, Sri Lanka and Thailand aim to serve as a reference material to the policy makers, academics, professionals and practitioners in their pursuits to understand the variety of qualification systems in the region.

Edited excerpts from publication.

The contents are as follows: Part one, 'The regional scenario of NVQs implementation', contains the following chapters: Concepts and benefits in establishing a national vocational qualifications framework / G. Kulanthaivel; Changing labor market demands and education priorities in the Asia-Pacific region and the trends towards the vocationalization of education / Ramhari Lamichhane; National vocational qualifications framework in Nepal: implementation issues and challenges / Pramod B. Shrestha; Best practices of TVET qualification framework in Republic of Korea / Man-Gon Park; The Philippine TVET qualification system: issues and concerns in the implementation of NVQF / Renato Sorolla. Part two, 'National vocational qualification systems of CPSC member countries', contains: Bangladesh / Md. Rezaul Karim; Bhutan / Rinchen Dorji; Fiji / Marika Raqona; Malaysia / Junainah Mohd Amin, Mohd Azian Husin; Maldives / Ali Riyaz; Myanmar / Thida Swe; Pakistan / Fayaz A. Soomro; Philippines / Belinda A. Labutong, Danilo C. Lachica; Sri Lanka / J. A. Ranjith; Thailand / Khansawat Hinthaow, Penjai Chaiwong. Show less

Severe economic depression and the difficulty in acquiring employment with an adequate income have significant impact on the social welfare of countries. This book argues that the need to provide ample educational opportunities is more imperative than ever, particularly in emerging economies. It presents literature on optimising the implementation of curriculum development and instructional design strategies for technical and vocational education. The book covers a range of topics, such as curriculum deficiency, teacher competencies, and accessible learning.

Edited excerpt from publisher's website.

The chapters are as follows: TVET in developing nations and human development / Ugochukwu Chinonso Okolie, Asfa M. Yasin; Rationale and challenges of technical vocational education and training in Uganda / James C. Okware, Willy Ngaka; The management training and development programme requirements of TVET school administrators in Brunei Darussalam / Marcelino C. Gapultos; Technological challenges in implementing TVET programmes in Nigeria / B. N. Ezekoye; Recent framework of TVET teacher education in a country on the path to reform: an analyses of Myanmar's critical challenges / Frank Bunning, Ulrike Schmidt; The TVET scenario and challenges faced by the SAARC nations: with a special focus on the Indian situation / Sumedha Tyagi; Current trends and issues in TVET in Bangladesh / Md. Shahadat Hossain Khan, Mahbub Hasan; K. M. Md. Golam Rabbani; A study of the problems faced by industrial training institutes (ITI) in India as perceived by different stakeholders / Usha Ajithkumar; Improving higher education efficiency with vocational training based on alternation / Walter Nuninger, Jean-Marie Chatelet; Skill space mission India 2025 / Y. P. Chawla, R. S. P. Singh; Quality TVET for matching needs of the industry / Jitendra Sharma; Quality concerns for success of vocational education programme / P. Veeraiah; Technical and vocational education and training: thriving in challenging times / Sandra L. Poirier, Mary Ann Remsen; Relevance of entrepreneurship in TVET / Charles O. Ogbaekirigwe, Ugochukwu Chinonso Okolie. Show less

This publication presents some of the papers presented at the 2021 East and Southeast Asia UNEVOC Network Consolidation Workshops. The theme of the 2021 workshops was 'For a new normal of TVET: innovation, equity, and respect. The main objectives of the workshops were to strengthen the network among the UNEVOC member centers in East and Southeast Asia by sharing recent [techical and vocational education and training] TVET policies, leaderships, and practices. The publication also includes the following paper from the Global HR 2021 Forum: 'Youth self-employment: what do we need to know/do?' by Chandra Shah. The theme of the GHR2021 was 'Digital transformation, ESG, and sustainable future', held as a hybrid forum from November 10-11, 2021 in Seoul, Korea.

Edited excerpts from publication.

Papers from the 2021 East and Southeast Asia UNEVOC Network Consolidation Workshop 1 are as follows: Innovation and digitization of technical and vocational education and training for effective delivery / Affero Ismail, Ida Aryanie Behrudin, Nurhanim Saadah Abdullah, Suhaizal Hashim, Azita Ali; Fostering technical and vocational education and training innovation under the perspective of artificial intelligence / Wenming Yang, Zhuoya Zhong; Gender equity and equality in technical and vocational education and training, Mongolia / Tsend-Ayush Sambuu; Internationalization of Thai technical and vocational education and training: a study on models and criteria / Rangsan Tehpmondhri.

Papers from the 2021 East and Southeast Asia UNEVOC Network Consolidation Workshop 2 are as follows: Ethical leadership: potential challenges and implications for the next generation of technical and vocational education and training leaders [keynote address] / Howard Gordon; Green skills development in vocational education in the People's Republic of China / Liu Yufeng; Implementation of skills development and professional development in technical and vocational education and training institutes under the Department of Technical and Vocational Education and Training / Pyae Kyaw Thu. Show less

Across the globe, [technical and vocational education and training] TVET is being positioned as strategic assets in innovation and economic competitiveness, and as problem-solvers for socio-economic issues affecting their countries and therefore there emerge the need for strategic partnerships between TVET Institutions/TVET Institution with industries that go beyond the traditional funding of discrete research projects. Therefore, it is implied to have sufficient ground to undertake the study on this important and vital issue in sixteen [Colombo Plan Staff College] CPSC member countries. The purpose of this research is to examine and discuss the status of Industry Institute Linkages in the TVET system of the CPSC member countries. The goal of Institution-industry collaborations is to fully capitalize on the potential of both parties while simultaneously satisfying the mission and objectives of each partner. Here, the quantitative and qualitative approaches were deployed to conduct the research by collecting the data from the primary, secondary and tertiary sources through closed ended questionnaires. In order to analyze the qualitative data, the content analyses method is used to analyze the responses.

Published abstract. Show less

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

This article focusses on the question how TVET-teachers' competency development can be supported through the implementation of a Mentoring Structure at a TVET school in a remote area in Myanmar. The school aims to perform the transformation from input-oriented education towards Work-Integrated Learning (WIL) with the aim of improving the school's labour-market-orientation.

A status analysis at school level brought up typical obstacles for teacher-training (lack of resources, e.g. time; lack of skills, e.g. information literacy) which hinder the transfer of new knowledge into real student-centered lessons. To close this transfer gap, a Mentoring Structure that embeds teacher training into a procreative surrounding was implemented throughout the TVET school. This Mentoring Structure consists of activities to foster WIL (e.g. Quality Management/5S, Total Productive Maintenance, Safety at work) and activities that raise a teaching network (e.g. Didactic Committee, Teacher Tandems). First experiences indicate that the Mentoring Structure is supportive concerning WIL and network synergies. Results also show that the Mentoring Structure has to integrate and conform to the existing top-down processes to be sustainable.

Published abstract. Show less

The Association of Southeast Asian Nations (ASEAN) is one of the largest economic communities in the world experiencing rapid and stable growth since 2000. The lack of a dequately skilled workers is a crucial bottleneck for sustained growth and keeping companies competitive in line with technological change. Technical and vocational education and training (TVET) is recognised as an important element in strategies to close prevailing skills gaps, yet in practice the school-based TVET systems of ASEAN member states (AMS) rarely meet expectations and TVET graduates fail to live up to the demands of business and industry. The potential of engaging business and industry representatives in planning and delivery of TVET has been widely recognised by AMS. Yet cooperation between business and industry and the education sector remains scarce.

The ASEAN Secretariat with support from the German government's Regional Cooperation Programme for TVET in ASEAN (RECOTVET) initiated a regional learning process among AMS. The objective was to identify challenges and solutions to strengthening business and industry cooperation in TVET. As a concrete step, a regional working group was launched. It was comprised of TVET champions from business and industry from all ten ASEAN member states with support from the ASEAN Secretariat and the Deutsche Gesellschaft fur Internationale Zusammenarbeit (GIZ). This publication puts forward the recommendations of the group across nine themes that are at the hears of the future ASEAN agenda for TVET: (1) enhancing the relevance and quality of TVET regulations and strategies; (2) establishing public-private models for skill standard development and assessments; (3) strengthening the leadership of business member organisations in TVET; (4) rebranding TVET; (5) mobilizing companies to engage in TVET; (6) ensuring sufficient funding for TVET; (7) improving the quality of training delivery; (8) deepening the collaboration of TVET schools with business and industry; and (9) intensifying research on TVET and future skills needs. Each recommendation outlines a specific activity or field of action that would either directly or indirectly strengthen the leadership of business and industry in TVET and ultimately contribute to improving the quality of TVET across the ASEAN region.

The agenda was presented to delegates of ASEAN member states at the 9th Regional Policy Dialogue on TVET in Bangkok, Thailand, in June 2019. To illustrate how the recommendations can be put into practice, case studies from ASEAN and beyond were presented and discussed by public and private sector stakeholder representatives [report available in VOCEDplus at TD/TNC 142.790].

Edited excerpts from publication. Show less