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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.

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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

Most countries in Southeast Asia are now positioning technical and vocational education and training (TVET) in the mainstream of education system thus becoming a priority in their education agenda to support the socio-economic development of the nation (SEAMEO VOCTECH 2012). TVET teachers and instructors are still the pressing issue due to a lack of quality and quantity in most countries. Most TVET teachers are recruited from fresh graduates of vocational and technical colleges and universities, thus lacking industrial experiences. This paper focuses on issues around the preparation of TVET teachers based on a meta-analysis of nine country reports presented during [Southeast Asian Ministers of Education Organisation Regional Centre for Vocational and Technical Education's] SEAMEO VOCTECH's Expert Meeting in collaboration with UNESCO UNEVOC in Thailand in December 2012 and updated from the country reports of training participants during the fiscal year 2013/2014, and SEAMEO VOCTECH's sharing sessions with the 2014 Governing Board Meeting.

Based on these reports, this paper analyses common policies and practices, challenges, strategies and proposes some recommendations. The salient findings from Brunei on the current policies and practices include the effort for ensuring high quality teachers, enhancing teachers' professional standards and enhancing the image of teaching as a first choice profession. Indonesia is focusing on teacher certification programs by stressing the importance of qualification and teacher competency standards. Lao and Cambodia are focusing on raising their teachers' qualification to higher diploma and baccalaureate. Malaysia is addressing the complexity of various providers and perspectives by forming the Malaysian Qualifications Agency (MQA) and transforming teachers' competencies by including industrial experience and considering industry needs, creating policy guidelines to develop highly effective instructors, and promoting teacher capacity building program by introducing a training levy. Myanmar is introducing e-learning systems to teachers to further their education and training in accordance with National Qualification Framework (NQF) standards and proposed ASEAN Qualification Standards (AQF). Singapore Institute of Technical Education is training its own teachers using competency-based curriculum (CBC) and an authentic learning approach using TPCK model (Technological, Pedagogical, Content, Working Knowledge). Thailand is emphasizing the importance of education for sustainable development for TVET teachers, introducing problem-based learning (PBL) and using instructional media. Vietnam is highlighting the importance of upgrading teaching staff both pre- and in-service focusing on management, contents, curricula, teaching and assessment methods.

This paper also discusses some challenges and issues in TVET teacher education: inter alia the lack of industrial experience, attracting certain gender in the teaching force, linking with industry, and issues of standardization. Selected strategies are also discussed, including recommendations to enhance the quality and quantity of teachers by addressing issues of flexibility and mobility.

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During the worldwide disruption caused by the [Coronavirus Disease 2019 (COVID-19)] pandemic, policymakers and experts expressed ongoing concerns about [information and communication technology] ICT integration embedded into effective instruction. Most of the 11 [Southeast Asian Ministers of Education Organization] SEAMEO member countries [Cambodia, Brunei Darussalam, Indonesia, Lao PDR [People's Democratic Republic], Malaysia, Myanmar, Philippines, Singapore, Thailand, Timor Leste, and Vietnam] are developing countries with limited capacities in ICT application. This issue deserves greater attention, consideration and alignment. This study aims to assess ICT skills competency levels of technical education teachers. In response to this research objective, 5,704 technical education teachers from vocational-technical high schools in the 11 SEAMEO member countries were polled via a Google Forms questionnaire. The cross-sectional survey design utilised descriptive statistics and Harman's single factor test to analyse data. An independent sample t-test and one-way [analysis of variance] ANOVA were used to test hypotheses. The results found that technical education teachers are moderately proficient in Microsoft Excel but have good internet skills. The study points to the limitations of ICT skills and confirms the ongoing need for combined resources such as ICT infrastructure, outsourcing, and curriculum review.

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The country education profiles (CEPs) are a guide to the education systems of over 115 countries and their comparability with Australian qualifications. CEPs contain information about the structure and qualifications of all sectors of a country’s education system, including key points of comparison for assessment purposes i.e. quality indicators, and assessment guidelines for comparing qualifications from the overseas country with qualifications on the Australian Qualifications Framework (AQF). The CEPs are used to inform decisions for a wide variety of purposes including: admission to an educational institution such as a university; employment; migration; and registration with a professional or regulatory body. CEPs are widely used by education institutions, professional bodies, government departments, state and territory Overseas Qualifications Units (OQUs), migration agents, employers, and individuals both in Australia and overseas. The information provided is generally structured around three main sections: (1) Assessment guidelines: what the assessment guidelines mean (contains information that you need to know before using the assessment guidelines); assessment guidelines by sector and their respective institution list; and quality indicators; (2) List of institutions: consolidated list of recognised institutions for the CEP; links to the relevant assessment guidelines page; and where applicable, lists of institutional directories; and (3) Education system: description of the education system by sector, including: admission requirements, courses and qualifications, types of institutions, diagram of education system, grading systems, and teacher education.

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This chapter discussed [technical and vocational education and training] TVET teacher education in Myanmar on the threshold of the 21st century; a qualitative analysis of the present state of the art. Recent status of Myanmar's TVET system was highlighted and the chapter strongly maintained that qualified and motivated teachers and instructors are key for effective learning and are as well at the heart of TVET quality. The chapter provided a comprehensive problem scenario with regard to TVET teacher training; to mention a few, that there is a low awareness for the relevance of TVET in general and with respect to its potential to develop a country's skilled and semi-skilled workers. In comparison to university degrees, graduating from training courses at vocational institutions is not perceived as a valuable career option. Lastly, this chapter attempts to add to the collection of vocational education and training research by consulting a case in Myanmar – a country which currently possesses only a sparse amount of data in this field.

Published abstract.

The volume from which this chapter is taken is available in VOCEDplus at TD/TNC 136.740. Show less

A highly qualified workforce is the key prerequisite for strengthening the international competitive economy. Based on long-standing and successful cooperation between Indonesia and Germany in the field of technical and vocational education and training (TVET), a trilateral cooperation in the field of further vocational teacher education with Myanmar has been established. Vocational teachers from Myanmar participate in selected occupational sectors in a work task-based and action-oriented training program, which is conducted by teacher trainers and instructors from Indonesia. The program was commissioned by the German Ministry of Economic Cooperation and Development and implemented by the Deutsche Gesellschaft fur Internationale Zusammenarbeit (GIZ) in cooperation with the main partners, the Indonesian Ministry of Education and Culture and the Ministry of Science and Technology in Myanmar.

The following article describes the didactical approach, its underlying theoretical foundation and the subsequent didactical design, which was implemented. The challenge for the practical implementation was to address two groups: the vocational teacher trainers from Indonesia and the vocational teachers from Myanmar. Finally, selected findings, which are based on observations, interviews, document analysis, and discussions during the practical implementation of the program, are presented.

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Technical and vocational education and training (TVET) teacher training and the quality of TVET teachers' work are linked to relevant economic sectors. The availability of qualified personnel is highly dependent on a TVET system that takes into account the innovations, developments and qualification requirements of these sectors. For economic sectors as well as for employment, classification systems are normally used to structure and mark the main focus, strength and weakness of relevant areas. For employment systems, a corresponding qualification system with occupational standards and possibilities for education and career pathways are necessary components for future-oriented developments. Vocational disciplines help to align TVET with the relevant economic and employment sectors.

The definition of Regional TVET Teacher Standard for ASEAN (RTTS) based on vocational disciplines which are relevant to ASEAN Member States (AMS) describes a quality standard for TVET teachers. The guidelines help to reflect and understand the meaning of vocational disciplines for TVET teacher's competence profiles, for TVET teacher training, for the shaping of study programmes and for the orientation of TVET systems on economically relevant sectors. The second version of the RTTS in 2019 focusses on vocational disciplines as a bridge between relevant vocational sciences and pedagogical fields of actions for TVET teachers. It also achieves an actualization of the standards through a closer link to the changes in the world of work. At the same time, these instruments are adjusted to the internationally approved orientations.

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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