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The burden of meeting the high expectations of various sectors from technical and vocational education and training (TVET) falls to a great extent on the shoulders of the technical/vocational trainers and instructors (TVTIs). On the assumption that TVTIs are indeed critical factors in the success of any TVET program, the primary objective of this study is to examine the existing job requirements and conditions of employment of TVTIs in five selected countries (India, Indonesia, Malaysia, Singapore, and Thailand) and the attitudes and perceptions of the TVTIs themselves towards the job and the conditions of their employment. In addition, this study also aims to identify areas of further research and investigation specifically with regard to the conditions of employment of TVTIs in relation to performance of TVET systems in various countries. Show less

Several countries, including Malaysia, have set a long term target of establishing a more educated workforce. This thrust on the massification of higher education has resulted in a new problem - graduate unemployment. The growing problem of graduate unemployment in Malaysia is widely debated in the media and blogs. The Higher Education Ministry, in its Graduate Tracer Study Report 2011, reported that 24 per cent of them have not found a job after six months of graduating. The employment scenario of the urban planning graduates has changed over the years from catering the needs of the public sector, to catering the needs of the private sector and to fulfilling the need of the One Stop Centre or the OSC. The advent of the liberalization of urban planning services challenges urban planning schools in Malaysia to produce planners not only to cater for local needs but also with the capability of exporting their skills and services internationally. Given the diverse scope of urban planning it is a paradox that graduates of urban planning should converge on the conventional urban planning organizations for employment. The paper will highlight some preliminary findings on the employment prospect of urban planning graduates in the immediate future and the possibility of diversifying employment opportunities of urban planning graduates.

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This report compares Australian vocational education and training (VET) qualifications in the subject areas of business and administration, tourism and hospitality, and information technology and telecommunications, with similar qualifications offered in the United States, the United Kingdom, Canada and Switzerland (tourism and hospitality only). The report also examines the standing of Australian VET in these subject areas in Malaysia and Thailand and compares this with the standing of VET qualifications offered by competitor countries. The research was undertaken by KPMG Consulting in 1999 and compared course documentation and conducted focus groups with Malaysian and Thai students studying VET in Australia and prospective students, education agents, employers and education authorities in Malaysia and Thailand. The research revealed that Australian VET had some unique advantages in the market in comparison with competitor countries, i.e. Australian qualifications are part of a national framework, Australian VET is perceived as more practical, and articulation from VET to higher education in Australia is relatively easy. The general perception of Malaysian and Thai students is that Australian VET is similar in quality to that offered by competitor countries. Australia was considered more accessible because of aspects of living and studying in Australia such as lower fees and living costs, the opportunity to work part-time while studying, and the close vicinity of Australia to their own countries. Show less

This publication is a collection of economy profiles on [information and communications technology] ICT and women entrepreneurs in 21 [Asia-Pacific Economic Cooperation] APEC economies. This report is designed to provide an overall view of the current status of the ICT sector and women entrepreneurship in each APEC member.

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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

Climate change and environmental degradation threaten sustainable economic development in many parts of the Asia-Pacific region including Malaysia. In this regard, the government of Malaysia has committed to reducing greenhouse gases (GHG). The transition to a green economy is progressing with the implementation of various environment and climate change related policies and measures to drive more environmentally sustainable economic growth in Malaysia. This structural change towards a greener and more sustainable economic growth path, will create demand for new green technologies, green skills and green jobs and will have implications on the employment and labour market dynamics in Malaysian economic sectors. It is important to ensure that any new jobs created for workers in these environment-related sectors and green sub-sectors are decent and sustainable and that existing decent work deficits are addressed.

This mapping study was conducted to estimate and identify green jobs in Malaysia. It has identified potential challenges to developing a greener economy with green jobs and decent work. The report provides ILO constituents with the information and statistical data necessary to assess the economic and employment impacts of a green development strategy and provides key information on the sectors which promote environmentally-friendly decent work (green jobs). It includes policy recommendations for the government and social partners to identify entry points for further green job creation that can drive a just transition towards a green economy. The study is part of the ILO’s effort to develop the research and analytical capacities of constituents in the Asia-Pacific region in regard to green jobs and green skills. The results are intended to provide a basis for further economic studies on the labour market and the development of green skills programs at the national level.

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This paper explores and classifies some of the most common policy options adopted by national, regional and local policy makers in the context of or prior to the [Coronavirus Disease 2019] COVID-19 pandemic to enable, encourage and make the most of teleworking. It also considers efforts to foster the attraction and retention of remote workers and entrepreneurs in particular places. The current crisis represents, among other things, a mass experiment in teleworking, unprecedented in size and scope. A shift towards large-scale, long-lasting teleworking would have profound implications for the geography of local employment. However, [small and medium enterprises] SMEs may be less equipped than larger firms to face this change. Public policy can play an important role in turning teleworking into an opportunity for all, to minimise the potential of widening pre-existing disparities between people, places and firms.

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This study seeks to identify the level of general competency of technical and vocational education and training (TVET) lecturers of construction technology civil engineering (CTCE) of vocational college using the standard model of competency requirement based on grade of lecturer and years of teaching experience. The data were analyzed using the SPSS Version 20.0 software, which involved descriptive statistical method, mean, and standard deviation. Data collection for the assessment phase involves construction technology lecturers from 45 vocational colleges in all the states in Peninsular Malaysia. The respondents of the study were 304 lecturers who taught CTCE courses in vocational colleges from 14 states, namely Johor, Sarawak, and Federal Territory (Kuala Lumpur and Labuan). Finding shows that the professional general competency level of TVET CTCE vocational college lecturers based on years of teaching experience is high with satisfactory interpretation. It also shows that the level of professional competency of TVET CTCE lecturer of vocational college based on grade of the post is high, whereas the level of entrepreneurship skill competency as a whole is at moderate level. There was a slight decrease in the proficiency level profile of the CTCE lecturer who had more than 15 years of experience compared with those with teaching experience of 15 years or less. There found positive relationships between the dimensions of professionalism and the generic skills. The findings of the study will help the Ministry of Education in particular public or private institutions of higher learning in preparing TVET lecturers to become specialized, highly skilled, competent, and efficient in civil engineering courses in the attempt to strengthen the teaching profession, especially in technical and vocational education, which is in line with the aspirations of the 21st-century education.

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Technical and vocational education and training (TVET) sub-sector reform in the Philippines, Malaysia, Mongolia and Myanmar is a priority in their national development agendas. Mismatching of skills with the labour market is a considerable obstacle in attempts to increase the employment rates. Therefore the TVET systems in each country must address quality training to meet labour market demands if employment is to improve. As well, each country is interested in entrepreneurship as a means to improve the economy and alleviate poverty. Each country's TVET system is discussed and the paper concludes that efforts in carrying out systematic research in improving TVET skills and enhancing entrepreneurship is needed.

The volume containing this paper is indexed at TD/TNC 100.801; individual papers may be found from TD/TNC 100.802 to TD/TNC 100.839. Show less

The outbreak of [Coronavirus Disease 2019] COVID-19 has led to a global lockdown, and universities have shifted to online learning. Despite the various efforts made by universities for students' online learning during the pandemic, not much has been identified about how students perceived online learning and how it affected their psychological well-being (PWB). This study examines the differences between male and female students' perceptions of online learning during the pandemic. A quantitative research design was used to measure the effect of PWB among students on online learning during the pandemic. The population consisted of first-year students in Technical and Vocational Education and Training (TVET) from Bachelor of Technology programs; hence, 127 respondents were sampled. A validated researcher-developed questionnaire was used to test the reliability of the study. The collected data were analyzed using descriptive statistics. Spearman Rho correlation and Mann-Whitney U were used to test the hypotheses at a p-value less than 0.05 level of significance. The findings revealed a PWB effect on students' perceptions of online learning. Meanwhile, there was no significant difference between genders affected by PWB in students' perceptions of online learning during the pandemic. Therefore, it is recommended to focus on one of the six elements of PWB regarding the perception of online learning among students.

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