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This book analyzes the main drivers that are influencing the dramatic evolution of work in Asia and the Pacific and identifies the implications for education and training in the region. It also assesses how education and training philosophies, curricula, and pedagogy can be reshaped to produce workers with the skills required to meet the emerging demands of the Fourth Industrial Revolution.

Excerpt from publisher's website.

The chapters are as follows: Introductory overview: anticipating and preparing for emerging skills and jobs: issues, concerns and prospects / Brajesh Panth, Rupert Maclean (pages 1-10). Section one, 'Introduction', contains: The future of work: is this time different? / Carl Benedikt Frey (pages 13-15); Future implications of the Fourth Industrial Revolution on education and training / Paul Kim (pages 17-24); Quality education and economic empowerment / Eric Hanushek (pages 25-32); Human capital development in South Asia / Jong-Wha Lee (pages 33-39); Anticipating and preparing for the future: one example from higher education: the Singapore Management University (SMU) experience / Annie Koh (pages 41-46); Developing twenty-first-century skills for future jobs and societies / Andreas Schleicher (pages 47-55). Section two, 'Kindergarten to Grade 12 (K-12) reforms', contains: Boosting student learning: PISA for development / Yuri Belfali (pages 59-66); Essentials over peripherals: the CVIF dynamic learning program / Christopher C. Bernido, Maria Victoria Bernido (pages 67-76); Guiding kindergarten to Grade 12 students to mastery with next generation digital assessment / Satish Kumar (pages 77-82); Nongovernment organizations' role in providing quality school education in Pakistan: the experiences of CARE Foundation / Seema Aziz (pages 83-88); Kindergarten to Grade 12 reforms in Viet Nam / Ron Cammaert, Thi Phuoc Lai Nguyen, Sakiko Tanaka (Pages 89-97).

Section three, 'Transformational technical and vocational education and training (TVET)', contains: Philippine experience in dual training system / Andreas Dernbach (pages 101-108); Infrastructure and pedagogy innovation: a differentiating factor in TVET / Seng Hua Tan, Iris Seet (pages 109-115); Industry-led training and apprenticeships: the New Zealand model / Josh Williams (pages 117-123); Gram Tarang: skills development in priority sectors in India / Abhinav Madan (Pages 125-131); Challenges and opportunities for transforming skills development in Bangladesh: the case of the Skills for Employment Investment Program / Sunhwa Lee (pages 133-141); TVET system reform and development in the PRC / Asako Maruyama (pages 143-151). Section four, 'Higher education to promote higher level skills', contains: Higher education innovations: Hong Kong, China, the Republic of Korea, and Indonesia / Gerard Postiglione (pages 155-163); Collaborative innovation between Shenzhen municipal government and Tsinghua University / Feiyu Kang (pages 165-171); Regional approaches to improving education in the Pacific and the role of the University of the South Pacific / Chimi Thonden (pages 173-180); Stimulating entrepreneurship activity at SUNY Korea, from scratch / Chihmao Hsieh (pages 181-188). Section five, 'Transformational edtech', contains: An overview of innovations in online learning / Marito Garcia (pages 191-198); Bringing TVET up to speed: regional overview of ICT-enhanced practices in TVET / Margarita Pavlova (pages 199-206); Funzi uses the power of mobile to give everyone cost-effective access to quality learning / Aape Pohjavirta (pages 207-214); Udemy: blended and e-learning for transforming teaching and learning / Richard Qiu (pages 215-220); Mindtree's experience in global learning center / N. S. Parthasarathy (pages 221-228); Teacher professional development at scale in the Global South / Cher Ping Lim, Victoria Tinio, Matthew Smith, Ellen Wenting Zou, Justin Edward Modesto (pages 229-236); Coding as an essential skill in the twenty-first century / Raman Nambiar (pages 237-243).

Section six, 'Technology platforms for skills gaps bridging, career counseling, and guidance', contains: Empowering Filipino youth through technology and community / Henry Motte-Munoz (pages 247-254); Singapore's experience in analyzing the labor market using artificial intelligence and big data analytics / Gary Gan (pages 255-262); How technology affects jobs: a smarter future for skills, jobs, and growth in Asia / Sameer Khatiwada (pages 263-270); Skills development driven by labor market demand / Sang Hyon Lee (pages 271-277); Implications of Industry 4.0 on skills development / Steven McKee, Danny Gauch (pages 279-288). Section seven, 'Cross-sectoral collaboration for skills development', contains: Build4Skills, TVET, and infrastructure: an innovative initiative / Marion Edel (pages 291-296); STEAM Platform: transforming youth leadership for a smart circular economy / Lerwen Liu (pages 297-304); Human resource development and gender mainstreaming under ADB-funded technical and vocational education and training project in Tajikistan / Eiko Izawa (pages 305-312); European Training Foundation: sector and cross-sector cooperation / Cesare Onestini (pages 313-320); Developing a robust system for upskilling and reskilling the workforce: lessons from the SkillsFuture movement in Singapore / Michael Fung (pages 321-327); Conclusion and recommendations: implications and way forward / Brajesh Panth (pages 329-339). Show less

The creative industry is an important part of the cultural industry. To develop vigorously, a large number of knowledgeable and innovative art design professionals are required. However, the current output of art design majors of higher vocational education cannot meet the needs of Chinese manufacturing. Aiming at the characteristics of students majoring in art design of higher vocational education, the colleges have initially formed a certain framework and mode through exploration, research and practice - the 'multi-layer interactive modern apprenticeship', which can effectively promote the development of school-enterprise integration, guide the reform of curriculum settings and the updating of teaching content, and enrich the form of teaching organization. And then, the quality of talent training has been improved qualitatively, the problem of matching the supply and demand of art design majors of higher vocational education and modern cultural and creative industry has been alleviated to some extent, and the development of creative industry has played a certain role in boosting the demand for talents.

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The book focuses on comparative vocational education and training research, placing a special emphasis not only on theoretical development, but also on methodological approaches and on achieving excellent research outcomes. The introduction/opening chapter is: Comparative vocational education and training research: what purposes does it serve? / Karen Evans (pages 3-19). Part one, 'International comparative VET theories and methodologies', contains the following chapters: Beyond typologies: alternative ways of comparing VET systems / Martin Fischer (pages 23-41); A framework for the comparative study of institutional-employer partnerships in vocational education and training / Jim Hordern (pages 43-56); Tools and means to understand different TVET models in developing countries: an approach to the epistemological opening up of international TVET in development cooperation / Stefan Wolf (pages 57-78). Part two, 'Research results on international comparative VET', contains: The learning outcome approach to European VET policy tools: where are the arguments and the evidence? / Christopher Winch (pages 81-95); The Swiss PET system and similar programs in Germany and Austria / Antje Barabasch and Naomi Heller (pages 97-111); Competency-based education and training in Namibia: educational transfer as imitation / Michael Gessler and Susanne Peters (pages 113-130); Skill formation in cross-border contexts: the case of the trinational Upper Rhine region / Lukas Graf (Pages 131-147); Comparing the integration of technical vocational education and training (TVET) in systems of innovation: towards a new cultural political economy of skills? / Jan Peter Ganter de Otero (pages 149-162); Evaluating dual apprenticeship effects on youth employment: a focus on the mechanisms / Oscar Valiente, Aurora Lopez-Fogues, Hugo Ruentes and Rene Rosado (pages 163-180); Competency-based curriculum development in vocational education and training: an example of knowledge transfer from the Western world to India / Muthuveeran Ramasamy (pages 181-198); Transfer research as an element of comparative vocational education and training: an example of factors influencing the transfer of dual training approaches of German companies in China, India and Mexico / Kristina Wiemann and Matthias Pilz (pages 199-219); How decent is work in the automobile industry in Shanghai?: what does it mean for Chinese vocational education and training?: an analysis of shop floor jobs in the Shanghai automobile industry / Jun Li and Dongshu Li (pages 221-239).

Part three, 'Lessons learnt from comparative VET research in practice, contains the following chapters: Comparative methods in practice: using an iterative approach to explore aviation apprenticeships in England and Germany / Junmin Li, Ann Lahiff, Lorna Unwin and Matthias Pilz (pages 243-257); Reflections on typologies of comparison studies and the necessity of cultural-historical views illustrated by the analysis of the Swedish vocational education system from abroad / Franz Kaiser (pages 259-274); The value of ethnography and the comparative case study approach in VET research: exemplified by the project 'VET cultures in a European comparison' / Erika Gericke (pages 275-290); Undertaking comparative VET research in international teams: the example of exploring recruitment and training cultures in SMEs in Germany, Australia and the United States / Matthias Pilz, Roger Harris, Lea Zenner-Hoffkes and Christopher Zirkle (pages 291-309). The concluding chapter is: Comparison of VET approaches through history, with a particular focus on Africa / Kenneth King (pages 313-325). Show less

We develop a novel approach to study overeducation by extracting pre-match information from online recruitment platforms using word segmentation and dictionary building techniques, which can offer significant advantages over traditional survey-based approaches in objectiveness, timeliness, sample sizes, area coverage and richness of controls. We apply this method to China, which has experienced a 10-fold expansion of its higher education sector over the last two decades. We find that about half of online job-seekers in China are two or more years overeducated, resulting in 5.1 per cent pay penalty. However, the effect of overeducation on pay varies significantly by college quality, city type, and the match of college major with industry. Graduates in STEM (Science, Technology, Engineering and Mathematics) or LEM (Law, Economics and Management) from Key Universities are much less likely to be overeducated in the first place, and actually enjoy a significant pay premium even when they are in the situation.

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