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This paper is about a case study of school-enterprise cooperation through which vocational school established partnership with suppliers by purchasing their facilities, and exploited and practiced project teaching by both parties working together in developing new products. Students learned through a real work process within the school education system, acquired competence and gained relevant experiences. Besides, teachers' professional competency was developed in the meantime enterprises made profits.

Published abstract.

The volume from which this paper is taken is available in VOCEDplus at TD/TNC 100.484. Show less

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 2018 World Congress was organized by TAFE Directors Australia with the support of the Victorian TAFE Association and students and faculty of Melbourne's TAFEs. The three-day World Congress was one of Australia's largest gatherings of education and skills leaders, with almost 140 speakers and 44 concurrent sessions, under the theme of Preparing for the Skills Future, Now. Speakers and presenters explored the changing nature of work with particular focus on the impact of advances in technologies and automation on [professional and technical education and training] PTET. The World Congress focussed on solutions to these challenges and provided an opportunity for international delegates to look at their own PTET systems from the outside and compare their readiness to that of other countries.

Excerpts from the WFCP website.

See the attached 'List of presentations' for the titles of the papers presented at this conference. Show less

A model describing the development of curriculum and coursework for dual certification programs in two-year postsecondary vocational education institutions throughout China is described. Dual certification programs allow students to obtain an academic diploma and a national vocational qualification certificate concurrently. Chinese educators and political leaders have engaged critical stakeholders in a three-stage process to develop relevant curriculum and coursework in areas of demonstrated need within local or regional business and industry. The workflow for course development contains multiple quality control aspects designed to ensure that courses address programs goals and, ultimately, prepare participants to meet emerging workplace needs, both academic and vocational.

Published abstract. Show less

Higher education has become more globalized over the last three decades. The number of international students has increased fourfold in a generation and international research collaborations have doubled over the last decade. This book draws on the expertise of academic researchers, policy makers and educational practitioners to address the changing patterns of competition and provision, in international higher education. Topics addressed range from policy, provision, teaching, research, business engagement and regional perspectives of higher education.

The contents are as follows: Introduction and overview / Christine T. Ennew and David Greenaway. Part one, ‘Context and competition’: National reforms and international ambitions / Sir Alan Langlands; Global tunes and national melodies: being global and sounding local / David Eastwood; Dynamics of East Asian higher education / Simon Marginson. Part two, ‘Changing patterns of provision’: Internationalization of higher education: a few global trends and regional perspectives / Eva Egron-Polak; Around the world in 80 ways: routes to internationalization in higher education / Christine T. Ennew; Global challenges: their impact on research and training / John Wood; Internationalization and idea of a university: the meaning of liberal education in the era of globalization / Philip Nolan; The importance and mutual benefit of vibrant relationships between industry and academia / Neil Morris. Part three, ‘Regional perspectives’: The higher educational transformation of China and its global implications / Yao Amber Li, John Whalley, Shunming Zhang and Xiliang Zhao; An ever-closer union?: the role of ‘Brussels’ in shaping European higher education / Bernd Wachter; Indian higher education / Devesh Kapur; The origins, challenges and future direction of transnational education in Malaysia / Christopher Hill. Show less

This book contributes to the debate over the relationship between education, innovation, work and the workforce. The acute concerns around rising unemployment in a global recession have sharpened focus on how we prepare young people for the rapidly changing world of work. The book highlights 15 case studies from around the world. It is hoped that together they may inspire wider adoption of their innovative practices.

Edited excerpts from publication. Show less

Massive vocationalisation of secondary school in China has been aimed to improve transition from school to work and further studies. However, effective realization of this policy depends on the quality of the proposed vocational pathway. In China, school-enterprise cooperation is considered as a key quality factor for the development of vocational education system. This paper reports on the study of 'modern apprenticeship'. The results demonstrate that 'modern apprenticeship' is an effective institutional arrangement for integrating the process of learning and work, and providing effective mechanism for participants to share the cost and benefits of vocational education. Modern apprenticeship can be an effective transfer pathway to solve problems of school-enterprise cooperation, to meet the needs of the economy and society's development.

Published abstract. Show less

This report has been prepared for the International Finance Corporation of the World Bank. The purpose of the International Finance Corporation China Technical and Vocational Education and Training (TVET) project is to explore issues in four regions of the world, including China and Australia, in relation to TVET best practice. The project will make recommendations to the Ministry of Finance in China as to how the Chinese TVET system can move closer to these characteristics in order to meet the standards of world's best practice. The process has involved researching the case studies of China and Australia, as well as two industry case studies in both China and Australia. The two Chinese case studies examine the automotive industry in Chongqing specifically and the power industry from a national perspective. The two Australian case studies examine the automotive manufacturing industry and the finance and securities industry. This report consists of an introduction to the International Finance Corporation China TVET project and the methodology used to undertake the research. The second and third sections of the report review TVET in Australia and China respectively. Each section outlines the history and context of that country, the structures currently in place, the current status of TVET and an analysis of how the TVET system can be compared with the International Finance Corporation best practice characteristics for TVET. In section four, the focus is on the automotive industry in Chongqing with a spotlight on Chongqing Industry Polytechnic College. This section also includes a comparative example: Beihai Automotive School, established on the grounds of Weifang University in partnership with a Canadian enterprise, drawing on educational material from private educational providers in North America. Section five looks at the power industry in China. The section includes a spotlight on Jiangxi Province and outlines the relationships between the Jiangxi Electric Power Corporation, Jiangxi Electric Vocational and Technical College and Jiangxi Mechanic Electric College. Each of these case studies has been reviewed and compared with the International Finance Corporation best practice characteristics. The industry case studies end with a section called 'Observations and conclusions' for consideration by those with an interest in the findings of this report. Section six focuses on the automotive industry in Australia. The section outlines some of the key issues and influences on training in Australia and then more specifically in the state of Victoria. The example of the Toyota motor company provides a specific focus for examining training issues and approaches in a manufacturing enterprise. The case study demonstrates how the national training system, including the Australian Qualifications Framework, the Australian Quality Framework and training packages work together to support Toyota's role as a registered training organisation. In section seven, the report explores the financial services industry in Australia. This case study demonstrates how Finsia, a not for profit organisation funded from member subscriptions, has been able to work with the national training system to deliver nationally accredited programs that are consistent with the national financial services regulatory framework for the industry. Finally, the epilogue makes some overall comments concerning Australia's involvement with China in relation to educational services.

Excerpts from published executive summary reprinted by permission of the copyright owner. Show less

Coordination mechanisms between technical and vocational education and training (TVET) and enterprises in different economic sectors are eminently important for the relevance of TVET to both employers and job seekers. Such mechanisms, linkages and ‘bridges’ between training providers and companies cannot follow one uniform design or format under different economic, social and cultural circumstances. In addition, there are a multitude of stakeholders in training, with varying and sometimes conflicting interests, objectives and priorities; and these stakeholders are not the same in every country. In 2007, the Vietnamese General Directorate for Vocational Training (GDVT) organized a workshop in order to establish closer links between training providers and companies in the various sectors of the Vietnamese economy. One of the leading ideas was to scrutinize the Vietnamese experiences and examine them against those in neighbouring countries which have some cultural features in common with Vietnam: Thailand, the Peoples’ Republic of China and the Republic of Korea. In addition, experts from a country well-reputed for linking company- and school-based TVET, namely Germany, were invited, which enabled the participants of the workshop to take part in a captivating dialogue between different cultures about the varying approaches and the solutions found in the Asian and European contexts. This offered food for thought about what TVET in Vietnam might ideally look like.

Published summary from UNESCO-UNEVOC website.

The chapters are as follows: The situation of vocational training and the linkage between vocational training and enterprises in Vietnam / Mac Van Tien; Forging strategic partnerships between stakeholders in TVET: implications for the Vietnamese vocational education and training system / Frank Bunning and Alexander Schnarr; High quality labour force for industrial parks: a challenge for vocational training / Pham Le Phuong; Vietnam Chamber of Commerce and industry’s role in vocational training / Phung Quang Huy; Experiences and reflections on industrial needs orientation of vocational technical high school education in the Republic of Korea (South Korea) / Se-Yung Lim; The relationship between economic development and vocational training: thoughts on Sino-Vietnamese vocational education cooperation / Xu Ying; Linkages between vocational education and industry in China: the current environment / Wu Quanquan; TVET: Thai experiences / Chana Kasipar. Show less

This occasional paper, the fourteenth in the series, brings together papers and summaries of presentations from the 2015 TAFE Directors Australia national conference, INSPIRE, which was held at The Grand Chancellor Hotel, Hobart from 9–11 September. The presentations included topics related to industry engagement; a market approach to vocational education and training (VET); quality and accountability, diversity of higher education providers, internationalising vocational education qualifications; emerging technologies, and Australia's partnerships with countries abroad. The majority of the papers from the conference plenary sessions are included in this occasional paper.

The conference sessions were: Embracing the shark: risk governance = value creation; Higher education in TAFE; Can TAFE institutes in regional locations help the business communities be more innovative?; Increasing staff capability to drive organisational performance: inspiration based on evidence; A conversation: what could be the big leap forward for Australia's policy on skills?; How can vocational education and training contribute to the next wave of economic growth?; The regulator, the registered training organisation (RTO), the broker and the lawyer; Review of training packages and accredited courses; Good skills and fine training in New Zealand: we think we have all the ingredients but do we have the recipe?; Australian International Education 2025; US community colleges conferring baccalaureate degrees: an update; When do markets work in education: and when don't they?; How adopting a Smart Campus mindset can help TAFEs train people for the jobs of the future; Training for the global economy: trends in the Asian Region; Three years in Beijing: thoughts on China's rise; VET Reform in China; Switching on students: technology isn't enough!; A new and compelling narrative for the directors of Australia's public provider; Quality and accountability: what can we learn from Ontario, Canada?; My inspiration - my passion - my future; TAFE the quality benchmark? Industry partnerships: a way of achieving quality; What role should commissioned agents play in the on-shore international vocational education and training industry?; Future higher education diversity; Australia-China: develop and strengthen mutual interests in a rapidly changing environment; How TAFEs are getting it right: competing to win in 2016; How has the competitive marketplace played out across the States and Territories for TAFE?; VET, the internet and social capital: Some navigational aids for the revolution.

Edited excerpts from publication. Show less