Search Results

Work-related Learning (WRL) is a learning form that is discussed in many countries around the world as a means to improve the quality of technical and vocational education and training (TVET) systems and thus learners' competencies development. If work based learning (WBL) is included in an informal learning setting and is labor market oriented, the main principle of WBL is the interrelation between the two or even three learning venues, which are vocational schools, companies, and training centers. As a consequence of the relevance of WBL, there are different systematics and typologies such as work-geared learning and work-oriented learning attempting to classify learning forms according to the proximity to real work.

This article is based on the results from focus group discussions conducted during an International Research Workshop on Work-related Learning in February 2019 in Chiang Mai, Thailand. The workshop included practitioners and experts from Rajamangala University of Technology Lanna (RMUTL), Thailand, Technical University of Dortmund (TU Dortmund), Germany, and representative from Thai companies to discuss and exchange information and knowledge regarding WRL. Best practice examples of learning forms such as School-in-Factory (SIF) in Thailand and Production Schools or Learning Bay in Germany have been systematically studied and analyzed to find out about similarities, differences and problems in the implementation of WRL. The workshop concluded that there are needs for didactical development and scientific research in vocational pedagogies in Thailand. Another important challenge is in the area of curricula design that merge the subject-orientation with the demand of work. Additionally, difference forms of learning that fit to the demand of learners were also pointed out in the workshop. To enhance quality of TVET and for further development of TVET systems, it is necessary to continuously exchange knowledge between scientists and practitioners from different countries and to do research in TVET especially on WRL. Therefore, the results from this analysis are presented from the perspective of identifying additional research demand on WRL in Thailand.

Edited published abstract. Show less

Employability skills consist of both technical and non-technical skills which are demanded in the world of work. Technical and vocational education and training (TVET) prepares prospective workers who will execute important duties and tasks in industry and business. The mismatch in numbers of trainees in vocational training institutions and placement or internship vacancies available in Indonesia's industries and businesses is worrisome. The difficulties encountered by vocational trainees in finding an internship opportunity is unsustainable in that some graduates might leave vocational training institutions without possessing market demanded skills. The Teaching Factory Model is a fitting pedagogical approach for training and education. This study focused on the development of employability skills in vocational high school students through the teaching factory model. Teaching factory is one of the work-based learning models in which students learn marketable skills. The research design used in this study was based on congruent triangulation. Three types of employability skills, namely communication, problem-solving, and teamwork were studied. The study results revealed that trainee students can obtain employability skills through various approaches. It was found that work-based learning is fundamental in skills development when vocational training institutions train more interns than what can be absorbed by both industry and business.

Published abstract. Show less

Vocational education and training (VET) plays a vital role in equipping the youth of a country with skills for employability, which employers profit from in terms of a skilled workforce, a key for productivity. A well-functioning VET system is a prerequisite; one example is the German dual VET system. In this article, major stakeholders, institutions and legal frameworks that contribute towards the success of dual VET are described. Moreover, the basic aspects of the two learning venues - training at the company and the vocational school - as well as the different motivations to engage in VET are outlined, considering the perspectives of the industry, government and apprentice. In order to facilitate the competence development of the apprentices, a second learning venue in an authentic work environment at the company is needed besides the vocational education and training at the vocational schools. However, industry involvement often poses a major problem. Research projects that focus on the needs of the industry in the dual VET system and other approaches to enhance employer engagement based on related resulting benefits for the industry will be discussed.

Edited published abstract. Show less