Search Results

The dual system is considered as a successful and well-known model of technical and vocational education and training (TVET) all over the world. It might be a proper solution in order to solve skills mismatch and skills shortage, which the Vietnamese industry names as a 'main obstacle' for developing and also expanding their manufacture in Vietnam. Unfortunately, TVET Vietnam stays on the drive of the supply-side until now, in which the TVET institutions design and provide the training course, based on their perception without paying attention to skills demand from the Vietnamese industry (JICA 2014, 1). The reason for this obstacle is that the TVET institutions have difficulty accessing the needs of the Vietnamese industry. The need of a didactic for work analysis, in which know-how on the demand of the workplace would be clarified, is very urgently needed at present.

This paper, based on my research finding and the final part of my doctoral thesis, will contribute to the actual state of the Vietnamese TVET and the concern about the development of curricula in Vietnam, particularly the research on the identification of professional competence through analysing the case study of a Vietnamese company. It also aims to provide suggestions for job analytical processes, which can enhance the information exchange between the two sides of TVET Vietnam (state-run schools and Vietnamese industry sector) about the skills needed and show that both stakeholders are involved in designing and conducting the training curriculum.

Edited excerpts from published abstract. Show less

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

Apprenticeship has rarely received so much attention as it is getting now. Faced with persistently high levels of youth unemployment and great demand for economic development, the governments of many countries have (re)discovered the benefits that apprenticeship can bring and attempt to revive and expand apprenticeship of their own. The Chinese government is now trying to address the skill shortage and the market mismatch of supply and demand in manufacturing and high technology sectors by policy transfer and grope for the right road to a Modern Apprenticeship with Chinese characteristics. This paper will give an overview of the current development of apprenticeship in China. Section 1 denotes the definition and benefits of apprenticeship; section 2 introduces the development status of Chinese apprenticeship and related governmental actions briefly; section 3 presents a case study on a pilot project between Guangzhou Railway Vocational and Technical College and Internet of Things Association of Guangdong Province; section 4 tries to provide suggestions for the future development of apprenticeship. Evidence is drawn primarily from published secondary sources and reports the pilot schools submitted.

Published abstract. Show less

Technical and vocational education and training (TVET) in Poland has a long tradition and distinctive features set in the Polish geographic, economic and social context. Even though there is no unique and specific TVET law in Poland like for example the Vocational Training Act in Germany, numerous educational reforms conducted in Poland have been instrumental to shaping the contemporary form of this type of education. The last educational reform from 2017 introduced changes that profoundly influenced the structure of TVET in Poland. Amidst these momentous changes the research team from TU Dortmund and the education provider VESBE e.V. started an 'Explanatory study on the TVET in Poland' as a research project with a multi-method approach. Embedded in the context of international Technical Vocational Education and Research, the main objective is to have a closer look at both TVET systems in Poland and Germany. In more detail, and by using a comparative approach, the project aims to identify central elements of dual learning approaches with regard to transfer options on different levels of the TVET systems (focusing on companies located in Poland as well as in Germany).

This article presents the theoretical frame, the applied methodology, preliminary findings as well as crucial challenges of the project. It is a contribution to the academic discussion on Polish TVET at the secondary level that not rarely has been overshadowed in the Polish scholarly tradition by voices focused primarily on technical education at the university level.

Edited published abstract. Show less

The vision of digitalization and Industry 4.0 has been widely discussed. Furthermore, the topic encompasses (a) a reorganization process of all industrial activities through new options for communication, triggered by the Internet of Things, and (b) a massive change of private living conditions influenced by the extensive use of Cyber-Physical Systems (CPS). These developments have an impact in all countries, regardless of the individual state of development of industrial production. The central question arises whether the dual system of vocational education and training as practiced in Germany and some other European countries for the training of skilled workers in industry, handicraft and service tasks, is also an adequate system to provide answers to these challenges. Apart from an analytical approach to the core elements of the dual system and a critical assessment whether it can react swiftly to industrial and other developments, empirical studies will be evaluated that outline the requirements of digitalization and Industry 4.0. The results of these analyses will then be used to work out whether the dual system can provide satisfactory answers to contemporary paradigms.

Published abstract. Show less

This study aims to present and analyze the development of the national standards for technical and vocational education and training (TVET) personnel in the Philippine context. Using a unified survey questionnaire from the collaborative research on the research project entitled 'Development of National and Regional Core Standards for TVET Personnel' employing convenience sampling method and some selected interview schedule, and pertinent data was collected. Based on gathered data, it was found out first that there are differences in the terminologies used regarding the words teachers and trainers. In the Philippines, some schools call their practical arts teachers as trainers based on their practice, while some teachers are also called trainers because they have acquired national certifications. However, there are also trainers who become assessors because they have met certain qualifications. In terms of the development of the national standards or TVET teachers, the Philippine’s TVET Trainers-Assessors Qualification Framework was used as a basis in determining the National Core Standards for Teachers who are handling Technical-Vocational courses. The development of the National Core Standards of TVET personnel were developed by the Technical Education Skills Development Authority (TESDA) national office based on the agency's centralized process of organizing these guidelines in which were then cascaded to the regional offices for implementation. This implies limited consultation and collaboration among stakeholders from the other local regions in the country. Despite the uniform set of guidelines set nationwide, schools and training centers have varied implementation depending on the availability of resources. Teacher-trainers expressed that they have different contexts and interpretations of the guidelines and they rely on the TESDA training regulations for their program delivery specific to the subjects they are teaching. Moreover, they emphasized that they wanted to be consulted about their ideas and suggestions so it can be incorporated in the design and development of the National Teacher Standards in the Philippines so it will have a fair and equal representation among the different delivering institutions in the country.

Published abstract. Show less

Previously known as extracurriculum, co-curricular activity is an extended activity of classroom-based learning or program which is located outside the educational curriculum. Co-curricular activity are essential in the development of a learner's potential in terms of nurturing national integration, helping to develop community and forming self-identity. A survey was conducted to identify the potential of dual technical and vocational education and training (TVET) system players and their perception towards the potential of co-curricular activity. The finding shows that the dual TVET system players do have high potential in enhancing the co-curricular activity. The evaluation was made through the co-curricular activity assessment from the four focused aspects that include the attendance, position held, involvement, and achievement. However, there is a significant difference from the perception of dual system trainers towards the potential of the players in co-curricular activities. It is arguable that trainers assume that the players have yet achieved to a satisfactory level in co-curricular activities and require improvement especially in the attendance and position held. As a whole, it is found to illustrate that co-curricular activities implementation had a direct impact on the dual system players' performances. Hence, the co-curricular administrator particularly needs to ensure that the implementation of such activities can help the players to maximize the benefit from the activities held.

Published abstract. Show less

Technical Vocational Education and Training (TVET) plays a significant role in equipping learners with relevant skill sets for specific trades, crafts and careers. The vocational education and training of youth is a challenge in terms of employability and skills acquisition of learners at all levels. With the emerging trends in the employment sector, the skill requirements have varied with geographic location, type of industrial development, economic growth and training facilities available in the region. The present study attempts to review the policy issues and best practice models for an enabling system of synchronising a systemic approach for skills training and vocational and technical education relevant for a nation like India. The research attempts to examine the key intervention characteristics to explain in the present trend of skill development, the variability in the intervention strategies.

The present study will identify the institutional structure in the context of the technical vocational education and skills training systems in India. The review enumerates the best practices adopted with relevant cases for expansion, to make the vocational training accessible and such efforts taken in the direction. The policy relevant to technical education, skills training and the apprenticeship training has varied with time, scope and demand of the sector. The challenge remains in how systems have to respond to meet the overall demands by taking into account the local demands and regional requirements in a global context.

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

The topic of dual vocational education and training (VET) in Russia has become especially popular since 2013, when the project of the Agency for Strategic Initiatives (ASI), which was called 'Training of personnel, which is meeting the requirements of high-tech industries based on dual education' was launched. Methodical support of the project was carried out by the Federal Institute for Development of Education (FIRO). At the same time, a project on Dual VET by the Russian-German Chamber of Commerce (AHK) VETnet was launched, which is still ongoing.

The essence and specifics of the dual VET system is largely formed due to the active cooperation of Russia and Germany in the field of vocational education. The activities of the Russian-German working group on vocational education, the cooperation between FIRO and the Federal Institute for Vocational Education of Germany (BIBB) plus AHK have undoubtedly made a contribution to the development of dual vocational education and training in Russia. The system of personnel training in Russian territories was characterized as insufficiently reacting to the transformation of the economy. The solution is the engagement of employers from industry, the creation of legal conditions for public-private partnership of state authorities, employers, vocational education organizations (VET colleges) and the development of a practice-oriented training system from career guidance, over vocational didactics to the assessment of qualifications/competences. The article is based on the ASI project, and the best-practices examples of dual VET, which have emerged in Russia after 2016. Finally, conclusions will be drawn and recommendations offered for the further development of VET system in Russia and German-Russian cooperation in VET.

Published abstract. Show less