CVA – ACFP

Articles Tags Source: TVET@Asia

Poland. Research Design and Preliminary Results of an Exploratory Study on Technical and Vocational Education and Training in Poland

TVET in Poland has a long tradition and distinctive features set in Polish geographic, economic and social context. Even though there is no unique and specific TVET low 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.
http://www.tvet-online.asia/issue/13/dolinska-et-al

Thailand. Approaches and Structures of Work-related Learning in TVET in Thailand

There are needs for didactical development and scientific research in vocational pedagogies in Thailand. 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 Work-related Learning.
http://www.tvet-online.asia/issue/13/phalasoon-et-al

India. Review of TVET System and Skill Development System: an analysis of institutional matters in India

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.
http://www.tvet-online.asia/chandrasekar-et-al

Vietnam. Dual or Complemental in Vocational Training: which concept would be suitable for TVET Vietnam?

This paper 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.
http://www.tvet-online.asia/vo

Vietnam. Integrating Essential Skills into Training Programs at Ho Chi Minh City Vocational College: Implementation Process and Results

To meet the requirements of enterprises, Ho Chi Minh City Vocational College (HCMCVC) has focused on enhancing essential skills (ES) of students through integrating them into its training curricula. This article is a part of a project on building and developing a quality assurance system of teaching ES at vocational colleges.
http://www.tvet-online.asia/12/issues/issue12/do

Palestine. Curricula Approaches and Competence Development for Secondary Vocational Education Schools in Palestine

For successful implementation of new curricula approaches that use Competency-Based Approach (CBA), the government must first define the goal of the secondary vocational education to determine whether it is education based or employment oriented and then decide the curricula approach of how to develop the necessary competence.
http://www.tvet-online.asia/issue11/samara_tvet11.pdf

 

Work-Process Based Development of Curricula: A Framework

Education and vocational education have to be finally presented in an operational form i.e. in a curriculum. In any case, when it comes to Technical Education and Vocational Training (TVET), five components are highly relevant as the pillars for a vocational system: Relationship with the private sector, Curricula and occupational standards, Teacher training and further (in-service) training of teaching staff, Conducting research and networking with other institutions, Positive values and esteem for work and for training.
These five pillars render the structure when it comes to quality-based training and education.
http://www.tvet-online.asia/issue-9/issues/issue11/spoettl-etal-tvet11

Vietnam. Work Process Based Curricula for TVET in Vietnam – inevitable tendency and how to prevent a functional curriculum

This paper will contribute to the actual state of the Vietnamese TVET, concerning the development of curricula in Vietnam, in particular research on the identification of professional competence. It also aims to provide suggestions on the scientific-based job analytical processes that can be applied to define skills needed and cooperation in curriculum development between TVET institutions and the industry sector.
http://www.tvet-online.asia/issue-11/issues/issue11/samara-tvet11

Journal. TVET@Asia, Issue 8, January 2017

TVET Quality Improvement Initiatives in the Wake of ASEAN Economic Community 2015 
Realigning SD goals for Industry and TVET Training Programs: A Crucial Undertaking
Brunei TVET Transformation: The Development of the Institute of Brunei Technical Education’s two Key Surveys
The Corporate Image Building Programme of TVET Institutions in the Socialist Republic of Vietnam
The Effect of Personal Traits on Entrepreneurship Intention of Students at Tourism Vocational High Schools in Bandung
A Study on the Use of Feedback to Improve Assessment of Life Skills in Mechanical Engineering Course
Solutions for the improvement of regional TVET quality in the wake of ASEAN Economic Community (AEC)
Localization of TVET Governance in Korea
A Model of Technical and Vocational Teacher Education at Bachelor’s Degree Level and its Relevance to the Occupational Tasks of TVET Teachers in the OIC Member States
Moving Across the Middle Income Trap (MIT) Border through Human Capacity Building. Thailand 4.0 – Industry 4.0 Emerging Challenges for Vocational Education and Training
http://www.tvet-online.asia/issue/8

Journal. TVET@Asia, June 3 2014

Online journal for scientists and practitioners in the field of Technical and Vocational Education and Training (TVET) and Vocational Teacher Education (VTE) in the East and Southeast- Asian region.
http://www.tvet-online.asia/issue/3

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