REGIONAL TVET TEACHER STANDARD FOR ASEAN...Regional TVET Teacher Standard 4 Call for Action –...

REGIONALTVETTEACHERSTANDARD

FORASEANEssential competencies for TVET Teachers in ASEAN

SEAMEO VOCTECH and GIZ-RECOTVET

Dr. Paryono, Dr. Winfried Heusinger, Christian Bock July 2017

Regional TVET Teacher Standard

1

Contents

Contents ................................................................................................................................ 1Abbreviations ........................................................................................................................ 2Foreword ............................................................................................................................... 3Call for Action – Improved Quality of TVET Teacher Qualification ....................................... 4Vision and Mission ................................................................................................................ 5Methodology ......................................................................................................................... 7Characteristics of the Regional TVET Teacher Standard ..................................................... 8Structure of the Regional TVET Teacher Standard ............................................................ 12Component 1: Personal and Social .................................................................................... 13Component 2: Teaching Methodology and Pedagogy ........................................................ 14Component 3: Technical ..................................................................................................... 15Annex 1: Overview of the Regional Standard ..................................................................... 16

1. Component – Personal and Social ........................................................................... 162. Component – Pedagogy and Teaching Methodology .............................................. 193. Component - Technical ............................................................................................ 24

Annex 2: Recommendations for Implementation ................................................................ 27What could training of TVET teachers look like? ............................................................. 27Proposal for a possible assessment of TVET teachers ................................................... 28

Annex 3: Glossary ............................................................................................................... 29Annex 4 – List of contributors ............................................................................................. 32Contribution from AMS and regional/international institutes to the development of the Regional TVET Teacher Standard (2014-2017) ................... Error! Bookmark not defined.Annex 4.1 – Key WG members ............................................ Error! Bookmark not defined.Annex 4.2 – Members involved in the consultation and feedback process Error! Bookmark not defined.Bibliography ........................................................................................................................ 37


2

Abbreviations AEC ASEAN Economic Community

AMS ASEAN Member States

APACC Asia Pacific Accreditation and Certification Commission

AQRF ASEAN Qualification Reference Framework

ASCC ASEAN Socio-Cultural Community

ASEC ASEAN Secretariat

BIBB Bundesinstitut für Berufsbildung / Federal Institute for

Vocational Education and Training

GIZ Deutsche Gesellschaft für Internationale Zusammenarbeit

RECOTVET Regional cooperation in TVET programme

ICT Information and Communication Technologies

QA Quality Assurance

RCP Regional Cooperation Platform for Vocational Teacher

Education and Training in ASEAN

RWG Regional Working Group

SEAMEO Southeast Asian Ministers of Education Organization

SEAMEO VOCTECH SEAMEO Regional Center for Vocational and Technical

Education and Training

TQM Total Quality Management

TVET Technical and vocational education and training

UNESCO United Nations Educational, Scientific and Cultural Organization

UNESCO-UNEVOC International Centre for Technical and Vocational Education and

Training of the UNESCO

VEDI Vocational Education Development Institute, Lao PDR


3

Foreword To enhance regional cooperation and harmonisation in TVET, the RECOTVET programme, which is funded by the German Federal Ministry for Economic Cooperation and Development (BMZ) and implemented by the Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ), is supporting ASEAN member states on a series of breakthroughs in TVET development on a regional level. A particular focus of RECOTVET is on the improvement of framework conditions for the people involved in TVET planning and delivery. With the programme's support experts from Southeast Asia and Europe have been working on an overarching Regional Quality Assurance Model (RQAM) for TVET and TVET Personnel in Southeast Asia, focussing on quality criteria for the engagement of the private sector in TVET and the qualification of TVET teachers. Complementary, two competency profiles for TVET personnel have been developed: the Regional TVET Teacher Standard (RTTS) and the Regional Standard for In-Company Trainers. As an important cornerstone in knowledge sharing and management, RECOTVET also supports SEAMEO VOCTECH in the development of a Regional Knowledge Platform on TVET. All four key outcomes that have been developed in the past three years by representatives of Southeast Asian countries are closely interlinked and complementary. There is a particular connection between the RQAM and the RTTS, since the RQAM focusses explicitly also on TVET teaching personnel: The RQAM represents a framework comprising common criteria promoting demand-orientated and effective TVET delivery based on a joint understanding between the ASEAN Member States. The model focusses particularly on certain areas of a TVET system, namely: 1) Industry involvement; 2) TVET personnel; and 3) Audit and assessment. While different in scope, the RQAM can be complemented by the RTTS as it focuses on TVET Teacher qualification and gives policy makers an in-depth picture about the needed competency profile for TVET teachers in Southeast Asia. The linkage is specifically manifested in the focus area of the RQAM Teaching Personnel, which purposely reflects the three main components of the RTTS. Looking at the RQAM, it becomes obvious that the four improvement criteria in ‘teaching personnel’ resemble the three components from the RTTS: The Personal and Social component is in line with the improvement criteria Networking with the Community. The alignment in terms of ‘Pedagogy’ and Teaching Methodology comes naturally as it covers a fundamental part of teaching. Furthermore, the Technical component relates directly to Standards of professional Teaching to elaborate the importance of expertise and technical knowledge in the respective occupation and workplace. Additionally, one of the central characteristics in both documents is the industry experience that ensures demand-orientation of teaching and learning. Overall, the linkage between both documents is of significance for the further improvement and harmonisation of quality of TVET personnel.

Headed by SEAMEO VOCTECH, the RTTS was developed by a regional working group with the support of RECOTVET. The regional working group obtained voluntary contributions of expertise and experience from multi-stakeholder representatives of nine ASEAN Member States: Brunei, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Thailand and Viet Nam1.

1 Details of individuals and organisations contributing to the Standard are in the Annex 4


4

Call for Action – Improved Quality of TVET Teacher Qualification Technical vocational education and training (TVET) Personnel and in particular TVET teachers are an essential part of the TVET system all over the world and fundamental to the education and training of learners and for the success of the TVET system as a whole. The importance of well qualified TVET teachers is well documented in research and has been a core element in international statements such as the Cha-Am Hua Hin Declaration on Strengthening Cooperation on Education to achieve an ASEAN Caring and Sharing Community (2007), Shanghai Consensus: Recommendations of the Third International Congress on Technical and Vocational Education and Training (2012) and the Kuala Lumpur Declaration: Quality Education and Skills Development for Sustainable Future (2015). Qualified TVET teachers are able to streamline the trainees’ TVET school experience in order to help them to develop skills, knowledge and attitudes according to the demand of the economy and society. In this regard, the Vientiane Joint Statement (2015) emphasises the need to establish and agree on regional standards for TVET teachers to further support regional strategies for highly qualified TVET personnel. Thus, the 7 priority areas of SEAMEO’s work plan for 2015-2035 highlight the promotion of TVET in general, as well as revitalizing teachers’ education and professionalism and the regional process of harmonizing standards for TVET personnel. However, despite wide recognition of the important role of teachers in the context of educational challenges of the twenty-first century to ensure young people have the necessary competence and skills, many countries have not given teachers the support needed. As a result, there is still a noteworthy decline in teacher’s social status (UNESCO 2016: vii). Therefore, one of the key recommendations from UNESCO’s (ibid: 4) study on the status of teachers is to “enforce clear and transparent guidelines concerning the qualifications, selection and promotion criteria that are relevant to specific roles and responsibilities.” Consequently, the ASEAN Ministers of Education committed themselves to the development of regional standards for TVET personnel. In their meeting in June 2016, the Ministers endorsed the new ASEAN Workplan on Education 2016-2020. In this work plan, the ASEAN Member States (AMS) commit themselves to improvements and reform in eight priority areas. Under priority 4: “Strengthening regional harmonization for the advancement of quality TVET transformation through networking, partnerships, and mobilization of TVET personnel and resources”, one of the expected outputs is the development of regional standards for TVET personnel. The Regional TVET Teacher Standard follows up on this commitment. It has been jointly developed by AMS with support from SEAMEO VOCTECH and GIZ. By analysing national TVET teacher standards (and standard development processes) in the ASEAN region and exploring TVET teacher education in Germany, experts from within the ASEAN region have developed the Regional TVET Teacher Standard.

With a view to the diversity of TVET systems in Southeast Asian countries, a regional standard cannot aim at replacing national standards. Instead, it provides a guideline regarding the essential competencies, skills, the knowledge and abilities that a successful TVET teacher should possess. The standard can act as a reference and benchmarking document. It contributes to a common understanding of what constitutes an adequately qualified TVET teacher. Common tools to define and ensure quality of TVET personnel qualification are standards. The standard aims to define the core competencies for TVET teachers in Southeast Asia that comprehensively prepare their students for their transition to employment.


5

TVET systems in the ASEAN countries (as in most regions all over the world) are diverse, with different and varying histories and origins. The same applies to the qualification and training of TVET personnel and TVET teachers in particular. Nonetheless, the improvement of the qualification of TVET teachers is high on the agenda of each ASEAN member state. As shown in a recent study conducted within the framework of the Regional Cooperation Platform for Vocational Teacher Education and Training in ASEAN (RCP), nearly all AMS have developed standards for TVET teachers (RCP 2017). The level of implementation of the standards differs, however. One of the key findings is the lack of a common understanding of the necessary skills and competencies of TVET personnel. Although education pathways for TVET teachers differ significantly in AMS, there is a jointly identified need for a common understanding of the roles and responsibilities of TVET teachers and the competencies they should possess in order to contribute to a demand-oriented TVET system and in preparing the youth for the labour market. Regionally accepted criteria for TVET teachers have the potential to serve as a guideline for national teacher training curricula and can improve the comparability of TVET teacher qualifications. Next to a quality increase in TVET teachers, this can lead to an increased acceptance of TVET personnel and, thus, increase the relevance of TVET in the ASEAN region.

Hence, the regional standard will support AMS in adapting the training of TVET teachers to meet the demands of both society and the economy, initiating a continuous improvement process. The standard aims at establishing a common understanding of the competences of a TVET teacher independently of the vocational discipline. When developing or updating national standards, the competences described could be used as a reference to national standards or for benchmarking in order to ensure that the ASEAN Member States are supplied with comparable and high-quality TVET teachers.

Vision and Mission The purpose of this document is to support the political discussion among AMS concerning the improvement of TVET systems by increasing the quality of TVET teacher qualification. The document is an outcome of the implementation of the afore-mentioned ASEAN Workplan on Education 2016-2020. A more detailed description of the TVET teacher qualification can be found in Annex 1 where the required competencies are discussed and possible skills, knowledge and attitudes are listed. This allows the interested reader to acquire a detailed overview concerning the TVET teacher qualification profile. The Vision: Comparable TVET teacher education in Southeast Asia

The development of a comparable and common TVET teacher education and curriculum in the ASEAN countries based on the Regional TVET Teacher Standard is a key vision for the future. While the current standard is merely a guideline and a referencing frame for the adaptation of national TVET teacher education, the vision for the future describes the development of a binding input standard such as a common framework curriculum for TVET teacher education2. Therefore, the aim is to achieve a regional acceptance and an enhanced

2 Similar to the International Framework Curriculum for a Master degree for TVET teachers and lecturers (UNEVOC 2004).


6

public image of the substantial impact that TVET teachers have in further TVET developments. The current Regional TVET Teacher Standard focusses on the comprehensive competency profile of TVET teachers and reflects on the expected skills of a professional TVET teacher throughout the ASEAN region independent of their vocational discipline. A nationally applied, clearly structured and regionally accepted standard (including a regional framework curriculum) for TVET teachers would support the continuous improvement of the national and regional TVET systems. In the future, a TVET teacher training curriculum based on this regional standard could be recognized by AMS and eventually encourage mobility in the region. So far, there is no regional mechanism or institution to support such an approach or accredit regionally qualified TVET teachers.

The mission: Qualified TVET Teachers

The mission of the Regional TVET Teacher Standard is to identify core elements of a successful TVET teacher qualification and common competencies for TVET teachers in the ASEAN region. The objective for TVET teachers should be the development of occupational competence and to support students in developing competencies, skills, knowledge and attitudes according to the demands of the economy and society.

The role of a qualified TVET teacher is shifting from a technical practitioner to a general advocate for TVET principles and institutions3. TVET teachers are expected to embody vocational disciplines and therefore combine general pedagogical knowledge with specific occupational pedagogic and didactic skills that are grounded in strong experience and competencies in a vocational working field. These expectations require the TVET teacher’s work to be interdisciplinary and innovative in order to achieve the mission of being a qualified TVET teacher. The main objective of TVET teacher training should be the foundation and development of “occupational competence” (see Glossary). The promoted skills should be closely related to practice so that the TVET teachers meet the demands of teaching and school life at professional schools. The TVET teacher will be able to work in team situations with other teachers, professionals from companies or relevant community members. Realistic learning situations will promote professional competences of the trainees and help individuals to manage their own training success. There is no doubt that especially in TVET, a student-centred and practice-oriented approach of training will be essential to strengthen employability. The challenge is to minimise the knowledge gap between the TVET schools and the workplace as much as possible. This gap can only be reduced if a significant part of the training is carried out directly at the workplace or in a simulated workplace learning environment. It is necessary that norms and values, which are in line with the school’s educational mission and the professional-ethical self-understanding, are considered. The Regional TVET Teacher Standard is based on the idea that the qualification concerning didactics and methodology as well as pedagogy and educational psychology will be acquired during specific and realistic teaching situations (further information and recommendations for implementation can be found in Annex 2).

3 Literature distinguishes between different types of teachers, such as a) teachers of basic education subjects; b) teachers of theoretical or knowledge-based elements of vocational programmes, c) training managers or e-learning tutors (Volmari et al 2009: 15; Parsons et al 2009: 79), the most common type in Southeast Asia is the “integrated teacher”. An integrated teacher is qualified to provide theoretical and practical instruction in vocational education programmes. The qualification is usually gained by an academic degree at the Bachelor level.


7

Methodology SEAMEO VOCTECH jointly with the RECOTVET programme took up recommendations from regional and international conferences and meetings to increase the quality of TVET teaching personnel throughout the region as a key for a better TVET system. TVET teacher education is widely regarded as a critical issue in Southeast Asia. One of the initiatives in response to this recommendation is the development of a regional TVET teacher standard that will eventually contribute to the enhancement of TVET teacher quality. A participatory approach was considered to be a key success factor. The joint development of the content and the vision and mission of the TVET teacher standard was an important process in creating ownership among national partners from AMS. The development process included the establishment of a regional working group that developed the standard in the timeframe 04/2015 – 09/2017. In total, there have been:

• 6 regional working group meetings • 3 digital meetings • 1 study trip to Germany • Participants from 8 AMS • More than 35 written feedbacks for the 3rd Draft Regional TVET Teacher Standard

For all participants it was important to create a product that does not copy a national approach from a different country or region. In addition to the regional development approach, the experts and participants were encouraged to initiate national discourses and consultation processes on the improvement of TVET teacher qualification.

The participants, who included representatives of Ministries of Labour and Education and TVET teacher qualification institutions from Southeast Asia, came to the conclusion that TVET training and TVET teachers will be one of the most crucial factors in the development of their countries’ societies and economies. At the working group meetings in April 2015 (Hanoi), October 2015 (Siem Reap), March 2016 (Bangkok) and June 2016 in Germany, participants discussed the objectives, relevance and methodology of the standard, before engaging in detailed discussions on the (regional) requirements of TVET teachers in ASEAN. At the 3rd meeting in Bangkok in March 2016, the overall structure of the standard was agreed upon and the core elements were identified. During the 4th meeting in Germany, the content and the characteristics of the standard were discussed. In two separate digital meetings in July and October 2016, the participants discussed the regional TVET teacher standard based on the feedback they had received at the national level. The 5th working group meeting in Vientiane (Lao PDR) in January 2017 was focussed on the refinement of the 3rd Draft of the standard. An open hearing was therefore organised with stakeholders from the Laotian Vocational Education Development Institute (VEDI) and participants of human capacity development training for Executive Experts and ToT Teachers (organised by the RECOTVET programme). In total, more than 50 people participated in that meeting. At the last meeting of the working group in Hanoi (Vietnam) in May 2017, the representatives from eight different AMS endorsed the Draft Regional TVET Teacher Standard and agreed on a strategy to receive regional endorsement by the Ministries of Education in Southeast Asia.


8

Characteristics of the Regional TVET Teacher Standard and recommendations for qualification The term “standard” is the object of many modern discourses in the context of education4. The literature states that there is a global movement towards a standardisation of education; however, as with many international trends, the origins and definitions vary within each country and system.

The Regional TVET Teacher Standard in its current form can be best understood as a voluntary guideline for AMS to improve TVET teacher education. According to a classification of standards, it can be seen as a norm5. Bergmann and Mulkeen (2011) refer to a norm as an expected quality in an educational system that is commonly referred to and well known but not mandatory for all cases in one region. As mentioned above, the vision for the standard as a long-term objective is the development of a binding input standard such as a common framework curriculum for TVET teacher education.

In order to operationalise the standard further and more precisely, the regional working group has developed a set of characteristics specifying the nature of the standard and indicating the direction for further TVET teacher education. Furthermore, some crucial recommendations for teacher qualification have been named and elaborated to establish a common and comparable quality of TVET teachers.

Characteristics and recommendations for qualifications at a glance

The RTTS presupposes several conditions which are not included in the components described below. There are three characteristics that define the nature of the standard:

A. One-level approach The Regional TVET Teacher Standard consists of a comprehensive profile and pre-requisites to become a qualified TVET teacher to conduct TVET programmes. Conducting education and training at all TVET levels per AQRF requires fully qualified teachers in order

4 Compare also for example: Toledo-Figueroa et. al (2017), Bergmann/Mulkeen (2011). 5 The classification for standards can be separated into three different meanings, which consist of (1) a standard as a norm, (2) a standard as a requirement, or (3) a standard as a quality measuring tool (Bergmann/Mulkeen 2011).

At least one year of

teaching experience

Relevant work

experience in industry

Hold Bachelor Degree AQRF 6

Higher skills level than to

be conducted

One level approach

Train TVET students until post-secondary

Focused on occupational competence

TVET Teacher Standard

Recommendations for teacher qualification

Characteristics


9

to be able to react to all pedagogical challenges and to guarantee the best education and training results for the benefit of the students and trainees.

B. Post-secondary With new technologies entering the world of work, causing more complex work processes, the demand for a highly skilled workforce will increase significantly. Therefore, more post-secondary TVET programmes will be developed in the future. A TVET Teacher qualified on the basis of this regional standard is prepared to conduct programmes up to post-secondary level (accordingly AQRF level 5).

C. Occupational competence The different tasks that constitute an occupation generally belong to complex demand-orientated and required abilities for specific ongoing work processes. Occupational competency is therefore defined as the ability or the resources to adapt and perform difficult activities within the range of the same occupation. These competencies can, for example, include basic skills, such as problem solving or communication, key skills and specific technical skills referring to the respective occupation (OECD, 2017). The goal of the TVET teacher education is to enable future TVET teachers to teach and train TVET students to carry out complete work processes in a professional manner. Employment-relevant training can only be successful if it is carried out in an authentic work environment while dealing with real customers. This is how occupational competence can be developed. Simulation of work processes in TVET schools will fail if carried out by TVET teachers who have never been actively involved in a current business environment. This indicates a contextual division of theory and practice following the logic of learning solutions which reflect realistic tasks and challenges from the world of work. Accordingly, obtaining occupational competence is a crucial point for TVET teachers.

Additionally, there are four recommendations for TVET teacher qualification that need to be specified based on national requirements and national discussions. All 5 requirements are important for a highly-skilled and motivated TVET teacher:

A. Skills level A TVET teacher is required to possess a relevant national skills certificate which is higher than the skills level being taught in the TVET programme. This is necessary to prove his/her proficiency in the occupational area. If there is no skills level system in place, a future TVET teacher has to prove that she/he has the necessary practical skills. Being proficient in a certain occupational area is a key requirement for TVET teachers all over ASEAN.

B. Bachelor’s degree The Regional TVET Teacher Standard aims for TVET teachers to have at least obtained a Bachelor’s degree – either in Pedagogics or in an occupational area. A professional TVET teacher’s education has to take place at university and he/she must have earned a Bachelor’s degree at least. Commonly there are two different academic pathways for TVET teacher education as laid out in Box 1: Parallel or top-up.


10

Box 1: Academic pathways for TVET teachers The top-up model is aimed at TVET teacher candidates who already hold a degree or a certificate (apprenticeship/traineeship) in a specific vocational work area, and for that reason are able to provide hands-on working experience in the respective industrial working environment. Within these specific qualifications, a TVET teacher candidate will be able to access the TVET teacher education programme primarily to gain knowledge in the pedagogical area of the teaching profession, since the occupational skills do not need to be taught again. This pathway is usually shorter than the parallel model. The parallel model is aimed at TVET teacher candidates who do not hold specific qualifications in a respective occupational work field before starting a bachelor’s degree programme. This pathway can also be referred to as a double programme, since the TVET teacher candidate is supposed to learn the occupational skillset and competencies whilst simultaneously learning about the specific pedagogical teaching methods. Although these models vary mostly in relation to the timeline of when the needed competencies are being taught, the end result of the two pathways is supposed to be the same qualification. Gaining personal and social competencies is, for a TVET teacher, an ongoing learning and personal development process that is equally present in both models.

C. Industry experience

Since most modern occupations involve practical work experience as much as theoretical background knowledge, a TVET teacher has to be able to combine these two aspects. The need for relevant industry work experience in the respective occupational field is important, in order to be able to provide a realistic learning environment, tasks and learning situations for the TVET students. This will help to prepare the students for working in a company and complement their mostly school-based education. There are a number of options for gaining industry experience: (a) A full traineeship over at least 2-3 years before becoming a teacher can be crucial to strengthen the quality and impact that the TVET teacher will have later on, (b) a 6-9 months internship can further support the competencies of a TVET teacher as well as increase his/her practical skills, so that the TVET teacher will get used to the teaching and learning situations, (c) another option could be an internship in the industry while working as a teacher, since this will maintain the linkage between theory and practice for the TVET teacher, (d) an internship in a production school, (e) an internship in research institutions, and lastly (f) an internship in the industry with a sophisticated labour organization will additionally support leadership, management and organizational competencies (Lipsmeier 2013).

D. Teaching experience It is recommended that any TVET teacher has at least one year of mentored teaching experience, which may include observation, internships, teaching practice, student teaching or/and assisted teaching (e.g. in a study seminar – see also Box 2). These experiences should be reflected in the entire teaching process, including lesson preparation, teaching and evaluation. The process should be mentored, monitored and supervised, with regular feedback from experienced teachers (mentors) in order to provide the teacher candidate with the practical tools and experience needed for the occupation.


11

Box 2: Study seminars in Germany The study seminar is the 2nd part of initial TVET teacher education in Germany following university studies (1st phase). Study seminars are publicly owned institutions that provide mentoring to future TVET teachers in a well-structured and organised way and prepare the TVET teacher trainees for their final exam. Study seminars usually last between 12 and 24 months. The aim of the study seminar is to build professional occupational competence (Handlungskompetenz) and reflection capability as a teacher, based on a scientific university study. Within the framework of the study seminar, TVET teacher candidates will visit the study seminar two days a week and learn about job-related functions: teaching, educating, diagnosing, and supporting, consulting, measuring and assessing performance, organizing, and managing, evaluating, innovating and cooperating. The candidates will also prepare lessons and teaching sessions in a mentored environment. Three days a week they will be conducting assisted-teaching lessons at a TVET school to gain confidence and increase reflection capabilities. The study seminar usually begins with a compact phase that introduces the teacher training based on content and experiences of previous study programmes. It particularly serves the didactic preparation of future teachers to enable them to conduct teaching at schools. The preparatory programme is divided into two training periods. The first stage of training lasts until the end of the current school year and serves to allow the teacher candidate to have a deeper introduction into the practical education and teaching work itself. It includes the training at the seminar and at the school to which the teacher trainee is assigned. The second training period lasts two teaching semesters and includes independent teaching with a personal teaching-assignment.


12

Structure of the Regional TVET Teacher Standard The Regional TVET Teacher Standard is comprised of the following components and competencies:


13

Component 1: Personal and Social The Personal and Social Component deals with the role of a TVET teacher in the environment of the TVET institute and within the educational system: It describes the competencies of a TVET teacher to become acquainted with the school as an institution and the underlying system. Particularly for teachers at vocational schools, it is essential to remain well-informed about scientific, economic, technological, and educational developments. Pedagogical training encourages the willingness of TVET teachers to constantly develop their skills and competences by means of appropriate training and further education opportunities.This implies that in addition to developing high-quality TVET courses, TVET teachers are required to get to know the framework, conditions, and opportunities for school development; as well as the need for permanent co-operation with colleagues, partner companies and the examination boards or other external training facilities and institutions. Moreover, this component describes the teacher`s ability to communicate, to act empathically and to utilise soft skills and 21st-century skills in the learning environment. Competencies in the Component

v TVET teachers promote the dignity, culture, values, beliefs and rights of individuals/groups nationally and in the ASEAN region

v TVET teachers utilize entrepreneurial and soft skills in the learning environment

v TVET teachers observe and apply laws and regulations of educational institutions (e.g. schools) and act according to youth and young adult legislations

v TVET teachers work in teams with their colleagues to enhance TVET delivery and school development.

v TVET teachers plan and implement professional development to enhance their skills, knowledge and attitudes towards lifelong learning


14

Component 2: Teaching Methodology and Pedagogy The second component describes the competencies for Teaching Methodology and Pedagogy of TVET teachers. After the TVET teacher training, pedagogical and subject-based methodological knowledge and skills can be applied in a way that is situation- and student-appropriate according to the requirements of nationally and regionally diverse TVET school systems. This requires a comprehensive understanding of didactic and methodological tools, which meet the particular teaching situation according to the requirements of the core curriculum. The mastery and use of modern media and technology also belong within this context. The Regional TVET Teacher Standard encourages the application of effective qualification strategies. For example, recurrent phases of reflection and self-evaluation ensure the understanding of teaching concepts, teaching plans and teaching implementation. The aim is not to restrict or define behavioural patterns early on, but to create open-mindedness towards new forms of teaching and learning and to practice new methods.

Competencies in the Component

v TVET teachers plan learning sessions

v TVET teachers deliver and demonstrate learning sessions

v TVET teachers carry out assessments and evaluations of learning outcomes

v TVET teachers put the development level and the living environment of students at the centre of their teaching activity

v TVET teachers shape the learning and school culture and further develop the school environment to encourage lifelong learning

v TVET teachers customize learning and interaction processes on the basis of findings from educational psychology research


15

Component 3: Technical The third component, Technical Competencies, is a crucial part of every TVET teacher’s education, but is deliberately left open for national specifics of the occupational area in which the TVET teacher is providing training. Theory and practice of teaching will be experienced in diverse ways; the subject-didactics must reflect this and thus support the teacher’s personality development. Authenticity is guaranteed without sacrificing the demand for communicative and social skills. The subject-didactic work opens up, reflects and structures the respective technical or scientific basic knowledge and the related competences. Furthermore, the instructional significance of the identified competences will be analysed. The subject-didactic is based on education plans, curriculum requirements, practical applications, knowledge of pedagogy and psychology as well as on the requirements of professional training. In this context, the latest teaching and learning research outcomes will be included as well as the respective resulting impulses and consequences for the design of adequate teaching and learning arrangements. Competencies in the Component

v TVET teachers deliver technical training to develop and strengthen technical skills and expertise to achieve learning outcomes

v TVET teachers assess the technical skill performance of learners

v TVET teachers plan and manage the workshop/workplace according to professional requirements


16

Annex 1: Overview of the Regional Standard

1. Component – Personal and Social

Competency Description of Competency Knowledge/Skills/Attitude 1.1 TVET teachers promote the dignity, culture, values, beliefs, and rights of individuals/groups nationally and in the ASEAN region.

• Individuals/groups regardless of race, culture, religion, age, gender, sexual preference, and physical or mental state are accepted.

• Social values and standards based on traditions, religion and culture are known, reflected critically, and communicated.

• Personal values and attitudes are not to be imposed on others.

• Assessments that are sensitive to the needs of individuals/groups are conducted.

• The rights of others are recognised and accepted.

• Skills/Knowledge: Communication; human relations; professionalism; role model responsibility; gender sensitivity; cultural norms; human rights; living environment of students; sociocultural situations and life perspectives; cultural and social heterogeneity; migration; knowledge about family, peer groups, schools, businesses as essential instances of socialization

• Attitude: Personal commitment, openness; responsibility for self and others

1.2 TVET teachers utilize entrepreneurial and soft skills in the learning environment.

• Promote a positive attitude among students so that they can be successful and recognize the value of their learning for their everyday and future lives.

• Skills/Knowledge: Listening skills; time management; ability to learn; motivation; mentoring/coaching/counselling; conflict management; characteristics of professional

CompetencydescribeskeyareasoftheprofessionalworkofaTVET

teacher.

Importantskills,knowledgeandattitudeneededtoperformthe

traininginaprofessionalmannerarelistedhere.

TheDescriptionprovidesmoreinformationontherespective

competency.


17

Competency Description of Competency Knowledge/Skills/Attitude • Appropriate mechanisms and sources of

advice for resolving ethical, professional, or conflicts of accountability involving self and others are known and evaluated.

• Promote mutual respect between teachers and students by observing professional boundaries and being an example for the attitudes, values and behaviour expected of students.

• Become advisors and mentors for business and entrepreneurial projects.

• Encourage students to take responsibility for their own learning and to recognize the importance of their efforts in achieving success.

behaviour; openness and readiness for dealing with different target groups; professional ethical questions; role model function; problem-solving strategies; interdisciplinary thinking; critical thinking; dealing with students; ability to provide career guidance to students; teacher as leader; contacts with parents, businesses; entrepreneurial skills; analysis of communication processes; verbal and nonverbal messages; interviewing and conversation skills; counselling; analysis of communication problems

• Attitude: Flexibility; respect for others; openness

1.3 TVET teachers observe and apply laws and regulations of educational institutions (e.g. schools) and act according to youth and young adult legislations.

• Nature of the job profile of TVET teachers at vocational schools is reflected, discussed with colleagues, and analysed concerning the given framework conditions for the daily work.

• Fundamental rights of every person are respected; all learners have to be treated fairly and equally.

• The rights to privacy and confidentiality in their professional relationship with students, parents and colleagues are respected.

• Proceedings dealing with appeal and administrative court are identified and possible scenarios discussed.

• Skills/Knowledge: Laws and regulations; human rights; sanctioning and punishment mechanisms; job profile of TVET teacher at vocational schools; understand status, types, basis, changes, termination of civil service/employment; rights and obligations; career development; school constitution; structure of school system; leadership; school supervision and school counselling; ownership/identification; examinations in vocational schools and their position relative to the occupational final exams

• Attitude: Sense of responsibility; persuasiveness

1.4 TVET teachers work in teams with their colleagues to enhance TVET delivery and school development.

• Personal work-related goals are identified, consistent with school policies and procedures in order to optimize teamwork at

• Skills/Knowledge: Team building; team management; teamwork; conflict management; problem solving; school


18

Competency Description of Competency Knowledge/Skills/Attitude the TVET school.

• Procedures and strategies are implemented for establishing and maintaining ongoing communication and effectively working with relevant professionals from the business community, TVET teacher mentors other personnel.

• Competing demands concerning the practical orientation of vocational training is prioritized to achieve personal, team and school objectives and considers timelines.

• Support staff at schools is effectively involved in supporting the tasks and responsibilities of TVET teachers.

• TVET teacher candidates act as responsible team leaders and/or members.

development; the learning school; evaluation and quality assurance; school profile and strengthening the autonomy of schools; cooperation with In-Company Trainers; social and individual value development, changes in learning culture; changing values and diversity of values in society; changing the public image of vocational education; intercultural learning; inclusive TVET; group formation, group dynamics and group structures; design of group processes; the importance and influence of a group on learning and personal development, social learning; disturbances and conflicts

• Attitude: capacity for teamwork; reliability; ability to cooperate; sensitivity; sense of responsibility

1.5 TVET teachers plan and implement professional development to enhance their skills, knowledge and attitudes towards lifelong learning

• Ability to identify professional development needs is reflected.

• Additional knowledge and/or information is sought when presented with unfamiliar situations.

• Support from colleagues in identifying learning needs is sought.

• Records of involvement in professional development which includes both formal and informal activities are maintained.

• Being an active member of a teacher and/or professional organisation, if available.

• Regularly and continuously updating professional knowledge and skills in the world of work.

• Skills/Knowledge: Planning; goal setting; self-assessment; teamwork; reflect upon interaction with students; reflect on own educational competence; evaluate contacts with parents/businesses

• Attitude: Reflecting and critical questioning of faculty; willingness to reflect on and optimize their own teaching; willingness to go through further training (LLL); collegiality; sense of responsibility


19

2. Component – Pedagogy and Teaching Methodology

Competency Description of Competency Knowledge/Skills/Attitude 2.1 TVET teachers plan learning sessions

• Lesson plans, combining practical skills with theory, reflecting realistic work situations and taking the background of the students into account, are developed.

• Understand curriculum and translate it into annual, monthly, weekly teaching plans and develop lessons/sessions accordingly.

• Work processes, occupational topics or problems that are relevant to the learning success of the trainees are selected and opportunities for the use of high-order thinking skills, intellectual risk-taking, and problem-solving are provided.

• Knowledge of systems and designs from the world of work and the promotion of occupational competence (Handlungskompetenz) are incorporated and used as the basis for the development of holistic teaching material.

• Vocational training experiences are conducted in a supportive training environment in which ideas, beliefs and opinions of the trainees are valued and shared.

• A range of methods is used to gather data on trainees’ interests, learning styles and prior learning in relation to information and communication technologies.

• Knowledge is managed effectively and different sources of information are utilized (e.g. UNEVOC database) for preparation of learning sessions.

• Skills/Knowledge: Understanding curriculum; teaching & learning methods; process planning and execution with methodological decisions; information and communication technology (ICT); time management; planning; interpersonal skills; communication; coordinating; technical writing; higher-order thinking skills; creative and critical thinking; budgeting; assessment methods; developing and improving teaching material; evaluation; learning process management; student`s needs assessment/requirements; classroom and workshop management; future tasks of education; special features of vocational training; personality development in school and work; influence and importance of media; adolescence as a phase of life; living environment of students; youth in difficult living situations

• Attitude: Personal commitment; patience; openness; progressive thinking; persuasiveness; resilience; diligence

2.2 TVET teachers deliver and demonstrate learning sessions

• Vocational training experiences that engage trainees in developing skills, knowledge and competences in technical language and professional terminology for a range of meaningful purposes and use in a variety of contexts are planned and implemented.

• Learning situations that imitate and reflect the world of

• Skills/Knowledge: Coaching; training; ICT; mentoring; team work; learning management system; subject specific didactics; vocational pedagogy; vocational safety and health; structural elements of teaching; reasonable decision for learning outcomes; soft skills; didactical reduction;


20

Competency Description of Competency Knowledge/Skills/Attitude work are created in order to prepare the trainee to face the challenges of their chosen industry.

• Vocational training experiences, relevant to the labour market, are structured to incrementally develop trainees’ information and communication technology (ICT) skills in order to reach employability.

• Trainees’ professional language use is connected to a job-relevant context and to occupational area knowledge by means of a range of speaking, listening, viewing, reading, presenting and writing activities.

• A range of individual and group management strategies is implemented to achieve work readiness, to ensure all students actively participate in training experiences, and to manage inappropriate behaviour.

• Technology-based learning strategies are selected to foster computer-mediated communication and enable trainees to learn from a range of collaborative activities.

• Students’ capabilities, existing knowledge and linguistic competence in English or according to the language of instruction are assessed, so that teaching builds on these to improve the performance, progress and personal development and to support skilled worker mobility.

learning objectives; application of taxonomies; teaching outline; interactions; teaching analysis; individual support; social forms and action forms; forms of interaction

• Attitude: Positive thinking; respect of diversity; patience; punctuality; creativity; understanding and reacting according to plans


21

Competency Description of Competency Knowledge/Skills/Attitude 2.3 TVET teachers carry out assessments and evaluations of learning outcomes

• Final assessments are developed, planned, and executed in cooperation with partners from industry as far as possible.

• A variety of assessment methods, including peer assessment and self-assessment, are selected to account for the characteristics of the trainee group, learning styles, the type and amount of evidence and resource requirements in order to use assessment as a supporting tool for the trainee to reach employability at the end of the training program.

• Vocational training goals and assessment criteria are communicated and explained to students, partner companies and, if requested, to parents.

• Assessment data is analysed, reflected and incorporated in annual, monthly, weekly planning of sessions.

• Assessment materials are selected or developed to gather valid, reliable, and sufficient evidence which reflects realistic work situations in the respective occupational field.

• Clear, accurate and concise feedback is given to the trainee on the outcomes of assessment processes.

• Assessment data is analysed, reflected and incorporated in annual, monthly, weekly planning of syllabus.

• Assessment data is incorporated in reviews of assessment methods, materials, and procedures in cooperation with partners from industry.

• Strategies are developed to help recognize learning disabilities or other barriers, as well as special talents in order to cater to the needs of all TVET trainees.

• Recognition of prior learning is implemented if applicable.

• Skills/Knowledge: Development and utilization of assessment tools; ICT; measurement; evaluation; assessment of learning success; forms of performance assessment – written, oral, practical, process-oriented; features of performance assessment; criteria and quality standards and reference systems; external- and self-assessment; assessment errors; learning aids; learning techniques; individual support

• Attitudes: Objectivity; fairness; encouraging; neutral; sense of judgment


22

Competency Description of Competency Knowledge/Skills/Attitude 2.4 TVET teachers put the development level and the living environment of students at the centre of their teaching activity

• The development level of students is considered and the training intervention is designed accordingly.

• The teaching approach reflects the characteristics of the adolescence development phase.

• Interest, motivation and learning success of trainees is improved by adapting the training intervention according to the living environment of the students.

• Targeted training is delivered to youth in difficult life situations based on an analysis that was conducted.

• Skills/Knowledge: Adolescence as a phase of life: social status and perspectives of adolescence; development conditions and development tasks; psychosocial, cognitive and moral developments; causes and manifestations of motivation and discipline problems Living environment of students: sociocultural situations and life perspectives; cultural and social heterogeneity, migration; family, peer groups, schools, businesses as essential components of socialization; gender issues; influence and importance of media Youth in difficult life situations: students with fewer opportunities; deviant behaviour of students; violence and violence prevention in schools; self-awareness and motivation despite limited career opportunities

2.5 TVET teachers shape the learning and school culture and further develop the school environment in a value-oriented manner

• A close cooperation with partner companies is established and maintained, regular meetings with in-company trainers are arranged if applicable.

• The concept of a learning school is considered and an active role can be taken in the school development.

• It is understood that social and individual value development is an essential part of the school culture.

• Intercultural learning and inclusion will be implemented as an instrument for the further development of the school environment.

• The class will be categorized according to its group dynamics; the importance and influence of a group will be considered and utilized to optimize learning results.

• Skills/Knowledge: School development: the learning school; evaluation and quality assurance; school profile and strengthening the autonomy; cooperation between learning locations; establishing and maintaining cooperation with partner companies Social and individual value development, changes in learning culture: values and standards; changing values and value pluralism in society; approaches to values-education at vocational schools; intercultural learning; inclusion The class as a group: group formation, group dynamics and group structures; design of group


23

Competency Description of Competency Knowledge/Skills/Attitude processes; the importance and influence of a group on learning and personal development, social learning; disturbances and conflicts

2.6 TVET teachers customize learning and interaction processes on the basis of findings from educational psychology research

• Research findings concerning learning psychology will be used to optimize training methodology.

• The emotional factor in the learning process will be considered and training media and scenarios will be selected accordingly.

• The learning and interaction process during training will be based on motivational structures and their realization.

• Training processes will be optimized by considering different kinds of psychologically relevant perceptions.

• Skills/Knowledge: Meaning of learning psychology for teaching: Educational diagnosis; learning requirements and learning processes; significance of emotional factors in the learning process; selected learning-theory approaches and their relevance to teaching practice and teacher action; aspects of memory research; learning strategies and learning aids; individual support Impact of the actual psychology of motivation for teaching: Motivational structures and their realization; learning and performance motivation; process models of motivation Perception: Subjective and cultural perception conditions; self-perception and outside-perception; classroom observation


24

3. Component – Technical

Competency Description of Competency Knowledge/Skills/Attitude 3.1 TVET teachers deliver technical training to develop and strengthen technical skills and expertise to achieve learning outcomes

• Professional topics, problems and issues that are relevant to a possible future workplace of a trainee in the business sector and which stimulate trainee’s discussions and critical thinking are selected for investigation.

• Professional teaching and learning strategies, reflected in relevant learning situations are planned and implemented focusing on trainees’ ability to perform professional skills reinforcing the selected job relevant issue, problem, or topic.

• Learning situations are planned and designed to generate a positive learning climate, including sequences of feedback and evaluation.

• Individual and small-group activities are planned and implemented that enable trainees to identify problems, collect, analyse and exchange information, adjust data and objectives, test ideas and opinions, form and justify conclusions, make predictions, and solve problems in relation to an occupational field.

• TVET trainees’ access to health and safety measures is planned and realized; they are acquainted with legal and practical working conditions, and occupational health and safety regulations including first aid facilities.

• TVET teacher candidates will sensitize TVET trainees to evaluate the consequences of further technical progress in relevant occupational fields.

• Technical topics, problems and issues that are relevant to the learning success of the trainee and provide incentives to examine significant ideas and concepts are selected for investigation.

• Skills/Knowledge: Technical skills in the area he/she is teaching; presentation skill; time management, communication; learning methods, safety and health management; occupational pedagogics; psychology; interpersonal communication; knowledge of the workplace; proficiency in an occupational field in theory and practice; occupation-specific training regulations and framework curricula development trends; technical progress and its limits; ethical reflection of professional action and its importance for teaching; significance for teaching; acquisition of competencies to cope with present and future tasks; typical competencies in the occupational-field Lessons in a specific occupational field: Didactical principles in the occupational field; exemplary selection of typical occupational content; didactical reduction of complex interrelations; didactic modelling; occupation-specific requirements in the learning field; occupation-specific actions and processes; reasonable objectives and content decisions; action-oriented organization of teaching; organisation of the teaching process; overarching planning aspects; aspects/principles of professional ethics and the ethics of technology; professional, economic use of raw materials, materials, tools, machinery

• Attitude: Polite, patient, open-minded, transparent, objective, fair


25

Competency Description of Competency Knowledge/Skills/Attitude • Support and directions are provided in order to

strengthen trainees’ confidence and familiarity with occupational ideas, concepts and problems being investigated.

• Opportunities are provided for trainees to reflect on training experiences, examine the reasoning behind professional procedures and standards, share their understanding and apply their learning to new work processes including their respective problems and situations.

3.2 TVET teachers assess the technical skill performance of learners

• Outcomes of work are analysed, strengths and weaknesses in professional knowledge and skills are identified, and the effectiveness of teaching and learning practices is evaluated.

• Learning situations incorporate a variety of interdisciplinary competences and invite the trainees to strengthen their practical capabilities and self-evaluation skills.

• Independent and autonomous work of the trainees is considered an essential part of the assessed learning situations, with the aim to prepare the trainees for the challenges of the world of work.

• Practical assessments in the form of projects, tests, work processes or similar, are planned and executed in a manner that reflects the challenges of the work environment.

• Learning situations are prepared to allow the trainee to raise awareness concerning the importance of hygiene at the workplace; professional standards in this regard will be assessed.

• Learning experiences are designed and generated in accordance with the strategy to implement assessment methods that help trainees secure learning success and

• Skills/Knowledge: Developing technical skills assessments; organizing assessment venues; counselling marking/grading; decision-making; problem solving; report and documentation; assessment methods and criteria; analysis of data; time management; gathering assessment data; constructive evaluation; planning/design assessment; career guidance; career counselling; counselling techniques; assess technical performance according to relevant quality standards; promotion and evaluation of interdisciplinary competences; lessons in appropriate action and social forms, promotion of independent and autonomous work of trainees; target group-oriented media use; appropriate and correct use of terminology and subject-specific foreign-language technical terms; occupational safety, health, environmental protection; waste disposal; hygiene awareness; forms to safeguard learning success; suitable forms of assessment and performance appraisal; feedback and evaluation

• attitude: Fair; objective; patient; makes learners comfortable; reliable


26

Competency Description of Competency Knowledge/Skills/Attitude generate a sense of quality consciousness.

• Outcomes of work are analysed, strengths and weaknesses in professional knowledge and skills are identified, and the effectiveness of teaching and learning practices is evaluated.

• Analysis of teaching and learning practice is used to identify personal learning and development needs.

• Learning and development opportunities are identified, planned, and undertaken with a view to enhancing teaching and learning practices.

• Assessment results are utilized for the improvement of teaching and learning processes.

• Methods of career counselling and career guidance are developed, which the TVET teacher could apply to support the personal development of trainees within their chosen occupational subject and beyond.

3.3 TVET teachers plan and manage workshops/workplaces according to professional requirements

• Workplaces/workshops are planned and set up • Periodic and comprehensive planning and budgeting of

consumable and non-consumable material is conducted.

• Professional workplace/workshop management is carried out (e.g. using the concepts of 5S, 7S, 3R).

• Workshops and workrooms are utilized in an effective and time-efficient manner.

• The maintenance of workplaces/workshops and other technical equipment is carried out according to industrial standards.

• Skills/Knowledge: Planning; teamwork; leadership; ICT; managerial & leadership skills; workshop/workplace management; total quality management (TQM), 5S, 7S, 3R; Extra-curricular work: Contacts with companies; cooperation between learning locations; cooperation with associations, chambers; participation in examination boards; representation of the school

• Attitude: Motivation; safety first; organised and systematic structure; attentive


27

Annex 2: Recommendations for implementation

What could training of TVET teachers look like? In vocational training, the focus of training interventions is targeting the ability to carry out complete work processes. This ability, also described as occupational competence, is expected of successful specialists or skilled workers. As an important employability factor, it should not only be at the centre of the training of TVET students, but also be the focus of the qualification of TVET teachers.

The quality of TVET teacher qualification can only be increased if a part of the training is carried out directly at the workplace. In case of TVET teachers, this is a TVET school. Only in this authentic environment will the future TVET teacher be able to practise successful teaching methods and experience methodological competence in cooperation with a professional TVET teacher mentor. A mentor is an experienced TVET teacher at the respective school and is specifically trained to fulfil this important task.

The following recommendation intends to help interested institutions to develop modern training programmes for the qualification of TVET teachers by taking necessary practical and professional sequences into consideration.

a) There are several general subjects which TVET teacher candidates should take. These subjects could be delivered directly at an university using the format of traditional seminars. Possible subjects could be:

• Education law (including school organization), youth and civil service law

• Pedagogy / pedagogical psychology

• Vocational methodology of professional practical training

b) A second focus in the pre-service qualification for TVET teachers should be on subject-based methodological seminars which not only focus on strengthening TVET teacher candidates’ technical professionality, but also give them the opportunity to develop and experience a variety of adequate training and teaching methods. In a workshop atmosphere, future TVET teachers can practise teaching sequences and discuss advantages and disadvantages of different pedagogical interventions with qualified supervisors and fellow group members.

• TVET teacher candidates have to attend workshop seminars

• A part of this training could be organized as a blended-learning event

o Group size: 5-8 participants

o 1-2 training exercises per participant

o 1 advisory visit by a supervisor

c) A significant and mandatory part of the TVET teacher qualification should be conducted directly at the TVET school. Only in this environment the future TVET teacher will be able to experience all aspects of being a teacher of TVET students. This pedagogical approach will only be successful if experienced mentors, who are capable and motivated to train the young generation of TVET teachers, are available at TVET schools. Young TVET teachers benefit from the experience of mentors and are also supplied with new pedagogical and methodological knowledge which they can apply at the TVET schools. Possible framework conditions of the training at TVET schools could be:

• Coordinated support and advice offered to TVET teacher candidates is given by the school head, the teacher trainer (supervisor) at the seminar (compare info box Study Seminars in Germany) and the mentor at the TVET school.


28

• Within the framework of the mentored teaching training at TVET schools, future TVET teachers will observe and listen to other teaching lessons for a certain period of time or participate in team teaching. TVET teacher candidates should work with students from different grades to give them the chance to collect as much experience as possible.

Proposal for a possible assessment of TVET teachers At the end of their training period, every TVET teacher should receive a nationally and/or regionally recognized TVET teacher certificate. Organising such a certification process also serves as a quality assurance mechanism. The assessment of TVET candidates should include a performance in a professional teaching situation in front of an examination board, which should include, where possible, members from the business sector. In such an assessment, the teacher candidate can show his/her ability to plan, execute and assess a teaching sequence for TVET students. His/her performance will be used to judge whether he/she is ready to teach at TVET schools according to the professional standard.

To be more specific: A possible final exam setup according to the approach of this Regional TVET Teacher Standard could be designed in the following way (the proposal might be adjusted according to national regulations):

1. Teaching practice

a. One integrated training exercise reflecting a work process (rated by the supervisor at least sufficient)

b. One announced visit to a lesson (rated at least sufficient)

• Conducted by an examination commission including chairman and supervisor

• Announced one week in advance

c. One unannounced visit to a lesson (rated at least sufficient)

2. Written exam

3. Oral exam

a. Pedagogy / pedagogical psychology

b. School law (including school organization), youth and civil service law

c. Subject-based methodology, instructional methodology of TVET training

In order to establish a regionally recognized TVET teacher standard, the development of an assessment question database would be very helpful. Also, the level of the TVET teacher assessment could be calibrated among the different member countries.


29

Annex 3: Glossary Term Definition Apprenticeship6 Systematic, long-term training alternating periods at the workplace

and in an educational institution or training centre. The apprentice is contractually linked to an employer and receives remuneration (wage or allowance). The employer assumes responsibility for providing the trainee with training leading to a specific occupation.

Apprentice/Trainee An apprentice or trainee is a person undertaking vocational training over a specified period in a skilled trade or skilled occupation.

Assessment The sum of methods and processes used to evaluate the attainments (knowledge, know-how, skills and competences) of an individual and typically leading to certification.

Assessment of learning outcomes

Process of appraising knowledge, know-how, skills and/or competences of an individual against predefined criteria (learning expectations, measurement of learning outcomes). Assessment is typically followed by certification.

Basic skills The skills and competences needed to function in contemporary society, e.g. listening, speaking, reading, writing and mathematics.

Certificate An official document, issued by an awarding body, which records achievements of an individual following assessment against a predefined standard.

Comparability of qualifications

Extent to which it is possible to establish equivalence between the level and content of qualifications (certificates, diplomas or titles) at sectoral, regional, national or international levels.

Competence Ability to apply learning outcomes adequately in a defined context (education, work, personal or professional development). Or: Ability to use knowledge, skills and personal, social and/or methodological abilities in work or study situations and in professional and personal development.

Curriculum The inventory of activities implemented to design, organise and plan an education or training action, including the definition of learning objectives, content, methods (including assessment) and material, as well as arrangements for training teachers and trainers.

Employability The degree of adaptability an individual demonstrates in finding and keeping a job, and updating occupational skills.

Formal learning Learning that occurs in an organized and structured environment (in a school/training centre or on the job) and is explicitly designated as learning (in terms of objectives, time or resources). Formal learning is intentional from the learner’s point of view. It typically leads to certification.

Framework curriculum

Framework curriculum for vocational subjects at vocational schools within the framework of vocational training in the dual system.

Informal learning Learning resulting from daily activities related to work, family or leisure. It is not organized or structured in terms of objectives, time, or learning support. Informal learning is in most cases unintentional from the learner’s perspective. It typically does not lead to certification.

6 Definitions of terms are based on the recent publication of the German Federal Institute for Vocational Education and Training (BIBB) (2016): Berufsbildungsbegriffe Deutsch-Englisch that collects definitions for many core terms and also takes into account definitions provided by CEDEFOP.


30

Learning by doing Learning acquired by repeated practice of a task, but without instruction.

Learning outcomes Set of knowledge, skills and/or competences an individual has acquired and/or is able to demonstrate after completion of a learning process, formal, non-formal or informal.

Lifelong learning (LLL)

The process of acquiring knowledge or skills throughout life via education, training, work and general life experiences.

Non-formal learning Learning that takes place through a program of instruction but does not usually lead to the attainment of a formal qualification or award, for example, in-house professional development programs conducted in the workplace.

Occupational competence

Handlungskompetenz (occupational competence): Integration of professional competence, individual competence, methodical competence, and social competence. An employee has the ability to carry out a complete work process when she/he has the necessary occupational competence.

On-the-job-training Vocational training given in the normal work situation. It may constitute the whole training or be combined with off-the job training.

Prior learning The knowledge, know-how and/or competences acquired through previously unrecognized training or experience.

Qualification The term qualification covers different aspects: (i) Formal qualification: the formal outcome (certificate, diploma or title) of an assessment process which is obtained when a competent body determines that an individual has achieved learning outcomes of given standards and/or possesses the necessary competence to do a job in a specific area of work. (ii) Job requirements: knowledge, aptitudes and skills required to perform specific tasks attached to a particular work position.

Soft skills Skills that cross-cut across jobs and sectors and relate to personal competences (confidence, discipline, self-management) and social competences (teamwork, communication, emotional intelligence). Source: EU commission (Skills panorama) 2015

Technical and vocation education and training (TVET)

TVET is concerned with the acquisition of knowledge and skills for the world of work. Throughout the course of history, various terms have been used to describe elements of the field that are now conceived as comprising TVET. These include: Apprenticeship Training, Vocational Education, Technical Education, Technical-Vocational Education (TVE), Occupational Education (OE), Vocational Education and Training (VET), Career and Technical Education (CTE), Workforce Education (WE), Workplace Education (WE), etc. Several of these terms are commonly used in specific geographic areas.

Trainer Trainers are responsible for planning training content and schedules and for conducting in-company vocational training programmes.

Training modules Training modules are time-limited, standardized and didactically founded constituent elements of applicable training regulations. They describe what learners should be able to do after completion of a module.

TVET teacher/ Vocational teacher

(Teacher in TVET) 1. A person whose function is to impart knowledge or know-how to students or trainees in a vocational school or training centre. 2. A vocational teacher's functions tend to overlap with those of the trainer; the teacher usually works in a


31

school situation and gives both related instruction and some, if not all, of the practical training.

Validation of learning outcomes

Confirmation by a competent body that learning outcomes (knowledge, skills and/or competences) acquired by an individual in a formal, non-formal or informal setting have been assessed against predefined criteria and are compliant with the requirements of a validation standard.

Vocational school Vocational schools at upper secondary level generally provide instruction in general and vocational subjects to trainees receiving vocational education and training.


32

Annex 4 – List of contributors Contribution from AMS and regional/international institutes to the development of the Regional TVET Teacher Standard (2014-2017) Annex 4.1 – Key WG members

No Resident Country Organization Representative

1 Cambodia Department of Information ASEAN Affairs, Ministry of Education Youth, and Sport (MoEYS)

Mr.Thorn Thong

2 Cambodia National Technical Training Institute (NTTI) Mr. Vath Uksa

3 Cambodia Vocational Orientation Department, MoYES

Mr. Pheng Vimean

4 Cambodia Ministry of Labour and Vocational Training (MoLV)

Mr Teang, Sak

5 Cambodia Ministry of Labour and Vocational Training (MoLV) National Technical Training Institute

Mr Seng, Sakborin

6 Cambodia Ministry of Education, Youth and Sport

Mr Rath, Sara

7 Indonesia

Head of Sub Division Higher Education of Vocational Industry, Central for Industrial Education and Training, Ministry of Industry, Indonesia

Mr.Candra Bachtiyar

8 Indonesia Directorate Of Technical And Vocational Education, MOEC

Dr. Abdul Haris

9 Indonesia

Vocational Education and Training Development Division, Central for Industrial Education and Training (CIEST), Ministry of Industry

Mr. Nono Chariono Chalil

10 Indonesia Directorate Of Technical And Vocational Education, MOEC

Mr. Dimas Raditya Trilaksono

11 Lao PDR Student Affairs Department, Directorate of Technical and Vocational Education (DTVE), Ministry of Education and Sports (MoES)

Mr. Bounseng Khammounty

12 Lao PDR Vocational Education Development Institute (VEDI)

Mr. Soulikhamkone Sisoulath


33


13 Lao PDR TVET Teacher Education Programme – TTEP, GIZ Mr. Eberhard Frey

14 Malaysia Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia

Dr. Affero Ismail

15 Malaysia Technical And Vocational Education Division, Ministry Of Education

Ms. Zanariah Ahmad

16 Myanmar Star Resources Tourism and Hospitality Management Academy

Ms. Nay Yi Aung

17 Myanmar Department of Technical and Vocational Education and Training, Ministry of Education

Mr. Kyaw Pyae Phyo

18 Myanmar No. 1 Industrial Training Center (Sinde), Ministry of Industry

Ms. Win Min Aye

19 Myanmar GIZ TVET Project Myanmar Ms. Franziska Seel

20 Philippines

PO-Eastern Samar, TESDA Region VIII, Technical Education and Skills Development Authority (TESDA)

Mr. Enrico C. Banario

21 Philippines

Department of Labor and Employment, Technical Education and Skills Development Authority (TESDA)

Ms. Luisilita Sebastian Dela Cruz

22 Thailand

Bureau of Personnel Competency Development, Office of the Vocational Education Commission, Ministry of Education, Thailand

Dr. Athippatai Potang

23 Thailand

Professional Expertise and Knowledge Certification Unit, The Teachers Council of Thailand, Ministry of Education

Ms. Rachanee Yutarin

24 Thailand Chiangmai Technical College

Mr. Panyachart Wongpanya

25 Thailand GIZ, Effective In-company Vocational Training in the Mekong Region, Thailand Mr. Christian Stueer

26 Vietnam

Department of Personnel and Organization, General Directorate of Vocational Training, Ministry of Labour, Invalids and Socials Affairs, Viet Nam

Mr. Nguyen Hai Cuong

27 Viet Nam Department for Teachers and Education Managers, Ministry of Education and Training Mr. Hoang Duc Minh


34


28 Viet Nam Technical and Vocational Education, MOET

Mr. Thieu, Van Hung

29 Viet Nam ODA - funded Vocational Training Projects Management Unit, GDVT

Ms Luu, Thi Hoai Anh

Annex 4.2 – Members involved in the consultation and feedback process


1 Australia Manifacturing Skills Australia Mr. Bob Paton

2 Brunei Darussalam Institute of Brunei Technical Education Mr. Munirah `Atirah DP HJ

Othman

3 Brunei Darussalam Institute of Brunei Technical Education Mr. Walter Chong

4 Brunei Darussalam Institute of Brunei Technical Education Mr. Norazlina Othman

5 Brunei Darussalam Institute of Brunei Technical Education Dr. Chin

6 Brunei Darussalam University of Darussalam Dr. Adeline Goh Yuen Sze

7 Cambodia National Technical Training Institute (NTTI) Mr. Tun Sorphorn

8 Myanmar Ministry of Industry Ms. Cho Lei Win

9 Myanmar Ministry of Industry Ms. Moe Moe Chit Kyi

10 Myanmar Ministry of Industry Mr. Phone Kyaw

11 Myanmar Ministry of Industry Mr. Thar Htet


35


12 Myanmar Ministry of Industry Ms. Tu Tu Mar

13 Myanmar Ministry of Industry Ms. Zin Min Thaw

14 Philippines Technical Education and Skills Development Authority Mr. Julford Abasolo

15 Philippines Technical Education and Skills Development Authority Rosendo R. Rafael

16 Philippines University of San Carlos USC Dr. Cristie Ann Jaca

17 Philippines CITE Technical Institute Reuel Jose V. Zapata

18 Thailand Rajamangala University of Technology Lanna Dr. Numyoot Songthanapitak

19 Vietnam Hanoi Vocational College for Electro-Mechanics Ms. Huyen, Thi Thuy Pham

20 Vietnam Vietnamese-Germany Vocational College Ha Tinh Nguyen Hai Dien

21 Vietnam Hung Yen University of Technology and Education MSc. Nguyen Huu Hop

22 Viet Nam Hanoi University of Industry Dr. Nguyen Van Thanh

23 Viet Nam Chu Lai – Truong Gai Vocational Training College Nguyen Xuan Thien

24 Viet Nam Ho Chi Minh City Vocational Colleges Phan Vu Nguyen Khuong

25 Viet Nam Technical &Technological Vocational College Tran The Tran

26 Viet Nam Vocational College of Agricultural Mechanics Nguyễn Văn Bảy


36


27 Viet Nam General Department of Vocational Training Nguyen Le Huong

28 Viet Nam General Department of Vocational Training Nguyen Thi Minh Nguyet

29 Viet Nam General Department of Vocational Training Pham Duy

30 Viet Nam Ho Chi Minh City Vocational Colleges Ms. Oanh, Duong Thị Kim

31 Viet Nam Ho Chi Minh City Vocational Colleges Ms. Hien Dang Thi Dieu

Annex 4.3 – Steering and consulting board


1 Brunei Darussalam

Research and Development Division, SEAMEO VOCTECH Regional Centre Dr. Paryono

2 Vietnam GIZ - RECOTVET Dr. Nils Geissler

3 Vietnam GIZ - RECOTVET Mr. Christian Bock

4 Thailand GIZ - RECOTVET Ms. Siriporn Parvikam

5 Germany PROTREND Dr. Winfried Heusinger

6 Austria ARQA-VET Dr. Franz Gramlinger


37

Bibliography Bergmann, H. & Mulkeen, A. (2011): Standards for Quality in Education. Experiences from Different Countries and Lessons Learnt. Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH, Eschborn. BIBB; Batzel, G. (2016): Berufsbildungsbegriffe Deutsch-Englisch. Terminologiesammlung für Berufsbildungsfachleute. German Federal Institute for Vocational Education and Training (BIBB) (Eds.), Bonn. Darling-Hammond, L. and Lieberman, A. (eds) (2012): Teacher education around the world: Changing policies and practices. London and New York, Routledge. European Commission/ CEDEFOP (2015): Skills panorama. http://skillspanorama.cedefop.europa.eu/en/skill (retrieved 07/09/2016). Lipsmeier, A. (2013). Approaches towards enhanced Praxis-Orientation in Vocational Teacher Education. A paper presented during Regional Conference on Vocational Teacher Education. Tongji University, Shanghai, China, 24-25 October 2013. Ministry of Education and Sports of Lao PDR and the German Ministry of Cooperation and Development, (2015). Vientiane Joint Statement on Inclusive and Labour Market-oriented Vocational Education and Training. OECD (2005): Teachers Matter: Attracting, Developing and Retaining Effective Teachers Toledo-Figueroa, D./Revai, N./ Guerriero, S. (2017): Teacher professionalism and knowledge in qualifications frameworks and professional standards. In: Guerriero, S. (ed.): Pedagogical Knowledge and the Changing Nature of the Teaching Profession, OECD Publishing. Paris. [Accessed Online:] http://dx.doi.org/10.1787/9789264270695-en Parsons, D.; Hughes, J.; Allinson, C.; Walsh, K. (2009): The training and development of VET teachers and trainers in Europe, in CEDEFOP (ed.) (2009): Modernising vocational education and training, Vol. 2, Luxembourg, pp. 79-156. UNEVOC/NCVER (2009): TVETipedia Glossary. Vocational Teacher. http://www.unevoc.unesco.org/go.php?q=TVETipedia+glossary+A-Z&filt=all&id=472 (retrieved 07/09/2016). UNEVOC (2004): International Framework Curriculum for a Master Degree for TVET teachers and lecturers. [Accessed Online:] http://portal.unesco.org/education/es/files/37948/110675326311International_framework.pdf/International_framework.pdf UNESCO (2012): Shanghai Consensus: Recommendations of the Third International Congress on Technical and Vocational Education and Training. Transforming TVET: Building skills for work and life. [Accessed Online:] http://www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/ED/pdf/concensus-en.pdf UNESCO (2015): Kuala Lumpur Declaration, Quality Education and Skills Development for Sustainable Future. [Accessed Online:] https://www.bibb.de/dokumente/pdf/2015_KL_Declaration.pdf


38

UNESCO (2016): Teachers in the Asia-Pacific. Career Progression and professional development. Bangkok. Volmari, K.; Helakorpi, S.; Frimodt, R. (Eds.) (2009): Competence Framework for VET Professions. Handbook for practitioners. Sastamala, Finish National Board of Education/CEDEFOP.

REGIONAL TVET TEACHER STANDARD FOR ASEAN...Regional TVET Teacher Standard 4 Call for Action –...

Documents

Transcript of REGIONAL TVET TEACHER STANDARD FOR ASEAN...Regional TVET Teacher Standard 4 Call for Action –...