Asia-Pacific Conference on Education and Training ... Not unified teacher training system. Cambodia .... Automotive Technology 4) Mechanical Engineering 5).
Asia-Pacific Conference on Education and Training Making Skills Development Work for the Future Kuala Lumpur, 3-5 August 2015
3 – 5 August, ACET – Session on TVET Teacher Assoc. Prof. Dr Razali Hassan
Framework and implementation processes for closing skill gaps in the AsiaPasific Region
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3 – 5 August, ACET – Session on TVET Teacher
• Definition of TVET teachers • TVET teachers background • TVET teachers issues and challenges – country report from expert meeting • Expert meeting recommendation • Trend for current and future employment • Knowledge based production cycle • Proposed framework for TVET Expert meeting (Skills gap) • Recommendation from TVET Expert meeting • Proposed Framework for closing skill gaps in the Asia-Pasific region • Suggestion • References
Assoc. Prof. Dr Razali Hassan
The Presentation outline
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• Adapted from
• Ref: UNEVOC/NCVER
3 – 5 August, ACET – Session on TVET Teacher
• A person whose function is to impart knowledge or know-how to students or trainees in a vocational school or training institution. The vocational teacher's functions tend to overlap with those of the trainer; the teacher usually works in a school or colleges situation and gives both related instruction and some, if not all, of the practical training.
Assoc. Prof. Dr Razali Hassan
TVET teachers definition
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3 – 5 August, ACET – Session on TVET Teacher
• Most countries in Southeast Asia positioning TVET in the mainstream of education system, • TVET teachers providers by various institution, • Level of Certification – Master degree- PhD • Pedagogical approaches irrelevant for future TVET development and industries need as an issues. • Most TVET teachers are recruited from fresh graduates of vocational and technical colleges and universities, thus lacking industrial experiences. Therefore; Qualified TVET teachers to teach TVET program.
Assoc. Prof. Dr Razali Hassan
TVET Teachers background
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Laos
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• Low qualification (academic and professionals) • Low salary • Limited movement
National/International Coordination National Resource allocation in TEVT teacher education Quality Standard Institutionalization of peer review and continuous monitoring of teachers Lack of autonomy: qualifications, course content, lecturers perceptions Lack of teacher networking Scholarship for teachers, especially those in deprived areas Access/Affordability/Inclusion/equity Teachers have a low self-esteem and are frustrated Human Resource Development within CTEVT and its institutes TVET teachers have better non-teaching job opportunities in industry Industry institute linkage
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Brunei • •
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Areas distinct to TVET teacher education is missing e.g. exposure to the industries Professional development of existing teacher in line with the changes in initial teacher preparation programmes Academic degree should not be seen as the only route for continuing professional development
• Limited Co-operation • Not unified teacher training system
Cambodia • Creating an Environment that Nurtures the occupations being taught • Attracting females to TVET • Linking NTTI with Industry to meet the demand for skilled workers and Technicians • Improving the undervalued Image of a Vocational Education • Collecting Labor Market Information In a Timely Manner
3 – 5 August, ACET – Session on TVET Teacher
Nepal
Assoc. Prof. Dr Razali Hassan
TVET teachers - Issues and Challenges
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Indonesia
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Various TVET teacher providers – Various Ministry New challenge in Teaching and Learning (21 st Century Technology and Students Different) Gen Y Qualification standard – Entry TVE Mismatch within Education System - Changing of Training Model skills and knowledge - Skills & Highly Knowledgeable Teachers
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Some rules and regulations have been issued for teachers, such as Law No. 14/2005 on Teacher and Lecturer, and Regulation No. 74/2008 on Teacher – indicating the importance of national programs of teacher education and improvement in Indonesia
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Educational budget is increased of National Budget, including the budget for teachers improvement
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Demand-Supply Mismatch – Product ≠ Demand
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The standard of TVE teacher – MQA/MQF only Strengthen working relationship - Public Private Partnership Accreditation Prior Experience Learning - get really experienced trainer/teacher Cross collaborate with other ministries - G2G
Teachers need to be academically qualified, competent, and certified as a professional teachers
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3 – 5 August, ACET – Session on TVET Teacher
Malaysia
Assoc. Prof. Dr Razali Hassan
TVET teachers - Issues and Challenges
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Most TVET teachers graduates from different levels but most of them still lacking of industrial experience and exposure Hands on, Pedagogical knowledge, Technical know-how, content expert + Industrial exposure is a must have competencies to ensure students will get authentic, relevant and current needs of the industries. TVET programmes must be Industries-based and industries-competenciesoriented is necessary, therefore TVET teachers MUST have right set of competencies and right working environment when delivering
Curriculum support by Industries. e.g. Work Process Based curriculum
3 – 5 August, ACET – Session on TVET Teacher
TVET expert meeting 2012 in Bangkok synthesis:
Assoc. Prof. Dr Razali Hassan
Discussion TVET Expert meeting
Public perception on TVET – Main stream in Prime Education 7
Assoc. Prof. Dr Razali Hassan
3 – 5 August, ACET – Session on TVET Teacher
Changes of the Academic Education
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Assoc. Prof. Dr Razali Hassan
3 – 5 August, ACET – Session on TVET Teacher
Status and expected growth of employment
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Training Standards for Learning in Companies / competenceoriented Training Ordinances
3 – 5 August, ACET – Session on TVET Teacher
National Educational Standards for Vocational Instruction of TVET Specializations Framework Curricula
Assoc. Prof. Dr Razali Hassan
Model for the Description of Standards for Teacher Training
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Assoc. Prof. Dr Razali Hassan
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3 – 5 August, ACET – Session on TVET Teacher
Proposed Framework for TVET Teachers Training Programmesand processes for closing skill gaps in the Asia-Pasific Region
2000 + NOSS
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•• Communication skills • Teamwork skills • Skills of Leading others • Public speaking skills • Skills of conflict resolution and reconciliation • Skills of understanding and empathizing with others • Negotiation skills • Selling Skills • Team building skills • Influencing skills • Listening skills • Skills of wisely refusing
Knowledge and Understanding
Industries Experience
•Vocational Teacher, Engineers and Associate Programs in: 1) Information Technology 2) Computer Science 3) Automotive Technology 4) Mechanical Engineering 5) Welding Technology 6) Electrical and Electronic Engineering 7) Electrical Engineering 8) Control Engineering and Automation 9) Accounting 10) Business Administration
•Skills for specific
3 – 5 August, ACET – Session on TVET Teacher
Transferable Skills
Assoc. Prof. Dr Razali Hassan
Emerging TVET teacher skills for sustainability
TVET Teacher Professional Development •Pedagogy •Didactic •Teaching Strategy
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Input
Process • VTE Program designed and Development • Design Learning Models: PBL, Hands-on, STEM, CDIO, PJBL,EBL, RBL, CBL
• Transferable Skills Assessment and Evaluation • Identify Transferable Competent • CQI
Output
3 – 5 August, ACET – Session on TVET Teacher
• Identify Transferable Skills as Competency Standard • Identify transferable Incompetence
Name of Speaker
Model of Transferable Skills Implementation
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Skill Embedded Model in TVET Teachers Program
Core Courses – RM, Workshop Management, Didactic Education, OSHA etc. Knowledge and Understanding – Covers the content‐based subject disciplines
3 – 5 August, ACET – Session on TVET Teacher
Essential Skills – the essential skills when combined with relevant knowledge and inculcation of proper attitudes and values will provide the basis for lifelong learning and employability in a progressive and challenging world. These include: a. Communication Skills b. Numeracy Skills c. ICT Skills d. Thinking and Problem Solving Skills e. Self‐Management and Competitive Skills f. Study and Work Skills g. Social Skills h. Physical Skills i. Aesthetic Skills
Assoc. Prof. Dr Razali Hassan
University compulsory courses – e.g. Co-curricular, Islamic Studies, Civilization ,Foreign language, etc.
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Build networking among TVET teacher providers from regional countries as a platform to collaborate and coordinate activities and voice their concern to TVET teachers issues. e.g. RCP, RAVTE, RECOTVET, SEAMEO VOCTECH, CPSC
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TVET across Southeast Asia – policy focuses on access to quality TVET teacher education. The creation of database of TVET experts in each member of SEAMEO will be useful source to find quality TVET teachers.
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ASEAN TVET Quality Assurance and Qualification Reference Framework (AQRA) will ease the issue of TVET teachers’ mobility across the region as all TVET teachers would have met the same standard and quality for TVET teaching
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TVET pedagogy by considering authentic teaching-learning whereby real industry working environment can be replicated in a school setting or by providing more opportunities to collaborate
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Using a competency-based model and incorporating project and problem-based learning are timely now as the demand from industry for technical skills and transferable or employability skills is becoming more obvious and stringent.
3 – 5 August, ACET – Session on TVET Teacher
Regional and international cooperation for TVET teacher education
Assoc. Prof. Dr Razali Hassan
Proposed processes for closing skill gaps in the Asia-Pasific Region
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Provide TVET teacher with related industrial exposure
Government support to help TVET teachers institution to develop linkages with industries during initial teachers preparation programme.
Continuous Professional development for TVET teachers focus on skills in terms of changing technology and working process.
Modify and develop competency-based curriculum for teachers training responsive to current industries requirement.
Regular staff-capacity building, provision of training programmes in development and upgrading of teaching aids and materials
Cater 21st Century Skills needs by industries, TVET teaching environment should equipped with new teaching technology and improved internet connectivity to suited with new trend of T&L technology across the region.
Develop TVET teachers internationally accepted standard framework for the region. TVET teacher mobility across the region with Qualification standards, quality TVET programmes, condistent and responsive to the nature of multi-cultural societies.
3 – 5 August, ACET – Session on TVET Teacher
Assoc. Prof. Dr Razali Hassan
Recommendations from the Expert meeting
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3 – 5 August, ACET – Session on TVET Teacher Assoc. Prof. Dr Razali Hassan
Terima kasih / Thank you
17 Assoc. Prof. Dr Razali Hassan razalifptv@@gmail.com
3 – 5 August, ACET – Session on TVET Teacher
F. Bünning & A. Shilela (2006) The Bologna Declaration and Emerging Models of TVET Teacher Training in Germany, InWEnt – Internationale Weiterbildung und Entwicklung gGmbH, Capacity Building International, Germany Paryono, P. (2015). Approaches to preparing TVET teachers and instructors in ASEAN member countries. In: TVET@Asia, issue 5, 1-27. Online: http://www.tvet-online.asia/issue5/paryono_tvet5.pdf (retrieved 23.07.2015). Hassan, R., Razzaly, W., & Alias, M. (2012). Technical and Vocational Education Teachers in Malaysia. A country paper presented during the Experts Meeting organised by SEAMEO VOCTECH and UNESCO-UNEVOC in Conjunction with International Conference on The Excellence in Teacher Education and Research Innovation by Rajabhat Universities Network, Bangkok, Thailand, 25-28 December 2012
Name of Speaker
References
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