Technical and Vocational Teacher Education and Training in International and Development Co-Operation: Models, Approaches and Trends (Technical and ... Training: Issues, Concerns and Prospects, 34)

This book deals with teacher training for vocational education and training. In individual chapters next to the positions of relevant international organizations, donors and development banks, it also covers selected countries in their ways of shaping of Technical Vocational Education and Training and teacher training. The structure of the book aims at two objectives: To outline positions of important stakeholders of the international Technical Vocational Education and Training policies and international cooperation in TVET teacher training. To discuss the current status of Technical Vocational Education and Training and teacher training in selected countries, from developing countries, countries with emerging economies to industrialized countries. The book is meant to create a platform that supports a reference concept within international cooperation for the further development of Technical Vocational Education and Training andteacher training up to a higher quality and performance. Series Editors Introduction Preface Contents Contributors Chapter 1: Introduction References Chapter 2: TVET Teacher Profile and Standards for a Master ́s Degree Programme 2.1 Introduction 2.2 Demands and Fields of Responsibility for TVET Teachers 2.2.1 Promoting Learning Quality 2.2.2 Overall Competences 2.2.3 Specific Competences 2.3 Background of Master ́s Degree Programmes for TVET Teachers 2.3.1 Implications of TVET Teacher Training 2.3.2 Objectives of Study Programmes 2.4 Study Programme Framework 2.4.1 Rationale of a Framework Based on Vocational Disciplines 2.4.2 Qualification Title 2.4.3 Competence Development Within the Study Programme 2.4.3.1 Vocational Discipline and Didactical Studies Vocational Discipline Projects in the Area of Vocational Discipline Didactics of Vocational Subjects Practice in the Area of Vocational Discipline TVET Research 2.4.3.2 Professional Studies TVET Concepts and Systems Vocational Pedagogy TVET Management TVET Research 2.4.4 Entry Requirements for Students 2.4.5 Qualification Requirements for Teaching Staff 2.4.6 Required Teaching Staff 2.4.7 Assessment and Credits 2.4.7.1 Credit System 2.4.7.2 Assessment 2.4.8 Quality Assurance 2.5 Labour Market Perspectives and Practical Relevance 2.6 Curriculum 2.6.1 Curriculum Orientation and Standard 2.6.2 Curriculum Structure 2.6.2.1 Module Areas 2.6.2.2 Vocational Discipline and Didactics Studies 2.6.2.3 Professional Studies 2.6.2.4 Master ́s Thesis 2.6.2.5 Graduation/Master ́s Examination 2.6.2.6 Differentiation According to School Types 2.6.2.7 Practice Orientation 2.6.2.8 Sustainable Implementation of the Modularised Course Structure 2.6.2.9 Accreditation 2.7 Conclusions References Part I: Perspectives from Internationally Oriented Institutions and Organizations That Pursue Pre- and In-Service Education of... Chapter 3: Qualified Teaching and Training Staff as a Key for Implementation of Sustainable TVET Reforms 3.1 Introduction 3.2 Strategies and Development Trends for BMZ ́s Education Portfolio 3.3 Location and Range of TVET Teachers Addressed within BMZ ́s Education Strategy and its Position Paper on TVET 3.4 Models of Capacity Development for TVET Teacher Training Supported by the Organization 3.5 Instruments in BMZ ́s Development Cooperation for Training Vocational Teachers and in-Company Instructors 3.6 Current Challenges for the Organization in Addressing Capacity Development for TVET Teachers 3.6.1 TVET Staff in the Context of Digital Transformation 3.6.2 Greening TVET 3.6.3 Challenges in Capacity Development for TVET Teachers Regarding Gender 3.6.4 Challenges in Capacity Development for Trainers in the Informal Economy 3.7 Conclusions and Outlook References Chapter 4: Perspectives of ADB on the Education and Training of TVET Teachers 4.1 Introduction 4.2 Strategies and Development Trends for ADB ́s Education Portfolio 4.3 Relevance of TVET Teacher Training in ADB Developing Member Countries 4.4 Core Aspects of Successful TVET Teacher Training Systems 4.4.1 Republic of Korea 4.4.2 Singapore 4.5 ADB ́s Approach for Establishing TVET Teacher Training Systems Based on Global Good Practices and Adapted to Local Contexts 4.5.1 Enhancement of TVET Teachers ́ Industry Experience in Guangxi Zhuang Autonomous Region, People ́s Republic of China 4.5.2 Establishing a System of Master Trainers to Provide In-Service Training to TVET Teachers in Odisha, India 4.5.3 Supporting the Indonesia University of Education in Improving the Quality of TVET Teacher Training 4.6 Success Factors and Strategic Outlook for ADB References Chapter 5: Promoting Work-Based Learning for Vocational Teachers 5.1 Introduction and Context 5.2 Ensuring Access to WBL 5.2.1 Challenges 5.2.2 Policy Regulations and Institutional Organisation 5.3 Strengthening the Links between VET Institutions and Industry 5.4 Ensuring High-Quality WBL 5.5 Conclusion References Chapter 6: TVET Teacher Education and Training in International and Development Cooperation 6.1 Introduction 6.2 Relevance of TVET Within the Organisation ́s Overall Strategies 6.3 Development Trends Affecting the ILO ́s Work on TVET Teacher Education and Training 6.4 Relevant Models of Capacity Development for TVET Teacher Training Supported by ILO 6.5 Actual Challenges Seen by the Organisation in Addressing Capacity Development for TVET Teachers 6.6 Conclusions/Outlook References Chapter 7: VET Teachers and Trainers ́ Competence in Creating Inclusion and Excellence: European Policy Agenda, Approaches and ... 7.1 Introduction 7.2 VET Teachers and Trainers in the EU Policy Agenda 7.2.1 EU Policy Background 7.2.2 Cedefop ́s Role 7.3 The Evolving Role of VET Teachers and Trainers 7.3.1 Dynamic Working Context and Increased Diversity of Students 7.3.2 Changing Skills Needs and Requirements 7.3.3 Greater Autonomy and Involvement in Education and Training Reforms 7.4 Challenges for VET Teachers and Trainers ́ Profession and Their Well-Being 7.4.1 Ageing VET Teachers and Attractiveness of the Profession 7.4.2 Teachers and Trainers ́ Well-Being and Job Satisfaction 7.5 Countries ́ Policy Responses to Overcoming Challenges 7.5.1 Improving Recruitment Procedures and Ensuring Continuous Professional Development 7.5.2 Fostering School-Business Cooperation 7.6 Conclusion and Reflections for the Future References Internet Chapter 8: Support for Europe ́s Neighbours to Improve the Professional Development of Vocational Teachers and Trainers: The Ex... 8.1 Introduction 8.2 Relevance of Technical Vocational Education and Training (TVET) and Teacher Professional Development for the ETF 8.3 ETF ́s Framework for Systemic Development of Professional Movement 8.4 ETF ́s Demonstration Projects 8.5 Professional Development and COVID-19: Responding to a Crisis 8.6 Conclusion and Next Steps: Pedagogical Innovation-Research and Experimentation References Internet Chapter 9: International Framework for a Master ́s Degree for the Professionalisation of TVET Teachers: Potentials for Internat... 9.1 International Context 9.2 International Framework for a Master ́s Degree for TVET Teachers and Lecturers 9.2.1 Objectives of the Framework Curriculum 9.2.2 Structure of the International Framework Curriculum 9.3 Master ́s Degree Course in TVET According to the International Framework Curriculum 9.3.1 Description of the Master ́s Degree Course 9.3.2 Organisational Requirements 9.3.3 Implementation According to the Proposals of the International Framework Curriculum 9.4 TVET Teacher Education in German-International TVET Cooperation 9.4.1 Organisational Framework and Background 9.4.2 TVET Teacher Training Programmes in Development Cooperation 9.4.3 Future Potential for International TVET Teacher Education 9.5 Résumé and Perspective References Part II: Case Studies of Selected Countries That Are in the Process of Developing TVET into an Important Pillar of Education Chapter 10: Training and Professional Development for VET Teachers in Vietnam 10.1 Introduction 10.2 The VET Sector in Vietnam: Structure and Governance 10.3 Qualifications Requirements for VET Teachers 10.3.1 Types of VET Teachers 10.3.2 Qualifications Requirements for VET Teachers 10.4 Pre-Service Training for VET Teachers 10.4.1 Pre-Service Training Pathways to the VET Teaching Profession 10.4.1.1 Bachelor ́s Degree in Technology and Education 10.4.1.2 University/College/Intermediate-Level Degree and a VET Pedagogy Certificate 10.4.1.3 NOS Certificate (or Equivalent) and a VET Pedagogy Certificate 10.4.2 Pre-service VET Teacher Training: Course Structure 10.5 In-Service Training for VET Teachers 10.5.1 VET Teacher Development Policies and Legal Framework 10.5.2 In-Service Training Programs 10.5.2.1 In-Service Pedagogical Training 10.5.2.2 Technical Training 10.6 International Cooperation for the Establishment of Centers for In-Service VET Teacher Training 10.6.1 Training of Multipliers 10.6.2 In-Service Training Courses for VET Teachers and Enterprises ́ Workers 10.7 Further Developments 10.8 Conclusion References Chapter 11: Teacher Professional Development: Institution-Based Professional Development (IBPD) Centre Myanmar 11.1 Introduction 11.2 Scope and Method of the Study 11.3 Current Status of Myanmar ́s TVET Teacher Training System and Challenges 11.4 Introducing a Relevant Model for TVET Teacher Training in the Country 11.5 SWOT Analysis of the IBPD Centre Implementation Procedure 11.6 Further Opportunities and Developments 11.7 Conclusion References Chapter 12: Indonesia TVET Teacher Training: Policy and Implementation to Meet Industry Demands 12.1 Introduction 12.2 Requirements of Indonesian TVET Teachers 12.3 Status of TVET Teacher Training in Indonesia 12.3.1 Pre-service TVET Teacher Training 12.3.2 In-service Teacher Training 12.4 TVET Teacher Training Program Implemented in Indonesia 12.4.1 Implementation of Pre-service TVET Teacher Training 12.4.1.1 Background 12.4.1.2 The Curriculum of Pre-service TVET Teacher Training 12.4.2 Implementation of In-service TVET Teacher Training 12.4.2.1 Learner Teacher Program (Implemented in 2016-2017) Objectives Benefits Target Program Outcome 12.4.2.2 Dual Expertise Program (Implemented 2016-2017) Background and Definition of the Program Objectives Benefits Target Program Outcome 12.5 Further Developments 12.5.1 Political Vision to Enhance Pre-service TVET Teacher Training 12.5.1.1 Center of Excellence for TVET Teachers 12.5.1.2 Components and Services of the Center of Excellence for TVET 12.6 Conclusions References Government Papers and Laws Chapter 13: TVET Teacher Education System in Mongolia 13.1 Introduction 13.2 Status of TVET Teacher Training 13.2.1 Types of TVET Teachers 13.2.2 Historical Developments 13.2.3 Requirements for TVET Teachers 13.2.4 Initial TVET Teacher Training Programme 13.3 Model of TVET Teacher Training 13.4 Conclusions References Chapter 14: Pre-service TVET Teacher Education in Cambodia 14.1 Introduction 14.2 Status of TVET Teacher Training 14.2.1 Course Introduction 14.2.2 Responsible Body 14.2.3 Prerequisites for Pre-service TVET Teachers 14.2.4 Curriculum 14.2.5 TVET Teacher Educators 14.3 Further Developments 14.4 Conclusions References Chapter 15: TVET Teacher Pre- and In-Service Training in the Kyrgyz Republic 15.1 Introduction 15.2 Pre-service Teacher Training 15.2.1 Legal Framework 15.2.2 Preparation of SVET Teachers 15.2.3 Recruitment of SVET Teachers 15.2.4 The TVET Teachers ́ Qualifications Framework 15.2.5 Relevant International Initiatives 15.2.6 Major Gaps 15.3 In-Service Teacher Training 15.3.1 Legal Framework 15.3.2 Opportunities for the In-Service Training of SVET Teachers 15.3.3 Workplace Learning for SVET Teachers 15.3.4 The TVET In-Service Teacher Training Program Based on the TTQF 15.3.5 Relevant International Initiatives 15.3.6 Major Gaps 15.4 Conclusions References Part III: Case Studies of Countries That Are Already Well-Developed (Countries in Transition) and Where TVET Already Plays a R... Chapter 16: The Development of Malaysia TVET Teacher Training (TT-TVET) 16.1 Introduction 16.2 TVET Teacher Development in Malaysia 16.3 Teachers ́ Recruitment 16.4 Pre-service Teacher Education Curriculum 16.5 TVET Educator Standard 16.6 TVET Teachers Provider 16.6.1 Institute for Teacher Education Campus Technical Education (IPGKPT) 16.6.2 The Centre for Instructor and Advanced Skill Training (CIAST) 16.6.3 Malaysian Public Universities 16.6.3.1 Universiti Tun Hussein Onn Malaysia (UTHM) 16.6.3.2 Universiti Pendidikan Sultan Idris (UPSI) 16.6.3.3 Universiti Teknologi Malaysia (UTM) 16.6.3.4 Universiti Putra Malaysia (UPM) 16.7 Further Developments in TT-TVET 16.7.1 ASEAN 16.7.2 Malaysia 16.8 Conclusion References Chapter 17: TVET Teachers Training in Thailand 17.1 Introduction 17.2 Status of TVET Teacher Education and Training 17.2.1 Teacher Education 17.2.2 Teacher Training 17.3 Requirements for TVET Teachers 17.4 Relevant Models of TVET Teacher Training 17.4.1 In-House Training 17.4.2 Industrial Experience Programs 17.4.3 Professional Learning Community (PLC) 17.4.4 Professional Teacher Club (PTC) 17.4.5 New Models of TVET Teacher Training 17.4.5.1 Model I: Occupational Standards Capacity Building of TVET 17.4.5.2 Model II: Intensive Academic Capacity Building Program 17.4.5.3 Model III: General Subject Capacity Building (Math, Science, Social Skills, etc.) 17.4.5.4 Model IV: Excellent Center Institution Teacher Training Program 17.4.5.5 Short-Term Training Program 17.4.5.6 Medium-Term Training Program 17.4.5.7 Long-Term Training Program 17.4.5.8 Further Development 17.5 Conclusion References Chapter 18: Positioning TVET Lecturer Identities at the Centre of TVET Lecturer Education and Training in a Post-COVID-19 Cont... 18.1 Introduction: The TVET Context in South Africa 18.2 A Qualifications-Driven Approach 18.3 Professionalisation and an Emerging Workplace Pedagogy 18.4 `Trade First, Teacher Second ́ 18.5 A Working Model for the Future 18.6 Concluding Comments References Chapter 19: Education and Training of Vocational Education and Training (VET): Teachers in the Republic of Moldova 19.1 Zum 19.2 Historical Overview and Status of VET Teacher Training 19.3 Requirements for Teachers 19.4 Relevant Models of VET Teacher Trainings in Moldova and Further Developments 19.4.1 Continuous Training Programme for VET Teachers Provided by TUM 19.4.2 Modern Methods of Training in the Context of Dual VET (GIZ) 19.4.3 Pre-service MA Study Programme at the Technical University of Moldova 19.5 Conclusion References Chapter 20: TVET Teacher Education and Training in Bosnia and Herzegovina 20.1 Introduction 20.2 Historical Overview and Status of TVET Teacher Training 20.3 Requirements for TVET Teachers 20.4 Models of TVET Teacher Training in BiH 20.5 Future Developments 20.6 Conclusions References Part IV: Case Studies of Industrialized Countries Where TVET as a System Is Already Established, and Is Indispensable as Pilla... Chapter 21: Development of Competencies and Qualifications of the VET Teachers and Trainers in Lithuania 21.1 Introduction 21.2 Institutionalisation of the Qualifications and Training of the VET Teachers and Trainers 21.3 State of the Art of the Requirements for VET Teachers ́ Qualifications and Related Institutional Model 21.4 Learning, Factors Affecting the Realisation of Model of VET Teacher Training 21.5 Further Development of VET Teacher Training: Possible Scenarios 21.6 Conclusion References Chapter 22: Past, Present, and Future of Vocational Training Teacher System 22.1 Introduction 22.2 Status of TVET Teacher Training 22.3 Historical Overview: Vocational Training Policy and Teacher Guidance Policy 22.4 Requirements for TVET Teachers: Changes in the Teacher Qualification System 22.5 Relevant Model of TVET Teacher Training in the Country 22.6 Further Developments 22.7 Conclusion References Chapter 23: TVET Teacher Training in Transformation in China 23.1 Introduction 23.2 Overview of TVET Teachers 23.2.1 Types of TVET Teachers 23.2.2 Qualifications 23.3 Historical Overview on TVET Teacher Training 23.4 TVET Teacher Training Models 23.4.1 Training Models for Pre-Service Teacher Training 23.4.1.1 Phased Educational Model 23.4.1.2 Extended Length of Study Time with More Credit Requirements 23.4.1.3 Selection of Students with Desirable Competence 23.4.2 Modes of Collaboration between Different Institutions 23.5 In-Service Training for TVET Teachers 23.5.1 Development of Training Bases for TVET Teachers 23.5.2 Teachers of Secondary Vocational Schools Join Master ́s Degree Program 23.5.3 Training of Double-Qualified Teachers 23.6 Conclusion References Chapter 24: A Situation-Based Model for Swiss VPET Teacher and Trainers ́ Education: Main Orientations and Structure 24.1 Introduction 24.2 Status of VPET Teacher Education in Switzerland 24.2.1 Main Orientations of VPET Teacher Education 24.2.2 Core Syllabus and Main Contents 24.3 The Swiss Federal University for Vocational Education and Training: Approaches of Teacher Education 24.3.1 The Situation-Based Approach of SFUVET 24.3.2 Situation-Based Competence Profiles 24.3.3 Main Pedagogical Orientations for Teacher Education at SFUVET 24.3.3.1 Practice and Competence-Oriented Training (Handlungs- Und Kompetenzorientierung) 24.3.3.2 Integration of Pedagogical Content Knowledge and Situation-Based Knowledge 24.3.3.3 Strengthening the Potentialities of the in-Service Training Model 24.3.3.4 Situation-Based Instructional Approach 24.3.3.5 Reflective Orientation of Training 24.3.3.6 Personalization of Training 24.3.3.7 Enhancement of Identity Components of Teacher Training 24.3.3.8 Orientation to Developments and Changes in the Vocational Training System 24.3.4 The SFUVET Model of VPET Teacher/Trainer Education 24.4 Conclusion References Chapter 25: Initial Training of Vocational Education Faculty in Spain: Higher Quality, Better Skills 25.1 Introduction to the Initial or Regulated Vocational Education System in Spain 25.2 Initial Training of Vocational Education Teachers: General Aspects 25.3 Historical Perspective of the Initial Training of Vocational Education Faculty 25.4 Vocational Education Faculty in Spain Today: Areas of Specialization and Requirements for Access to Initial Training 25.5 The Initial Training Model for Vocational Education Faculty 25.6 The Initial Training Model for Technical Faculty of Vocational Education 25.7 Closing Remarks References Chapter 26: Australian TVET Teacher Training: Once Flourishing but Now Neglected 26.1 Introduction 26.2 Australia ́s Vocational Education and Training System and Its VET Teachers 26.2.1 The System 26.2.2 The Teachers 26.3 Status of VET Teacher Training 26.3.1 Certificate IV in Training and Assessment 26.3.2 The Diploma of Vocational Education and Training 26.3.3 University Qualifications in VET Teaching 26.4 Historical Overview of VET Teacher Training in Australia 26.5 Institutional Arrangements for the Current Qualifications 26.6 Challenges and Current Issues 26.7 Conclusion and Implications References Chapter 27: Career and Technical Education in the United States 27.1 Introduction: What Is Career and Technical Education in the United States? 27.1.1 Secondary CTE Delivery 27.1.2 Postsecondary CTE Delivery 27.2 How Are Career and Technical Education Programs in the United States Funded? 27.3 How Are CTE Programs Evaluated in the United States? 27.3.1 CTE Oversight 27.3.2 CTE Core Indicators of Performance at Secondary Level 27.3.3 CTE Core Indicators of Performance at Postsecondary Level 27.4 What Are the Policies Related to Students Earning Career Credentials? 27.5 What Are the Requirements to Become a CTE Teacher in the United States? 27.5.1 Certification and Licensure Requirements for Secondary CTE Teachers 27.5.2 Certification Requirements for Community College CTE Professors and Instructors 27.6 What Is the Importance of Industry Credentials for CTE Students? 27.6.1 Credential Engine and Credential Finder 27.7 What Are the Teaching Competencies Required by CTE Teachers and Faculty? 27.7.1 National Board of Professional Teaching Standards 27.7.2 Performance-Based Teacher Education Validation Study 27.8 How Do Teachers and Professors Continue to Improve their Teaching Skills? 27.8.1 Teacher/Faculty Mentors 27.8.2 Centers for Teaching and Learning (CTLs) 27.8.3 Teacher/Faculty Improvement Plans 27.8.4 Universities Offering CTE Teacher Training 27.8.5 Professional Organizations 27.8.6 Career and Technical Student Organizations (CTSOs) 27.8.7 Teaching Online 27.9 How Do CTE Programs in the United States Partner with Business and Industry? 27.10 CTE ́s New Image References Chapter 28: Models of TVET Teacher Education in Germany and their Potential to Meet Growing Demands in TVET Teacher Education 28.1 Introduction 28.2 The Bologna Declaration 28.3 The Two-Cycle System in TVET Teacher Training 28.4 Emerging Models in TVET Teacher Training 28.4.1 The Consecutive Model 28.4.2 The Top-Up Model 28.4.3 The Blended Model 28.4.4 The New Models and Sustainable Development 28.5 New Opportunities for Flexibility in Considering Career Options 28.6 Transfer between Programmes 28.6.1 Shorter Periods of Study 28.6.2 Enhancement of Practical Training 28.7 Internationalisation of Degree Programmes 28.8 Conclusion References