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© PARYONO (2015) Issue 5 1 Paryono Paryono (SEAMEO VOCTECH Brunei) Approaches to preparing TVET teachers and instructors in ASEAN member countries Abstract Most countries in Southeast Asia are now positioning technical and vocational education and training (TVET) in the mainstream of education system thus becoming a priority in their education agenda to support the socio-economic development of the nation (SEAMEO VOCTECH 2012). TVET teachers and instructors are still the pressing issue due to a lack of quality and quantity in most countries. Most TVET teachers are recruited from fresh graduates of vocational and technical colleges and universities, thus lacking industrial experiences. This paper focuses on issues around the preparation of TVET teachers based on a meta-analysis of nine country reports presented during SEAMEO VOCTECH’s Expert meet - ing in collaboration with UNESCO UNEVOC in Thailand in December 2012 and updated from the country reports of training participants during fiscal year 2013/2014 , and SEAMEO VOCTECH’s sharing sessions with the 2014 Governing Board Meeting. Based on these reports, this paper analyses common policies and practices, challenges, strategies and proposes some recommendations. The salient findings from Brunei on the current policies and practices include the effort for ensuring high quality teachers, enhancing teachers’ professional standards and enhancing the image of teaching as a first choice profess- sion. Indonesia is focusing on teacher certification programs by stressing the importance of qualification and teacher competency standards. Lao and Cambodia are focusing on raising their teachers’ qualification to higher diploma and baccalaureate. Malaysia is addressing the complexity of various providers and perspectives by forming the Malaysian Qualifications Agency (MQA) and transforming teachers’ comp - etencies by including industrial experience and considering industry needs, creating policy guidelines to develop highly effective instructors, and promoting teacher capacity building program by introducing a training levy. Myanmar is introducing e-learning systems to teachers to further their education and train- ing in accordance with National Qualification Standards (NQF) and proposed ASEAN Qualification Standards (AQF). Singapore Institute of Technical Education is training its own teachers using compe- tency-based curriculum (CBC) and authentic learning approach using TPCK model (Technological, Pedagogical, Content, Working Knowledge). Thailand is emphasizing the importance of education for sustainable development for TVET teachers, introducing Problem-based Learning (PBL) and using instructional media. Vietnam is highlighting the importance of upgrading teaching staff both pre and in- service focusing on management, contents, curricula, teaching and assessment methods. This paper also discusses some challenges and issues in TVET teacher education: inter alia the lack of industrial experi- ence, attracting certain gender in teaching force, linking with industry, and issues of standardization.
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  • Vocational education, Vocational school, TVET Teacher Education

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