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Standardisation in TVET Teacher Education

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Edited By Joachim Dittrich, Jailani Md Yunos, Georg Spöttl and Masriam Bukit

Standardisation in TVET Teacher Education discusses issues connected with quality development in teacher education for Technical and Vocational Education and Training (TVET). Starting from some insight in the requirements on teacher education for TVET from different regions of the world, reflections on existing standardisation approaches for TVET Teacher Education from different perspectives are presented. A number of initiatives that are already implemented in order to solve specific issues in TVET Teacher Education are described. Finally, some of the approaches and concepts that were developed in the course of the EU Asia Link cofunded project «Development of Transnational Standards for Teacher Training for Technical and Vocational Education and Training (TT-TVET) with a Multidisciplinary and Industrial Orientation» are presented. The majority of contributions were presented and discussed during the «First World Congress on Teacher Education for Technical and Vocational Education and Training – Shaping TVET Teacher Education for the Changing World of Work» held in Bandung, Indonesia, in July 2008 which led to the Bandung Declaration on TVET Teacher Education.

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Preface 9

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Preface This publication has emerged from the “First World Congress on Teacher Education for Technical and Vocational Education and Training (TVET)” which was dedicated to the theme “Shaping TVET-Teacher Education for the Changing World of Work” and which took place from July 21st to July 23rd, 2008 at Universitas Pendidikan Indonesia in Bandung, West Java. Organised in close cooperation between the Ministry of National Education of the Republic of Indonesia and the European Union Asia-Link Programme co-funded TT-TVET project partners1, this congress had two foci: First to discuss at an international level what the essentials of TVET teacher education are in times, where more and more countries “rediscover” technical and vocational education and training as an important factor of national development and international cooperation, and second to tackle at the Indonesian, national level a fraction of the development challenges which are related to the recent teachers law and the expressed goal to enhance drastically the volume and the quality of Indonesian TVET in the coming years. TVET teacher education or in other words teacher training for technical and vocational education and training (TT-TVET) worldwide faces a bunch of challenges. TVET teacher education often is not sufficiently connected to the world of research and development, which typically is represented by higher education institutions that live the close intercon- nection of scientific research and targeted academic education. That way teacher educa- tors often perceive themselves as mere teachers, and not as researchers and knowledge generators who pass their own knowledge and research...

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