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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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Requirements on Teacher Education for TVET 11

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Requirements.on.Teacher.. Education.for.TVET Teacher.Education.for.TVET.in.Europe.and.Asia:.. . The.Comprehensive.Requirements Georg Spöttl Abstract The training of teachers for vocational education and training (TVET) is a great challenge as numerous countries are not prepared for it. In many countries the opinion still prevails that practical knowledge and skills should be transferred by persons, e.g. skilled workers, with more know-how than the trainees. Therefore it is common practice that Level-3- students in vocational education and training are instructed by Level-4-graduates. Such approaches not only hamper professionalism but are also inefficient. Thus junior teachers are not adequately trained for the required levels. This paper therefore presents an ap- proach for the training of TVET teachers which is based on a professionalized interna- tional level and is normally reserved for universities. A professionalized teacher training is based on standards for programmes, contents, and training facilities safeguarding an optimal training of the teaching staff. As teachers are the key persons for meeting the training standards, standards for teacher training must also be discussed. Their quality, their orientation, their design and the consequences for a successful implementation will be discussed. Furthermore it will be shown how standards must be configured in order to be accepted and pursued in a target oriented way by the industry, politics and the target groups themselves. The TT-TVET project will be referred to as well. Within the framework of this project the partners have developed transnational standards which have found utmost acceptance in the partner countries’ own study courses for TVET teachers. Introduction International comparative studies...

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