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Standardisation in TVET Teacher Education


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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Developing and Implementing Solutions in TVET Teacher Education 107


Developing.and.Implementing.Solutions. in.TVET.Teacher.Education –.The.TT-TVET.Project Joachim Dittrich Abstract The EU Asia-Link co-funded project “Development of Trans-national Standards for Teacher Training for Technical and Vocational Education and Training with a Multidisciplinary and Industrial Orientation” (TT-TVET) is run in cooperation between German, Indonesian, Malaysian, and Spanish higher education institutions. This article gives an overview of the objectives of the TT-TVET project, of the approaches that were used to reach these objectives, and on the results achieved so far in developing teacher training standards for TVET and common cores of study programmes as a basis for the cooperation between universities as well as students’ and lecturers exchange. Introduction Not only the need for high quality, standard-conform products induced by globalisation, but also the tendency to individualised products in favour of mass production ask for a highly qualified workforce at the level of technical and vocational education and train- ing (TVET). The quality of TVET teachers and trainers is the key for an appropriate education and training of usually roughly two thirds of a nation’s workforce. Such quality has to be developed by means of an educational philosophy that is targeted at empowering students – teacher students and TVET trainees – − to actively contribute to quality development in a participatory environment by participating in shaping their own working environment, − to cooperate in a constructive manner with stakeholders of their working envi- ronment – in case of teachers and trainers essentially with industries, in case of skilled workers with clients, both internal and external to the company, and − to...

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