TVET INTERNATIONAL CONFERENCE 2016

1-2 JUNE 2016, ICC, BANDAR SERI BEGAWAN, BRUNEI DARUSSALAM

Integration of 21st Skills in TVET Institutions

in Selected ASEAN Member States:
Current Status and Ways forward
Dr. Paryono
SEAMEO VOCTECH Regional Centre
 Background
 The 21st century skills are a set of abilities that
students need to develop in order to succeed in the
information age (Thoughtful Learning, 2016)
 Many future jobs are not existing at the moment thus
equipping our students with competencies that
enable them to adjust quickly is very crucial.
 In the SEA region, the importance of 21st century skills
has been highlighted and at certain degree has
been integrated.
 Issues and challenges remain (see the next slide)

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 Issues and challenges

Do we need to
How can we
inculcate all with
prioritize?
the same level?

21st Century
Skills

How will we assess How can we

the skills inculcate the skills?

3
 Various related terms
21st Century Skills

Soft Skills Century skills Employability skills HOT skills

Common skills/
Life skills Key Skills transferable/transversal
skills

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 Sets of Transferable Skills

Competencies in Competencies in Competencies

Learning Understanding self in Dealing with
and others work
Capacity to learn,
Problem solving, Integrity, environment
Willingness to take a Team work,
chance, Communication and Flexibility,
Innovation & public speaking, Dealing with
creativity, Confidence, pressure,
Critical personality, Mutual respect and Work ethic,
Self reliance and tolerance, Positive attitude,
Independence, Sensitivity, Time management,
Self evaluating, Vigilance, Decision making
Self control, Piety, ability,
Self directed, Empathy. Pro-activeness,
Self disciplines Leadership,
Negotiation skill.

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 What are 21st Century
Skills?
Learning and Literacy Skills Life &Career
Innovation Skills Skills
Critical Thinking* Information Flexibility
Creative Literacy Initiative
Thinking* Media Literacy Social Skills
Collaborating Technology Productivity
Communicating Literacy Leadership

 *HOT (High Order Thinking) skills

Source: Thoughtful Learning

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 Mapping the 21st Century Skills

Source: Route 21,

Source: Route 21,
2007
2007

Top:
Represent
students
outcomes

•Global awareness
•Financial, economic, Bottom:
business and Represe
entrepreneurship nt the
literacy support
•Civic literacy system
•Health literacy
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 High Order Thinking Skills
Transfer Critical Thinking Problem Solving
Remembering Reasonable remembering
information
Making sense Reflective thinking Learning with
understanding
Being able to Artful thinking: reasoning, questioning Critically evaluating
use the and investigating, observing and ideas
learned describing, comparing and
experience connecting, finding complexity, and
exploring viewpoints
Formulating creative
alternatives
Communicating
effectively

Brookhart (2010), in Collins, R (2014)

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 Cognitive domain

Bloom Anderson
Knowledge Remembering
Comprehension Understanding
Application Applying
Analysis Analyzing
Synthesis The higher the Evaluating
level
Evaluation Creating

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HOT Skills

High Order
Thinking Skills

Source:
http://www.educationsc
otland.gov.uk/resources
/h/hotsmaths/introductio
n.asp

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 Combined list of 21st skills
Critical thinking, problem Research skills and Perseverance, self-
Creativity, artistry, curiosity,
solving, reasoning, analysis, practices, interrogative direction, planning, self-
imagination, innovation,
interpretation, synthesizing questioning discipline, adaptability,
personal expression
information initiative

Information and
communication
Oral and written Leadership, teamwork,
technology (ITC) literacy,
communication, public collaboration, Civic, ethical, and social-
media and internet
speaking and presenting, cooperation, facility in justice literacy
literacy, data interpretation
listening using virtual workspaces
and analysis, computer
programming

Global awareness, Scientific literacy and Environmental and

Economic and financial
multicultural literacy, reasoning, the scientific conservation literacy,
literacy, entrepreneurialism
humanitarianism method ecosystems understanding

Health and wellness

Source: Great Schools literacy, including nutrition,
Partnership (2016) diet, exercise, and public
health and safety

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 Issues

 Thereare challenges in imparting

these skills to students, including
the suitable ways for monitoring
and assessing the skills.

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 Integration in the
Curriculum
 Mapping
 Integration in teaching learning
 Holistic assessment through the use of multi
assessors, multi assessment tools, and multi
evidences.

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 Mapping 21st skills
components
 There is long list of 21st Century Skills. Even
though all of them are important, but
students at different programmes will require
different sets at different level.
 Through the mapping process that can be
done at the national or at the school level,
we can select and prioritize 21st Century Skills
according to the programme.
 The followings are the sample of the
mapping process:

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Mapping Components of 21st Century skills in various
occupations and the suggested level for a skilled worker

C BT C C
21st Century Components Group 1 Group 2 Group 3 Group 4
Communication 2 3 3 1
Numeracy 3 1 3 3
ICT Skills 1 1 2 1
Patriotism - 1 2 1
Teamwork 3 2 3 2
Integrity 3 2 3 2
Safety Awareness 3 3 3 3
Self-presentation 1 3 2 1
Planning 2 3 3 3
Entrepreneurship 2 1 2 2
Leadership ? ? ? ?
Critical Thinking ? ? ? ?
Negotiation Skills ? ? ? ?

Notes: C= Carpenter, BT= Beauty Therapy

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 Mapping components of 21st Century skills in various
occupations and the suggested level for a manager

C BT C C
TS Component 1 2 3 4
Communication 4 3 4 4
Numeracy 3 3 3 3
ICT Skills 3 2 3 3
Patriotism - 1 2 2
Teamwork 2 3 3 3
Integrity 3 3 3 3
Safety Awareness 4 3 3 3
Self-presentation 3 3 3 3
Planning 4 3 4 4
Entrepreneurship 4 4 4 4
Leadership ? ? 4 ?
Critical thinking ? ? ? ?
Negotiation Skills ? ? ? ?
Notes: C= Carpenter, BT= Beauty Therapy
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 Integration of 21st Century Skills in Teaching
and Learning Process in 6 SEA Countries
Indonesia Malaysia Vietnam Brunei Philippines Thailand
TS employs real Two types in The principles of life Various Employing some TS are employ-
situation/cases implementing TS in skills (TS) teaching approaches approaches as follows: ed in a dual
as learning teaching and activities: to teach or 1.Hands-on activities / program which
context. Some learning process: 1.The content of TS inculcate TS, experience-based ties apprentice-
relevant 1.Embedding is in accordance ranging from learning approach. ship in industry
teaching teaching and to Vietnamese a student- 2.Highlighting values in & school
methodologies learning of habits and centred to all learning areas. activities, re-
are: project- communication customs. teacher- 3.Utilising innovative search-based
based learning, skills, teamwork, 2.Institutions are centred technology. learning, group
problem-based critical thinking, responsible for the methods. 4.Applying skills to real- studies, project-
learning and and other skills in content and Industrial life situation. based, and
group the classroom. quality of life skills experience 5.Engaging learners via extra-curricular
discussions. 2.Offering subjects (TS) education. is important varied instructional activities (e.g.,
such as 3.The learners for teachers approaches. sport & leisure
entrepreneurship participate in to impart TS 6.Using 4 teaching activities,
, leadership and volunteer spirit. in students. learning episodes: community
other skills as what to know, pro- services,
optional courses. cess, reflect & transfer. leadership
7.Allowing students to camp, and skills
discover and develop competition)
skills by themselves.

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 Model of Integration of 21st Century
Skills in Teaching-Learning
APPROACHES TO TEACHING-LEARNING Common
Reductionist vs Constructivist
practices
Teacher-Centred & Student-Centred
Embedded Subject & Stand Alone Subject Model
METHODS
Project-Based Learning
Problem-Based Learning
Competency-Based Learning
Research-Based Learning
Experiential Learning
Scaffolding
ACTIVITIES
Group studies
Group discussion
Apprenticeship/OJT
Extracurricular activities
Role model
Using ICT in presentation
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 Assessment and certification
Indonesia Malaysia Vietnam Brunei Philippines Thailand
Types of Involved other The TS subjects Using holistic Approaches 1. Assessed using
evaluation: parties: faculty are evaluated assessments, such employed: authentic
members, co- according to as a rubric. Other 1. TESDA (Technical assessment
1.Formative
curriculum, the general instruments used Education and through
and
instructors or regulations of in assessments Skill Development various tools.
2.Summative.
coaches. the school and are observations Authority) 2. Assessed and
university and & presentations. certification. reported at
Transferable Assessing TS involve
depending on During internship, 2. Criterion- faculty level.
skills are assessment rubric
the nature of TS are assessed referenced 3. Measured,
assessed to measure
the subjects. by industry. The assessments evaluated,
continuously. students’ TS, The
student will get (checklist, rubrics, and reported
student will receive
the certificate of etc). mostly for
grades at the end
achievement 3. Authentic certification.
of the semester
with descriptive assessment/perfor
(based on their
results. mance test.
achievements).
4. Teacher
observation and
feedback.
5. Client satisfaction
survey.

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 Model of Assessing 21st Century Skills
MONITORING
At the Definition:
school An evaluation process that
concerns on the whole
level programme and processes

Key Points:
ASSESSMENT  Performed by: mapping,
recognizing individual learning
plans and recording

Plan Plan
Plan SUMMATIVE ACCREDITATION

Definition:
Do By
Do Do awarding A process to certify/
Review Review Review acknowledge the
bodies (UK) competency &
credibility of students
based on standard
requirement

Learning stimuli including formative feedback Key Points:

 Qualification
PLAN DO REVIEW  Quality Assurance
 Passport
1. Design clear Attainment Target and Assessment Criteria at each level from Beginner to 1. Conduct the Evaluate the  Motivation
Advanced Practitioner assessment assessment
2. Set an appropriate level for each TS according to the needs of the profession 2. Interpret/analyze effectiveness
3. Identify assessment method the evidence of
4. Check the quality of assessment tools (rigor, validity, reliability and manageability) assessment
Figure 7.10. A Proposed Model of Monitoring, Assessment, and Accreditation of Transferable Skills in TVET.
Adapted from Robinson & Vickers (2014)

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 Conclusions and
recommendations
 Even though some of the member countries have
adopted various relevant approaches to teaching
21st century skills, such as learner-centred, PBL,
inquiry-based, reflective learning real life
situation/workplace practice etc. the discrepancy
was still wide and implementation was still an issue.
Some were still superficial and lacking of
meaningful implementation. CPD is needed.
 Adopting a “mapping approach” using descriptors
at different levels (1 to 4, e.g. UK example) may be
a suitable way of integrating them in TVET
curriculum for efficiency and effectiveness.

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 Conclusions and
recommendations (contd.)
 The idea that teachers should act as the role
model is important considering that some of
the 21st century skills are better inculcated
through examples than through traditional
teaching. In other words these skills should
not be taught using traditional teaching style
but through consultative and more learner-
centred.
 Holistic and authentic assessment are
advisable.

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 Thank you

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