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    Harry Stolte - Demand Orientation of TVET

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    P'tit Ger
    This document discusses the need to align technical and vocational education and training (TVET) more closely with labor market demands and trends. It proposes establishing a "Global Capacity Development Network" and "Global TVET Academy for Sustainable Development" to help TVET institutions and teachers worldwide address issues like employability, inclusion, and sustainability. The network would facilitate cooperation across countries on jointly developed degree programs, research, publications, and training. Its goals are to strengthen TVET systems and help TVET actors build competencies to better link workforce training with innovation and economic development.

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    Harry Stolte - Demand Orientation of TVET

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    P'tit Ger
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    This document discusses the need to align technical and vocational education and training (TVET) more closely with labor market demands and trends. It proposes establishing a "Global Capacity Development Network" and "Global TVET Academy for Sustainable Development" to help TVET institutions and teachers worldwide address issues like employability, inclusion, and sustainability. The network would facilitate cooperation across countries on jointly developed degree programs, research, publications, and training. Its goals are to strengthen TVET systems and help TVET actors build competencies to better link workforce training with innovation and economic development.

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    This document discusses the need to align technical and vocational education and training (TVET) more closely with labor market demands and trends. It proposes establishing a "Global Capacity Development Network" and "Global TVET Academy for Sustainable Development" to help TVET institutions and teachers worldwide address issues like employability, inclusion, and sustainability. The network would facilitate cooperation across countries on jointly developed degree programs, research, publications, and training. Its goals are to strengthen TVET systems and help TVET actors build competencies to better link workforce training with innovation and economic development.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    326 views10 pages

    Harry Stolte - Demand Orientation of TVET

    Uploaded by

    P'tit Ger
    This document discusses the need to align technical and vocational education and training (TVET) more closely with labor market demands and trends. It proposes establishing a "Global Capacity Development Network" and "Global TVET Academy for Sustainable Development" to help TVET institutions and teachers worldwide address issues like employability, inclusion, and sustainability. The network would facilitate cooperation across countries on jointly developed degree programs, research, publications, and training. Its goals are to strengthen TVET systems and help TVET actors build competencies to better link workforce training with innovation and economic development.

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    of 10

    Demand orientation of TVET to address employability and inclusion and its implications for training of trainers

    Dr. Harry Stolte Team Leader, Human Capacity Development in TVET / UNEVOC Centre Magdeburg Deutsche Gesellschaft fr internationale Zusammenarbeit (GIZ), Germany

    04.05.2012

    Seite 1

    I. Adjusting TVET on upcoming related labour markets

    Interrelationships between TVET and Labour Market


    Qualifications: Supply Side
    Matching vs. Mismatching

    Qualifications: Demand Side

    EmploymentTVET Initital Training


    Labour Market

    system

    Further Training

    Training and Working

    Working and Training


    04.05.2012 Seite 2

    II. Global Contexts / (World) Trends and its implications for TVET Drivers of change:
    Technological transformation Intensified global competition Trade liberalization / new international division of labour Increased investment by multinational companies on jobs Financial openess and employment Politics and policies: State and markets
    (Source: ILO)

    Actually accompanied by influences as

    Climate Change
    Demographic Change
    04.05.2012 Seite 3

    III. Some selected actual developments regarding TVET and training of


    TVET Teachers and Trainers on International Development Agenda
    ADB: Education & Skills:Strategies for Accelerated Development in Asia/Pacific:
    ..level of skills and knowledge of teachers and work-based instructors is a key determinant of the quality of any countries system of education & training

    EUs new impetus for TVET cooperation to support EU 2020 strategy:


    ..evolving role of teachers & trainers: develop a competence framework for teachers / trainers..

    OECD: Learning for jobs


    adopt standardised national assessment frameworks to underpin quality and consitency in training provision

    04.05.2012

    Seite 4

    Actual models and tendencies of VET-teacher-training in international context


    Main variants / models of VET TT programmes existing at universities today are:
    - the teacher model - the engineer modell (with an emphasis on pedagogics and didactics) (with an emphasis on disciplinces of science and with marginal pedagogy ) - the occupational-science model (which integrates a knowledge-based understanding of technology, work-processes and didactics)

    At some universities occupational specific content is basically derived from the corresponding engineering curricula (the engineering model), whereas at a number of universities the occupational specific content is based on the idea of exploring the specific knowledge which is inherent to work processes on the level of skilled work, so called work-process knowledge. There is no scientific academic discipline behind this occupational area perspective it is a study field which requires continuous empirical research and theoretical constructs to be able to follow changes in technology, work processes and developments in work organisation in companies, and on this basis analyse the impact of these changes on new competencies / qualifications required of skilled workers in production. 5
    04.05.2012 Seite 5

    IV. International framework curriculum for a master degree for TVET teachers and lecturers
    Backgrounds/Demands/Needs:
    Economic processes have been increasingly developed globalized Increasingly common binding product and process standards International co-operation inside multinational enterprises and between global acting companies advances to a key issue of sustainable economic success.
    The professionalization of TVET actors is of crucial importance for the pro-active development between workforce training and the innovation processes and the application and implementation of the resulting ideas from the development process

    Merits of implementation of a standard framework curriculum


    basis for national & international accreditation of course program and an international credit transfer system ( Mobility !) enables self-sustainablen and long-term development of professional capacity in TVET helps to develop TVET to become an integrated part in national/regional innovation 6 systems
    04.05.2012 Seite 6

    V. Summary / Outlook
    - Following developments in global markets there is a increasing demand on modernization of TVET systems, e.g. the improvement of TVET Managers and Teachers
    - Requests exists in stronger linkages between TVET with Labour Market demands by addressing different specific target groups - in dimensions, as Quality, Flexibility, Permeability/Openess and Wideness - The shift to the Information- and Knowledge Society is combined with pressure regarding linking "traditional" TVET with Higher Education

    - Actually there can be noticed fragmented approaches, strategies in countries, regions as well as among international Organizations, Agencies and Donors
    - It seems to be recommendable to establish a structured and systematic approach following international experiences and tendencies in a sense of a "Global Capacity Development Network" in orientation of improvement of competences of TVET Managers and Teachers
    04.05.2012 Seite 7

    Outlook / Vision: Global Capacity Development Network

    Global TVET-Academy for Sustainable Development: Activity Chart


    Teaching & Training Research Publications Networking

    Jointly developed degree programmes (based on UNESCO FrameworkCurriculum)

    Joint TVET-research regarding Sustainable Development issues

    Policy Paper,
    Research Paper,

    National, Regional, Transnational and International Networks

    Additional supporting Training programmes for different special target groups (as companies)

    Textbooks
    Cooperation with TVETresearch Institutes Manuals Guides Transnational Projects

    E-books Workshops, Seminars, ELearning, Blended Learning Regular Research Conferences Internet Publications

    04.05.2012

    Seite 8

    Outlook / Vision: Global Capacity Development Network

    Global TVET-Academy for Sustainable Development


    (A proposed joint Initiative / Project by GIZ / UNESCO-UNEVOC)

    Steering Board:
    Participating Countries, University Representatives

    GIZ
    UNESCO-UNEVOC

    Participating Countries, University Representatives


    Particip. without voting rights Students StudentsOrganisation Others

    Annual Council of Global TVET Academy for SD


    Representatives of associated TVET-Programmes International Organizations supporting TVET Development Representatives of associated employers organ. / trade unions Employers organisations (national, regional, internat.) Trade Unions Organisations

    Universities / Institutes develo- UNESCO, ILO, ETF ping and implementing jointly UNESCO-UNEVOC UNESCO-Framework Curricula for TVET-Teacher Training UNEP, UNU

    Institutions with complementary Programmes

    GIZ
    ADB, Worldbank NGO

    04.05.2012

    Seite 9

    Thank you for your attention !

    Contact: harry.stolte@giz.de

    www.giz.de

    www.unevoc-magdeburg.de

    04.05.2012

    Seite 10

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