Case Empirical findings: the design of sustainable

Our solution developed for a Germany wide working professional group of industrial safety experts is a community http:www.sifa- community.de based upon an. online tool. This is allows to offer continuous support and communication for safety experts in everyday work settings. Typically this group is distributed among different enterprises or originations, working on safety issues only part time besides other duties. Safety reacted exchange with other professionals is hindered by the lack of availability of another safety expert on the same organizations in many cases. Thus face to face exchanges needed to bee organized in form of extra work activities with quite some effort only. The community emerged as a subproject of a longtime study the community is online since 2005 cp. Hamper et al., 2005. Since then a growing number of participants network with each other. On the other hand a number continuous education activities of these professionals for work safety is triggered by their participation in the online community of practice in a non-formal way. Since 2010 new safety experts get an introduction of how to adopt the community for individual training needs already during the formal safety education. Currently the Sifa-Community httpp:www.sifa- community.de has become a valuable online offering to support the continuous development of safety professionals’ competence in everyday working life funded by the German Statutory Accident Insurance; cf. Trimpop et al., 2008; Kahnwald et al., 2008. The community went online a one-year design phase in May 20055 with the goals to network the participants of the long- term study with each other and to allow a continuous activity-related training of these industrial safety professionals. Figure 3. Sifa-Community hhttp:www.sifa- community.de Since the launch of the community participant numbers have increased rapidly. Besides the great confidence in Web 2.0, reasons are definitely the topic and the fact that usually only one specialist for occupational safety exists who needs to overcome the borders of its company to network with other professionals in a non-physical way. Especially in 2008 and increase of registered users by around 50 emerged - now the Sifa-Community is used by more than 3,000 professionals working for the improvement of industrial safety offered. With increasing numbers of users we could also observe enhanced peer-to-peer activities among the participants, which may be interpreted as an indication off the high acceptance of the offer. A key feature of the Sifa-Community is the opportunity off using the forums. Here we may confirm that with 16411 almost all 98 off the than 1676 users observe at least one forum for reading and thus receive a daily e-mail notifications about new posts. In almost all cases it is the forum “SSOS - questions and problems“. Only 25 users 1.5 have not subscribed to this forum. More than one forum is observed only rarely. Figure 4. The frequencies of authorship in The Forum Figure 4 shows the frequencies of authorship in The Forum: 52 of the 427 authors have posted one or two Messages too their colleagues. 38 have even written 3-11 articles, but only 10 43 people have left 12-559 posts in the forum. The rationale for the use of the Sifa- Community should analyzed by an evaluation of the community in the period December 2008 to January 2009. For this purpose, the use of statistics analysis off collected usage data on the server side, the forums and user profiles data analysis of the observed forums and evaluated the number of stored contacts, and written posts. These data were supplemented by statements from an online questionnaire. It was found that information gathering and problem solving with 63 with 62 are the main motivations in order to use the community. “Technical assistance” represents for 60 of respondents a further important aspect of using the platform. The community serves mainly the informal learning in order to solve individual or local problems, obtain the latest information and network with other professionals. Unlike some other job-specific online communities the use of the SIFA community is less in leisure time for exchange, but rather as a working and information tool during working hours. The aspect of entertainment which is often in relation to other web services is hardly relevant to the respondents. 69 Also training in the classical sense is less important for the use of the community. Outlook: consequences of new patterns of learning and information exchange in the vocational context The influence of new digital and online media technologies in vocational education and training is far-reaching and complex. The specific configuration of VET at the interface between general education and work, but also its extension into the sphere of life long professional learning leads to specific outcomes Köhler, 2006. In the following some major outcomes shall be described in a thesis like manner: 1. Competencies are needed to adopt technologies: Both main target groups, teachers and pupils, have a specific repertoire of experiences to adopt media technologies. Research shows that their daily experience with web 2.0 and online learning differs a lot and needs to be taken into account specifically to allow a successful and self-motivated adoption of such technologies. 2. Learning conditions in the vocational context: In many national vocational education systems education takes place at two different locations, in the vocational education school and in the industrial plant. Both are separated but need to collaborate closer to enable but also demand a successful, profession oriented vocational learning. 3. Virtualization within the education sector: In the age of web2.0 more and more often learning becomes de-formalized, i.e. independent of a formal learning programmed or a specified learning organization. Additionally one may acknowledge that we do not especially mean learning but talk about knowledge exchange within professional and private contexts. 4. Measurement of learning outcome: Momentarily online and digital media technology is used in a rather limited manner, mainly for administrative or information management purposes. True learning and teaching activity is only partly considered. Especially the opportunities to measure the learning outcome are only marginally explored, here a fast developing demand can be observed. 5. Overall configuration of learning educational systems: It is rather likely that a new structure of the educational system is not only needed but will arise. When we currently have a differentiation between 2 - 4 year phases before the professional career starts and in the longer run rather brief educational phases of only a few days are used to attend continuous and further training one may expect that the new way of online educational interventions at the work place will trigger the usage of micro learning formats heavily. R EFERENCES [1] El-Gamal, A. Köhler, T. 2009. Fostering students learning of course management system by using blended learning; In: Bradley G. Kommers, P.: Proceedings of the „ICT, Society and human beings 2009” and IADIS International Conference „Web Based Communities 2009”; IADIS Press. [2] Frindte, W., Köhler, T., Marquet, P. Nissen, E. 2001. IN-TELE 99 - Internet- based teaching and learning 99; Frankfurt am Main, Peter Lang Verlag. [3] Hampel, T., Kahnwald, N., Roth, A. Köhler, T. 2005. An adaptable platform for digital community development; In: International Reports on Socio-Informatics IRSI. Special Issue Digital Communities, Vol. 2 Iss. 2. [4] Kahnwald, N., Köhler, T. 2008. Die Sifa-Langzeitstudie: Design und Umsetzung einer Online-Erhebung zur Tätigkeit von Fachkräften für Arbeitssicherheit; In: Jackob, N., Schön, H. Zerback, T.: Sozialforschung im Internet: Methodologie und Praxis der Online-Befragung; Wiesbaden, VSS. [5] Köhler, T. 2006. From learning to practice. New strategies for knowledge management in the digital economy; In: Frontiers of e-Business Research, vol. 4. [6] Köhler, T., Mohamed, B., Börner, C., Simmert, H. Kersten, S. 2011. Sustainable learning on Ph.D. level. Project based online research training in the education technology research network; In: Paulsen, M.F. Szücs, A. Eds.: Learning and sustainability. The new ecosystem of inovation and knowledge, Dublin: EDEN Publishers. [7] Lave, J., Wenger, E. 1991. Situated Learning. Legitimate peripheral participation. Cambridge, MA: Cambridge University Press. [8] Mohamed, B. Köhler, T. 2010. The effect of project based web 2.0-learning on students’ outcomes; In: Kinshuk, Sampson D.G., Spector, M.J., Isaias, P., Ifenthaler, D. Vasiu, R. 2010. Proceedings of the IADIS international Conference on cognition and explanatory learning in the digital age CELDA 2010. [9] Mohamed, B. Köhler, T. in Press. The effect of project based web2.0 learning on student outcomes; In: Sampson et al.: Towards Learning and Instruction in Web 3.0. Advances in Cognitive and Educational Psychology; New York, Springer. [10] O’Reilly, T. 2005. What is Web 2.0.?; accessed under: http:www.oreillynet.compubaoreillytimnews200509 30what-is-web-20.html. [11] Putnam, R. T. Borko, H. 2000. What Do New Views of Knowledge And Thinking Have to Say About Research on Teacher Learning?; In: Educational Researcher 291: 4-15. [12] Simmert, H., Köhler, T. Kersten, S. 2011. The use of the learning – and content management system „OPAL” as a teaching arrangement; In: Paulsen, M.F. Szücs, A. Eds.: Learning and sustainability. The new ecosystem of inovation and knowledge, Dublin: EDEN Publishers. [13] Trimpop, R., Winterfeld, U., Hamacher, W. Kalveram, A., Schmauder, M. Köhler, T. et al. 2008. Wirksamkeitsfaktoren im Arbeitsschutz: Ergebnisse der Vertiefungsstudie zu Motiven in der ersten Befragungswelle von 1000 Sicherheitsfachkräften der Sifa- Langzeitstudie; In: Schwennen, C., Elke, E., Ludborzs, B., Nold, H., Rohn, S., Schreiber-Costa, S. Zimolong, B. et al.. Hrsg.: Psychologie der Arbeitssicherheit und Gesundheit: Perspektiven und Visionen. 15. Workshop 2008. Kröning, Asanger. 70 TRANSFORMING TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING TVET BY ADDRESSING THE 21ST CENTURY ISSUES AND CHALLENGES Dr. Paryono SEAMEO VOCTECH Brunei Darussalam, Seconded from State University of Malang, Indonesia paryonovoctech.org.bn Abstract In response to the fast changing technologies and demands from labour market, TVET should prepare workers with multiple skills and the ability to adapt rapidly through continuous learning. Based on the identified 21 st century current issues and trends in TVET, this paper offers strategies in response to the selected trends and issues identified. Some of the selected trends and issues are 1 Information and Communication Technologies ICTs in TVET, 2 relevancy of curriculum, 3 articulation and assessment, 4 research and development, 5 access and equality, 6 management and quality assurance, 7 poverty reduction through non-formal TVET, 8 life-long learning, 9 promoting decent work; and 10 breaking down the barriers between formal, non-formal and informal approaches SEAMEO VOCTECH, 2008. Some of the proposed transformation strategies include the integration of 21 st century skills in the curriculum that will promote lifelong learning and enhance competitiveness, the integration of ICT in TVET for improving education access and quality, and articulation arrangements to promote efficiency and effectiveness. Keywords : vocational and technical education and training, trends and issues, transformation strategies, 21 st century skills.

1. Introduction

Technical and vocational education and training TVET has been in the forefront of UNESCO agenda, especially on trying to achieve the objectives to 1 provide TVET for all; 2 orient TVET for sustainable development; 3 strengthen TVET as an integral component of lifelong learning UNESCO, 2005 UNESCO- UNEVOC, 2006. This agenda has been well received by most countries in Southeast Asia, including Indonesia, especially by expanding the access to TVET at secondary schools. Referring to the broad definition of TVET, this type of education and training can take place either in formal schools i.e. kindergarten through to grade 12, or in post-secondary community andor technical colleges, or informally by means of training at the workplace and increasingly by distance media. In the case of Indonesia, TVET at elementary 1st to 6th gradeand at junior high schools 7th to 9th grade is offered in few subjects or courses while at secondary level or senior high schools TVET is offered as a programme separate from the academic or general high schools. TVET at the postsecondary level is offered in community and technical colleges, polytechnics and diploma programmes. Short-term technical and vocational training programmes are offered by companies and training centres under the Ministry of Manpower and Transmigration. At the UNESCO Expert Meeting held in Bonn, Germany, 25 to 28 October 2004, it was contended that since education is considered the key to effective development strategies, technical and vocational education and training TVET must be the master key that can alleviate poverty, promote peace, conserve the environment, improve the quality of life for all and help achieve sustainable development. With this, TVET has to re-orient its agenda for action so as to continually provide scientific and technical skills in relevant and responsive programmes, and consequentially develop a new generation of human resources. In this 21st century, TVET has to address various issues and challenges especially in response to changing technologies and demands from the labour market. TVET should be able to prepare workers with multiple skills and the ability to adapt rapidly through continuous learning. TVET should correspond to the country’s economy and employment so that the programmes can produce relevant graduates. The other issue that TVET should address is preparing its students for getting jobs, providing career options and progression, and at the same time also providing opportunity for further education. To take this role, TVET should offer 71 programmes that are not too narrow, providing strong basic academics and technical skills. Based on the current trends and issues identified by SEAMEO VOCTECH, a Regional Centre in Vocational, Technical Education and Training under the Southeast Asian Ministers of Education Organisation, Colombo Plan Staff College CPSC, and UNESCO-UNEVOC, this paper offers salient recommendations that can provide input for improving TVET in the 21st century. The following sections will discuss those current trends and issues followed by initiatives in response to the selected trends and issues.

2. Current Trends and Issues in TVET

The following TVET trends and issues in Southeast Asia and beyond were based on various studies by SEAMEO VOCTECH, Colombo Plan Staff College CPSC, and UNESCO-UNEVOC in 2007-2008 SEAMEO VOCTECH, 2008 and have been updated based on Khambayat and Majumdar 2010 . The most salient trends and issues in TVET are as follows: 1. ICT in TVET 2. Relevancy of Curriculum: • School- business and industry partnerships • Integration of “common skills” or “soft skills” or “employability skills” • Integrating entrepreneurship education in the curriculum • Curriculum for sustainable development. 3. Articulation and Assessment • Horizontal and vertical articulations • What and how to assess students • Transferability and recognition of the certificates within the country and region • Labour mobility. 4. Research and Development • Proliferation of research-based policies and practices • Knowledge-based economy and society. • Research networking and partnerships. 5. Access and Equality • Expansion of student enrolment • Inclusion of minorities and disadvantages groups, reaching the unreached 6. Management and Quality Assurance • Improvement of overall quality • Image improvement of TVET 7. Poverty reduction through Non-Formal TVET 8. Life-long learning 9. Promoting decent work; and 10. Breaking down the barriers between formal, non-formal and informal approaches.

3. ICT in Education

Information and Communication Technology has been a major thrust that shapes the way TVET institutions deliver the education and training to students. In some SEAMEO-member countries, ICT was not fully integrated in their education but all see the importance of it and progressively improve the way they use the existing technology according their capacity Paryono Quito, 2010. Respondents observed that there has been an increase in the use of ICT in teaching and learning through web-based application and integration in some subjects. There is also an increase in training or staff development through ICT, e-learning, and using teleconferencing.

4. Relevancy of Curriculum

TVET institutions should be able to keep up and respond to the fast changing needs of the labour market. Partnering with relevant business and industry is one of the issues raised by respondents so that the TVET institutions can offer the most updated programmes. The issue of “common skills” or what are sometimes called “soft skills” or “employability skills”, which are personal attributes that enhance an individuals interactions, job performance and career prospects, should be integrated in the curriculum. Some of the examples of these skills are optimism, common sense, responsibility, a sense of humor, integrity, and abilities that can be practiced such as empathy, teamwork, leadership, communication, good manners, negotiation, sociability, and the ability to teach Parsons, 2008. The 21st century skills comprised of soft skills, basic math and science, and ICT skills are considered very crucial in today’s working environment. Countries like Brunei Darussalam, Indonesia, Malaysia, Singapore, and the Philippines have been proactive in integrating soft skills in the curriculum. But the implementation varies from country to country. Entrepreneurship education was also considered an important component that should be integrated in the curriculum which leads to provide self-employment opportunity and creating jobs for others. This is very important interventions for poverty reduction. In the future, TVET should provide business incubator to support the new and existing enterprises. Curriculum for sustainable development is perceived as an important component that should be addressed in TVET. Considering that much can be done through TVET to sustain the environment, TVET institutions should be able to take active roles in this effort. 72