5. Articulation and Assessment
Articulations can be done horizontally andor vertically. Horizontal articulation is done at the
same level of education by recognizing or matriculating credits of courses from one school to
the other, e.g. matriculating courses from secondary TVET institutions to secondary academic schools
or
vice versa,
from postsecondary
TVET institutions to postsecondary academic institutions
or vice versa. Vertical articulation is done between lower
level TVET institutions to a higher level. This type of articulation is occurring in several countries in
the region. To encourage students to enrol in TVET and to avoid repetition of courses, the approved
courses and credits from the lower level of education can be transferred to next education level
according to matriculation mechanisms.
The TechPrep initiative in Malaysia, which was originally from the U.S., recognizes some of
the courses taken in secondary level to be matriculated at the higher level. The 2+2+2
programme offers students advantages because the TVET courses taken during the last two years in
high school plus 2 years of participation in postsecondary vocational and institution will
qualify the students to receive a diploma certificate, and if they continue for two more years of
education in the university level they will qualify for an undergraduate degree.
Brunei Darussalam is introducing changes in the TVET framework
which includes the introduction of a 3-Tier TVE: National Skill
Certificate, Diploma and Technical Degree. Thailand is also introducing similar arrangements.
Assessment and certification are other issues that all member countries share similar concerns
about. They are not only focusing on how to assess students but also the possibility of expanding the
transferability and recognition of the certificates. The idea of Regional Skills Recognition are being
studied and discussed by multi-lateral agencies including
ILO, ASEAN,
and SEAMEO
VOCTECH. The initiatives to pilot some areas of employment, such as in Hospitality and Tourism in
limited number of countries, have been undertaken but it is still a long way to go to fully implement the
Skills Recognition Arrangement at the regional level.
6. Research and Development
In the information era, the SEAMEO member countries are moving at different speeds towards
knowledge societies where educational policies and practices will be supported by data, facts, andor
research findings. The awareness of having research-based policies and practices is very strong
but obstacles are still ahead especially on enhancing the staff’s capability in the conduct, manage, and
use research activities.
Research activities are still fragmented and isolated. Networking and partnerships to conduct
research and to share the findings should be strengthened not only among the institutions within
the country but within the region as well. 7.
Access and Equality
Increasing enrolment in TVET through easing access and encouraging minority participation in
TVET is the trend in the region. Brunei Darussalam,
for example,
through Sistem
Pendidikan Negara SPN 21, puts more emphasis on TVET. The enrolment in Institute of Technical
Education ITE in Singapore is also increasing and image of TVET has improved dramatically. In
Malaysia, Thailand, and the Philippines TVET is also gaining momentum that more youths are more
interested in enrolling in this type of education. Indonesia is even more ambitious; the Directorate
of Management for Secondary Technical and Vocational Education of Indonesia is planning to
increase enrolment ratio between general schools to vocational schools students to 30:70 by 2015 that
was revised recently to 33:67. To follow up the initiative,
the government
is continuously
supporting facilities and promoting this programme to communities. Some practical programmes
managed by the DSTVE includes building and workshop renovation, developing new vocational
schools facilities in the remote area, offering scholarships based on merit, and scholarships based
on poor disadvantages people DTVE, 2006. This proportion is very high compared to other
countries in the world, except Belgium and Austria, see Table 1.
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Table 1. Shares of General and Vocational Programmes in Seniorupper Secondary Education
8. Management and Quality Assurance
The increasing
complexity of
the educational system including TVET system
requires better management both at national and provincial levels. Consequently, capacity building
for administrators is needed.
In the same line, mushrooming TVET institutions worries both educational practitioners
and policymakers especially in regards to the quality of education and training programmes they
offer. Quality assurance, therefore, is an important issue that should be addressed holistically. This
quality assurance is also directly related to the issue of matriculation and accreditations that eventually
affect the skills recognition of the graduates. Thus, the issue of workers mobility should be addressed
by initiating the discussion on quality assurance.
9. Poverty reduction through Non-Formal
TVET
Non-formal TVET such as the one offered by Ministry of Manpower and Transmigration of
Indonesia and those organized by community and industries can play very important roles in helping
those who cannot afford to enroll in formal TVET. Training for unemployed individuals with job-
specific training will enhance their employability and eventually can pull them out of poverty. This
type of training is usually short term, few days or weeks and less structured.
10. Life-long learning
In this era, where technology changes so rapidly, knowledge-based sectors are dominating
industry’s revenues thus every country is required to produce more knowledge workers. Education,
including TVET, should offer more flexibility to students and provide a strong foundation on
learning how to learn. The easy access to information through various media and the
possibilities of carrying out jobs through various ways has open opportunity to individuals to learn
continuously throughout their lives regardless of their age.
Lifelong learning is one of the important components
of 21st
century workforce
requirements, besides among others adaptability, practical skills, awareness of global issues,
communication skills,
and teamwork.
As summarized by Khamayat and Majumdar 2010,
Twenty-first century skills combining technology literacy, critical thinking, creativity and mastery of
core subject matter are the lifeblood of a productive workforce in todays global, knowledge-based
economy.”
11. Promoting decent work
As initiated
by International
Labour Organisation ILO, TVET should promote decent
work. TVET as producer of future workforces should devote to advancing opportunities for
women and men to obtain decent and productive work in conditions of freedom, equity, security and
human dignity. Further ILO stated that TVET should promote rights at work, encourage decent
employment
opportunities, enhance
social protection and strengthen dialogue in handling
work-related issues ILO, 2011. Source: Roseveare 2010
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