4th International Conference on Vocational Education and Training 2016 “Strengthening TVET in ASEAN Economic Community”
Yogyakarta State University, Indonesia www.icvet.uny.ac.id
PROCEEDINGS
4 th INTERNATIONAL CONFERENCE ON VOCATIONAL EDUCATION AND TRAINING (ICVET)
GRADUATE PROGRAM COLABORATION WITH ENGINEERING FACULTY, YOGYAKARTA STATE UNIVERSITY September
STRENGTHENING TVET IN ASEAN ECONOMIC COMUNITY
ISSN: 2301‐7147
I. Article
II. Title
III. Achmad Arifin, et.al.
Copyright Act protected photocopied or reproduced by any means, whole or in part without permission of the publisher of this book is immoral and against the law
Title:
STRENGTHENING TVET IN ASEAN ECONOMIC COMUNITY
Editors: Achmad Arifin Surono
Layout: Achmad Arifin
Cover Designer:
Muslikhin
PREFACE
Strengthening Technical Vocational Education and Training (TVET) in ASEAN Economic Community (AEC)
Welcome to the 4 th annual INTERNATIONAL CONFERENCE ON VOCATIONAL EDUCATION AND TRAINING (ICVET 2016)
This proceeding compiles all abstracts and fullpapers from the invited speakers and partcipants presenter in the 4 th International Conference on Vocational Education and Training (ICVET) held by the Graduate School and Faculty of Engineering Yogyakarta State University on
15 September 2016 at Sheraton Mustika Hotel Yogyakarta. ASEAN Economic Community (AEC) has prevailed at the end of 2015. Regarding this issue,
it has some consequences. One of them is the open flow of products, services, and human resources across ASEAN countries. In addition, ASEAN members can freely sell their industrial products. In other words, this policy can increase the degree of products competition among those countries. The main theme of this conference is “Strengthening Technical Vocational Education and Training (TVET) in ASEAN Economic Community (AEC)“. Four sub themes are covered in this conference: 1) Establishing the policy of Quality Assurance in TVET to prepare Regional Qualification Framework , 2) The Role of TVET to Fulfill National Economic Growth and Workforce in AEC Era 3) Contribution of Informal Sectors and Skills Village in AEC ,
4) Empowering Vocational Teacher Education Institution in AEC. This conference provides the opportunity for teachers/lecturers, educational practitioners,
industrial practitioners, and the others stakeholders as well to share knowledge, experiences, and research findings relevant in contributing ideas and considerations for the implementation of VET policy‐making in order to strengthen Technical Vocational Education and Training (TVET) in ASEAN Economic Community.
The committee would like to thank to those who have provided assistance without which it is impossible to finish this proceeding. Further comments and suggestions on the improvement of this proceeding would be highly appreciated.
CHAIRPERSON SPEECH
Rector of Yogyakarta State University, Prof. Dr. Pascal Marquet, University of Strasbourg, France Tony Borkett, Theiss, Australia Dr. Michael Grosch, Karlsruhe Institute of Technology, Germany Prof. Soenarto, Ph.D., Yogyakarta State University, Indonesia
Distinguished guests, Participants, Ladies and Gentlements, It gives me great pleasure to extend to you all a very warm welcome to the 4 th International
Conference on Vocational Education and Training (ICVET) with the theme “Strengthening Technical Vocational Education and Training (TVET) in ASEAN Economic Community (AEC)” held in Sheraton Mustika Hotel today.
Consequences of the implementation of ASEAN Economic Community which came into force in late 2015 are the open flow of products, services, and human resources across the ASEAN countries. Another consequence is there are many employment opportunities among ASEAN countries, however, when one side can enlarge employment opportunities, it can threaten less skilled human resources’ position in a particular country.
The successful fulfillment of skilled human resources is highly dependent on vocational education. Reputable vocational education certainly is supported by professional teachers. Based on this fact, the strengthening of vocational teacher education institutions is considered urgent since at this time vocational teacher education institutions have not set up teachers according to expertise program in vocational education. This conference offers an opportunity for participants to share best practices, concepts, and experiences in Strengthening TVET in AEC.
Our technical program is rich and varied with 1 keynote speaker and 4 invited speakers. 170 participants in this conference that involving 4 groups: Graduate School Students, College/University Teachers, Secondary School Teachers, Vocational High School Teachers. A total of thirty papers will be presented during the parallel session.
As a conference chair of the 4 th ICVET 2016, I know that the success of the conference ultimately depends on the many people who have worked with us in planning and organizing both the technical program and supporting social arrangements. Recognition should go to the organizing committee members who have all worked extremely hard for the conference programs.
I hope that this conference will give benefit to the students, academic staffs and vocational teachers.
Thank you for your attention. I wish you a very fruitful conference.
Dr. Widarto Chairperson of 4 th ICVET 2016 Dean of Engineering Faculty Yogyakarta State University
RECTOR YOGYAKARTA STATE UNIVERSITY WELCOME SPEECH
Prof. Dr. Intan Achmad, Directorate General of Learning and Student Affairs, Minister of Research. Technology and Higher Education, Indonesia Prof. Dr. Pascal Marquet, University of Strasbourg, France Tony Borkett, Theiss, Australia Dr. Michael Grosch, Karlsruhe Institute of Technology, Germany Prof. Soenarto, Ph.D., Yogyakarta State University, Indonesia
Distinguished guests, Participants, Ladies and Gentlemen’s,
I would like to say welcome you warmly to the 4 th International Conference on Vocational Education and Training (ICVET) with the theme of “Strengthening Technical Vocational Education and Training (TVET) in ASEAN Economic Community (AEC)” held in Sheraton Mustika Hotel today.
ASEAN Economic Community (AEC) has prevailed at the end of 2015. Regarding this issue, it has some consequences. One of them is the open flow of products, services, and human resources across ASEAN countries. In addition, ASEAN members can freely sell their industrial products. In other words, this policy can increase the degree of products competition among those countries. Service industry will take part in all ASEAN countries without boundaries. Others consequences are several employment opportunities among ASEAN countries. However, when one side can enlarge employment, opportunities, it can threaten less skilled human resources position in a particular country.
To confront the invasion of foreign labor from several countries, it is necessary to put up candidates who have qualified manpower that can be accepted in other countries. In that case, it is necessary for educational institutions at national, regional, and international level to have assured quality. Also, based on the demands of the regional labor qualification, it is expected that vocational education graduates can implement quality assurance in accordance with the framework of regional labor qualification.
Vocational education aims to produce skilled human resources to meet the demands. One of the criteria of successful fulfillment of skilled human resources is depended on vocational education. Vocational education certainly is supported by professional teachers. Based on this fact, the strengthening of vocational teacher education institutions is considered urgent since at this time vocational teacher education institutions have not set up teachers according to expertise program in vocational education.
We know that the success of the conference ultimately depends on the people who have worked with us in planning and organizing both the technical program and supporting social arrangements. Recognition should go to the organizing committee members who have all worked extremely hard for the conference programs. I hope that this conference will give benefits to the students, academic staffs, industrial practices and vocational teachers.
Thank you for your attention. I wish you a very fruitful conference.
Prof. Dr. Rochmat Wahab, M.A Rector of Yogyakarta State University
DEVELOPING
A COMPETENCY STANDARD
FOR TVET TEACHER EDUCATION IN ASEAN COUNTRIES
Michael Grosch
Karlsruhe Institute of Technology, Institute of General and Vocational Education e‐mail: michael.grosch@kit.edu
ABSTRACT
Most ASEAN member countries are currently facing a lack of skilled labor which is jeopardizing their further economic development. To tackle this issue, it is crucial to improve the Technical and Vocational Education and Training (TVET) system, in which the quality of TVET teachers constitutes a main key factor. Establishing an International. A mutual TVET Teacher Master program and degree for ASEAN countries can enhance TVET teachers’ competence in the ASEAN community. The paper presents a competency framework for TVET teachers in ASEAN countries that was developed by a focus group from five ASEAN countries during two workshops from 2015 to 2016, which can be used as a blueprint for setting up such an international TVET Master program for the ASEAN community. The paper also elaborates, which further steps need to be conducted to set it into practice.
Keywords: TVET teacher training, competency standard, competency‐based education, ASEAN
I. INTRODUCTION
world, is undergoing rapid and fundamental As many other nations, also ASEAN
changes in society, economy and technology. member countries are struggling with a lack
The most important task of TVET of skilled labor which is slowing down
Teacher Training is to enable the teachers to economic growth and jeopardizing their
prepare their students for the modern further economic and social development.
society and world of work not only for today One of the key issues to tackle this challenge
but also for tomorrow. Hence, they need to is the development of Technical and
relate teaching and learning to this world. To Vocational Education and Training (TVET).
do so, they need to understand and apply Regarding educational quality, the
modern methods and approaches of TVET improvement of teachers’ competence is
education, such as Competency Based seen as one of the most crucial areas of
Training and Education (CBET) and action (Hattie, 2008). Especially in the area
outcomes‐based education. Related to that, of TVET, the quality and qualification of
teachers also need to shift their teaching university and college teachers are intensely
from teacher to student‐centered teaching discussed topics and considered to be the
and learning and their role from instructors most important success factor but also issue
and lecturers to facilitators and moderators for delivering TVET (Lipsmeier, 2013, p.;
of the learning process.
RCP, 2011, p. 41). This includes the teachers’ TVET teachers not only need to ability to develop and follow modern
prepare their students but also themselves curricula and to apply appropriate teaching
for a constantly changing environment. As and learning methods. The related
for example, currently all ASEAN countries competencies need to be delivered to them
are synchronizing their educational systems during their initial training at the
based on competency and outcomes‐based universities
education and are implementing, related (UNESCO/UNEVOC 2009, p. 11). Proper
competency standards and assessment into teacher training will enable them to fulfil the
their educational systems. Teachers need to continuously changing requirements of
be able not only to participate but also to modern TVET systems and the world of
proactively promote and shape this process. work in the ASEAN community, which, as
The ASEAN community and the related one of the most dynamic regions in the
reforms, such as creating mutual competency frameworks or increasing the mobility of reforms, such as creating mutual competency frameworks or increasing the mobility of
Competency Based Education and Training defined in mutual standards for TVET
(CBET; GIZ, 2011), different competency teachers and university programs for TVET
models, standards from other countries and teacher education.
regions, modern trends and challenges in To contribute to this process a draft for
TVET teacher education, an introduction into
a mutual TVET Teacher competency student‐centered teaching‐learning and field standard was developed, which is presented
trips to the industry. The enrichment of the in this paper. It can be the fundament of an
process, using these inputs intended to International TVET Teacher Master program
inspire the focus group with new ideas, so and degree for ASEAN countries.
the competency standard will not just reflect the current mind set and state of education
II. METHODS
in the participants’ countries, but To develop the competency framework
furthermore opening them to new ideas to draft, a modified focus group and DACUM
develop a TVET teacher standard for the (“Develop a Curriculum”) method approach
future. I.e. including competencies in the was applied. The participating experts were
standard draft, which seem necessary to
challenges and institutes who are planning, conducting,
15 lecturers from universities and national
requirements of modern TVET teacher developing and managing TVET teacher
education. It can be seen as an equivalent to education and training in their respective
a gap analysis in a classical DACUM session. countries, namely Cambodia, Indonesia,
To develop the competency standard Laos, Myanmar and Vietnam. The
draft, the ASK competency model (“Attitude, development of the competency framework
Skills and Knowledge”) was applied, as one was a work task conducted as part of a series
of the most common and accepted of workshops of the RCP Network project
frameworks.
RECOTVET, provided by the Deutsche Gesellschaft
a German
development agency. The modified focus group DACUM workshop method was based on a refined methodology of a previous project to develop an in‐company trainer standard for ASEAN countries by the author and other experts from 2014 to 2015 (Grosch & Fischer, 2015). As the target was not to develop a curriculum to train a vocation (the original DACUM purpose) but a competency standard
for academic program to educate TVET teachers, it deviates from the traditional Fig. 1: ASK‐Competency Model
DACUM method by including additional There are also other popular models, elements, such as input sessions, group work
e.g. the model used in the European Union to elements and field trips. It didn’t include the
European Qualification final steps of DACUM to draft a curriculum. Framework EQF (European Communities, Overall, two focus group workshops, each for 2008). However, this model doesn’t include
define
the
2 weeks were conducted on October 2015 the section of attitudes. As this area was seen and March/April 2016. They included a
for competency cascading series of Brainstorming, Active development by the group, it was decided to Structuring and Meta Plan methods, enriched use the ASK‐model to describe the by input sessions of the moderator (the
competency standard.
author of this paper), in which the
participants were introduced into relevant
III. RESULT AND DISCUSSION
next, higher next level in the status quo of
3.1. The Competency Framework Draft
TVET teacher education of the participating To prepare the development of the
countries and their national qualification competency standard draft, firstly several
frameworks, where a Bachelor degree is the group work sessions by country were
common standard. Referring to the ASEAN conducted at the beginning of the workshop
Qualification Reference Framework AQRF to determine the current state of TVET
(ASEAN, 2013), it should be located on level teacher education in the participating five
seven.
countries. This process revealed, that the As mentioned in the methods section, largest share of the TVET teachers are
the process of structuring the draft followed graduating from
the ASK‐model and describes the core Bachelor Degree programs specifically
competencies of a TVET teacher in terms of tailored for TVET teachers at specialized
what a TVET teacher should be able to do faculties or institutes for TVET teacher
and which related skills, knowledge and education inside universities or national
attitudes are needed.
training institutes. The group work process The focus group work resulted in a also revealed, that there is an overall similar
competency framework draft, which consists lack of certain competencies in all countries,
of three modules, containing overall 15 such as:
competencies as follows:
1. the inability to cooperate with the
I: Planning and Preparation: six industry in educational programs
Module
competencies
2. a lack of competencies to apply modern Module II: Implementation: six TVET methods and concepts, especially
competencies
CBET‐related approaches
Module
III: Evaluation: three competencies
3. a lack of student‐centered teaching‐ learning methods.
The following table describes the three To close this gap, the group agreed that
all relevant these competencies should be included in a
modules,
including
competencies. Below the competencies, mutual
relevant related knowledge, skills and particularly fostered in a Master program.
attitudes are listed as examples: Such a Master program would constitute a
Table 1: Module I, TVET teacher competency profile draft
Module
I: Planning and Preparation
A TVET Teacher is able to:
1. Identify students’ background
Attitudes - psychological
Knowledge Skills
- willingness to communicate - cultural
- information collection and
with students - administrative
analysis
- accepting individual - social
- interpersonal skills
- interview skills
differences of students - empathy to understand
students’ situation - respecting students’ ideas and background
2. Design a lesson plan
Attitudes - teaching schedule
Knowledge Skills
- creativity and flexibility - number of students
- classroom management
- pragmatism - chronology of subjects
- using IT, computers and
- diligence and carefulness - location and
software
- self‐discipline to prepare in environment
- choosing suitable curriculum
and syllabus
time
- learning requirements
- selecting appropriate content
- frame curriculum
- time management
3. Prepare, design and choose learning content
Attitudes - subject expertise
Knowledge Skills
- discipline to follow - up to date subject
- material searching
requirements and content
- communication
regulations - stakeholder
- applying standards and
- cooperativeness in designing requirements
setting them into practice
teaching strategy and - knowledge on
- choosing appropriate
methods standards
teaching content
4. Design suitable teaching strategies and methods
Attitudes - teaching methodology; - setting theory into practice
Knowledge Skills
- Willingness to change learning psychology;
teaching strategies and subject characteristics
- teaching methods
- communication
methods
- selecting appropriate strategies and methods
5. Choose and prepare suitable material and media
Attitudes - media theory
Knowledge Skills
- willingness to change - media technology
- operating media hard‐ and
teaching strategies and - media psychology
software
methods - instruments and tools
- classroom management
- creativity and flexibility - media design
- selecting appropriate
instruments - presentation
6. Design assessment strategies and instruments
Attitudes - subject characteristics
Knowledge Skills
- creativity in designing - assessment methods
- identifying students’
assessment strategies and and principles
competency levels
instruments - students’ levels
- using statistical analysis and
tools
- statistics
- designing assessments
Table 2: Module II, TVET teacher competency profile draft
Module
II: Implementation
A TVET Teacher is able to…
7. Motivate students in the learning process Knowledge
Attitudes - methods of
Skills
- Respect students’ individual motivation
- verbally addressing
characteristics - psychology
students
- empathy concerning students’ - social relations
- sensing characteristics of
conditions - students’ interests
students
- willingness to share problems and background
- using different motivation
methods
with students
- using media for motivation
- passion to encourage students
- using body language - ability to show the students
the benefit of learning for their own life
8. Manage class activities Knowledge
Attitudes - leadership techniques - skills to control the class
Skills
- creativity to improve class - management and
atmosphere administration
- leadership skills
- flexibility between friendliness - group work
- time management
- class handling
and seriousness
- disciplined but flexible during - ways to control the
techniques
- facilitation
time management class
- collaboration
- organization
- fairness with students during
class - objectivity in valuing students’ activities and behavior in class
9. Communicate with students, colleagues and other stakeholders Knowledge
Attitudes - national, language,
Skills
- patience in initiating cultural, individual
- interactive and
communication with students, etc. background of
interpersonal skills
colleagues and other students
- communicative skills
stakeholders - theory and practice of
- team building skills
- professional ability to perform communication in
constructive communication specific situations
- listening politely and attentively during
communication
10. Apply teaching strategies and methods Knowledge
Attitudes - creating good
Skills
- adapting methods according - creatively choosing the best syllabus
teaching method - teaching‐learning
to situation
- innovative in finding suitable strategies
- using teaching techniques
teaching method - specific teaching
- teaching skills
- flexibility in choosing the best methods and their
- using variety of teaching
teaching method in different use
methods; adaptive skills
conditions - student‐centered
teaching and learning
11. Connect students with the working world Knowledge
Attitudes - work place training
Skills
- taking responsibility in - internship
- fostering students’
providing real world possibilities in
employability
experience companies
- team work
- discipline to follow working - experiential
- facilitating internships in
world demands knowledge about real
suitable companies
- pragmatism in providing real world (work places
work examples etc.)
- creativity in designing real work assignments
12. Use suitable material and media Knowledge
Attitudes - how to use materials
Skills
- creativity and precision in and media
- media usage
choosing suitable media and - using teaching media
- combining different media
material - technological
and materials
- applying technological skills
knowledge
Table 3: Module III, TVET teacher competency profile draft
Module
III: Evaluation
A TVET Teacher is able to…
13. Assess students’ learning outcomes
Attitudes - assessment
Knowledge Skills
- reliability and objectivity in techniques
- applying quantitative and
designing and conducting - assessment
qualitative analysis information
assessment tasks methods
and data
- applying assessment techniques - precision when designing - assessment
assessment criteria criteria
- designing assessment criteria
- sense of responsibility and - principles and
- using statistical and other
empathy when giving feedback methods of
software
and grading competency
- apply CBET assessment
methods
based and outcomes‐based assessment
14. Provide and get feedback from students
Attitudes - information and
Knowledge Skills
- transparency when giving data collection
- choosing the right data
collection technique
feedback
- respecting students’ ideas - ways of analyzing
methods
- getting information from
- fairness with all students problems
students
- encouraging self‐improvement - ways of problem
- interpreting information from
of students solving
students
- observing and interpreting
- patience
- consulting
- Willingness to accept criticism techniques
students’ behavior
- observing and interpreting own
from students and to change
behavior
behavior if necessary
- encouraging students to give
- Self‐criticism
feedback
15. Conduct an evaluation process
Attitudes - peer review
Knowledge Skills
- willingness to update own evaluation
- applying standards
assessment knowledge and - self‐evaluation
- conducting research
- communication
skills
- creativity in designing - action research
- quality assurance
- creating instruments for
assessment methods methods
assessment
- analyzing teaching process - carefully analyzing results - identifying problems and
- willingness to give individual
find solutions
feedback punctually / in time
- self‐introspection
3.2. Discussion
process it proved to be hard for the Regarding the methods and process of
participants to understand the different developing the competency framework, it
terms and their meaning, e.g. the difference turned out to be fundamental for the
between knowledge and skills and the success of both of the focus group
meaning of attitudes. As there is also a workshops, that all participants encompass
general confusion between the different the underlying definitions, concepts,
pedagogical traditions regarding some of theories and models, such as the theory of
the terms and concepts, for example competency, competency‐based education,
concerning the definition of “competency” educational standards, outcome‐oriented
and “skill”, these key terms needed to be education etc. Concerning the applied ASK
made understood in detail before and Competency Model, in the beginning of the
during the development of the competency during the development of the competency
pedagogical standard needs to be modified to clarify the meaning of the related terms
and adapted, e.g. by splitting in up into a and models. For the further transformation
core competency standard for all of the competency draft into a standard and
professions and industries and several
a curriculum, these terms and their specific standards for different vocations. definition should be included into the
developed competency standard in the form of a glossary. The
The
framework is based on the ASK‐model and process of distinguishing between the
hence belongs to the group of “horizontal” different terms and understanding their
frameworks which generally distinguish meaning not only helped the participants to
between different competencies but not understand their meaning, but also
include the different levels of these contributed in clarifying the content and
competencies as a “vertical” dimension. relevance of the competency standard draft.
However, the overall competency level of Especially while working on the attitudes
the whole standard was discussed and set to section all participants became aware of the
be on the Master level by the experts’ group. immense importance of having proper
In the further process, the vertical attitudes
competency structure can be elaborated in competencies.
to acquire
pedagogical
detail, e.g. which of the listed competencies The TVET teacher competency
are already covered to which level on the standard in the version which was
already existing Bachelor level programs. presented above is still a draft and needs
Later on, e.g. by applying the Dreyfus and more elaboration and finalization during a
Dreyfus (1980) Model of Skill Acquisition or further process. While the list of
a similar model, the vertical dimension can competencies and their wording already
be drafted for each competency, including seems
skills, knowledge and attitudes in the knowledge, skills and attitude need to be
elaborated,
the
sub‐sections
further process, which will finally lead to a further revised concerning their consistency
two‐dimensional competency matrix. This and comprehensiveness, e.g. to clarify
matrix can be used to develop a Master interferences between the categories “skills”
curriculum that follows up on the Bachelor and “knowledge”. During potential follow‐
level competencies of TVET teacher up sessions, also more stakeholders,
program students and matches with the especially from the industry and from the
ASEAN Qualification Reference Framework educational administrative level need to be
AQRF (ASEAN, 2013).
involved, in addition to the group of The focus group process and the university lecturers who participated in the
included activities revealed that all three previous focus group workshops. Beyond,
competency modules of the framework also ASEAN participants from other than the
draft and most of the included competencies five countries which already participated
are already part of the Bachelor‐level TVET need to be included, if the framework
teacher curricula in the participants’ should target TVET teacher training in all
countries in one way or another. However, ASEAN countries.
the general approach of the framework, As
which reveals itself in the details, such as framework draft only includes pedagogical
the current
competency
the relevant skills, knowledge and attitude competencies, also the area of professional
is essentially different and includes a shift competencies needs to be explored, as all
from traditional to modern approaches of TVET teachers in the target countries are
student‐centered teaching and learning and usually teaching one major subject or
CBET in all three modules. Some of the “vocational discipline”. The pedagogical
competencies also are not included in the competencies need to be reflected based on
curricula yet, and need to be particularly this vocational or professional background,
promoted, among others especially
e.g. to explore if they are didactically competency 11. “connect students with the appropriate, efficient etc. If any concerns
working world”.
IV. CONCLUSION REFERENCES
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THE ROLE OF THE PRIVATE SECTOR IN VOCATIONAL EDUCATION
Anthony Borkett
PT Thiess Australia email: tborkett@thiess.co.id
ABSTRACT
There is continuing debate and focus on the subject globally by governments, education professionals, non‐government donor organizations and industry. Why is Vocational Training of interest to such a broad contextual spectrum? We could arguably summarize the reason simply as; it potentially means some form of monitory gain for all concerned. The increasing globalization of business and migration of multi‐national human resources brings with it a range of other aspects that arguably increase the importance and complexity of VET to all stakeholders. The private sector does not always know how or what is possible to improve competency aspects within their own organization and the regional community. A company does not always provide training that will satisfy quality aspects and be producing well trained resources. However it can possibly be argued that any form of training by a private sector organization is positive and is contributing to improving VET skills of individuals and in the community as whole. Private sector representatives do not always have the answers to competency improvement and how private sector can and possibly should contribute to improving vocational education and training. However a company will know what the task requirements are in relation to any position in the organization and have resources who will know the skills and knowledge required for particular tasks and they will know what standards of competency is required to produce the product.
Keywords : private sector, vocational education, apprentice training program, work experience
I. INTRODUCTION
directly involved in making VET happen it’s
I think we agree that Vocational not all about money. There are numerous Education and Training (VET) is a critical
other motivational drivers both intrinsic and element in national workforce capability
extrinsic in nature. We are all here today development. There is continuing debate
because we are professionals and passionate and focus on the subject globally by
about training and developing others. In governments, education professionals, non‐
many cases education professionals are government donor organizations and
poorly paid considering the dedication and industry.
time they have invested in becoming Why is Vocational Training of interest
professionals and in terms of the effort they to such a broad contextual spectrum? Based
put into teaching others. I have witnessed on my observation and experience I suggest
trainers /teachers in some countries selling that we could arguably summarize the
snacks to students at the day’s end to make reason simply as; it potentially means some
sufficient money to feed their families. form of monitory gain for all concerned.
This is possibly another topic and part Regardless of the publicized agendas of
of the challenge of improving vocational some of the parties at the senior
education and training standards in many strategic/policy
countries. So who directly benefits from organizations it can arguably be reduced to
competent human resources? I suggest that elements such as improving the economic
private industry arguably can profit the most status of the country, increased profits for
followed by the country and community. company shareholders, more funding for the
The increasing globalization of NGO and so on.
business and migration of multi‐national There are other factors that are
human resources brings with it a range of important to the parties too but the financial
other aspects that arguably increase the side in its various forms is possibly the most
importance and complexity of VET to all significant. I hasten to add that for the many
stakeholders. It also opens other individuals within the organizations that are
opportunities particularly for emerging opportunities particularly for emerging
involved in.
income back into the country to families. Thiess training and development Returning workers potentially bring with
capabilities are broad and structured to suit them new skills, technology and business
the business needs. This requires flexibility ideas.
in the competencies, systems, project specific development programs and the
II. METHOD
training resources utilized. Thiess training My topic today is on the role of the
and systems are benchmarked to private sector in improving competency in
international industry standards and the vocational training. For my presentation I
Australian Quality Training Framework will separate the private sector into two
requirements
groups.
1. The industry groups ‐ mining,
Trades Training construction, manufacturing, retail and
3.1. Apprentice
Program
so on. This is a four year program which
2. The private training provider industry. complies with the Australian Certificate III
I will talk on the first group only as this is
requirements.
the group I have a depth of experience with The participants graduate with an Australian and is possibly one of the key driving factors
Certificate III in the respective trade. in VET globally.
• Heavy mobile equipment Mechanic ‐ Certificate III Engineering ‐ Mechanical
III. DISCUSSION
• Heavy mobile equipment Electrician ‐ So what role can and should private
Certificate III Engineering ‐ Electrician sector industry play in improving
• Welder ‐ Certificate III Engineering ‐ competency in VET?
Welder
The part industry actively play in terms of being a stakeholder varies between
Thiess have an agreement with an companies and countries. The Australian
Australian registered training organization. system is highly regulated in terms of
In this case that is a university who acts as accredited training as are many countries.
the compliance auditor the program and Arguably it still has numerous options for
authority. The improvement in terms of the regulatory
certification
issuing
University and the Thiess program are stakeholder complexity and true consistency
audited by the Australian Standards and of quality achieved. However it does attempt
Quality Association. The training is done in to have the private sectors input to ensure
Indonesian language and all trainers are that national VET competencies are aligned
Indonesian nationals. The curriculum to industry needs and encourage ownership
includes a requirement that the apprentices of the outcome. This is possibly one of the
become competent in English. key proactive actions that private sector organizations can do to ensure that VET
3.2. Trades Training
competency training
This is a trade’s skills gap, learning programs that are nationally accredited are
and
education
and development program designed for local truly reflecting business needs. The
hire trades employees. These resources competency needs of industry today in the
generally have no formal qualification global market place combined with the
however they may have many years on‐the‐ rapidly changing technological environment
job experience. The competency gap is in require the private sector to do more to
terms of theory and the correct practices ensure
and procedures. The program also allows a competencies required to be competitively
they have
the
workforce
workshop helper, for example, an productive. It also reflects the way training
a skilled is done in some industry sectors. At this
tradesperson. The competencies are aligned point I will introduce some of the VET
to the Australian standards, based on the
Apprenticeship competency sets and
3.5. Work Experience
learning packages. The packages and the Work experience programs are training methodology are changed to suit
common throughout industry. It is also a participants who are older adults if
challenge for many VET related training compared to the younger apprentice
schools/centers to find work experience program participants.
placements for students during the learning periods. It is also common that work
3.3. Trades Specialist Program
experience students are given tasks that are This program takes tradespeople to
limited in the actual learning benefit to the the next level. The participants are trained to
student. Thiess attempts to structure work
be specialist technicians in machine experience in such a way that it is a equipment types. This effectively reduces
productive and a win‐win scenario for all the reliance on external specialist resources
concerned.
from the manufacturer. The return on The programs are structured to suit investment is easily measured and has
the student’s profession and the target work proven to be significant.
place experience. For example for trades Other Vocational Competency Sets:
related students placed in the workshops a Administration & Accounting
bridging course is the first stage of the Front Line Supervision and Management
engagement. This identifies gaps in Heavy Equipment Operators
knowledge required in relation to the Information Technology related
targeted tasks and corrects these gaps. It Occupational Health and Safety
also involves an intensive occupational Other competency sets related to
health and safety training requirement. The positions required within a mining
tasks give students from selected SMKN and context.
polytechnics a chance to experience and Procurement & Logistics
utilize their learning in a production work External Training Providers are engaged as
place. It also gives the company productive required when internal training capability is
resources during the experience period. The not available.
students participating in this particular program generally are all offered
3.4. Community VET Engagement
employment either by Thiess or other This is a self‐sustaining program that
companies even before they complete their generates pools of community based
formal studies as a result of the experience national resources aligned to industry
in the program. The institutions are selected requirements. We provide the resources to
depending on the field of competency we are change the institutions’ standards and
offering.
capabilities, and to align the outcome more
to industry requirements, with no strings 3.6. Australian Context
attached. In Australia the company training We have an MOU with all our partners
requirements and training and assessment which outline potential cooperation areas
resourcing is structured differently. The between the two parties. The skills streams
country has a well‐developed VET training we are potentially able to assist with are
capability and available resources. based on our internal training capabilities.
The company largely is dependent on We also can assist in establishing
private sector training providers using custom designed fast track up‐skilling /
assessment packages that were based on the semi‐skilling courses through selected TTI
Australian accredited packages for any partners. This has proved to be a successful
training they required in addition to the approach to taking resources with low skills
skills that employees already had. In practice and rapidly changing them to resources with
this at times resulted in varying standards of suitable competencies for immediate
country operations employment in some sectors such as the
outcome.
Other
developed their own in house training construction industry.
programs. National engagement in VET programs. National engagement in VET
VET competencies?
engagement avenues. In 2016 the company embarked on a
3.8. Funding Options
strategy to have a standard frame work One approach has been to impose a globally. That is to have the same
training levy in some countries. This appears competency standards and competency sets
to have had mixed success. My experience is for all positions in our operations globally.
that many countries have large pools of This requires all assessment packages and
unclaimed funds suggesting that even training packages to be the same with local
though companies pay the levy they do not context variations if required among other
necessarily carry out training as a result of it. challenges. This takes VET competency
There are numerous possible reasons for standardization and improvement within
this.
the company to the next level. Arguably
global standards in VET are something “Levies have the potential of providing numerous organizations such as UNESCO
large amounts of funding. However, levies and the OECD have been advocating for a
do not on their own guarantee greater decade or so.
participation in training, and research suggests that levies alone do nothing to
3.7. Financing of VET Training
quality of skills Private sector organizations are in
improve
the
development” (ADB, 2014, p. 24). business to make money. That’s basically it!
Many will wish to be portrayed otherwise in
of Public‐Private terms of corporate responsibility aspects
Other
forms
Partnerships have been established in some however the bottom line is they are in it to
countries with varied success. make money. Profits are affected by any