How technological and vocational education can prosper in the 21st century

2003 ◽  
Vol 19 (2) ◽  
pp. 15-51 ◽  
Author(s):  
Cheng-Fang Tai ◽  
Rong-Jian Chen ◽  
Jui-Lin Lai
Keyword(s):  
Vocational Education ◽  
21St Century ◽  
Technological And Vocational Education

Recent Framework of TVET Teacher Education in a Country on the Path to Reform

2018 ◽  
pp. 498-519
Author(s):  
Frank Bünning ◽  
Ulrike Schmidt
Keyword(s):  
Teacher Education ◽  
Vocational Education ◽  
21St Century ◽  
Vocational Education And Training ◽  
Skilled Workers ◽  
Effective Learning ◽  
Career Option ◽  
Training Research ◽  
Training Courses ◽  
And Training

This chapter discussed TVET teacher education in Myanmar on the threshold of the 21st century; a qualitative analysis of the present state of the art. Recent status of Myanmar's TVET system was highlighted and the chapter strongly maintained that qualified and motivated teachers and instructors are key for effective learning and are as well at the heart of TVET quality. The chapter provided a comprehensive problem scenario with regard to TVET teacher training; to mention a few, that there is a low awareness for the relevance of TVET in general and with respect to its potential to develop a country's skilled and semi-skilled workers. In comparison to university degrees, graduating from training courses at vocational institutions is not perceived as a valuable career option. Lastly, this chapter attempts to add to the collection of vocational education and training research by consulting a case in Myanmar – a country which currently possesses only a sparse amount of data in this field.

Recent Framework of TVET Teacher Education in a Country on the Path to Reform

2017 ◽  
pp. 85-106
Author(s):  
Frank Bünning ◽  
Ulrike Schmidt
Keyword(s):  
Teacher Education ◽  
Vocational Education ◽  
21St Century ◽  
Vocational Education And Training ◽  
Skilled Workers ◽  
Effective Learning ◽  
Career Option ◽  
Training Research ◽  
Training Courses ◽  
And Training

This chapter discussed TVET teacher education in Myanmar on the threshold of the 21st century; a qualitative analysis of the present state of the art. Recent status of Myanmar's TVET system was highlighted and the chapter strongly maintained that qualified and motivated teachers and instructors are key for effective learning and are as well at the heart of TVET quality. The chapter provided a comprehensive problem scenario with regard to TVET teacher training; to mention a few, that there is a low awareness for the relevance of TVET in general and with respect to its potential to develop a country's skilled and semi-skilled workers. In comparison to university degrees, graduating from training courses at vocational institutions is not perceived as a valuable career option. Lastly, this chapter attempts to add to the collection of vocational education and training research by consulting a case in Myanmar – a country which currently possesses only a sparse amount of data in this field.

Study on Issues of 21st Century Skills for Students of Technical and Vocational Education

2018 ◽  
Vol 24 (11) ◽  
pp. 8488-8491
Author(s):  
Nan Nurul Hidayah Megat Salleh ◽  
Saifullizam Puteh ◽  
Nur Farha Hassan ◽  
Amanina Muhammad Sanusi
Keyword(s):  
Vocational Education ◽  
21St Century ◽  
21St Century Skills ◽  
Technical And Vocational Education

scholarly journals The Development of Non-Formal Technological and Vocational Education in Village Communities

2016 ◽  
Vol 12 (1) ◽  
Author(s):  
Lilis Widaningsih ◽  
Ade Gafar Abdullah
Keyword(s):  
Human Resources ◽  
Vocational Education ◽  
Formal Education ◽  
Practical Knowledge ◽  
Learning Needs ◽  
Life Long Learning ◽  
Low Education ◽  
Technological And Vocational Education ◽  
Village Communities

This article presents a preliminary study which was done through a literature review of various scientific references on the development of human resources through non-formal technological and vocational education. Current issues and problems in developing countries are related to the low quality of human resources in villages due to the low education and skills (technological and vocational skills). The development of non-formal technological and vocational education for village communities becomes an alternative solution, particularly when formal education does not provide solutions. With the concept of life-long learning, non-formal technological and vocational education is based on practical knowledge and skills. Non-formal education allows a learning model which addresses individuals’ learning needs. Thus, it becomes one of solutions to overcome unemployment.

Sign in / Sign up

Export Citation Format

Share Document