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The Hangzhou Framework reviewed, by Dr. Joachim Dittrich
Dr. Joachim Dittrich gave some insights from his point of view, what the motivation of the participants at the Hangzhou Conference was to agree on a common framework for an international Master degree in TVET. He also made an introduction to the most important aspects of the Master framework itself, which is the holistic combination of pedagogy of vocational education and training and knowledge about the work processes, the vocational disciplines. Finally he gave some examples of international co-operations that can be considered being motivated respectively supported by the Hangzhou event. Dr. Dittrich summarized the activities of the United TVET Network on Innovation and Professional Development (UNIP) as mainly targeted at supporting the development of national TVET research and development structures as well as fostering international R&D cooperation in the field. The agreement on a common framework for a Master degree in TVET is meant to facilitate the build-up of sustainable and reproductive national pools of TVET professionals, who can care for the development of TVET in their countries by using the opportunities provided by international sharing of knowledge and experiences.
The full text can be downloaded here. | |
A Perspective Plan of Post Graduate Studies for Technical Teachers by CPSC, by Dr. Suresh Kumar Dhameja
Dr. Suresh Kumar Dhameja introduced the concept for a Graduate School for Technology Education and Management to be set up by the Colombo Plan Staff College for Technician Education (CPSC) in Sri Lanka. After explaining the background and the rationale for the plan, Dr. Dhameja gave an overview of the academic structure, the graduate programmes including curricular offerings, the infrastructural requirements and the recognition and accreditation concept. Here it must be noted, that there are relatively few relations to the Hangzhou framework, in that the concept does not include subject specific matters such as vocational disciplines. He analysed the possible benefits of the future CPSC Graduate School for CPSC member countries and for the country hosting the CPSC Graduate School, including its contribution to strengthening the CPSC-Colombo Plan relationship and its overall image, to the expansion of services and to the development of CPSC itself. Dr. Dhameja concluded his presentation by giving the expectation that the establishment of the CPSC Graduate School will meet the needs of qualified technical teachers for TVET, particularly against a background of the global industrial and social developments, in Asia and the Pacific region. | |
Master in TVET – the example from China, by Prof. Dr. Zhao Zhiqun
As the first example for existing Master study courses in TVET, Prof. Dr. Zhao Zhiqun presented the Joint Innovative Project, which is run with support of UNESCO-UNEVOC International Centre at the Beijing Normal University in China. For background information, he outlined the current situation of the higher education for TVET teachers in China, especially the main problems caused by discrepancies between the established academic degrees and TVET teacher’s real work as well as between the curricula in force and modern TVET practices. Realizing the necessity to improve the education and training for TVET teacher, the Ministry of Education of China started the Joint Innovative Project Scheme on TVET in China in cooperation with UNESCO-UNEVOC with the expectation to develop reference concepts for Master degree programmes in TVET and training for in-service teachers. Prof. Zhao introduced the Master Degree part of the above programme the aspects of the objectives, the target group, the contents and the curricula, respectively. He pointed out that the programme essentially is based on the Hangzhou Framework. It is meant to be a new concept of TVET teacher training in China that requires both, teachers and students, to develop a corresponding alternative to the conventional learning methods. | |
Master in TVET – the example from Bangladesh, by Prof. Dr. Che Cum Clement
Prof. Dr. Che Kum Clement gave an introduction to the Islamic University of Technology (IUT) in Bangladesh and its international Master degree programme in technical education as the second example for Master study courses in TVET. IUT is a subsidiary organ of the Organization of the Islamic Conference (OIC), and targets the human resource development in the 57 member states of OIC, acting in the fields of engineering, technology and technical education for the benefit of the Islamic world. The Master of Science in Technical Education degree programme was implemented in the year 2005 following the Hangzhou Framework. He emphasized the improvement of the quality of the Master degree programme through adopting the Hangzhou Framework and pointed out the lively interest of the OIC member states in the programme. In addition, Prof. Clement also reported on the international cooperation of IUT with OIC member states and universities from other countries, as well as on the short course activities offered by the respective departments of IUT. | |
Impact of TVET Reforms in Sri Lanka on Teacher Qualification, by Mr. Gamini Bambaradeniya
Mr. Gamini Bambaradeniya concentrated in his presentation on the TVET reforms in Sri Lanka, particularly with regard to teacher qualification. He introduced the Skills Development Project funded by the Asian Development Bank that led to the development of the National Vocational Qualifications (NVQ) Framework for Sri Lanka. This meanwhile is implemented up to NVQ level 4. With regard to TVET teacher qualification he outlined the respective national policy and put special emphasis on the Technical Education Development Project, the second phase of the Skills Development Project. He presented the cornerstones for TVET teacher education in terms of content and approach: TVET teachers will have to be substantially higher qualified than the students they teach, and industrial training will become compulsory. For teachers and lecturers of the future University of Vocational Technology (UNIVOTEC) postgraduate qualifications will be required. As the Deputy Project Director of the Technical Education Development Project, Mr. Bambaradeniya recommended, among others, to implement international cooperation in the field of TVET and TVET teacher education. | |
Master in TVET – the example from Malaysia, by Prof. Dr. Jailani Md Yunos
Prof. Dr. Jailani Md Yunos gave an overview of the current changes and prospects in the TVET policy in Malaysia. Connected with Malaysia’s vision 2020 one of the major tasks is to develop the country’s workforce. The Faculty of Technical Education of Kolej Universiti Teknologi Tun Hussein Onn (KUiTTHO) currently is the only Faculty in Malaysia that is dedicated to technical and vocational Education in Malaysia and therefore the main institution to educate trainers, teachers, and lecturers for the technical schools, community colleges and polytechnics. Prof. Jailani presented the design of the TVET Master Programme that is run at KUiTTHO, as well as the related philosophy for TVET teacher education. He stressed the implementation of problem based learning for future TVET teachers, trainers and lecturers in the study programme for the purpose of generating learning outcome that is more appropriate for the students’ future work. Another important issue is the qualification of university staff, not only in innovative teaching methodologies but also in TVET research. Here international knowledge exchange and research cooperation is essential and helpful as for example demonstrated by European-Asian international research projects or a joint international PhD-programme set up in cooperation between KUiTTHO and University of Bremen. | |
Master in TVET – the example from Indonesia, by Dr. Masriam Bukit
Dr. Masriam Bukit related the challenges for TVET teacher education to the necessary quality improvement in TVET that has to focus on providing learners with the competences and knowledge they need to enter working life. He stated, that quality of TVET is closely related to a fruitful cooperation between schools, universities and industries. While competences, knowledge and attitudes of TVET teachers play a decisive role for the quality of TVET provision, the development of professionalism in TVET is also essential: academic reputation and knowledge have to be developed for fostering the development of national TVET. Dr. Bukit drafted the up-to-date picture of developments of TVET in Indonesia: Policy intends to augment the share of vocational schools from nowadays 30% to 70% in 2025 and enforces the development of teachers’ competences to degree level. This goes in line with the development of TVET teacher study courses at Universities in Indonesia. Dr. Bukit presented the outline of a new TVET teacher study course at Indonesia University of Education, Bandung, and highlighted the positive effects of international cooperation for the innovation and development of academic TVET subjects and of researchers’’ and lecturers’ competences. | |
Master in TVET – the example from University of Bremen, by Dr. Thomas Scheib
Dr. Thomas Scheib presented the Master study course that was newly introduced at Bremen University in fall 2005 after restructuring in the framework of the European “Bologna-Process”: In Germany as in other European countries due to an agreement between the member states of the European Union all Universities have to convert their academic study courses to Bachelor and Master structures. He pointed out, that some differences exist in relation to the Hangzhou framework caused by national German regulations. All teachers, including TVET teachers, have to study a second subject in addition to the vocational discipline. In addition German teachers-to-be, after having acquired a Master degree, generally enter a two-year traineeship which ends with a state examination before they can become a teacher at a public school. In terms of content however, the Bremen model is pretty much in line with the Hangzhou framework, especially when also considering the Bachelor phase. Students entering the Master degree course either must have a Bachelor degree in TVET in the respective vocational discipline or in a related engineering discipline. Those with an engineering Bachelor will also have to study modules from the TVET Bachelor. |
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Updated Thursday, January 01, 2004 |
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