In particular, we looked for best practices related to TVET policies to deal with the COVID-19 crisis. Best practices in TVET policies to address the COVID-19 crisis: UNEVOC cluster of countries in East and Southeast Asia.
PART
Background of the Case
This is worrisome as students are trying to graduate on time, and VET institutions are trying to follow procedures while ensuring the quality of curriculum delivery. The government has allocated some funds – the Prihatin Rakyat Economic Stimulus Package – to ensure that all existing telecommunications customers enjoy the privilege of free daily internet data, up to 1 gigabyte, throughout the MCO period, starting from April 1, 2020, with the cooperation of all telecommunications providers.
Description of the Case
Strategies to promote digital and distance education, as a transformation for TVET programs in Malaysia, are planned to ensure the quality of curriculum delivery and to keep access to education continuously open for students. The strategies are carefully designed to promote a smooth transition from traditional to digital and distance education.
Brief summary of the case
Significance of the case
Opportunities for TVET teachers and trainees to explore different media for teaching and learning using advanced technology. The introduction of specially designed applications that allow the curriculum and learning outcomes to still be met even under challenging conditions such as the MCO period.
Description of the case
7 I am more satisfied with the knowledge I gained from the distance learning program than a. Davis (1989) describes perceived ease of use as "the degree to which a person believes that using a particular system would be effortless", meaning that using a particular technology (such as online learning) would be free of physical and mental effort. .
Implications of the Case
The framework proposed in Figure 1-1 shows the stakeholders involved in the ecosystem and the transition of technology such as Video, PowerPoint, AR and VR to make teaching and learning more engaging. Meanwhile, teachers should have a better understanding of methodologies such as pedagogy, andragogy, heutagogy, peeragogy and cybergogy.
Conclusion
The COVID-19 pandemic has ravaged the world for most of 2020, infecting millions and putting enormous strain on healthcare systems. This article looks at how TESDA, as the agency responsible for Philippine Technical Vocational Education and Training (TVET), has responded to the challenges posed by COVID-19.
Overview: COVID-19 Facts and Statistics
Currently, the country has significantly relaxed its response to COVID-19 and therefore has a score of 61.36 out of 100. The World Bank estimates that the world's gross domestic product (GDP) will shrink by 5.2% in 2020, the deepest. global recession in 6).
Impact of COVID-19 on the Philippines
The Philippine education sector is also struggling to adapt to the new normal as the country continues to implement nationwide lockdowns. Therefore, a major problem arising as a result of the pandemic is the arrangements regarding various business-oriented training modalities.
Philippine TVET Response to COVID-19
In the transition phase, we lay the foundation for the eventual shift to the new normal business operations in the TVET sector. Moreover, the OPLAN also identifies four priority sectors – agriculture, healthcare, ICT and construction – that require special attention in the country's transition to the new normal.
TESDA BAYANIHAN TO BEAT COVID-19
Way Forward: Initiatives to Future-Proof the Philippines TVET Sector
Information and communication technology (ICT) is important for online learning and distance learning during the COVID 19 crisis. Due to invitations from the Unevoc network, students from the Government Technical Institute (Insein) participated in a 1-minute short video submission that students learned within the COVID 19 pandemic for the World Youth Skills Day 2020 digital conference.
COVID-19 Announcement and Postponing Students’ Midterm Examination in Myanmar
Postponing the exams is a good decision because the virus can spread between students, especially boarding students who live close to each other.
Stay-at-Home Restrictions and Effectiveness of Media Usage
Institute closing
Communication among students and teachers at Goverment Technical Institute (Insein)
The number of mobile connections in Myanmar was equivalent to 126% of the total population in January 2020. As a result, teachers and heads of departments at the Government Technical Institute (Insein) try to connect with students to discuss their activities and inform them, as well as gather information and student voice.
Digital adaptation in learning (e-Learning) with the effectiveness of students' digital skills
The virtual show of student video submission was played on INSEIN, GTI HOD Facebook Group. There are three student video clips featured on the You Tube channel, TVET Youth Stories from Myanmar.
Effectiveness and Challenges of Students’
Based on the analysis, we have specified the most important human resource development activities implemented for the employment of youth in Myanmar during the pandemic and beyond. In addition, a comparison between the regular and new approach in the youth service TVET sector in Myanmar is also presented.
Background of the Study
In terms of the VET sector, most countries, including Malaysia, Myanmar, the Philippines, Korea and China, have initiated distance learning (online and offline) and blended learning (online learning and on-site training of work) (Hu, 2020; . MM, 2020; Park, 2020; Urdaneta, 2020). Likewise, some countries have started training (training, upskilling, retraining) to build the capacity of teachers and trainers to improve digital teaching and learning methods, with the aim of building digital infrastructure and ensuring full access to digital devices for teachers and students (Hu, 2020; Kay, 2020; Korean Ministry of Education, 2020; Lamichhane, 2020a; MM, 2020; Park, 2020; . Urdaneta, 2020).
The TVET sector in Myanmar
The TVET sector is established by thirteen different line ministries, and the Ministry of Education (MoE) is the largest public provider of formal TVET (UNESCO, 2019). National Skills Standard Authority test centers for TVET candidates have been established in TVET institutions.
The employment sector in Myanmar
Based on a projected population growth of 18% in Myanmar, the labor force participation rate is expected to increase to 77.7% (UNESCO, 2019). The number of people with primary education in Myanmar's labor force is higher than those with vocational education, high school education, undergraduate degree, diploma and more.
Impact of COVID-19 on the Youth Employment and TVET in Myanmar
Impact of COVID-19 on the employment
In addition, it was estimated that five million jobs in the non-agricultural sector would be lost during the shutdown period. As a result, a 41% decline in Myanmar's total GDP is predicted during the two-week lockdown period compared to a non-COVID-19 situation during the same period (Xinshen, 2020) (Figure 4-3).
TVET for youth employment in Myanmar during the pandemic
Research Need and Study Aim
Methodology
Results and Discussion
National COVID-19 response and recovery plan (2020–2021)
The recovery phase, from October 2020 to October 2021, focuses on planning the reopening of educational institutions in an appropriate manner, while protecting the health and well-being of learners and the teaching workforce. Return to a safe learning environment while ensuring the well-being and protection of students/pupils, teachers/trainers and staff in TVET institutions.
Introduction of a digital learning management system for the TVET sector
A quality TVET DLMS should have content delivered by accredited training providers to expand its range of content and qualifications offered. Such certification is a very important incentive for youths, workers and professionals to complete the courses listed in the TVET DLMS.
Human resource development for TVET leaders, trainers, teachers, and students/trainees during the
83 TVET Studio and all related IT professional works, and creation and innovation of the TVET Digital Platform for regular TVET courses, as well as pilot testing for it through the DLMS. It has continued to set up the secondary education sector and has been planning to set up the TVET sector since 2020.
A Comparison between the regular and new
Lack of knowledge and awareness about online learning and teaching among most teachers, parents and students. Limited access to internet, learning platforms, devices or media and other related resources for TVIs / teachers / trainees.
Lessons learned from other countries
TESDA online program for TVET learning and other flexible ways of learning, processes and systems. Preparation and operation of online classes (expansion of public infrastructure, support of teachers' capacity building, renovation of online education systems).
Suggestions for the way forward
Furthermore, short-, medium- and long-term response and recovery plans are the most effective for addressing the issues that arise during such a crisis and beyond.
Conclusion
Second webinar on quality and equitable delivery of training by institutions using technology: the case of formal education and. Affiliation and Position: Department of Human Resource Development, Department of Technical and Vocational Education and Training, Ministry of Education, Myanmar.
Introduction
TVET Online Platform Development
The development of the platform will be funded by the SDC, and this proposal seeks Smart's support for the digitalization of learning content. Secondly, with support for internet access from Smart Axiata, the platform will promote better and equitable access to TVET courses.
Video Content Development
It will provide feedback on student learning progress so that future adjustments can be made to the material based on their performance. The platform will provide a discussion section for each course, to allow students to talk about issues, concerns and questions related to the course content.
Youth Employment
Technical Vocational Education and Training - Low soft skills for young people in and out of school. Develop soft skills training programs, standards and training materials for young people in school (including reflection, ethics and (work and professional attitudes, communication, teamwork and problem solving) and mutual understanding between different faiths and cultures, and professionalism).
Overview
Although some laws and policies are gender sensitive in recent amendments such as the Labor Code, the Social Security Law and the Health Insurance Law, some such as the Employment Law or the VET Law are still fairly gender neutral. The issues of female workers, especially migrants, such as recruitment, employment contracts, job placement and vocational training would be better resolved if gender issues in employment and VET were identified and effective measures were taken in the formulation and implementation of relevant policies, so that immigrant women. workers can have greater economic and social empowerment.
Background of the Case
Concept and methodology of the paper
Share of the labour force by gender, living area, and technical qualification level and share of
In 2019, the Red River Delta region and the North Central and Central Coastal Area still had the largest shares of the country's labor force, accounting for 22.7% and 21.1% respectively. Those with the lowest unemployment rate in the country are the Northern Midlands and Mountainous Area (0.92%, almost 2.2 times the national rate).
Introduce VET for women in general and for migrant women workers in particular
1956/2009/QD-TTg of the Prime Minister of November 27, 2009 on the approval of the Vocational Training Program for rural work applies to rural workers who work in their permanent residence, but does not include migrant workers without household registration. Although some laws and policies are gender sensitive in recent amendments and laws, others such as the Employment Act and the Vocational Education and Training Act are still fairly gender neutral.
Description of the Case
Overview of the situation of VET for migrant women workers in Viet Nam
In recent years, Vietnam has had a comprehensive legal system and policies on employment and vocational education and training related to female migrant workers, such as the Education Law, the Labor Code, the Residence Law, the Social Security Law, the Vocational Education and Training Law, the Law on health insurance, the Occupational Safety and Health Act and other related documents. In particular, the Law on Vietnamese Contract Workers Abroad regulates pre-departure training courses for workers preparing to work abroad.
Changes in economic standards for women migrant workers compared to non- migrant women
There are many advantages for female migrant workers in participating in vocational training and job search (Nguyen Quang Viet 2018). Thus, women migrant workers are generally excluded from current training and employment support policies.
Implications
This article describes Korea's national efforts to build an open, easy, and resourceful learning ecosystem for TVET and higher education fields, thereby outlining the implications for an open and sustainable distance learning ecosystem. To this end, this paper presents two major initiatives initiated by the Korea Education and Research Information Service (KERIS), a public organization under the Korean Ministry of Education that serves as the lead agency in developing and proposing government policies and initiatives related to information integration &.
Background
Efforts to build a K-OER distance learning ecosystem. in the higher education and TVET areas of the Republic of Korea 0PART7. In this regard, this article focuses on the open educational resources platform (OER), aimed at higher education and technical/vocational education.
KOCW, An Open Educational Resource Platform for Higher Education
143 As shown in the examples above, the organization is working to play a leading role in the public open learning ecosystem. In particular, this article focuses on the Korean Open Courseware (KOCW) and the Content Development Project for Adult Learners' Capacity, which explains the government's efforts to expand quality content for technical and vocational education in an ICT-intensive society.
Overview
The largest open educational resource (OER) platform in higher education, KOCW has provided more than 34,000 video lectures and 410,000 resources (text, audio, etc.), developed and provided by 231 universities and institutions at home and abroad country (as of October 2020). In addition to the two classification methods, the KOCW platform provides a curated service of learning contents by categorizing them according to popular topics, allowing users to browse a wider spectrum of contents.
Curation of TVET contents
As shown in Table 7-2, the learning resources are further classified into each subskill under the basic occupational skills. As of now, the KOCWC content offers learning resources for 28 sub-skills within 9 core career skills.
Expansion of Learning Contents for Adult Learners
The project serves as a means to increase the competitiveness of cyber universities by expanding their roles and strengthening their responsibilities in the higher education sector. 2003-2011 Encouraged the specialization of cyber universities by supporting the development of quality online learning content on liberal arts and adult vocational education (66 content developed).
Significance
Because vocational education and training in Korea relies heavily on school learning, there has been a mismatch between the skills acquired in school and those required by industries (Lee & Jeon, 2016). In 2014, the Korean government introduced an apprenticeship system1) as a means to tackle youth unemployment and effectively link skill development with skill application. In the Korean apprenticeship system, apprentices receive practical training from in-house trainers while receiving theoretical training through education and training institutes (such as schools) based on . 1) The pilot project started in September 2013 and the actual implementation of the apprenticeship system started in 2014.
Description of the Case 2)
Apprenticeship at a glance
In July 2019, it passed the subcommittee of the Legislative-Judicial Committee as well as the general meeting. The annual operating budget for the practice is allocated as part of the project budget of the employment insurance fund for the development of professional competences.
Selection of companies and training centers
To qualify as a dual training center, an organization must have more than 30 potential partner companies in a joint training agreement. The selection process of dual education centers also consists of a document review, an interview and an on-site evaluation.
Development and verification of apprenticeship programs
167 meet the qualification requirements for application, the ability of the organization, to be suitable for training, and to have the infrastructure for training.9). The main factors that will be verified include a) the quality of the program, b) the standardization of the program according to the type of work and level, c) the training conditions of the company, and d) the applicability of NCS.
Selection and treatment of apprentices
The training company and apprentices conclude an agreement in the form of a training service contract. If the working conditions do not meet the required standard, the contract can be invalidated in terms of section 15 of the labor law.
Operation of OJT and Off-JT
The company selects an apprentice based on a document review and an interview, and concludes an employment contract with him/her for training. The student also conducts experiments and practices in an environment similar to that of the company.
Internal and external evaluations
171 The company or dual training center must enter the results of the evaluation in HRD-Net's LMS within 10 days of the test. The scope of an external evaluation includes all necessary competence units in the apprenticeship programme.
Outcomes
If the candidate passes 70% of the competency units of the learner qualification, he/she will be considered successful and will be awarded the learner qualification for passing the external evaluation. At the end of the program, 79.9% of participating companies expressed interest in continued involvement, and approximately half were repeat program participants (Kim et al., 2019).
Challenges and policy implications
Therefore, it is necessary to take into account the lifelong career management of apprentices in the operation of the programs. Therefore, it is crucial that the roles and responsibilities of the participants in the management system are clearly defined.
