Jang-soo Ryu, Korea Research Institute for Vocational Education and Training (KRIVET), Republiek Kore. Lidmaatschap: Malaysia Research Institute for Vocational Education and Training (MyRIVET) Adres: Universiti Tun Hussein Onn Malaysia, Johor.
Innovation and digitization in TVET
Regarding students' initiative and willingness to learn, research has shown that traditional media (e.g. television) had a positive effect on knowledge of current affairs (Hopmann et al., 2015). Similarly, social media has significantly contributed to knowledge of current affairs (Oluwatosin et al., 2019).
The centre for online and digital learning
Ministry of Higher Education, Ministry of Higher Education. 6) Code of Practice for Open and Distance Learning (2013). There are four TeCC levels, as shown in Figure 4. TeCCs are learning spaces that should be used to promote the following concepts: i) 21st century learning skills; ii) Education 3.0; and iii) Higher Order Thinking.
Online learning platforms
To avoid the boredom of teaching that only uses “chalk and talk” was the inspiration for the development of AR (Abd Ellah et al., 2015). It can also be used for retraining to prepare for a new job or even if users are just curious and want to acquire new knowledge and skills.
Upgrading learning materials
In the meantime, teachers are encouraged to develop a learning set or a set of learning tools for their students. Therefore, the institutionalization of e-learning is the most important aspect of pedagogical innovation, access, quality and relevance.
Lessons learned from the case
Conclusion
Corresponding Author
Co-Authors
9 years of teaching experience in secondary school in Malaysia and actively involved through research in the areas of Technical and Vocational Education and Training (TVET), Science, Technology, Engineering and Mathematics (STEM) and educational technology at various levels during these 5 years. Her research interest is in the development of teaching and learning materials and methods, creative multimedia, and technical and vocational education.
Fostering Technical and Vocational Education and Training Innovation under
Abstract
TOPICS
- Introduction
- AI-Empowered innovation through skills forecast, policy orientation and institutional practice at Shenzhen Polytechnic
- Summary of the case
- Methods/ strategies/participants or partners of the case
- Articulation of the case
- Results of the case
- Summary: Purpose and findings
- Discussion
- Implications and future plans
Therefore, fostering VET innovation from an AI perspective has become an urgent mission for VET institutions. TAP Innovation Framework from the perspective of AI in SZPT Changes in future works and.
Gender Equity and Equality in Technical and Vocational Education and Training, Mongolia
- Gender in Mongolia
- Gender in TVET
- Methods and strategies; Participants in the case
- Outcomes from the case
- Future efforts
Many efforts by the Mongolian government and civil society have focused on closing the gender gap and providing equal economic opportunities for women and men. It was funded by the EU, Germany's technical assistance cTVET (GIZ) and the Mongolian National Commission for UNESCO. As one teacher said, treat everyone like people.” Figure 3 is a map of the GATT project.
In this way, the scope of the training can be further aligned with the sustainability goals of the GATT project.
Author
Internationalization of Thai Technical and Vocational Education and
Training: A Study on Models and Critera
Models and criteria for internationalization of Thai TVET
Model and criteria for a co-certificate program
The provision of an educational qualification was based on the various rules and regulations of the partner institutions. It was found that a Memorandum of Understanding between partner institutions would not be valid if the institutions were not aware of the conditions for providing learning and teaching and providing certification in accordance with the standards and procedures of each institution. In other words, the provision of VET in the form of a co-certificate by partner institutions was made a rule.
If this rule were not available, partner institutions would need to seek clarity on the regulations, procedures and implementation of a co-certificate program before entering into an MOU with partner institutions.
Quality assurance and accreditation and certification and criterion
The co-certificate program became the solution, but it brought more processes to implement. Because the co-certificate program involved two institutions, half of the program would be taught at each institution. In this regard, standards in learning and teaching, assessment and evaluation, assessment and certification would be established.
The results showed the importance of using the accreditation and certification processes to partner and network with other institutions, as it would be taken into account as criteria for TVET internationalization.
Accreditation and Certification and Re-Accreditation and CertificationAPACC
English and Chinese program and criteria
This led to the promotion of English program (EP) and Chinese program (CP) for VET colleges nationwide. Teaching in English or Chinese would not reflect the concept of internationalization of VET college programs; curricula were the most important criteria. The first was the model of granting a co-certificate and the criteria for the agreement of the two institutions based on their legal framework.
The awarding of the co-certificate meant recognition by the partner institution that the educational qualifications are of the same quality.
Ethical Leadership: Potential Challenges and
Implications for the Next Generation of Technical and Vocational Education and Training Leaders
KEYNOTE ADDRESS
Major principles of ethical leadership
Show fairness: Ethical leaders put fairness and justice first to treat team members as equals. This principle is similar to the golden rule: "Do unto others as you would have them do unto you." Build community: Setting common goals requires the participation of the entire community and an awareness of its culture.
Ⅲ . Ethical theories
The toxic triangle: destructive leaders, susceptible followers,
Selected measures of ethical leadership
Challenges and implications
Gordon is a professor in the Department of Teaching and Learning at the University of Nevada, Las Vegas. He is the author of the textbook, "The History and Growth of Career and Technical Education in America the edition).
Green Skills Development in Vocational Education in the People’s Republic of China
Background
This is a requirement of China's development model and development plan and a requirement for China's realization of the world's commitment. The "Ninth Five-Year Plan for National Economic and Social Development of the People's Republic of China and the Outline of Long-Term Goals for 2010" requires "the implementation of sustainable development strategy". The outline of the tenth five-year plan proposes to improve the country's "sustainable development capacity", and the outline of the eleventh five-year plan proposes the goal of "building a resource-saving and environmentally friendly society".
In 2018, the text on "ecological civilization" was written into the Constitution of the People's Republic of China.
Green skills development in vocational education in China
The courses on "automobile engine structure and maintenance" and "automobile chassis structure and maintenance" state that "green skills can be used in the maintenance process to recover and reuse the replaced and repaired parts." "E-commerce logistics" for e-commerce majors requires "cultivate students' concept and operating habits of green logistics." The course of "port logistics management". China's VET system has made great efforts to develop green skills in specialty institutions, specialty teaching and learning standards and courses. Some standards recommend developing green skills only in the form of elective courses, which are not well combined with specialty goals and content.
The green concept must be integrated into the teaching and learning standards and into the objectives and contents of the curriculum so that all students of vocational education can master universal green skills.
Implementation of Skills Development and
Professional Development in Technical and Vocational
Education and Training Institutes under the Department of Technical and Vocational Education and Training
- Skills and professional development of TVET
- Summary: purpose and findings
- Implications
- Future Plans
There is a need to develop the competences of VET teachers and managers: many VET teachers still do not meet professional standards. In addition, making quality training opportunities available to VET teachers helps support sustainable development and decent work. Regarding the need to develop the competence of VET teachers and managers, DTVET has already planned to expand the IBPD center to possible institutes and schools in three phases.
In the TVET Teacher Training College (Baelin), the former TVET teacher training center, DTVET has ideas for two types of long-term TVET teacher training plans.
Youth Self-employment
What Do We Need to Know/Do?
AUSTRALIA
What do we need to know about youth self-employment?
Much of what we know about global youth empowerment comes from reports prepared by multilateral organizations such as the OECD, the International Labor Organization (ILO) and the United Nations (UN). These reports are based, among other things, on harmonized datasets from several countries, for example the European Union Flash Barometer on entrepreneurship and the ILO survey on the transition from school to work20). Another data source often cited in reports is the annual, cross-country Adult Population Survey (APL) conducted by the Global Entrepreneurship Monitor. Evaluation reports from nonprofit self-employment programs often include detailed, qualitative participant experiences and provide rich stories behind the statistics from survey data.
The self-employed workforce
Global youth labor market (15-24 years), 2019 (Derived from ILO modeled estimates from November 2019 and ILO calculations based on micro data harmonized by ILO (2018)). Self-employment rates were highest in sub-Saharan Africa and lowest in North America. However, incomes are typically higher and job protection is more widespread for wage employment in low- and middle-income countries with high rates of self-employment, suggesting that a large share of self-employment in these area may be more than necessary. rather than choice (Fields, 2019).
Employment status of youth (15-24 years) and adults, global and by subregion, 2019 (%) (Derived from ILO modeled estimates as of November 2019 and ILO calculations based on harmonized micro data from ILO (2018)).
Preference for, and actual rates of, self-employment
Gender and education
SSA = Sub-Saharan Africa, AP = Asia-Pacific, ECA = East and Central Asia, LAC = Latin America and the Caribbean, MENA = Middle East and North Africa.
Self-employment by industry and occupation
Motivation for self-employment: necessity or entrepreneurship?
Social entrepreneurships and self-employment
The platforms can be classified into two broad categories: online web-based and location-based. Ironically, many workers longed for more hours of work on the platforms despite already working long hours, indicating a lack of alternative work and current earnings insufficient for a reasonable livelihood (ILO, 2021). In reality, the motivations of those working on the platforms are more complex and do not necessarily align with these ideals.
However, for a large proportion of workers on location platforms and a third on online platforms, platform work was the main source of income.
What we need to do about youth self-employment?
Self-employment out of necessity
Self-employment and entrepreneurships
Raising young people's awareness and understanding of entrepreneurship and fostering their interest in pursuing it should begin during formal education. It should be done by using models and promoting entrepreneurship in the media, including social media (see Box 1 for an example of entrepreneurial activities promoted in Finland). Education adapted to entrepreneurship should also be extended to young people outside the formal education system (OECD/European Commission, 2020).
They should be designed to offer protection to potential young entrepreneurs, but at the same time not be so bureaucratic and complex that they stifle their enthusiasm and innovative spirit with red tape.
Self-employment and ‘Gig’ or platform economy
Ambiguity in applying the current employment status test in the context of platform workers was, according to James, a root cause of the current system's failings. The employment status test is fundamental because most statutory labor and social protections derive from the determination of employment status, and as far as ILO instruments are concerned, protections do not apply to all workers. Some have passed laws that give individuals specific rights to refuse the sale of personal data (ILO, 2021).
In response to growing concerns about the nature of work on digital platforms and its effects on individual workers, but more importantly due to the actions of regulatory agencies across many jurisdictions, the major platforms have adopted The Charter of Principles for Good Platform Work ( WEF) released. , 2020).
Concluding remarks
In India, the Indian Motor Vehicle Aggregator Guidelines 2020 have stipulated that transport service aggregators must ensure that drivers are not logged in for more than 12 hours in a day, even if drivers work with multiple aggregators; when the connection limit is reached, a mandatory timeout of 10 hours must apply. For example, a Canadian court invalidated Uber's arbitration clause, which stipulated that disputes could only be tried in the Netherlands, where Uber was registered, because the substantive rights granted to the worker in the contract were not enforceable (ILO, 2021). . Data protection regimes that have come into force in the European Union, the United Kingdom, Brazil, India, Nigeria and California have set out some or all aspects of an individual's information rights; data access, portability and erasure; and the right not to be subject to a decision based solely on algorithms.
The rise of self-employment in the digital platform economy is creating its own challenges for lawmakers and regulators around the world.
Acknowledgements
Center for International Cooperation, Korea Research Institute for Vocational Education and Training, Republic of Korea. Korea Research Institute for Vocational Education and Training Republic of Korea Ministry of Education, Culture, Sports, Science and Technology Japan Ministry of Education, Department of Technical and. Published by Korea Research Institute for Vocational Education and Training (KRIVET) Publisher: Jang-soo Ryu.
Address Social Policy Building, Sejong National Research Complex, 370 Sicheong-daero, Sejong-si, South Korea 30147 Website http://www.krivet.re.kr.
