Live Learning Lab: New Greening Qualifications and Competences in TVET for a Sustainable Future

AAAAACountries that are making the transition to low-carbon and climate-resilient economies and societies rely onworkforce possessing relevant qualifications and competences to meet emerging demands. Many existing jobs are changing, as cleaner technologies and greener work processes are being adopted (Cedefop et al. 2022). ‘Greening’ TVET – that is, including education for ‘green’ economies and ‘green’ societies – reinforces a holistic vision of transforming TVET: to enable it to deliver new  TVET qualifications and programmes and to create new skills and values needed to make a successful green transition. TVET can move workers up the skills ladder, raising their access to green and decent jobs, their economic productivity and positive contribution to climate. Similarly, greening TVET is reinforcing a new narrative for TVET. First, for TVET to adopt new learning approaches to develop highly-qualified and multi-skilled individuals that are compatible with the requirements of the digital and green transition; and second, for TVET to strengthen the provision of green skills to create new value attractive for communities and employers.

AAAAAPromising practices of greening TVET and commitment to advance sustainability across different learning domains including TVET are evident across the Asia-Pacific region, from national green growth strategies to green TVET curricula, green TVET programmes, and green TVET campuses (cf. BILT Atlas 2022; UNESCO 2016; UNESCO ESD for 2030 initiatives 2023).

AAAAAThe objective of the session is to establish a better understanding of the opportunities in the green transition and the practical measures to succeed in incorporating new approaches for green skills and competencies development in TVET training and learning. Several identified innovative practices from the Asia-Pacific region will help present an exciting landscape of innovations in greening TVET. They will help set the tone for discussion with the participants and unpack new engagement and research potentials in the context of ongoing initiatives jointly led by UNESCO-UNEVOC and BIBB as starting point for discussion.

      We invite researchers and practitioners to present research results or best practices related to greening TVET in Session 1 on the 25^th of September, 2023 from 2.00 pm – 4.00 pm

Please submit your abstract until the 20.07.2023 under annika.behrens@tu-dortmund.de

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AAAAASources: Cedefop et al. (2022). Work-based learning and the green transition. Luxembourg: Publications Office.
Online: http://data.europa.eu/doi/10.2801/69991 (retrieved 05/05/23).

AAAAAUNESCO-UNEVOC (2017). Greening Technical Vocational Education and Training. A practical guide for institutions.
Online: https://unevoc.unesco.org/up/Greening%20technical%20and%20vocational%20education%20and%20training_online.pdf (retrieved 05/05/23).

AAAAAUNESCO and UNESCO Bangkok Office (2016). Enhancing Relevance in TVET. Review of Progress in the Asia-Pacific since 2012, 29-36.
Online: https://unesdoc.unesco.org/ark:/48223/pf0000243365.locale=en (retrieved 05/05/23).

              UNESCO-UNEVOC (2022): BILT Atlas of emerging trends in new qualifications and competencies in TVET. New greening qualifications and competencies in the Asia-Pacific. Online: https://atlas.unevoc.unesco.org/ (last access 05/05/23).

Digitalization of TVET and IR 4.0

      Digitalization is driving the technological change of our all societies globally in a rapid and sustainable manner. Thus, “the digital transformation impacts all aspects of TVET delivery, from the integration of new digital skills and competencies into teaching and learning processes to the organization of learning itself” (UNESCO-UNEVOC n.d.). Digitalisation is impacting the occupational profiles and standards due to a changing work of work, but as well the accessibility and the way TVET can be delivered. In order to comprehensively leverage the potential of the digital world, learners have to be digitally literate, technically competent and work-ready professionals for a digitalised world of work.

In consequence, the TVET systems have begun to address various aspects such as (i) including digitalization in occupational standards ad curricula (ii) the implementation of digital forms of learning and teaching, (iii) the use of digital tools and data to modernize the organizational management of TVET providers, and (iv) an active engagement of TVET providers within their education and labour market ecosystems and communities.

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Excellence in TVET through Regional Cooperation

      Excellence in learning is the goal of all TVET systems (ETF 2020, 2). Although excellence in TVET can not be clearly defined, it is often associated with high quality and the provision of competences, skills and abilities that guarantee employment in a changing labour market or allow for entrance in academia as a second career pathway. A precondition for excellence can also be achieved by continuously adapting TVET delivery to societal challenges and global megatrends such as digitalization, Industry 4.0, artificial intelligence, environmental sustainability, demographic change, or migration etc.

      In recent approaches, excellence in technical and vocational education and training is achieved through regional or global networks in which TVET providers can share experience and learn from each other in a peer-learning approach. Here, outstandingly well positioned TVET institutions such as the Centres of Vocational Excellence (CoVE) serve as a role models for others or operate local networks of TVET providers, triggering spill over effects from which the entire TVET system benefits.

We invite researchers and practitioners to present research results or best practices in Workshop 3 on the 25^th of September, 2023 from 2.00 pm – 4.00 pm

Please submit your abstract until the 20.07.2023 under annika.behrens@tu-dortmund.de

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      Source: European Training Foundation (ETF). (2020). Centres of Vocational Excellence. An engine for vocational education and training development. An international study. Turin: ETF.

Work-Based Learning as a Guiding Principle in TVET

      Work-based learning is a conceptual cornerstone of TVET systems. What is usually meant is that, at the system level, the company workplace is integrated into vocational education programs as an experiential place of learning and is conceptually linked to competence development in the training center and vocational school. TVET students have the opportunity to reflect on real work experiences and develop holistic competencies, which are a basis for Lifelong Learning.

      A sustainable professional competence development, which allows the learner to become an independently acting skilled worker and member of society, requires a functioning cooperation of learning venues. This learning venue cooperation can succeed better if the meso and the micro level are addressed conceptually, if work-based or work-oriented curricula are developed, if assessment tools are designed work-based or work-oriented and if TVET teachers learn in their training how to learn in an action- and project-oriented way employing simulated work tasks and processes.

We invite researchers and practitioners to present research results or best practices in Workshop 4 on the 26^th of September, 2023 from 9:00 am-11 am

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Research on TVET in Southeast Asia

aaaaaTVET research is a central element of modern TVET systems. VET research is a prerequisite for system innovation and the further development of TVET systems as well as the systems for the education and training of TVET teachers and instructors. Especially in times of increasing pressure to innovate, TVET research plays a crucial role, e.g. when it comes to developing, testing and evaluating innovations. Research approaches that promote development, such as action research, are of particular importance, not only in terms of new developments, but also in terms of the dissemination of research findings and best practice to academia and vocational education and training practitioners. The Online Journal for Technical and Vocational Education in Asia is a contribution to the improvement of the research infrastructure in Southeast Asia operated by the Regional Association for Vocational Education in Asia (RAVTE).

aaaaaThe high relevance of vocational education research for the advancement of TVET systems leads to the continuous development and expansion of research capacities in all world regions and also in the nations of Southeast Asia.

We invite researchers and practitioners to present research results or best practices in Workshop 5 on the 26^th of September, 2023 from 9:00 am-11:00 am

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TVET Teachers and Instructors – the Agents of Change

      The key role in the quality development of vocational education and training is played by TVET teachers and instructors who, as Agents of Change, continuously improve the vocational education and training programs. TVET teachers and instructors must therefore have a broad set of competencies that must be continuously developed through upskilling and reskilling.

      As TVET systems have to cover a sectoral range and also the vertical diversity of levels 1-6 (European Qualification Framework) the question has to be asked how TVET staff should be selected, trained, deployed, evaluated and managed. It must also be taken into account that there are different types depending on their function in the TVET system and a varying focus on theory and practice (Lipsmeier 2013). A "one-size-fits-all TVET teacher concept" cannot possibly cover the required quality in an increasingly complex environment.

We invite researchers and practitioners to present research results or best practices in Workshop 6 on the 26^th of September, 2023 from 9:00 am-11:00 am

Please submit your abstract until the 20.07.2023 under annika.behrens@tu-dortmund.de

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      Source: Majumdar, S., Subrahmanyam, G., Schröder, T., & Busian, A. (2021). Editorial Issue 16: TVET Teacher Training for the Future of Work and Learning. In: TVET@Asia, issue 16, 1-4.
Online: https://tvet-online.asia/wp-content/uploads/2021/03/Editorial-Issue-16_TVET.pdf (retrieved 31.12.2020).

      Lipsmeier, A. (2013). Approaches towards enhanced praxis-orientation in vocational teacher education (VTE). In: TVET@Asia, issue 2, 1-18. Online: http://www.tvetonline.asia/issue2/lipsmeier_tvet2.pdf (retrieved 30.12.2013).

      Behrens, A., Natriashvili, K., & Schröder, T. (2023). Governance of TVET Teacher Development and Management: the example of recent TVET reforms in Georgia. In: TVET@Asia, issue 20, 1- 16.
Online: https://tvet-online.asia/wp-content/uploads/2023/01/abehrens_knatriashvili_tschroder_tvet20.pdf  (retrieved 31.01.2023)