Since 2013 up to now, the project “Vocational Training for the Wastewater Sector” under the Programme Reform of TVET in Vietnam, sponsored by Federal Ministry for Economic Cooperation and Development (BMZ), has focused on demand-oriented competency improvement in the pilot vocational training program in order to produce a higher-skilled workforce in the wastewater sector ...
TVET Teacher Training
Competent and motivated TVET teaching staff (teachers and trainers) is – in Viet Nam, other ASEAN countries and beyond - widely regarded as one of the most important success factors for achieving the goals of improving the quality and demand orientation of TVET. Accordingly, developing such competent teaching staff is often included in TVET strategies as a strategic goal and intervention with major leverage potential (i.e. a "breakthrough solution").
The point of reference for developing TVET teachers and trainers are the respective occupational requirements as specified in an Occupational Standard for TVET teachers and trainers. An analysis of the occupational requirements reveals a significant difference between TVET teachers and trainers compared to other teachers. The job descriptions (or profiles) for TVET teachers and trainers are extremely demanding. They include on the one hand the whole range of in-depth “hands-on” practical skills and occupational theory required for performing the occupation they practise. In addition, competence in general pedagogy and occupation-specific specialisation in didactics and teaching & learning methods and methodologies is also required.
The development of competent TVET teachers and trainers needs to take account of the required number of TVET teaching staff (quantity) as well as the required job requirements and level (quality). In addition, the issue of formal certificates required for teaching / training learners enrolled in TVET programmes at different TVET levels is an important issue. Approaches for the development of competent TVET teaching staff need to address on the one hand existing staff, by providing adequate measures for upgrading and further developing them (i.e. in-service training). On the other hand, efficient and effective solutions for initial or pre-service education of TVET teaching staff are also needed.