scholarly journals The Dilemma of the TVET Teacher in Developing Countries in the 21st Century

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Makworo Edwin Obwoge
Keyword(s):  
Developing Countries ◽  
Vocational Education ◽  
21St Century ◽  
Developing Economies ◽  
Industrial Sector ◽  
Vocational Education And Training ◽  
Industrial Sectors ◽  
Changing Trends ◽  
Technology Changes ◽  
And Training

<div><p><em>Technology is a very dynamic commodity and keeping up with the ever changing trends in various technologies is an issue of great concern for many technologists in the 21<sup>st</sup> century. Technology changes every 18 months and hence the practitioners need to keep up with the pace in order to remain relevant. The Technical and Vocational Education and Training (TVET) sector is often most affected since it trains technologists for the industrial sector in most developed and developing economies. The TVET instructor always finds himself in a dilemma since skills get obsolete quickly yet he has to continue delivering content in area of specialty. As the industrial sectors demands change, so should the skills of the TVET instructor change to match the ever changing trends of the industry. In most developing countries, there are no set out mechanisms of re-skilling the TVET instructor to keep him updated with the latest technologies in the private sector. This paper reviews literature on the dilemma of the TVET instructor in the 21<sup>st</sup> century and make recommendations for implementation in developing countries.</em></p></div>

Recent Framework of TVET Teacher Education in a Country on the Path to Reform

2018 ◽  
pp. 498-519
Author(s):  
Frank Bünning ◽  
Ulrike Schmidt
Keyword(s):  
Teacher Education ◽  
Vocational Education ◽  
21St Century ◽  
Vocational Education And Training ◽  
Skilled Workers ◽  
Effective Learning ◽  
Career Option ◽  
Training Research ◽  
Training Courses ◽  
And Training

This chapter discussed TVET teacher education in Myanmar on the threshold of the 21st century; a qualitative analysis of the present state of the art. Recent status of Myanmar's TVET system was highlighted and the chapter strongly maintained that qualified and motivated teachers and instructors are key for effective learning and are as well at the heart of TVET quality. The chapter provided a comprehensive problem scenario with regard to TVET teacher training; to mention a few, that there is a low awareness for the relevance of TVET in general and with respect to its potential to develop a country's skilled and semi-skilled workers. In comparison to university degrees, graduating from training courses at vocational institutions is not perceived as a valuable career option. Lastly, this chapter attempts to add to the collection of vocational education and training research by consulting a case in Myanmar – a country which currently possesses only a sparse amount of data in this field.

Recent Framework of TVET Teacher Education in a Country on the Path to Reform

2017 ◽  
pp. 85-106
Author(s):  
Frank Bünning ◽  
Ulrike Schmidt
Keyword(s):  
Teacher Education ◽  
Vocational Education ◽  
21St Century ◽  
Vocational Education And Training ◽  
Skilled Workers ◽  
Effective Learning ◽  
Career Option ◽  
Training Research ◽  
Training Courses ◽  
And Training

This chapter discussed TVET teacher education in Myanmar on the threshold of the 21st century; a qualitative analysis of the present state of the art. Recent status of Myanmar's TVET system was highlighted and the chapter strongly maintained that qualified and motivated teachers and instructors are key for effective learning and are as well at the heart of TVET quality. The chapter provided a comprehensive problem scenario with regard to TVET teacher training; to mention a few, that there is a low awareness for the relevance of TVET in general and with respect to its potential to develop a country's skilled and semi-skilled workers. In comparison to university degrees, graduating from training courses at vocational institutions is not perceived as a valuable career option. Lastly, this chapter attempts to add to the collection of vocational education and training research by consulting a case in Myanmar – a country which currently possesses only a sparse amount of data in this field.

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