<P><FONT color=#33711E><STRONG>Day 1 – Session 1B: <br>Technical Vocational Education </STRONG></FONT></P>

Queens Park 4, 2nd Floor
11:30 - 11:50

1.B.1. In Country TVET Teacher Education Degree programs-A successful collaborative approach in the Pacific between Australia and Fiji

Don Adams and Donna Hensley, University of Newcastle, Australia

The Fiji Institute of Technology (FIT) and the University of Newcastle (the University), Australia has formed a partnership to deliver a four year Bachelor of Education In-Country Programme specializing in Technical and Vocational Education and Training. This partnership between the two Institutions is elevating the standard of education and training in tertiary institutions and secondary schools in Fiji. The implementation of this type of in-country Degree program in TVET teacher education is likely to be a world first. Under the agreement, the University academics teach in a flexible way at FIT facilities in-country, the University being responsible for enrolments, reviews and quality assurance processes. FIT is responsible for providing facilities, local program administration and other logistical support for the delivery of the program. The program is delivered in country using blended delivery approaches. The program design takes into account the changing educational needs of Fiji, the importance of Life Long Learning (LLL) and the importance of recognising prior learning to maximise recognition of existing qualifications and teaching experience of teachers. The program has been designed to promote capacity building, where FIT and staff will take a more active role in the delivery of the program. Completion of the program will allow teachers to pursue postgraduate level studies.

Download the paper (word, 79kb) and presentation (pdf, 220kb)

11:50 - 12:10
1.B.2. The Learning Factory: An Innovative Model of Vocational Education in Thailand
Nuanjan Puyakoon, Office of the Education Council, Thailand
Pongpan Traimongkolkul, Associate Professor, Kasetsart University, Thailand
This paper presents the findings of a research project which analyzed the congruence between learning-factory philosophy and actual applications in a Thai setting. The research project also constructed a learning-factory model relevant to the Thai context and developed recommendations for the implementation of this model. The study consisted of three main stages: data collection and analysis; construction of a learning factory model; and review of the proposed model by a forum of experts and key persons, followed by adjustment of the model and the development of guidelines for implementation. The finalized learning-factory model consists of four main components: 1) desirable characteristics of the learning factory; 2) development strategies; 3) supporting factors; and 4) sustaining of the learning factory. The proposed model was consistent with the national strategies on vocational education and training, providing strategic measures to meet key problems in vocational training. For effective implementation of the model, the three key mechanisms were emphasized: chief executives of the workplace must recognize the value of building the capacity of personnel and provide ongoing support; educational institutions must instill proactive administrative measures to support effective learning activities in the workplace; and truly educational partnership must be supported by all parties involved.

Download the paper (word, 94kb) and presentation (pdf, 570kb)

12:10 – 12:30
1.B.3. Self-Sufficient Schools: Fostering Entrepreneurship to Finance Sustainable Education
Nik Kafka, Teach A Man To Fish, United Kingdom
Universal primary education is one of the eight Millennium Development Goals. However, if governments across the Asian region direct funding priorities towards primary education, where will the funds for post-primary and skills-based education come from? Labour markets in low-income developing countries are typically characterized by a lack of formal sector jobs, so self-employment remains an important means of earning a living and entrepreneurial skills are required. How can traditional vocational education institutions better prepare their students with the entrepreneurial skills needed to succeed in this context? “Self-Sufficient Schools” provide a possible answer to both of these questions. This innovative approach, combining entrepreneurship and vocational education, not only increases the relevance of learning, but through school-based businesses provides both a training ground for students and a source of finance for the school. This paper describes the Self-Sufficient School concept; provides lessons learned, gathered from institutions currently using this approach; and demonstrates how the adoption of this approach might help bridge the gap in funding which currently limits the availability of vocational education in Asia.

Download the paper (word, 170kb) and presentation (pdf, 180kb)

12.30 - 12.50

1.B.4 Vocational Education for National Competitiveness
Jong-Hoon Kang , Korea Research Institute for Vocational Education & Training

Download the presentation (pdf,  140kb)