Technical and Vocational Education and Training (TVET)
Technical and Vocational Education and Training (TVET) has been gaining increasingly attention as it considered as the driving force for economic and sustainable development. Consequently, the whole sector of TVET is subject of intense debates, including its vital elements such as TVET-teacher training.
“It is widely acknowledged that the quality of teachers and training greatly influences the effectiveness of technical and vocational training (TVET) institutes ingenerating qualified and skilled workers. The effectiveness of any education system also strongly depends on the quality of interactions and relationships that occurs between the teachers and students” (UNESCO-UNEVOC 2012, p.5)
Yet, the development of national TVET Teacher Education Systems globally is confronted by several severe problems, such as low level of status of TVET teachers and low level of professionalization.
On the basis of the above mentioned obstacles as well as with regard to the further development of technical vocational education and training, the necessity arose to introduce structures for the initial and in-service training of specialized personnel involved in technical and vocational education and training.
An actual publication - initiated by the UNEVOC Centre "TVET for Sustainable Development" Magdeburg - analyses current approaches of TVET Teacher Education and in doing so it provides concise overview of diverse practices and problems in developing and as well as in industrialized countries.
Particular regard is given to reform initiatives and international cooperation with regard to TVET Teacher Education and Training.
Since the development of TVET systems as well as TVET Teacher Education has gained importance, donor policies are depicted and discussed. Special regard is given to support strategies to promote the effective and sustainable reduction of poverty by emphasizing TVET and TVET Teacher Education.
Based on the analysis of country approaches and donor policies, recommendations of support are derived.
In individual chapters next to the positions of relevant international organizations, donors and development banks, it also covers selected countries in their ways of shaping of Technical Vocational Education and Training and teacher training. The book aims at two objectives:
- To outline positions of important stakeholders of the international Technical Vocational Education and Training policies and international cooperation in TVET teacher training.
- To discuss the current status of Technical Vocational Education and Training and teacher training in selected countries, from developing countries, countries with emerging economies to
The book is meant to create a platform that supports a reference concept within international cooperation for the further development of Technical Vocational Education and Training and teacher training up to a higher quality and performance.