Guidance

Example: A partnership between PT Astra International, Astra Manufacturing Polytechnic and vocational secondary schools to improve quality outcomes

3:34' 12/20/2019

This case study outlines how a TVET institute with good industry connections is up-grading the skills and knowledge of teachers in vocational schools so that vocational school students can more easily find jobs and new students entering the Polytechnic have the basic skills and a good base level understanding of the industry sector before entering the Polytechnic.  The Astra Manufacturing Polytechnic, also known as Polman Astra, started in 1999 under the sponsorship of PT Astra International Tbk, one of...…

Contemporary learning methodologies and soft skills development

3:34' 12/20/2019

Besides developing strong technical competencies in the area that trainers train in, being able to draw on different learning methodologies competently supports the development of soft skills and make the impact of the teachers learning more efficient. Using the above approaches gives teachers experience of learning through a student centred approach which will build their confidence and ability to implement these methodologies in the classroom....…

Industry orientation

3:34' 12/20/2019

Industry orientation gives teachers an understanding of current workplace and sector issues without them spending time in a place of work. For example, in Sri Lanka teachers will spend three or four days visiting companies who are good practice, larger companies working in a particular sector, the teachers are given a series of talks by the company on the production of their products, the technologies used, quality processes and future trends as well as a tour of the premises. Teachers...…

Polytechnic teacher development

3:34' 12/20/2019

Some teachers work four days a week at one of the factories and teach one day a week in the Polytechnic. These part time teachers are usually the heads of departments within the Polytechnic. During their one day teaching, they spend the morning coaching full time teachers and in the afternoons are with the students. Other teachers return to the factory once a month or when the factory is not too busy. Some very experienced teachers who work four days...…

Return to industry

3:34' 12/20/2019

This approach is very useful in building long-term partnerships between the on and off the job trainers. Return to industry is a program that provides teachers and instructors with current workplace experience and the program needs to be organised in partnership with industry. Teachers enter a workplace for a given period and undertake real work in a workplace; this exposes teachers and instructors to new work practices, processes and technology. One of the benefits of return to...…

Mentoring workplace trainers

3:34' 12/20/2019

Can improve structured work based learning for students Mentoring can improve supervisor skills in giving directions to workers and explaining how to do something Mentoring can also be offered to designated workplace trainers who can develop training skills through being mentored by a teacher from a training institution. Cedefop highlight areas for skills upgrading of workplace trainers which include; undertaking training needs analysis, developing training plans and improving the effectiveness of learning strategies through...…

Mentoring

3:34' 12/20/2019

Mentoring offers opportunities for the development of close relationships Mentoring is suitable for principals, teachers and instructors  The ILO identifies the use of teacher networks for mentoring teachers across geographic or domain areas as a way to maintain the currency of their technical skills with mentoring by workplace practitioners can enhance a teacher’s current understanding of workplace practices. In some situations where teachers are reluctant to be mentored by their ex-students in the workplace,...…

Community of Practice

3:34' 12/20/2019

Communities of practice can be effective mechanisms for building relationships between different groups of people who are focused on implementing industry relevant. Communities of practice are sometimes ideal opportunities for different TVET providers to interact with industry. Communities of practice can extend the knowledge base of each participant and lead to changes in their practice. A Community of Practice (CoP) is very similar to action learning though are often long-term networks...…

Action learning

3:34' 12/20/2019

Action learning is a student centred approach to learning Besides developing teacher’s skills in areas that are relevant to their immediate needs, it is useful in developing teams and problem-solving skills. Action learning is a popular approach that teachers and instructors can participate in to enhance their teaching and industry engagement skills. Action learning usually involves a set group of teachers and/ or instructors who work together to solve a particular problem or issue,...…

Developing teacher expertise

3:18' 12/20/2019

Competency-based training requires new skills for teachers and instructors who are educated in traditional approaches of teacher-dominant, classroom-based instruction. New skills are needed to meet the challenges of teaching, learning and assessing in each and every workplace. New skills are needed to build and maintain industry networks to meet industry training needs to produce graduates with skills relevant to the workplace increases the number of demands on modern teachers and instructors. These pressures range from being familiar with current industry...…

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