Promoting innovations via professionalisation of TVET … · 2018-01-05 · Promoting innovations...

Promoting innovations via professionalisation of TVET professionals - the Hangzhou framework and the way forward

Dr.-Ing. Joachim Dittrich

Institut Technik und Bildung, Universität Bremen Am Fallturm 1, 28359 Bremen, Germany

Tel. +49 421 218 4650 Email [email protected]

Abstract In this paper I try to give some insight from my point of view, what the motivation of the participants at the Hangzhou Conference was to agree on a common framework for an international Master degree in TVET. In a next step I will give an introduction to the most important aspects of the Master framework itself, which is the holistic combination of pedagogy of vocational education and training and knowledge about the work processes, the vocational disciplines. Finally I will sketch the role of the Hangzhou framework in policy development in selected countries. Key words Vocational teacher education, international curriculum framework, Hangzhou

Introduction In this paper I try to give some insight from my point of view, what the motivation of the participants at the Hangzhou Conference1 was to agree on a common framework for an international Master degree in TVET. In a next step I will give an introduction to the most important aspects of the Master framework itself, which is the holistic combination of pedagogy of vocational education and training and knowledge about the work processes, the vocational disciplines. Finally I will sketch the role of the Hangzhou framework in policy development in selected countries.

The international TVET Master framework

Background thoughts – reasoning

The figures There is a reason why OECD talks about “Higher Education” being essential for economic and social development of nations and in a less general way about academic university education, which they consider important for innovation. Looking at the world of work shows that even in developed countries only about 10% of the workforce works in jobs, which require academic education. Having in mind, that there are countries, especially those with low labour costs, where there is quite a number of jobs for unskilled workforce, but also that the global economy is developing in the direction of high-quality products and services, the estimate could be that about a quarter of the jobs worldwide are suitable for unskilled workforce, with declining tendency. Hence about two thirds of the workforce worldwide need

1 The UNESCO International Meeting on Innovation and Excellence in TVET Teacher/Trainer Education, held in Hangzhou, China, 8 – 10 November 2004 was jointly organised by UNESCO-UNEVOC and UNESCO Office Beijing in partnership with the Chinese National Commission for UNESCO and the Chinese Ministry of Education.

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a qualification on the intermediate level of skilled work, be it in agricultural or industrial production, or in services. The qualification of employees for the intermediate employment sector has to be considered a key factor for economic prosperity, social development and competitiveness. This means that technical and vocational education and training (TVET) is really an important issue for global economy and society, as well as in most national settings.

Innovation structures Innovation in the domain of vocational education and training, as in all fields of economic, technological and social innovation, depends on contributions from research and development (Dittrich, Rauner 2004). Political, practical and scientific competences are the three main dimensions that interact in TVET innovation processes. If one of these dimensions is absent, we speak of a limited innovation pattern. If the TVET dialogue at the national or international level is only based on the dialogue between politics and the social partners represented by trade, industry and craft, the potentials of research and development are not used for TVET development even though they exist in all countries all over the world as a gigantic network of universities with all their domain specific colleges and institutes. To establish Master programmes for TVET teachers as a pre-condition for PhD studies means to provide an intellectual basis for research and development in the field of vocational education and training as well as for the implementation of TVET as a full-featured subject in the academic community.

competences

practical(trade, craft,

industry)

scientific(research anddevelopment)

political(decisionmakers)

Figure 1: The holistic TVET innovation pattern

Glocalisation – local developments and international cooperation Nowadays we have quite a high share of international companies, which are acting globally under the terms of global competition. The technology that is used for production and for providing services for the international market meanwhile seems to be comparable almost all over the world due to the need to comply with trans-national and international standards. Economic development, which is based on this globalisation pattern, on the other hand usually is a very local process, relying on infrastructure, qualified personnel and decisions for investment at a specific location. The same holds for regionally born economy, which provides the basis for social and economic well-being of the local population and which usually is closely linked to local traditions and culture – we talk about innovation regions. To summarise, even the development in the global economy heavily relies on local factors.

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A similar pattern applies to the qualification of the (skilled) workforce. Even though people have to be trained to perform in a globalized economy, to be able to master technology that is available all over the globe, and finally to produce goods and services that comply with global standards, they will be trained in a local setting with all its traditions, culture, and attitudes. This means that TVET has to be developed according to local needs. But it also means, that local TVET has to develop and innovate in order to become or to stay competitive. In order to develop quickly, international knowledge exchange is very helpful, as we can deduce from a comparison with former times. In former times where cooperation was restricted to local environments development speed was low compared to recent times, when it reached unbelievable heights in our age of communication. That means finally, that we will have to handle the dualism of local development and globalisation, short glocalisation.

Developing TVET R&D – Master and more In a lot of countries until today universities with their teaching and research capacities are not integrated in TVET development. This is one reason for an unbalanced co-operation between developed and developing countries. Developing countries very often depend on the expertise of TVET professionals from more or less innovative TVET traditions from developed countries. The only chance to overcome this consultancy tradition is the incorporation of the national scientific infrastructure - the universities - into the national TVET development. If the qualification of TVET teachers ends with the Bachelor’s level and if there is no opportunity to qualify as a TVET Master, then the profession of TVET teachers cannot develop beyond the status of a semi-profession. Qualification then would be excluded from research and development and the related international cooperation in the field. Only with the establishment of second degree programmes the foundations are laid for the qualification of researchers and scholars in the frame-work of doctoral programmes – and for the establishment of a TVET research infrastructure. In so far, the implementation of fully developed university study programmes up to the level of TVET master degrees for the relevant vocational subject areas or vocational disciplines is a pre-condition for a reproductive, innovative and self-sustained national TVET system.

TVET teacher qualifications – Master for all? In many countries in the world teachers at vocational schools have qualifications at the Bachelor’s level – either formal or non-formal ones. The variety of practice corresponds to the conditions and traditions of vocational education in these countries. There are good reasons to tie up to these traditions and to preserve the variety of paths to the profession of TVET teachers. The formal qualification level of TVET teachers on the one hand can be an indicator for the quality of TVET, on the other hand it determines among other factors teachers’ position in society in that it is related to personal reputation and usually also to the height of salary. Adequate reputation and salary are also incentives to do a good respectively better job. The requirements regarding the formal qualification are normally set by national legislation. Even though for example in Indonesia a law was issued, that all teachers (including TVET teachers) must have a qualification at least at the Bachelor level, other countries do not have such regulations. TVET teacher work is often done with a formal qualification, which is clearly lower. If informal qualifications, acquired through experience in the work process, be it as skilled worker or as teacher, would be recognized, the picture might change. It is not the goal of the Hangzhou framework to ask for a Master qualification for all TVET teachers. The Hangzhou framework instead asks for augmentation of the quality of TVET by means of R&D, by giving TVET a role in national and international academic communities, and by assuring sustainability in human resource development for TVET. It might be inevitable to qualify TVET teachers at the Bachelor level or even below that, maybe because

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of national financial restrictions or because of generally low average level qualifications in a country. Each country, however, whenever possible should target the development of a strong enough academia in the field of TVET in order to safeguard development by research as well as of the quality of TVET teacher education by qualified lecturers and researchers.

The framework explained – vocational pedagogy and vocational disciplines What the details of the framework are can be taken from the report of the Hangzhou conference2 [UNEVOC 2005]. So it is not necessary to go into too much detail here. Table 1 gives the detailed formal settings. In order to keep implementation open for full-time and part-time studies, no restrictions are imposed in this respect. Entry requirements for such a programme are a Bachelor degree or equivalent competences. This means, that offering institutions can also enrol students without a formal Bachelor degree, provided their experience and competences are considered as appropriate to enter the programme. Consequently a scheme for recognition of prior learning might be required. The length of study is defined with 90 to 120 Credits, each credit being equivalent to a student’s workload of 25 to 30 hours3. This results in a workload of 2250 to 3600 hours, allowing for a very intensive one-year full-time programme up to more relaxed two-year full-time programmes. For part time programmes for teachers and trainers who are still in service special definitions will have to be set-up by the offering institutions if it is intended that students do part of their studies at their workplace. Target group The master course is targeted at graduate students in Vocational

Education i.e. teachers, trainers, and lecturers. Issued degree: Master in Technical and Vocational Education and Training (TVET) Length of study: 90 to 120 Credits4 according to national regulations. Entry requirements Degrees or equivalent competences to the Bachelor level5

Table 1: Formal settings of the TVET Master degree course

Table 2 shows some organisational requirements that should be met for running such courses. They mainly refer to aspects that are required to ensure a certain quality of the study course itself, the operational quality of the teaching staff and the academic environment that is necessary for scientific development. The Master Study Course will be run by a higher education institution or a consortium of

such institutions, which is entitled to issue doctoral degrees under the regulations of the respective country.

Generally, to run master degree courses will develop (will be connected with) a certain amount of research capacity and a certain quality of research capabilities at the respective institutions. The same holds for the qualification of teaching personnel.

It is recommended, that several related occupational disciplines/domains are offered at an organisational entity, in order to assure quality by synergies.

International research cooperation has to be incorporated into the running of the course. 2 The final report of the Hangzhou Conference is available for download on the UNIP website (www.unip-net.org ) or the UNESCO-UNEVOC website). 3 This is equivalent to the definition of credits in the framework of the European Credit Transfer System (ECTS). 4 One credit is equivalent to a student’s workload of 25 to 30 hours 5 It is recommended to establish at the offering institution a commission which decides on issues concerning the study course, especially in terms of different career pathways and institutional settings in the different countries and of non-formal learning accreditation.

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Table 2: Organisational requirements for running a mater degree course

credits

Module 1 Foundations, theories and structures of education, TVET and HRD 12

M1-01 Foundations and theories of education, TVET and HRD 3

M1-02 Institutional and technical pre-requisites of TVET and HRD 3

M1-03 TVET and HRD in a historical and cross-cultural perspective 3

M1-04 Learning in work-processes and working in learning-processes 3

Module 2 Shaping TVET connected to the vocational discipline 9

M2-01 Development and evaluation of vocational curricula, media and learning environments 3

M2-02 TVET in theory and practice: Foundations of vocational teaching and learning, innovation, development and organisation of learning-processes

3

M2-03 Human development, learning and education in the framework of initial education and lifelong learning within its societal context

3

Module 3 Teaching and learning in exemplary fields of practice 9

M3-01 Application of methods and techniques of educational and vocational research and development

3

M3-02 Teaching, coaching and moderation of learning in career education and workforce development. Assessment and analysis of individual learning styles

3

M3-03 Development and application of media and learning environments 3

Module 4 Management und evaluation of TVET and workforce development 9

M4-01 Evaluation, measurement and exploration of educational supply and demands 3

M4-02 HRD and organisational development in TVET and workforce development 3

M4-03 Planning and development of programmes and courses - Methods of exploring work-process-knowledge

3

Module 5 Vocational Discipline 6

M5-01 Introduction to the vocational discipline, history of the vocational field, standards and qualifications

3

M5-02 Occupational analysis and Curriculum development 3

Module 6 Vocational Didactics in the Discipline 12

M6-01 Hands on planning, realisation and assessment of a teaching unit in the occupational discipline, application of discipline specific methods, media, and practical sessions.

9

M6-02 Learning in work-processes, occupational and work process studies and curriculum development

3

Module 7:

Area of specialization in the vocational discipline (working with specific research and development methodologies related to vocational disciplines)

18

Module 8: Area of specialization in vocational pedagogy. One of Human resource development International, comparative and cultural studies on TVET Vocational Education for target groups with special needs Assessment and evaluation

18

Practical studies

Planning and organisation of learning, teaching and training 15

Thesis Individual topic 15

Total 123

Table 3 shows the framework in terms of module headlines. Modules 7 and 8 as areas of specialisation are still left largely undefined. Especially Module 7: “Area of specialization in

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the vocational discipline” needs discipline-specific elaboration. This however will be quite a demanding task in the light of the number of 12 vocational disciplines with their numerous specialisations (see

Vocational discipline Vocational discipline Business and Administration Production and distribution of

goods Services Marketing, administration, finances, insurance Transportation, logistics, tourism ...

Education and Culture Child and youth care nursing education Adult education Special needs target groups Music and dance

Production and Manufacturing Manufacturing Mechanical engineering design Supply engineering / environmental engineering Automotive engineering ...

Leisure, Travel and Tourism Travel Sports Tourist services Catering and hospitality ...

Civil engineering Construction Wood Surface and coating technology ...

Agriculture, Food and Nutrition Agriculture Food production Domestic economy ...

Electrical and Electronic Engineering and Information and Communication Technology

Production systems Building equipment Information and communication technology Media technology ...

Media and Information Printing Electronic-advertising Electronic-customer-service Sales promotion

Process Engineering and Energy

Applied sciences Energy conversion …

Textile and Design Clothing production Fashion Interior design Art and craft

Health Care and Social care Health care Clinical care Personal hygiene Nursing ...

Mining and Natural Resources Mining Oil and natural gas ...

table 4), which in addition have to be regarded as being at least partly specific to regional settings. Nevertheless, UNIP intends to collect and process examples of good practice, discuss them during the next UNIP world-conference, and make them available to the interested public.

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credits









3


3



3


3






3



3




9


3

Module 7:


18


18

Practical studies



Total 123

The range of credits defined in table 1 compared with the module listing in

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credits









3


3



3


3






3



3




9


3

Module 7:


18


18

Practical studies



Total 123

table 3 shows that there is quite some leeway provided for individual adaptation. Anyway, up to now there is no body, which could certify compliance of a specific TVET master degree

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course with the framework curriculum. However, developments are under way, which in the future could provide a mechanism for such compliance testing and agreeing.6 Finally,
















table 4 shows the 12 vocational disciplines. The lists of specialisations that are shown in the table are open lists and as such subject to extension. Also one or the other of the topics might be incorporated into another vocational discipline according to regional or national settings, e.g. catering might be a topic in “Leisure, Travel and Tourism” or in “Agriculture, Food and Nutrition”.

6 See the EU-Asia-Link financed project Development of Transnational Standards for Teacher Training for Technical and Vocational Education and Training (TT-TVET), http://www.itb.uni-bremen.de/tt-tvet/.

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credits









3


3



3


3






3



3




9


3

Module 7:


18


18

Practical studies



Total 123

Table 3: Modules of the international master framework

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Table 4: 12 vocational disciplines as defined in the international framework curriculum

It might be worthwhile to point to a number of central points.

Vocational disciplines as the special sciences of occupational work. One of the core tasks of TVET teachers and trainers is to facilitate learning in vocational education and training [Dittrich 2005]. Traditionally it is assumed, that somebody who wants to teach has to be proficient in the respective subject. Additionally he has to be proficient in “teaching”, which ultimately means providing opportunities for learning to the students. Knowledge and skills that are required for occupational work often are not identical with those of academic disciplines with the same or a similar name. If for example we look at engineering, then the academic discipline usually deals with development and application of technology, whereas occupational work usually deals with the operation and maintenance of the same technology. Furthermore, the focus of engineers usually is on technology, whereas TVET professionals also have to be familiar with the work-processes in the area of skilled work. Regarding this example the knowledge which is required in the occupational setting is not available in the respective engineering sciences, but it should be available in the “vocational disciplines”. Vocational disciplines additionally are characterized by their second (besides work-processes) focus on learning. TVET professionals have to care about the question, how learning can be organised for workforce on the medium skilled level in an environment characterised by the application of technology and the organisational settings of production, service, and business processes. This applies to initial training and further training, as well as to workplace-learning in the framework of the life-long-learning paradigm.

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Vocational discipline and vocational pedagogy and their relation While vocational disciplines deal with handling technology, with work-processes and the related learning opportunities in the light of demands that are made on skilled work, and therefore are quite specific for a certain occupational field, the core of vocational pedagogy is concerned with the learning of the individual in and for occupational settings from a more generic point of view. Vocational pedagogy deals with the application of learning theories and theories on instructional design in vocational education and training. Usually it is not concerned with the specific learning and qualification demands that are imposed by specific duties, technologies, or organisational settings that arise out of a special collection of occupational tasks that constitute a specific occupational profile. In that respect it provides bridges and linkages between disciplines, which concentrate on specific occupational settings. Thus vocational pedagogy provides a common area of communication and exchange between vocational disciplines as a basis for co-operation in interdisciplinary research and development. This must also be considered the clamp, which connects several disciplines at a university as suggested by the international framework.

Emphasis on research and sustainability In the academic world a scientific subject usually only can survive and develop in competition with other scientific subjects, if it is able to deliver high quality research. High quality research on the other hand is the pre-requisite for getting the right to issue doctoral degrees which in turn is needed to attract a nation’s best brains to do high quality research in TVET. A certain number of PhD-holders is also required in order to have a pool of highly qualified persons available, from which university professors can be selected, who in turn again are able to care for high quality education of Master and PhD students. Thus, sustainability regarding human resources and quality research could be safeguarded.

Policy developments in selected countries and the Hangzhou framework It seems that the Hangzhou conference on “Innovation and Excellence in TVET Teacher/Trainer Education” addressed the needs of quite a number of nations at the right time. In some countries the event took place either in the midst or in the preparatory phase of related national developments. Here I want to highlight only some of these.

China For more than two decades China invited quite a number of foreign experts from different countries to give advice on the development of its system of vocational education and training. In the framework of development aid investments were made by foreign governments for building up VET institutions such as schools and training centres, in the majority of cases trying to “sell” their own VET system concepts. For China, as for the majority of other developing countries, this proved not to be an appropriate approach. China decided that it had to develop its own concepts, which are compatible with Chinese economy, society, and culture. Today’s most important issues are stigmatisation of TVET by young learners and their parents, low efficiency and high costs of vocational education and training, great demand for but limited supply of higher education. Additionally the industry is asking for well trained young people, who are able to master modern production technologies and work processes in modern organisational environments, but neither graduates from the vocational education system, nor those from the higher education system are considered to perform good enough. Since the beginning of this century, higher vocational education is developed in order to

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tackle most of the above problems7, but the term alone does not represent the solution. Appropriate concepts need to be developed and implemented. China definitely is interested in enhancing the quality of technical and vocational education and knows that it needs qualified professionals in all parts of this sector. However, until recently there only existed Master level degree courses for VET teachers and trainers either in the technical subject, or in education, or as an additive combination of both8 (Zhao 2006). A Master degree course, which addresses pedagogy, technology and work in an integrated way like the Hangzhou framework does, was implemented only recently at Beijing Normal University, inspired by the Hangzhou framework.

Malaysia 10 years after the implementation of National Occupational Skill Standards (NOSS), which were mainly derived from Anglo-American concepts, Malaysia’s authorities and industry apparently faced severe problems in the TVET system. A political decision was taken in 2005, to implement the so-called National Dual Training Scheme (NDTS). It is based on National Occupational Core Competences (NOCC), intends to heavily involve companies inspired by the cooperative TVET systems which can be found for example in Germany, Austria, and Switzerland, and is targeted to educate so-called knowledge-workers as backbone for a modern industrialised production and the knowledge society. The Ninth Malaysia Plan, which is valid for 2006 to 2010 and which is one step on the way to achieve Vision 2020, features a separate section on technical and vocational education and training. It assigns responsibilities for TVET teacher education at the various levels to specific institutions. Kolej Universiti Technologi Tun Hussein Onn (KUiTTHO) is the key institution for the qualification of TVET professionals at the academic levels of Bachelor, Master, and PhD. The Master degree course which is run at the Faculty of Technical Education is not really inspired by the outcomes of the Hangzhou conference because it already existed before November 2004. But it features key elements of the International Master Framework, such as an integrated study concept, which defines work processes and vocational pedagogy as key elements. KUiTTHO also set up an international doctoral programme in cooperation with University of Bremen in 2006 in order to qualify TVET professionals at a higher level. At the moment already more than 10 persons from Malaysia are enrolled in this programme, which is mainly researche based. The sandwich-type programme requires work and research in Germany and Malaysia. Most of the Malaysian PhD-students are employees at the Malaysian National Vocational Training Council and dedicate their research to topics that are related to the implementation of the NDTS in Malaysia. The time in Germany is used to analyse, which of the experiences in the German dual system of VET could be helpful for the implementation of the Malaysian NDTS, which of the German components are not suitable for Malaysia, and which of the German pitfalls can be avoided. The integration of research into the Master degree course at KUiTTHO possibly can serve as an example of best practice, also with regard to the required international cooperation in research. Regarding the Master degree course KUiTTHO cooperates with at least two universities in neighbouring Indonesia.

7 Except the cost problem. This is handed over to the students and their families. 8 The same models are found in Bachelor level degree courses.

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Indonesia The Indonesian Teachers Act form 2005 (Indonesia 2005) requires, among others, that school teachers have at least qualifications at the Bachelor level, that lecturers at Polytechnics and equivalent institutions have qualifications at the Master level, and that a doctoral degree is needed for teaching at universities. All teachers shall reach the required levels within 10 years, also those who are in service. This act applies to all teachers and lecturers, be it in general education or in TVET. Figures that are dealt with are: Indonesia has 2,8 Million school teachers, of which 1,8 Million do not have a Bachelor degree. A third of these 1,8 Million school teachers are employed at vocational schools, resulting in 600.000 vocational school teachers needing upgrading at least to the Bachelor level. The numbers for polytechnics or universities regarding the Master level are smaller, but do not look better. Teacher training institutions and universities are desperately searching for approaches, how this tremendous task can be accomplished. The Pedagogical University of Indonesia (UPI – Universitas Pendidikan Indonesia), located in Bandung near Jakarta, is supposed to be the leading institution in this process, but until now, there do not exist degree courses for TVET teacher education, not speaking of specialisations in a significant number of vocational disciplines. In August 2006 UPI signed an agreement with KUiTTHO on the cooperation in the framework of KUiTTHO’s Master degree course. Since December 2005 UPI is partner in an EU-Asia-Link funded project with the title “Development of trans-national standards for teacher training for technical and vocational education and training – with a multidisciplinary and industrial orientation”. The project title depicts the core of the project, however it is worth noting, that the said trans-national standards will be developed with reference to the Hangzhou Framework, and that also curricula for TVET teacher training studies in selected vocational disciplines will be developed, which also correspond to the Hangzhou Framework.

Thailand In 2003 Thailand issued a Teachers Act which led to a considerable rise of reputation of the teaching profession. One of the causes of this enhancement was the considerable rise of teachers salaries, especially for TVET teachers. According to a university lecturer, teachers at TVET schools meanwhile have a better income than lecturers at universities, even though the social ranking of a university lectureship is still much higher than the one of a TVET teacher. The Teacher Act from 2003 must have been intended to stop the decline of the reputation of the teacher profession. At least in TVET the number of top level universities offering Master degree courses in TVET for future TVET professionals had gone down from four to one, King Mongkut’s Institute of Technology Ladkrabang remaining the only one in Thailand offering such a course. An analysis, how compatible that one is with the Hangzhou Framework still has to be done. However, it is expected that a vocational education and training act will be released end of 20069, which will result in a considerable involvement of industries in vocational education and training. If this act comes into force despite of the political developments, there will be a substantial need for updated qualifications on the side of TVET teachers as well as on the side of personnel engaged in TVET in companies. The said official expressed her preference for an integrated approach which is marked by the Hangzhou Framework. Additionally a project proposal for financing by the EU’s Asia-Link programme was drawn up to implement trans-national TVET teacher/trainer education courses which are compatible to the Hangzhou Framework and based o the standards developed in the TT-TVET project.

9 According to an official from the Office of Vocational Education and Training of the Thai Ministry of Education, just one day before the coup d’état on September 19th 2006.

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Europe Regarding the developments in Europe, which are marked by the Bologna (for higher education) and the Copenhagen (for VET) process I just refer to the contribution of Pekka Kämäräinen in this same symposium.

Summary The activities of the United TVET Network on Innovation and Professional Development are mainly targeted at supporting the development of national TVET research and development structures as well as international R&D cooperation in the field. The agreement on a common framework for a Master degree in TVET is meant to facilitate the build-up of sustainable and reproductive national pools of TVET professionals, who can care for the development of TVET in their countries by using the opportunities provided by international sharing of knowledge and experiences. International cooperation is supported through the international framework by providing a basis for exchange of lecturers, researchers, and students. The creation of knowledge about learning in specific occupational domains is likely to sharpen the profile of TVET sciences on the national as well as the international level and to contribute to international understanding and exchange. The given, admittedly restricted, collection of examples shows that quite a number of countries is taking up this initiative.

References Dittrich, J.: Vocational Disciplines - How could a general framework look like? Paper

presented at the International Conference on “Development and Implementation of a Master Degree Standard for Teacher and Trainer Education in Technical and Vocational Education and Training (TVET) in East and South East Asia” in Tianjin/China, December, 9-10, 2005. http://www.unip-net.org/modules.php?op=modload&name=UpDownload&file=index&req= getit&lid=37.

Dittrich, J; Rauner, F.: Key challenges for TVET teacher professionalisation. Keynote at the UNESCO International Meeting on Innovation and Excellence in TVET Teacher/Trainer Education, Hangzhou, 2004. http://www.unip-net.org/modules.php?op=modload&name= UpDownload&file=index&req=getit&lid=31.

Fischer, M., Boreham, N., Nyhan, B. (eds.) (2004): European perspectives on learning at work. The acquisition of work process knowledge. Luxembourg: Office for Official Publications of the European Communities.

Indonesia 2005: Law for the Republic of Indonesia on Teachers and Lecturers, Nr 16/2005. UNEVOC: Veal, K.; Dittrich, J.; Kämäräinen, P. (2005): UNESCO International Meeting on

Innovation and Excellence in TVET Teacher/Trainer Education. Report. Bonn: UNESCO-UNEVOC. http://www.unip-net.org/modules.php?op=modload&name=UpDownload&file= index&req=getit&lid=27.

Zhao, Z.: Universitäre Ausbildung von Berufspädagogen mit Masterabschluss – eine Initiative von UNESCO-UNEVOC und ihre Praktizierung in China. Paper presented at the Fachtagung "Perspektive Berufspädagoge", held in Rostock, Germany,. September 28 – 29, 2006.

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