This study aimed at determining the factors that significantly impact on the implementation rate of open learning in the South African TVET college sector. Despite government’s visionary papers and open learning policy framework, TVET colleges in South Africa have been slow in following international trends. Pre-COVID19, only a handful of the 50 public TVET colleges had even ventured into the idea of multi-modal, or any teaching mode, other than the traditional classroom. The methodological and analytical lens of the study is two-fold. The Critical Theory in Education (CTE) and the Stakeholder Theory that depicts the interests of the different stakeholder groups within the Higher Education band and their expectations towards the activities of TVET colleges. Case study, a qualitative research design, was utilized in the study. Semi-structured interviews with top key decision makers in the Department of Higher Education and Training, as well as open learning champions on institutional level, were used as data collection tools. The interview data was analysed using descriptive and content analysis, and themes were obtained. The findings are brought into terms with the theoretical framework and potential catalysts are suggested. / Dissertation (MEd)--University of Pretoria 2020. / pt2021 / Science, Mathematics and Technology Education / MEd / Unrestricted

This research offers an essential enlightenment for a better understanding towards the significance to establish the Center of Excellence for Technical Vocational Education and Training (CoE for TVET), especially in vocational education. It analyzes and synthesizes the data from the existing academic and commercial sources based on the fact that, in most cases, “excellence” is referred to as a foundation term for competitions. Many entities being recognized as or perceived by target audiences in business conduct as “excellent”, are generally “abstract”. In practice, there are only a few entities actually worthy of a true “excellence” judging by appropriate criteria—having “concrete” evidence of activities and components. Exemplifying an existing Center of Excellence would promote a better understanding both in terms of definition and its characteristics. The researcher focuses on conducting comparative research that combines with qualitative and case studies, with an important goal of acquiring 'new definition, new knowledge and specialized practical guidelines related to the CoE for TVET', and to invent a set of practices that will lead to answering of these key questions: • What is 'CoE for TVET'? How many types are they of ? • How is it currently recognized for the 'CoE in TVET' ? • What approaches should be taken to promote a better understanding of definitions, classification, and operations of “a COE in TVET?” This is to provide in-depth research that can be beneficial to the public and visualized clearly worldwide. As per the mentioned aims, comparative case studies between different countries are required. There are neither much studies in the world which clearly proposed the definition; the identification and the demonstration of the applied practical guidelines nor in the dimension of excellence of TVET education management because all that exists are the context of excellence in business and nor in education sector that are often referred particularly to the level of Higher Education and that the basic education cannot be applied to TVET because of its being of different context. In each topic, the researcher clarified points of information including the perception, access, and maintenance of excellence. There shall be further discussion on the classification of all globally existing centers of excellence which is based on perception, presentation, and public understanding in conclusion. Once the foregoing section has been thoroughly accomplished, the next step is accessing the process and techniques of pursuing elements and characteristics that CoE in TVET at least should have by relying on techniques and principles called “Benchmarking+USP” that the researcher has developed recently based on the understanding that 'Apart from being superior to general standard and quality, that is, - no ordinary - ; having a status of excellence, the center of excellence, no matter operating or providing services in any regards, must have a unique identity and distinctiveness that should be as close as possible to -the top-notch – in that particular area.' To be an example case, the researcher had selected the 'Benching Partner' which is recognized for achieving excellence in service providing and educational management in the field of TVET: GTDEE and TGPES, as the answer of the research items that say: • How will there be techniques or processes in the pursuit of components, attributes that indicate the status of excellence of TVET CoE? • Are there any examples of centers of excellence or comparable organizations existing in Thailand? And how do those organizations have the required elements and characteristics of excellence? The final essence, therefore, is studying and striving for the needs in various dimensions regarding the establishment of the Center of excellence in TVET that is able to response to the demands of society for teaching and learning management of the Thai vocational education sector in the points of view of the sample groups --the direct stakeholders--, thus leading to answering the question in the endmost part of the research, that is: In what dimension does Thailand need TVET Center of Excellence? These will be beneficial suggestion to the relevant sectors in Thailand or those wishing to learn, study extensively on the basis of substantial findings delivered by this research.:Tabel of contents Abstract ii Acknowledgements iv Dedication vi Table of contents vii List of Figures xi List of Tables xii List of Abbreviations xiii Chapter 1: Introduction 1 1.1 Background and Importance 1 1.2 Definition of Excellence 1 1.3 Thailand's vocational education policies in the direction of excellence development 6 1.4 Research Question 11 1.5 Hypotheses 12 1.6 Purpose of research 13 1.7 Method and Scope of the Research 14 Chapter 2: Quality - Matters behind the scenes of excellence for vocational education 16 2.1 Definition and dimension of quality in the VET sector 16 2.2 “Quality” an impact factor of excellence in VET 19 2.3 Quality approaches: Strategies to improve excellence status 23 2.3.1 The Juran Quality Trilogy: Basic architect of Quality Management 24 2.3.2 Approaches to quality and quality objectives 25 Chapter 3: Centre of Vocational Excellence (CoVE) 32 3.1 How to understand the characteristics and definition of “CoVE” ? 32 3.2 Classic Excellence Approaches 36 3.3 Modern Excellence Approach and Education: EFQM – MBNQ 39 3.4 SEM &TVET Excellence Journey: The Singapore Experience 41 3.4.1 EFQM- MBNQA: The Foundation of the School Excellence Model 41 3.4.2 TVET Excellence Journey 43 Chapter 4: Conceptual Innovation: The Basic Approach to Establishing TVET-CoE Using Benchmarking+UPS 49 4.1 Level Analysis - Policy Examining: First Things to be Aware and Considered 50 4.2 Benchmarking: Learn from other sources, seek Best Practices, and adapt for excellence 53 4.2.1 Popularity and Definition 53 4.2.2 Type and scope 56 4.2.3 The benchmarking process: The Xerox way 57 4.3 Innovative concept: Establising TVET CoE based on excellence using Benchmarking+USP 61 4.3.1 Benchmarking and Vocational Development 61 4.3.2 Input, process and output/outcome: Benchmarking indicators 62 4.3.3 Outputs, outcomes and impacts: “The results chain in modern system” 64 4.3.4 Combining UPS and Benchmarking for TVET CoE under Blue Ocean 67 Chapter 5: Comparative case studies via adaptation of benchmarking technique to identify excellence based on scientific approach 70 5.1 Introduction: Principles of Case Studies Consideration 70 5.2 Analysis: Dual system, a new issue in Thailand - Why GTDEE? 72 5.2.1 Agricultural era and the advent of “Dual system” 72 5.2.2 Factory in school: Utilizing as a makeshift until deep-rooted and falling off from the ideal 74 5.2.3 Subsequent problems of practice that falls off the frame 75 5.2.4 What GTDEE show? - Pull the consciousness of the Thai vocational to look at the original “Dual system” 77 5.3 The application of Benchmarking+USP techniques to pursue unique excellence between GTDEE and TGPES 81 5.3.1 Scope and Basic norms of conducting the study 81 5.3.2 Enter the process of Benchmarking+USP 82 Chapter 6: Benchmarking+USP results conducted through information and views from executives of Benching Partner 91 6.1 Preliminary data and comments of Benching Partner about “TVET Excellence” 91 6.1.1 Personal information of the representatives of Benching Partner 91 6.1.2 Basic understanding of Excellence and Centres of Excellence 92 6.1.3 Awareness, experience, perspective and understanding of CoE for TVET 93 6.1.4 Suggestions and others 95 6.2 Results of exercising Benchmarking+USP based on the designed templates 96 6.3 SWOT analysis: a summary of the results of Benchmarking+USP to pursue excellence 105 6.3.1 Strengths 105 6.3.2 Opportunities 107 6.3.3 Weaknesses 108 6.3.4 Threats 109 Chapter 7: Understanding and demands for the CoE for TVET in Thailand: A case study from a sample group of 102 stakeholders 113 7.1 Introduction 113 7.2 The statistics used in the research and testing of the hypothesis 115 7.3 Personal information and basic information 116 7.4 Basic understanding of Excellence and Centres of Excellence 119 7.5 Awareness, experience, perspective and understanding of CoE for TVET 127 7.6 Suggestions and others 132 Chapter 8: Summary of body of knowledge and Suggestions 137 8.1 Understanding Excellence, CoE and CoE in TVET 137 8.1.1 Definition of excellence and CoE 137 8.1.2 SEM &TVET Excellence Journey: The Singapore Experience 139 8.2 Classification of definition by type and characteristics of “CoE for TVET” 140 8.3 Utilization Techniques and Guidelines for Benchmarking+USP within BOS in Identifying Distinct Excellence for CoEs in TVET 142 8.4 Examples of characteristics of excellence of the TVET CoE in Thailand 145 8.5.1 Factors making contribution to enhance journey toward organizational excellence 146 8.5.2 Perspectives on the mission of CoF for TVET 147 8.5.3 Demand for CoE of TVET in Thailand based-on the opinions of the sample groups 148 References 150 Internet sources 158 Appendix I: Benchmarking+USP templates 159 Appendix II: Questionnaire 176

Technical and Vocational Education and Training (TVET) is an indispensable part of the educational system that sustains significant responsibilities in creating sophisticated, high-skilled, and application-oriented talents and their comprehensive moral development. TVET metal cutting and welding teachers' learning in the workplace is a practice-based, complex cross-integration process of teachers' knowledge growth, competence acquisition, and professional development that links actual work processes and on-the-job activities. Workplace learning is undergoing a shift from a focus on teacher knowledge, expertise, and teaching methods, to an increasing focus on promoting instructional improvements centred on “student learning” (Imants & Van Veen, 2010). This research uses qualitative research methods to explore teachers' real and complex learning and development conditions, enrich the existing theoretical system of teachers' professional learning in the field of TVET metal cutting and welding based on actual work situations, and further deepen these teachers' professional development awareness. This study, which employs reflection level theory (Hartmann, 2005), situated learning theory (Lave & Wenger, 1991), action learning theory (Revans, 1982; 1998), and constructivism (Brooks & Brooks, 1999; Vygotsky & Cole, 1978; Piaget, 1970) as theoretical underpinnings, is guided by the following research questions: • What learning activities do TVET metal cutting and welding teachers utilize to learn in the workplace? • What factors (e.g., personal characteristics, working conditions) positively influence or restrict the involvement of TVET metal cutting and welding teachers in workplace learning? • What learning outcomes do TVET metal cutting and welding teachers perceive as professional development? Fourteen Chinese TVET instructors in the field of metal cutting and welding participated in this study. Semi-structured interviews, observations, and documentary material were chosen as the main strategies for collecting data. Hartmann's (2005) “the theory and methods of reflection levels” and Creswell's (2012) “six interrelated steps” (p.261) are utilized to guide the process of organizing, transforming, modelling, and interpreting data collected from these 14 teachers. Research Findings encompass three parts: Research Findings - Part I Based on qualitative data, the research findings (Part I) indicate that the main workplace learning activities of TVET metal cutting and welding teachers include four dimensions: learning by doing, learning through work-related interactions with others, reflection, and learning from media. The dimension of 'learning by doing' covers practical enterprise activities, participating in the staff group's skill competition, self-directed learning activities during lesson planning, the training and practice, using cloud-based teaching platforms, writing teaching journal/teaching logs, learning by teaching and experimentation, participation in the development and evaluation of curriculum implementation standards, involvement in school-based curriculum development. The dimension of 'learning through work-related interactions with others' encompasses lesson observation, collaborative group study, learning from experts, colleagues, trainees, etc. The dimension of 'reflection' involves teaching experience reflection and feedback reflection. The dimension of 'learning from media' encompasses viewing industrial documentaries, reading industry news, watching TV programs related to the teaching subjects, etc. Research Findings - Part II The research findings (Part II) show that the main factors influencing the workplace learning of TVET metal cutting and welding teachers include facilitating and constraining factors. The facilitating factors encompass career advancement, adequate learning resources, harmonious interpersonal relationships, occupational identity or professional self-identity, cooperative learning environments, and intrinsic motivation for the learning. The constraining factors cover teachers' heavy workloads, lack of time, insufficient school support, and the shortage of school facilities and equipment. Research Findings - Part III The research findings (part III) indicate that the outcomes of TVET metal cutting and welding teachers' workplace learning include three dimensions: accumulation of knowledge, competence enhancement, and emotional or attitudinal changes. The 'accumulation of knowledge' dimension covers educational theory, subject knowledge, teaching methods, and student psychology. The 'emotional or attitudinal change' dimension encompasses items like a greater love for the teaching profession and being more open-minded. The dimension of 'competence enhancement' involves class management, instructional design and overall teaching skills, practical operation ability, collaborative communication skills, teaching evaluation skills, reflection skills, analytical competence, lifelong learning ability, resource integration capability, etc.

Thesis advisor: Christopher R. Glass / The rising demand for higher education after secondary education has led to the massification of higher education systems worldwide. However, there is a growing debate about whether students graduate from universities with the skills needed for successful labor market integration and lifelong career adaptation. This qualitative study delves into Ireland's evolving Technical and Vocational Education Training (TVET) system, examining its current role within the larger context of tertiary education in Ireland and how it interacts with different sectors in the system. Employing an in-depth case study design, this research identified the factors that stakeholders consider during TVET policy development, the processes involved, and lessons learned from implementation across Irish institutions. The findings depict Ireland's tertiary system as complex and dynamic: it is characterized by participatory policymaking and frequent policy shifts, often transitioning between centralized and decentralized approaches, binary and unified structures, and fluctuating priorities between TVET and higher education. Notably, the absence of formal evaluation mechanisms s means policy development is often influenced by political actors and considerations rather than rigorous assessment. This tendency, alongside the complexities of stakeholder roles, regionalization challenges, and chronic TVET underfunding, contributes to persistent obstacles in the Irish tertiary system.These findings offer valuable insights for tertiary education systems, emphasizing the importance of coherent and articulated TVET policies throughout design and implementation. The research also contributes to the understanding of factors influencing public policy decisions. By expanding on the challenges faced by countries developing cohesive tertiary systems, this study aims to contribute to building more inclusive, equitable, and just societies. / Thesis (EdD) — Boston College, 2024. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teaching, Curriculum, and Society.

Die Studie untersucht, inwieweit die Konfektionsbekleidungsindustrie (RMG) in der Demokratischen Volksrepublik Laos von den Programmen zur technischen und beruflichen Bildung (TVET) profitiert. Inwieweit die Berufsbildung den sich ändernden Qualifikationsanforderungen im Konfektionsgeschäft gerecht wird, untersucht die Studie. Die Hauptziele umfassen die Analyse des Fachkräftemangels, das Verständnis der Auswirkungen von Berufsbildungsprogrammen auf die Industrie und den Sektor sowie die Empfehlung von Strategien zur Zusammenarbeit zwischen VTI und der Industrie. Die spezifischen Ziele umfassen die Theorie der Zusammenarbeit zwischen Berufsbildungsinstituten (VTIs) und der RMG-Industrie, die Ausrichtung der VTI-Lehrpläne auf branchenspezifische Fähigkeiten, bestehende Kooperationsinitiativen und ein konzeptionelles Modell zur Verbesserung der Zusammenarbeit bei der Lehrplanentwicklung mit Schwerpunkt auf branchenrelevanten Fähigkeiten. Das Ziel dieser Studie ist es, Pädagogen, Interessenvertreter der Industrie und politische Entscheidungsträger dabei zu unterstützen, effektive Berufsbildungsprogramme zu entwickeln, um den sich ändernden Qualifikationsanforderungen der Konfektionsbekleidungsindustrie gerecht zu werden. Es werden unterschiedliche Forschungsmethoden und Fallstudiendesigns verwendet. Eine umfassende Strategie zur Analyse und Verbesserung der Zusammenarbeit von VTI-RMG, um Forschungsziele zu erreichen. Eine Mixed-Method-Forschungsstrategie verwendet sowohl quantitative als auch qualitative Methoden. Das qualitative Element untersucht VTI-Bekleidungsprogramme und betont, wie Ziele, Inhalte und Ausrüstung den Anforderungen der Branche entsprechen. VTIs werden basierend auf Relevanz, Kongruenz und Anwendbarkeit für die Erfüllung der Anforderungen der Branche bewertet. Um die Branchenbeteiligung a zwei technischen Hochschulen in Laos zu vergleichen, wird nun eine quantitative Technik verwendet. Das Engagement der Industrie bei der Erstellung von VTI-Lehrplänen wird mithilfe eines standardisierten Fragebogens mit einer Likert-Skala gemessen. Um eine konzeptionelle Modellentwicklungsstrategie zur Verbesserung der Lehrplanzusammenarbeit zu entwickeln, nutzt die Studie auch qualitative Methoden wie Experteninterviews. Lehrplanentwicklungs- und Kooperationstheorien werden verwendet, um diese Interviews zu analysieren. Die Ergebnisse sollen dazu beitragen, ein konzeptionelles Modell für das Erlernen von Fähigkeiten zu entwickeln, die für den Markt relevant sind, in VTIs. Diese empirische Studie zeigt, wie gut bekleidungsbezogene Schulungsprogramme die sich ändernden Anforderungen der laotischen Bekleidungsindustrie erfüllen. Die Analyse der Korrelation zwischen den VTI-Kursen und den Branchenanforderungen zeigt mehrere bedeutende Inkonsistenzen und Probleme. Die Studie betont die Bedeutung eines Lehrplans, der bestehende Kompetenzen anspricht und die sich verändernde Branche vorhersagt, die durch technologische Verbesserungen und eine wachsende Betonung der ökologischen Nachhaltigkeit gekennzeichnet ist.:TABLE OF CONTENT ABSTRACT i ZUSAMMENFASSUNG ii ACKNOWLEDGEMENT AND DEDICATION iv TABLE OF CONTENT vi LIST OF FIGURES ix LIST OF TABLES x LIST OF ABBREVIATIONS xi CHAPTER 1: INTRODUCTION OF STUDY 1 1.1. Research background 1 1.2. Research Objectives 12 1.3. Research Questions 12 1.4. Research Hypotheses 12 1.5. Scope and Limitation 13 1.6. List of Publications 13 1.7. Research Structure 16 1.8. Summary 17 CHAPTER 2: LITERATURE REVIEW AND THEORETICAL BACKGROUND 18 2.1. Introduction 18 2.2. Overview of the Lao PDR Educational System 18 2.2.1. Lao Educational System 19 2.2.2. Technical and Vocational Education in Lao PDR 23 2.2.3. TVET Curriculum Development in Lao PDR 27 2.2.4. Issues and Challenges in the Lao TVET Sector 28 2.2.5. Cooperation between industry and VTIs situation in Lao PDR 29 2.3. Dual-Cooperative Training Programme in Lao PDR 29 2.3.1. Background 29 2.3.2. Vision, Mission and Goals 30 2.3.3. DCT main principles 31 2.3.4. DCT concept and development processes 32 2.3.5. DCT Implementation Framework 34 2.3.6. Learning concepts as a company's strategy for adapting to the complex and dynamic environment 37 2.4. Cooperation between Industry and VTIs 39 2.4.1. Definition of Cooperation between Industry and VTI 42 2.4.2. Cooperation in terms of International Perspective 42 2.4.2.1. Dual System of European and ASEAN Countries 42 2.4.3. Aims of Cooperation between Industry and VTIs 44 2.4.4. Importance of Cooperation between Industry and TVET 45 2.4.5. Cooperation Framework 46 2.4.6. Models between Industry and VTIs 47 2.4.6.1. Dual System Model 47 2.4.6.2. Sectoral Training Model 48 2.4.6.3. Centralised Model 49 2.4.6.4. Local Collaboration Model 50 2.4.7. Impact Factors in the Implementation of Cooperation 51 2.4.8. Component of Cooperation between Industry and VTIs 52 2.4.9. Cooperation in Curriculum Development 53 2.5. Curriculum Development 54 2.5.1. Definition of Curriculum 54 2.5.2. Curriculum Development 55 2.5.3. Model of Curriculum Development 56 2.5.4. Component of Curriculum 60 2.5.5. The Implementation of DACUM in Vocational Training Programme in garment related training programme in Laos 62 2.6. Summary 64 CHAPTER 3: RESEARCH METHODOLOGY 65 3.1. Introduction 65 3.2. Research Design 65 3.3. Research Methods, Instruments, Data Collection and Data Analysis 68 3.3.1. Qualitative Phase 68 3.3.1.1. Literature and Document Analysis 68 3.3.1.2. Content Analysis 69 3.3.1.3. Expert Interview 70 3.3.2. Quantitative Phase 73 3.3.2.1. Likert-Scale Questionnaire 73 3.4. Research Implementation 74 3.5. Summary 75 CHAPTER 4: RESEARCH FINDINGS 76 4.1. Introduction 76 4.2. Empirical Research Findings on Qualitative Phase 76 4.2.1. Content Analysis Results on Curriculum and Job Description 76 4.2.2. Content Analysis Results on Equipment Utilizing in VTIs and Industry 85 4.2.3. Expert Interview Results 87 4.3. Empirical Research Findings on Quantitative Phase 118 4.3.1. Likert-Scale Questionnaire 118 4.4. Conclusion 128 4.5. Summary 130 CHAPTER 5: RESEARCH DISCUSSION AND CONCLUSION 131 5.1. Introduction 131 5.2. Research Discussion 131 5.3. Research Findings and Implications for TVET Theory 133 5.4. Research Findings' Interpretations and Implications in Theoretical Insights and Design Principles 137 5.5. Research Conclusion 142 5.6. Research Limitation 143 5.7. Recommendations and Suggestions for Further Research 145 REFERENCES 148 STATEMENT OF AUTHORSHIP 169 APPENDIX A: LIKERT-SCALE QUESTIONNAIRE 170 APPENDIX B: EXPERT INTERVIEW GUIDELINE QUESTIONS 178 APPENDIX C: THE TRANSCRIPTION OF THE EXPERT INTERVIEW 180 / The study examines to what extent the Technical and Vocational Education and Training (TVET) programmes help the Ready-Made Garment (RMG) industry in Lao PDR. The study examines to what extent TVET meets changing skill needs in the ready-made garment business. Analysing skill shortages, understanding TVET programmes' sectoral and national impacts, and recommending methods for VTI-industry partnership are the main goals. The theory of collaboration between Vocational Training Institutes (VTIs) and the RMG industry, VTI curricula alignment with industry-specific skills, existing collaborative initiatives, and a conceptual model to improve curriculum development collaboration, emphasising industry-relevant skills, are the specific goals. This study intends to support policymakers, educators, and industry stakeholders create effective TVET programmes to satisfy the ready-made garment sector's changing skill needs. Mixed-method research and case study design are used. A holistic strategy to analysing and improving VTI-RMG collaboration to meet research objectives. A mixed-method research strategy uses qualitative and quantitative methods. The qualitative element examines clothing VTI programmes, emphasising how objectives, content, and equipment match industry skill requirements. VTIs are evaluated for relevance, congruence, and applicability to satisfy industry needs. Meanwhile, a quantitative technique is used to compare industry participation at two Laos Technical Colleges. Industry engagement in VTI curriculum creation will be measured using a Likert scale in a standardised questionnaire. The study also uses qualitative methods, such as expert interviews, to offer a conceptual model development strategy to improve curriculum cooperation. These interviews will be analysed and curriculum development and cooperation theories utilised. The findings should help create a conceptual model for industry-relevant skill learning in VTIs. This empirical study highlights how well garment-related training programmes meet Laos's changing garment industry needs. The correlation analysis between VTI courses and industry needs reveals several major inconsistencies and issues. The study emphasises the significance of a curriculum that addresses existing competencies and predicts the changing industry landscape, which is marked by technology improvements and a growing emphasis on environmental sustainability.:TABLE OF CONTENT ABSTRACT i ZUSAMMENFASSUNG ii ACKNOWLEDGEMENT AND DEDICATION iv TABLE OF CONTENT vi LIST OF FIGURES ix LIST OF TABLES x LIST OF ABBREVIATIONS xi CHAPTER 1: INTRODUCTION OF STUDY 1 1.1. Research background 1 1.2. Research Objectives 12 1.3. Research Questions 12 1.4. Research Hypotheses 12 1.5. Scope and Limitation 13 1.6. List of Publications 13 1.7. Research Structure 16 1.8. Summary 17 CHAPTER 2: LITERATURE REVIEW AND THEORETICAL BACKGROUND 18 2.1. Introduction 18 2.2. Overview of the Lao PDR Educational System 18 2.2.1. Lao Educational System 19 2.2.2. Technical and Vocational Education in Lao PDR 23 2.2.3. TVET Curriculum Development in Lao PDR 27 2.2.4. Issues and Challenges in the Lao TVET Sector 28 2.2.5. Cooperation between industry and VTIs situation in Lao PDR 29 2.3. Dual-Cooperative Training Programme in Lao PDR 29 2.3.1. Background 29 2.3.2. Vision, Mission and Goals 30 2.3.3. DCT main principles 31 2.3.4. DCT concept and development processes 32 2.3.5. DCT Implementation Framework 34 2.3.6. Learning concepts as a company's strategy for adapting to the complex and dynamic environment 37 2.4. Cooperation between Industry and VTIs 39 2.4.1. Definition of Cooperation between Industry and VTI 42 2.4.2. Cooperation in terms of International Perspective 42 2.4.2.1. Dual System of European and ASEAN Countries 42 2.4.3. Aims of Cooperation between Industry and VTIs 44 2.4.4. Importance of Cooperation between Industry and TVET 45 2.4.5. Cooperation Framework 46 2.4.6. Models between Industry and VTIs 47 2.4.6.1. Dual System Model 47 2.4.6.2. Sectoral Training Model 48 2.4.6.3. Centralised Model 49 2.4.6.4. Local Collaboration Model 50 2.4.7. Impact Factors in the Implementation of Cooperation 51 2.4.8. Component of Cooperation between Industry and VTIs 52 2.4.9. Cooperation in Curriculum Development 53 2.5. Curriculum Development 54 2.5.1. Definition of Curriculum 54 2.5.2. Curriculum Development 55 2.5.3. Model of Curriculum Development 56 2.5.4. Component of Curriculum 60 2.5.5. The Implementation of DACUM in Vocational Training Programme in garment related training programme in Laos 62 2.6. Summary 64 CHAPTER 3: RESEARCH METHODOLOGY 65 3.1. Introduction 65 3.2. Research Design 65 3.3. Research Methods, Instruments, Data Collection and Data Analysis 68 3.3.1. Qualitative Phase 68 3.3.1.1. Literature and Document Analysis 68 3.3.1.2. Content Analysis 69 3.3.1.3. Expert Interview 70 3.3.2. Quantitative Phase 73 3.3.2.1. Likert-Scale Questionnaire 73 3.4. Research Implementation 74 3.5. Summary 75 CHAPTER 4: RESEARCH FINDINGS 76 4.1. Introduction 76 4.2. Empirical Research Findings on Qualitative Phase 76 4.2.1. Content Analysis Results on Curriculum and Job Description 76 4.2.2. Content Analysis Results on Equipment Utilizing in VTIs and Industry 85 4.2.3. Expert Interview Results 87 4.3. Empirical Research Findings on Quantitative Phase 118 4.3.1. Likert-Scale Questionnaire 118 4.4. Conclusion 128 4.5. Summary 130 CHAPTER 5: RESEARCH DISCUSSION AND CONCLUSION 131 5.1. Introduction 131 5.2. Research Discussion 131 5.3. Research Findings and Implications for TVET Theory 133 5.4. Research Findings' Interpretations and Implications in Theoretical Insights and Design Principles 137 5.5. Research Conclusion 142 5.6. Research Limitation 143 5.7. Recommendations and Suggestions for Further Research 145 REFERENCES 148 STATEMENT OF AUTHORSHIP 169 APPENDIX A: LIKERT-SCALE QUESTIONNAIRE 170 APPENDIX B: EXPERT INTERVIEW GUIDELINE QUESTIONS 178 APPENDIX C: THE TRANSCRIPTION OF THE EXPERT INTERVIEW 180

D. Tech. (Business, Faculty of Management Sciences) Vaal University of Technology / The purpose of this study was to develop strategies to improve Technical and Vocational Education and Training (TVET) in Swaziland. It has been 68 years since the TVET education was introduced in the country, but it has slowly been coming forth, especially in providing for the needs of society and industry. For this reason, the researcher wanted to find out what could be delaying the progress of the TVET system by developing some strategies to improve this aspect of training. The fundamental research questions were based on the strategies that could be developed to improve the TVET system in Swaziland and the importance of ensuring pre-service and in-service training for special target groups. It was worth mentioning that since the TVET policy had been officially launched and implemented, different stakeholders who would be expected to fully support and understand what the policy entails would recognise its functions. The policy states that skills training should be introduced in the school system at the earlier years of starting the school system to create awareness and love for various skills at an early age. In addition, it is imperative that the country give priority to the TVET versus the academic education as it had been proved through the unemployment rate that the jobs are actually shrinking whilst the work in the market is in abundance. Hence, there was a need to strategise methods of successfully implementing the TVET policy in order to benefit the government’s efforts in the aims and objectives set in the policy The study aimed at examining the challenges faced by the country in implementing the policy so that it could effectively address the TVET education in the most positive and successful manner. The main findings form part of the important basis of the study by providing evidence of research phenomenon that it is anticipated to denote. The findings of the study were discussed according to the participants’ responses collected during focus group interviews and individual in-depth interviews. Further developments for TVET improvement of the study showed the findings portray that there is a need to improve resource efficiency strategy and the private sector/industry should provide support to TVET students, via internships, attachment of identified relevant training staff, sharing of equipment or the provision of training programmes.

Postconflict governments and counterparts have collaborated to provide skills training to communities as a critical postconflict development strategy. In these undertakings, the role of community members remains largely undefined. The purpose of this qualitative descriptive case study was to understand the perceptions held by rural community members regarding the role they played in influencing government's policy priority for technical and vocational education and training (TVET) as a local human development strategy in postconflict Liberia. The conceptual framework was based on human capital theory and concepts of motivation and achievement. Fourteen participants were purposefully selected for the study. Data were collected from interviews, focus group discussion, and documents and analyzed using constant comparison. Results indicated that increasing human capital, restoring self-esteem, encouraging civic participation, and building peace were among the community members' motivations for establishing a skills training institution. Leadership, advocacy, and ownership were major roles community stakeholders played in establishing their local skill training institution; voluntarism and collaboration were found to be strategies for support to the local TVET initiatives. Findings have positive social change implications for facilitating community-initiated TVET programs for youth employment as well as informing TVET policies in countries transitioning from conflict to development.

The development methods mostly applied until today provoked severe environmental imbalances in the world. To deal with this, almost twenty-five years ago the environmental issues were introduced in the agenda of discussions in the United Nations Conference on Environment and Development (UNCED) that took place in Rio de Janeiro in 1992, intending to introduce a more sustainable approach of development (Desai and Potter, 2002, p 478). The current study explores how sustainability is transferred, interpreted and integrated into national education, through the comparison of experiences between Cuba and Sweden. Based on a qualitative research approach, the study first presents and analyses the international discourse on the topic, as well as the conceptual and theoretical framework that has been formed mainly from the narrative of UNESCO and UNEVOC. Afterwards, national education curricula are being examined to understand ow the sustainability concept is addressed in TVET, while an empirical analysis presents how the university teachers and the students of two Agroecology programs perceive and interpret sustainability. To achieve this, the methods of document analysis and semi-structured interviews have been employed. The findings of the study indicate that the international discourse has detected the main goals of sustainability for TVET, the conditions that lead to this necessity and the importance of this part of education, since it is the only one that is directly connected to labour. However, the interpretation is different in each case, since it is affected by the socio-political, economical and historical context of each country. In Cuba, sustainability is the means of autochthonous development, efficient use of the natural resources with respect to the environment, in order to deal with the economic crisis and food insecurity of the Special Period. In Sweden, sustainability emerged as a need of alternative ways of producing energy and consuming, as environmental awareness raised against the exploitation of the natural environment. Using the two contrary cases, the study intends to explore the dimensions that the concept can have. The World Commission on Environment and Development’s report in 1987 (p.41) first defined sustainable development as “the development that meets the needs of the present without compromising the ability of future generations to meet their own needs”. To conclude, this study intends to contribute to a better understanding of what sustainable development means. The experiences of university teachers and students present sustainability, as understood in the set of agroecology in higher vocational institute. This study is a small contribution in the total work towards sustainability. It could be the beginning of exploring in the future how sustainability is interpreted and integrated in other countries of the world.

Recent studies report about the need for and difficulties in measuring technical working skills among vocational high school students worldwide (Mabed & Köhler, 2018). Often the discussion is linked to the question of skills versus competencies, not only in the context of new digitized forms of measurement. Furthermore, a growing number of completely new or updated measurement procedures is about to reach the TVET sector in the context of the digitization of TEL (Köhler & Drummer, 2018; Hariyanto & Köhler, 2017). This study aimed at investigating the differences of the technical skills of vocational high school students majoring in construction drawings engineering in industrial working practices. As an empirical approach for their evaluation study authors used a discrepancy evaluation model. The population of this study consisted of 195 students in Yogyakarta and Sleman, Indonesia. A proportional random sampling was used to select 124 students from the population with both, the industrial work and the students becoming the sources of the information. The data analysis process was done using descriptive analysis and Wilcoxon matched pairs test analysis to describe and find the gap/discrepancy of students’ technical skills based on the predetermined standard. The results of the study show that the technical skills of vocational high school students in their industrial working practices are categorized as good with a low discrepancy based on the industrial assessment, and even better based on the students’ self-assessment. Yet there is a significant difference of technical skills among the vocational high school students in their industrial working practices based on the industrial work and students’ assessment with a significant value of 0.000 < 0,05.

This study will be investigating the perceptions of the implementation and modelling of best practices in technical vocational education and training (TVET) areas of endeavour. Four lecturers from three selected programmes will be investigated see how well they are preparing their students to enter the technically advanced workplace in an urban tertiary TVET institute in Jamaica. It has been reported by employers that graduates’ performance has been unsatisfactory in the sectors which require technically skilled professionals (HEART Trust, 2012). This investigation will incorporate a literature review of the apprenticeship system, and the current occupational training requirements as well consider competency based methods of teaching used in the TVET classroom. This will be in the context of career development theories, and constructivist and social learning theories. A qualitative research design method will be applied, using a case study approach. In addition to data collected from the lecturers, interviews, observation and focus group discussions with three groups of 15 students will also be collected. Additionally, the Director/ Principal of the Vocational Development Training Institute (VDTI) will be interviewed. Finally, a stakeholders’ report based on employee attitudes in various industries will be used to attain their perspectives on the preparedness of the TVET graduates for the workplace. The results and recommendations will be used to evaluate the best practices of the TVET lecturers. / Educational Leadership