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The following Practice Cases showcase TVET practices that have been successfully implemented in Southeast Asia and are benchmarks for transformation towards quality TVET. Get inspired by relevant practice examples for your TVET activities

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Practice Cases

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Overview

Demand-Based Industry-Driven Skills Training

Topic: Public Private Partnerships
Country: Brunei Darussalam

Energy Industry Competency Framework (EICF)

Topic: Public Private Partnerships
Country: Brunei Darussalam

Project 4C-Minecraft

Topic: Future Skills
Country: Brunei Darussalam

Networked Public-Private Partnership

Topic: Public Private Partnerships
Country: Cambodia

Mobile AR-Dimension Kit

Topic: Future Skills
Country: Malaysia

Collaborative Virtual Reality (CVR) Simulation Training

Topic: Future Skills
Country: Singapore

TVET for a Skilled Workforce in the Wastewater Sector

Topic: Public Private Partnerships
Country: Vietnam

Acuatico Beach Resort’s trainings; K to 12 Plus and Continuing Education Programme

Topic: In-Company-Trainer
Country: Philippines

CITE’s 3 year diploma programmes in engineering

Topic: Public Private Partnerships
Country: Philippines

School Partnerships

Example Cases


Short Descriptions

Demand-Based Industry-Driven Skills Training

(by Pusat Pembangunan Kapasiti (PPK)/Centre for Capacity Building in Brunei Darussalam)
Topic:
Public Private Partnerships
Country:
Brunei Darussalam
Contact:

Gary Young (Director of Centre for Capacity Building) This email address is being protected from spambots. You need JavaScript enabled to view it.

Link to document:

Management Summary

Goal

Production of job-ready workforce by aligning skills training to the job market requirements in Brunei Darussalam

Approach

To engage the private sector into the demand-based skill training, PPK introduced the “Industry Collaboration Training Cycle“. Hereby, PPK involves internal and external stakeholders in every stage of its planning, implementation, monitoring and evaluation. The cycle includes the steps of Requirement, Competency Profile, Curriculum, Timetable, Delivery, Assessment and Employment

Benefit

After its introduction, the aligned skills training initiative and its shorter training time to employment (between 1 month to 9 months) have catered for immediate vacancies and industry skill demands; while providing job prospects to local graduates. 96% of PPK graduates are in place to facilitate graduates’ job entry in cooperation with industries, private sectors and Job Centre Brunei. A developed salary framework called ‘top-up incentive’, helps to ensure graduates remain employed as long as possible in a relevant job

Resources

Fund allocations come from the National Development Plan (Rancangan Kemajuan Negara). Resources required include 33 workshops and training grounds, 86 trainers, 10 registered training organisations as well as 21 PPK staff members


Energy Industry Competency Framework (EICF)

(by IBTE, MEI and Oil & Gas Industries)
Topic:
Public Private Partnerships
Country:
Brunei Darussalam
Contact:

Hjh Norazlina binti Othman (Divisional Director of Research and Statistics from Institute of Brunei Technical Education) This email address is being protected from spambots. You need JavaScript enabled to view it. 

Link to document:

Management Summary

Goal
Provision of a benchmark and pathway for Bruneians to acquire trade skills and competencies to meet the standards of industries
Approach
Using a ‘Whole of Nation’ approach where relevant ministries and stakeholders both in the government and private sector collaborate closely with the education institution from early planning to late evaluation stage, EICF wants to close the skill gap between local and foreign workforce in the Oil and Gas Industry. Therefore, EICF initially introduced 15 programmes offered in IBTE providing a solution to local skilled workers replacing previously more skilled foreign labor force.
Benefit
The employment rate of the first cohort from the new programmes was as high as 93.2%. The target number of local hires were met to decrease local unemployment issues. Due to its success, EICF’s initial 15 programs to cater the needs in the Oil and Gas sector are now replicated across other industries and known as Industry Competency Framework (ICF). In 2018, 32 programs (of 56 IBTE programs) from various industries such as Construction, Hospitality and Tourism, ICT, Engineering, Automotive and Agro-Technology were absorbed under ICF programs.
Resources
Funding support from the Department of Economic Planning and Development (JPKE) - ‘Skim Biasiswa Pendidikan Teknikal dan Vokasional (BPTV Technical and Vocational Education Scholarship)

Project-4C-Minecraft

(by Chung Hwa Middle School)
Topic:

Future Skills

Country:
Brunei Darussalam
Contact:

Emily Tham (Head of Mathematics Department, Chung Hwa Middle School Brunei) This email address is being protected from spambots. You need JavaScript enabled to view it.

Link to document:

Management Summary

Goal
Project 4C-Minecraft’s instructional strategy is heeding the call of the nation’s SPN-21 curriculum to integrate 21st century skills such as ICT skills, thinking skills and problem solving into content subjects.
Approach
Chung Wa Middle School in Brunei uses an immersive game-based platform to teach real-world employability skills through the mathematics syllabus. Minecraft Education Edition (M:EE) is used to develop the skills of 4Cs: critical thinking, creativity, communication and collaboration.
Benefit
Students involved in the 4C-Minecraft Project have shown enriching results in improving their 4C skills. Additionally, the game- and project based approach by the project has led to great interest in required 21st Century Skills such as digital and IT skills.
Resources
Windows 10 (version 1511 above) /macOS/iPad/Office 365 account. BND$50 for building the prototype

Networked Public-Private Partnership

(by Don Bosco Technical School (DBTS))
Topic:

Public Private Partnerships

Country:

Cambodia

Contact:

Gerard Ravasco, SDB (Country representative for Don Bosco Tech Cambodia) This email address is being protected from spambots. You need JavaScript enabled to view it. 

Link to document:

Management Summary

Goal
Its aim is to provide value for money and long-term access to TVET for the underprivileged youths even when stakeholders change over time.
Approach
The networked public-private partnership seeks country-wide and regional-wide cooperation with public and private key TVET stakeholders, through which to aggregate various resources to deliver holistic skills development. The initiative involves stakeholders from government, private sectors or industries and other education institutions in the joint collaboration and planning of training projects, for co-funding, implementation of program and monitoring and evaluation of training program.
Benefit
More than 74% of graduates (2014-2020) surveyed were able to earn an above average monthly income that is above the minimum wage rate of US$192 for regular workers in Cambodia. DBTS’s educational system has empowered poor and vulnerable youths rendering them profitable for the country’s socio-economy. Economically, this practice also creates a financial win-win situation for both the government (to access funds from outside sources) and for the TVET provider institutions (to be more sustainable).
Resources
898,082,600 (riel) for 3 years; est. USD 224,520.65

Mobile AR-Dimension Kit

(by Politeknik Sultan Azlan Shah (PSAS))
Topic:

Future Skills

Country:
Malaysia
Contact:

Norazmi bin Fadilah (Senior Lecturer, Civil Engineering Department of Politeknik Sultan Azlan Shah (PSAS)) This email address is being protected from spambots. You need JavaScript enabled to view it.

Norleeza binti Muhammad (Senior Lecturer, Covil Engineering Department of Politeknik Sultan Azlan Shah (PSAS)) This email address is being protected from spambots. You need JavaScript enabled to view it. 

Link to document:

Management Summary

Goal
The initiative should engage students with modern technologies and help them understand their usage and benefits for their future practical work.
Approach
The course helps students visualize the forms and dimensions of the retaining wall. Along with the progress into the Industry 4.0 era, customized digital teaching and learning such as Mobile-AR Dimension Kit could help to prepare the future workforce for digitalized work practices.
Benefit
Compared to normal teacher-directed explanations using text modules, this methodology is a more immersive and informative approach of experiential learning using mobile augmented reality (AR) technology. Students can visualize the forms and dimensions of the retaining wall, as close to the real retaining wall structure.
Resources

US$3,454.00

  • Hardware: Tablets / Smartphones and PCs / Laptops (using existing tablets/smartphonens and PC/ Laptops from department or students)

  • Software: Sketchup 2020, Vuforia, Unity. Renew license a year for Vuforia - US$3,000.00, Unity - US$399.00, Sketchup - US$55.00

Collaborative Virtual Reality (CVR) Simulation Training

(by Institute of Technical Education (ITE))
Topic:

Future Skills

Country:
Singapore
Contact:

Benny Ho (Course Manager, Info-Comm & Web Technology of School of Electronics & Info-Comm Technology) This email address is being protected from spambots. You need JavaScript enabled to view it.

Elvin Rajavignesh Vincient (Lecturer of Aerospace Technology, School of Engineering, College Central) This email address is being protected from spambots. You need JavaScript enabled to view it.

Lai Wai Leong (Lecturer-Mentor of Aerospace Technology, School of Engineering, College Central) This email address is being protected from spambots. You need JavaScript enabled to view it.

Nicole Wang (Head of Education Technology Training Educational Design & Technology Division) This email address is being protected from spambots. You need JavaScript enabled to view it.

Link to document:

Management Summary

Goal

Utilization of virtual reality (VR) technology to support on-the-job training by simulating an authentic and safe learning experience for dangerous maintenance processes in aviation

Approach
To create a virtual environment where aerospace technology students can practice the engine ground procedure safely, a special VR simulation was developed by using state-of-the art technology. The newly created technology allows not only the real-life simulation of the maintenance processes, but also enables students to engage in the virtual classrooms collaboratively.
Benefit
Student feedback shows high perceived levels of learning effectiveness in the terms of increase in interest, gaining good understanding of the topic as well as finding the learning activities meaningful. The students were satisfied with the knowledge gained via more independent and flexible learning methods, and most of all the gamified learning experience.
Resources
$11040.90: 3 gaming notebooks, 3 Oculus Rift Set (w/Gear, sensors + touch controllers), 3 network switch, cabinet, extension cables, batteries, battery charger, software (Unity 5.0 game building engine + Oculus Rift)

TVET for a Skilled Workforce in the Wastewater Sector

(by Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH on behalf of the German Federal Ministry for Economic Cooperation and Development (BMZ))
Topic:
Public Private Partnerships
Country:
Vietnam
Contact:
-
Link to document:

Management Summary

Goal
Provision of vocational training for the high-in-demand wastewater technical workers through a cooperative training approach
Approach
A new occupation for ‘Sewage Engineering Technicians’ based on German TVET standards with local adaptation was developed. Hereby, future graduates are trained to cater industry demands in the operation and maintenance of drainage networks as well as municipal and industrial treatment plants. For this initiative, all relevant stakeholders signed a cooperation agreement, which includes the role and tasks of the respective stakeholders, the regulation of their interaction as well as their communication structure in the development and implementation of the first cooperative training course.
Benefit
Right from the beginning of the training the trainees acquire practical knowledge and skills as well as to experience their future working environment with its positive and negative aspects. The partner companies expressed satisfaction with the progress of the trainees and their contributions to the productivity of the company. This is reflected, for example, in the financial support that companies have provided the trainees to cover transportation and accommodation costs during in-company training phases. Strongly increased motivation and passion for the future profession among trainees has been observed.
Resources
€3.2 million

Acuatico Beach Resort’s trainings; K to 12 Plus and Continuing Education Programme

(by Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH on behalf of the German Federal Ministry for Economic Cooperation and Development (BMZ))
Topic:

In-Company-Trainer

Country:
Philippines
Contact:
-
Link to document:

Management Summary

Goal

By creating favorable conditions for experienced staff to become in-company trainers, Acuatico Beach Resort & Hotel wants to foster the career development of its employees.

Approach
In 2014, Acuatico joined forces with 17 other resorts, education providers, government, business associations and development partners to support the delivery of the programme. The programme requires every resort to have at least one in-company trainer to teach and guide students during their workplace training (work immersion period). Students are required to complete at least 800 training hours to obtain national and chamber certificates.
Benefit
Around 70% of Acuatico’s workforce is from the local community with limited access to training. Acuatico’s in-company trainers train 100 to 150 students and deliver around 125,000 hours of training per year. Around 60% of the programme’s alumni have already been hired by participating resorts. This has reduced the resorts’ costs of hiring and training new staff. Acuatico’s training has also upskilled its existing employees and improved their performance at work. In 2018, Acuatico had 18 in-company trainers.
Resources
n/a

CITE’s 3 year diploma programmes in engineering

(under the Philippines’ Dual Training System)
Topic:
Public Private Partnerships
Country:
Philippines
Contact:
-
Link to document:

Management Summary

Goal
Increased involvement of business and industry in CITE’s TVET training programs through specifically assigned staff to form industry partnerships
Approach
CITE has set up a dedicated department with 10 staff members to manage links with business & industry. This department is headed by so-called industry linkage manager who are supported by industry coordinators. Together with their customers, they develop customized training plans jointly with partner companies.
Benefit
Through the installment of industry linkage managers and their respective industry coordinators, CITE was able to develop long-term commitment to cooperation in provision of their dual trainings. Companies funding CITE’s training programs benefit from highly individualized skill development leading to the creation of company experts and the catering of required skills customized to the companies’ workforce demands.
Resources
n/a

School Partnerships Example Cases

example case: samsung display

Samsung Display Viet Nam has signed a comprehensive partnership agreement with Hanoi Electromechanical Vocational College to recruit students who are completing the second year of the 3-year college programmes in mechatronics, industrial electrical, electronics and information technology. The candidates attend two rounds of selection (written test and interview) to compete for a number of scholarships worth of VND 5 million/ each (equivalent to the tuition fees for 5 months of the third year) and a paid internship at the company for 5 months in their third and final year.


example case: Canon

Guided by its corporate philosophy ‘Kyosei’ – ‘living and working together for the common good of the community’, Canon Viet Nam has cooperated with the Ministry of Education and Training to carry out various projects such as ‘Friendly schools’ and ‘Canon - for the next generations’. During 8 years (2009- 2017) Canon has built many new classrooms and provided modern learning facilities for pupils in 57 disadvantaged schools across the country.


example case: Vinfast

In May 2020, VinFast – a Vietnamese electrical moped and car manufacturing company, a member of the conglomerate VinGroup, has signed partnership agreements with five TVET colleges to provide dual vocational training programmes in mechatronics and automobile engineering. 

VinFast and the five colleges (Hanoi Electromechanical Vocational College, Hanoi Industrial Vocational College, Hue Industrial College, Ha Tinh College of Technology, and Ly Tu Trong College in Ho Chi Minh City) will co-develop bespoke curricula which must meet the quality assurance standards set by the TVET law and deliver the learning outcomes required by VinFast. 

The programme consists of two 15-month phases which take place first at the colleges and then at Vinfast training centre leading to a college diploma (applied engineer). The eligible students nominated by the colleges upon completion of the first phase will have to pass the selection round of Vinfast to progress to the second phase which takes place at the well-equipped training centre of Vinfast in Hai Phong. 

Vinfast offers each student a subsidy covering lodging, travels, health insurance and tuition fees in the second phase. Vinfast also provide additional quarterly scholarships for high achieving students. Graduates of the dual programme will be awarded an applied engineer diploma by the colleges and a Vinfast certified technician certificate. 

The Dual programme expects 150 students in the first cohort starting in September 2020.


example case: VietinBank

Viet Nam Joint Stock Commercial Bank for Industry and Trade (VietinBank) is the first bank in Viet Nam that opened its own Training School for Human Resource Development in 1997. 

Today VietInBank is one of the largest banks in Viet Nam with about 23,000 employees working in the headquarters and a network of subsidiaries and branch offices in all cities and provinces in Viet Nam, subsidiaries in Lao PDR, Germany, and a representative office Myanmar. 

VietInBank collaborated with Aon Hewitt Singapore in 2014 to develop a ‘VietinBank Competence Framework’ describing a range of competences that are applied to multiple occupational roles within the bank. Each competence defines expected performance and behaviours at different levels. This competence framework serves as a means by which the bank communicates which behaviours are required, valued, recognised and rewarded in specific occupational roles. It ensures that employees have a common understanding of the bank’s core values and the expected excellent performance behaviours. 

Building on the competence framework, the School developed a training master plan by identifying skills gaps, assessing training needs of employees at different levels, developing courses and diverse development activities for different roles to meet the fast changing demands of the bank’s business development and technological advancement. 

The School offers various training options ranging from Induction course for new employees, on the job training for junior staff, continuing professional development courses for heads of departments, to leadership training for directors and deputy directors of branch offices and subsidiaries. The School also works with external experts and university academics to deliver some specialist training courses. 

On the job training is offered to employees at all branch offices through a combination of 70% task performance, 20% tutorials, mentoring and feedback by supervisors/line managers at the workplace, and 10% classroom training. The academy publishes a Handbook for on the job training, which introduces 8 training methods: creating a learning and knowledge sharing culture, task delegation, guidance and coaching, classroom-based workshops, internal assessment, role plays, job swap/rotation, and mentoring dialogue. 

Besides the professional banking courses, transferable soft skills development courses, such as customer care skills, presentation skills, negotiation skills, conflict management skills, coaching skills, are also on offer to staff. Furthermore, the school also cultivates pedagogical skills of in-house trainers and creates a pool of certified trainers who have a wealth of professional experience and expertise. The training courses often analyse internal and confidential case studies, therefore having in-house trainers are invaluable assets.