Cooperative action-research and the potential impact of research networks on the development of TVET systems Skills for the Future World of Work and TVET for Global Competitiveness Bangladesh, Dhaka, 27.-29.7.2017 Prof. Dr. Dr. h.c. Thomas Schröder Director of Institute of Philosophy of Education and Vocational Education Chair of International Cooperation in Education and TVET Systems

1. The Change of Society and World of Work technological progress in all sectors of economy digital media improved access to information enhanced communication globalisation and regionalisation (EU, ASEAN, EAC etc.) free movement of labour, goods and services increased global competition change of work organisation (Industry 4.0) TVET systems have to continously adapt to changes of work organisation, economy, and society!!! Benchmark or own system development?

2. Overall TVET system and demand in capacity building International Transfer of Knowledge International Policy Transfer Societal Groups: Association, Unions Policy Recommendation evidence-based Reform Policy Level (strategic decisions) Universities - Vocational Edu. as Scientific Discipline - Education of TVET personnel w. backgr. from TVET-System - Action-research Bachelor Master Ph.D. Administration (policy transformation) Field of Vocational Education as Academic Discipline Operation - Vocational Schools - Training Centres - Workplace Learning Innovation, Implementation, Model Trials, Dissemination Dual Vocational Training Labour Market (continuous change) TVET is a complex societal task!!! Various interests and perspectives need to be balanced! Schröder 2017

3. Questions with regard to continuous change of TVET system Own solutions are more sustainable, than solutions offered by outstanders!!! A) Which TVET-research approaches support change, systemic innovation and development in a sustainable manner? B) Which research approaches combine development of TVET systems and their elements, capacity building of teachers, trainers, managers, and scientists, involvement of different stakeholders like industy etc., research, generation of knowledge and dissemination, innovation, reform, and policy recommendations, and systemic sustainability?

4. Structure of Work-based Learning and Cooperative Action-Research (CAR) in TVET TVET objectives: high quality, efficiency, problem-solving, creativity, innovation, critical-thinking, anticipation of processes, continuous improvement, Lifelong Learning Design of Process development task to be assigned (model trial), objectives determined researcher and practitioners participate in R&D-process processual combination of input, development and trial phase structured and experiential research and learning process: Capacity Building reflection, generation and systematication of knowledge, dissemination formulation of policy recommendations Type 1: Horizontal CAR - Cross-national Research Approach (e.g. ASEAN) Type 2: Vertical CAR - Local Research Cluster (e.g. University, Vocational School, Company etc.) © Thomas Schröder Process-Input-Model

5. Example: Regional Association for Vocational and Technical Education in Asia (RAVTE) 27 Universities that share a common interest in (Strategy 2015-18): ASEAN Econmic Community 2015 exchanging staff and students conducting cooperative action-research establishing Vocational Pedagogy as a scientific discipline (precondition for research and development) cooperation with industry in study programs and in TVET innovation and initiating reform dissemination through TVET@Asia Joint Study Program on „Design and Government of Technical and Vocational Education“ Achievements until now: RAVTE secretariat in Chiang Mai/Thailand strategy and operation is based on constitution accreditation as association in Thailand Public Relations: Homepage, Newsletter Online Journal for Technical and Vocational Education in Asia (www.tvet-online.asia)

6. Recommendations for regional structures and its impact on development of TVET-systems establish a operational structure, a coordinating secretariat define common objectives, develop a clear strategy create transparency through a common constitution Employ research approaches that support the development and innovation of TVET systems model trials strengthen „Vocational Education“ as an action-oriented academic discipline at university level reform-oriented and policy-recommendation enhance exchange of personnel and dissemination of knowledge foster education of TVET researchers, administrators, and management

আপনার মনোযোগের জন্য আপনাকে অনেক ধন্যবাদ! ขอบคุณ 谢谢 terima kasih salamat Cảm ơn bạn សូមអរគុណ ຂໍຂອບໃຈທ່ານ kyaayyjuutainparsai thank you thomas-werner.schroeder@tu-dortmund.de