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Is it correct that the academic life at TVET institutions rarely reflects the culture of institutions of higher education like the universities? Is it practical work and the values in the industry heavily that influence their work ethos more than the academics? 

Where Is the Academics for TVET teacher training?

We want to ask the question of the academic role or the lack of the intellectual in TVET. We ask this question because we don’t know much about it. And, as we try to increase our knowledge, we struggle to find relevant literature. We can find many articles about how important it is to train the TVET teachers. Further, we see literature that discusses TVET versus University education. We also can find many articles concerning the pathway from TVET towards academics. 

We believe that secondary school teachers ignore academic knowledge in their essential role in producing a prepared labour force for the industry. 

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Even when we look at the megatrends such as digitalization, industry 4.0, climate change, migration, structural changes in the economy, and transform the world of work and employment, we find only a practical approach for teachers training. In turn, evolving labour markets call for updated and reactive education and skilling paradigms, creating an urgent need for flexible, becoming, and responsive TVET systems. Consequently, developing the capacities of TVET teachers and trainers is at the core of the many countries ongoing thematic priorities on greening, entrepreneurship and gender equality. However, is the training of the teachers in this field practical customization to the trend more than the academic development?

We know that current and prospective workers must acquire new skills and qualifications to prepare for and flourish within future labour markets adequately. Upskilling for work and life is taking on even greater importance in this transitioning world of a new job and investing in the future by building the capacities of TVET leaders. The teaching staff is essential for the successful navigation of these transitions. Teachers and trainers are at the frontline of TVET delivery, and it is thus vital that they too skill and upskill on future-oriented competencies to pass them on to students. 

Where are the academics, the reflections, the research, and the pedagogical discussion in the TVET teachers training for the new trends?

 


Lucubrate Magazine February 2022

The photo on the top of the article: Adobe Stock


 


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Karl Skaar
Karl Skaar

Is a highly successful professional, with a high degree of entrepreneurial flair.

Roles:
- Senior Analyst in the Norwegian Directorate for Education and Training, Norway
- Responsible editor and publisher of the Lucubrate Magazine, Global
- Project Manager of the Lucubrate Project, Global
- Chairman of Board of Directors of Nobel Knowledge Building, Uganda
- Chairman of Board of Directors of Norsk Kompetansebygging AS, a Consultancy company, Norway
- Member of the Board of Directors of Norwegian International Development Company AS, Norway

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