Hybrid Regional Training Programme From Standards to Practice: Upskilling TVET Teachers for Quality and Professionalism in Southeast Asia (On-site)
Rationale
This regional training programme aims to strengthen the quality and professionalism of TVET teachers in Southeast Asia through the effective application of the Regional TVET Teacher Standard for ASEAN (RTTS). The RTTS provides a comprehensive framework of essential competencies required for TVET teachers, serving as a regional reference for improving teacher qualification, professional development, and quality assurance (SEAMEO VOCTECH & GIZ, 2020).
TVET teachers are recognised as central actors in ensuring the quality of learning, as they integrate curriculum, learners, and workplace relevance. The RTTS emphasises that teachers must be able to plan, implement, evaluate, and continuously improve teaching and learning processes to support the development of occupational competence among learners (SEAMEO VOCTECH & GIZ, 2020).
The standard organises teacher competencies into two main areas:
- Personal and Social Competences
- Vocational Competences, including vocational research, discipline, didactics, pedagogy, and management
Despite the availability of such standards, many TVET systems face challenges in translating them into classroom practice. This training therefore focuses on bridging the gap between standards and implementation, equipping participants with practical strategies to apply RTTS in teaching, assessment, industry engagement, and professional development.
Aligned with regional priorities such as digitalisation, greening, and industry relevance, the programme supports the development of competent, reflective, and future-ready TVET teachers, capable of responding to the evolving demands of the labour market and society (UNESCO, 2022).
Objectives
By the end of this training programme, participants will be able to:
- Explain the structure and competency areas of the ASEAN RTTS
- Conduct self-assessment based on RTTS competence domains
- Apply RTTS to improve teaching, learning, and assessment practices
- Integrate vocational pedagogy, didactics, and industry relevance
- Incorporate digital and green competencies into teaching
- Design continuous professional development (CPD) aligned with RTTS
- Develop an action plan for RTTS implementation at institutional/national level
Contents
Online Phase (3 Days)
Module 1: Understanding the ASEAN RTTS Framework
- Background and purpose of RTTS
- Role of RTTS in quality assurance and harmonisation
- Two main competence areas:
- Personal and Social
- Vocational (Research, Discipline, Didactics, Pedagogy, Management)
- TVET teacher profile (fully qualified teacher concept)
Module 2: Competency Mapping and Self-Assessment
- Detailed review of RTTS competence areas
- Identifying teacher roles and responsibilities
- Self-assessment against RTTS competencies
- Gap analysis (individual/institutional level)
Module 3: Foundations of Vocational Pedagogy and Didactics
- Competency-based TVET teaching
- Student-centred and practice-oriented learning
- Linking vocational disciplines with pedagogy
- Introduction to digital teaching and assessment
Onsite Phase (5 Days)
Module 4: Applying RTTS in Teaching and Learning
- Translating RTTS into lesson planning
- Designing competency-based learning activities
- Integrating occupational competence and work processes
- Peer review of teaching plans
Module 5: Vocational Discipline and Industry Relevance
- Understanding vocational disciplines (RTTS concept)
- Aligning teaching with industry and labour market needs
- Work-based learning (WBL) design
- Strengthening school–industry linkage
Module 6: Integrating Digitalisation and Innovation
- Digital tools aligned with RTTS competencies
- Blended and online learning approaches
- Using technology to support assessment and feedback
- Innovation in TVET teaching practices
Module 7: Professionalism, CPD, and Reflective Practice
- Continuous professional development (CPD)
- Reflective teaching practices
- Teacher identity and professionalism
- Mentoring and peer learning
Module 8: From Standards to Practice – Action Planning
- Developing institutional/national RTTS implementation plans
- Monitoring and evaluation of teacher development
- Linking RTTS with QA systems
- Group presentations and feedback
Duration
The training programme will run for 9 days, divided into two parts: the first part consists of 3 days which will be held virtually from 18-20 May 2027, and the second part of 5 days will be held face-to-face, at SEAMEO VOCTECH Regional Centre from 24-29 May 2027.
Delivery Method
The training adopts a practice-oriented and participatory approach, including:
- Interactive lectures
- Group discussions and peer learning
- Hands-on workshops and simulations
- Case studies and regional examples
- Teaching practice exercises
- Presentations and feedback sessions
Expected Output
By the end of the training, participants will produce:
- RTTS-based self-assessment report
- Lesson plan aligned with RTTS competencies
- CPD plan aligned with teacher standards
- Institutional/national action plan for RTTS implementation
Target Participants
- TVET teachers and instructors
- Teacher trainers and lecturers
- Curriculum developers
- Education policymakers and planners
Participants should preferably have:
- Experience in teaching or training in TVET
- Basic understanding of competency-based education
Course Requirements
Participants of this training programme are expected to bring their laptops and copies of their curricula.
They must submit their Country presentations (5-8 slides) on “Tittle of country presentation.”
Course Coordinators
For further inquiries, please contact the Course Coordinator:
Dr. Paryono
Research Specialist/Manager
SEAMEO VOCTECH Regional Centre
Jalan Pasar Baharu, Gadong BE1318
Negara Brunei Darussalam
Email: paryono@voctech.edu.bn
Tel: +(673) 890 7963 | Fa x: (673) 2455072 | www.voctech.org