Technical and Vocational Teacher Education and Training in International and Development Co-Operation

1. Front Matter

   Pages i-xvi

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2. Introduction

   • Frank Bünning, Georg Spöttl, Harry Stolte

   Pages 1-8

3. TVET Teacher Profile and Standards for a Master’s Degree Programme

   • Georg Spöttl, Harry Stolte

   Pages 9-31

4. Perspectives from Internationally Oriented Institutions and Organizations That Pursue Pre- and In-Service Education of TVET Teachers

   1. Front Matter

      Pages 33-33

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   2. Qualified Teaching and Training Staff as a Key for Implementation of Sustainable TVET Reforms

      • Marion Edel

      Pages 35-52

   3. Perspectives of ADB on the Education and Training of TVET Teachers

      • Brajesh Panth, Lisa-Marie Kreibich, Per Borjegren, Fook Yen Chong

      Pages 53-65

   4. Promoting Work-Based Learning for Vocational Teachers

      • Aurélien Kaske, Rodrigo Torres, Shinyoung Jeon

      Pages 67-82

   5. TVET Teacher Education and Training in International and Development Cooperation

      • Paul Comyn

      Pages 83-94

   6. VET Teachers and Trainers’ Competence in Creating Inclusion and Excellence: European Policy Agenda, Approaches and Challenges

      • Irene Psifidou, Slava Pevec Grm

      Pages 95-115

   7. Support for Europe’s Neighbours to Improve the Professional Development of Vocational Teachers and Trainers: The Experience of the European Training Foundation

      • Julian Stanley

      Pages 117-132

   8. International Framework for a Master’s Degree for the Professionalisation of TVET Teachers: Potentials for International Development Cooperation

      • Frank Bünning, Ulrike Schmidt

      Pages 133-143

5. Case Studies of Selected Countries That Are in the Process of Developing TVET into an Important Pillar of Education

   1. Front Matter

      Pages 145-145

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   2. Training and Professional Development for VET Teachers in Vietnam

      • Nguyễn Quang Việt, Nguyễn Thị Kim Chi

      Pages 147-166

   3. Teacher Professional Development: Institution-Based Professional Development (IBPD) Centre Myanmar

      • Kyi Kyi Lwin

      Pages 167-182

   4. Indonesia TVET Teacher Training: Policy and Implementation to Meet Industry Demands

      • Moh Sanni Mufti Alamsyah, Isma Widiaty, Dinn Wahyudin, M. Syaom Barliana, Yulia Rahmawati, Danny Meriawan et al.

      Pages 183-214

   5. TVET Teacher Education System in Mongolia

      • Sara Galbaatar

      Pages 215-229

   6. Pre-service TVET Teacher Education in Cambodia

      • Sesokunthideth Chrea, Sothy Yok

      Pages 231-241

   7. TVET Teacher Pre- and In-Service Training in the Kyrgyz Republic

      • Johann Schustereder

      Pages 243-252

6. Case Studies of Countries That Are Already Well-Developed (Countries in Transition) and Where TVET Already Plays a Role as an Important Factor for the Further Development of Those Countries’ Society and Industry

   1. Front Matter

      Pages 253-253

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   2. The Development of Malaysia TVET Teacher Training (TT-TVET)

      • Razali Hassan, Affero bin Ismail

      Pages 255-275

This book deals with teacher training for vocational education and training. In individual chapters next to the positions of relevant international organizations, donors and development banks, it also covers selected countries in their ways of shaping of Technical Vocational Education and Training and teacher training. The structure of the book aims at two objectives: 

1. To outline positions of important stakeholders of the international Technical Vocational Education and Training policies and international cooperation in TVET teacher training.
2. To discuss the current status of Technical Vocational Education and Training and teacher training in selected countries, from developing countries, countries with emerging economies to industrialized countries.

The book is meant to create a platform that supports a reference concept within international cooperation for the further development of Technical Vocational Education and Training and teacher training up to a higher quality and performance.

• Vocational Teacher
• Vocational Trainer
• Teacher Education
• Teacher Training
• TVET Teacher
• TVET Teacher Education
• In Service Training
• Pre Service Training
• Vocational Education
• Subject Related Education

• Faculty of Humanities, Otto-von-Guericke University Magdeburg, Magdeburg, Germany

  Frank Bünning

• Center for Technology, Work and TVET, University of Bremen, Bremen, Germany

  Georg Spöttl

• Deutsche Gesellschaft für Internationale Zusammenarbeit, GIZ, Academy for International Cooperation (AIZ), Berlin, Germany

  Harry Stolte

Frank Büning is Full Professor for Technology and Education, Vice Dean of the Faculty for Humanities and chairs the Centre of Teacher Education at Otto-von-Guericke University Magdeburg, Germany. He is a widely experienced international Technical Vocational Education and Training researcher. Currently, he is involved in a number of international Technical Vocational Education and Training research and development projects in Asia (China, Vietnam, Laos, Thailand, Indonesia) and is engaged in UNEVOC activities as spokesman of the Magdeburg UNEVOC-Centre for Sustainable Development.


Georg Spöttl is director of the Steinbeis Center InnoVet and Director of the Centre of Technology, Work and TVET (C-TAB), University Bremen since 2015 and Honorary President of the TVET Research Community in Germany (GTW). He was Emeritus from a Full Professorship at the University of Bremen (until 2015), and chairman of the Department Work-Processes and TVET and director and board member of the Institute for Technological Education (ITB). He is a board member of The New York Academy of Science. For more than 20 years he has been Visiting Professor at UTHM (University Tun Hussein Onn) in Malaysia. Since 2020 he advises the TVET research centre (MyTVET) at UTHM. His areas of special interest are curriculum development for Industry 4.0, qualification research, didactic and teacher training and advisory assignments for government units.


Harry Stolte graduated with University Diploma in the field of Didactics of Technical Vocational Education and Training and since 1984 he is holding a PhD in Technical Vocational Education and Training. The main focus of his work—integrated in international TVET cooperations—is oriented on subjects as Standards and Curricula Development, Development of Teaching and Learning Media, as well as TVET Teacher Training and on different areas of Technical Vocational Education and Training related to Sustainable Development. For about 30 years Dr. Stolte has been acting in the area of Technical Vocational Education and Training within international cooperation with developing countries, countries in transition and industrialized countries, responsible for the design, formulation, implementation and evaluation of international Technical Vocational Education and Training projects with priority focus on capacity building and competence development. He has main experiences in countries in Asia, South-East Asia and Eastern Europe.