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HomeResourcesApproaches to Secure Implementation of Inclusion in TVET Systems in ASEAN (+3) Countries

Approaches to Secure Implementation of Inclusion in TVET Systems in ASEAN (+3) Countries

31.08.2018 by RECOTVET

Agus Setiawan, Dr-Eng; Nguyen, Tien Hung

Universitas Pendidikan Indonesia (UPI); Namdinh University of Technology and Education Vietnam (NUTE)

Year of Publication:

Country in Focus:
Indonesia, Vietnam

Area of TVET:
Inclusive TVET (gender, minority, remote areas, disability etc.)


Under the support of GIZ, collaborative researches of TVET Teacher training Universities in ASEAN region are conducting very positively and effectively. Universities in the region have jointly carried out many research projects. In 2016 Universitas Pendidikan Indonesia (UPI) together with Namdinh University of Technology Education (NUTE) was tasked to conduct the research project P3: Approaches to secure implementation of inclusion (disabled) in TVET systems in ASEAN (+3) countries.

Helping people with disabilities improve their lives, vocational training, job creation is one of the important measures to contribute to hunger eradication and poverty reduction, as well as open up the hope of a stable life for people with disabilities (PWDs ) and is the only way to help people with disabilities integrate into the community. Therefore, vocational training for people with disabilities is essential.

Theme of this research is to find out about: (1) Policies for people with disabilities, especially the policies on vocational training for people with disabilities in Vietnam and Indonesia; (2) The situation of vocational training for people with disabilities in order to know the requirements for pedagogy professional training for teachers to teach people with disabilities; (3) Forms of vocational teacher training.
To implement the project research team used these methods: (1) Collect secondary data from the article, the existing research; (2) Survey method using direct interviews and through questionnaires; (3) Organization of expert workshops. Through the study, the researchers sought to understand the following specific content:

  •  The current policy in Vietnam and Indonesia has met the basic components apprenticeship and employment needs of people with disabilities. But for many reasons there are still certain restrictions.
  • The form of vocational training for people with disabilities focus on three basic types are: Vocational training establishments in the formal training for people with disabilities; Vocational training by the production facilities undertake and vocational training for people with disabilities by vocational training institutions normally undertake.
  • About requirements for vocational teachers to teach people with disabilities always to ensure "standard of vocational teachers' and additional communication requirements and attitudes to work with people with disabilities. Generally teachers to teach people with disabilities are required higher on communication skills and attitude, perseverance at teaching and working with PWDs.
  • The form of vocational training teachers to teach people with disabilities in many different forms. In training schools, almost of teacher is primarily formal vocational training then learn more about communicating with people with disabilities. For vocational training in the production base, the teachers are skilled workers, not trained or refreshed only done on emotions.

Through research, the team came up with proposals for vocational training for people with disabilities and vocational training teachers to teach the disabled. To complete the theme, research team received a lot of great contributions from schools, vocational training institutions for people with disabilities, people with disabilities and leaders of NUTE- Vietnam and UPI- Indonesia, many organizations in Vietnam and Indonesia. We highly appreciated the cooperation and support of the organization GIZ- precious RECOTVET has provided an opportunity for research team to access and study of "Training for People with Disabilities".
However, in the process to implement the project and wrote the final report cannot avoid these defects the research team would like to receive the comments of all individuals, social organizations domestic and international. All comments should be sent to:


Dr-Eng. Agus Setiawan, Faculty of Technolofy and Vocational Education, Universitas Pendidikan Indonesia (UPI)
Mr. Nguyen Tien Hung, Nam Dinh University of Technical Education


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