Lesson learned from the Development and Implementation of National Teacher Standards in ASEAN Member States and China

As inputs for the development of Regional Technical and Vocational Education and Training (TVET) Teacher Standard, Regional Cooperation Platform (RCP) under GIZ-RECOTVET (A German funded Platform to Improve the quality of TVET teacher in Southeast and East Asia, conducts a research project in 8 Southeast Asian countries plus China. The focus of the research is to describe the process of the development, dissemination and implementation of the national teacher standard. In addition, the research also collected respondent’s expectations of the proposed Regional TVET Personnel Standard, which was focused mainly on Teacher Standard. Using mixed research methods, the data were collected using survey questionnaires, interviews, and documents analysis. A survey questionnaire was distributed to TVET teachers and administrators/principals. Interviews were carried out to national committee and selected TVET teachers and administrators. The findings showed that Indonesia, Malaysia, Philippines, and Vietnam have developed and implemented the national-level teacher standard. Thailand has developed the standard but no survey result was available. Other countries Cambodia and Lao PDR, standard for TVET teacher has been developed and soon to be implemented. Brunei Teacher Standard was developed and implemented at general schools but not at TVET schools and colleges. In China, the standard has been developed but the implementation was inconclusive, 80% of respondents perceive it as not being implemented. From the findings in can be summarized that there are similarities in the steps of developing teacher standard at the national level, but the number of steps can vary from a simple 4 steps such as in China to a long 9 steps such as in Vietnam. There are common dissemination methods practiced in these countries. The most common ones are (1) Shares in the Government websites, printed materials seminars, workshops, (2) uses mass media and magazines, (3) works with the school administrators, and (4) Issues circulars or memoranda, emails, and develops a guideline. Components in the national TVET teacher standard vary from country to country, especially in regards to terms being used and grouping the components. The findings show some common issues/problems in the development and dissemination stages. The most common issues and problems are (1) Unclear guideline, (2) Limited briefing or capacity building, (3) Resistance from some teachers, (4) The briefing and socialization did not reach all teachers, and (5) Involvement of industry was very minimum. To address the issues/problems, the respondents recommended: (1) Involvement of industry (2) conduct research or monitoring & evaluation to see its effectiveness, and (3) Dissemination process need to be improved. There were different strategies in implementing the national teacher standard. However, there are some common strategies: (1) The Central government directs the implementation supported by the departments, (2) The national body or a committee develop assessment guide and classification, and (3) Some use the standard as a self-assessment by teachers. During the 2 implementation, there were some issues/problems: (1) Limited time in preparation, (2) Limited briefing and capacity building, (3) Standard was not detail, no clear instruction, no division was assigned for teacher assessment. In response to the issues and problems during the implementation stage, the respondents recommended the followings: (1) Start pilot project in several areas, (2) train core lecturers, (3) Monitor & evaluate every stage of the processes. In regards to the expected Regional TVET Teacher Standard 6 countries preferred the regional standard that has few levels and 2 countries preferred 1 level. In terms of model or the main components covered in the standard, 5 countries preferred Model 2, and two countries preferred Model 1 and Model 3. Model 1 consists of Basic and common (Professional) and (Communication, problem-solving, team work, etc.) and Core/functional (teaching, learning, and assessment). Model 2 consists of Pedagogical, Personality, Social, and Professional. Model 3: Education laws and regulations; Pedagogy and pedagogical psychology, Didactic and teaching methodology, and Subject-based methodology. The most common perceived benefits from having a regional TVET teacher standard are: (1) To improve the quality of TVET overall, (2) As a benchmark among teachers in ASEAN countries and possibly increase mobility, (3) To strengthen ASEAN integration through harmonized TVET development in the region and having platform for benchmarking. The regional TVET Teacher Standard can be used (1) To review/update the existing national standard, (2) as an added reference and value of the national standard, and (3) as a reference only. There are some concerns shared of having the regional TVET teacher standard: (1) Language and cultural barriers, (2) Political influence which affects commitment, (3) Limited capacities of TVET personnel and resources in some country members, (4) Technical competency is not emphasized, (5) Lacking of Industry participation & support, and (6) Member countries have different status of TVET. In anticipation, the respondents suggested the followings: (1) The regional standard should be flexible enough for the members to adopt, (2) The standard should integrate recognition of prior learning, (3) Before full implementation, conducting a pilot and capability building programmes are necessary, (4) Include various Ministries handling TVET, (5) Provide complete and clear guideline to all teachers, and (6) Make sure that the standards shall be specific, operable, and shall be applied to all teachers.