How do Experiential Learning and the Qualification Framework Articulate the Development of TVET for the Achievement of Sustainability?
The Global Action Programme (GAP) on Education for Sustainable Development (ESD), which was launched by UNESCO in 2015, has stressed the shifting of Technical and Vocational Education and Training (TVET) in the main stream and the significance of TVET for the sustainable development. TVET, by providing technical and practical job-related training and education, enables people to acquire skills that are needed in the workforce, especially in the ever-changing world of the 21st century. The Southeast Asian Ministers of Education Organization (SEAMEO), supported by UNESCOW, dedicate to promote of sustainable human resource development. Among their seven priority areas (2015-2035), Priority #4 is “promoting TVET among learners, teachers and parents with more visible investments and relevant curricula that focus on creativity and innovation, with a clear pathway to lifelong learning, higher education and regional labour, skill and learners’ mobility”. While TVET is taking a big portion and a significant role of whole workforce, it is facing the challenge of how to strengthen the TVET with appropriate curriculum and learning and teaching strategies. This article discusses how experiential learning and the qualification framework articulate the development of TVET for the achievement of Sustainable Development Goals (SDGs).
Keywords - Technical and Vocational Education and Training, Sustainable Education, Experiential Learning, Qualification Framework, Lifelong Learning, Higher Education, Creativity and Innovation.