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Recent Framework of TVET Teacher Education in a Country on the Path to Reform: An Analyses of Myanmar's Critical Challenges

Recent Framework of TVET Teacher Education in a Country on the Path to Reform: An Analyses of Myanmar's Critical Challenges
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Author(s): Frank Bünning (Otto von Guericke University, Germany) and Ulrike Schmidt (Otto von Guericke University, Germany)
Copyright: 2018
Pages: 22
Source title: Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-5631-2.ch022

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Abstract

This chapter discussed TVET teacher education in Myanmar on the threshold of the 21st century; a qualitative analysis of the present state of the art. Recent status of Myanmar's TVET system was highlighted and the chapter strongly maintained that qualified and motivated teachers and instructors are key for effective learning and are as well at the heart of TVET quality. The chapter provided a comprehensive problem scenario with regard to TVET teacher training; to mention a few, that there is a low awareness for the relevance of TVET in general and with respect to its potential to develop a country's skilled and semi-skilled workers. In comparison to university degrees, graduating from training courses at vocational institutions is not perceived as a valuable career option. Lastly, this chapter attempts to add to the collection of vocational education and training research by consulting a case in Myanmar – a country which currently possesses only a sparse amount of data in this field.

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