Research Report (Dec 2016)

h. How could these challenges have been avoided?
9. Do you have any recommendations for the implementation of

Regional (ASEAN) Core Standards for TVET Teachers?

Part C. EXPECTATION FOR THE REGIONAL CORE STANDARDS FOR

10. What are your expected components to be included in the Reg
(ASEAN) Core Standards for TVET Teachers?
 Anything that may compromise pedagogical,
technical/vocational, personal attributes?

11. Which structure/model would you recommend for the Region
Core Standards for TVET Teachers?

12. How will you use the Regional (ASEAN) Core Standards for TVE
teachers?
c. Could the new standards be used as a
referencing/benchmarking/strategic tool to improve th
Core Standards for TVET Teachers?)
d. Are there other strategies that may be relevant?

13. What would be the perceived benefits of having Regional (ASE
Standards for TVET Teachers?

14. Where do you see possible challenges?
15. Do you have any other suggestion for developing the Regional

Core Standards for TVET Teachers?

f the
R TVET PERSONNEL (Esp. TEACHERS)
gional

nal (ASEAN)
ET
he National

EAN) Core
l (ASEAN)

225

INTERVIEW QUESTIONS FOR THE NATIONAL C

Name of Interviewer (optional): __________________________In
Name of Interviewee (optional): __________________________P

Part A. DEVELOPMENT PROCESS OF NATIONAL STANDA

2. Process and the Committee

1. What were the processes involved in the development of the
Core Standards for TVET Teachers?
a. How long did the process take? (Starting from having the f
to discuss the standard up to producing the first draft of th

2. Who were involved in the development process?
a. What were the qualifications of those involved?
b. Did they have practical experience?
c. Did they have teaching experience?

3. Who assigned them?
a. Which positions and qualifications did those in charge of g
assignments have?

4. What was the organisational structure of the team and comm
5. Did they hire consultants?

a. Who and where are they from?

3. Contents and Structure

Appendix E

COMMITTEE OF TVET PERSONNEL STANDARD

nstitution and Country : ______________________________
Position in the committee: ______________________________

ARD FOR TVET PERSONNEL (Esp. TEACHERS)

National

first meeting
he standard)

giving
mittee?

226

6. What are the main components of the competency standards,
teacher standard?
a. What are the sub components in the competency standard

7. Is there any levelling or grouping of the competencies for cert

8. Are there performance indicators described in the National Co
Standards for TVET Teacher?

9. How are the National Core Standards for TVET Teachers struct
4. Dissemination

10. Please describe the chronological process of disseminating the
Core Standards for TVET Teachers?
a. What were the steps?
b. Was there a guideline?
c. How long did the disseminating process take?

11. Who was in charge of the dissemination process?
12. Who else was involved in the process?
13. Which positions and qualifications did those involved have?
14. What were the strategies or ways of disseminating the Nation

Standards for TVET Teachers?
a. What types of documents did you disseminate?
b. In what form did you disseminate the documents?
c. To whom did you disseminate the National Core Standards

5. Issues and Recommendations

, especially
ds?
tain levels?
ore
tured?
e National

nal Core

s?

227

15. What concerns and issues did you raise in the development an
dissemination process?

16. What suggestions or recommendations to improve the develo
dissemination process can you give?

Part B. IMPLEMENTATION OF NATIONAL STANDARD FO

17. What is the level of education and training for TVET teachers b
conducted to meet the requirement of qualified TVET teacher
Degree, Bachelor’s or Master Degree)
a. What are the required courses?
b. What is the duration of the needed education and training
programme?

18. What are the requirements to become a training provider of T
teachers?
a. What type of institution does it need to be?
b. What is the needed status in accreditation that examines t
financial, equipment, and infrastructure of the institutions

19. What are your challenges and issues in the implementation of
National Core Standards for TVET Teachers?
a. How have you managed and addressed these challenges?
b. How could these challenges have been avoided?

20. Do you have any recommendations for the implementation of
Regional (ASEAN) Core Standards or TVET Teachers?

nd
opment and

OR TVET PERSONNEL (Esp. TEACHERS)

being
rs? (Diploma

g
TVET

the status of
s? (if apply)
f the

f the

228

Part C. EXPECTATION FOR THE REGIONAL CORE STANDA

21. What are your expected components to be included in the Reg
(ASEAN) Core Standards for TVET Teachers?

 Anything that may compromise pedagogical, technical/
personal attributes?

22. Which structure would you recommend for the Regional (ASEA
Standards for TVET Teachers?

23. How will you use the Regional (ASEAN) Core Standards for TVE

a. Could the new standards be used as a
referencing/benchmarking/strategic tool to improve th
Core Standards for TVET Teachers?)

b. Are there other strategies that may be relevant?

24. What would be the perceived benefits of having Regional (ASE
Standards for TVET Teachers?

25. Where do you see possible challenges?

26. Do you have any other suggestion for developing the Regional
Core Standards for TVET Teachers?

ARDS FOR TVET PERSONNEL (Esp. TEACHERS)

gional
/vocational,
AN) Core
ET teachers?
he National
EAN) Core
l (ASEAN)

229

Appendix F

INTERVIEW GUIDE

General guideline
1. The interview will be conducted to the Committee Members involved in development and
implementation of national standard for TVET personnel, especially teacher standard. In
addition, interview will also be conducted to selected (5 to 10) technical and vocational
teachers and school principals/directors as a follow up from the survey/questionnaire.
2. The function of the interview is to complement document analysis and the survey
questionnaire for teachers and principals/directors.
3. In case that the respondent has no knowledge about the question, you may skip to the
next question.
4. The number interviewee can be decided based on the “saturation” level of information
from them. You may stop adding the next interviewee should you think that no new
information can enrich the research findings.
5. You may add more questions as needed to follow up certain questions.
6. To have a backup information, it is advisable to record (sound recording) the interview
upon the agreement or consent from the interviewees.

Interview for National Committee Members of TVET Personnel Standard
1. Please select the coordinators as well as some members of the committee based on your
best judgement.
2. The interview questions may be send by Email so that the interviewee can prepare
beforehand.
3. If they hired Consultants, you may also interview some of them.

Teachers and School Principals/Directors
The primary function of the teacher and school principal/director interview is for clarification of
information gathered from the survey questions and for deepening our understanding on
relevant questions.

230

DOCUMENT ANALYSIS

Name of the documenter : ______________________________
Institution : ______________________________
Country : ______________________________

Part A. DEVELOPMENT PROCESS OF NATIONAL STANDAR

Data Source Question

1. The Process and the Committee

Minutes of 1. What were the processes involved in th
Meetings, of the National Core Standards for TVET
documents
2. How long did the process take? (Startin
Documents of the first meeting to discuss the standar
committee and the first draft of the standard)
those involved,
Assigners 3. Who were involved in the developmen
4. What were the qualifications of those i

a. Did they have practical experien
b. Did they have teaching experien
5. Who assigned them?
6. Which positions and qualifications did t
giving assignments have?

Documents, 7. What was the organisational structure
members of the committee?
team or committee
8. Did they hire consultants? Who and wh
from?

2. Contents and Structure

Appendix G

S GUIDING QUESTIONS

_
_
_

RD FOR TVET PERSONNEL (Esp. TEACHERS)

Answer

he development
ET Teachers?
ng from having
rd up to producing

nt process?
involved?
nce?
nce?

those in charge of

of the team and

here are they

231

Secondary source, 9. What are the main components of the
National Policies standards, especially teacher standard?
and Standards, a. What are the sub components i
Existing documents competency standards?
(policies, exams,..),
Government 10. Is there any levelling or grouping of the
agencies, Teacher for certain levels?
associations,
Consultant 11. Are there performance indicators descr
National Core Standards for TVET Teach
Documents,
Committee, 12. How are the National Core Standards fo
Consultant structured?

3. Dissemination

Existing documents, 13. What was the chronological process of
Committee, the National Core Standards for TVET T
Consultant
14. What were the steps?
15. Was there a guideline?
16. How long did the disseminating proces

17. Who was in charge of the disseminatio
18. Who else was involved in the dissemina
19. Which positions and qualifications did t

have?

20. What were the strategies or ways of dis
National Core Standards for TVET Teach
meeting, workshop, emails, database s

21. What types of documents have been di
standard itself, guide book, other supp
documents)

competency
?
in the

e competencies

ribed in the
her?

or TVET Teachers

disseminating
Teachers?

ss take?
on process?
ation process?
those involved

isseminating the
hers? (Briefing,
sharing)
disseminated? (the
orting

232

22. In what form have the documents been
(soft or hard copy or both)

23. To whom have the National Core Stand
disseminated?

Part B. IMPLEMENTATION OF NATIONAL STANDARD FOR

Data Source Question

Implementation 24. What are the requirements to bec
Committee, Consultant, provider of TVET teachers?
Documentation, Website
of TVET teacher 25. What type of institution does it ne
education providers (university level, teacher educatio
institution)
Documents produced by
the committee and the 26. What is the needed status in accr
consultants, other examines the status of financial, e
documents, and Website infrastructure of the institutions?

Library and documents 27. What is the level of education and
produced by the teachers being conducted to mee
examiners of qualified TVET teachers? (Diplo
Degree, Masters)
a. What are the required course
b. Does it include technical and v

28. What is the duration of the neede
training programme?

29. Please list the types of assessmen
determine qualified candidates w
National Core Standards for TVET

n disseminated?

dards been

R TVET PERSONNEL (Esp. TEACHERS)

Answer
come a training

eed to be?
on and training

reditation that
equipment, and
? (if apply)
d training for TVET
et the requirement
oma, Bachelor’s

es?
vocational courses?
ed education and

nt methods used to
who meet the
T Teachers.

233

Documents, Assessors 30. Who conducts the assessment to
and assesses’ teachers meet the National Core
documentations Teachers?

31. How long does this this process ta

Curriculum vitae, other 32. What are the required personnel
relevant documents qualifications of the assessors?
Documents related to the
persons involved, 33. What agency certifies the candida
National Qualification National Core Standards for TVET
agency
34. What is the level of achievement?
Documents and minute of
meetings 35. What were the challenges and iss
implementation of the National C
TVET Teachers?
a. How have these challenge
and addressed?

36. Are there any recommendations f
implementation of the Regional (A
Standards for TVET Teachers?

o determine if the
Standards for TVET
ake?
and professional
ate who attains the
T Teachers?
?
sues in the
Core Standards for
es been managed
for the
ASEAN) Core

234

235