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For more than two centuries, the world has experienced massive changes that have affected how we all live and work. First came the movement of peoples from foraging to farming, from agrarian to industrial, and from rural to urban. At a faster rate of development, the second revolution made mechanical power and mass production the norm. Then less than 50 years ago, the world was introduced to digital technology, automation, personal computers, and the internet. Now we have entered the fourth industrial revolution, where such phenomena as robotics, 3D printing, and massive virtual communities have encroached upon our lives. The implications for humankind are vast. While interest abounds in figuring out new technologies, we have been reminded by Klaus Schwab that “all of these new technologies are first and foremost tools made by people for people”. An important aspect of the fourth dimension is the need for human development through vocational education and training. Curricula, credentialing, social skills development, and public-private collaboration locally and globally are critical to preparing the current and next generations of the workforce with adequate 21st century skills.

The impact of globalization on TVET is unprecedented. Changing in the social and economic landscapes has transformed the theory-practice nexus in TVET teacher education. Another revolution is needed to transform TVET system and to prepare TVET graduates for the 21stcentury realities. Drawing on the sustainable development goals, TVET must focus on the whole learner – morally, intellectually, physically, socially and aesthetically. In the new economic era, digital intelligence, multi-literacies, innovative and inventive thinking and enterprising are keys to the 21st century TVET model. Authentic learning typically focuses on solving real-world and complex problems using role-play exercises, problem-based activities, gamification, case studies, and active participation. The emergence of digital learners has changed the teaching-learning paradigm. Gen-Zs take advantage of the enormous resources of the cyberspace by using digital technologies to create something innovative and impressive. The social learning environments are inherently multidisciplinary, thus, authentic learning could be a dynamic tool to enhance learning and to provide opportunities for students to engage in higher-order thinking and active learning. Economic, social and technological advancement poses many challenges to TVET educators. Hence, TVET educational leaders need to focus on seeking new innovative models of TVET teacher education, pedagogy and learning, and support services. World-class TVET teacher education program could attract best students. In order to raise teachers and students’ competencies and standards, it is not enough to declare high performing schools; it is critical to develop thinking and well-rounded students who are the future high performing thinkers and innovators. For the innovation culture to flourish, granting flexibility and autonomy is a way of moving forward. To be competitive and sustainable and to gain international recognition, Asia Pacific countries need to develop transnational standards for TVET teacher education and training with a multidisciplinary and innovative orientation. To be resilient, Asia Pacific region needs a dynamic and sustainable TVET teacher education framework or a roadmap for producing quality TVET teachers in the context of sustainable development. Finally, the future education will be more digitized, interactive, personalized, multidisciplinary, and innovative.

Secondary vocational school education in China used to be employment-oriented for many years, but this feature has been recently changed due to the easier way for vocational students into colleges or universities for further education with the new establishment of modern vocational education system and the more difficulty for them to find a job in labor market, especially so after more application of industrial robots in Chinese manufacturing. Now in most coastal and industrialized areas in China, only 1/3 of vocational school students choose to enter labor market immediately upon graduation, which has totally changed the landscape of secondary vocational education in China. The vocational school curriculum has been changing from the unicity of employment-oriented education into the diversity of preparing students for labor market, for further education in colleges home and abroad, or for starting new business. This paper is to explore the context, causes as well as consequence of this great new change for China today and tomorrow.

With the technology breakthrough called Deep Learning triggered, discussions about the fear of “techno unemployment” that is deprived of employment by AI and robots got into full swing. For example, according to a joint research between Nomura Research Institute and Oxford University, Japan suggested that 49% of employment is likely to be replaced with AI or robots within the next 15 to 20 years. There is also a view that the innovation of AI, IoT and robotics will bring forth the Fourth Industrial Revolution, while increasing labor savings will create new employment needs. The Ministry of Economy, Trade and Industry with this idea gathered experts and repeated discussions on the Fourth Industrial Revolution and compiled a report titled "New Industrial Structure Vision" in May this year. The report depicts the strategy and roadmap for Japan to successfully ride the wave of the Fourth Industrial Revolution and achieve economic growth. It also shows the direction of education and human resource development accompanying labor migration to human resources development and growth fields in response to the change in employment structure accompanying the Fourth Industrial Revolution. Its pivot is to revolutionize the way of education and human resource development radically to bring up talented persons who create new business. Specifically, it is to develop the following three together; (1)Human resources development at the top tier, (2)Raising of middle-skill human resources through university education and working adults training, (3)Fostering basic qualities and abilities at primary and secondary education. The third (primary and secondary education) means nurturing qualities and abilities in anticipation of a society that is entering the Fourth Industrial Revolution. The concrete direction is as follows; (1)Fostering qualities and abilities such as ability to master information, data and IT for creative problem discovery and resolution, ability to work with diverse people, sensitivity and leadership, motivation to challenge. (2)Improvement of learning about understanding of significance of algorithms, programming, analysis based on data.

Industrial trends and the present knowledge-based economy are having a large impact on Taiwan. These trends have become a driving force for enhancing Taiwan’s competitiveness and economic growth. Locally, Taiwan’s universities and colleges have undergone transformation with regards to their mission, goals, business orientation and the ‘education industry’. Upgrading industry’s technology continues to drive Taiwan’s economic growth, adding additional responsibility for universities and colleges to ensure that industry talent is fostered, new and diverse financial business models and strategies are created and implemented, including the recruitment of teachers with international perspectives are pursued, for the purposes of nurturing and developing talent suitable for a knowledge-economy-based society. Universities and colleges have responded by promoting off-campus college internship programs and rigorous teacher practice and training experiences. With the establishment of industry-oriented - interdisciplinary programs positive results have been gained with regards to: supporting and fostering relationships with professionals in order to strengthen students’ basic learning and skill competencies as they pertain to industry, cultivate students’ desire to embrace continuing education and to promote professional development for teachers. Innovation is a key to building campus environments that will be beneficial for the success of industry-university cooperation. Government support with relevant laws and regulations that are updated to meet 21st century expectations will provide the necessary mechanisms for school intellectual property and other desired outcomes. TVET 4.0 transforming in Taiwan include customized TVE education for enterprise, intelligent TVE operating, effective TVE talent cultivation, and Integrated TVE professional curriculum. In order to response to impact from industrial 4.0, MOE in Taiwan is promoting to deepen and transform higher education. Besides, speeding TVET reconstruction is undergoing as well.

The purpose of this paper is to prepare measures to facilitate the MRA between Korea and Australia. In order to achieve this objective, the following welder qualification was chosen in the benchmarking as a preliminary process before MRA. This paper also aims to provide comprehensive national strategies that will give coherence to the qualification, which will contribute to effectively responding to the policy needs explore to MRA. The aim of this paper is to benchmark the skills required for a welder-metal fabricator in both Korea and Australia, with a view to developing and validating agreed core occupational standards for a welder-metal fabricator in both countries. As a joint research between both countries, the work is being carried out through a consensus approach to identify common core skills required by industry in both countries. Initial benchmarking involved comparing the Korean National Competency Standards (NCS) against Australian units of competency in Training packages at a high level. The current Korea-Australia project is also challengeable in terms of language, culture, distance, however, have meaningful aspects not only just left as a formal documents but also is working towards practical frameworks to facilitate cooperation issues such as TVET, workforce mobility. etc.

In Japan, the number of the professions with the NVQ has increased more than 3 times during this 40 years. This has been supported by the expansion of the female dominated professions. The males in these areas are only a few but rapidly expanding in the ratio. By my research in the EHIME prefecture, there seems to be some differences especially between the nurses and the educational professions. The educational professions tend to enter the educational institutions shortly after having graduated from the high school, whereas the 40 percent of the male nurses do not. The male professions did not have the present job aspirations in the earlier time, compared with the females. In addition, the nurses and the education professions tend to have more items to be referred for the course selections.

Due to the rapid growth and change of modern society, people want to take rest and want to be comforted. Tradition depicted as follows, "Eating alone" and "drinking alone" are being created in Republic of Korea. Green care, which combines the various resources of agriculture and rural surroundings to care and therapeutic activities, has already started into an industry for the stress diminishing of modern people. For the development of Green care business, the professionals’ competency is the very important. The purpose of this study is to analyze the competency gap between ideal competency and the existing competency of 79 Green care related business or organizations in Republic of Korea. It has been analyzed the needs assessment by using IPA method in Borich needs assessment, and The Locus for Focus Model by Cho. In this research, it found that Green care professional need to develop the business plan and financing competency, business promotion and marketing competency, customer security and protection competency, business networking and resource searching competency, customer collecting and management competency (maintenance, expansion, monitoring). For the results, we should recommend that Green care professionals are required to have professional management skills such as sufficient ideas and experience to carry out Green care activities, business plans, business fund, publicity and marketing, security, and customer management for business expansion should be trained for more able manpower.

The purpose of this study is to present a process by which we can forecast how the world of work will change with the development of technologies. In order to forecast how work will change with the development of technologies, we believe that following notions should be considered: 1) technologies are the means to realize certain norms and public values in a society; 2) and it is necessary to understand which vision of the future the society imagines and how this vision evolves. Based on this assumption, we will discuss the fact that the 4th Industrial Revolution-related technologies debated in depth in our society are aiming at the transhuman society, and what changes in works and duties can be expected as a result.

Revitalization of vocational education in Indonesia is implemented based on Presidential Instruction (Inpres) No. 9 of 2016 on Revitalization of Vocational Schools (SMK) to Improve the Competitiveness of Human Resources of Indonesia. This Inpres became the foundation of the Directorate of Vocational Education in the ministry of education and culture as a work unit directly mandated to carry out the realization of SMK revitalization. Road Map revitalization of SMK 2017-2019, referring to four challenges of education in Indonesia, (1) The fourth new Industrial Revolution just present, (2) ASEAN-level globalization which has been enforced through ASEAN Economic Community, (3) The fulfillment of human resource in the 2045 gold generation by utilizing the momentum of demographic bonus, and to (4) the presence of millennial generation of Indonesia. The revitalization of SMK is done gradually taking into account the vast and diverse potential of Indonesia's territory, resources, and real labor needs to support the economic development and development of the region. Considering the foregoing matters, the Directorate of Vocational Education for the fiscal year 2017 together with the team of higher education has selected 125 SMKs focusing on four areas of expertise as piloting the implementation of the SMK Revitalization Program covering areas of expertise: (1) Agriculture (agribusiness and agro technology for food resilience), (2) Maritime, (3) Tourism and (4) Creative Industries. Higher Education in this case is the university preparing teachers and vocational workers are expected to play an active role to jointly with other vocational education and training institutions involved in preparing, managing strategies, implementing, directing and supervising revitalization activities in several vocational schools as pilot projects. The focus of revitalization activities involves curriculum alignment, institutional, learning or instructional innovation, capacity building of teachers and education personnel, standardization of facilities and infrastructure, and industrial cooperation. In general, there are two roles of higher education in this context , first in terms of preparing and developing vocational teachers (pre-service and in-service training), and second, as part of SMK revitalization.

This paper tries to clarify the relevance between institutionalizing idea and sociological factors through the analyses in institutionalizing process of the new Vocational University which was decided to construct in May 2017. Challenge was the way of existence for total higher education system in Japan. Discussions on the profile of new work force, possibility to train new work force in existing university or colleges, worth for conferment of academic degree and international communality of students’ outputs etc. were consistently exchanged between existing university-junior college side and vocational education side. At the same time, there were some internal differences among specialists concerned in the vocational education and some demarcation conflicts between two departments in Ministry of Education. To make discussions convergent, the roles of economic organizations, specialists concerned in industrial university and technical college were so significant.

The Korean rapid and high economic growth in the past was possible through vocational education and training of a highly qualified workforce. However, worldwide recession in the late 1980s significantly slowed down the economic growth rate in Korea. Korea now faces high mismatch(youth unemployment and labor shortage in SMEs) at the same time, this situation calls for reforms in vocational education and training systems. The comprehensive system of vocational education and training needs to go through a continuous reform effort in order to adapt to the changing environment and needs for Lifelong-Learning society. The Vocational Education and Training is to enable the individual to acquire knowledge, skills and attitude that the chosen occupation demands. In spite of the same meaning and purpose, the providers of vocational education and vocational training system are different. Vocational education is conducted in vocational high schools and colleges for 2-3years under Ministry of Education, on the other hands, vocational training is conducted in public and private vocational training institutions and corporate training center under Ministry of Employment & Labor for specific gravity of months up to 3 years. In order to reduce the mismatch and enhance the comprehensive system of VET(VE+VT), vocational education and vocational training should be linked tightly through the NCS( National Competency Standards) in the concept of lifelong learning. Korea NCS is a set of standards which identifies and standardizes competencies required for successful job performance. From this, field based education and training and qualification as well as the company's personnel management and employee career development can be made systematically. In addition, the waste of national manpower and budget and consumer-oriented human resource development system can be deployed. This paper aims to take a look at the current status of vocational education and training, and suggest the new directions for strengthening the qualitative service of vocational education and training through NCS in Korea. The results is as follows. First, NCS and course-based Qualification is more activated as the means of VET connection which can be contributed VET, qualification and HRM. If people are assed their skills accurately and supplied in the labor market, the company has the opportunity to reduce recruitment cost due to improper selection and facilitate labor movement for flexibility. Second, on a societal level, the role of vocational education and training should focus on making a contribution to constructing a society where occupational ability is more valued than academic credentials. Third, on a national level, the role of vocational education and training should make a contribution to constructing an infrastructure (ex, NQF) for a nation based on knowledge and information technology. Forth, the comprehensive system of vocational education and training needs to go through a continuous reform effort to adapt to the changing environment and needs. Such effort should include clearer identification and categorization of education and training types and methods, and systematization of the conditions and procedures of qualifying educational training providers through the participation of the different stakeholders, such as the corporations, non-profit organizations and social groups and individuals, etc. As the domestic training market opens, an environment should be created which fosters fair competition and management of the quality of vocational education and training.

The construction of achievement assessment standards is an important way to standardize management and improve the quality of vocational education. According to the characteristics and needs of teaching quality management in their vocational education, Britain, Germany and Japan designed different models of vocational education achievement assessment standards, including the type of the refinement and decomposition, the grade rating, the works process-oriented, the hierarchical description and the achievement of educational goals. Although the vocational education achievement assessment standards in these countries are different, they are common in terms of development and revision. Rational learn from common experiences of other countries, China should establish a collaborative mechanism for public administration implementation and develop the vocational education performance standards development guidelines based on the consistency of education standards and education policy and employment policy. To improve its objectivity, authority and efficiency, China should keep the teaching quality standard system construction as the central task, perfect the teaching quality guarantee system with internal and external interaction, revise performance standards based on the teaching quality monitoring and research achievements at home and abroad.

From the reality of the lack of the high-skilled people and the difficulty of college students’ employment, based on the experience which the economic developed countries have in the education structural adjustment, this paper analyzes our country's higher education structural adjustment and the necessity of the transformation of local colleges .

The purpose of this paper is to analyze the characteristic of the higher vocational education in Japan by focusing on the logic that each committee had in the discussion on establishing “Universities of Applied Sciences”. The discussion was located as the reforms of universities finally, but it had also been that on establishing the new institution to have existing colleges of vocational education move there in the middle of the discussion. Especially, the specialized training college which isn’t the formal school stipulated in the article 1 of the School Education Law has desired to move to the new institution which is located as non-university and become the formal school in the article 1 of the School Education Law. However, they couldn’t realize because the new institution is located within the system of university finally. Hereafter, colleges of implementing vocational education newly should improve to their systematic position.

The purpose of this study is to determine what competencies are needed for workers in the Fourth Industrial Revolution era. In order to achieve the purpose of the study, literature review was carried out on the research on the Fourth Industrial Revolution and workers' competence published after the WEF(2016), and the ‘skill/ability family’ proposed by WEF (2016) was used as a framework for analyzing competencies. As a result, 'creativity' and 'social skills' were found to be the most necessary skills for workers in the era of the Fourth Industrial Revolution. Therefore, it is necessary to actively discuss ways to improve 'creativity' and 'social skills' in the field of Vocational Education. It is also necessary to review and discuss whether qualifications in each country currently have a qualification system to verify these competencies.

The objectives of this research are (1) identifying duties of machine tool operators in small and medium enterprises; and (2) identifying tasks carried out by machine tool operators in small and medium enterprises. This research uses descriptive research method. The study participants were eight machine tool operators from five small and medium enterprises in Yogyakarta, Indonesia. Methods of data collection using document review, observation, questionnaires and focus group discussions. Data analysis using descriptive analysis. Results of research: (1) 5 duties done by machine tool operator are identified (maintain safe work environment, maintain the machine tools, analyze blueprint, perform machining operations, clean machine and workplace), and (2) 27 tasks executed by machine tool operator are identified; 22 knowledge and skills; 17 behaviours; and 18 machines, tools and equipment required by machine operators.

This study aims to examine the effect of OA certificate and MS office application ability on the academic achievement and participation in the NCS communication college class. The acquisition of OA certificate and MS office application ability were identified with 187 participants who attended NCS communication skill class and academic achievement and class participation of NCS communication skill class were investigated. And the regression analysis was conducted to identify and confirm each influence. The result of research are shown as the higher MS office application ability, the more positive influence on the class participation.

The purpose of the study was to analyze the effect of contingent and permanent employees in Korea on the job satisfaction through meta-analysis. A total of 230 effect size cases were extracted from a total 95 articles and thesis selected for the final selection. The conclusions as a result of analysis were as follows. First, the study on the job satisfaction of contingent and permanent employees in Korea was the most performed in job of health, medical, food and service. Second, contingent employees have lower job satisfaction than permanent employees, and the difference was moderate. In the previous research, there were different results about the job satisfaction of contingent and permanent employees. As a result, the job satisfaction of contingent employees was lower than permanent employees and the difference was normal. Third, job satisfaction of contingent employees was much lower than that of permanent employees in financial, insurance, food and service - related jobs. On the other hand, job satisfaction of contingent employees was higher in health and medical care, social welfare and religion - related jobs. Fourth, contingent employees were less satisfied with wages, promotion, working environment, human relations, and work than permanent employees. The difference of wage and promotion satisfaction was nomal and satisfaction of human relations was low.

Curriculum is considered to be a bridge for the realization of teaching objectives. In order to train high-quality technical and skilled talents who are the right person that social development needs so that our country promulgated a series of policies which can promote the curriculum reform of vocational education. Through the analysis of such curriculum policies, we can found that movements and intrinsic curriculum values of the curriculum policy of vocational education in our country since the new century. This paper tries to make people think about the curriculum policy of vocational education deeply and provide directional guidance for the curriculum reform of vocational education in our country.

Entrepreneurship education in Malaysia mainly focuses on general knowledge, perceptions, intentions and characteristics to become entrepreneurs. There is still a paucity of empirical research that emphasize the environment in which the study defined as an entrepreneurial learning ecosystem while it is calculated as a ratio of no less importance in entrepreneurship education. This paper will discuss the role of entrepreneurial learning ecosystem within the scope of learning in vocational colleges. A systematic review technique using published articles and books will be used to get information about the topic. The result is a discussion of the ecosystem model of learning, academic plan within college environment and entrepreneurial learning processes. This study proposes a conceptual framework that consists of a three dimension which are academic plan, learning proces and environmental influences in the development of an entrepreneurial learning ecosystem as a basis for future research. In conclusion, the concept of an ecosystem provides a comprehensive overview of the role of the components, processes and influences that range in the vicinity of entrepreneurial learning in vocational colleges.

The purpose of this study is to consider about whether STEM education in Japan will be able to affect to vocational or career consciousness of students, with referring the data of the transition of women' graduate admissions and the transition of the place of employment after graduating after 1996th. Employment trends of science, engineering, agriculture, other graduate students are as follows. 1) Increase both the Graduate School of Japanese have been associated with the employment situation; information processing technology has been increasing employers until 2000 was called the IT revolution; all categories have been increasing employers until 2007 because most workers retired; and numbers of employers dropped sharply in 2011 to 2012, for which the Great East Japan Earthquake. 2) In all fields, but showed the number each employment is close in 1996, it has greatly loosened in 2016. 3) Science students: After 2011, number of students who become scientists and chemical engineers are greatly decreased, number of students who become information technology engineers are increased. 4) Engineering students: Since 2011, the number of students to become an agriculture, forestry and fisheries and food engineers, mechanical engineers, electrical engineers, and chemical engineer shows a value lower than 1996 years. Instead, the number to be in civil engineering, architecture, surveying engineers and information technology who is in the 3 to 4 times. 5) Agriculture students: Until 2008 all of the employment had increased, however, numbers of forestry and fisheries and food engineers even agriculture have decreased since 2008.

The fields of technical and vocational are fast becoming prime choices of the school leavers. Not only the fields are important industry-wise, they seem to be practical too as choice of related occupations. The challenge is to instil interest in students for these fields through relating technical and vocational with science, technology, engineering and mathematics (STEM) because they are intertwined with one another. The purpose of this study therefore was to develop a set of six STEM lesson plans with higher level questions inclusive. Two similar sets of pre and post-tests made up of higher level questions were developed as instruments to test the effectiveness of the lesson plans in increasing the achievement of elementary students in two schools and taught by two teachers. Quasi experimental design was used for this study involving 120 students from 4 classes. Half of them formed treatment groups and another half the control groups. The pre-test and post-test contained two sections, a and b which were objective and subjective sections consecutively. The data obtained were analysed using the Statistical Package for the Social Science (SPSS) and the findings were presented through frequency, mean, standard deviation and t-test. The results from the data collected showed the achievement of the treatment groups were significantly different from the control groups. And the means of the treatment groups had increased significantly compared to the control groups. Infusing science, technology, engineering and mathematics in lessons attracted the students to learn. Asking open and higher level questions to the students in schools are the foundation of training for the students to embark on technical work in the future or at least to come to understand how industries work.

Creativity is the main element for all countries and organizations to maintain their sustainability. To achieve high-income nation in year 2020, Malaysia government admit that creativity is one of the main element that have to be focus on. The objective of this study is to find out more information about creativity in a private education centre, and suggest how to improve the competitive advantage of the company base on the information. The study was conducting using questionnaire by qualitative study with descriptive method. The study population was Lestari Kemajuan Education students. There was 92 respondent involved in the answering the questionnaire. A pilot test was conducted and the reliability of the instrument was α=0.808 which is bigger than 0.700. The data collected was analyzed by software Statistical Package for Social Science. The study show the average mean of creativity level of students fall in middle. There are no significant relationship between the level of creativity and gender and socioeconomic background of students. There is a weak relationship between the level of creativity and average science result in school of students. The finding show there are no significant difference between the level of creativity and gender and socioeconomic background of students and low significant difference between the level of creativity and average science result in school of students. Overall, the study show the creativity of students in Lestari Kemajuan Education and recommend how to improve it.

It is more important for vocational school to cultivate talents in process of training students’ skills. The key to improve the quality of vocational school is to develop curriculum to meet the demands of the enterprise ‘skilled personnel. This research show demands of skilled personnel in mechanical equipment maintenance professional by survey of 63 enterprises in Tianjin. It provides the basis for curriculum development of professional mechanical equipment maintenance.

In this study, the vocational training and strategies of beauty education in Korea and Taiwan are the main variables to explore the era of knowledge economy. The development of process and strategy in vocational education and training was investigated by researchers in the Korean beauty technical school and Taiwanese beauty technical school on the high educational level. Data collection in this study used field visits to confirm the status and strategy of vocational education and training of beauty in the Korean and Taiwanese universities. Then, each variable was analyzed by SPSS. Eventually, this study found that the success from vocational education and training of beauty in the Korean and Taiwanese Universities was influenced by several factors including created a unique vocational educational model, established a multi-level, multi-level, multi-category, pre-service, and on-the-job vocational education and training network.