Hollander, A., & Mar, N. Y. (2009). Towards Achieving TVET for All: The Role of the UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training. In R. Maclean, & D. Wilson (Eds.), International Handbook of Education for the Changing World of Work (pp. 41-57). Springer.
https://doi.org/10.1007/978-1-4020-5281-1_3

has been cited by the following article:

• TITLE: Technical Vocational Education and Training (TVET) Workforce Skill Development Policy and Strategy to Support 4th Industrial Revolution due to Disruptive Technology

  AUTHORS: Pongpith Tuenpusa, Somsak Boonpoo, Peravat Chaisuk

  KEYWORDS: Disruptive Technology, TVET, Vocational Education, Workforce Skill

  JOURNAL NAME: Journal of Human Resource and Sustainability Studies, Vol.9 No.4, December 16, 2021

  ABSTRACT: Research papers on Technical Vocational Education and Training Workforce Skill Development Policy and Strategy to Support fourth industrial revolution due to Disruptive Technology aim to explore directions, trends, impacts, as well as policies for managing labor issues in the Disruptive Technologies era, studying the opinions of executives of businesses used or affected by Disruptive Technology, as well as obstacles, feedback, focusing on issues, concepts about Disruptive Technologies and vocational education concepts. Research methodology used in qualitative research and procedures for conducting studies. The study results are the impact of Disruptive Technology on Thai workers and technical vocational education and training (TVET) to develop a skill for the Thai workforce during disruptive technology, educational management to develop Thai people in the Thai era.4.0. Therefore, two focuses must be placed on: 1) increasing labor skills and 2) educating new workers under reality. In conclusion, the article outlines the approach of skill development to the labor force that must be advanced in the era of Disruptive Technology. It was briefly explained that realistic work means workers with flexible knowledge and skills adapting to advanced technologies. Therefore, for work to meet the required standards, TVET development requires a professional standardization process, namely information related to work knowledge. Creating the necessary skills and attributes requires operational standards. Procedures and scope of operation operational equipment prove performance and expertise in technical skills knowledge, competence, and performance results and policy recommendations on the government sector: Private Educational Institutions in managing labor issues in the Disruptive Technology era.