The very nature of work, labor market composition, and skill requirements are severely affected by technology-driven transformations currently underway with the 4th industrial revolution (4IR). The effect of 4IR technologies on technical and vocational education and training (TVET) and the contribution of TVET to the labor market is explicit. The paper presents the findings of a study that investigated whether TVET institutions are prepared to face the challenges of 4IR. The data for the study were collected by surveying 428 teachers from 15 countries in Asia and the Pacific engaged in science, technology, engineering, and mathematics (STEM) fields at the tertiary level. The findings of our study undoubtedly bring greater attention to the initiatives of TVET in these countries in preparing the workforce for job roles necessitated in the 4IR. The findings can also be used to frame policy recommendations for the growth of economies.
Wickramasinghe, G.; Wickramasinghe, V. Technical and Vocational Education and Training in Asia and the Pacific –It’s Matter for Economic Performance with the 4th Industrial Revolution. Journal of Economic Analysis, 2025, 4, 95. https://doi.org/10.58567/jea04010009
AMA Style
Wickramasinghe G, Wickramasinghe V. Technical and Vocational Education and Training in Asia and the Pacific –It’s Matter for Economic Performance with the 4th Industrial Revolution. Journal of Economic Analysis; 2025, 4(1):95. https://doi.org/10.58567/jea04010009
Chicago/Turabian Style
Wickramasinghe, G.L.D.; Wickramasinghe, Vathsala 2025. "Technical and Vocational Education and Training in Asia and the Pacific –It’s Matter for Economic Performance with the 4th Industrial Revolution" Journal of Economic Analysis 4, no.1:95. https://doi.org/10.58567/jea04010009
APA style
Wickramasinghe, G., & Wickramasinghe, V. (2025). Technical and Vocational Education and Training in Asia and the Pacific –It’s Matter for Economic Performance with the 4th Industrial Revolution. Journal of Economic Analysis, 4(1), 95. https://doi.org/10.58567/jea04010009
Article Metrics
Article Access Statistics
References
Agrawal, T. (2012). Vocational education and training in India: Challenges, status and labor market outcomes. Journal of Vocational Education & Training, 64(4), 453-474. https://doi.org/10.1080/13636820.2012.727851
Amegah, A. (2023). Business without social responsibility is business without morality: Employer engagement in upper secondary technical and vocational education and training schools in Ghana. Journal of Vocational Education & Training, 75(2), 391-415. https://doi.org/10.1080/13636820.2021.1879904
Asian Development Bank (ADB) (2021). Viet Nam: Second upper secondary education development project. Project identifier: RRP VIE 42275. Manila, Philippines: Asian Development Bank. Available at https://www.adb.org/projects/documents/vie-42275-013-pcr (Retrieved 27 April 2023)
Asian Development Bank (ADB). (2018). How technology affects jobs. In Asian development outlook 2018. Manila, Philippines: Asian Development Bank. Available at http://www.adb.org/sites/default/!les/publication/411666/ado2018-themechapter.pdf (Retrieved 27 April 2023)
Asian Development Bank (ADB). (2020). Key indicators for Asia and the Pacific 2020 (51st Edition). Manila, Philippines: Asian Development Bank. https://dx.doi.org/10.22617/FLS200250-3
Bhattacharyya, S., and Mitra, A. (2020). Fourth industrial revolution and India’s ‘employment problem’. International Journal of Social Economics. 47(7), 851-866. https://doi.org/10.1108/IJSE-09-2019-0540
Blackburn-Dwyer, B. (2016). 8 high-tech gadgets that are making classrooms smarter. Available at: https://www.globalcitizen.org/en/content/8-high-tech-gadgets-that-are-making-classrooms-sma/ (Retrieved 27 April 2023)
Blaschke, L.M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. The International Review of Research in Open and Distributed Learning, 13(1), 56–71. https://doi.org/10.19173/irrodl.v13i1.1076
Brewer, D.J., Hentschke, G.C., & Eide, E.R. (2010). Theoretical concepts in the economics of education. In P. Peterson, E. Baker, & B. McGaw (Eds.), International Encyclopedia of Education (3rd ed., Vol. 8. pp. 193-198). Oxford: Academic Press/Elsevier. https://doi.org/10.1016/B978-0-08-044894-7.01210-0
Busemeyer, M.R., & Trampusch, C. (2012). The comparative political economy of collective skill formation. In M.R. Busemeyer, & Trampusch, C. (Eds.), The Political Economy of Collective Skill formation, (pp. 3–38). Oxford: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199599431.003.0001
Butt, R., Siddiqui, H., Soomro, R.A., & Asad, M.M. (2020). Integration of industrial revolution 4.0 and IOTs in academia: A state-of-the-art review on the concept of Education 4.0 in Pakistan. Interactive Technology and Smart Education, 17(4), 337-354. http://dx.doi.org/10.1108/ITSE-02-2020-0022
Carneiro, P., Dearden, L., & Vignoles, A. (2010). The economics of vocational education and training. In S. Bradley, & C. Green (Eds.), The Economics of Education, (3rd ed., Vol. 8, pp. 255–261). Oxford: Academic Press/Elsevier. https://doi.org/10.1016/B978-0-08-044894-7.01737-1
Center for Online Learning (n.d.). Pedagogy, andragogy, and heutagogy. Research and Service Teaching Resources, Center for Online Learning, University of Illinois Springfield, Available at https://www.uis.edu/colrs/teaching-resources/foundations-good-teaching/pedagogy-andragogy-heutagogy#:~:text=Pedagogy%20is%20the%20teaching%20of,learning%20for%20self%2Dmanaged%20learners
Collier, W., Green, F., Kim, Y-B., & Peirson, J. (2011). Education, training and economic performance: Evidence from establishment survival data. Journal of Labor Research, 32, 336–361. https://doi.org/10.1007/s12122-011-9116-7
Darvas, P., & Palmer, R. (2014). Demand and supply of skills in Ghana: How can training programs improve employment and productivity? Washington DC: The World Bank.
Dearden, L., McGranahan, L., and Sianesi, B. (2004). An in-depth analysis of the returns to national vocational qualifications obtained at level 2. Centre for Economics of Education Discussion Paper No. 46. London School of Economics. Available at: https://eprints.lse.ac.uk/19452/1/An_In-Depth_Analysis_of_the_Returns_to_National_Vocational_Qualifications_Obtained_at_level_2.pdf (Retrieved 27 April 2023)
Goger, A., Parco, A., & Vegas, E. (2022). The promises and perils of new technologies to improve education and employment opportunities. Brookings Institution. Available at https://www.brookings.edu/research/the-promises-and-perils-of-new-technologies-to-improve-education-and-employment-opportunities/ (Retrieved 27 April 2023)
Gonçalves, C.U. (2019). Financing TVET: A comparative analysis in six Asian countries. France: Agence Française de Développement (AFD). Available at https://www.afd.fr/en/ressources/financing-tvet-comparative-analysis-six-asian-countries (Retrieved 27 April 2023).
Hall, P. A., & Soskice, D. (2001). Varieties of capitalism: The institutional foundations of comparative advantage. Oxford: Oxford University Press.
Hanushek, E.A. (2015). Education, Economics of. In J.D. Wright (ed.) International Encyclopaedia of the Social & Behavioral Sciences, (2nd ed., Vol. 7, 149-157). Oxford: Academic Press/Elsevier. http://dx.doi.org/10.1016/B978-0-08-097086-8.92052-X
Hanushek, E.A., & Woessmann, L, (2008). The role of cognitive skills in economic development. Journal of Economic Literature, 46(3), 607-668. https://doi.org/10.1257/jel.46.3.607
Halupa, C.P. (2015). Pedagogy, andragogy, and heutagogy, In C. Halupa (Ed). Transformative Curriculum Design in Health Sciences Education (pp.143-158). Hershey PA: IGI Gloabal.
Harel, A. (2020). System thinking begins with human factors: Challenges for the 4th industrial revolution. In Kenett, R.S., Swarz, R.S., & Zonnenshain, A. (Eds.), Systems engineering in the fourth industrial revolution: Big data, novel technologies, and modern systems engineering. 375-413, Hoboken, NJ: John Wiley & Sons Inc.
Hirschi, A. (2018). The fourth industrial revolution: Issues and implications for career research and practice. The Career Development Quarterly, 66(3), 192-204. https://doi.org/10.1002/cdq.12142
Holler, S., Brändle, M., & Zinn, B. (2023). How do South African TVET lecturers rate their digital competencies, and what is their need for training for a digital transformation in the South African TVET sector? Journal of Vocational, Adult and Continuing Education and Training, 6(1), 25. https://doi.org/10.14426/jovacet.v6i1.314
International Labour Organization (ILO). (2020). The digitization of TVET and skills systems. Geneva: ILO. Available at: https://www.ilo.org/skills/areas/skills-policies-and-systems/WCMS_752213/lang--en/index.htm (Retrieved 27 April 2023)
Jabarullah, N.H., & Hussain, H.I. (2019). The effectiveness of problem-based learning in technical and vocational education in Malaysia. Education + Training, 61(5), 552-567. https://doi.org/10.1108/ET-06-2018-0129
Jongen, E.L.W. (2004). Future GDP growth in Slovenia: Looking for room for improvement. Institute for Economic Research. Available at: https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=c575fb40d14ede5464f9889ce08071dbbf79f15b (Retrieved 20 June 2024)
Jung, J. (2020). The fourth industrial revolution, knowledge production and higher education in South Korea. Journal of Higher Education Policy and Management, 42(2), 134-156. https://doi.org/10.1080/1360080X.2019.1660047
Karmel, T. (2010). An overview of vocational education and training. In P. Peterson, E. Baker, & B. McGaw (Eds.), International Encyclopedia of Education (3rd ed., Vol. 8. p. 229-239). Oxford: Academic Press/Elsevier. https://doi.org/10.1016/B978-0-08-044894-7.00763-6
Ling, M. (2015). Bad students go to vocational schools: Education, social reproduction and migrant youth in urban China, The China Journal, 73, 108-131. Available at https://www.journals.uchicago.edu/doi/abs/10.1086/679271
Lordon, F. (2014). Willing slaves of capital: Spinoza and Marx on desire. London: Verso Books.
Mahdum, M., Hadriana, H., & Safriyanti, M. (2019). Exploring teacher perceptions and motivations to ICT use in learning activities in Indonesia. Journal of Information Technology Education: Research, 18, 293-317. https://doi.org/10.28945/4366
McEwan, P. J. (2010). Empirical research methods in the economics of education. In P. Peterson, E. Baker, & B. McGaw (Eds.), International Encyclopedia of Education (3rd ed., Vol. 8. pp. 187– 192). Oxford: Academic Press/Elsevier. https://doi.org/10.1016/B978-0-08-044894-7.01211-2
McGrath, S., Ramsarup, P., Zeelen, J., Wedekind, V., Allais, S., Lotz-Sisitka, H., Monk, D., Openjuru, G., & Russon, J.-A. (2020). Vocational education and training for African development: A literature review. Journal of Vocational Education & Training, 72(4), 465-487. https://doi.org/10.1080/13636820.2019.1679969
McIntosh, S., & Vignoles, A. (2001). Measuring and assessing the impact of basic skills on labour market outcomes. Oxford Economic Papers, 53(3), 453-481. https://doi.org/10.1093/oep/53.3.453
Millar, C., Groth, O., & Mahon, J. (2018). Management innovation in a VUCA world: Challenges and recommendations. California Management Review, 61(1), 5-14. https://doi.org/10.1177/0008125618805111
Naziz, A. (2019). Collaboration for transition between TVET and university: a proposal. International Journal of Sustainability in Higher Education, 20(8), 1428-1443. https://doi.org/10.1108/IJSHE-10-2018-0197
Oketch, M. (2016). Financing higher education in sub-Saharan Africa: Some reflections and implications for sustainable development. Higher Education, 72(4), 525–539. https://doi.org/10.1007/s10734-016-0044-6
Persson, B., & Hermelin, B. (2018). Mobilising for change in vocational education and training in Sweden - A case study of the ‘Technical College’ scheme. Journal of Vocational Education & Training, 70(3), 476–496. https://doi.org/10.1080/13636820.2018.1443971
Reeve, E.M. (2016). 21st century skills needed by students in technical and vocational education and training (TVET). Asian International Journal of Social Sciences, 16(4), 65-82. https://doi.org/10.29139/aijss.20160404
Rossmiller, R.A., & Geske, T.G (1977). Economic analysis of education: A conceptual framework. Theoretical paper No. 68. Wisconsin Research and Development Center for Cognitive learning, The University of Wisconsin, Madison: Wisconsin. Available at: https://files.eric.ed.gov/fulltext/ED148024.pdf
Ruiz, M., & Chabaa, M. (2018). Gogy galore: Pedagogy, andragogy, heutagogy and course design. Course Design, Learning Design, Theory and Practice of Teaching. Available at https://teachonline.asu.edu/2021/12/gogy-galore-pedagogy-andragogy-heutagogy-course-design/ (Retrieved 21 May 2023).
Schoemaker, P.J.H., Heaton, S., & Teece, D. (2018). Innovation, dynamic capabilities, and leadership. California Management Review, 61(1), 15-42. https://doi.org/10.1177/00081256187902
Schröder, T. (2019). A regional approach for the development of TVET systems in the light of the 4th industrial revolution: The regional association of vocational and technical education in Asia. International Journal of Training Research, 17(S1), 83-95. https://doi.org/10.1080/14480220.2019.1629728
Schwab, K. (2016). The fourth industrial revolution. Geneva: World Economic Forum.
Schwerdt, G., & Woessmann, L. (2020). Empirical methods in the economics of education. In S. Bradley, & C. Green (Eds.), The Economics of Education, (2nd ed., Vol. 7, pp. 3-20). Oxford: Academic Press/Elsevier. https://doi.org/10.1016/B978-0-12-815391-8.00001-X
Spöttl, G. & Windelband, L. (2021). The 4th industrial revolution - its impact on vocational skills. Journal of Education and Work, 34(1), 29-52. https://doi.org/10.1080/13639080.2020.1858230
The United Nations. (n.d.). Goal 8: Decent work and economic growth. The United Nations. Available at https://www.globalgoals.org/goals/8-decent-work-and-economic-growth/ (Retrieved 27 April 2023).
The World Bank Group (2021). Unleashing the power of educational technology in TVET systems. Washington DC: The World Bank Group. Available at: https://thedocs.worldbank.org/en/doc/61714f214ed04bcd6e9623ad0e215897-0400012021/related/EdTech-Report-FIN2-web.pdf (Retrieved 27 April 2023)
The World Bank. (n.d. a). Data bank: Metadata glossary - GDP per person employed. Available at https://databank.worldbank.org/metadataglossary/world-development-indicators/series/SL.GDP.PCAP.EM.KD#:~:text=GDP%20per%20person%20employed%20is,has%20in%20the%20United%20States (Retrieved 27 April 2023)
The World Bank. (n.d. b). The world by income and region. Available at https://datatopics.worldbank.org/world-development-indicators/the-world-by-income-and-region.html (Retrieved 27 April 2023)
TVET Academy (2021). Digitalization and TVET. Magdeburg, Germany: Academy for International Cooperation (GIZ). Available at: https://www.giz.de/akademie/de/downloads/Conference-Digitalization-documentation.pdf (Retrieved 28 April 2023).
UNESCO (2016). Recommendation concerning Technical and Vocational Education and Training (TVET) 2015. Paris, France: UNESCO. Available at https://unesdoc.unesco.org/ark:/48223/pf0000245178 (Retrieved 27 April 2023)
UNESCO-ILO (2018). Taking a whole of government approach to skills development. https://www.ilo.org/wcmsp5/groups/public/---ed_emp/---ifp_skills/documents/publication/wcms_647362.pdf (Accessed 16 May 2023).
UNESCO-UNEVOC International Centre for TVET (2020). UNESCO-UNEVOC study on the trends shaping the future of TVET teaching. Bonn, Germany: UNESCO-UNEVOC. Available at: https://unevoc.unesco.org/pub/trendsmapping_futureoftvetteaching.pdf (Retrieved 27 April 2023)
UNESCO. (2021a). New qualifications and competencies for future-oriented TVET - Volume 1: TVET governance - Steering collective action. Bonn, Germany: UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training, UNESCO.
UNESCO. (2021b). New qualifications and competencies for future-oriented TVET - Volume 2: TVET advocacy - Ensuring multi-stakeholder participation. Bonn, Germany: UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training, UNESCO.
UNESCO. (2021c). New qualifications and competencies for future-oriented TVET – Volume 3: TVET delivery – Providing innovative solutions. Bonn, Germany: UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training, UNESCO.
Whalley, B., France, D., Park, J., Mauchline, A., & Welsh, K. (2021). Towards flexible personalized learning and the future educational system in the fourth industrial revolution in the wake of COVID-19. Higher Education Pedagogies, 6(1), 79-99. https://doi.org/10.1080/23752696.2021.1883458
World Economic Forum (2016). The future of jobs: Employment, skills and workforce strategy for the fourth industrial revolution. Geneva: World Economic Forum. Available at: https://www3.weforum.org/docs/WEF_Future_of_Jobs.pdf (Retrieved 27 April 2023)
World Economic Forum (2018). Readiness for the future of production report. Geneva: World Economic Forum. ISBN 978-1-944835-16-3. Available at: https://www3.weforum.org/docs/FOP_Readiness_Report_2018.pdf (Retrieved 27 April 2023)