What is the TVET Model in place that helps raise standards amongst students in these countries?

 

Country: Austria 

Country: Chinese Taipei 

Austria have vocational schools’ TVET programmes from the ages of 10 to 14, which are aligned with academic studies.  

The vocational path continues in TVET training facilities, where the programme of apprenticeships and integrated vocational courses are funded by the government. There are two paths that can be followed: 

  • apprenticeship of three years with ten weeks per year TVET training centre-based training and the rest of the year in practical work 
  • higher vocational training for four-five years leading to university degrees. 

 

 

There is a dual system of education: 

  • general education system  
  • vocational education system.

Students can shift between the two at designated periods. There is a good certification system for skills. The schools and Skill Evaluation Centres have graded A, B, and C skill certifications for around 100 skills.  Most employers require graduates to pass at least two skill-certifications of class B. This generates competition to gain higher grades and attain higher skills levels and standards. 

Almost all training centres and schools have good interaction with industries. Most classes are based on the needs of industry. Students are often head hunted by employers before their training ends. 

 

One very important factor of both countries is, there does not appear to be any educational snobbery, bias or stigma between vocational and academic studies. Both routes are viewed as being of equal importance and students feel valued in whatever route they choose to take.  

In the UK, a graded programme system worked well previously – these systems enabled apprentices to work towards higher standards i.e. distinction and merit, not just a pass level. This generated competition as most apprentices strived to work towards the highest distinction qualification level – if using this level system, it could be linked to Worldskills standards e.g. distinction = Worldskills standard.   

There needs to be a cultural shift of educational snobbery between vocational and academic studies at school and higher-level education to value both routes and career paths equally. 

In terms of training and developing WorldSkills Competitors – what do these countries do differently?

 

Country: Austria 

Country: Chinese Taipei 

Austria train towards an earlier identification of potential individuals for WorldSkills international competitions. They  invest heavily in international pressure testing to enable benchmarking against their counterparts from around the world. 

They ensure their students and training managers for the next competitions attend the current competitions as observers to learn and get a better understanding of the competition environment. 

There is a CPD programme for teachers / training instructors in each TVET training centre, of a week during summer months. Most of the compulsory training provided is in respect to teaching and assessment strategies, for example safeguarding. Specialised skill training depends on the individual requirements of each lecturer and can be provided either in industry or in specialised training facilities. Funding of these training courses is provided either by the training centre or industrial companies or specialised training providers. 

Like Austria, Chinese Taipei train their students over a longer period than other countries and utilise international pressure tests. 

They ensure the competitors and training managers for the next competitions attend the previous competitions as observers to learn for the next cycle.  

Teachers constantly improve themselves through workshops and building close connections with the industry.  

During the students’ industrial practice, teachers are also required to visit students regularly and have discussions with company executives. This is very helpful for teachers to understand industry needs and improve their skills. 

 

 

 

 

Insights we can share where countries have showcased excellence within their skill:

Country: China & Chinese Taipei 

Both countries regularly showcase their excellence at international competitions. Their competitors are trained highly, not just in skills excellence but also in fitness and lean principles, with controlled speed of movement and efficiency.    

China and Chinese Taipei regularly engage in International Pressure Tests (IPTs) at their home training facilities, targeting high performing nations. They are open to sharing good practice and high-level skills. They soak in knowledge and learn from any training collaborations.  Individuals identified for subsequent competitions, as well as schools and training centre students, attend these IPT’s and observe and learn from them. This produces a conveyor belt of very interested and potentially strong candidates for future competition training.  

China and Chinese Taipei have dedicated WorldSkills training Centres. 

Both countries were strong in most modules at WorldSkills Lyon 2024. However, our Team UK member excelled in spraying and measuring accuracy of main design, achieving a higher score. Painting and decorating spraying is not used as much in China or Chinese Taipei, although it is growing rapidly, and their standards will match world levels soon. Measuring and spraying is normally strong in the UK due to the apprenticeship training and WorldSkills UK training systems.  Our Team UK member trained extensively on these areas in their own time to improve on these aspects that they identified as being weak and required improvements. This self-autonomous approach to training and self-reflection is critical for learners to develop the necessary skills needed within industry from both a technical and mindset perspective. 

What do international Standards of Excellence look like in Painting & Decorating

Insights we can share where countries have showcased excellence within their skill:

International standards of excellence in Painting and Decorating showcases the highest quality of work produced, with NO recognised defects. To achieve this there are specific qualities required in learners which will enable these standards, if applied in practice. These are:  

  • in-depth understanding of accurate measuring 
  • operates with a high level of autonomy, showcasing self-reliance, resilience and independent decision-making and problem solving  
  • ability to question and ask questions and be able to communicate appropriately in any situation 
  • demonstrates focus and distraction control, ensuring consistent attention to task details 
  • develops a lean approach to project work, full understanding of efficient time and motion on work activities 
  • reflects on organisation and planning, striving for continuous improvement 
  • uses visualisation to aid planning, enhancing the understanding of complex processes 
  • aims for excellence and effectively manages time to meet project objectives 
  • continually seeks solutions to production and process problems and focuses on quality improvement 
  • demonstrates adaptability to new environments and tasks, fostering flexibility 
  • actively engages within the team, contributing to the achievement of shared objectives 
  • sets goals for self and the team, fostering a sense of direction and purpose 
  • develops reflective skills and an appreciation for lean principles 
  • improves organisational, time management, and goal-setting skills 
  • enhances attention to detail, critical thinking, creativity, and problem-solving skills 
  • understanding of reading CAD drawings  
  • enhances practical hand-skills, developing attention to fine detailed accurate work 
  • understanding of planning sequential work and implementing and using a critical path network to ensure all elements of project works can be completed timeously 
  • understands the significance of clear, accurate, and detailed technical specifications for projects 
  • dedication to practice – this cannot be underestimated; ‘Quality practice makes for perfection.
     

       Below is the China Gold Medallists completed test project at WorldSkills Lyon 2024:

In contrast, the below picture demonstrates a lower ranked test project from WorldSkills Lyon 2024. 

Many areas are incomplete, have poor opacity and poor balance of wallcovering pattern. 

 

Current key trends, practices and techniques can we share from international pressure testing:

High volume low pressure (HVLP) spraying is becoming more prevalent in all countries due to speed of application, efficiency savings and reducing VOC emissions.  This may become a requirement for more inclusion in educational training programmes and competition weighting.  

It will be important for educators to keep abreast of new materials and decorating techniques when identified. Especially regarding sustainability issues and environmental health and safety factors. 

Back to Painting and Decorating – International Skill Insights hub

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