STEM in TVET Learning Design Framework

STEM in
Technical Vocational Education and

Training (TVET)
Learning Design Framework

Table of Contents
Introduction 6
Review of STEM Skills and Pedagogies: 6
ICT-related Occupations
United States 6
The Human Skills Matrix 7
STEM Workforce Education Model 8
Knowledge and Skills for STEM Occupations 11
STEM Skills for Careers in Information Technology 15
European Union 16
Competences for Key Enabling Technologies 17
Workforce Education and Training for Key Enabling Technologies 19
Developing Digital Competences for Employability 20
Germany 21
Teaching Methods on Digitalization in German Competence Centers 21
VET 4.0 Measures for Strengthening Germany’s Dual Training System 25
United Kingdom 25
STEM Skills and the Digital Career Route 28
STEM Pedagogies for the Digital Career Pathway 29
Australia 31
The House of STEM Model for Vocational Education and Training 32
STEM Skills in ICT Training Packages 33
STEM Pedagogies and the Australian VET Practice 35
Singapore 36
STEM Skills in Technical Education and Workforce Core Skills 38
STEM Pedagogies for Developing Skills for Future and Life 41
Philippines 42
STEM in TVETPH 4.0 Strategies 42
TESDA’s Transition to the New Normal 43
Summary 43
STEM in TVET: Learning Design Framework 48
Goals of STEM in TVET 48
STEM Competencies 48
STEM Knowledge 48
Thinking Skills 48
Multiliteracies 49
Socio-Emotional Intelligence 50

STEM Pedagogies 51
Learning Theories 55
Critical Levers of STEM in TVET 56
Conclusion 60

List of Tables
Table 1. Traditional STEM Fields and STEM-Enabled Fields 9
Table 2. O*NET Skills List for Technologists and Technicians in STEM Fields 13
Table 3. STEM Skills in Digital Media Standards 16
Table 4. European Digital Competence Framework 20
Table 5. Diverse Training and Teaching Methods in German Competence Center 23
Table 6. STEM Skills in Digital Production, Design, and Development 29
Table 7. STEM Capabilities and Dispositions for Career Pathways 32
Table 8. STEM Skills in Digital Media Technologies Qualification Standards 34
Table 9. STEM Skills in Singaporean Core Competencies for Digital Animation and 39
Web Applications
Table 10. SkillsFuture SG Critical Core Skills for Training and Adult Education 40
Table 11. Summary of STEM Skills, Pedagogies and Components of International 45
STEM in TVET Strategies
Table 12. STEM Pedagogies, Example Activities, and Tools for TVET 51
Table 13. STEM Competencies and Future TVET Skills Requirement 59

List of Figures
Figure 1. Human Skills Matrix 8
Figure 2. STEM Workforce Education Helix 11
Figure 3. Expected Competences for Key Enabling Technologies from TVET 18
Figure 4. UK General Competency Framework for Embedding English, Mathematics, 27
and Digital Competency in Technical Levels
Figure 5. Defining STEM Skills: NCVER’s The House of STEM 33
Figure 6. Learning Theories Supporting STEM in TVET 56
Figure 7. STEM in TVET Learning Design Framework 57
Figure 8. Future Qualification and Skills Required from the Digitization of TVET and 58
Skills Systems

Introduction
National development agenda across the world have consistently pushed for the
delivery of STEM skills for the economy. It is considered a critical impetus for innovation
to ensure competitiveness and growth of a nation. With rapid transformations in
technology, changing dynamics of industries, and more recently, a persistent threat of
health outbreaks, it is imperative that human capital development for STEM must
include technical vocational education and training (TVET) and other forms of
continuing adult education. STEM education develops skills that are difficult to
automate and are intuitively oriented toward innovation. Traditionally, innovations and
discoveries are associated with STEM professionals with university degrees because
they have always been at the forefront. However, innovation hubs and research
facilities cannot operate without the capable hands of STEM technologists, technicians,
and tradespeople. They are the hidden force that drives a STEM-based economy.1 It is
but natural for them to troubleshoot and hence, engage in problem solving that may
be more technical in nature and may require tools in the process. They also understand
how a malfunction in one unit can affect the entire system and therefore, disrupt the
whole production line. These scenarios illustrate problem solving, critical thinking, and
systems thinking, which are all STEM skills. Therefore, STEM skills are already in TVET
competencies, however they are not articulated and explicitly related to its importance
in the workplace. Moreover, without being clear on what the STEM skills are in TVET, it
is more likely that effective pedagogies are not being utilized in training delivery.
Thus, it is important to understand STEM skills in TVET that must be prioritized in
relation to the future of work as well as identify effective pedagogies given the
emerging trends in vocational education and training.
This paper aims to develop the overall STEM in TVET learning design framework,
outlining the target competencies, based on relevant frameworks on 21st Century
Skills, TVET, and integrated STEM; and identifying examples of STEM pedagogies for
TVET that contextualize learning for workplace readiness. To foreground the
development of the learning framework, a baseline literature review of STEM skills in
occupations in Information and Communications Technology (ICT) on a global context is
conducted. The baseline literature review includes identification of STEM skills and
pedagogies in ICT-related occupations and trainings, in countries such as the United
States, Germany, United Kingdom, Australia and Singapore.
Review of STEM Skills and Pedagogies:

ICT-related Occupations
United States
In 2018, the US National Science and Technology Council through its Committee on
STEM Education released America’s strategy for STEM Education and defined it as “an
interdisciplinary approach to learning, where rigorous academic concepts are coupled
with real-world applications and students use STEM in contexts that make connections
between school, community, work, and the wider world”.2 One of the key goals
1Rothwell, J. (2013). The Hidden STEM Economy, Brookings.

2Committee on STEM Education, National Science & Technology Council. (2018). Charting a Course for Success:
America’s Strategy for STEM Education. https://www.whitehouse.gov/wp-content/uploads/2018/12/STEM-
Education-Strategic-Plan-2018.pdf
identified in the national strategy is to prepare the STEM workforce for the future. It
recognizes the role of a strong STEM workforce in maintaining a solid foothold on
innovation in fields such as agriculture, energy, manufacturing, ICT, transportation,
healthcare, defense, artificial intelligence, and quantum information science that are
considered as economic growth generators.
Multiple pathways have been identified to facilitate the achievement of the said goals.
One pathway is to develop and enrich strategic partnerships by fostering STEM
ecosystems that unite communities, increasing work-based learning and training through
educator-employer partnerships, and blending successful practices from across the
learning landscape. Another pathway is to focus on engaging students where
disciplines converge through advancing innovation and entrepreneurship education,
making Mathematics a magnet, and encouraging transdisciplinary learning. Moreover,
building computational literacy is considered important and can be pursued by
promoting digital literacy and cyber safety as well as making computational thinking
an integral element of all education.
In the succeeding sections, different STEM skills framework and pedagogies are
reviewed to understand skills and pedagogies that need to be prioritized in preparing
a STEM workforce for an increasingly digital economy.
The Human Skills Matrix

The MIT Jameel Abdul Lateef World Education Lab (MIT J-WEL) Workforce Learning
Collaborative has developed the Human Skills Matrix (HSX) that identifies 24 durable
skills and attributes that are needed for individuals to thrive in the work of the future
that is deeply impacted by automation. The skills are organized into four categories,
namely, (1) thinking; (2) interacting; (3) managing ourselves; and (4) leading (Figure
1).3 Thinking skills include critical thinking, creativity, entrepreneurship, ethics, systems
thinking, comfort with ambiguity, and growth mindset. On the other hand,
communication, collaboration, empathy, negotiation, and relationship curation comprise
interacting skills. For skills dealing with management of selves, these entail self-
awareness, accountability, adaptability, planning and organization, persistence,
professionalism, initiative, and integrity.
3MIT Jameel Abdul Lateef World Education Lab (MIT J-WEL). Human Skills Matrix. https://jwel.mit.edu/about-
human-skills-matrix

Figure 1. Human Skills Matrix, MIT J-WEL 2020
Although the Human Skills Matrix has several overlaps with existing frameworks on 21st
century competencies, it has two distinct features, namely, its emphasis on the skills of
leading and the role of multiliteracies in the work of the future. The first feature
suggests that all workers regardless of the level they are in, whether at entry level or
at a much higher level, need to have foresight for what their workplace needs as well
as know how to manage people they work with in order to deliver target outcomes.
The second distinctive feature of the HSX is the criticality of different forms of literacies
in the workplace such as digital literacy, civic and cultural literacy, organizational
literacy, and financial literacy. In the framework, a form of literacy serves as the
bridge between two categories of skills. For example, interacting and leading skills
are bridged by organizational literacy, which may suggest that when these two skill
sets are honed together, it brings about the ability to navigate an organization
effectively by understanding how people can be connected and empowered toward
achieving shared workplace goals.
The MIT JWEL uses self-evaluation, case study scenarios, design tasks, and personal
growth plan in their Human Skills Matrix (HSX) workshops.4 At the start of the
workshop, participants are given a self-report tool to assess their level of ability or
extent of knowledge concerning the 24 skills in the human skills matrix. For case study
scenarios, participants are able to do a role play of sample issues in the workplace
and perform self- and peer evaluation of how the skills have been applied in the
scenarios and reflection of what could have been done differently. On the other hand,
design tasks are work-related short projects such as the development of an employee
evaluation framework or creation of an ad campaign considering the target market of
a hypothetical company. Lastly, for personal growth plans, participants are asked to
identify human skills that they need to improve on as well as articulate their next steps
4Ouelette, K., Clochard-Basuet, A., Young, S., and Westerman, G. (2020). Human Skills Workshop Report: From
Conversations to Convergence. https://jwel.mit.edu/assets/document/human-skills-workshop-report
in improving the identified skills. They are also probed on the criteria that they used as
basis for prioritizing skills in the personal growth plan.
STEM Workforce Education Model

The Education Development Center (EDC), a US-based global nonprofit organization,
has developed a typology of STEM-related careers based on the intensity of the
demand for STEM competencies. The model, called STEM for Living and Learning: K-
Lifelong, shows two (2) categories of STEM careers: Traditional STEM and STEM-
enabled careers (Table 1).5 Traditional STEM careers are into research and
development of technology infrastructure, tools, and hardware, while STEM-enabled
careers are the expected users of such infrastructure and tools. Most career fields are
considered STEM-enabled because they rely on STEM tools and hardware.
Furthermore, the EDC has identified foundational skills for employability in STEM and
STEM-enabled careers that are categorized into disposition, knowledge, skills, and
actions. Dispositions include STEM self-efficacy, interest engagement, motivation,
intentionality, agency, identity, resiliency, and aspirations. Knowledge emphasizes
strong grasp of the content of Science, Technology, Engineering, and Mathematics. On
the other hand, skills encompass the application of STEM content and related tools.
Action embodies the pursuit of in- and out-of-school time STEM activities and
persistence in STEM learning.
Table 1. Traditional STEM Fields and STEM-Enabled Fields

Traditional STEM STEM-Enabled Fields
Fields
• Pure and • Arts, A/V Technology, and Communications
Applied • Business Management and Administration
Science • Finance
• Engineering • Government and Public Administration
• Design and • Human Services
development • Information Technology
of technology
infrastructure, • Manufacturing
tools, and • Marketing
hardware • Transportation, Distribution, Logistics
• Architecture and Construction
• Education and Training
• Health Science
• Hospitality and Tourism
• Law, Public Safety, Corrections, and Security
Recognizing the rise of new technologies for communication, sensing, computing, and
artificial intelligence which calls for humans comfortably interacting with machines for
continued productivity and innovation, the EDC team has conceptualized the Human-
Technology Frontier and its implications on the future of work.6 According to the team,
5Malyn-Smith, J. (2019). STEM for Living and Learning: K-Lifelong.

6Malyn-Smith, J., Blustein, D., Pillai, S., Parker, C. E., Gutowski, E., & Diamonti, A. J. (2017). Building the
foundational skills needed for success in work at the human-technology frontier. Waltham, MA: EDC.
the future of work will be characterized by the predominance of dynamic
interdisciplinary teams, reliance on data, artificial intelligence, ubiquitous
computational thinking, design thinking, cybersecurity, and a focus on life sciences.7 In
addition, all industry sectors are going to need a new breed of workers that can
remain creative and innovative. This new breed of workers should embody the
following:
• deep knowledge of science, technology, and engineering coupled
with technical skills
• understanding of how computers, robots, and other machines work
• know-how to keep data safe
• skills in interpreting and communicating data
• solid grounding in communication technology
• ability to use, modify, and create technologies with societal impact
• sharing work tasks with machines
• curiosity, self-directedness, resilience, diligence, persistence
• cooperation and interpersonal competence.
To develop the said foundational skills, the EDC team has emphasized that education
and training must shift toward problem-based learning, solving real-world problems,
lifelong learning, and ethics. Some of the approaches that have been used in their
STEM Workforce Education program include: blended learning, bringing STEM
professionals into the classroom, collaborative research projects, design challenges and
annual competitions, workshops on data-inquiry activities, place-based
pedagogies/community projects, and valuing indigenous knowledge.
From the perspective of EDC, an ideal STEM workforce education and training that is
aligned with the Human-Technology Frontier combines STEM content and career
learning. They have proposed a model called the STEM Workforce Education Helix
(Figure 2).8 The model has five critical elements, namely, STEM content activities, STEM
career activities, public/private partnerships, teacher professional development, and
the school’s cultural context.
In the model, STEM content and career development activities are intertwined in a
helical structure to characterize the progressive yet iterative nature of the entire
process. The helical structure of STEM content and career runs across different
education levels starting from the lowest level (Kinder to Primary 6) and progressing
beyond post-secondary level. The model also highlights that at the core of the STEM
workforce development are cultural context, partnerships, and teacher professional
development, which are all bound together.
7 Ibid.
8 Ibid.
Source: Malyn-Smith et al., 2017, p.24
Figure 2. STEM Workforce Education Helix
Knowledge and Skills for STEM Occupations

O*NET Online that is sponsored by the US Department of Labor, Employment, and
Training Administration has an exhaustive listing of knowledge, skills, abilities, and
work values expected of each occupation. It lists all occupations that require education
in science, technology, engineering, and mathematics disciplines as STEM occupations
and categorize them into managerial, postsecondary teaching, research, development,
design, practitioners, sales, technologists and technicians. The last category of
technologists and technicians are further classified into different fields such as
architecture and engineering, computer and mathematical, healthcare, and sciences.
Examples of jobs for technologists and technicians under architecture and engineering
are: electrical engineering technologists, electro-mechanical technicians, environmental
engineering technicians, manufacturing production technicians, drafters, testing
specialists, robotics technicians, and surveyors. On the other hand, computer network
support specialists, computer programmers, computer user support specialists, and
mathematical technicians are under the computer and mathematical category.
For the healthcare and sciences category, listed jobs are mostly as laboratory
technologists and technicians, and medical or research assistants.
Based on the job search engine, the typology of knowledge expected of STEM
technologists and technicians include knowledge of:
• sciences and mathematics (concepts, principles, theorems, and laws)
• engineering and technology (application of principles, techniques, procedures,
and equipment to the design and production of products and services)
• design (principles, techniques, and tools for producing technical plans,
blueprints, drawings, and models)
• language (spelling, vocabulary, and grammar).
Technology skills that cut across STEM occupations involve proficiency in various
software such as office suite, spreadsheet, analytical or scientific software, operating
system, and database management. With regard to skills, there are common skills that
are demanded among technologists and technicians in STEM fields. Classifying these
common skills into three categories, namely, thinking, communicating/collaborating, and
socio-emotional learning skills shows that thinking skills are characterized by critical
thinking, complex problem solving, judgment and decision making, reading
comprehension, systems thinking, active learning, and troubleshooting. Alternatively,
communicating/collaborating skills involve active listening, writing, speaking,
programming, and coordination. On the other hand, components of socio-emotional
learning skills are time management, social perceptiveness, and monitoring. Table 2
shows the skills list for technicians and technologists in STEM fields and the
corresponding definition of the skills as cited in O*NET Online.

Table 2. O*NET Skills List for Technologists and Technicians in STEM Fields
Thinking Skills Technology Skills Communicating/Collaborating Skills Socio-Emotional Learning
Skills
Critical Thinking Office suite Active Listening Time Management
Using logic and reasoning to identify the Giving full attention to what other people Managing one's own time and
strengths and weaknesses of alternative are saying, taking time to understand the the time of others
solutions, conclusions or approaches to points being made, asking questions as
problems appropriate, and not interrupting at
inappropriate times.
Complex Problem Solving Spreadsheet Writing Social Perceptiveness
Identifying complex problems and reviewing Communicating effectively in writing as Being aware of others'
related information to develop and evaluate appropriate for the needs of the reactions and understanding
options and implement solutions audience why they react as they do
Judgment and Decision Making Graphics or photo imaging Speaking Monitoring

Considering the relative costs and benefits of Talking to others to convey information Monitoring/Assessing
potential actions to choose the most effectively performance of yourself, other
appropriate one individuals, or organizations to
make improvements or take
corrective action
Reading Comprehension Computer aided design CAD Programming

Understanding written sentences and software Writing computer programs for various
paragraphs in work related documents purposes
Systems Thinking Data base user interface and query Coordination
Determining how a system should work and software Adjusting actions in relation to others'
how changes in conditions, operations, and actions
the environment will affect outcomes
STEM in TVET: Learning Design Framework | 13

Active Learning Analytical or scientific software
Understanding the implications of new
information for both current and future
problem-solving and decision-making
Troubleshooting Operating system software
Determining causes of operating errors and
deciding what to do about it

Compared to the two previous frameworks of STEM skills, the O*NET list is stated more
simply. It is also more understandable when accessed by job seekers, human resource
officers, and employers. Moreover, examples of software that are commonly used in
the industry are already specified. However, socio-emotional learning skills that deal
with persistence, initiative, and empowerment of others are lacking in the typology of
O*NET Online. It de-emphasizes the skills of self-management and leadership.
Although monitoring skill is included for improvement and corrective action, it is not
linked to professional growth. There is a need to articulate skills that can guide STEM
technologists and technicians to seek continuous development and possible promotion
within the organization, particularly so, that the field of STEM is rapidly changing.
STEM Skills for Careers in Information Technology

The US National Workforce Center for Emerging Technologies (NCWET) has set skill
standards for career clusters in information technology such as database development
and administration; digital media; enterprise systems analysis and integration; network
design and administration; programming/software engineering; technical support;
technical writing; and web development and administration.9 Standards for
information technology are well-aligned with STEM skills. Examples of which promote
design, development/creation, project management, testing, implementation,
documentation, analysis, problem solving, troubleshooting, analysis, and other
interpersonal skills.
One of the eight career clusters in IT is Digital Media, which includes animation,
graphic designing, multimedia development, streaming media, virtual reality, and web
development. It heavily involves customer requirements analysis, production of
functional and visually appealing design, testing and delivery of the product. An
analysis of foundational skills for digital media jobs reveals that they embody STEM
knowledge and skills, and multiliteracies. For instance, meeting customers to discuss
project requirements warrants posing critical questions, hearing multiple viewpoints,
and detecting information that are relevant to the project. All of which involves critical
thinking, collaboration, social perceptiveness, and information skills. In terms of defining
the scope of work for a project, it involves planning based on available resources and
considerations of constraints, sequencing tasks and identifying interrelated tasks and
staff, and anticipating outcomes. The said activities imply planning and organization,
project management, systems thinking, and complex problem solving. Table 3 shows
example standards for digital media and corresponding STEM skills.
9National Workforce Center for Emerging Technologies (NCWET). (2003). Building a Foundation for Tomorrow:
Skill Standards for Information Technology. http://stelar.edc.org/publications/building-foundation-tomorrow-
skill-standards-information-technology

Table 3. STEM Skills in Digital Media Standards
Digital Media STEM Knowledge, Skills,
Standards Multiliteracies
Gather data to Posing critical questions and analyzing Critical thinking
identify internal and group/individual responses
external customer Compiling multiple viewpoints Social perceptiveness
requirements Collaboration
Organizational literacy
Selecting/obtaining data relevant to the Information and data skills
task
Summarizing information and Communication
requirements
Analyzing systems, scenarios and structures Critical thinking
Define scope of Planning according to resource needs and Planning and organization
work constraints Project Management
Visualizing tasks sequentially and Systems thinking
identifying interdependencies
Predicting outcomes/results based on Complex problem solving
experience or prior knowledge
Develop, present Creating/developing and testing new Creativity
and test concepts concepts
Applying appropriate principles/ STEM knowledge
laws/theories to situations
Manipulating technology for desired Digital literacy
results
Analyzing underlying issues and resolving Complex problem solving
technical issues
Applying self-management skills and Self-management
attaining goal Growth mindset
Posing critical questions and analyzing Critical thinking
group/individual responses
Valuing differences of opinion Collaboration
Empathy
Organizational literacy
European Union
The European Commission introduced the term Key Enabling Technologies (KETs) for
industry sectors that are knowledge-intensive and are driven by rapid innovation
cycles such as micro-/nanoelectronics, nanotechnology, photonics, advanced materials,
industrial biotechnology, and advanced manufacturing.10 The KETs are expected to
drive the future economy of the whole Europe and members of the European Union are
working together to produce the necessary workforce that can make it happen.
Although KETs depend on people with advanced degrees in STEM for technological
research, they need people with technical or vocational background for competitive
manufacturing.11
10 PwC (2016) “Final report on Vision and Sectoral Pilot on Skills for Key Enabling Technologies”.
https://ec.europa.eu/growth/content/final-report-skills-key-enabling-technologies-europe-0_en
11 Ibid.

Competences for Key Enabling Technologies
The PWC (2016) studied competences that are relevant for KETs and they were able
to cluster them into six categories: (1) technical; (2) quality, risk, and safety; (3)
management and entrepreneurship; (4) communication; (5) innovation; and (6)
emotional intelligence.12 Technical competences relate to practical applications of
scientific and mathematical concepts and principles. Quality, risk, and safety
competences pertain to quality assurance, risk assessment, and maintaining safety
protocols. Management and entrepreneurship competences are those related to
finance, administration, intellectual property, and marketing. Communication
competences deal with interpersonal communication. Innovation competences are about
conceptualizing, designing and creating new products or services. Emotional
intelligence is characterized by regulation of own’s behavior and connecting with other
people. Figure 3 shows examples of the six categories of competences for KETs
expected of people with technical-vocational background. There is greater emphasis
on equipment selection, installation, operation, monitoring, troubleshooting,
maintenance, repair, overhaul, process improvement, and even fabrication.
12 Ibid.
• STEM content, design methodology, process layout and optimization,
computer skills, programming, computational thinking, equipment handling
Technical skills, manufacturing, systems integration, characterization and analysis,
laboratory skills
• Quality management, computer-aided quality assurance, quality control

Quality, Risk, and Safety analysis
Management and • Business development, project management, time management,

Entrepreneurship teamwork, monitoring, procurement, negotiation skills
• Interpersonal skills, verbal and written communication, presentation skills,

Communication public communication, virtual collaboration
• Creativity, integration skills, design mindset, continuous experimentation,

Innovation complex problem solving, systems thinking
• Persistence, passion, curiosity, attention to detail, sense of responsibility,

Emotional Intelligence stress tolerance, adaptability, self-discipline, proactivity, active learning,
friendliness, leadership, integrity, cooperation, multicultural orientation
Figure 3. Expected Competences for Key Enabling Technologies from TVET (PWC, 2016)

Beyond the identified skills for KETs, the European Commission has also highlighted
skills that need to be developed as early as now to prepare learners for the future of
work, and these are:
• Learning-to-learn skills (constantly updating knowledge and creating new ones
• Alertness (being aware of latest trends and acting on them quickly)
• Adaptability (being open to change)
• Continuous experimentation and thriving on failures
• Integration skills (finding connections in multiple fields)
• Collective competences (working effectively in teams).13
Workforce Education and Training for Key Enabling Technologies

To guide the education and training of professionals for KETs, the European
Commission came out with a new curriculum framework that outlines pedagogies that
can foster technical, communication, and innovation competences as well as emotional
intelligence.14 The framework suggests eight (8) key pedagogical principles, namely,
1) Student-centered – cultivates student motivation, fosters lifelong learning, and
engages student in designing own learning and assessing progress
2) Multi-disciplinary – connects to other fields whether technical or non-technical
3) Problem (challenge)-driven – stimulates students to solve real-world problems
and challenges which allows for contextualization and multiple solutions
4) Collaborative – provides opportunities for working in teams with diverse
individuals
5) Technology-enabled – integrates the use of ICT tools and platforms for
learning
6) Experience-based – leverages direct experience through projects,
apprenticeship, or industry exposure
7) Continuous (lifelong) – promotes learning beyond formal means and
encourages upskilling or professional growth
8) Learning ecosystem-oriented – connects learners to employers and other
practitioners.
Some teaching approaches that demonstrate the pedagogical principles that are cited
above include the use of mobile applications, Virtual Reality (VR) and Augmented
Reality (AR), gamification, online forum in social media, virtual meetings, personalized
learning, projects, industry placements, and matchmaking events.15
13
Ibid.
14
European Union (2019). Curriculum Guidelines for Key Enabling Technologies (KETs) and Advanced
Manufacturing Technologies (AMT). http://skills4industry.eu/sites/default/files/2019-10/EA0319099ENN.en_.pdf
15 Ibid.

Developing Digital Competences for Employability
The Skills Agenda for Europe aims to enhance the quality and relevance of education
and training for people to have better career choices.16 It recognizes the importance
of digital competence for employability and has developed the European Digital
Competence Framework. The framework consists of five (5) areas: information and
data literacy; communication and collaboration; digital content creation; safety; and
problem solving, that is further expanded to 21 competences (Table 4).
Table 4. European Digital Competence Framework17

Competence Areas Competences
1. Information and Data 1.1 Browsing, searching and filtering data, information and digital
Literacy content
1.2 Evaluating data, information and digital content
1.3 Managing data, information and digital content
2. Communication and 2.1 Interacting through digital technologies
Collaboration 2.2 Sharing through digital technologies
2.3 Engaging in citizenship through digital technologies
2.4 Collaborating through digital technologies
2.5 Netiquette
2.6 Managing digital identity
3. Digital Content Creation 3.1 Developing digital content
3.2 Integrating and re-elaborating digital content
3.3 Copyright and licenses
3.4 Programming
4. Safety 4.1 Protecting devices
4.2 Protecting personal data and privacy
4.3 Protecting health and well-being
4.4 Protecting the environment
5. Problem Solving 5.1 Solving technical problems
5.2 Identifying needs and technological responses
5.3 Creatively using digital technologies
5.4 Identifying digital competence gaps
Digital competence is best developed together with other competences such as social
competence, creativity, and entrepreneurship on a project-based approach.18
Competences are better bundled than learned in isolation because in actual work
settings, they are applied in combination. Other activities that can be explored to
develop digital competence are hackathons and group sharing sessions for company
managers and peers. Another pedagogical approach that has been highlighted in the
European Digital Education Plan is Citizen Science.19 Citizen Science involves the
greater public in scientific projects that may address local, national, or international
issues.20 Participation in Citizen Science is flexible – a learner can be a contributor,
16 Centeno, C., Vuorikari, R., Punie, Y., O´Keeffe, W., Kluzer, S., Vitorica, A., Lejarzegi, R., Martínez de Soria, I.,
Bartolomé, J., Developing digital competence for employability: Engaging and supporting stakeholders with the
use of DigComp, Publications Office of the European Union, Luxembourg, 2019, ISBN 978-92-76-13037-6,
doi:10.2760/625745, JRC118711.
17 Digital Competence Framework. https://ec.europa.eu/jrc/en/digcomp/digital-competence-framework
18 Centeno, C., Vuorikari, R., Punie, Y., O´Keeffe, W., Kluzer, S., Vitorica, A., Lejarzegi, R., Martínez de Soria, I.,
Bartolomé, J., Developing digital competence for employability: Engaging and supporting stakeholders with the
use of DigComp, Publications Office of the European Union, Luxembourg, 2019, ISBN 978-92-76-13037-6,
doi:10.2760/625745, JRC118711.
19 https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan_en
20 https://eu-citizen.science/

researcher, or project leader depending on the individual’s skill sets and interest.
Although, a relatively young field, Citizen Science is a highly integrative approach in
developing STEM competences that enable people to address real-world problems. It
generates development that is beyond personal and that is more collective.
Germany
Teaching Methods on Digitalization in German Competence Centers
Part of Germany’s “Vocational Training 4.0” program is the development of teaching
and learning methods for TVET to respond to the changes in the employment
landscape brought about by digitalization.21 The German Federal Institute for
Vocational Education and Training (BIBB) has developed a manual series on practice-
oriented training that outlines teaching methods that are work process-oriented as well
as technology-enabled.22 Below are examples of pedagogical approaches that the
BIBB has developed or has been practicing in competence centers, while Table 5 lists
additional examples of instructional activities.
(1) Work process matrix

A company is selected for which a work process is going to be
analyzed. With the approval of the company, a trainee prepares a work
process matrix in consultation with “work process experts” such as foremen or
experienced/skilled workers. In the actual analysis, the trainee visits the work
site and hears firsthand from work process experts about the work sequence,
methods involved, tools, requirements as well as workers who are responsible
for performing the identified work process. As a last step, the trainee
synthesizes the information from the work process experts and prepares a
description of the work process. If needed, the trainee conducts additional
research for aspects of the work process that remain unclear.
(2) Learning and work tasks

Learning and work tasks are a tried and tested approaches for work
process-oriented, project-based as well as cross-learning vocational training.
Using the approach, a trainee establishes the steps, goals, and content.
Subtasks are also identified together with the relevant equipment, materials,
and media that can be used. Based on the work situation of the trainee,
priorities are identified and then used for preparing the time and work plan.
(3) Training Portfolio

A trainee is guided in preparing a training portfolio. It consists of the
following: job overview; self-assessment of individual strengths and
weaknesses; assessment of level of training (individual and group-based);
competence check; reflection on learning place cooperation; training and lesson
plan; examination and career plan; report; and application binder.
21 Huismann, A. (2020). Vocational education and training for the future of work: Germany. Cedefop ReferNet
thematic perspectives series.http://libserver.cedefop.europa.eu/vetelib/2020/vocational_education_training_fut
ure_work_Germany_Cedefop_ReferNet.pdf
22 German Federal Institute for Vocational Education and Training (BIBB). Manual Series on Pratice-oriented
Training. https://www.foraus.de/de/foraus_111757.php

Aside from a comprehensive list of training and teaching methods, the German Federal
Institute for Vocational Education and Training also identified uses of digital
technology in VET.23 According to the institute, digitals tools and platforms can provide
content for trainees whether through synchronous or asynchronous sessions. They can be
used for visualizing, animating, and simulating work processes. Another use can be as
communication and collaboration platforms as well as aid in organizing learning
information and materials. Aside from digital tools supporting pedagogy, they can be
used for administering diagnostic, formative, and summative assessments to understand
prior knowledge, learning progress, and achievement of trainees. Moreover, reflection
and building of training portfolio can also be carried out using digital tools.
23 Ibid.
Table 5. Diverse Training and Teaching Methods in German Competence Center
Task Analysis Experiment Case study Guiding texts
Understanding, reflecting, and analyzing Initiated by the trainer with the objective An authentic, multi-faceted case is Written documents that contain tasks, key
a technical structure (e.g. device, of understanding the functions and presented to trainees, who research on questions, planning instruments, templates,
machine, component, system) or an structures of technical objects and systems the context of the case, identify possible etc. to support the trainees in planning,
already implemented work process through systematic trial and error solutions, then eventually decide on a implementing and evaluating a relatively
solution and defend it complex and comprehensive task
independently
Simulation game Practical task Role play Station learning
Focuses more on socially relevant topics Trainees solve a practical challenge that Similar to simulation but not as complex Inspired by circuit training in sports; The
or problems; The trainees first attempt to may involve assembling, installing, and more suited for staging interpersonal trainer prepares several learning stations
solve the problem from their point of operating, or repairing a issues related to work (e.g. cooperation, with materials, instructions, and task
view, then proceed to reflect and discuss device/equipment and also reflect on the conflicts); Trainees can take turns being sheets. The trainees complete the task in
whether compliance to the rules of the solutions that are applicable to similar actors or the observers a station before proceeding to the next
game has been observed tasks one
Four-step method Flash Brainstorming Internet rally
Typical in-company training practice that The trainer asks a question and all The trainer triggers the session by The trainer poses several questions with
uses explanation-demonstration- trainees give a short and precise presenting a problem. The trainees offer short descriptions and provides a list of
imitation-practice; The trainer describes personal statement one after the other. It different idea solutions and provide website links for relevant information. The
the problem and explains the solution. is called the flash because it provides a justifications trainees work for a relatively short
Then, he/she demonstrated how the snapshot of the trainees' opinions, period of time answering the questions
solution is implemented. Afterward, the expectations, wishes, etc. similar to the using the internet and attempts to get as
trainees imitate it while explaining and flash of a camera many correct answers as possible in
then repeat it another time. order to win the rally
Flowchart Photo association Jigsaw Flyer
Trainees can prepare a graphic The trainer shows photos of that detail a Each trainee belongs to a group but is The trainees create an advertising
representation of any work-related task work process on a factory site. The later on assigned to an expert group. The material for the result of a learning and
that involves a sequence of steps trainees share their thoughts, ideas, trainee spends time learning with the work task.
feelings, and experiences related to the expert group more intensively. Then the
photos, may vary from correct to trainee returns to the original group and
incorrect work process to elicit critical shares his/her learnings from the expert
thinking group

Mind mapping Bookmarks Point query Structural laying
Visualization of ideas and thought Similar to mind mapping but uses the Ideal for discussing a controversial Trainees are asked to sequence work
processes that can be made more bookmark function of a web browser. topic; Trainees are asked to formulate steps or technical processes based on
elaborate through connecting words and to develop a sitemap that structures statements or hypotheses based on the how they have experienced them
several layers of connections emanating main and secondary branches of ideas issue. These are all collected by the
from the main idea through bookmarked websites trainer and later presented to the class
either on a big poster. Trainees either
do dot voting or the like to express their
degree of agreement with the
statements
Wiki Blog/Vlog Online forum/chat Surveys/concept checks
Writing a wikipedia entry to provide Informational text or video for Communicating with other trainees toOnline or paper-based self-reports or
information on work processes or tools elaborating on work-related processes or express ideas, opinions, experiences on a
formative assessment to track trainees’
based on prior research tools topic specified by the trainer expectations, learning progress, and
feedback
* Translated from the Manual Series on Practice-Oriented Training of the German Federal Institute for Vocational Education and Training (BIBB)24
24 German Federal Institute for Vocational Education and Training (BIBB). Manual Series on Practice-oriented Training. https://www.foraus.de/de/foraus_111757.php

VET 4.0 Measures for Strengthening Germany’s Dual Training System
Germany remains the world leader on dual training system, wherein young people
completing lower secondary education acquire field-specific workplace skills by being
an apprentice for two to three years in a company, spending three to four days each
week on the job and one to two days in a vocational school.25 Moreover, under the
dual training system, trainees receive compensation just below the hourly wage of
entry-level positions. Despite the continued success of the program, the German
government puts in place additional measures to strengthen it.26 One of those
measures is the training placement through which all young people get to be connected
with companies for the apprenticeship. On top of the apprenticeship wage, trainees
with insufficient income for subsistence may apply for unemployment benefits.
Additional support is also provided for trainees who need special and remedial
classes. Trainees who opt to register in training centers instead of apprenticing in a
company can still receive funding. To support small- and medium-sized enterprises
(SMEs), the government funds inter-company training centers that help the SMEs with
the training content.
For continuous professional development of VET trainers, a competence workshop

toolbox has been developed by the BIBB to guide in-company trainings.27 Another
project provides online tutorial course on social media. There are also seminars on
media pedagogical competence as well as training modules for adapting trainings to
digitalization.28 Some trainers are also able to attend “Learning Factories 4.0”, which
are laboratories where trainers can learn state-of-the-art digital technologies and
processes. For instance, trainers handling Energy- and Automation Technology,
Informatics, and Manufacturing Engineering attend a Teacher Training in a Smart
Factory to familiarize themselves with smart factory tools, equipment, and processes
and design lessons plans incorporating digital technologies.29
United Kingdom
Recent efforts of the UK government to improve the development of STEM skills have
introduced the Technical Levels (T Levels) for vocational education that articulated
STEM in seven of its 15 T level routes.30 The said career routes that are STEM- or
partially STEM-aligned include: Agriculture, Environmental, and Animal Care;
Construction; Digital; Engineering and Manufacturing; Health and Science; Legal,
Finance, and Accounting; and Transport and Logistics. Furthermore, the government has
integrated core Mathematics, English, and digital skills not only in those that are
aligned with STEM but in all 15 T level routes.31 It suggests the importance attached to
25 Parilla, J., Trujillo, J., and Berube, A. (2015). Skills and Innovation Strategies to Strengthen US Manufacturing:
Lessons from Germany, Brookings and JPMorgan. https://www.brookings.edu/wp-
content/uploads/2016/06/LessonsFromGermany.pdf
26 Federal Ministry of Education and Research, 2018, Report on vocational education and training 2018.
https://www.bmbf.de/upload_filestore/pub/Berufsbildungsbericht_2018_englisch.pdf
27 Huismann, A. (2020). Vocational education and training for the future of work: Germany. Cedefop ReferNet
thematic perspectives series.http://libserver.cedefop.europa.eu/vetelib/2020/vocational_education_training_fut

ure_work_Germany_Cedefop_ReferNet.pdf
28 Ibid.
29 Thimet, S. (2020) in Thomas Vollmer , Torben Karges , Tim Richter , Britta Schlömer , Sören Schütt-Sayed (eds.)
Make digitization sustainable with work and vocational training

30 National Audit Office. (2018). Delivering STEM Skills for the Economy. https://www.nao.org.uk/wp-
content/uploads/2018/01/Delivering-STEM-Science-technology-engineering-and-mathematics-skills-for-the-
economy.pdf
31 Ibid.

numeracy, communication, and digital literacy as skills that impact career and life more
broadly.
Specifically, the UK Department for Education (DfE) has developed a general

competency framework for embedding English, mathematical, and digital
competencies in the outline content for Technical levels.32 A close inspection of the
competencies reveals that their addition to the STEM T level programs reinforces STEM
skills. For example, the English competency “conveying technical information to
different audiences” is important in communicating STEM knowledge, processes,
findings of inquiries, and innovations to a general audience or even outside of work.
On the other hand, the mathematical competency “processing data” promotes the
reliance of STEM on evidence. The articulation of coding and programming in the
digital competency framework equips the STEM workforce with the necessary skills for
interacting with robots and machines that maintain their competitiveness in a digital
economy.
32Institute for Apprenticeships and Technical Education (2019). Operating Instructions for Creation of Outline
Content https://www.instituteforapprenticeships.org/t-levels/developing-t-levels/

English Mathematics Digital Competency
Convey technical information to Measuring with precision Use digital technology and media
different audiences effectively
Estimating, calculating and error
spotting
Present information and ideas Design, create and edit documents
Working with proportion and digital media
Create texts for different purposes Using rules and formulae

Communicate and collaborate
and audiences
Processing data
Summarize information/ideas Understanding data and risk Process and analyze numerical data
Interpreting and representing with

mathematical diagrams Be safe and responsible online
Synthesize information
Communicating using mathematics
Costing a project Code and program

Take part in/lead discussions
Optimizing work processes
Source: UK Institute for Apprenticeships and Technical Education (2019)

Figure 4. UK General Competency Framework for Embedding English, Mathematics, and Digital Competency in Technical Levels

STEM Skills and the Digital Career Route
As one of the concrete outputs of the 2018 report “Developing STEM Skills for the
Economy”, the UK Institute for Apprenticeships and Technical Education has been
developing the outline content of STEM Technical level programs. Among the earliest
that has been finalized is the outline content for Digital Production, Design, and
Development. Every T level program is designed for 1800 hours over a period of two
years with 900 to 1400 hours for technical qualification and 315 to 420 hours of
industry placement. Twenty to fifty percent of the total technical qualification time is
allotted for core content, while 50% to 80% is dedicated for the occupational
specialism. The core content focuses on knowledge and understanding of concepts,
theories, principles, contexts, and core skills relevant to the T Level.33 For the core
content of the digital career route, it covers business context, culture, data, digital
analysis, digital environments, diversity and inclusion, learning, legislation, planning,
security, testing, and tools. On the other hand, the occupational specialism component is
comprised of knowledge, skills, and behaviors that are required to reach threshold
competence for the relevant occupation. English, mathematics, and digital skills are
also added under occupational specialism.
Occupations that are categorized under the Digital Production, Design, and
Development pathway are: digital front-end developer; software development
technician; digital accessibility specialist; digital user experience specialist; games
designer; gaming audio engineer; software developer; video games quality assurance
technician; web designer; digital designer, and creative director.34 Table 6 shows the
mapping of performance outcomes and skills of the said T levels program against
STEM skills.35 Although the career pathway may be perceived as more art-leaning
because it belongs to the creative field, it heavily involves critical thinking, creativity,
problem solving, and systems thinking. Hence, it is STEM-facing as well. In several
ways, the UK set of standards is similar to the US NCWET Digital Media standards
(see Table 5) in having great alignment with STEM skills.
Other pathways under the Digital route include digital business services and digital
support services pathway. Occupations that are mapped to the digital business
services pathway are data technician, data analyst, data architect, information
systems business analyst, data scientist, digital content administrator, digital community
manager, digital content manager, Artificial Intelligence (AI) data specialist, and
digital and technology solutions specialist and professional. A quick scan of the list of
occupations suggests strong STEM connection.
33 Institute for Apprenticeships and Technical Education (2020). Digital Production, Design, and Development: T
Level Outline Content. (p.7) https://www.instituteforapprenticeships.org/media/2942/digital-production-design-
outline-content.pdf
34 Institute for Apprenticeships and Technical Education, Occupational Maps, Digital Route.
https://www.instituteforapprenticeships.org/occupational-maps/
35 Institute for Apprenticeships and Technical Education (2018). T level outline content, Digital Production,
Design, and Development, https://www.instituteforapprenticeships.org/media/2942/digital-production-design-

outline-content.pdf

Table 6. STEM Skills in Digital Production, Design, and Development
Performance Outcomes Skills Corresponding
STEM Skills
Analyze a problem to define Outline the business context and Empathy
requirements and acceptance understand roles and responsibilities Systems Thinking
criteria aligned to user needs Define a range of problems from the Problem Solving
perspective of a user
Split a system into its constituent Systems Thinking
functions (activities, actions, processes,
operations)
Develop and use acceptance criteria Judgment
Design, implement and test Design software solutions to meet a Creativity
software requirement using tools and techniques
Apply testing principles, types, Judgment
techniques and tools to ensure that
software meets specified requirements
Use a range of communication Communication
techniques by adapting style and tone
with the user
Change, maintain and Identify the cause of a problem to Problem Solving
support software restore service as soon as possible
Create solutions in a social Use collaboration tools and Collaboration
and collaborative technologies for working together on Information and
environment common projects data skills
Use a range of communication styles Communication
Discover, evaluate and apply Identify reliable sources, and assess Information and
reliable sources of their reliability data skills
knowledge Search for information relevant to a Information and
topic or scenarios data skills
Identify and understand bias Critical thinking
Demonstrate critical thinking e.g. Critical thinking
triangulation /evaluation of sources to
make the best use of digital
technologies
Apply ethical principles and Check for the existence of and follow Systems Thinking
manage risks in line with guidelines or rules that underpin Civic Literacy
legal and regulatory regulations
requirements Identify, quantify and mitigate risks Critical Thinking
Adhere to codes of conduct in a Civic Literacy
community
STEM Pedagogies for the Digital Career Pathway

In 2019, the UK government established 12 Institutes of Technology (IoTs) through a
competitive selection. IoTs are collaborations between universities, employers, and
training providers. They focus on STEM higher technical programs such as engineering,
digital, and construction. One IoT that specializes in Digital and IT is Barking &
Dagenham College. It offers the following programs: Digital Media - Game Pathway
(Level 2), Digital Industries and Technology (Level 2), Esports or online gaming (Level
3), Extended Diploma in Games Development and Visual Effects (Level 3), and BTEC
Extended Diploma IT (Level 3).36
36https://www.google.com/search?q=Digital+and+IT+is+Barking+%26+Dagenham+College&oq=Digital+and+IT+is
+Barking+%26+Dagenham+College&aqs=chrome..69i57j33l7.902j0j7&sourceid=chrome&ie=UTF-8
Some of the learning activities for Level 2 program are the following:
• Digital media – game pathway
o idea generation, game concept art, video editing, game testing,
production of 3D computer graphics, game design, and, introduction to
coding
• Digital industries and technology
o website development, computer systems, understanding big data,
working and communicating in the IT industry, developing computer
games, online business, written work, podcasts, videos, discussions about
jobs
For Level 3 programs, the learning activities cover:

• Esports
o introduction to Esports (online gaming), Esports skills, strategies, and
analysis, enterprise and entrepreneurship in the Esports industry, health,
well-being, and fitness for Esports players
• Games development and visual effects

o animation, visual effects, games design, principles of 3D design,
mathematics, product programming, agile project development, scrum
techniques, research on emerging technology or commercial trend,
essay writing (art theory in the context of games, animation, and visual
effects, asset portfolio (collection of marked examples of learner work),
case study, and synoptic project
• IT (Information Technology)
o Information systems, organizational system security, procedural
programming, computer networks, database designs, spreadsheet
modeling, digital graphics, project planning with IT, and human-
computer interaction.
Because Institutes of Technology (IoTs) collaborate with the industry sector, they are
able to expose students to industry experts and funded projects. An example of which
is the cloud service provider Amazon Web Services (AWS) that issued a call for the
development of digital apps for children affected by homelessness.37 Students were
able to interact with AWS employees and learned about new cloud technologies that
can be used for building digital apps. The project also follows how actual companies
proceed with a new business brief and expects student teams to submit a design,
costing, and project plan following the budget that has been identified by the
organizers.
Other learning activities that have been cited in the T level outline of content of the
Digital Production, Design, and Development pathway involve design thinking, data
visualization and presentation, document collaboration, Kolb’s and Gibbs’ reflective
techniques, Agile project management (e.g. Kanban and Scrum), root-cause analysis,
and testing (e.g., concept testing, usability testing, Black box testing, White box
testing). The learning activities strongly reflect STEM pedagogies. They are highly
experiential, collaborative, problem-centered, project-, inquiry-, and design-based.
37
Pioneering Digital Project. https://www.barkingdagenhamcollege.ac.uk/find/study-info/student-
work/pioneering-digital-project

Australia
STEM education is a national priority in Australia. Policymakers view high-quality STEM
education as the means to the country’s economic productivity and consider early years
STEM exposure that continues through basic education, vocational education and
training, and higher education as the best investment.38 The National Innovation and
Science Agenda (NISA) recognizes that a strong STEM education is essential in
developing critical and creative thinking, problem solving, and skills of analyzing and
communicating quantitative data, which enable learners to thrive in a range of careers.
The National STEM School Education Strategy 2016-2026 has emphasized that in
order to prepare a skilled and dynamic STEM workforce with lifelong STEM literacy,
the goals of STEM learning in schools are to ensure all students finish school with strong
foundational knowledge in STEM and related skills as well as inspire students to take
on more challenging STEM subjects.39 Steps for achieving these goals include:
• increasing student STEM ability, engagement, participation, and aspiration;
• increasing teacher capacity and STEM teaching quality;
• supporting STEM education opportunities within school systems;
• facilitating effective partnerships with tertiary education providers, business
and industry; and
• building a strong evidence base.
In 2019, a group of researchers analyzed the Australian STEM education strategies

and identified variations in STEM capabilities and dispositions that are emphasized in
different Australian STEM education frameworks. They defined STEM capabilities as
combinations of STEM knowledge and skills beyond the individual content disciplines
but as adequate preparation for the future and for responding to industry needs.40
From different education frameworks that have considered career pathways, STEM
capabilities consist of: STEM discipline knowledge, understanding of relevance of STEM
in society and world of work, integrated knowledge, STEM literacy, numeracy, creative
thinking, critical analysis, problem solving, collaboration, communication, ICT skills,
project management, hypothesizing, experimenting, investigating, ethical thinking,
independent thinking, self-direction (Table 7).41 On the other hand, STEM dispositions
include curiosity, aspirations, resilience, and growth mindset. The study concluded that
in Australia, the STEM education strategies are focused on facilitating career pathways
for students exiting compulsory education. However, a criticism on the national
innovation and science agenda underscores the lack of clear indication how
collaboration between the industry sector, VET, and tertiary education can be
stimulated.42 Much of the plans are directed toward tertiary education and research
and development institutions, despite technicians and tradespeople being crucial to
national innovation efforts.
38 National Innovation and Science Agenda (NISA) (January 2020). Evaluation of early learning and school
initiatives in the national innovation and science agenda.
https://docs.education.gov.au/system/files/doc/other/nisa_evaluation_report_january_2020.pdf
39 Australian Education Council (2015). National STEM School Education Strategy 2016-2026.
http://www.educationcouncil.edu.au/site/DefaultSite/filesystem/documents/National%20STEM%20School%20E
ducation%20Strategy.pdf
40 Murphy, S., MacDonald, A., Danaia, L., & Wang, C. (2019). An analysis of Australian STEM education
strategies. Policy Futures in Education, 17(2), 122-139.

41 Ibid.
42 Siekmann, G. and Korbel, P. (2016). Defining ‘STEM’ skills: Review and synthesis of the literature.
https://www.ncver.edu.au/__data/assets/pdf_file/0022/61339/Support-doc-1-Defining-STEM-skills-review-and-
synthesis-of-the-literature.pdf
Table 7. STEM Capabilities and Dispositions for Career Pathways
STEM Capabilities STEM Dispositions
STEM discipline knowledge Curiosity
Understanding of relevance of STEM in society and Aspirations
world of work Resilience
Integrated knowledge Growth mindset
STEM literacy
Numeracy
Creative thinking
Critical analysis
Problem solving
Collaboration
Communication
ICT skills
Project management
Hypothesizing
Experimenting
Investigating
Ethical thinking
Independent thinking
Self-direction
The House of STEM Model for Vocational Education and Training

According to the Australian National Centre for Vocational Education Research
(NCVER), VET programs are already contributing to the development of STEM-related
skills.43 The agency has proposed “The House of STEM” model to situate STEM skills in
VET (Figure 5).44 Based on the model, STEM is supported by four categories of skills:
foundational literacies (e.g. literacy, numeracy), socio-emotional skills (e.g. resilience,
curiosity, empathy), technical occupation skills (e.g. coding, design, construction), and
advanced cognitive skills (critical and creative thinking) that are all geared toward
improving career, economy, innovation, and productivity.
In Australia, VET training packages outline units of competency, skill sets, and
qualification standards for different occupations and industries, which are created and
maintained by industry groups. In total, there are 57 groups of training packages. A
study that analyzed STEM skills in the training package system has revealed that 30 of
the 57 training packages in Australian VET are STEM-related, with the highest
enrolment in Engineering and ICT, and Science Technicians.45
43 Korbel, P. (2016). Measuring STEM in vocational education and training, NCVER, Adelaide.
https://www.ncver.edu.au/research-and-statistics/publications/all-publications/measuring-stem-in-vocational-
education-and-training
44 Siekmann, G. and Korbel, P. (2016). Defining ‘STEM’ skills: Review and synthesis of the literature.
https://www.ncver.edu.au/__data/assets/pdf_file/0022/61339/Support-doc-1-Defining-STEM-skills-review-and-
synthesis-of-the-literature.pdf
45 Korbel, P. (2016). Measuring STEM in vocational education and training, NCVER, Adelaide.
https://www.ncver.edu.au/research-and-statistics/publications/all-publications/measuring-stem-in-vocational-
education-and-training
Source: Siekmann and Korbel, 2016, p. 20.
Figure 5. Defining STEM Skills: NCVER’s The House of STEM
STEM Skills in ICT Training Packages

Examples of ICT training packages are Certificate IV in Digital and Interactive Games
and Certificate IV in Digital Media Technologies. The said training packages offer
career pathways for assistants and support staff of:
• 2D/3D artists, animators, games developers, and PC games programmer;
• graphic/media designers, digital media developers, interactive media
developers, and web designers;
• digital media authors, digital media programmers, and digital media
development technicians.46
To qualify for a Certificate in Digital Media Technologies, 17 units of competency
have to be satisfied. Seven (7) of which are core units while the 10 other units are from
the specialist elective groups that must be relevant to the work outcome and also meet
local industry needs.47 In addition, foundational skills are incorporated in the
performance criteria. This is true for all training packages. The said foundational skills
are reading, writing, oral communication, navigate(ing) the world of work, oral
communication, interact(ing) with others, and get(ting) the work done.48 Similar to the
UK qualification standards, general competencies are embedded. However, the
Australian components of foundational skills are more focused on communication and
work ethics, while the UK standards have articulated mathematics and digital skills as
general competences expected in all training packages. Although, the Australian
research center on VET (NCVER) identifies numeracy as a foundational skill for STEM
careers, it needs to be articulated in actual VET training packages.
46 ICT Training package. https://www.skillsforaustralia.com/training-packages/ict-training-packages/

47 PwCs Skills for Australia. (2019). ICT40815 Certificate IV in Digital Media Technologies.
https://training.gov.au/TrainingComponentFiles/ICT/ICT40815_R4.pdf
48 ICT40815 Certificate IV in Digital Media Technologies. https://training.gov.au/Training/Details/ICT40815

An analysis of the units of competency for digital media technologies qualifications
(Table 8) using the typology of STEM capabilities by Murphy et al., (2019)49 reveals
that creativity, ICT skills, critical analysis, systems thinking, problem solving,
communication, and project management are the prevailing STEM skills in the said
career pathway. The STEM skills found in Australian qualification standards for digital
media technologies share several similarities with the US NCWETS and UK T level
standards.
Table 8. STEM Skills in Digital Media Technologies Qualification Standards

Units of Competency Corresponding STEM
Skills
Core
Articulate, present and debate ideas Communication
Critical analysis
Participate effectively in communication and consultation processes Communication
Author interactive media Creativity
Use online learning tools ICT skills
Contribute to copyright, ethics and privacy in an ICT environment Ethical thinking
Work effectively in the digital media industry Collaboration
Support small scale ICT projects Project management
ICT skills
Specialist elective units (Web development)
Confirm accessibility of websites for people with special needs *Empathy
*Civic literacy
Create website testing procedures Critical analysis
Conduct operational acceptance tests of websites Investigating
Produce basic client-side script for dynamic web pages Communication
Produce interactive web animation Creativity
Design simple web page layouts Creativity
Ensure website content meets technical protocols and standards *Systems thinking
*Civic literacy
Apply structured query language to extract and manipulate data ICT skills
Produce server-side script for dynamic web pages ICT skills
Specialist elective units (Programming)
Apply introductory programming techniques ICT skills
Apply query language ICT skills
Automate processes Problem solving
Write script for software applications ICT skills
Configure and maintain databases Problem solving
*Systems thinking
Apply introductory programming skills in another language ICT skills
Apply introductory object-oriented language skills ICT skills
Specialist elective units (Interactive Media)
Create 2D digital animations Creativity
STEM Knowledge
Create 3D digital animations Creativity
STEM Knowledge
Create digital visual effects Creativity
Shoot material for screen productions Project management
Create visual design components for digital media Creativity
49Murphy, S., MacDonald, A., Danaia, L., & Wang, C. (2019). An analysis of Australian STEM education
Produce interactive animation Creativity
Produce and edit digital images Creativity
Produce an interactive game Creativity
Create design documents for interactive games Creativity
Write story and content for digital games Communication
Design and create 3-D digital models *Systems thinking
STEM Knowledge
Edit screen content for fast turnaround Critical analysis
Problem solving
Manage media assets Project management
Create storyboards Creativity
Communication
Perform basic sound editing Critical analysis
Problem solving
Prepare audio assets Project management
General elective units
Implement and monitor environmentally sustainable work practices Ethical thinking
*Civic literacy
Build a database Systems thinking
Creativity
Create technical documentation Communication
Identify, evaluate and apply current industry-specific technologies to Critical analysis
meet organizational needs Integrated knowledge
Source of Units of Competency: ICT40815 Certificate IV in Digital Media Technologies.50
*STEM skills not in Murphy et al.,’s (2019) typology.
STEM Pedagogies and the Australian VET Practice

A previous research of Murphy et al., (2019) identified that pedagogies in delivering
STEM education that addresses career pathways are found to be: learner-centered,
project-or problem-based, inquiry-rich, interdisciplinary or integrative, technology-
supported, context-based, authentic, deals with real-world problems, and links with
community, industry, and education partners.51 Looking closely at the Australian Digital
Media Technologies Qualification Standards reveals that its evidence of learning are
comprised of design briefs, storyboards, visualizing tools, file and resource
management systems, media assets, database design documentation (e.g. data
structure, queries, report, user interfaces), user acceptance criteria, technical
specifications, overall usability, and game testing.52 All of which leverage on creativity,
ICT skills, and critical analysis. However, unlike the UK training packages, there are no
explicit examples of STEM activities such as agile project management, design sprint,
and usability testing that can provide clearer directions for trainers. In fact, one finding
of the research done by the NCVER on continuing professional development for a
diverse VET practitioner workforce resonates a similar concern -- that VET practitioners
experience difficulty in interpreting and analyzing training packages.53
50 ICT40815 Certificate IV in Digital Media Technologies. https://training.gov.au/Training/Details/ICT40815

51 Murphy, S., MacDonald, A., Danaia, L., & Wang, C. (2019). An analysis of Australian STEM education
52 Qualification Details, Certificate IV in Digital Media Technologies (Release 4).
https://training.gov.au/Training/Details/ICT40815
53 Tyler, M. and Dymock, D. (2017). Continuing professional development for a diverse VET practitioner workforce.
NCVER, Adelaide. https://files.eric.ed.gov/fulltext/ED574491.pdf

The VET Development Centre (VDC) is the lead agency that supervises the professional
development of VET trainers. It adheres to the TVET Practitioner Capability
Framework, which was developed by the Innovation and Business Skills Australia, Ltd
(IBSA).54 There are four domains that characterize the capability of VET practitioners,
these are, teaching, assessment, industry collaboration, and system and compliance.55
Subcomponents of the teaching domain include theory, design, facilitation, and
evaluation. On the other hand, subcomponents of the assessment domain are theory,
products, processes, and validation. Expert VET practitioners are expected to apply
and model theories of teaching and learning in VET practice through a broad range of
facilitation approaches, evaluation tools and techniques that are aligned with industry
and system requirements.56 A review of the IBSA Academy’s units in professional
development shows components that have potential links to STEM pedagogies such as
addressing language, literacy, and numeracy skills, contextualizing training programs,
and emotional intelligence and leadership.57Researchers of Australian VET
practitioners, however, pointed out that there is a pressing need for trainers who can
creatively decode training packages, imbibe the psychology and sociology of
learning, curriculum design, and assessment to be able to implement creative
pedagogies.58
Singapore
In 2018, the National Institute of Education at the Nanyang Technological University of
Singapore instituted its STEM research center, Multi-centric Education, Research and
Industry STEM Centre (meriSTEM). One of the primary outputs of the center is the STEM
Education framework, which they named the S-T-E-M Quartet.59 The framework has
defined STEM education as solving complex, persistent and extended real-world
problems using practices unique to the four disciplines (Science, Technology,
Engineering, Mathematics), while drawing on the connections within and between
disciplines.60 Its four key characteristics are: (1) problem solving as the overarching
process, (2) complex, persistent, and real-world problem at its core, (3) a focus on
connections between the disciplines, and (4) science-technology-engineering-
mathematics as the four disciplinary domains with a lead discipline.
Teng (2019) shared similar perspectives that STEM is a catch-all and integrative term
for the four disciplines as well as a heuristic approach for providing desired 21st
54 Guthrie H., Harris R. (2019) VET Practitioner Education in Australia: Issues and Approaches. In: McGrath S.,
Mulder M., Papier J., Suart R. (eds) Handbook of Vocational Education and Training. Springer, Cham.
https://doi.org/10.1007/978-3-319-49789-1_40-1.
55 Innovation and Business Skills Australia, Ltd (IBSA), TVET Practitioner Capability Framework: Implementation
Guide. https://www.dtwd.wa.gov.au/sites/default/files/uploads/vet-capability-framework-implementation-
guide.pdf
56 Ibid.
57 IBSA Academy. (2020). Published IBSA Academy Units.
https://resources.australiantrainingproducts.com.au/ibsaacademy
58 Guthrie H., Harris R. (2019) VET Practitioner Education in Australia: Issues and Approaches. In: McGrath S.,
Mulder M., Papier J., Suart R. (eds) Handbook of Vocational Education and Training. Springer, Cham.
https://doi.org/10.1007/978-3-319-49789-1_40-1.
59 Tan, AL., Teo, T.W., Choy, B.H. et al. The S-T-E-M Quartet. Innov Educ (2019) 1: 3.
https://doi.org/10.1186/s42862-019-0005-x
60Ibid.

century competencies for employability and good citizenship.61,62 The researcher
elaborated that the goals of STEM education are to: (a) ground students in the
processes and attitudes of minds related to STEM; (b) foster the ability to approach
problem solving with an integrative and interdisciplinary approach; and (c) acquire
knowledge, competencies, and character for the future of work. Moreover, the
aforementioned goals can be achieved through the following key actions:
• authentic and meaningful STEM curriculum with emphasis on future-readiness
through 21st century skills such as critical thinking, creativity, complex problem
solving, collaboration, and communication;
• use of four “PBL” pedagogies for STEM: Play-based Learning, Problem-based
Learning, Project-based Learning, and Phenomenon-Based Learning;
• making resources required for STEM education available;
• high quality ‘just-in-time’ teacher professional development courses by
universities and teacher education institutes;
• formation of interdisciplinary STEM teaching teams; and
• organizing national STEM symposiums or meeting for sharing best practices in
STEM education.
The Future Economy Council (FEC) of Singapore leads the implementation of the
SkillsFuture program which aims to develop an integrated high-quality system of
education and training that is responsive to the changing national economic needs and
that fosters lifelong learning as well.63 The program facilitates on-the-job trainings,
tertiary scholarships, non-expiring training vouchers for all Singaporeans aged 25
years and over, and an online portal for primary and secondary level called
MySkillsFuture for Students (MSFS) that is part of the Educational and Career
Guidance through the subject Character and Citizenship Education.64
De Roock and Baildon (2019) analyzed the MSFS portal and found that its framing is
STEM-centric.65 They argued that the manner by which the “World of Work” section of
the online portal presents the industry landscape is STEM-oriented as it lists
manufacturing (e.g. precision engineering), trade and connectivity (e.g. transport and
logistics), and built environment (e.g. construction). Furthermore, the researchers pointed
out that non-STEM, creative occupations that are featured in the portal are given a
STEM orientation by being categorized under media for digital transformation
alongside immersive media, artificial intelligence (AI), internet of things (IOT), data
science, and cybersecurity.
61 Teng, P. (2019). Using STEM education to ground students in the processes and attitudes of mind associated
with science and mathematics, and engineering and technology implicitly recognises the differences among the
four disciplines. Personal communication between Jordi Pra Tuca and Dr. Paul Teng of NTU.
62 Teng, P. (2019). STEM education in a changing employment landscape. https://www.scidev.net/asia-
pacific/education/opinion/stem-education-in-changing-employment-landscape.html
63 About SkillsFuture. https://www.skillsfuture.sg/AboutSkillsFuture
64 Roberto Santiago de Roock & Mark Baildon (2019) MySkillsFuture for Students, STEM Learning, and the Design
of Neoliberal Citizenship in Singapore, Cognition and Instruction, 37:3, 285-305, DOI:

10.1080/07370008.2019.1624545.
65 Ibid.

STEM Skills in Technical Education and Workforce Core Skills
The 21st Century Competencies Framework of the Singaporean Ministry of Education
(MOE) emphasizes civic literacy, global awareness, cross-cultural skills, collaboration,
communication and information skills, and critical and inventive thinking as essential
competencies for the globalized world.66 It also embeds social and emotional
competencies such as self-awareness, self-management, responsible decision-making,
social awareness, and relationship management. Although framed as 21st century
competencies, they are STEM-oriented based on the STEM skills frameworks of the US,
EU, UK, and Australia.
Post-secondary trainings on career technical education and work-study trainings are

managed by the Institute of Technical Education (ITE). The mission of the ITE is to
provide opportunities for students and adult learners to gain knowledge, skills, and
values for employability and lifelong learning.67 In its strategic roadmap for 2020-
2024, ITE Create: Skills for Future, Skills for Life68, the ITE puts forward four goals and
these are:
• employability resilience, future readiness
• lifelong learning, workforce adaptability
• smart learning, smart working
• agile capabilities, responsive organization.
The ITE is organized into several schools offering varied certificate programs and
technical diplomas. These schools are on applied and health sciences, electronics and
info-comm technology, business and services, design and media, engineering, and
hospitality. The School of Media offers the National Institute of Technical Education
Certificate (Nitec) in Digital Animation, while the School of Electronics and Info-comm
Technology offers the Nitec in Web Applications. The program on digital animation is
a career pathway for computer graphic artists and for junior positions as animators,
modelers, concept artists, character designers, and storyboard artists.69 On the other
hand, the program on web applications is the gateway to jobs as web developers,
web programmers, and interactive programmers.70 When the core competencies of the
two Nitec programs are analyzed using the 21st century competency framework of
MOE, there are pronounced overlaps with STEM skills (Table 9). A few STEM skills that
are not articulated in the Singaporean framework but have been identified by other
frameworks are used and marked with an asterisk (*).
66 Ministry of Education, 21st Century Competencies Framework. https://beta.moe.gov.sg/education-in-SG/21st-

century-competencies/
67 Institute of Technical Education. Mission, Vision, and Values. https://www.ite.edu.sg/who-we-are/our-
organisation/our-mission-vision-and-values
68 Institute of Technical Education. Strategic Roadmap 2020-2024, ITE Create: Skills for Future, Skills for Life.
https://www.ite.edu.sg/docs/default-source/who-we-are-docs/ite-create-ecopy.pdf?sfvrsn=e444e9f6_12
69 Institute of Technical Education. Nitec in Digital Animation. https://www.ite.edu.sg/courses/course-

finder/course/nitec-in-digital-animation
70 Institute of Technical Education. Nitec in web Applications. https://www.ite.edu.sg/courses/course-
finder/course/nitec-in-web-applications

Table 9. STEM Skills in Singaporean Core Competencies for Digital Animation and Web
Applications
Core Competencies Corresponding STEM Skills
Set up, install and maintain computer hardware and ICT skills
operating system
Create interface elements with focus on usability and user Inventive thinking
experience *Systems thinking
Develop web pages using HTML and CSS Inventive thinking
ICT skills
Ensure output web pages comply with W3C standards *Systems thinking
Civic literacy
Create, manage, and publish dynamic web content using Inventive thinking
Content Management System (CMS) ICT Skills
Develop programs using programming concepts such as data ICT skills
types, operators, control structures and arrays
Develop interactive animated applications on different ICT skills
platforms Inventive thinking
Develop web applications using server side scripting with ICT skills
database integration Inventive thinking
Develop and deploy responsive interactive mobile web ICT skills
applications Inventive thinking
Apply knowledge and skills on web development in actual *Integrated knowledge
work conditions and environment
Apply the fundamentals of drawing skills, composition and its *STEM knowledge
techniques *Systems thinking
Apply the principles of classical animation to the drawing of *STEM knowledge
key poses in action
Apply the basic principles of form, composition, shapes and *STEM knowledge
color to create key layout and background designs *Systems thinking
Perform basic 3D asset creation involving modelling, Inventive thinking
texturing, rigging, lighting and rendering *Integrated knowledge
Understand the entire 3D production workflow *Project Management
Break down a script and develop it into a series of images Critical thinking
that tells a story Inventive thinking
Apply and integrate the technical, social and methodological *Integrated knowledge
competencies in carrying out related industry project Social awareness
Cross-cultural skills
Handle project management *Project management
Perform production-related tasks within a given deadline *Project management
Responsible decision-making
*Terms for STEM competencies found in frameworks that are not from Singapore.
Singapore has a Skills Framework (SFw) for their workforce that is focused on skills
mastery and lifelong learning. The framework is the main influence behind the nation’s
Training and Adult Education Industry Transformation Plan.71 It also covers the critical
core skills and technical skills and competencies. The latter refers to occupation- or job-
specific knowledge, skills, and abilities. There are 18 critical core skills in the SFw,
namely, communication; computational thinking; creative thinking; decision making;
71SkillsFuture SG. Skills Framework for Training and Adult Education. https://www.skillsfuture.sg/skills-
framework/tae

developing people; digital literacy; global mindset; interpersonal skills; leadership;
lifelong learning; managing diversity; problem solving; resource management; sense-
making; service orientation; teamwork; transdisciplinary thinking; and virtual
collaboration. Table 10 lists the critical core skills in the SFw and their corresponding
descriptions.
Looking at the 18 critical core skills of the Singaporean framework, it is evident that
they are STEM-oriented and partly echoes the Human Skills Matrix of MIT, UK’s T
levels standards, and Australia’s core unit competencies. Unique skills in the SFw that
are not in the other frameworks include: computational thinking, global mindset,
lifelong learning, managing diversity, resource management, sense-making, service
orientation, transdisciplinary thinking, and virtual collaboration. Among the different
international frameworks that exhibit STEM in TVET, it is the Singaporean framework
that has the clearest articulation of STEM skills. This is largely due to the future-facing
economic DNA of Singapore recognizing that building their human capital on STEM can
secure their competitiveness in the years to come.
Table 10. SkillsFuture SG Critical Core Skills for Training and Adult Education72
Critical Core Skills Description
Communication Convey and exchange thoughts, ideas and information
effectively through various mediums and approaches
Computational thinking Develop and use computational models, tools and techniques
to interpret and understand data, solve problems and guide
decision-making
Creative Thinking Adopt a fresh perspective to combine ideas or information in
new ways and make connections between seemingly
unrelated fields to create new ideas and applications
Decision Making Choose a course of action from various alternatives using a
reasoned process to achieve intended goals
Developing People Help others to learn and develop their capabilities to
enhance their performance and achieve personal or
professional goals
Digital Literacy Use ICT tools, equipment and software to create, evaluate
and share information digitally with others
Global Mindset Awareness of diversity across global cultures and markets;
Seek opportunities to adopt successful practices and ideas
Interpersonal Skills Manage relationships efficiently and communicate with others
effectively to achieve mutual consensus and outcomes
Leadership Lead others to achieve objectives in the most effective way;
Provide an inclusive workplace that cultivates workplace
relationships and teamwork, and foster the development of
others
Lifelong Learning Seek out opportunities to enhance one’s knowledge and skills;
Access and acquire new knowledge and skills actively for
continual learning
Managing Diversity Work well with people from different ethnic, social, cultural
and educational backgrounds and understand the concerns
and interests of diverse work groups
72SkillsFuture SG. Critical Core Skills for Training and Adult Education (formerly Generic Skills and Competencies).
https://www.skillsfuture.sg/-/media/SkillsFuture/Initiatives/Files/SF-for-Infocomm-Technology/SF-
GSC.PDF?la=en
Problem Solving Generate feasible and efficient solutions to solve problems
and capitalize on new opportunities
Resource Management Efficient and effective deployment and allocation of resources
when and where they are needed; Include planning,
allocating and scheduling of resources to tasks, which
typically include manpower, machines, money and materials
Sense-Making Organize and analyze data and information accurately to
identify relationships and detect patterns and trends to gain
insights for decision-making
Service Orientation Commit to exceeding both internal and external customers’
needs; Proactively identify customer needs and sustain a
culture of service excellence within the organization
Teamwork Work collaboratively and effectively with others to contribute
to group efforts to achieve identified objectives
Transdisciplinary Thinking Understanding of concepts across multiple disciplines, with the
capacity to synthesize the knowledge and insights to guide
decisions and foster cooperation
Virtual Collaboration Use online collaborative communication tools to work as teams
to accomplish tasks or projects
Source: SkillsFuture SG, Critical Core Skills for Training and Adult Education
STEM Pedagogies for Developing Skills for Future and Life

For training partners and practitioners, the SkillsFuture program is leading a learning
innovation initiative called iNnovative Learning 2020 or iN.LEARN 2020 to leverage
technology and innovation in the delivery of continuing education and training (CET).73
The strategy of iN.LEARN is five-pronged consisting of:
• developing capabilities – covers awareness and business, tools for e-learning
and other innovative technologies and pedagogies, training management,
workplace learning, workplace learning methodologies, and implementation of
workplace learning.
• seeding innovation – has events for: brainstorming learning innovations to
improve training delivery (InnovJam), competition of ideas for addressing
learning issues in organizations (InnovPlus), conversation with experts
(InnovLogue), and lunch-time quick bites to hear innovative learning tips from
invited partners and practitioners (InnovBites).
• developing ecosystem – tools, equipment, and facilities to support
experimentation and collaboration on learning innovation.
• research informing innovation – collaborating with research institutions to do
research and gather intelligence innovative learning designs for CET.
• technology – integrated in each component of the strategy.74
Some of the learning innovations that have been explored by the program are the
following:
• Adaptive learning techniques - predictive and learning analytics, use of
chatbots, and cognitive science-based learning
• Experiential learning strategies - Augmented Reality (AR) and location-based
technologies
73 SkillsFuture SG. iNnovative Learning 2020. https://www.skillsfuture.sg/inlearn

74 Ibid.
• Technology-supported instruction - use of Nearpod (free platform for creating
quizzes, polls, and videos for interactive learning), ThingLink, Padlet, Flipgrid,
video creation for LinkedIn and Facebook, H5P, Explain Everything, Kahoot!,
Google Meet, Piktochart, Mentimeter, Lino, Plickers, Zoom, Powtoon, Quizziz,
Spiral, Pear Deck, Trello, Socrative, and Vilma.
• Innovative learning – creativity for businesses and bite-sized micro learning.
The pedagogies mentioned above have solid grounding on STEM. They leverage on
creativity and innovation, technology, adaptive and experiential techniques, critical
analysis, collaboration, and communication. Compared to the other countries that have
been included in this review, the STEM pedagogies that are used by Singapore for
their continuing education and training (CET) are specific and uncomplicated.
Philippines
STEM in TVETPH 4.0 Strategies
In 2019, the Philippine Technical Education and Skills Development Authority (TESDA)
launched its Fourth Industrial Revolution Framework that outlines its TVET strategies for
meeting the demands of IR 4.0 that will make the Philippines IR4.0-ready. The goal of
the framework is to produce IR4.0-ready learners who are equipped with essential,
STEM-related, and socio-emotional skills such as: complex problem-solving, critical
thinking, creativity, people management, coordinating with other, emotional
intelligence, judgment and decision-making, service orientation, negotiation, and
cognitive flexibility.75
Some of the strategies in the framework that are STEM-oriented are as follows:
• conduct Skills Needs Anticipation (SNA): Workforce Skills Survey (WSS) to
identify skills requirements for the 4IR, essential skills, green jobs, digitization
etc.;
• integrate STEM, essential skills, socioemotional skills in the standards;
• develop higher level qualifications that integrate essential skills and STEM in
Training Regulations (TRs);
• establish innovation centers;
• pursue enterprise-based training as dominant mode of TVET delivery;
• upskill TVET trainers on pedagogies;
• integrate 4IR skills in assessments;
• develop a culture of research for evidence-based policy-making that stimulates
innovations and new technologies;
• build the capacity of TESDA human resource; and
• allocate fund to support the implementation of programs for the 4IR.76
The initial step that has been taken by TESDA in STEMifying TVET is to develop a
Contextual Learning Matrix (CLM). The purpose of the CLM is to connect to basic,
common, and core units of competency in the areas of mathematics, science, and
language to relevant contexts as well as emerging fields of green technology, health
literacy, and inclusive training delivery.77
75 Agub, R. (2019). STEM in TVET. Presentation during GIE Forum: Nurturing the Philippine STEM Pipeline,
Bayanihan Center, Mandaluyong City, November 15, 2019.
76 Ibid.
77 Ibid.

Currently, TESDA has a total of 272 Training Regulations (TRs). Among the sectors,
Construction has the highest number of developed TRs, comprising 16.0% of the total
number of TRs, followed by Automotive and Land Transport (14.0%), Agriculture,
Forestry and Fishery (11.5%), Metals and Engineering (10.4%), Electrical and
Electronics (7%), and Information and Communication Technology (7%).78 It operates
on three training modalities: institution-based, enterprise-based (Dual Training
System/apprenticeship), and community-based (collaboration with Local Government
Units). As of 2017, there are 3,966 TVET providers, 91.4% of which are private
providers. Most of the enrollees went through institution-based modalities. Over the
years, there was a significant decline in participating companies offering dual training
system, from 801 in 2011 to 348 in 2016.79
TESDA’s Transition to the New Normal

When COVID-19 pandemic happened, it severely affected the face-to-face delivery
of TVET programs. A silver lining, however, was the resurgence in enrolment in their
online program. TESDA averaged about 127,000 online trainees in the first two
months of the Enhanced Community Quarantine (ECQ).80 The agency also was quick to
line up activities for about 3,000 trainers on the implementation of flexible learning.
The training aimed to build the capacity of trainers in:
• preparing tools essential for facilitating online sessions;
• facilitating webinars, online discussions, workshops, and other online activities;
• monitoring online learning activities;
• providing technical support to trainees; and
• managing online assessment and grading.81
Ways of working, teaching, and learning will change with the persistent threat of
COVID-19 transmission alongside high unemployment rate and economic contraction.
Now more than ever, skills that require higher-order thinking as well as socio-emotional
intelligence, which are difficult to automate similar to STEM skills are going to set apart
workers that can thrive despite experiencing challenges at home, at work, and in the
community.
Summary
STEM education and TVET frameworks in countries such as the United States, Germany,
United Kingdom, Australia, and Singapore have different but overlapping typologies
of STEM skills and pedagogies in delivering certification programs that are STEM-
oriented. Common among the different frameworks, however, is the recognition of STEM
technologists, technicians, and tradespeople as critical components of the workforce
that will sustain the competitiveness, productivity, and economic growth of a nation.
Moreover, national innovation agenda and STEM education strategies across the world
emphasize the alignment of education systems starting at early years and continuing
until adulthood for developing strong foundations of STEM knowledge, skills, attitudes,
and dispositions for ensuring employability, proactive citizenship, and lifelong learning.
Table 11 shows the summary of STEM skills, pedagogies, and components of STEM in
78 Technical Education and Skills Development Authority (TESDA) (2018). National Technical Education and Skills
Development Plan 2018-2022.
79 Ibid.
80 TESDA (2020). Online Program Monitoring Report.
81 TESDA (2020). Guidelines in Implementing Flexible Learning in TVET.

TVET strategies reviewed from frameworks in countries such as the US, EU, Germany,
UK, Australia, and Singapore.
The next section presents the STEM for TVET Learning Design Framework that is
derived from the review of STEM education goals, skills, pedagogies, and strategic
components of frameworks from the United States, European Union, Germany, United
Kingdom, Australia, and Singapore. The proposed learning design framework also
considers the strategies outlined in the Philippine TVETPH4.0 Framework.

Table 11. Summary of STEM Skills, Pedagogies and Components of International STEM in TVET Strategies
US EU Germany UK Australia Singapore
STEM Skills and Critical thinking Technical Creativity Language STEM discipline Communication
Literacies Creativity background STEM Communication Mathematics knowledge Computational
Entrepreneurship content Social and Digital competency Understanding of thinking
Ethics Creativity emotional Creativity relevance of Creative thinking
Systems thinking Integration skills competence Analyzing STEM in society Decision making
Comfort with Design mindset STEM knowledge Problem solving and world of Developing people
ambiguity Continuous Problem solving Critical thinking work Digital literacy
Growth mindset experimentation Logical thinking Decision making Integrated Global mindset
Self-awareness Complex problem Mathematical Investigating knowledge Interpersonal skills
Accountability solving understanding Systems thinking STEM literacy Leadership
Adaptability Systems thinking Digital literacy Collaboration Numeracy Lifelong learning
Planning and Computational Media competence Risk mitigation Creative thinking Managing diversity
organization thinking System Project management Critical analysis Problem solving
Persistence Quality, risk, and understanding Problem solving Resource
Professionalism safety Independent Collaboration management
Initiative Business learning Communication Sense-making
Integrity development Continuous learning ICT skills Service orientation
Communication Project management Flexibility Project management Teamwork
Collaboration Time management Abstract thinking Hypothesizing Transdisciplinary
Empathy Teamwork Analytical thinking Experimenting thinking
Negotiation Monitoring Curiosity Investigating Virtual collaboration
Relationship curation Communication Soft skills Ethical thinking Civic literacy, Cross-
Strategic vision (verbal and written) Independent cultural skills
Empowerment of Interpersonal skills thinking Self-awareness
others Presentation skills Self-direction Self-management
Project management Public Curiosity Responsible
Performance communication Aspirations decision-making
management Virtual collaboration Resilience Social awareness
Complex problem Persistence Growth mindset Relationship
solving Passion management
Writing, speaking, Curiosity

active listening Attention to detail
Reading Sense of
comprehension responsibility
Technology skills Stress tolerance
Programming Adaptability
Time management Self-discipline
Social Proactivity
perceptiveness Active learning
Monitoring Friendliness
Active learning Leadership
Troubleshooting Integrity
Coordination Cooperation
Multicultural
orientation
STEM Pedagogies Problem-based Student-centered Dual learning Design thinking, Learner-centered Play-based
Solving real-world Multi-disciplinary system Data visualization Project-based Learning
problems Problem Design thinking and presentation, Problem-based Problem-based
Lifelong learning (challenge)-driven Work process Document Inquiry-rich Learning
Ethics Collaborative matrix collaboration Interdisciplinary or Project-based
Blended learning Technology-enabled Training portfolio Kolb’s and Gibbs’ integrative Learning
Case study Experience-based Learning and work reflective techniques Technology- Phenomenon-Based
Design challenges Continuous (lifelong) tasks Agile project supported Context- Learning
Personal growth Learning ecosystem- Task analysis management (e.g. based Authentic Predictive and
plan oriented Simulation game Kanban and Scrum) Deals with real- learning analytics
STEM professionals Personalized Four-step method Root-cause analysis world problems Chatbots
into the training learning Experiment Concept testing Links with Cognitive science-
room Use of mobile Practical task Usability testing community, industry, based learning
Collaborative applications Ideation (Flash) Black box testing and education Augmented Reality
research project Virtual Reality (VR) Case study White box testing partners (AR)
Competition Gamification Role play Design briefs Location-based
Workshop Online forum Brainstorming Storyboards technologies
Place-based Virtual meetings Guiding texts Data visualization Nearpod
pedagogy/ Projects Station learning File and resource ThingLink
community project Industry placements Internet rally management Padlet

Indigenized Matchmaking events Flowchart Building media Flipgrid
teaching approach Mind mapping assets Video creation for
Wiki Database design LinkedIn and
Photo association documentation User Facebook
Bookmarks acceptance criteria H5P
Blog/vlog Technical Explain Everything
Jigsaw specifications Kahoot!
Point query Overall usability Google Meet
Online forum/chat testing Piktochart
Flyer Game testing Mentimeter
Structural laying Lino
Surveys Plickers
Concept checks Zoom
Powtoon
Quizziz
Spiral
Pear Deck
Trello
Socrative
Vilma
Bite-sized micro
learning
Components of STEM content Strategy Digital Teacher Teacher Technology
STEM in TVET development Collaboration transformation professional professional Innovation
Strategies activities Content Qualification of development development Intelligence
STEM career Learning trainers and Career strategy Resources Teacher
development Environment teachers New types of Stakeholder professional
activities Delivery mechanism Innovation spaces learning institution engagement development
Teacher PD Assessment Occupational Updated Strong evidence Ecosystem
Partnerships Recognition screening qualification base
Cultural Context Quality Updating of training standards STEM opportunities
regulations within school systems

STEM in TVET: Learning Design Framework
This section proposes a Learning Design Framework for STEMifyingTVET. It is derived
from the different perspectives and salient features of STEM frameworks in the United
States, European Union, Germany, United Kingdom, Australia, Singapore, and the
Philippines. It presents the goals of STEM in TVET and the STEM competencies that
should be prioritized in relation to the future of work. In light of the emerging trends in
the delivery of TVET programs across the world, effective STEM pedagogies are
described. Some examples are also provided. Moreover, the framework highlights
critical levers that can facilitate the success of STEMifying TVET.
Goals of STEM in TVET

The goals of STEM in TVET are employability, proactive citizenship, and human
flourishing. Employability means being equipped with knowledge, skills, and attitudes
that enable an individual to be able to secure a job. On the other hand, proactive
citizenship means contributing to nation-building as well as being a responsible global
and digital citizen. Although not explicitly stated in any of the frameworks, the third
goal “human flourishing” can be something akin to lifelong learning but on a much
higher level. Human flourishing is the highest form of self-actualization. It means that an
individual can flourish and prosper not only for himself/herself but also for others,
regardless whether circumstances are favorable or not.
STEM Competencies
STEM competencies that support Technical and Vocational Education and Training
(TVET) have four major domains, namely, STEM knowledge, thinking skills,
multiliteracies, and socio-emotional intelligence.
1. STEM knowledge that is disciplinal and also transdisciplinary is important in

TVET. Disciplinal knowledge means subject-specific understanding of concepts,
theories, principles, laws, and contexts of Science, Technology, Engineering, and
Mathematics. On the other hand, transdisciplinary knowledge refers to the
integrative understanding of the useful and most relevant content and
techniques from the STEM disciplines to be able to solve work-related and
other real-world problems.
2. Thinking skills involve skills for sense-making to be able to solve problems,

understand connections, make informed decisions, or innovate for the
improvement of personal, community, workplace, and regional/national
contexts. Thinking skills include:
a. Creative/Inventive Thinking
Combine or connect ideas and information in unique and novel ways to
generate new ideas, applications, products, processes, or services
b. Critical Thinking
Apply logic and reasoning to make sense of data or information by
posing questions, putting forward arguments, exploring

counterexamples, searching evidence, identifying relationships,
recognizing patterns and trends, evaluating pros and cons, and
synthesizing information
c. Systems Thinking
Understand the bigger context of a system, its emergent properties,
and behavior over time by knowing the connections, interrelationships,
and dynamics of its constituent parts
d. Problem Solving
Identify feasible and efficient solutions to solve problems and to create
new opportunities
e. Transdisciplinary Thinking
Put together relevant concepts and processes from multiple disciplines
to generate solutions and new applications
f. Decision-making
Make a logical choice of action by looking at evidence, exploring
alternatives, considering likely impact, evaluating options and providing
justifications
g. Computational Thinking82
Develop or apply computational models, tools and techniques to
interpret and understand data, solve problems, and guide decision-
making
h. Ethical Thinking
Use value system as guide for making choices that adhere to
acceptable standards and protocols.
3. Multiliteracies are various forms of literacy that bridge STEM knowledge,

skills, attitudes, dispositions, and values. The literacies can be applied singly or
in combination with other forms depending on the context of learning. The
multiliteracies that are relevant to STEM in TVET are the following:
a. Numeracy
Apply mathematical ideas in personal, occupational, societal, and
scientific contexts by reasoning, creating representations, or using
measuring instruments or calculating tools
b. Digital Literacy
Search, evaluate, create, and share digital information using ICT
device, equipment, tools, platforms, and applications for communication,
collaboration, or problem solving
82Definition of computational thinking adopted from SkillsFuture Critical Core Skills. SkillsFuture SG. Critical Core
Skills for Training and Adult Education (formerly Generic Skills and Competencies). https://www.skillsfuture.sg/-
/media/SkillsFuture/Initiatives/Files/SF-for-Infocomm-Technology/SF-GSC.PDF?la=en

c. Civic Literacy
Contribute to the broader goals of the community by participating
proactively in community affairs and observing social responsibility
d. Cultural Literacy
Be sensitive and respectful of the culture where an individual is
immersed in
e. Occupational Health Literacy

Understand and apply occupational safety standards and protocols as
well as take care of one’s health and well-being to maintain
productivity
f. Entrepreneurial Literacy83
Detect an opportunity and make it grow in a sustainable way applying
relevant knowledge, skills, and attitudes
g. Organizational Literacy
Negotiate way within an organization by understanding its structure,
dynamics of its members, communication channels, and appropriate
procedures
4. Socio-Emotional Intelligence refers to “the ability to integrate feeling, intuition,

and cognition to acknowledge, understand, manage, apply, and express an
individual’s emotions and social interactions at the right time, for the right
purpose, in the right context, and with the right person or group.” (Devis-
Rozenthal, 2017)84
For STEM in TVET, the applicable components of socio-emotional intelligence

are:
a. Communication
Convey and exchange thoughts, ideas and information effectively
through various mediums and approaches85
b. Collaboration
Work effectively in a team to achieve shared goals either through
face-to-face or virtual interaction
c. Empathy
Sense, share and respond positively to the feelings of another
83 Perez-Bustamante, G. (2014). Developing Entrepreneurial Literacy at University: A Hands-on Approach.

International Journal of Multidisciplinary Comparative Studies, 1(2), pp. 57-75.
84 Devis-Rozental, C. (2017). Developing socio-emotional intelligence in early years scholars (Doctoral
dissertation, Bournemouth University).

85 Definition of communication adopted from SkillsFuture Critical Core Skills. SkillsFuture SG. Critical Core Skills
for Training and Adult Education (formerly Generic Skills and Competencies). https://www.skillsfuture.sg/-
/media/SkillsFuture/Initiatives/Files/SF-for-Infocomm-Technology/SF-GSC.PDF?la=en

d. Agency
Manage own behavior and emotions to act professionally and
independently, make choices freely, and pursue goals persistently
e. Lifelong/ Lifewide Learning

Find opportunities to enhance one’s knowledge and skills for continual
learning; Maintain curiosity, passion, and growth mindset; Connect
learning to a purpose and real-world context
f. Resilience
Thrive or prosper despite difficult circumstances; Be adaptable and
flexible
g. Leadership
Lead others to attain shared goals by managing relationships,
respecting diversity, recognizing talent, and empowering people
h. Service Orientation
Support a culture of service excellence within the organization by
producing products or providing services that exceed the expectations
of the customers
i. Project Management
Use resources (human, material, and time) wisely to deliver work-
related tasks or projects
j. Global Mindset
Be adaptive to global standards but remain responsive to local needs
STEM Pedagogies
Based on the STEM pedagogies that are applied in TVET programs in the United
States, European Union, Germany, United Kingdom, Australia, and Singapore, Table
12 shows pedagogical approaches, their corresponding descriptions and examples of
activities and tools.
Table 12. STEM Pedagogies, Example Activities, and Tools for TVET
Pedagogical Approach Description Example Activities and
Tools
Experiential learning Immersing trainees in tools, Apprenticeship
activities, actual work settings Industry-led
of the relevant trade competitions/projects
Immersion or short-term
engagements (industry,
research facility, innovation
spaces,
colleges/universities)
Contextual learning Using examples that are Practical tasks
familiar and relevant to the Work process matrix
situation of the trainees, which Four-step method
may also include indigenous (explanation-demonstration-
resources such as artefacts imitation-practice)

and tools Guiding texts
Photo association
Task analysis
Training portfolio
Home-based
projects/experiments
Mentoring
Brown bag sessions with
practitioners
Problem-centered learning Providing opportunities for Case study
students to address authentic, Industry-led
open-ended, ill-structured, competitions/projects
real-world problems for Experiments
meaningful learning Internet rally
Technical specifications
Project plans
Data visualization
Project-based Learning Giving short-term challenges Projects
or tasks with relatively shorter Case study
period of time to complete Simulation game
Role play
Experiments
Internet rally
Data visualization
Inquiry-based learning Designing an investigation to Experiments
enable students to discover Technical specifications
new concepts or explore Research projects
scientific phenomenon by Baseline assessments
asking questions, gathering Needs analysis
evidence, offering Data analysis, visualization
explanation from evidence, Research meetings
connecting evidence to Colloquia
scientific knowledge, as well
as, providing justification
based on patterns derived
from evidence
Design-based learning Posing an open-ended, Design challenges
hands-on design challenge Agile project management
that allows students to go (e.g. Kanban, Scrum)
through the engineering Persona maps
design or design thinking Ideation techniques
processes in generating Brainstorming
innovative solutions such as Invention algorithms
new products, optimized Storyboards
processes or services Design briefs
Project plans
Prototyping
Innovation pitch
Concept testing
Usability testing
Mock campaigns
Collaborative learning Allowing trainees to work in Projects
teams, exercise interpersonal Design challenges
and communication skills Virtual meetings
Jigsaw technique
Agile project management
(e.g. Kanban, Scrum)
Persona maps
Ideation techniques
Brainstorming
Invention algorithms
Storyboards
Design briefs
Project plans
Prototyping
Innovation pitch
Concept testing
Usability testing
Mock campaigns
Critical reading and writing
Technology-supported Using ICT tools, platforms, Internet rally
learning software, device, or Mobile applications
equipment for training Virtual meetings
delivery or assessment Online forum
Webinar
Wiki
Blog/vlog
Online quizzes
Surveys
Digital interactive boards
Infographics
Interactive media
AR/VR
Chatbots
Predictive/learning analytics
Phenomenon-based Using phenomena or Integration of disaster risk
learning observable occurrences as reduction and management
anchors for investigations, as (DRRM) concepts
well as, launch pads for Projects
problem finding or problem Design challenges
solving Agile project management
Persona maps
Ideation techniques
Brainstorming
Storyboards
Design briefs
Project plans
Prototyping
Innovation pitch
Concept testing
Usability testing
Mock campaigns
Place-based learning Addressing local or Case study
community needs by applying Experiments
relevant STEM knowledge Projects
and skills Community Science
Design challenges

Persona maps
Ideation techniques
Brainstorming
Storyboards
Design briefs
Project plans
Prototyping
Innovation pitch
Concept testing
Usability testing
Mock campaigns
Education for Sustainable Using Sustainable Case study
Development Development Goals (SDGs) Industry-led
as platforms for connecting competitions/projects
learning to global needs for Experiments
greater societal impact Projects
Design challenges
Persona maps
Ideation techniques
Brainstorming
Storyboards
Design briefs
Project plans
Prototyping
Innovation pitch
Concept testing
Usability testing
Mock campaigns
Reflective learning Engaging in the analysis of Task analysis
individual or team thoughts, Mind mapping
actions, and outputs to enable Flowchart
improvement Critical reading and writing
Personal growth plan
Training portfolio

Learning Theories
The learning theories that foreground the abovementioned pedagogies, tools, and
activities are the following (Figure 6) :
a. Constructivist Theory (Jerome Bruner, 1960s)86
Learners learn effectively when: (a) their prior experiences and context are
applied to understanding a new concept or completing a new task; (b) the
content to be learned is structured optimally, i.e., from simplest to most
complex; and (c) when learners perform hands-on explorations/inquiries that
facilitate discovery of concepts and construction of new knowledge.
b. Social Development Theory (Lev Vygotsky, 1978)87

Social interaction plays a crucial role in developing thinking skills. Compared to
learning in isolation, higher level of skills can be attained from expert guidance
or peer collaboration.
c. Andragogy (Malcom Knowles, 1980s)88

Learning activities should be task-oriented/problem-centered, relevant, more
experiential, and should optimize the use of learners’ prior knowledge.
d. Neuroplasticity (Michael Merzenich, 1993)89

The brain is plastic. It can continuously change and learn, even in adulthood,
through challenging tasks and complex problem solving activities.
e. Connectivism (George Siemens, 2004)90

Learning is attained by recognizing patterns or seeing connections between
fields, ideas, and concepts. It is not limited to individuals alone but may also
take place within interactions in organizations and databases.
f. Scaffolding Theory of Aging and Cognition (STAC) (Denise Park and Patricia
Reuter-Lorenz, 2009)91
The brain builds protective “scaffolds” to adapt to the natural neural decline
brought about by aging. To enhance the scaffolds, individuals should maintain
high levels of engagement in novel activities including learning new things,
engaging in exercise, or possibly participating in cognitive training.
86 Bruner, J. (1966). Theory of instruction.

http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_196305_bruner.pdf
87 Lev Vygotsky, https://pdfs.semanticscholar.org/96ba/471b2677b7ca0b62e778dee40fa1078d5c03.pdf
88 Adult learning theories, https://lincs.ed.gov/sites/default/files/11_%20TEAL_Adult_Learning_Theory.pdf
89 Guglielman, E. (2012). The Ageing brain: Neuroplasticity and lifelong learning. eLearning Papers.
90 Siemens, G. (2004). Connectivism: A Learning theory for the digital age.
http://www.itdl.org/journal/jan_05/article01.htm.
91 Park, D. and Reuter-Lorenz, P. (2009). The Adaptive brain: Aging nad neurocognitive scaffolding. Annual Review
of Psychology, (60), 173-196.

Figure 6. Learning Theories Supporting STEM in TVET
Critical Levers of STEM in TVET

Six (6) critical levers have emerged from the different frameworks that can ensure the
success of STEMifying TVET. The concept of levers in this case is very apt because
levers are able to multiply input force in order to lift a load, which in this case is the
concept of STEM in TVET. The critical levers are the following:
1. Education Continuum
Alignment of education systems from basic education, higher education, and
technical vocational education and training
2. Teacher Professional Development

Constant upgrading of trainers and teachers to enable innovative learning
designs, practices, and assessments
3. Intelligence and Innovation

Research and innovation that can drive pedagogies and assessments that are
aligned with industry needs
4. Resources
Tools, equipment, and technology that facilitate the delivery of high-quality
training programs

5. Ecosystem
Partnerships and collaborations with private and public stakeholders to nurture
an ecosystem for STEMifying TVET
6. Cultural Context
Sensitivity to diversity and inclusion, and empowerment of women-adult-youth
(WAY)
Figure 7 shows the STEM in TVET Learning Design Framework combining the goals,
relevant competencies, and critical levers for delivery. At the core of the framework
are the goals of STEM for TVET which are: employability, proactive citizenship, and
human flourishing. To reach the goals, critical levers that can elevate the delivery of
STEM-oriented TVETs are the education continuum, teacher professional development,
intelligence and innovation, resources, partnerships, and cultural context. STEM
competencies are composed of four major domains: STEM knowledge, thinking skills,
multiliteracies, and socio-emotional intelligence can be developed through effective
STEM pedagogies.
Figure 7. STEM in TVET Learning Design Framework

Alignment with the Digitization of TVET and Skills Systems
In the recent global report done by the ILO and UNESCO on the digitization of TVET
and skills systems (Figure 8)92, priority technical and personal skills are identified.
Among the technical skills are: IT knowledge and abilities, data and information
processing, and analytics, statistical knowledge, organizational and processual
understanding, and ability to interact with modern interfaces. On the other hand,
important personal skills include self and time management, adaptability/ability to
change, teamwork abilities, social skills, and communication skills. The framework also
emphasizes knowledge management, interdisciplinary and specialized knowledge,
cybersecurity, trust in new technologies, and lifelong learning. According to the report,
the said skills are critical in every level of TVET because they prevent redundancies
when manual tasks are replaced by digital tasks.
Source: ILO and UNESCO (2020), p. 29
Figure 8. Future Qualification and Skills Required from the Digitization of TVET and Skills Systems
When STEM competencies are mapped to future TVET skills requirement as shown in
Table 13, it shows great alignment although terms may be a little different. In fact, for
every “future skill” relevant to digitization, it has a counterpart STEM competency,
which implies that STEM indeed pervades digitization of TVET and skills systems.
The “future skills” list also underscores the importance of both specialized (disciplinal)
and interdisciplinary (transdisciplinary/integrative) knowledge. Both forms of
knowledge are essential to STEM because STEM deals with real-world and contextual
problems that in reality do not operate in isolation but rather in an interconnected
way. Personal skills that are also important to STEM such as empathy, resilience,
agency, civic and cultural literacy, ethical thinking, and lifelong/lifewide learning are
in the “future skills” list. However, not highlighted in the “future skills” list are other
thinking skills and literacies, which are relevant to STEM. Thinking skills such as critical
thinking, creative/inventive thinking, problem solving, and decision-making are
important skill sets related to innovation and therefore economic growth. In addition,
literacies like entrepreneurial and occupational health are increasingly important
because digitization is competitive. It continuously looks for growth opportunities that
may demand not only greater physical dexterity but also mental wellness.
92International Labour Organization (ILO) and United Nations Educational, Scientific, and Cultural Organization
(UNESCO) (2020). The Digitization of TVET and Skills Systems.

Table 13. STEM Competencies and Future TVET Skills Requirements
Future TVET Skills STEM Future TVET Skills STEM Future TVET Skills STEM
Requirement Competencies Requirement Competencies Requirement Competencies
MUST SHOULD COULD
Technical IT knowledge and Digital literacy Knowledge management Digital literacy Computer Computational
abilities programming and thinking
coding abilities
Data and information Computational Interdisciplinary/generic Transdisciplinary Specialized Disciplinal
and processing and thinking knowledge about knowledge knowledge about knowledge
analytics technologies and Transdiciplinary technologies
organizations thinking
Statistical knowledge Computational Awareness for IT-security Digital literacy Awareness for Project
thinking and data protection ergonomics management
Numeracy
Organizational and Systems thinking Specialized knowledge of Disciplinal Understanding of Ethical thinking
processual Disciplinal manufacturing activities and knowledge legal affairs Civic literacy
understanding Knowledge processes
Organizational
literacy
Ability to interact with Digital literacy
modern interfaces
Personal Self and time Agency Trust in new technologies Digital literacy
management
Adaptability/ability Resilience Continuous improvement Lifelong/Lifewide
to change and lifelong learning learning
Team work abilities Collaboration
Social skills Empathy
Civic and cultural
literacy
Communication skills Communication

Conclusion
TVET is a natural ground for developing STEM competencies that are necessary for the
future of work. Through pedagogies that are experiential, contextual, problem-
centered, and technology-enabled, twenty-five (25) durable competencies ranging
from STEM knowledge, thinking skills, multiliteracies, and socio-emotional intelligence
can be developed through TVET.
Moreover, the model of STEM in TVET is similar to a “nut” that is used for securing or
fastening a “bolt”, which can be considered as the digitization of TVET and skills
systems. STEM in TVET is important for securing skills for the digital economy. The
unique emphasis of STEM on critical thinking, creative/inventive thinking and problem
solving can take the more generic stance of “digitized TVET” to the higher level of
human capital development. Technology is important but more so is the ability to think
how to wield technology purposely for impactful results.
However, to ensure the success of the STEM in TVET strategy, the education continuum
from early years to adulthood have to be aligned; intelligence and innovation have to
be sustained, and investments in teacher professional development and resources have
to be prioritized. It is also essential that a diverse, inclusive, and empowering
ecosystem is nurtured through partnerships and collaborations between private and
public stakeholders. All things considered, STEM in TVET can significantly contribute to
national economic growth. It can develop a workforce that is not only defined by its
employability but more importantly has the ability to flourish and be proactive despite
challenging circumstances.


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STEM in

Technical Vocational Education and

Learning Design Framework

STEM in TVET: Learning Design Framework 2

STEM in TVET: Learning Design Framework 3

STEM in TVET: Learning Design Framework 4

STEM in TVET: Learning Design Framework 5

Review of STEM Skills and Pedagogies:

1Rothwell, J. (2013). The Hidden STEM Economy, Brookings.

The Human Skills Matrix

STEM in TVET: Learning Design Framework 7

STEM Workforce Education Model

Table 1. Traditional STEM Fields and STEM-Enabled Fields

5Malyn-Smith, J. (2019). STEM for Living and Learning: K-Lifelong.

Knowledge and Skills for STEM Occupations

STEM in TVET: Learning Design Framework 12

Judgment and Decision Making Graphics or photo imaging Speaking Monitoring

Reading Comprehension Computer aided design CAD Programming

STEM in TVET: Learning Design Framework | 13

STEM in TVET: Learning Design Framework 14

STEM Skills for Careers in Information Technology

STEM in TVET: Learning Design Framework | 15

STEM in TVET: Learning Design Framework 16

• Quality management, computer-aided quality assurance, quality control

Management and • Business development, project management, time management,

• Interpersonal skills, verbal and written communication, presentation skills,

• Creativity, integration skills, design mindset, continuous experimentation,

• Persistence, passion, curiosity, attention to detail, sense of responsibility,

STEM in TVET: Learning Design Framework | 18

Workforce Education and Training for Key Enabling Technologies

STEM in TVET: Learning Design Framework | 19

Table 4. European Digital Competence Framework17

STEM in TVET: Learning Design Framework 20

(1) Work process matrix

(2) Learning and work tasks

(3) Training Portfolio

STEM in TVET: Learning Design Framework 21

STEM in TVET: Learning Design Framework | 23

STEM in TVET: Learning Design Framework 24

For continuous professional development of VET trainers, a competence workshop

thematic perspectives series.http://libserver.cedefop.europa.eu/vetelib/2020/vocational_education_training_fut

Make digitization sustainable with work and vocational training

STEM in TVET: Learning Design Framework | 25

Specifically, the UK Department for Education (DfE) has developed a general

STEM in TVET: Learning Design Framework 26

Create texts for different purposes Using rules and formulae

Interpreting and representing with

Costing a project Code and program

Source: UK Institute for Apprenticeships and Technical Education (2019)

STEM in TVET: Learning Design Framework | 27

Design, and Development, https://www.instituteforapprenticeships.org/media/2942/digital-production-design-

STEM in TVET: Learning Design Framework | 28

STEM Pedagogies for the Digital Career Pathway

For Level 3 programs, the learning activities cover:

• Games development and visual effects

STEM in TVET: Learning Design Framework 30

In 2019, a group of researchers analyzed the Australian STEM education strategies

strategies. Policy Futures in Education, 17(2), 122-139.

The House of STEM Model for Vocational Education and Training

STEM Skills in ICT Training Packages

46 ICT Training package. https://www.skillsforaustralia.com/training-packages/ict-training-packages/

STEM in TVET: Learning Design Framework 33

Table 8. STEM Skills in Digital Media Technologies Qualification Standards