These guidelines complement the second version of the Regional TVET Teacher Standard for ASEAN (RTTS) developed at the end of 2019. The aim of the guidelines is to demonstrate opportunities to identify TVET teachers’ competence at a macro level and to provide orientation for quality development processes of TVET teacher competences. They are not intended for use in developing a Quality Assurance Framework (QAF) or a Qualifications Reference Framework (QRF) which already exist in ASEAN Member States (AMS), although the RTTS Tool has a reference to level 7 of the ASEAN Qualification Reference Framework (AQRF). The RTTS Tool described in these guidelines is a type of supplement to the Regional Quality Assurance Model (RQAM) for TVET personnel in ASEAN introduced in a fourth draft in 2017. An interlinkage between the revised RTTS model and the RQAM (2017) model is given, especially to the focus area 2: TVET personnel.
The focus of these guidelines is to ensure the TVET teacher’s performance in terms of TVET teacher’s competences of a fully qualified TVET teacher and – of course – to give orientation to those TVET teachers who are lacking in some competences or who are not yet fully qualified. A special component of the RTTS Tool is the balancing of quality assurance and quality development of TVET teacher’s competences. Therefore, aspects of valuation, certification or judgement are not the main focus of these guidelines.