There is growing global recognition that efforts to efforts to recover from the economic impacts of the COVID-19 pandemic must also contribute to lowering emissions and improving the environmental performance of the economy. This is true in the ASEAN region, where the ASEAN Comprehensive Recovery Framework (ACRF) includes the transition towards a green and circular [...]
Driven by innovation and consumer expectations, digital payments gain momentum in ASEAN, strengthening financial inclusion; connectivity and interoperability are key. Get the latest ASEAN Policy Brief on the digitalisation of payment systems from the below button: Related Publications : List of ASEAN Policy Brief
This month marks one year since the World Health Organization declared the COVID-19 a global pandemic. The past year was said to be a lost year for our youth, with many unable to celebrate rites of passage and milestones in their life. As several surveys show, the truth is that many young people have lost [...]
As the coronavirus disease (COVID-19) continues to spread worldwide, the global economy is falling into recession. In the absence of a functioning, targeted and widely distributed vaccine, precautions taken to limit the spread and severity of the coronavirus have, to a large degree, curtailed peoples’ movements and economic activity, driving many economies into recession. Like [...]
TVET teacher training and the quality of TVET teachers’ work are linked to relevant economic sectors. The availability of qualified personnel is highly dependent on a TVET system that takes into account the innovations, developments and qualification requirements of these sectors. For economic sectors as well as for employment, classification systems are normally used to [...]
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 [...]
