At a Glance
Join Us
Join us to celebrate IVETA's 40th anniversary in the interesting and historic city of San Antonio, Texas, USA. The IVETA Conference will run parallel with the annual US Association for Career & Technical Education (ACTE) Conference where IVETA started 40 years ago.
Attending IVETA's conference means you can also attend ACTE's conference at the same time with one fee.
At our conference, IVETA members can:
- share information and network with like-minded professionals,
- visit San Antonio Community College
- attend an IVETA evening reception
- attend some of the 350 sessions at the ACTE conference; and
- visit an expo of 250 exhibits of TVET goods/services.
Come join an internationally diverse and dedicated group of TVET educators
The IVETA Conference Theme
Reviewing and Reframing TVET to Improve Economic and Social Outcomes
- Reviewing the role of TVET and whether it remains fit for purpose in a VUCA (volatile, uncertain, complex, ambiguous) world
- Evaluating the social and economic impact of TVET programs (i.e. TVET's role in increasing employment and wages, productivity, and social transformation)
- Evaluation methodologies examining the cost and efficiency of: (i) internal inputs to TVET programs (i.e., TVET staffing, facilities), (ii) external social and economic outcomes, and (iii) gross and net outcomes (e.g., comparing outcomes for employees undergoing workforce development programs with non-participants).
- Evaluating TVET support programs (i.e., career guidance, entrepreneurship, job placement services)
Our events are informative, interactive and designed to help you make the most of your time.
Tentative Schedule
Presenters and Session Leaders
Click on the presenters and session leaders confirmed so far:
Md. Jahangir Alam is currently working as TVET Specialist (Consultant) with Asian Development Bank (ADB) from February 2022. Prior to this job, he worked as a Director (Planning & Development) of Directorate of Technical Education under Technical and Madrasah Education Division, Ministry of Education, Bangladesh. About 30 years work experiences in Technical Education sector under the Ministry of Education in different capacities as Instructor, Assistant Director, Assistant Professor, Associate Professor in teaching and TVET development & reform project-program, project monitoring, budget preparation, policy formulation etc. He also served a Faculty Specialist at Colombo Plan Staff College for Technician Education (CPSC) in Manila, Philippines. He has conducted many TVET Teachers Training program in Asia and the Pacific Region as a Program Coordinator and Chief Resource person and presented many technical papers on emerging issues in national and international seminar/conference. He has also experience in Accreditation of TVET Institution for APACC Award. He has a bachelor degree in Civil Engineering and Master’s degree in Energy and Environment. His research interest includes, among others, TVET policy and Implementation issues, TVET project and program development, quality assurance, TVET teacher training and renewable energy.
Repositioning TVET for Skilled Manpower and Employment Opportunity
Technical and Vocational Education and Training (TVET) is an education and training that tends toward skill acquisition and entrepreneurship development and makes one productive. In a developing country, the problem is the lack of appropriate equipment/machinery to ensure skills acquisition by the students and quality skills support by the teachers.
A new capacity-building strategy for TVET teachers has targeted to address the gap in quality service by them. Youth perception in TVET will also be explored for mainstream those in education as it is considered the 2nd option for students. The author has tried to explore how the TVET administration builds a relationship with the industry/employer of their catchment area for their students’ skills acquisition and job placement. Conclusively, repositioning of TVET would promote employment creation cum enterprising potentials of TVET as well as encourage allocation of adequate resources to equip people with skills to be self-confident.
Director General of International Cooperation at the Technical and Vocational Training Corporation (TVTC) in Saudi Arabia. Holding a Master's degree in Renewable Energy Engineering from Edinburgh Napier University, Scotland. With over 16 years of training experience in various technical colleges and industrial institutes, I have also worked in the private sector. I am a columnist for Al-Yaum newspaper, with numerous articles on energy and the environment. i have extensive experience in control systems and their applications. Representative to the UNEVOC-UNESCO organization in SA.
Unlocking Opportunities and Empowering Women in TVET Education and Careers in Saudi Arabia
This session explores recent advancements in transforming TVET for women in Saudi Arabia, driven by Vision 2030’s reforms in civil and labor laws to enhance women’s rights and participation in the workforce. Saudi Arabia’s Technical and Vocational Training Corporation (TVTC) has played a key role in expanding institutions and courses for women in strategic sectors like aviation, tourism, ICT, and cybersecurity.
The session will also discuss a new report, “Unlocking Opportunities: Empowering Women in TVET in Saudi Arabia,” produced in collaboration with the World Bank. The report examines TVET policy reforms, progress, and challenges, offering a framework to address barriers to female participation. It concludes with recommendations for advancing women’s skills development, upskilling, and lifelong learning while drawing on international best practices.
As Saudi Arabia continues to advance women’s role in the labor market, it is crucial to assess and improve existing programs to maximize their impact on individuals and the economy
Laurent DA DALTO is the CEO and founder of MIMBUS. He has a PhD in Virtual Reality and has been working on the transfer of new technologies to manual trades training since 2001. In 2004, he conceived the first simulator dedicated to the training of the welding motion. He created MIMBUS in 2011 to provide the vocational training centres with a global offer. He is a board member of several European Associations for Vocational Training and regularly gives a talk to promote the use of immersive technologies and artificial intelligence dedicated to TVET.
How to Benefit from XR and AI to Boost the Future of TVET
TVET training centres around the world today are facing a challenging moment and fight to offer efficient training solutions that should answer at the same time to lack of workforce from the trades and the unemployment and expectations of the new generations. Digitalization is transforming trades but also training methods. The arrival of Artificial Intelligence make this transformation a real revolution for the trainers and the training centers. In this presentation, we will address the use of Immersive Learning methods and how the combination of Virtual Reality, Artificial Intelligence and new learning methods can assist the trainer and offer unique tools and methods to deal with the future of education. Through real use cases from Asia to Africa and Europe, we will identify the drivers and challenges associated with the deployment of these technologies. We will finally offer a vision of the next steps and how these solutions will change the education of tomorrow in the TVET centres.
With a PhD in Education Leadership Policy and Practice, a Master’s in Public Administration and certified in Collaborative Governance, Dr Frick’s work and research focuses on the complexities of education systems, how to navigate them and how that might affect inclusion strategies, in particular attendant economic development, sustainability and poverty abatement policies. Fluent in multiple languages, Dr Frick has enjoyed a career working with multinational and multilateral organizations such as the UN, World Bank, USAID, the OAS, and international NGOs. Dr Frick is a professor at the University of Arizona; at the state and national levels serves as a policy advocate for the U.S version of TVET, CTE, and is honored to serve on IVETA’s board.
Dr Frick brings experience in organizational development, leadership training, and strategic partnership development.
TVET Roundtable and Innovation Workshop
Dr Sumaya Frick will co-chair the TVET Roundtable and the Innovation Workshop. She will also host the IVETA Reception on Friday, 6th December.
Dr. Julie Furst-Bowe is a higher education administrator and consultant with more than 20 years of executive leadership experience in colleges and universities in the United States. She has served as a vice president, provost, and chancellor at five institutions in four states. In addition, Dr. Furst-Bowe is an international expert in academic accreditation and quality improvement. She serves as a peer reviewer, team chair and mentor for the Higher Learning Commission. For more than 20 years, Dr. Furst-Bowe has been writing, speaking, and consulting on the topic of performance improvement in higher education to audiences around the globe. She has edited two books and authored numerous articles on this topic. She currently teaches graduate courses in career and technical education leadership at the University of Wisconsin-Stout, the first and only university to receive the Baldrige Award. Julie received her doctorate in education from the University of Minnesota and has been recognized with fellow status from the American Society for Quality. She has also been recognized for her accomplishments by the International Vocational Education and Training Association, Wisconsin Women in Higher Education Leadership and Women We Admire.
Evaluating TVET Research to Improve Policies, Programs and impacts
In this session, a summary of the research articles published in the International Journal for Vocational Education and Training over the past five years will be presented. Major themes include program evaluation, technology integration, faculty development, government support for career and technical education, and student success relative to skill development and career preparation. Implications and recommendations for policy development, program development, partnerships and pedagogy will be discussed. Information about publishing in the journal will also be provided.
In March 2021, Dr. Gaal accepted the newly created position of director for the MO AFL-CIO’s Missouri Works Initiative’s Worker Wellness Program. (At the end of January 2019, after 40 years of service, John retired as the Director of Training and Workforce Development for the St. Louis-Kansas City Carpenters Regional Council.) As a labor representative, he continues to serve on the St. Louis County Workforce Development Board and International Vocational Education and Training Association’s Board of Directors (past-president). John completed a union apprenticeship in carpentry over 40 years ago and has since earned an associate’s degree in construction management, a bachelor’s degree in architecture, master’s degree in international business, and a doctorate in organizational leadership. In addition, he completed post- doctoral projects at Harvard University (Trade Union Leadership: 2009) and University of Florida (Marketing & Management: 2014). John was honored with two Fulbright (Specialist) Scholarships in Labor and Industrial Relations (Tokyo, Japan: 2010 and Toronto, Canada: 2015). He has published numerous articles in peer-reviewed and professional journals on issues related to various aspects of workforce development. Since 2018, John completed the Mental Health First Aid Train-The-Trainer course, NAMI Family-to-Family Teacher Training course, Missouri Certified Peer Specialist certification, NWI’s Certified Wellness Practitioner certification, QPR Train-the-Trainer certification course, CWM Suicide Train-the-Trainer certification course, and Missouri Community Health Worker credential course.
A Mental Health Peer Support Model for Construction
The US Centers for Disease Control and Prevention reported in 2016 that the construction industry ranked #1 when it came to pain killers (pills) misuse and #2 when t came to suicide. This presentation will discuss a model currently being scaled up across union construction job sites across midwest known as LEAN (Laborers Escaping Additiction Now). With a current shortage of mental helath porfessionals in the US today, a major ingredient to LEAN's success is the use of certified peer supporters. We will examine job requirements as well as a training pathway.
Vivian Harberts is a researcher and PhD student at the Institute for Technology and Education (ITB), University of Bremen. Educational background in chemistry and pedagogy, research interests are digital teaching and learning, recognition of prior learning (RPL) as well as work-based learning. She coordinates and participates in the EU Projects DEVISE4KE, MULE, Orienta4VET, FUESE as well as AI4ED. (LinkedIn ; ORCID )
Addressing Attrition in VET-Programs through Risk Assessment and Career Guidance in Denmark, Germany, Portugal, Romania and Spain
Vocational Education and Training (VET) faces significant challenges, with student attrition remaining a primary concern. This study explores strategies to enhance VET's appeal and retention rates through improved guidance initiatives. Our research, conducted under the Orienta4VET project, employs a qualitative approach to compare VET systems in Denmark, Germany, Portugal, Romania and Spain.
We engaged VET center administrators and guidance counselors through in-depth interviews and focus groups, utilizing a structured yet flexible questioning framework. A collaborative data collection process using Microsoft Word matrices ensured comprehensive information gathering across international partners. MAXQDA software facilitated thorough thematic analysis, revealing nuanced patterns via axial coding. The study's outcomes include an Interactive Guide and a Massive Open Online Course (MOOC), both designed to address attrition risk factors and promote innovative pedagogical methods. These resources draw upon identified best practices and insights from previous initiatives, aiming to bolster VET's position as a viable educational pathway and mitigate dropout rates.
Dr Pamela Hatton holds a PhD in Psychology, specialising in work and educational stress. Working with diverse cultures, languages and differing socio-economic backgrounds, her general practice work covers all aspects of individual behaviours and functioning. Her main focus lies in behavioural education and mindset change, and inappropriate behaviours in both the learning and work environment.
She has a wealth of experience in areas such as clinical legislation, and neurological and psychological issues in Europe. Having participated in many projects, on subjects such as: improving mental health and general well-being, education for carers, healthcare and social issues, for people from all social and economic areas, empowering the ‘person inside’ is a key feature of her work – providing guidance, promoting metacognition, and in the development of both critical thinking skills and lifelong learning practices. She has a keen interest in the arts, is a ballet dancer, and often uses the arts as a form of therapy for her patients.
Dr Hatton is the incoming Vice-President (Europe) for IVETA.
Evaluating the Social and Economic Impact of TVET through Transition and Transformation: Equipping Students with the Skills Required for Lifelong Learning
Coming soon.
Dr. Kevin Howell in an Internationally known speaker and award-winning researcher. Dr. Howell has spoken around the world on Technical, Leadership and Motivational topics. He earned a Bachelor’s Degree in Anthropology and Master’s Degree in Industrial Technology from Appalachian State University. He also earned a Doctorate in Leadership and Organizational Theory from Vanderbilt University. Dr. Howell serves as a Professor in the Graphic Communications Management program in the Department of Art at Appalachian State University in Boone, North Carolina. He also serves as Executive Director of Epsilon Pi Tau, The International Honor Society for Professions in Technology. Dr. Howell combines his rural background with exemplary preparation and global experience to bring messages to audiences filled with humor and new ideas about what could be.
Global Accreditation Criteria: Its Impact on Outcomes and Investment
The primary focus of this presentation will be on Accreditation Criteria in Post-Secondary Education in Kosovo. It will present data on outcomes and current economic investment. It will discuss the challenges of dealing with the aftermath of the war in 1998-99, including USAID grants, GDP per capita and current growth. This presentation will also discuss how Epsilon Pi Tau, The International Honor Society for Professions in Technology (EPT), uses accreditation information to determine eligibility for a chapter of EPT.
Serumu Igberadja is the President Elect of the International Vocational Education and Training Association (IVETA) USA, former Vice President of IVETA East and West Africa, the CEO of Think TVET Global Consult and Edu Tour Global Ltd. He is the Director of International Relations and Business Development at Whitecloud TVET Solutions Ltd. He is a youth leader and a community development advocate from Sapele, Nigeria. As well, Igberadja Serumu is an Alumnus of the Prestigious International Visitors Leadership Program (IVLP) of the United States Department of State Bureau for Educational and Cultural Affairs. He has featured as Keynote Speaker in several TVET and Youth Development Workshops and Conferences, his recent outing was his participation as Moderator for ‘Socio Professional Integration in TVET’ at the 2022 WorldSkills Africa Conference held at Swakopmund Namibia, Keynote Speaker at the 2022 IVETA Las Vegas Conference, the US Africa Institute side event of the 2023 US Africa Leaders’ Summit Washington DC, and Official Observer at Worldskills Lyon 2024 held in Lyon France.
Multi Stakeholders Engagement for Quality TVET in Africa
Over the years TVET Institutions in Africa are faced with quality challenges as a result of poor funding, obsolete infrastructural facilities, lack of experienced teachers, poor curriculum, poor planning, and poor teaching strategies. Government through partnerships with industries and international organizations have been working on improving the quality of TVET in Africa through staff development programmes, provision of infrastructural facilities, and improved funding. However, there is need to embrace global best practices in education to curtail the existing challenges of digitalization of TVET which is more visible in the wake of COVID-19 pandemic. Thus, this presentation sets to identify the various roles of stakeholders such as TVET institutions, educational administrators, educational policies makers, industries, individuals, teachers, students, researchers, government, NGOs, and international organisations for improving TVET quality and production of qualified and competent vocational and technical skills personnel to address the current labour market needs. To achieve this, stakeholders must work collectively through cross fertilization of ideas, partnerships, and transfer of knowledge for the purpose of improving the quality of TVET in Africa.
Dr. Jasmin Kwon has been with MTSU since 2007. She has a Ph.D. in Fashion Marketing from Kyoungpook National University in South Korea. After earning her degrees, she conducted her Post-Doctoral research at the University of Kentucky. Prior to joining MTSU, she taught at the University of Kentucky.
Her research program surrounds questions of e-fashion industry, consumers’ seasonal shopping behavior, and materialism and she has been invited to speak in Australia, Germany, South Korea, Spain, Thailand, and Turkey. Her passion for teaching is reflected by strong student evaluations, a total of thirteen “person who made a difference” letters from graduating students, being recognized as an inspirational faculty by MT Phi Kappa Phi, being nominated for the MTSU Outstanding Teacher Award, and participating in the MT Engage program.
Dr.Kwon has been a member of many professional organizations including International Federation for Home Economics (IFHE), American Association of Family and Consumer Sciences (AAFCS), International Vocational Education and Training Association (IVETA), and American Association of University Women (AAUW). She served as an IFHE representative at the 66th United Nations DPI/NGO conference for Education for Global Citizenship in South Korea in 2016.
She has volunteered her time for the Habitat for Humanity, Nashville Korea School, MTSU Korean Club, and the MTSU Fashion and Design Student organization. Dr. Kwon has organized and led several international fashion study abroad programs to Belgium, England, France, Italy, and Spain, and numerous fashion industry field trips with Textiles, Merchandising, and Design (TXMD) majors.
Enhancing Career Exploration and Professional Skill Development through Experiential Learning
This study explores the efficacy of experiential learning activities within college student organizations, focusing on the MT Korean Club's recent field trip to New York. The trip served as a platform for members to engage in immersive experiences aimed at fostering career exploration and professional skill development. The journey commenced with a visit to the Metropolitan Museum of Art, where a special exhibit titled "Lineages: Korean Art at The Met" showcased a diverse range of Korean artifacts, spanning centuries and genres. Subsequently, the group ventured to the Korean Cultural Center New York (KCCNY), immersing themselves in gallery exhibitions, traditional performances, and educational workshops dedicated to Korean culture.
Dr. Lisa Martino has over 14 years’ experience in career and technical education. She began her academic career as a CTE teacher and has been a CTE teacher educator since 2012. Dr. Martino has earned her B.S. and M.A. in career and technical education, and Ph.D. in career and workforce education. Her scholarly work includes conference presentations and papers in CTE, faculty development, comparative studies, and distance learning. Her dissertation is titled: The Sustainability of Career and Technical Education Teacher Preparation Programs in Florida. Dr. Martino has devoted her work to teaching pedagogy to subject matter experts who wish to become CTE teachers, industry or corporate trainers, and educational administrators as she is passionate about CTE policies and advocacy.
Incorporating Global Learning Competencies in CTE Teacher Education for Successful Economic and Social Outcomes
Career and Technical Education (CTE) in the United States, and TVET globally, serve local communities by preparing students for careers in business and industries specific to regional needs, such as healthcare, manufacturing, or hospitality. However, as these industries operate within a global economy, the skills learned in CTE programs must align with global workforce standards. By adopting a global lens, educators can better understand how cross-boundary issues, such as migration, technology, and economic disparities, impact the workforce. This connection ensures that students not only meet the demands of their local job market but are also competitive on a larger scale. In addition, incorporating global learning competencies in CTE and TVET teacher education programs will prepare future teachers to help their students successfully navigate both local and global workforce environments thereby improving economic and social outcomes worldwide.
To that end, this session will explore the role of CTE teacher education curriculum in the United States that seeks to enhance the economic and social outcomes through global learning competencies. This highlights the importance of creating a globally inclusive curriculum that addresses both local and international perspectives on education for our future workforce. Presenters will discuss strategies for reframing CTE teacher education to address the unique workforce needs of local communities and present innovative frameworks for global inclusivity and skills development. With these strategies, attendees will gain insights into how CTE/TVET teacher education programs can integrate global learning competencies with technical skills that promote social equity, supporting marginalized students in achieving economic mobility, and thereby ensuring long-term success for our global economy.
Julian Ng is CEO of the Warnborough Worldwide Education Group and the Warnborough Foundation. He is the President for the International Vocational Education and Training Association (IVETA). He has nearly 30 years of experience in the educational sphere specialising in various disciplines including teaching and learning methodologies, quality assurance, and distance learning. He has taught students and trained clients in over 30 countries in academic, corporate and governmental settings. He is also a special advisor to the Malta Further and Higher Education Authority (MFHEA) on work-based learning. He is a sought-after keynote speaker at many international conferences, a master trainer and a respected education thought leader.
In his spare time, he is an author, composer and playwright.
More info: LinkedIn and www.julianng.com
Current World Trends Affecting TVET - Are We Prepared?
The IVETA 40th anniversary opening session will look, from a global system perspective, at the challenges, trends and opportunities at local, regional and international level, and how these affect and influence TVET/CTE in the years to come. Ideas will be linked to the roundtable and workshop sessions.
Innovative TVET Workshop
Based on ideas from the TVET Roundtable, we will work through innovating ideas to take TVET to the next level.
Dr. Sandra Poirier has been employed at Middle Tennessee State University, USA since 2005 as a Professor of Nutrition and Food Science and as a Human Sciences Teacher Educator. She received her B.Sc. and M.Sc. degrees from Florida State University and the University of Arizona respectively. Her doctorate was received in 1998 from Florida International University in Miami, Florida with her dissertation in the area of health-related quality of life. Before coming to MTSU, Dr. Poirier taught for three years at Zayed University in Dubai, United Arab Emirates. Additionally, she has worked at the University of Florida Cooperative Extension Service, Florida International University, Florida Atlantic University, University of Arizona Cooperative Extension Service, and Alberta Agriculture, Alberta, Canada.
Dr. Poirier has more than 15 years of international teaching experience working in culturally diverse environments. Her strengths include creating innovative educational programs with a focus on culture, identifying appropriate outreach efforts to solve community problems, and empowering students for successful careers. She has been recognized for her ability to create and teach online courses, work as an advisor for student organizations, and create positive educational environments for optimal learning. She has published over 35 journal articles and has been invited to speak in Malaysia, Switzerland, Germany, Poland, Austria, Puerto Rico, Iceland, India, China, Pakistan, Australia, and the Andros Islands in the Caribbean.
TVET and the Importance of Lifelong Learning
In today’s world of rapid technological advancement, generative artificial intelligence, labor market volatility, climate change, and demographic transition, learning throughout life is more important than ever according to UNESCO’s Lifelong Learning Institute. Their report indicates that 276 million young people between 15-24 are not in employment, education, or training. It is the Technical and Vocational Education and Training (TVET) institutions that play a central role in fostering innovation and lifelong learning globally for this population worldwide. TVET educators must continually adapt their teaching methods, curricula, and assessment practices to align with the changing demands of the labor market and the evolving expectations of learners. This presentation will focus on the importance of TVET training and how UNESCO-UNEVOC acts as a clearinghouse for innovative and promising practices in Technical and Vocational Education and Training (TVET).
Dr. Sara Shaw received her PhD in Curriculum and Instruction with an emphasis in Career, Technical, and Postsecondary Education from the University of Nevada, Las Vegas. During her time at UNLV, she was the Co-Director for the Rebel Academy and the Program Manager for the Nevada Institute on Teaching and Educator Preparation. She was named a 2019 NC State Postsecondary Research Fellow, sponsored by the ECMC Foundation, to enhance and build postsecondary CTE research at universities. Her research includes female leadership in higher education, current issues in CTE, and Inclusion, Access, Equity, and Diversity in CTE. Presently, she is preparing research centering around the intersection of identity and career-decision-making in female leadership in higher education, empathy in ARL teacher preparation programs, preparing an equitable workforce, and extant web technologies for CTE research.
Incorporating Global Learning Competencies in CTE Teacher Education for Successful Economic and Social Outcomes
Career and Technical Education (CTE) in the United States, and TVET globally, serve local communities by preparing students for careers in business and industries specific to regional needs, such as healthcare, manufacturing, or hospitality. However, as these industries operate within a global economy, the skills learned in CTE programs must align with global workforce standards. By adopting a global lens, educators can better understand how cross-boundary issues, such as migration, technology, and economic disparities, impact the workforce. This connection ensures that students not only meet the demands of their local job market but are also competitive on a larger scale. In addition, incorporating global learning competencies in CTE and TVET teacher education programs will prepare future teachers to help their students successfully navigate both local and global workforce environments thereby improving economic and social outcomes worldwide.
To that end, this session will explore the role of CTE teacher education curriculum in the United States that seeks to enhance the economic and social outcomes through global learning competencies. This highlights the importance of creating a globally inclusive curriculum that addresses both local and international perspectives on education for our future workforce. Presenters will discuss strategies for reframing CTE teacher education to address the unique workforce needs of local communities and present innovative frameworks for global inclusivity and skills development. With these strategies, attendees will gain insights into how CTE/TVET teacher education programs can integrate global learning competencies with technical skills that promote social equity, supporting marginalized students in achieving economic mobility, and thereby ensuring long-term success for our global economy.
Mr. Elwin Chiwembu Sichiola who currently works the Executive Director for TEVETA Malawi is a business executive with over 15 years combined experience which he has gained from working in roles ranging from Executive Management, Finance, Internal Audit and Risk Management and External Audit. A Fellow of the Association of Chattered and Certified Accountants (FCCA) he also holds an MBA from University of Derby and a BSc in Accountancy from Oxford Brookes University. Before assuming his current role, Elwin served TEVETA as a Director of Finance and before that Head of Internal Audit Services.
Currently Elwin is leading the Authority in the promotion and facilitation skills development in Malawi through rebranding the image of TEVET and skilled people in Malawi, increasing access to TEVET with a special focus to girls and vulnerable youth while also enhancing the quality of TEVET by amongst other things strengthening the alignment of TEVET Curricula with labor market demands. A well-known conference speaker, Elwin has served as a member of the Board of Trustees of Habitat Humanity Malawi for 8 years until July 2023 and still serves on the National Board of Corps Africa an International NGO which operates in Malawi, Senegal, Rwanda and Morocco, amongst other countries and World Connect an international NGO also working Malawi amongst other African countries.
Evaluating TEVET Support Programs in Malawi
The Presentation highlights the importance of TEVET in Malawi, the challenges being faced and the Support that is being provided.
Heather Singmaster is Director of GCEN and CTE at Digital Promise Global. Her work focuses on integrating global competence into Career Technical Education (CTE or vocational education) programs at the secondary and postsecondary levels. Heather also leads the Global Cities Education Network (GCEN), a network of international cities focused on best practice sharing in education. She speaks and writes regularly on global education, including as the former host of Education Week’s Global Learning blog. She previously worked at the Center for Global Education at Asia Society, Council on Foreign Relations, American Association for the Advancement of Science, and Office of the United States Trade Representative. Heather holds a Masters degree focused in Anthropology from New York University and a Bachelors degree in International Affairs from George Washington University.
Scaling for Success
How can we create more engaging educational environments across community college campuses while preparing all students for success in the interconnected global economy? This session will share the results from a pilot of three community colleges that worked to do just that by leveraging a top-down and bottom-up approach. CTE faculty were trained on creating more inclusive classrooms utilizing free tools created by Digital Promise in partnership with ACTE. Administrators and trustees were included to support policy changes and ongoing training as part of an effort by the Association of Community College Trustees (ACCT). Come learn more about the pilot, training, and the free resources, which can be used by any postsecondary institution.
Dr. Arlene Smith-Thompson is an educator and professional consultant from the island of Tortola in the British Virgin Islands, an overseas territory of the United Kingdom. She has enjoyed a very rewarding career as a secondary school Business Education teacher and Department Chair while serving at the tertiary level as an adjunct instructor. She has also served in senior government administration up to the level of Permanent Secretary mostly in the Ministry of Education where she has successfully helped to shape and influence policy-making in critical areas. More recently, Dr. Smith-Thompson worked as the Vice President of Academic Affairs at the H. Lavity Stoutt Community College, the island’s only community college, where she had oversight of nine divisions, including Workforce Training and Technical Education. She now devotes her time to specialized projects and research opportunities particularly in the areas of Technical Vocational Education and Training (TVET) and Inclusive Studies – two areas that she has been very passionate about for the better part of her professional career.
Dr. Smith-Thompson strongly believes that the voices that occupy policy spaces, such as TVET, have an obligation to ensure that the students’ voices are heard and that their needs are adequately met through the effective design, implementation and evaluation of policies and programs that ultimately impact their future selves and their ultimate becoming. Dr. Smith-Thompson currently serves as the Chairman for the Higher Education Licensing Board in the British Virgin Islands. She is also the Owner and Principal Consultant of Cadwell Consulting VI, which is a business and educational policy solutions company; and the co-manager/director of Mac’s Restaurant Ltd., a thriving establishment that she has operated for the past 12 years in the Virgin Islands with her husband Macgarvey Thompson, a Professional Pastry Chef. She is also mother to an adult son Khalil Smith.
Exploring Student Becoming within TVET Policy Discourses in the Caribbean
Historically, countries in the Global North and South have explored various institutional arrangements for addressing the educational needs of TVET students mostly through skills training courses that are usually designed to reap economic and social benefits. Quite often such policies are externally driven and may unintentionally overlook the importance of creating differential pathways for the development of the internal ‘self’ of such students through critical linkages in the cognitive and affective domains that create opportunities for new futures and becomings. A philosophy of becoming as theorized by Deleuze and Guattari offers alternative lenses from which to rethink TVET theory, policy and practice in further and higher education at the macro, meso and micro levels in ways that recognize diversity, difference and capability from a social justice perspective rather than the commonly used problem-based approach that often results in diminishing socio-economic returns. This will be the main premise of my presentation.
Venue, History, and Hotels
The main Conference Center is in the historic area of San Antonio. You must book your accommodation by yourself - it is not included in the registration fee. The ACTE system has some special rates including the Hilton Palacio del Rio which is beside the Conference Center where IVETA sessions will be held – book early before the good rates are gone – you can always cancel. Other sources to find and book hotel rooms are www.travelocity.com or www.trivago.com
Venue for the IVETA conference
The IVETA 40th Anniversary International Conference will be held in Salon A at the Hilton Palacio del Rio hotel.
Go to the main Conference Center to register and collect your badge, but come across to the Hilton to attend the IVETA conference.Directions
Register to Attend
Active IVETA members have a discounted registration rate of US$345 (more than 50% off the non-ACTE member rate). Log in to your account to see the discount code or email us at info@iveta.global.
Registration gives you access to all IVETA activities, ACTE presentations, and the exhibition on TVET goods and services.
Registration Steps
- Visit the ACTE CareerTech Vision 2024 website.
- Create a new account if you have not attended a previous North America conference.
- Select from the Top Menu > Registration > Attendee Registration
- Enter your special IVETA discount code.
- Complete your details.
- You should see the special IVETA member price of US$345.
- You may add any additional ACTE-related events (priced accordingly).
- Check out (only credit card* payments are accepted).
- If you need a visa support letter, please submit a formal request here. Proof of registration must be provided otherwise you will not be processed. Remember, you must be a current IVETA member.
*If you do not have a credit card, you can ask for an invoice to do a Bank Transfer.
If you are unable to get a visa in time due to a valid reason, your registration fee can be refunded.
