**3. Vocational learning systems**

The learning systems in TVET or skills have largely remained conventional wherein typically, the classroom methods with the concept of technical vocational content imparted to learners, while that of practical handling is also within the classroom using demo equipment and devices. The disciplines largely include engineering, manufacturing and production sector trades.

The duration of classroom learning, use of pedagogy and practical training, practice handling of such devices and equipment varied with type of trades, level of certification and the kind of programmes.

With the increasing demand for employment and employability in a variety of areas covering industry, agriculture, service sector and related areas, the learning systems emerged into a combination of traditional method combined with computerbased or technology-enabled learning. The learning contents using the computerbased have varied with time, type of trade and the extent to which the contents can be delivered using technology platform.

ICT in vocational education became a new concept of learning in early 2000 and significantly taken up various nations to meet the increasing skill needs and demands, while attempting to maintain the quality of classroom delivery equivalent to the conventional face-to-face teaching experience. However, during the initial phase, it is kept to the extent as per the needs and demands in the respective areas. The attainment of skills levels varied with the speciality of trades, level of skill programme and availability and usability of the contents. UNESCO-UNIVOC [20] reported that ICT in vocational technical education had the potential to create transformative changes in skills delivery and attainment to the expected level of employers. The possibilities include flexible, life-long learning, enhanced knowledge sharing and social learning between peers and experts, and this augmented system of virtual learning and simulated experiments will meet the sustainable objectives of TVET learning attainment.

With the increasing availability of computer- and technology-enabled learning, the vocational and skill learning content had focus on delivery of concept, modular-based approaches to skill trades, learners' ability to pick up the needs relevant to the employers' expectations. Taking into account the real-time situation, virtual reality and augmented reality are the latest option, where learners at their desktop can access the real-time learning on virtual mode. This shall have combined with gaming techniques and assessment modules to review the learner skill attainment.

The benefits of augmented reality and virtual reality were reported by Diegmann, Schmidt-Kraepelin, Eynden and Basten in [21], mentioned about improving the safety of experiential learning and teaching, access to contents and resources for complex topics, enhancing learners' interest and keep up the enthusiasm for long-term learning. Later authors mention that virtual reality learning increases learner's motivation and have experience of seeing issues in a real-time situation, at the same time, learners are able to focus on the key aspects to practical handling. The virtual reality or the augmented reality provides support for continual learner engagement and learners are able to mix and match the collaborative learning with more learning abilities.

The pedagogy in the technical vocational education training over the decades can be traced since its gaining significance, which is illustrated in **Figure 3**.

The learning attainment varied with type of combination of technology and disciplines of vocational training by the learners.

A review of unemployment rate in the developing countries indicates that effective learning technologies will address the quality of TVET and employability, effectively the technology-enabled learning can meet largely to the extent and the

### *Application of Augmented Reality in TVET, a Modern Teaching-Learning Technology DOI: http://dx.doi.org/10.5772/intechopen.99550*

variety of stakeholders addresses the factor in a variety of means. From the data, it is seen that a large potential of female population are still untapped and potential for vocational training in new areas is still to be explored. Efforts are taken for enhanced participation of female population across the Asian nations.

Unemployment rate of youth total and female in the Asian region, as estimated by the World Bank 2019 is as under as follows:


*Source: [22].*

**Figure 3.** *Evolution of teaching technologies in TVET.*
