Preface

The concept of modern technical and vocational education and training (TVET) developed in the 18th century during the First Industrial Revolution (steam technology) and brought significant progress to the industries, economies, and societies of Western countries at that time. In the following 100 years, TVET also played an important role in cultivating skilled workers to meet the needs of industries during the Second and Third Industrial Revolutions (electricity technology and information technology). Therefore, the construction of TVET systems in all parts of the world is now considered to be important for industrial and economic development, employment promotion, and resolution of livelihood issues of entire countries/regions. In the 21st century, it is also believed that TVET can help promote educational equity and lifelong learning, which has also made TVET an indispensable and important part of the contemporary education system.

In the current era of digital transformation and the Fourth Industrial Revolution (intelligent technology), TVET is still given new expectations and training responsibilities. Because TVET is equally important as general education, and the TVET system covers all stages, from basic education to higher education to lifelong education, research on TVET issues needs to be taken seriously. More relevant research results are needed to help people understand the development and overview of TVET. Therefore, it is important to use articles on related topics to help people understand and learn about TVET policies, systems, curricula, teaching, and training mechanisms.

The book includes ten chapters organized into two sections: "Educational Policies and Institutions" and "Curriculum and Instruction". In these two sections, chapter authors review TVET in China, Germany, Austria, Switzerland, Slovenia, Japan, Guinea and other countries to help government agencies, social organizations, experts, scholars, and the general public to better understand vocational education at different levels of development.

> **Jian-Hong Ye** Faculty of Education, Beijing Normal University, Beijing, China National Institute of Vocational Education, Beijing Normal University,

Beijing, China

**Man Jiang** Department of Education Management, Dhurakij Pundit University, Bangkok, Thailand
