9

Technology-enhanced TVET delivery for

improving access, relevance and inclusion
in Asia and the Paciic
Theresa Thang Tze Yian
Jonghwi Park

Abstract: The rapid transformational changes in technologies raise the hope that they
will increase productivity by freeing people from mundane and repetitive labour
and help them focus on work that is more creative. At the same time, these changes
create fear that many jobs will become obsolete and replaceable by machines and that
many people will lose employment. Fortunately, information and communications
technology (ICT) can be harnessed to serve us. In particular, ICT has proven to add
value to teaching and learning in technical and vocational education and training
(TVET). If implemented and integrated adequately and purposefully, ICT certainly
increases access for people from marginalized and disadvantaged groups. By
innovating the pedagogical approaches to both formal and informal TVET, ICT can
improve the transversal skills and hence the employability of workers. Ultimately,
ICT-enhanced pedagogies can help build an inclusive society whereby all persons,
regardless of their status, are equally supported to grow socially and economically.
This chapter singles out the ICT implementation in TVET in six countries and
territories (Australia, Hong Kong (China), New Zealand, the Philippines, the
Republic of Korea and Singapore) and highlights ive of the promising cases in which
ICT has been used to shift the paradigm of TVET and skills development. From these
cases, the chapter illustrates how the use of ICT contributes to TVET in: (i) promoting
lexible lifelong learning, especially to those who had missed out on basic education
owing to various challenges; (ii) enhancing learning engagement and social learning;
(iii) providing authentic and simulated learning; as well as (iii) promoting a mindset
of relective learning and knowledge creation with the view of equipping learners,
especially young people, with the right skills and dispositions for the future of work.
The chapter concludes with policy recommendations to guide TVET institutions on
ICT-supported practices essential for the future of work.

281
282 Skills and the Future of Work: Strategies for inclusive growth in Asia and the Paciic

Introduction
We live in a world of unprecedented uncertainty. The rapid transformational changes in
technologies raise the hope that they will increase productivity by freeing people from
mundane and repetitive labour and help them focus on work that is more creative. At
the same time, these changes create the fear that many jobs will become obsolete and
replaceable by machines and that many people will lose employment. The education
sector faces a heavy burden to nurture that hope while managing those fears. The
answer lies in fostering inclusive accessibility to quality education and training, new
skills for the uncertain future of jobs and continuous learning opportunities throughout
each person’s life.

The Education 2030 Agenda, which incorporates the fourth Sustainable Development
Goal (SDG 4), extends the targets of universal primary education that were part of
the Millennium Development Goals to create inclusive, equitable and quality lifelong
opportunities for all people. Considering the rapidly changing job market and its social
and economic inluences on individual lives, the Education 2030 Agenda stresses the
need to rethink technical and vocational education and training (TVET) and skills
development. The Education 2030 Agenda includes two TVET-related targets: (i) SDG
4.3 on ensuring equal access to affordable and quality TVET for all; and (ii) SDG 4.4 on
increasing the number of youth and adults with relevant skills for employment, decent
work and entrepreneurship.89

A 2016 study by the International Labour Organization (ILO) argued why inclusive
TVET for relevant skills is an urgent necessity and not just a rhetorical goal. Based on
more than 300 interviews and 4,000 employer survey responses, the study concluded
that labour-intensive sectors are occupied by economically vulnerable populations,
such as women and persons with little education, and that they are at high risk of
being replaced by automation. Providing equal access to quality TVET and skills
development that is relevant to current and future job needs is essential to achieving
inclusive social and economic growth (ILO, 2016).

The question is whether the education sector is ready to train youths and/or retrain
workers for an environment of rapidly changing skill needs. The surveyed employers
in ASEAN countries in the ILO study cited technical knowledge as the most important
but dificult type of skill to ind, followed by teamwork, communication, strategic
thinking and problem-solving. This suggests that current TVET and skills development
systems face a double challenge, needing to keep up with technological changes
and at the same time, to incorporate transversal skills, or soft skills, in their training
curriculum to produce creative and collaborative workers.

89 See [Link]
pdf (accessed 18 June 2018).
9. Technology-enhanced TVET delivery for improving access, relevance and inclusion in Asia and the Paciic 283

Technology may help save the day. In particular, information and communications
technology (ICT) has proven to add value to teaching and learning in TVET. It
certainly increases access. But it also offers transformational pedagogy to improve
the acquisition of relevant skills. For example, simulations and computer-supported
collaborative learning enhance the relevance of particular skills. They bring workplaces
into the discussion. And learning analytics provide diverse channels for students with
different needs. For example, teachers with insights about students’ learning behaviour
can promote remedial resources or additional self-check quizzes that are targeted at
speciic learning dificulties or competency gaps.

By innovating the pedagogical approaches to both formal and informal TVET, ICT can
improve the employability of workers. This applies to people from marginalized and
disadvantaged groups – if implemented and integrated adequately and purposefully.
Ultimately, ICT-enhanced pedagogies can help build an inclusive society whereby
all persons, regardless of their status, are equally supported to grow socially and
economically.

This chapter highlights ive promising cases in which ICT has been used to shift the
paradigm of TVET and skills development in six countries and territories (Australia,
Hong Kong (China), New Zealand, Philippines, Republic of Korea and Singapore).90
These cases illustrate advanced applications of ICT for retraining, virtual reality-based
simulations, social learning and integrated work-based learning experiences from
which adults have beneited. The chapter begins with an outline of TVET and skills
development in Asia and the Paciic and concludes with policy recommendations to
guide TVET institutions on ICT-supported practices essential for the future of work.

TVET and skills development in Asia and the Paciic

Despite the recent spotlight on TVET in the international development community,
participation in technical and vocational courses is still signiicantly lower than
in general education. In this region, the percentage of students in upper-secondary
schools who were enrolled in TVET as of 2013 was as low as 3 per cent in Afghanistan
and India and less than 10 per cent in many other countries (igure 9.1). Such a low
participation rate demonstrates the failure of the TVET sector to provide quality
vocational training and skills development for all persons. Clearly, it is in need of more
effort to reach its full potential as a driver of inclusive socioeconomic development.

90 This chapter is an abbreviated version of the report Beyond Access: ICT-enhanced Innovative Pedagogy in
TVET (UNESCO, 2017), which was modiied for this publication.
284 Skills and the Future of Work: Strategies for inclusive growth in Asia and the Paciic

Figure 9.1: Percentage of students in upper-secondary education enrolled

in TVET in selected countries, 2013 or latest year

100

80
Percentage

60

40

20

0
Afghanistan
India

Iran, Islamic Rep. of

Hong Kong, China
Fiji
Papua New Guinea
Lao PDR
Tajikistan
Bhutan
Tuvalu
Bangladesh
Pakistan
Macao, China
Timor-Leste
Cook Islands
Brunei Darussalam
Korea, Rep. of
Malaysia
Turkmenistan
Japan
Mongolia

New Zealand
Thailand

Indonesia
Kyrgyzstan
Kazakhstan

China
Australia
TVET General
Source: UIS, 2014.

In a 2015 report, the United Nations Educational, Scientiic and Cultural Organization
(UNESCO) pinpointed seven factors that keep TVET from being the best it can be: (i)
the global focus on general basic education and hence underinvestment in TVET; (ii)
poor technical and institutional capacity of formal TVET systems, including teachers;
(iii) low social perception and status of TVET; (iv) a weak analytical knowledge
base resulting from a lack of investment in research; (v) a lack of collaboration and
communication between industry and TVET institutions; (vi) patchwork-type policy
responses rather than long-term strategic reforms; and (vii) imported or borrowed
policy without adequate contextualization.

UNESCO recommended a reconceptualization of the TVET system: as an overall

lifelong learning system. Such a transformation could be facilitated by expanding and
diversifying access, expanding work-based learning and cooperation with businesses
and by enhancing the quality and relevance of TVET curricula and service delivery.

The urgent need is relected in the Asia-Paciic Regional Strategy for Using ICT to
Facilitate the Achievement of Education 2030.91 In adopting the strategy, most
governments in the region recognized TVET and skills development as a top priority
and agreed to integrate ICT to reform their national curricula and service delivery.

91 The Regional Strategy for Using ICT to Facilitate the Achievement of Education 2030 was adopted during
the Asia-Paciic Ministerial Forum on ICT in Education, Seoul, 11 May 2017.
9. Technology-enhanced TVET delivery for improving access, relevance and inclusion in Asia and the Paciic 285

Considerable research on modern technologies makes a fundamental assumption that

learning is essentially a social phenomenon (Valentine, 2011; Cox, 2003; Haddad and
Draxler, 2002; Wenger, 1998). ICT-enhanced pedagogies improve the employability of
workers in the following ways.
1. ICT can promote inclusiveness by making lexible lifelong learning available
to a wider community:
ICT offers persons who dropped out of basic education or who want to return
to college for skills development with ubiquitous formal and informal learning
opportunities. Learning analytics, on the other hand, automatically process data
generated by learning management systems to provide customized learning paths
based on student learning style, strengths and weaknesses.

2. ICT can provide more effective skills development through authentic and
simulated learning:
Serious games92 and simulations are technologies increasingly used in education to
give learners more control and opportunities to manipulate different parameters
in their experiments. Augmented reality and virtual reality technologies allow
students to apply theory to practice in a realistic, safe and controlled way. These
technologies create authentic or close to realistic learning environments that were
not previously available for such reasons as the high cost of installation and non-
availability of internship opportunities.

3. ICT can enhance acquisition of transversal skills through learning engagement

and social learning:
With blended learning and lipped classroom93 techniques, ICT can help learners
prepare for classroom discussion and activities whereby they can exchange ideas
and deepen their knowledge. In addition, extensive social networks enable just-in-
time learning from their peers and the wider network of experts.

4. ICT can better prepare the workforce for future workplaces through relective
learning and knowledge creation:
Learning evidence in e-portfolio and real-world projects motivate students
to develop the relective capacity necessary to sustain self-directed learning.
E-portfolio and project-based learning can change the way students respond to
holistic and process-driven assessments. These pedagogies encourage students to
be knowledge producers rather than knowledge consumers.

92 Computer games with educational purposes.

93 A classroom pedagogy that reverses the traditional mode, whereby students do their reading and listen
to the lecture at home and come to the classroom to relect, discuss and debate.
286 Skills and the Future of Work: Strategies for inclusive growth in Asia and the Paciic

Promising cases
This section presents case studies of TVET organizations in the Asia-Paciic region that
are sizable in terms of student enrolment (at least 1,000 students as of January 2016)
and have implemented enterprise-level e-learning94 as well as staff development. The
selection criteria sought organizations that demonstrated strong ICT strategies. These
cases illustrate advanced applications of ICT in teaching and learning that go beyond
basic access to computing networks and services. Analysis of the case studies resulted
in policy recommendations that can help guide TVET organizations in their ICT
integration strategies to achieve the outcomes of better access, relevance and inclusion.
There are also useful insights for policy-makers, including those from developing
economies in the Asia-Paciic region, to re-think their pedagogies for TVET and to be
strategic in their ICT implementation plans.

Ten organizations from six countries in the Asia-Paciic region participated in this
study:
• Box Hill Institute, Australia
• Challenger Institute of Technology, Australia
• Vocational Training Council, Hong Kong, China
• Universal College of Learning, New Zealand
• Waikato Institute of Technology, New Zealand
• Informatics Holdings Philippines
• TESDA Women’s Center, Philippines
• Online Lifelong Education Institute, Republic of Korea
• Institute of Technical Education, Singapore
• Singapore Polytechnic, Singapore.

Representatives from these organizations participated in an online survey and some

contributed more than one case study on innovative practice of ICT integration in their
TVET delivery.

This chapter features ive of those case studies as promising practices:

1. Towards ubiquitous lifelong learning – The emphasis of this case study from
the Challenger Institute of Technology in Australia is the use of ICT to improve
access for adult learners as well as inclusion to meet diverse learner needs.
2.&3. Authentic and simulated learning – These two case studies, one from the
Online Lifelong Education Institute in the Republic of Korea and the other from
the Institute of Technical Education in Singapore, illustrate the relevance of ICT
in supporting hands-on practical training to achieve skills mastery.

94 E-learning is at the enterprise level when learning systems are available to all teachers and students in the
institution, as opposed to systems that are available only to a few schools or departments.
9. Technology-enhanced TVET delivery for improving access, relevance and inclusion in Asia and the Paciic 287

4. Enhancing learning engagement and social learning – This case study from
the Singapore Polytechnic demonstrates how ICT supports the development of
generic skills competencies of learners with different abilities.
5. Promoting relective learning and knowledge creation – This case study, from
Box Hill Institute in Australia, stresses the importance of using ICT to build
lifelong learning competencies that can help graduates adapt in an increasingly
volatile and complex labour market and other environments.

Each case study covers the institutional background, the challenge that the TVET
organization used ICT to overcome, a description of the project and the learning
insights for increasing access to quality training through the use of ICT to shift the
paradigm of TVET.

Towards ubiquitous lifelong learning

Project title: Online learning for adults
Institution: Challenger Institute of Technology
Country: Australia

Institutional background: The Challenger Institute of Technology is a Technical and

Further Education (TAFE) institution based in Fremantle, Western Australia. It offers
more than 140 career development programmes that cater to industry training areas. In
April 2016, South Metropolitan TAFE incorporated Challenger Institute of Technology
and now provides services to both urban and regional communities.

Challenge: One of the Challenger Institute’s post-school programmes for adults is the
Certiicate II in General Education for Adults. Students in this programme are from
varying backgrounds, including mature-age students returning to work or education
and students with special needs, limited education background or undertaking training
as part of a welfare scheme. It is a traditional classroom-based programme, focusing
primarily on mastering learning. Distance learning is possible, with paper-based
resources mailed to students who then communicate with instructors via telephone
and email. The diversity within the student cohort means that some students struggle
with learning in a classroom setting. Some do well because they like the social aspect
of classroom learning, while others ind it intimidating, non-productive or unsafe. And
then some distance learners struggle because they feel isolated.

After realizing that many people were not beneiting from the training due to these
learning realities, the institute administrators decided to provide a better, more needs-
driven service to students.

Project detail: The online version of the Certiicate II in General Education for Adults
aims to:
• provide a more individualized, student-focused learning experience, with a strong
relationship between teachers and students;
• offer a more productive, supportive learning environment for distance learners;
288 Skills and the Future of Work: Strategies for inclusive growth in Asia and the Paciic

• provide a more lexible and accessible learning environment for students; and
• produce a product that is accessible to students from great geographical distances.

In designing the online programme, the institution applied constructivist95 pedagogies

because most of the learning activities were cognitive driven, and it would ensure that
learning outputs and products would be individual. Critical and relective practices
became the core of the programme. Students are now required to develop a deep
understanding of “why” rather than simply recollecting facts. Instructors develop
tasks and assessments based on the students’ knowledge, previous experiences and
personal interests at the start of the programme.

Because the programme is for adult learners who may be lacking conidence, the
training is partly geared towards increasing that conidence while nurturing self-
directed learning habits. Activities are designed to follow a trajectory of increasing
autonomy among each learner, albeit with a teacher’s supporting presence.

While the programme was designed to be fully deliverable online, students can opt for
classroom delivery if they feel a need for face-to-face interaction with their teachers
and peers.

Learning insights for increasing access to quality training: Online instruction

provides learners with greater lexibility in accessing learning resources and support.
Geographical location is no longer an issue for students, which encourages and
facilitates lifelong learning. Such learning can be pursued anywhere and at any time.
The course structure nurtures self-directed learning capacity, and the students ind the
learning environment safe and more student-centred.

For the programme to be effective, the TVET organization requires time and
commitment from the teachers. The teaching team must be as committed to pastoral
care as they are to content. The Challenger Institute of Technology recognizes the
need for continuous improvement of programmes and therefore adjusts the online
programme, based on feedback from students.

A contributing factor to the course’s success was the Australian Government’s policy
of promoting lexible learning. The Australian Flexible Learning Framework (2008–
2011) policy covers e-learning through vocational education and expands training
participants’ access to professional development opportunities, products, resources
and support networks in an increasingly technology-driven learning environment.
The Flexible Learning Advisory Group, a policy advisory group on national directions
and priorities for ICT in the TVET sector, manages the framework (including the
regulatory guidelines, platform, resources and network of practitioners).

95 Constructivist pedagogies are based on the belief that learning occurs when learners are actively involved
in the process of sense-making and knowledge creation, as opposed to passively receiving information.
9. Technology-enhanced TVET delivery for improving access, relevance and inclusion in Asia and the Paciic 289

Authentic and simulated learning

Project title: Virtual training
Institution: Online Lifelong Education Institute
Country: Republic of Korea

Institutional background: The Online Lifelong Education Institute (OLEI), within the
Korea University of Technology and Education, is a hub for online vocational training
specializing in technology and engineering. The institute relies largely on interactive
and experiential e-learning practices by incorporating new technologies into its online
learning environment.

Funded by the Korean Ministry of Employment and Labour, OLEI has developed
and now offers more than 200 online courses free of charge to industrial workers and
jobseekers on mechanics, electronics, mechatronics, ICT, design, materials, architecture
and chemistry.

Challenge: In the past, if a TVET institution wanted to teach students how to handle
industrial equipment, it either had to install the equipment, which is expensive, or
schedule a day trip to a site that allowed the students to see the equipment in practice. In
either case, the students could not do certain things, such as take apart and reassemble
the equipment. And instructors could only teach using books, images or video clips;
interactive hands-on activities were typically not possible.

Project detail: Recognizing the need for more hands-on learning with industrial
equipment, the OLEI administrators developed virtual training content using
simulators, emulators and virtual reality (and augmented reality) software. Through
specialized ICT, students can now learn about various types of equipment, including
macro-sized tools, ultra-mini tools and highly expensive equipment that institutions
cannot afford to buy. They also learn how to stay safe in dangerous work situations.

Through the online platform ([Link] students log in to access

the learning content at any time. This environment enables them to study when it
is convenient and lets them practise as much as they want. Since 2007, OLEI has
developed 31 virtual training courses in subject areas such as mechanics, electronics,
mechatronics, architecture, design and new energy and offers them in 141 training
centres, both public and private. Deploying these courses, the centres have so far
trained 24,418 students.

OLEI developed three types of virtual training: component, scenario and equipment
practice (igure 9.2). The component type helps learners understand the inner structure
of equipment by enabling them to take it apart and put it back together using 3D
modelling. The scenario type helps learners understand how to operate equipment by
following the prescribed procedure. The equipment practice type generates a diversity
of practice environments in which learners control the equipment until they attain the
right result.
290 Skills and the Future of Work: Strategies for inclusive growth in Asia and the Paciic

Figure 9.2: Three types of virtual training content and examples of the
equipment the training targets

Component Scenario Equipment practice

Type of equipment Type of equipment Type of equipment

• Turbo refrigerator • Absorptive hot and chilled • Electro-hydraulic control
• Hybrid automobile water system survo control
• Clean diesel automobile • Concrete construction • Siemens programmable
• Wind generator system • Surface mount technology logic controllers
in-line system • Proportional hydraulic
• Manufacturing process for control
solar batteries • Operation of
manufacturing
• Equipment for
semiconductors

Source: Online Lifelong Education Institute.

Using the virtual training ICT, learners experience how equipment works and under
what conditions. They can master the handling procedures for each equipment item
and learn how to react to various emergency situations at work.

OLEI uses virtual training technology in the context of student-directed teaching, based
on constructivism and the experiential learning approach, which emphasizes active,
hands-on learning and offers diverse learning experiences to ensure that students
master the desired trade skills. OLEI operates on the belief that students learn better if
they can control their learning and make their own choices with the learning content.

Learning insights to enhance skills development: The OLEI administrators surveyed

students from 2013 to 2015 to evaluate the virtual training courses. They found a high
level of satisfaction. For this practice to be effective in supporting skills mastery, it is
important to choose subject areas that have a good it for the virtual training content.
While the virtual training content allows students to work with expensive equipment
or learn a machine in a dangerous work situation, developing the software is also
expensive. Hence, OLEI had to choose wisely and think carefully about how long the
content would be relevant before the technology became obsolete. OLEI also realized
that providing virtual training content freely over time to its training centres reduced
overall vocational training costs.
9. Technology-enhanced TVET delivery for improving access, relevance and inclusion in Asia and the Paciic 291

Virtual and augmented reality

Project title: Virtual and augmented reality
Institution: Institute of Technical Education
Country: Singapore

Institutional background: The Institute of Technical Education (ITE) is a post-

secondary education institution established in 1992 under the Ministry of Education.
As one of the providers of career and technical education, the ITE mission is to create
opportunities for students and adult learners to acquire skills, knowledge and values
for employability and lifelong learning. With emphasis on practical training, its
“hands-on, minds-on, hearts-on” approach is suitable for TVET delivery.

Challenge: In the past, theory was largely taught using conventional methods, while
practical lessons were given in authentic learning spaces, such as a hotel, restaurant or
aeroplane hangar. In such contexts, students learned how to deal with real customers,
equipment and work situations. While lecturers tried to incorporate situated learning
into their lessons as much as possible, they faced challenges for the following reasons:

• Certain tasks were not replicable due to safety concerns (heavy shipyard equipment
or running aircraft engines, for example).
• Certain tasks were dificult to replicate due to high costs and limited budget
(such as loristry courses where students have to decorate venues with loral
arrangements for large-scale events).
• Authentic work environments were not replicable (adverse weather conditions at
sea, for example, cannot be scheduled).

Project detail: Due to its recognized need for more authentic learning experiences,
the ITE academic leaders introduced two types of immersive technologies: 3D virtual
reality and 3D augmented reality. The school worked closely with technology solution
providers to design relevant learning activities for students based on the curriculum
requirements.

3D virtual reality system

The multi-wall 3D virtual reality system (iCube) is a revolutionary PC-based, multi-
sided immersive environment in which students are surrounded by virtual images
and sound. iCube is a high-end visualization system that can be conigured with four
to six walls made of light-enhancing rigid material. Students interact with an authentic
3D environment using motion-tracking devices and the system’s built-in collaborative
capabilities to discuss and explore solutions. For example, students in the marine
and offshore technology course use the iCube technology to practise their skills on
a simulated oil rig platform (igure 9.3). Using this ICT, students can safely train for
adverse weather conditions, such as heavy rain and strong wind, and learn to react
wisely to a variety of environmental conditions and associated job hazards.
292 Skills and the Future of Work: Strategies for inclusive growth in Asia and the Paciic

In the marine course, one of the tasks involves lifting a nearly one-tonne pipe, a risky
manoeuvre that can cause harm to workers if safety measures are not closely followed.
Using virtual reality technology, students can undertake the task and experience the
consequences of not following safety measures without being physically hurt. Having
experienced this, the students can better understand that lives can be lost if workplace
safety is not taken seriously. In the iCube, they can experiment with different scenarios
and have fun while learning.

Feedback from students indicated that almost all of them like this mode of learning,
and most of them requested more courses that incorporate immersive technologies for
learning because they can hone their skills in a realistic and safe environment.

Figure 9.3: 3D virtual oil rig platform for training purposes (safety practice
during pipe-lifting operations)

Source: Institute of Technical Education.

3D augmented reality applications

The 3D augmented reality applications enable students to interact with the real-world
environment using real-time data, thus contextualizing knowledge for just-in-time
learning. These augmented reality applications superimpose relevant data onto the
real world, in the form of interactive 3D models or 2D information through graphical
markers or quick response codes. For example, students in the aerospace technology
course can load 3D aircraft engine models into mobile devices and watch simulations
of these engine parts in the augmented reality viewer. These 3D simulations help them
to visualize details of complex systems and the operational low inside the equipment.
With the augmented reality application, students who previously experienced
dificulty in understanding how air combustion works in an aircraft engine can now
visualize and appreciate how complex components work together (igure 9.4).
9. Technology-enhanced TVET delivery for improving access, relevance and inclusion in Asia and the Paciic 293

Figure 9.4: 3D augmented reality technology to learn about air combustion

Augmented really (AR) used in the

learning of the air combustion of the
oxygen system in the aeroplanes

Mobile
device with
AR app
installed

3D objects
come
alive with
animation,
Photo/ allowing user
picture interaction

The engine becomes “alive” on the

mobile device

Source: Institute of Technical Education.

The 3D virtual reality and 3D augmented reality technologies make immersive hands-
on practice possible, thus expanding the scope of authentic learning spaces for ITE
students. By providing a multi-sensory experience in speciic work settings, students
can appreciate the scale and constraints of work environments and the complex
interdependency of the component parts of a system or worklow. Students are also
required to use their judgement to make task-based decisions and must face the
“consequences” of their decisions, albeit virtually. Students can use the technology in
both independent learning and collaborative problem-solving activities in the context
of speciic work situations, thus promoting authentic learning.

Learning insights to enhance skills development: As with any technology, the design
and development of 3D virtual reality and augmented reality learning resources must
be driven by curriculum requirements to justify the high cost for industry-speciic skills
development. For the technology to be appropriate to the curriculum, it is essential
to have close partnerships between schools and the immersive-technology-solution
providers when developing the content.

Another essential point is to train the teaching staff on using the technologies
effectively to ensure acquisition and retention of workplace knowledge and skills by
their students. Plans to increase use of the technology also need to be put in place. Use
of the 3D virtual reality system requires a dedicated space. The cost is signiicant, so a
dedicated budget is also required, especially if immersive environments are installed
on multiple campuses. For 3D augmented reality, the cost is lower because students
can use their own mobile devices or school-supplied devices.
294 Skills and the Future of Work: Strategies for inclusive growth in Asia and the Paciic

Enhancing learning engagement and social learning

Project title: Flipped classroom
Institution: Singapore Polytechnic
Country: Singapore

Institutional background: The Singapore Polytechnic was set up in 1954 to produce

highly skilled graduates to meet the critical human resource needs of the economy.
Today, it offers 47 full-time diploma courses and 32 part-time courses through ten
academic schools. The Singapore Polytechnic prepares its students for university and
the workforce and has an enrolment of about 16,000 full-time and part-time students
(Singapore Polytechnic, 2016).

Challenge: Previous teaching practices at the Singapore Polytechnic consisted mainly

of traditional face-to-face lectures and tutorials, with emphasis on practise and
projects. A few years ago, the Singapore Polytechnic management recognized the
need to harness technology to train students to become independent, self-directed
workers adept at using technology to discover and use information to solve real-world
problems collaboratively. This was a challenge, however, particularly when students
lacked motivation to learn.

Project detail: In 2014, the School of Electrical and Electronic Engineering implemented
a three-phase “lipped classroom” (pre-class, in-class and post-class) pilot project
among irst-year students studying digital electronics.

The three phases of the lipped classroom:

1. For the pre-class phase, students watch short video clips on a particular topic at
home and familiarize themselves with the basic concepts and facts;
2. In class, lecturers use short quizzes to check students’ understanding of the
material covered in the video clips, evaluate student readiness for more dificult
topics and determine the topics that need elaboration during class. The quiz results
enable the lecturers to adapt instructional strategies according to students’ speciic
learning needs. These might consist of mini lectures on topics that students did
not perform well in the quiz; opportunities for real-world applications of content
to solve problems as well as a setting for collaborative problem solving, peer
discussion and assessment. Lecturers can also conduct a mid-point quiz to validate
understanding and provide extra learning support for low-scoring students;
3. At the end of every lesson, students do an exit poll to evaluate the effectiveness of
the learning experience and to determine areas that they have not fully understood.
To address dificult topics lagged by the students, lecturers create a “question and
answer” video to clarify complex concepts.
9. Technology-enhanced TVET delivery for improving access, relevance and inclusion in Asia and the Paciic 295

To develop lesson packages, the lecturers use Camtasia, Screencast-o-matic and

Softchalk96 software. Singapore Polytechnic uses a learning management system to
deliver the electronic learning packages and e-learning activities. For quizzes, the
lecturers used quiz tools, like Socrative and Kahoot.97 All students were required to
bring their own laptop computer to class to access the learning resources and online
activities. Throughout the semester, the WhatsApp online communication was used
to inform students of new resources and quiz deadlines. This app was also used to
maintain a two-way communication and ensure timely feedback with students.

Students are encouraged to learn independently, search for new information to

solve problems and collaborate with their peers online. Learning with and through
technology to create knowledge is an essential skill for the modern technology-driven
workplace. With the lipped learning resources available online, students are able to
learn at their own pace and the quizzes provide useful feedback to them.

At the end of the pilot testing, Singapore Polytechnic conducted a student survey to
assess the experience and its impact on their learning. Most students found that the
pre-class learning materials and contact with their lecturers via WhatsApp were useful
in preparing them for the face-to-face sessions. In the classroom, students enjoyed the
use of Kahoot and the class discussions. The inal quiz was seen as useful in clarifying
areas in which they needed more work, and students saw it as a means of providing
feedback to their lecturers. Overall, most students preferred the lipped teaching
method, but they were concerned that it could potentially increase their workload.

The performance of the students who participated in the lipped classroom pilot was
analysed and compared to that of students in classes using conventional methods.
The pilot class outperformed the cohort, and the outperformance was signiicantly
larger when compared against students of similar academic backgrounds. By 2016, all
schools within the polytechnic adopted the lipped learning approach.

Learning insights to enhance skills for the future: For the lipped classroom method to
be effective, it is important that lecturers orient their mindset to learner-centric delivery
whereby learners are self-directed and less dependent on lecturers to disseminate
information to them and understand how their graduates will be operating in the
future workplace. For example, they should have the professional discipline not to
simply re-teach the content but plan appropriate in-class activities that build on the
home learning and emphasize the application of knowledge. The combination of high-
effect teaching methods with supporting communication and educational web tools
must be reviewed frequently to ensure that the workplace practice of scaffolding for
learning is constantly reinforced.

96 Camtasia is a screen recorder to create video tutorials and presentations. Screencast-O-Matic is a free
screen recorder for instant screen capture and sharing. Softchalk is a cloud-authoring tool for easy
creation of interactive content.
97 Socrative is an instant response tool that allows teachers to engage their students through quizzes and
polls. Kahoot is a game-based platform that makes learning fun by turning it into an interactive and
social experience.
296 Skills and the Future of Work: Strategies for inclusive growth in Asia and the Paciic

Promoting relective learning and knowledge creation:

Project title: E-portfolio
Institution: Box Hill Institute
Country: Australia

Institutional background: The Box Hill Institute is a leading vocational and higher
education provider known in Australia and overseas for its collaborative and creative
approach to education. It offers a wide variety of courses to local and international
students and various delivery modes, including full-time, part-time and off-campus
courses. As of 2016, Box Hill had about 40,000 students enrolled in its campuses in
Australia and in licensed partners overseas.

Challenge: Box Hill discovered, via feedback surveys, that many students thought
that the induction process at the institute could be improved in meeting their needs
and in ensuring that they embarked on a successful learning pathway, both during
their studies and afterwards. The Box Hill management also recognized that the
institution did not have an organization-wide way of embedding e-learning that would
encourage lifelong learning among its students. They decided that a methodological
and organizational response was necessary to prepare the institution to connect
between classroom learning and workplace learning as well as between teachers, the
institution and employers.

Project detail: Recognizing the need to assist students in acquiring pathways for
lifelong learning and to embed e-learning while also supporting connection and
communication between classroom learning and workplace learning, Box Hill
introduced the Mahara e-portfolio system. An e-portfolio can be understood as “a
learner-driven collection of digital objects demonstrating experiences, achievements
and evidence of learning” (O’Neil et al., 2013). Thus, e-portfolios are an evidence-
gathering tool that students can use to show their learning achievements and to
document the competencies they have attained from training courses and work-based
experiences (including apprenticeships and traineeships), thus allowing them to plan
for recognition of prior learning.

The Mahara e-portfolio system enables learners to capture evidence of their learning
through a variety of media (video, audio, documents, blogs and plans) and to share
that evidence with selected audiences. Mahara combines a range of social collaboration
tools, including blogs, comments, groups, forums and proile pages, and integrates the
use of mobile devices.

An e-portfolio can be a vehicle for (igure 9.5):

• supporting transitions and student mobility
• planning and relecting on learning and career development
• recognizing skills and learning styles
• veriication of qualiications
• security and control of private information
• recording evidence of employability skills.
9. Technology-enhanced TVET delivery for improving access, relevance and inclusion in Asia and the Paciic 297

Figure 9.5: Box Hill Institute’s e-portfolios support learner transitions

Work Gathering
placements evidence
Undertaking
assessment, or Presenting
Identifying preparing for
Setting achievements
learning recognition of
goals
needs prior learning Undertaking Planning
learning future
Developing
Setting learning
learning activities
up your Reviewing
plans Collaborating
course progress

Induction
Receiving &
Relecting providing External
Student activity feedback

Teacher activity
Developing essential skills

Source: Box Hill Institute.

The e-portfolio teachers who advocate the use of the e-portfolio also designed
assessment strategies that integrated summative assessment tasks to ensure that the
e-portfolio became an integral component of the course structure. Teachers can use the
e-portfolios as a tool for learning, for example, by disseminating instructional videos
for students to watch and then asking them to ilm visual diaries of their tasks and
share those via their e-portfolios. This promotes relective learning and knowledge
creation.

While students tend to use e-portfolios collaboratively, teachers tend to use them
for assessment purposes or as a means of communication. E-portfolios have lifelong
learning applications, such as on-the-job applications and building a resume, and are
used by Box Hill students in many ields and contexts (table 9.1).
298 Skills and the Future of Work: Strategies for inclusive growth in Asia and the Paciic

Table 9.1: Box Hill Institute’s e-portfolio learning contexts

Teaching centre Context

Biotechnology Work placements
Creative industries Industry portfolios for fashion and music
Business programmes Work placements
Hospitality Work placements and industry-based recognition of prior
learning
Health and Work placements and industry-based recognition of prior
community services learning

The e-portfolio system is based on a student-centric and process-oriented pedagogical

approach that encourages students to develop their ability to plan, synthesize, share,
discuss, relect and create knowledge. The system supports Box Hill Institute’s efforts
to equip students with the skills, knowledge and attitudes to apply their learning
to new situations, solve problems, work creatively and cooperatively and engage in
lifelong learning. Box Hill believes that e-portfolio-based learning encourages rich
and complex processes of planning, synthesizing, sharing, discussing, relecting and
giving, receiving and responding to feedback and that this process is as important as
the end product. Use of e-portfolios goes beyond course delivery to support student-
led, lifelong and life-wide learning objectives through informal, non-linear and
sometimes chaotic learning processes.

Learning insights to support lifelong learning: For the e-portfolio system to succeed,
it is essential that an institute-wide strategy is adopted, with support for the system at
every level of the organization. The institute’s assessment strategies should be adapted
to include e-portfolios as an integral tool for summative assessment.

Buy-in from teachers and their commitment to the e-portfolio system is critical for its
success. Teachers provide the workplace context and support. Training for teachers
must be conducted not only when the system is introduced but also at frequent
intervals every year to address concerns, adapt to emerging needs and maintain the
momentum of the system.

Students also require both initial training and ongoing training. The training should
go beyond explaining how to use the technology to cover concepts of lifelong and life-
wide learning and to explain how e-portfolios can improve classroom and workplace-
based assessment and expand collaboration. It is also necessary to design and develop
templates suitable for local industry-speciic context and courses.

The organization should solicit teachers’ opinions and inputs because they will be both
users and managers of the system. The use of e-portfolios should also be integrated
into workplace-learning contexts. This requires explaining the beneits of e-portfolios
to workplace managers. Overall, it is vital to have clear communication with all
stakeholders.
9. Technology-enhanced TVET delivery for improving access, relevance and inclusion in Asia and the Paciic 299

Organization-wide policies are needed, along with a phased approach. First, expand
the programme from irst-year students (orientation objectives) to senior students
(collection of learning evidence). Second, transition from teacher-led e-portfolios to
student-driven e-portfolios. Then move on from stand-alone e-portfolios to those
that are integrated with all learning and assessment activities into students’ learning
worklows. And last, adopt a customized approach for each industry and profession.

ICT integration in the TVET education system

While the ive case studies featured here illustrate how the application of ICT can
improve the access and quality of teaching and learning, they also highlight the
conditions or factors that contributed to their success:
1. Strategic planning and strong management commitment to ICT integration.
2. Redesigning curricula and selecting technologies that can reach a diversity of
learners.
3. Leveraging partnership with industry to co-develop and co-manage curriculum
and learning resources to minimize skills mismatch.
4. Harnessing pedagogies to help learners develop the generic skills competencies
required in the future economy.

The following matrix (table 9.2) was created to measure the degree of ICT integration
in the ten TVET organizations selected for analysis and to further determine the
conditions and factors that best promote the use of ICT. The matrix consists of four
domains and four stages of development.

Table 9.2: ICT integration matrix for the study

Level of ICT integration Foundation Emergent Innovative Transformative

1. School ICT Leadership (Strategic-Organizational Readiness)

1.1 Level of ownership and inluence
of school leaders
1.2 Focus of ICT implementation
1.3 Level of engagement of students,
staff and partners
1.4 Processes for ICT implementation
to support learning

2. Design and development of ICT-enabled learning experiences (pedagogical readiness)

2.1 Design of ICT-enabled learning
experiences
2.2 Focus of schools’ professional
learning strategy
2.3 Learning communities
300 Skills and the Future of Work: Strategies for inclusive growth in Asia and the Paciic

Level of ICT integration Foundation Emergent Innovative Transformative

3. Deployment of ICT for learning (learner readiness)

3.1 Level of higher-order thinking
facilitated by ICT
3.2 Level of ICT-enabled learning

3.3 Use of ICT tools to support

learning
3.4 Extent of student involvement in
curriculum and learning activities
facilitated by ICT

4. IT and estate infrastructure and support (technical readiness)

4.1 Access to ICT resources in digital
spaces
4.2 Physical set-up of learning spaces
4.3 Availability of ICT systems and
tools to support learning
4.4 IT helpdesk

For this study, the matrix was used by the respondents with each of the ten selected
TVET organizations self-rated the degree of transformation of their respective
institution. The measure of each indicator’s contribution was completed with deined
descriptors to differentiate the four levels of progress (see table 9.3).

Table 9.3: Four levels of progress among the ten selected TVET
organizations

Level of progress Description

1. Foundation Beginning the e-learning journey with ad hoc ICT-based practices
and technologies

2. Emergent Consistent ICT-based practices and technologies on a school-wide

basis

3. Innovation Sound integration of ICT-based practices and technologies with

processes that ensure scalability beyond the school

4. Transformation Sound and systematic integration of ICT-based practices and

technologies with policies and processes that are evidence-based,
thus ensuring scalability and sustainability beyond the school

The four levels of integration must be interpreted within the context of each domain
and each indicator. The level of integration describes the organization’s current ICT
practices that are prevalent, for example, representative of at least 50 per cent of the
student and teacher populations. Where the requirements of a level were only partially
9. Technology-enhanced TVET delivery for improving access, relevance and inclusion in Asia and the Paciic 301

met, the lower preceding level was assigned. These four levels indicate a progressively
deeper level of ICT integration. Hence, the attainment of all the lower levels had to be
satisied before the next higher level could be assigned.

For the study, the researchers computed the average score in each organization for
all indicators for each domain. This score was used to determine if readiness for that
domain was closest to foundation, emergent, innovative or transformative. Table 9.4
summarizes the readiness self-rating of each organization in all four domains.

Table 9.4: Summary of readiness self-rating by ten selected TVET

organizations in the ICT integration matrix

Foundation Emergent Innovative Transformative

Leadership • Box Hill Institute • Vocational Training
(strategic- • Challenger Council
organizational Institute of • Waikato Institute of
readiness)
Technology Technology
• Universal • Informatics Holdings
College of Philippines
Learning • Online Lifelong
• TESDA Women’s Education Institute
Center • Institute of Technical
• Singapore Education
Polytechnic
Teacher • TESDA • Challenger • Box Hill Institute
(pedagogical Women’s Institute of • Vocational Training
readiness) Center Technology Council
• Online • Universal • Waikato Institute of
Lifelong College of Technology
Education Learning • Informatics Holdings
Institute • Singapore Philippines
Polytechnic • Institute of Technical
Education
Student TESDA • Box Hill Institute • Vocational Training
(learner Women’s • Challenger Council
readiness) Center Institute of • Universal College of
Technology Learning
• Institute of • Informatics Holdings
Technical Philippines
Education • Online Lifelong
Education Institute
• Singapore Polytechnic
302 Skills and the Future of Work: Strategies for inclusive growth in Asia and the Paciic

Foundation Emergent Innovative Transformative

Infrastructure TESDA Challenger Institute • Universal College of • Box Hill
(technical Women’s of Technology Learning Institute
readiness) Center • Informatics Holdings • Vocational
Philippines Training
• Institute of Technical Council
Education • Waikato
• Singapore Polytechnic Institute of
Technology
• Online Lifelong
Education
Institute

The analysis across the four domains of the ten TVET organizations revealed the
following contributing factors for effective ICT integration:
• Because the participating organizations are from sophisticated education systems,
the level of technical and infrastructure readiness was high.
• There was a relatively high level of ICT integration in the student and leadership
domains: The current generation of learners is technology savvy and, when given
the opportunity, they make the most of ICT to support their own learning. Leaders
of these organizations recognized the value of ICT for learning outcomes, and
leadership was recognized by most organizations as critical to the success of
e-learning.
• Half of the organizations were at either the foundation or the emergent level for
teacher readiness. In these organizations, there was a need to develop teacher
competency in the design and delivery of e-learning and to support a coherent
strategy for teacher training and professional communities.

Policy recommendation
For a TVET institution to achieve ICT-enhanced access, relevance and inclusion
in skills development and training, multidimensional readiness is required – at
the organizational, pedagogical, learner and technical levels. The following policy
recommendations can help guide TVET organizations to focus ICT-supported practices
for enhancing greater access and improving skills development and the attainment of
generic skills competencies essential for future workplaces.

Make quality TVET training more accessible and inclusive

Organizations should explore innovative ways of meeting the diverse needs of
students in curriculum delivery, such as learners who are also working and have
multiple commitments (including family responsibilities) and those who are less
mobile or disadvantaged for various reasons (including people with disabilities
or people living in remote areas). The case studies show that ICT-enabled training
9. Technology-enhanced TVET delivery for improving access, relevance and inclusion in Asia and the Paciic 303

delivery has the potential to expand TVET capacity so that programmes are accessible
across geographical boundaries and available to workers. Blended learning and
lipped classrooms are commonly used pedagogies that provide lexibility for students.
Independent learning must be supported with interactive content and easy-to-use
tools, like online quizzes and assignment submissions. Conducting online learning
activities with tools, like blogs and discussion forums, can enrich the teacher-student
and student-student interaction.

Invest in ICT infrastructure for TVET institutions to minimize digital divides

While the potential of new technologies to transform skills development and TVET
is unprecedented, actual beneits in TVET institutions are uneven in the Asia-Paciic
region. One of the main reasons is a persistent disparity in the level of ICT access
and use. Three of the world’s top-ten countries and territories with the highest ICT-
connectivity rates are in this region: The Republic of Korea, Hong Kong (China) and
Japan. But the region includes some of the least connected nations, such as Afghanistan,
Bangladesh, Kiribati, Pakistan and Solomon Islands (igure 9.6)

Figure 9.6: Level of connectivity in ICT Development Index, by Asia and

Paciic country, 2017

10

6
IDI 2017

0
Solomon Islands
Timor-Leste
Samoa
Cambodia
India
Myanmar
Lao PDR
Nepal
Vanuatu
Bangladesh
Pakistan
Kiribati

Afghanistan
Korea, Rep. of
Hong Kong, China
Japan
New Zealand
Australia
Singapore
Macao, China
Brunei Darussalam
Malaysia
Thailand
China
Iran, Islamic Rep. of
Maldives
Mongolia
Philippines
Fiji
Viet Nam
Tonga
Indonesia
Sri Lanka
Bhutan

Developing Asia and the Paciic Developing World Developed

Note: The ICT Development Index values correspond to a 2014 report by the UNESCO Institute of Statistics:
Learners in Singapore, the Republic of Korea and Hong Kong (China) enjoyed 100 per cent of broadband
Internet connectivity at the secondary school level, while Bangladesh, Nepal and many other countries had less
than 10 per cent of their schools connected (UIS, 2014).
Source: ITU, 2017.
304 Skills and the Future of Work: Strategies for inclusive growth in Asia and the Paciic

The implications of such digital divides in TVET institutions can be more serious than
one might think. ICT is a double-edged sword that, depending on how it is used, can
either make the inequality even deeper and hamper socioeconomic development or close
the gap between the more and the less privileged. To avoid potential inequality caused
by digital divides, it is strongly recommended that a TVET institution or a government
take a phased approach, strategically allocating resources for the integration of ICT in
education for the next ive years to progressively reach a inal long-term vision. The
starting point must be a strong focus on building the ICT infrastructure to meet and
even surpass the foundation level of technical readiness (table 9.1). In doing so, the
institution or government must pursue all possible measures to provide equal access
to ICT for all persons, regardless of gender, income, disabilities and geographical
challenges.

Seek partnership with industry and employers to ensure that graduates’ skills
are relevant
One of the major criticisms of TVET institutions is that graduates’ skills are not relevant
to the needs of the rapidly changing workplace. It is important to use pedagogy that
enables students to explore real-world projects and engage in collaborative problem-
solving, thereby mimicking the industry contexts. Specialized technology centres, like
OLEI (in the previous case studies), could be set up in collaboration with industry
players and external-funding agencies. Projects that support technologies for online
learning could be co-managed by TVET organizations and industry players.

Review and redesign curricula and assessment

Institutions should review and redesign their curriculum to arrive at a more holistic
assessment of students’ performance and preparation for the uncertain future labour
market, using tools like the e-portfolio to support their career development and
lifelong learning. Such a curriculum and assessment integrate students’ worklows
and individual learning pathways with a career development plan through the
collection of various items in their e-portfolio. Curriculum delivery should incorporate
ICT-enhanced pedagogical approaches, like independent learning, group learning and
relective learning. Such approaches can give students opportunities to apply their
technical, cognitive, entrepreneurial and professional competencies. These meta-
learning competencies will enlarge TVET graduates’ capacity for continual learning
even after they join the workforce.

Support teachers
In order for teachers to design and deliver ICT-supported courses, they need to
understand the double-edged impact of disruptive technologies on the jobs of the
future. While some jobs may become obsolete, emerging technologies can generate
sophisticated technology-enabled jobs and business opportunities that require new
skill sets. Teachers must also keep abreast with the economic drivers and disruptors.
Institutions can help their teachers update their knowledge and skills by giving them
9. Technology-enhanced TVET delivery for improving access, relevance and inclusion in Asia and the Paciic 305

opportunities to work with businesses on industry projects, to get business inputs

for curriculum development and business support for students’ industry attachment
(through apprenticeship-like training).

Teachers should also attend training opportunities related to the design and delivery
of ICT-supported lessons. Training topics could include the re-design of courses for
different modes of delivery to reach out to both full-time and part-time learners. They
should learn motivation strategies and pedagogical techniques for online learners
with different learning needs, such as self-directed learning, relective learning and
collaborative learning. Organizations should empower teachers to select and use
discipline-appropriate pedagogies (such as the integration of workplace learning
into course delivery). Training should also be differentiated according to teachers’
competency levels.

Conclusion
The chapter examines how ICT can contribute towards ubiquitous lifelong learning,
authentic and simulated learning, enhancement of learning engagement and social
learning, and promotion of relective learning and knowledge creation. The featured
case studies illustrate the nature of ICT as enablers rather than as substitutes for hands-
on training.

Modern technologies can help learners from marginalized groups in society overcome
traditional barriers to quality education and skills training. Coupled with progressive
pedagogies and modular programme delivery, learners who were previously
disadvantaged by the traditional classroom-based programmes can partake of more
inclusive access to training resources and learning networks through online options
(provided they have computing devices and Internet access).

New technologies, such as virtual or augmented reality or virtual training packages,

have provided authentic learning situations that allow learners to make mistakes in
safe environments, practise more frequently and apply what they have learned.

Modern technologies with their social networking functionalities have also expanded
opportunities for learners to receive peer and expert feedback to improve their task
performance. For teachers, technologies have made it easier for them to facilitate
their students’ learning and have helped them to communicate with their students.
Using ICT, teachers can arrange for students to learn independently, using the lipped
classroom approach, for instance. And ICT can facilitate project learning by students
in small groups. The World Economic Forum (2016) lists core work-related skills for
the future of work, such as critical and analytical thinking and social and collaborative
skills.

The chapter also underscores the importance of working with industry players to create
an updated and industry-relevant curriculum. Partnerships with large businesses
offer mutual beneits to all parties. Economically challenged countries beneit from
306 Skills and the Future of Work: Strategies for inclusive growth in Asia and the Paciic

the transfer of expertise and technologies to their workers through enterprise-based

training. It is also possible for these businesses to partner with institutions of learning
to co-manage digital learning content for more eficient programme delivery.

The chapter also introduces a handy ICT integration matrix for use as a guide to
monitor leadership readiness, teacher readiness, student readiness and infrastructure
readiness. Taking a strategic and long-term view to ICT implementation in all domains
will help an organization adopt a coherent change-management plan.

Relevant and continuous skills development – formal, non-formal and informal alike –
can alleviate poverty, reduce gender inequality and lead to decent work. Lifelong and
universal opportunities for skills development can ensure the sustained and inclusive
development that the SDGs aim to achieve. ICT, with strategic resource allocation and
a clear plan, can ill a pivotal role in reaching the most vulnerable persons and thus
help countries move closer to achieving the targets of each SDG.
9. Technology-enhanced TVET delivery for improving access, relevance and inclusion in Asia and the Paciic 307

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