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Conditions of vocational learning are influenced by technological conditions worldwide. Not only in Central Asia vocational teachers are faced with the challenge of using digital media extensively in vocational teacher training and vocational school, or to allow and support its usage. Most recent media concepts such as BYOD (bring your own device) or OER (open educational resources) represent only some aspect of comparatively extensive development dynamics. Industry itself does trigger further dynamics in the context of the so-called 4.0-metaphor and the respective new production technologies. While previous approaches by the author were developed together with other authors and did focus in the idea of the instrumental conflict (Marquet P, Köhler T. The empowerment of users: rethinking educational practice online; In: Hagen L et al REDA. Springer, Berlin, 2017) as well as the role of open education in the school sector (Köhler T. Neue Medien – in Lehrerausbildung und Schule. In: BAK Hefte 1/2017 zur 50. BAK-Tagung „Medien in Schule und Lehrerbildung“ Leipzig, 2017). Neue Medien – in Lehrerausbildung und Schule. In: BAK Hefte 1/2017 zur 50. BAK-Tagung “Medien in Schule und Lehrerbildung” Leipzig), this paper goes beyond in its focus on the vocational domain.

In order to develop an understanding of the meaning of such considerable change, the article first discusses the need for instructional design methods, based on the way the user learn. However, what are the specific conditions of online and digital education in the vocational context? While introducing several meaningful concepts, the author as well tries to detect some theoretical approaches that allow a wider perspective. Among that the instrumental conflict, an extension of the instrumental genesis theory to learning situations supported by ICT (Information and Communications Technologies), is a useful theoretical approach. Also the idea of didactic design embedded into the most recent information technological developments is applied which helps toward a better understanding of the interface between professional educational practice and independent online learning behaviour, both in clarifying structures and processes of online education. Both approaches allow reflecting the embedding of an educational practice into the industrial configuration of our era.

In the final section, authors introduce the following chapters and subsections of this book and their relevance in the context of technical vocational education and training (TVET) and explain why those design-oriented research approach fits best the need of a rapidly developing domain not only in the region of Central Asia.

The food processing industry in all Central Asian countries is in demand for a highly skilled labour force. However, educational systems are currently not able to fully satisfy this demand. Accordingly new demand-driven curricula following the Bologna standards were developed. Parallel, a curriculum for specialized food technicians was developed for colleges. The USPECH programme supports the implementation of the aforementioned programmes through “project-based training” for specialists, with the aim to improve the practical aspects of professional education in Central Asia.

The article depicts the effectiveness of practice-oriented projects, which were introduced in such a format for the first time in the region. The planning and carrying out of such projects is explained on the basis of examples of the USPECH programme. Reference to relevant literature with a special focus on “Internet links” and “open access” publications is provided to ensure accessibility for the educationalists and the interested public.

The article shall deliver an overview of project-based learning as part of modern VET training. It should serve as an easy guide for educationalists interested in the approach and its transferability to related areas.

Within the framework of the GIZ supported USPЕCH project, partners from three Central Asian countries designed and implemented 18 TVET projects. The paper analyses – within the limitations of such a case study – the significant value of these projects and their innovative potential for TVET in Central Asia. With special view to the focus of project-based learning, “lessons learnt” are presented on the individual level of the partners and organizers as well as their innovative impacts on the curricular and institutional dimensions of university TVET teacher education in Central Asia. Beyond the organization of scientific training workshops, USPECH opened space for participants’ shared inspiration and growing ownership geared to strengthen sustainable learning for cooperation and development.

This article describes project-based learning as innovative pedagogical technology, able to transform the learning process in order to develop creative abilities in students. A survey among Pedagogical Major students of the Kyrgyz National Agrarian University named after K. I. Skryabin (KNAU), Engineering Department, showed that most of the students are not familiar with technologies facilitating creativity and have not enough abilities for creative activities. Among the instructors working more than 3 years, there is only a small part who considers themselves competent in the creative approach to arranging the learning process. At the social-pedagogical level, this defines the significance of researching the creative ability promotion problem via project-based learning in universities.

The novelty of this article is that in the current educational condition of the KNAU, there is making an effort to implement into “Rhetoric", a new subject of the teaching package, the elements of the project-based learning to encourage students’ creative abilities.

During completing this work authors used a complex set of methods in order to address the objective and ensure results of high credibility such as: theoretical analysis of pedagogical ideas, lessons’ observation, analysis of students’ works, pedagogical experiments, sociological study methods, and mathematical statistic methods.

In educational practice, this method was tested and had good responses among the fourth course students on specialty “Professional Education". Using the method of project training, each student developed a scheme for conducting an interactive session individually that provided the creativity approach. Ten out of 16 students participated in this activity. Analytical work included several stages allowing for the improvement of logical thinking, revealing maximum creative abilities and encouraging scientific research.

Laboratory exercises play an important role in microbiology as, unlike other biology objects, microorganisms are not visible in everyday life. At laboratory exercises, students learn microorganisms and bacteria processes. These classes allow students to test theory and to master basic skills in microbiology-related research activities.

The main didactic goal of laboratory work is the experimental confirmation and verification of significant theoretical provisions.

Along with the main didactic goal – the confirmation of theoretical positions – in the course of fulfilling assignments, students develop practical skills in handling various instruments, installations, laboratory equipment, and equipment that can be a part of professional practical training as well as research skills (observe, compare, analyze, establish dependencies, draw conclusions and generalizations, independently conduct research, formalize the results).

Laboratory works and practical exercises are related to the main types of training sessions aimed at the experimental confirmation of theoretical knowledge and the formation of educational and professional practical skills; they constitute an important part of theoretical and professional practical training (Dogadin. Usilenie laboratornogo praktikuma v teoreticheskoi podgotovke studentov. In Fisika f sistemie sovreme sovremennogo obrasovanija (FCCO-03): Trudui sedmoui Meschdunarodnoi konferenzii. Sankt-Peterburg., p 199, 2003; Poliakova Laboratornye raboty kak sredstvo motivacii i aktivizacii uchebnoi deiatelnosti uchashihsia. In Omskyi Nauchnyi Vestnik (4), Available online at http://elibrary.ru/item.asp?id=24254743, checked on 12/17/2016, pp 188–190, 2015).

At the same time with the main didactic goal – the confirmation of the theoretical positions – in the course of fulfilling the tasks, students develop practical skills in handling various instruments, installations, laboratory equipment, and equipment that can be a part of the professional training as well as research skills (observe, compare, analyze, establish dependencies, draw conclusions and generalizations, independent research, formalize the results).

The ongoing development of the Central Asian countries is varied. This applies to food supply and food processing as well, with these fields showing a diverse mix of modern trends, subsistence farming, and remnants of post-Soviet production methods. Overcoming this disparate situation requires enough sufficiently trained personnel within the segment, with a large-scale education of professional food industry personnel constituting an important part of personnel qualification. Linking theory and practice is particularly important in this field. This article will present selected training approaches.

In the paper it is discussed what skilled workers need for participation on sustainable development of food technology in countries of Central Asia. For this the skilled workers must be empowered not only to understand the world of work and to “operate” the technical systems but also to question and optimise them continuously. This must be reflected in the didactic set-up of vocational teaching-learning processes. In the article an approach of vocational learning which is focused on real working tasks is described. Potentials of this approach for the development of competencies of the skilled worker as well as methods for the realisation are discussed, particularly the comparative work trial.

The up-to-date requirements to education determine the need in improving all possible forms and methods of teaching and learning process. Currently, the students show interest in the technical means of learning as compared to the traditional ones (books and laboratories) as the first allows eliminating the disadvantages of the traditional teaching and learning methods. The study of subjects through virtual laboratories allows speeding up the process of grasping of the learning materials. At present, the information and computing systems have the determining value in the research and education, production, and other spheres of human activities. Development of informatics and the use of computers in the scientific researches raises the question of revising of the basic concepts on presentation of scientific knowledge even in the already deeply developed and highly formalized areas; this places a premium on the problem of structuring this knowledge. Development of the multimedia teaching and research laboratories and their use in the engineering education is a promising trend in training for the high modern technologies, in preparing of highly qualified scientists and subject specialists, as well as upgrading qualifications of the engineering and technical personnel and staff of the enterprises of the industrial sector (Paluch et al. 2012, pp. 34–37). The aim of this work is to create virtual laboratories for technical disciplines and to incorporate them in the teaching and learning process that determines the relevance of the chosen theme.

This article analyzes the problems of application of modern educational technologies for managing project activities of Masters of Education, as well as determines the stages and level of formation of project activities for degree seekers in Masters of Education.

The article provides insight into application of the media and innovation technologies in teaching and learning process for masters of vocational education in the context of technical and humanitarian higher educational institutions of the Kyrgyz Republic and the Republic of Kazakhstan.