Date: May 5-9, 2025 /
Program Type: Regional Program /

Main Contents

Special Lecture: An Overview of Research in TVET for Asia Pacific

Theme Paper 1: Foundations of Research in TVET

• Importance of research in TVET
• Types of research methodologies (quantitative, qualitative, and mixed methods)
• Ethical considerations in research

Theme Paper 2: Research Design and Implementation

• Identifying research problems and formulating research questions
• Research Methodology
• Research Tools and data collection techniques.

Theme Paper 3: Applied Research in TVET

• Conducting case studies and action research in TVET settings
• Integration of emerging technologies in research processes
• Strategies for scaling and sustaining research outcomes

Theme Paper 4: Data Analysis and Validation in Research

• Sampling techniques and data collection methods
• Tools for data analysis and interpretation

Theme Paper 5: Dissemination and Utilization of Research Findings

• Preparing research reports and presentations
• Publishing in academic and professional journals
• Translating research into actionable policies and practices

Exercises and workshops on the following:

Group Work Activities (GWA) & Group Discussion (GD)

• GD: Research in 21st Century
• GWA 1: Workshop on Research Design
• GWA 2: Workshop on Data Analysis
• GWA 3: Workshop on Research Proposal

Date: April 11, 2025 /
Program Type: International Webinar /

Program Contents

Background

Technical and Vocational Education and Training (TVET) equips learners with the industry and entrepreneurship skills necessary for today’s fast-changing labor market. However, traditional teaching methods often fail to incorporate functional, competency-based practices that align with current market demands.

To address this gap, trainers and educators must adopt innovative approaches that combine technical competence with entrepreneurial attitudes, promoting adaptability, creativity, and problem-solving abilities among TVET students. By refining pedagogical methods and promoting experiential learning, TVET institutions can better prepare students for employment and self-employment.

Moreover, there has been a significant shift in pedagogical approaches–from pedagogy to andragogy, and now to heutagogy. This approach emphasizes independent learning where knowledge is enhanced via self-exploration, while educators facilitate the learning process.

Additionally, entrepreneurship is increasingly recognized as a key driver of economic development and labor market sustainability. By incorporating entrepreneurial training into TVET, students not only develop technical competencies but also acquire entrepreneurial skills, including leadership, and adaptability.

To ensure graduates are well-prepared for the future job market, teaching and learning strategies should emphasize practical applications, foster industry partnerships, and incorporate experiential learning designs. With this, it enables TVET graduates to create jobs, become entrepreneurs, and contribute to sustainable economic growth.

Currently, many countries are revising their curricula at the higher secondary and tertiary level to integrate entrepreneurship as a core element across all programs, ensuring that students are equipped with the entrepreneurial mindset needed for success in today’s dynamic workforce.

Objectives

• To improve TVET teaching-learning strategies using competency-based and experiential learning strategies
• To incorporate entrepreneurial thinking development into TVET curricula to promote self-employment and innovation
• To strengthen industry partnerships for practical training, mentorship, and application of real-world skills
• To empower TVET educators with contemporary pedagogical tools and techniques for effective knowledge-transfer
• To equip TVET graduates with the skills, confidence, and adaptability necessary for career success and economic contribution

Date: April 1-4, 2025 /
Program Type: In-Country Program /

Program Contents

Theme Papers & Presentations

Special Lecture: Blue Ocean Strategy for Branding and Image Building of TVET

Theme Paper 1: Introduction to Branding and Brand Concept Management

• An overview of branding and brand concept management.

Theme Paper 2: Understanding Branding in TVET Context

• Key elements of a strong brand: identify, image, and reputation.

Theme Paper 3: Strategic Planning for Brand Building

• Importance of strategic planning in branding
• Linking branding into the institution’s strategic goals.

Theme Paper 4: Developing a Branding Strategy

• SWOT Analysis for Institution’s brand.
• Identifying target audiences and stakeholders.

Theme Paper 5: Developing a Marketing TVET Institutions

• Role of marketing in brand building.
• Key marketing channel: digital, traditional, and community engagement.

Theme Paper 6: Image Building for TVET Institutions

• Setting marketing objectives aligned with branding goals.
• Budgeting and resource allocation for marketing activities.

Theme Paper 7: Monitoring and Evaluating Branding Efforts

• Key performance indicators (KPIs) for branding success.
• Tools for tracking and evaluating branding and marketing efforts.

Task Exercises and Workshops

• Task Exercise: Developing a Branding Strategy
• Workshop 1: Crafting a Branding Strategic Plan
• Workshop 2: Integrating Branding and Marketing Plans

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Program Objectives

The main objectives of the program are to:

• Discuss and share ideas on branding and image building in TVET programs among the youths.
• Identify challenges, analyze methods to attract interest in TVET, and explore possible ways to move forward.
• Create an institutional TVET branding plan.
• Develop strategic plan for image building through Brand Concept Management (BCM).
• Understand the industry’s perspectives on image building.

Date: March 24-25, 2025 /
Program Type: Customized Program /

Program Contents

The presentation and workshop activities are directed towards the formulation of quality assurance via accreditation to meet the vision and mission statements, and strategic goals and objectives for the benefit of TVET Institutes in Mongolia.

At the end of the program, participants will:

• Gain a comprehensive understanding of TVET quality assurance and accreditation frameworks.
• Be equipped to design and implement accreditation systems that are responsive to regional and global trends.
• Develop actionable plans for achieving APACC accreditation for their institutions, with a focus on continuous improvement, inclusivity, and sustainability

At the end of the training session, the participants should be able to craft the institutional quality assurance accreditation development plan which will be used as a basis for their future direction.

Program Objectives

At the end of the program, the participants are expected to:

• Appreciate the need and importance of quality assurance in TVET;
• Identify best practices in TVET Quality Assurance Systems in CPSC member countries;
• Comprehend the need and importance of regional accreditation;
• Gain insights on APACC accreditation as a continuous improvement approach to organizational excellence in TVET; and
• Develop an action plan to prepare for APACC accreditation

Date: March 17-21, 2025 /
Program Type: In-Country Program /

Program Contents

Special Lecture on“Entrepreneurship and Technopreneurship Development in TVET in the Asia-Pacific Region”

Theme Papers & Presentations on the following:

• Theme Paper 1: Introduction to Entrepreneurship and Technopreneurship
• Theme Paper 2: Curriculum Development for Entrepreneurship
• Theme Paper 3: Curriculum Development for Technopreneurship
• Theme Paper 4: Technopreneurship and Emerging Technologies
• Theme Paper 5: Creating an Entrepreneurial Ecosystem in TVET Institutions
• Theme Paper 6: Assessment and Evaluation of Entrepreneurship Skills

Workshops & Activities

• Workshop 1: Curriculum Design Simulation
• Workshop 2: Institutional Ecosystem Design Workshop
• Workshop 3: Designing Project Rubrics
• Task Exercise: Building an Entrepreneurial Mindset
• Action Plan: Development of an Action Plan on Sustainability of Entrepreneurship in TVET System of Myanmar

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Objectives

The objectives of the ICP on “Entrepreneurship/Technopreneurship Development in TVET” are to:

• Strengthen TVET Capacity for Entrepreneurship Education
  Enhance the capacity of TVET educators and curriculum developers in designing and delivering entrepreneurship and technopreneurship education, aligning with SDG 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth).
• Foster an Entrepreneurial Mindset in TVET
  Explore innovative teaching methodologies and emerging technologies to cultivate creativity, innovation, problem-solving, risk-taking, resilience, and adaptability among TVET learners, in line with SDG 9 (Industry, Innovation, and Infrastructure).
• Develop Business and Technopreneurial Competencies
  Equip TVET students with essential business skills, including business planning, financial management, marketing, and the use of digital tools and emerging technologies for business growth, supporting SDG 4 and SDG 8.
• Create an Institutional Ecosystem for Entrepreneurship
  Develop supportive structures within TVET institutions for entrepreneurship and technopreneurship initiatives, including business incubation models that empower students and graduates to launch sustainable ventures (SDG 8 and SDG 9).
• Integrate Entrepreneurship into TVET Curricula
  Formulate actionable strategies to embed entrepreneurship education into TVET curricula, ensuring its relevance to modern economic and technological trends (SDG 4 and SDG 8).
• Promote Social and Sustainable Entrepreneurship
  Advocate for green business models and sustainable economic practices while fostering social enterprises that address community challenges, contributing to SDG 12 (Responsible Consumption and Production) and SDG 13 (Climate Action).

Date: March 11-12, 2025 /
Program Type: Open Registration Program /

Program Contents

Expected Outcomes and Outputs

The following instructional methodologies will be utilized to effectively train the participants:

• General Information about APACC and Procedures
• Orientation on the APACC Criteria
• Criterion I: Governance and Management
• Criterion II: Teaching and Learning
• Criterion III: Human Resources
• Criterion IV: Research and Development
• Criterion V: Image and Sustainability
• Criterion VI: Other Resources
• Criterion VII: Support to Students
• Preparation for Accreditation
• Developing an Institutional System Development Plan

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Objectives

At the end of the program, the participants are expected to:

• Appreciate the need and importance of standards, quality, and accreditation relative to the national, regional, and global labor market;
• Understand accreditation as a tool for improving the quality of TVET Institutions;
• Develop institutional internal experts who can be proficient using the APACC accreditation system and manual for the future experience cascading; and
• Assist participants to draw a system development plan for APACC accreditation.

Date: February 16 - March 8, 2025 /
Program Type: Customized Program /

Background

English is one of the most widely spoken languages in the world apart from Mandarin and Spanish. It has been widely propagated across the globe that it has turned into the leading language of international discourse and the lingua franca in many regions.

English is also one of the languages used in international organizations such as the United Nations and World Bank. In this era of globalization, a working knowledge of this language has become a pre-requisite in a number of fields, occupations and professions; hence, learning to communicate effectively using the language becomes in demand in different fields, resulting to over a billion people to speak English to at least a basic level.

The customized program on English Training for the Teaching Staff of Polytechnic College of Engineering and Technology (PCET), Ulaanbaatar, Mongolia is designed to meet the specific needs of the university’s teaching staff in improving their communication skills in the English language through the provision of extensive activities.

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Objectives

At the end of the program, the participants are expected to:

• Build and gain confidence in communicating using the English language
• Develop, improve and increase use of the English language in the workplace; and
• Enhance English speaking and writing skills as office personnel

Date: February 20, 2025 /
Program Type: International Webinar /

11:30am Afghanistan | 12:00pm Maldives, Pakistan | 12:30pm India, Sri Lanka | 12:45pm Nepal | 1:00pm Bangladesh, Bhutan | 1:30pm Myanmar | 2:00pm Thailand | 3:00pm China, Malaysia, Mongolia, Philippines, Singapore | 5:00pm Papua New Guinea | 7:00pm Fiji

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Objectives

• To explore how AI tools and technologies are transforming TVET
• To examine how AI can personalize training pathways based on individual needs, strengths, and career aspirations
• To highlight AI's role in promoting inclusive education by addressing the needs of the learners
• To present successful case studies and emerging trends in the integration of AI into TVET

Date: January 27-31, 2025 /
Program Type: In-Country Program /

Main Contents

To achieve the objectives set forth, the following strategies will be employed in a consultative manner:

Theme papers and presentations on the following:

• Special Lecture: Achieving the United Nations (UN) Sustainable Development Goals (SDGs) through TVET
• Presentation 1: The Future of TVET by Harnessing the Power of VR, AR, and MR
• Theme Paper 1: Bridging the Skills Gap with Immersive Learning Technologies
• Theme Paper 2: Designing the Classroom of Tomorrow: Integrating VR, AR, and MR in TVET
• Theme Paper 3: Overcoming Barriers: Implementing Immersive Technologies in TVET
• Theme Paper 4: The Role of Immersive Technologies in Ensuring Safety and Efficiency in Training
• Theme Paper 5: Beyond the Headset: Exploring the Next Frontier in Immersive Technologies
• Theme Paper 6: The Ethical and Social Implications of Immersive Technologies in TVET

Exercises & workshops:

• Workshop 1: TVET Institute for Next Generation Environment
• Workshop 2: Crafting Immersive Learning Content for TVET: Tools and Techniques
• Workshop 3: Preparing Educators' Framework for the Digital Shift in TVET

Objectives

The program aims to empower participants with knowledge and practical insights into leveraging Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR) in Technical and Vocational Education and Training (TVET). It seeks to enhance skills development, promote sustainable training practices, and foster collaboration among educators, industry leaders, and policymakers for future-ready workforce preparation.

The participants are expected to:

• Understand the significance of VR, AR, and MR in modernizing TVET programs.
• Explore the role of immersive technologies in enhancing experiential learning.
• Learn how to integrate VR, AR, and MR into diverse vocational training curricula.
• Analyze successful global case studies of digital transformation in TVET.
• Develop strategies to address challenges in adopting immersive technologies.
• Foster collaboration to build a sustainable and inclusive TVET ecosystem.