Effective Methods of TVET Curriculum Development to Integrate 21st Century Skills

Date : September 21-25, 2020 /
Program Type: Online Program /

Main Contents

Theme Papers


  • Special Lecture: Ensuring 21st Century Skills for the Global Competitiveness and Innovation in the TVET
  • Theme Paper 1: Concept of Curriculum and development process
  • Theme Paper 2: Effective Methods of Curriculum Development
  • Theme Paper 3: ICT & Digital Technology in Course Development Processes
  • Theme Paper 4: Curriculum Design and Framework incorporating 21st Century Skills

Projects Tasks


  • Project work 1: Develop a curriculum structure (format) to be adopted by TVET institutions
  • Project work 2: Examine different methods of curriculum development to be selected for the TVET program
  • Project work 3: Use ICT to develop TVET courses
  • Project work 4: Develop a curriculum framework integrating 21st century skills
  • Project work 5: Develop action plan to integrate 21st century skills

Online Exam



APACC Accreditors’ Training

Date : September 7-10, 2020 /
Program Type: Online Program /

Main Contents
  • Overview of APACC and Status Report
  • Orientation and Workshop on 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
  • Desirable Characteristics of APACC Team and Rules in On-Site Visits
  • Roles and Responsibilities of APACC Team before, during, and after on-site visits
  • Parts of On-Site Visit/Revisit Report and Tips in Report Writing

TVET Education in the Context of COVID-19

Date: September 2, 2020 /
Program Type: Webinar /

September 2, 2020 | 8:00am Nepal


Webinar Presentation/s







Background


The society is facing an unprecedented crisis due to threats of a global health pandemic. At the beginning of 2020, an unprecedented blow due to COVID-19 has affected the health of hundreds of thousands of people. It continues to claim the lives of people in many parts of the world. Perhaps this is the biggest crisis of the 21st century, with a high number of recorded deaths. As a result, there is a widespread learning crisis due to the school closures in many countries. According to UNESCO Global monitoring of schools closures caused by COVID-19 188 countries are affected by school closures. As a result, 1.54 Billion learners are unable to attend school and learning activities. The scale of impact is also reflected in the TVET sector. With a sudden halt in normal running of technical and vocational schools and training institutions, students, trainees and apprentices, are systematically unable to continue planned learning and training processes.


Figure 1. Global monitoring of school closures. Source: UNESCO


In efforts to mitigate the short term and long-term impact of the COVID-19 pandemic, governments have deployed strategies and approaches corresponding the preparedness of countries to tackle the issue in different fronts. For example, efforts are in place to promote self-isolation of people at home, social-distancing, the closing of shared frontiers, the strict observance of sanitary measures, the restriction of some labour activities, accelerated testing, the closing of schools, universities and prevention of social gatherings All these urgent measures are applied to prevent the worsening of the state of pandemic. However, long-term measures also need to be commenced to manage the serious consequences on the economy, society, culture and education worldwide.


Education and training systems around the globe have started to respond to the situation. Under the circumstances, TVET, an important subset of education and which takes place in secondary, post-secondary and tertiary levels, including work-based learning, continuing training and professional development , cannot be a silent spectator. The essence of how TVET can play an important role in the time of crisis, is discussed in this paper.


How TVET institutions are responding to the crisis


Broadly speaking, the response of education and training systems to the crisis carries two levels of responsibility. The first one acts upon the urgency of the situation (emergency) to avert the occurrence of more serious crisis, with immediate negative effects such as learning interruption that can delay education targets, and systematic entry to the next level of learning or the labour market. The second one acts upon the situation with some stability evidenced in the way temporary measures are working and there are more long-term solution in sight to be developed, to mitigate the far-reaching impact of the crisis. Either way, systems are expected to reach a level of stability with the employed measures, whether they are temporary or long-term to appreciate if the right solutions are meant to stay in place for a long time. In the context of varied developmental structure with specific economic, social and cultural characteristics, the degree of response of institutions is a reflection of their ability to discern the urgency and stability of approach, capacity, the readiness of systems and institutional actors, and availability of resources that suit emergency situations.



Objective


  • How to bridge the ongoing interruptions of learning due to the closure of schools
  • How to prepare for mindset changes in the post COVID-19 recovery
  • How Vocational Excellence approaches are validated even in the time of COVID-19?


Equipping Digital Competencies in TVET to Address IR 4.0

Date : August 24-28, 2020 /
Program Type: Online Program /

Main Contents

Theme Papers


  • Special Lecture: Fostering 21st Century Skills to Address Global Needs
  • Theme Paper 1: Concept, Stages and Elements of IR 4.0
  • Theme Paper 2: Challenges & Opportunities of IR4.0
  • Theme Paper 3: ICT and Digital competencies for Dynamic TVET
  • Theme Paper 4: Develop digital contents using Authoring Tools

Projects Tasks


  • Project 1: Practice online collaborative tool to improve teaching and learning
  • Project 2: Conduct SWOT Analysis on IR 4.0
  • Project 3: Develop a Learning Management System
  • Project 4: Prepare an action plan towards readiness of TVET for IR 4.0

Online Exam



Assuring TVET Institutes’ Quality through Results Based Project Management and M&E

Date : August 10-19, 2020 /
Program Type: Online Program /

Main Contents

Results Based Project Management


Presentations


  • Presentation 1: Development, Issues and Challenges on Project Management in TVET
  • Presentation 2: Project Management and Key Components of Project Proposal
  • Presentation 3: Stakeholders Analysis
  • Presentation 4: Project Problem Tree Analysis, Objective and Solution Tree Analysis
  • Presentation 5: Project Scheduling and Budgeting
  • Presentation 6: The Project Logical Framework

Group Work Activities


  • GWA 1: Identify 3 project ideas, Select one and write the reasons of selection
  • GWA 2: Conduct stakeholders analysis
  • GWA 3: Conduct problem tree, objective and solution tree analysis
  • GWA 4: Plan activities using the Gantt Chart
  • GWA 5: Develop project proposal log frame

Results Based Monitoring and Evaluation Management


Presentations


  • Presentation 1: An Overview of Results-Based M&E Management Systems towards Quality-Assured TVET or Education System
  • Presentation 2: M & E Plan to achieve Organizational Goals
  • Presentation 3: Effective Implementation of Result Based Monitoring System
  • Presentation 4: M&E Tools and Techniques in TVET and Educational Programs and Projects
  • Presentation 5: Prepare M & E Reports

Group Work Activities


  • GWA 1: Prepare M & E Plan
  • GWA 2: Preparation of M&E Tool/s
  • GWA 3: Preparation of M & E Report

APACC Reorientation


Presentations


  • Presentation 1: Importance of QMS in TVET
  • Presentations 2 - 6: Reorientation on APACC Criteria (1 to 7)

Research Methodology in TVET

Date : July 27-31, 2020 /
Program Type: Online Program /

Main Contents

Online Classes


  • Special Online Class: Research in TVET: Backbone of QMS
  • Online Class 1: Concepts, Types and Process of Educational Research
  • Online Class 2: Components of Research Proposal or Design
  • Online Class 3: Develop Research Methodology with Tools
  • Online Class 4: Data Analysis and Findings of Research
  • Online Class 5: Referencing and Citation in Research

Projects


  • Project 1: Analyze the table of contents of a paper/thesis, and show where the paper/thesis is located in the research cycle
  • Project 2: Develop a draft research proposal
  • Project 3: Develop a set of questionnaire

Online Exam (Individual Participant)


Strengthening TVET Instructional Management System

Date : July 13-17, 2020 /
Program Type: Online Regional Program /

Main Contents

Theme Papers (online)


  • Special Lecture: Instructional Management in TVET Institutions
  • Theme Paper 1: Concept of Effective Instruction and Instructional Framework
  • Theme Paper 2: Instructional Design and Lesson Plan development
  • Theme Paper 3: Instructional Skills and Vocational Pedagogy for TVET Teachers
  • Theme Paper 4: Assessment and Evaluation Plan and Test Items Development
  • Theme Paper 5: Supervision and Monitoring of Teaching Process

Projects


  • Project 1: Prepare a Matrix for Instructional Strategies, Methods, and Instructional Skills
  • Project 2: Design and Develop Lesson Plan According to Teaching Subjects
  • Project 3: Develop Test Items According to Teaching Subjects

Online Exam (Individual Participant)


Labour Market Need Assesment for Demand Driven TVET

Date: July 3, 2020 /
Program Type: Webinar /

July 3, 2020 | 9:30am Afghanistan | 10:00am Maldives, Pakistan | 10:30am India, Sri Lanka | 10:45am Nepal | 11:00am Bangladesh, Bhutan | 11:30am Myanmar | 12:00nn Thailand | 1:00pm China, Malaysia, Mongolia, Philippines, Singapore | 3:00pm Papua New Guinea | 5:00pm Fiji


Webinar Presentation/s







Background


This concept paper is prepared for the CPSC webinar on the topic “Labour Market Need Assesment for Demand Driven TVET”. Assessing the real needs of enterprises, industry, or community is one of the most important tasks for TVET institutions because the technical and vocational trainings are only successful if the real needs have been identified of the job market. Needs assessment is the first step when developing curricula and designing training courses. However, formal market surveys and training needs assessment processes found to be lengthy, costly and exhausting. Thus, a new way of assessing market needs was developed and named “Rapid Market Appraisal” which is quick, flexible and effective way of collecting, processing, and analyzing information and data of labor markets.


Rapid Market Appraisal (RMA) is one of the tools in determining the needs or demand of skilled human resources for the business and industry. Basically it is used to undertake a comprehensive study of an employment status in the specific occupational area particularly at a local level. RMA provides the following major information on number of skilled workers available at present in specific occupation in predetermined area, number of skilled workers needed, additional skills of the workers as preferred by employers, present occupational interests of local youths, potential business growth, and existing technical training providers or TVET institutions available in the local area.


In order to achieve the objectives of RMA, the RMA practitioners as a preparatory work need to be sure on what are the data sources, what documents need to review before planning the RMA, what tools need to be used for data collection, and how the RMA report is prepared.


Globally, many Donor driven TVET programs require first to conduct RMA before implementing training programs to avoid the job mismatch in the labour market. Job markets are constantly evolving and changing, and therefore market appraisal need to be conducted on a fairly regular basis. RMA ensures that the new employment seeking youths receive relevant, marketable, and high-quality training so that high number of youths are placed on the jobs. Thus, this is vital for TVET institutions to conduct RMA before implementing training programs for the 21st century youths.


Focus


This webinar session is designed to provide concept and knowledge on RMA concept, management, and conduction. It will also provide step by step guidelines to conduct RMA, make familiar with data sources, data collection tools, documents to be reviewed before conducting RMA, and presenting RMA data.



Objective


Sharing the concept and management guidelines of Rapid Market Appraisal (RMA) for the TVET institutions.



New Dimensions of TVET with Innovation and Technopreneurship

Date: June 30, 2020 /
Program Type: Webinar /

June 30, 2020 | 9:30am Afghanistan | 10:00am Maldives, Pakistan | 10:30am India, Sri Lanka | 10:45am Nepal | 11:00am Bangladesh, Bhutan | 11:30am Myanmar | 12:00nn Thailand | 1:00pm China, Malaysia, Mongolia, Philippines, Singapore | 3:00pm Papua New Guinea | 5:00pm Fiji


Webinar Presentation/s


PresentaionInnovation in TVET
by Ramhari Lamichhane, PhD






Background


The webinar topic is New Dimensions of TVET with Innovation and Technopreneurship. Technopreneurship is to create or develop new products, business, market, processes or even services in a techy way. The term “tech” is all about technology from computers to anything. A technopreneur is basically an entrepreneur with both business and technical training background. A technopreneur applies technology and innovation as the business’ core operating model.


In referring to TVET graduates, by creating or inventing a new product, simply Technopreneurship helps them to be employed. Being the century of the age of information, a new idea combined with available opportunities and technological advancement can lead to making Technopreneurs. Only need is to tap in to the resources, think creatively and turn the idea into a business venture maximising the benefits of expanded global market, creating platforms to make better relationships, reduced costs and access to information.


It is obvious that one of the key requirements to be a Technopreneur is the ability to develop and offer something unique to the marketplace. This clearly depicts, Technopreneurship is directly associated with creativity. The World Economic Forum has identified Creativity as one of the top 3 skills required in the age of Industrial Revolution 4.0.


This paper discusses Creativity, Innovation and Invention, barriers to creativity, creativity process, how to improve creativity, the importance of Creativity in Technopreneurship and importance of including Creativity in TVET Curricula. It also discuss winning and best practices for Entrepreneurial success


Focus


This Webinar on “New Dimensions of TVET with Innovation and Technopreneurship” aims to provide an online training platform for CPSC member countries’ participants; to understand Creativity, Innovation and Invention, the importance of Creativity in Technopreneurship and importance of including Creativity in TVET Curricula.



Objective


  • To understand Creativity, Innovation and Invention, barriers to creativity, creativity process, how to improve creativity
  • To discuss the importance of Creativity in Technopreneurship, importance of including Creativity in TVET Curricula and winning and best practices for Entrepreneurial success