Date: June 1-4, 2026 /
Program Type: In-Country Program /

OBJECTIVES

The training program is designed to: 

• Promote a shift in the mindset of the TESDA institutions from routine, compliance-based planning to strategic, values-driven decision-making aligned with the TESDA’s Best 8-Point Agenda.
• Enhance the strategic thinking and planning capabilities of officials and personnel within TESDA, particularly in translating institutional priorities into clear plans, targets, responsibilities, and reform actions by means of APACC QA tools.
• Strengthen behavior-related competencies essential for strategic leadership, including collaboration, innovation, accountability, change readiness, and reform ownership.
• Foster a culture of continuous improvement and foresight by equipping participants with practical tools for environmental scanning, scenario planning, risk awareness, monitoring, and performance review.
• Enable participants to prepare institutional strategic plans and personal commitment statements that reflect shared accountability, mindset transformation, and measurable implementation pathways.

Date: May 26, 2026 /
Program Type: International Webinar /

FOCUS OF THE WEBINAR

This webinar examines the strategic role of TVET in supporting the global energy transition through skills development, curriculum innovation, and institutional collaboration.

It reflects the following SDGs:

SDG 4: Quality Education - strengthening the integration of green and digital skills in TVET curricula to prepare learners for emerging energy sector demands.

SDG 7: Affordable and Clean Energy - supporting the development of a skilled workforce capable of advancing renewable energy systems and energy efficiency solutions.

SDG 8: Decent Work and Economic Growth - enhancing employability and workforce readiness in the growing green economy.

SDG 9: Industry, Innovation, and Infrastructure - promoting innovation, technology adoption, and stronger TVET-industry linkages in the energy sector.

SDG 13: Climate Action - contributing to climate resilience through sustainable skills development and environmentally responsible practices.

Discussions will explore key themes such as renewable energy technologies, green skills requirements, curriculum transformation, industry partnerships, and policy frameworks that enable TVET systems to respond effectively to the energy transition.

OBJECTIVES

• To enhance understanding of the global energy transition and its implications for TVET systems.

• To strengthen the capacity of TVET institutions in developing green and renewable energy skills.

• To promote curriculum innovation aligned with sustainable energy and emerging industry needs.

• To foster collaboration among TVET institutions, industry, and policymakers in advancing the energy transition agenda.

Date: April 13-18, 2026 /
Program Type: Customized Program /

PROGRAM OBJECTIVES

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

• Explain the structure and governance of the Philippine TVET ecosystem and identify adaptable practices for Bangladesh.
• Apply modern, learner-centered pedagogical techniques in TVET settings that support future-ready and digitally competent learners.
• Implement monitoring, evaluation, and quality assurance approaches, especially APACC-oriented benchmarking concepts.
• Develop competency-based learning materials and assessments using DACUM methodology.
• Strengthen industry engagement and understand effective job placement, partnership, and institutional best-practice mechanisms through structured study visits.
• Observe best practices through TESDA-accredited institute and industry visits.

EXPECTED OUTCOMES AND OUTPUTS

The presentation and workshop activities are directed towards strengthening the capacity of Bangladesh’s mid-level technical personnel to improve the quality, relevance, and industry responsiveness of TVET through systems understanding, study visits, quality assurance, competency-based training, future-ready skills, modern pedagogy, and exposure to transferable good practices.

At the end of the program, participants can:

• Gain a comprehensive understanding of Philippine TVET ecosystem, quality assurance, competency-based material development, future-ready pedagogy, and industry linkage awareness.
• Initiate medium-term institutional improvements through better teaching practice, stronger QA approaches, more structured training design, and more deliberate action planning.
• Participate in long-term contribution to Bangladesh’s skills competitiveness, TVET quality culture, labor-market alignment, and institutional modernization.

Date: April 6-11, 2026 /
Program Type: Customized Program /

PROGRAM OBJECTIVES

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

• Explain the structure and governance of the Philippine TVET ecosystem and identify adaptable practices for Bangladesh.
• Apply modern, learner-centered pedagogical techniques in TVET settings that support future-ready and digitally competent learners.
• Implement monitoring, evaluation, and quality assurance approaches, especially APACC-oriented benchmarking concepts.
• Develop competency-based learning materials and assessments using DACUM methodology.
• Strengthen industry engagement and understand effective job placement, partnership, and institutional best-practice mechanisms through structured study visits.
• Observe best practices through TESDA-accredited institute and industry visits.

EXPECTED OUTCOMES AND OUTPUTS

The presentation and workshop activities are directed towards strengthening the capacity of Bangladesh’s mid-level technical personnel to improve the quality, relevance, and industry responsiveness of TVET through systems understanding, study visits, quality assurance, competency-based training, future-ready skills, modern pedagogy, and exposure to transferable good practices.

At the end of the program, participants can:

• Gain a comprehensive understanding of Philippine TVET ecosystem, quality assurance, competency-based material development, future-ready pedagogy, and industry linkage awareness.
• Initiate medium-term institutional improvements through better teaching practice, stronger QA approaches, more structured training design, and more deliberate action planning.
• Participate in long-term contribution to Bangladesh’s skills competitiveness, TVET quality culture, labor-market alignment, and institutional modernization.

Date: April 6-11, 2026 /
Program Type: In-Country Program /

Program Contents

Special Lecture: Achieving UN Sustainable Development Goals (SDGs) through Curriculum Interventions in TVET (Prof. (Dr.) Suresh K. Dhameja) 

Theme Papers

• Theme Paper 1: Enhancing Industry Relevance of Bhutan TVET Curricula
• Theme Paper 2: Outcome-based Curriculum (OBC) and Learning Outcomes (LOs)
• Theme Paper 3: Occupational Analysis in OBC
• Theme Paper 4: ICT Tools for OBC
• Theme Paper 5: Scientific Development of OBC Programme Structure
• Theme Paper 6: Scientific Development of OBC Course Structure
• Theme Paper 7: Outcome-Based Assessment (OBA) of PrOs and ADO
• Theme Paper 8: Outcome-Based Assessment of Cognitive Domain LOs
• Theme Paper 9: OBA of meso-level, macro-level industry-specific LOs

Group Work Activities (GWA)

• GWA 1: ICT Lesson Hackathon
• GWA 2: ICT Lesson Hackathon – Contd.
• GWA 3: Scientific Development of OBC Course Structure with PrOs and ADOs.
• GWA 4: Deriving Cognitive Domain LOs
• GWA 5: Question Bank and Question Paper Design and ICT tools
• GWA 6: Practicum Design for OBA of PrOs and ADOs
• GWA 7: Action Planning followed by presentations

Date: March 30 - April 1, 2026 /
Program Type: Open Registration Program /

Program Contents

To achieve the above objectives, the following topics will be covered:

1. Overview and Rationale of Updates on APACC-2025instrument and procedures
2. Desirable Characteristics of APACC Accreditors and Rules in Institutional Evaluation
3. Updates on APACC Criteria
   • Criterion I: Governance and Strategic Framework
   • Criterion II: Teaching and Learning Management System
   • Criterion III: Technopreneurship, Research and Training Need Assessment
   • Criterion IV: Human Resource Management
   • Criterion V: Budgetary Allocation
   • Criterion VI: Student Support System and Digital Health
   • Criterion VII: Industry-Academic-Community Support System
4. Roles and Responsibilities of APACC Team before, during and after institutional evaluation
5. Parts of Evaluation Report and Tips in Report Writing

Date: March 23-27, 2026 /
Program Type: Regional Program /

Program Contents

• Module 1: Application of digital tools and methodologies to improve teaching and learning experiences: Explore practical digital tools and strategies to enhance teaching, personalize learning, boost engagement, assess progress, and design inclusive, effective learning experiences across classrooms and online environments.
• Module 2: Smart campus infrastructure for TVET – development of these equipped with IoT: Examine smart campus infrastructure for TVET, integrating IoT, energy management, connectivity, security, and data systems to optimize facilities, sustainability, safety, learning environments, and operational efficiency.
• Module 3: Strategies for integrating advanced manufacturing technologies into TVET curricula: This module examines practical strategies for integrating advanced manufacturing technologies into TVET curricula, focusing on curriculum design, industry alignment, teacher upskilling, and resource planning. Participants learn to embed automation, digital fabrication, and smart systems to enhance practical training, relevance, and graduate employability.
• Module 4: Application of AI and Data Analytics in TVET to enhance training outcomes: Learn how AI and data analytics enhance TVET training through personalized learning, adaptive assessment and data-driven decision-making for improved outcomes and institutional capacity building.
• Module 5: Industry partnerships for digital skill development - collaborations with industry players to align training with digital workforce needs: This module explores how TVET institutions can build effective industry partnerships to develop digital skills. It focuses on collaborative curriculum design, work-based learning, technology transfer, and stakeholder engagement to ensure training remains relevant, responsive, and aligned with current and emerging digital workforce needs.

Workshop, Work Group Assignments & Learning Journey(s)

Following interactive Work Group assignment sessions and facilitated discussions will be convened after each major input:

• GWA: Role-play and practice sessions where participants design or present their own digital TVET lesson ideas.
• Learning journeys: Smart campus, advanced manufacturing, enabling technology, and digital fabrication facilities.
• Work group exchange on institutional practices, constraints, and pathways for TVET 4.0 adoption.
• Country-based Action-plan(s): Development and presentation of individual action plan sessions for peer review.

Action Plan Development

Action planning is the culminating process of the program. Participants are expected to synthesize lessons from the week into country or institution-based action plans. These plans are not merely reporting outputs; they are intended as implementation roadmaps that identify priority areas, expected institutional changes, partnerships needed, and feasible next steps after the program.

In this sense, the process follows a practical input–reflection–application sequence: first, participants receive technical and institutional inputs; second, they analyze and compare them through discussion and exposure visits; and third, they convert learning into structured action plans suited to their own contexts.

Date: March 23-27, 2026 /
Program Type: Regional Program /

Program Contents

Theme Papers and Presentations on the following:

• Theme Paper 1: The Evolution of IR-4.0 to IR-5.0  in the Asia–Pacific Region: Its Implications for TVET and the SDGs
• Theme Paper 2: Building Digital Ecosystems for TVET: Policy, Infrastructure, and Institutional Readiness
• Theme Paper 3: Inclusive TVET as a Driver of Equity and Social Cohesion (Leaving No One Behind)
• Theme Paper 4: APACC 2025 Framework as an Institutional Strategy and Policy for Inclusive TVET Systems
• Theme Paper 5: National Qualifications Frameworks (NQFs) as Enablers of Quality and Mobility
• Theme Paper 6: Regional Qualifications Frameworks and Skills Recognition in Asia–Pacific
• Theme Paper 7: Policy Innovation and Governance Models for Transforming TVET
• Theme Paper 8: Regional Cooperation and Cross-Border Skills Development for Sustainable Growth

Exercises and workshops on the following:

• Workshop 1: Designing Digital TVET Pathways for Future Skills Development
• Workshop 2: Designing Inclusive TVET Institutes and its Programmes for Digital and Green Economies
• Workshop 3: Developing National and Regional Action Plans for SDG-Aligned TVET Transformation  

Date: March 16-20, 2026 /
Program Type: In-Country Program /

Program Contents

Special Lecture: Quality Assurance through APACC Accreditation: New APACC 2025 Framework

Theme Papers

• Theme Paper 1: Standardizing Quality Indicators & The Federal Accreditation Protocol 
• Theme Paper 2: Shifting to Outcomes-Based Quality Assurance (OBQA) and Industry Linkages
• Theme Paper 3: Greening TVET: Integrating Sustainability Indicators into QAA
• Theme Paper 4: The Roadmap for Institutional Self-Assessment (ISA) and SIP Development
• Theme Paper 5: Digitalization of Quality: Leveraging ITMS for Real-Time Monitoring
• Theme Paper 6: Inclusive QAA: Measuring Gender Equality and Social Inclusion (GESI)

Group Work Activities (GWA)

• GWA 1: The "Mock Audit" – Evidence-Based Compliance
• GWA 2: Exercise for Mentoring for Self-Assessment 
• GWA 3: The Accreditation Escape Room- "high-pressure" scenario where participants must unlock the final "Accreditation Certificate" by solving specific quality puzzles