COVID-19 could be the mega maleficent of the 21st Century with almost all countries shutting TVET institutions to break the chain of transmission. However, the training and education of our youth has to continue because staying idle is contrary to the constitutional foundation of civil societies.
The outbreak of coronavirus disease was recorded rising in the world since December 2019. As a result some institutions started offering online education to their students, the majority of the students have not yet benefited from distance learning. Since youth are our human capital, we must use alternative way to offer education to them in order to continue their learning.
The new normal brings on different responsibilities for teachers, students and parents. As for teachers, their duties do not significantly differ from before since they were also required to help maintain discipline in institutions and monitor students then. This new normal has, however, allowed us to implement several measures. For instance, we wanted to reduce the number of students per class from the previous 35 to 40 students. This has never materialized before due to limitations in space and teacher availability.
The objective of this webinar is to share the standard operating procedures (SOPs) for opening of TVET institutions. There is an urgent need for all educators to get ready to re-open institutions for which TVET institutions need contextually-relevant SOPs for their effective operations in order to make TVET institutions safe learning places for students, teachers and parents.
Objectives
To share the post COVID-19 SOPs for operating TVET institutions.
To describe the social distancing policy related to students, parents and teachers;
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
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 Assessment 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
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
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
Career Counseling and Vocational Guidance Skills
Date: June 26, 2020 /
Program Type: Webinar /
June 26, 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
Teaching profession is a vocation of professional status in the field of education which possesses social, cultural, economic, scientific, artistic and technological dimensions, which is based on expert knowledge and skills and which requires academic study and vocational education. Recognizing the critical role of skills development in achieving sustained economic and social development, maintaining global competitiveness and responding timely to changes in technology and work patterns, the CPSC is promoting TVET in Asia pacific region.
Guidance and counseling services are important; both to education systems and to the labour market. Career guidance has an important role to play within education in laying the foundations for lifelong career development. Here, wider curriculum choice results in more diverse and complex routes into later stages of education, into employment, or into both. This can help to:
Reduce
Improve
Create
Dropouts from and back-tracking within TVET system, and thus improve internal flows
Flows between different levels of education, thus raising national levels of educational attainment
Transitions from training to the labour market
Within the labour market, guidance and counseling can improve the accuracy and accessibility of the information available to individuals about short- and long-term job opportunities. In turn, this can improve individual decision making about jobs and about job training opportunities. It also makes a key difference between the successful and unsuccessful implementation of active labour market programs.
Career counseling is a process in which people's interests, personality, values and skills are assessed and they are helped to explore career options. Career counseling provides one-on-one or group professional assistance in exploration and decision making tasks related to choosing a major/occupation, transitioning into the world of work or further professional training. Career counseling takes care of various aspects like personal insight, support and even a better understanding. Other than these, it helps in building high motivational level by understanding the individualistic wants. It ensures that every individual sets up some goals of consequence and give his/her best in achieving them. The best part about career counseling is that it inspires every individual to make a career for themselves in a field where their interest and passion lie. By doing so, it aids every individual to discover his/her own powers and the success he/she can find nowhere else but within him/her self.
The objective of this webinar is to share the concept of career counseling and related skills to promote and provide Continuous Professional Development for TVET professional. It will also share the opportunities of lifelong learning to prepare TVET professional and trainees to actively meet the ever-changing needs of labor market. Trainers are the most important element in terms of reaching the TVET institution aims. Therefore it is important to share the career counseling process to TVET trainers. The outcome will be aligned with different interpretations and expectations of green skills concept from the various stakeholders’ perspectives.
Objective
To understand the concept of Vocational Guidance and Career Counseling skills;
To monitor, maintain, set and improve professional standards in counselor education and practice;
To share the different models of career counseling and vocational guidance facilities in global context.
Vocational Excellence in the Time of COVID-19
Date: June 22, 2020 /
Program Type: Webinar /
June 22, 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
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 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 are 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 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 augment the huge shortages in sanitary and life-saving medical products (e.g., protective gears, mask, & ventilators) and similar shortage of service to supply them within short notice
How to prepare for mindset changes in the post COVID-19 recovery
How Vocational Excellence approaches validated even in the time of COVID-19?
Instructional Design and Applications of E- Learning Courses
Date : Jun 15-19, 2020 /
Program Type: Online Regional Program /
Main Contents
Theme Papers (online)
Special Lecture: 21st Century Skills for Global Competitiveness
Theme Paper 1: Basic Instructional Design Principles for eLearning
Theme Paper 2: E-Learning Components and Approaches
Theme Paper 3: The ADDIE Model for E-Learning
Theme Paper 4: Development of Learning Management System using ICT Tools
Theme Paper 5: E- Assessment Tools
Projects (individual)
Project 1: Conduct SWOT Analysis on E-Learning
Project 2: Perform Task Analysis steps to define skills and knowledge for an E-Learning course
Project 3: Practice Development of LMS (Create online video lecture using online free available tools)
An online Exam (Individual Participant)
Business Incubation Centre (BIC) in TVET institutions
Date: June 9, 2020 /
Program Type: Webinar /
June 9, 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
This concept paper is prepared for the CPSC webinar on the topic “Business Incubation Centre in TVET institutions”. Business incubators are programs designed to accelerate the successful development of entrepreneurial and technological skills through an array of business support resources and services, developed and orchestrated by incubator management and offered both in the incubator and through its network of contacts. Incubators vary in the way they deliver their services, in their organizational structure, and in the types of clients they serve.
Business incubators are seen as efficient tools for technology transfer and cooperation between the scientific sector and the industry. Generally, they are targeted towards addressing local economic development issues through improvement of the entrepreneurial base. Thus, TVET institutions need to have strong partnership with the business and industry to establish BIC either in their premises or in own premises.
TVET institutions play vital role in the generation of entrepreneurs and with the help of industries in shaping today’s students into tomorrow’s entrepreneurs. Collaboration between institutes and industries is critical for skills development (education and training), the generation, acquisition, and adoption of knowledge (innovation and technology transfer), and the promotion of business incubation centers. The benefits of institute-industry partnership is wide-reaching: they can help exploit synergies and bring intended outcomes of TVET institutions. World over initiatives in TVET like technology business incubator, science parks, research parks, innovation centers are the latest in the evolutionary line of effective institute-industry partnership mechanism. A Technology Business Incubator (TBI) is a form of business incubator that focuses on promoting technology-based business start-ups.
With the technological advancement in the 21st century, TVET institutions need to focus on producing technopreneurs who will be job providers rather than seeking for the employment. One of the best ways to achieve it by establishing BIC in a partnership with industries and enterprises. Therefore, CPSC has design this webinar to share knowledge and TVET institutions’ good practices of BIC.
Focus
This webinar session is designed to provide knowledge on BIC concept, management, and operation. It will also showcase different good practices of BIC adopted by TVET institutions and provide guidelines on establishing BIC in the TVET premises.
Objective
Sharing the concept and management principles of BIC for the TVET institutions.
Strategic Planning and Management for Development of TVET Institutions
Date: June 4, 2020 /
Program Type: Webinar /
June 4, 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
Organizational change is an important issue. It is actually a process in which an organization optimizes performance as it works toward its ideal state. Organizational change occurs as a reaction to an ever-changing environment, a response to a current crisis situation, or is triggered by a leader.
One of the areas where an organization needs to change and can change is the Mission, Vision, & Strategy. Organizations should continually ask themselves, "What is our business and what should it be?" Answers to these questions can lead to changes in the organization's mission (the purpose of its business), its vision for the future (what the organization should look like), and its competitive strategy.
This program leads us to a process we call strategic planning. Strategic planning is a tool for organizing the present on the basis of the projection of the desired future. A strategic plan is a roadmap to lead an institution from where it is now to where it would like to be in the next five years. In strategic planning, directional guidelines are given by the institution’s stakeholders. These guidelines aid appraising the changing market conditions and spot opportunities or dangers. They examine the organization’s strengths and weaknesses, mission and organizational values. Then, they try to match the corporate opportunities with the organization’s strength and priority commitments .
It is necessary to have a strategic plan for each organization, as this will help chart its future. Strategic planning would ensure that an organization is in sound state and would be able to maintain their operations. It will have a 3 to 5-year projection at least and would very well know how to get there.
This program will therefore elaborate on strategic management as a process for setting both long-term and short-term strategic directions for the organization. The central thrust will be to achieve a sustainable competitive advantage since strategic management is the process of ‘strategic decision making’. It is expected that by learning the process of strategic planning and management, a systematic way of carrying the interrelated activities is undertaken to obtain desired goals and objectives of particular institutions.
Objective
Understand the role and significance of the strategic plan’s elements such as vision, mission, strategic goals and objectives and be able to formulate a draft of those elements.
Developing Green Skills to Produce Skilled Workers for Sustainable Development
Date: June 1, 2020 /
Program Type: Webinar /
June 1, 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
Several research reports predicts that natural resources, climate and globalization will shape the future of the world. With depleting natural resources, the world is looking for viable alternatives in terms of generating renewable energy. United Nations report on Green Technological Transformation asserts that overall assessment on the countries’ policy and implementation on saving the environment shows unimpressive results. As the earth’s population is expected to reach nine billion people by 2050, it is pertinent to evaluate the pace of productive economic expansion – this growth must be balanced with respect to the human and natural capitals. If not, the whole world will face the potentially irreversible changes in the earth’s ability to sustain its inhabitants.
Sustainability is a critical issue in the modern world. Damages from deforestation, excessive carbon emission, toxic and non-biodegradable waste will affect the lives on this planet. To maintain environmental quality, we need clean air, non-toxic water, renewable energy, stable climate, and green waste management. Future generation is expecting a better world for them and sustaining the mother earth must begin with green awareness from the early age. However, literature has shown that awareness of green practices and technology among young individuals are only moderate.
The move towards a “green economy” has been gaining momentum in parallel with the international debate and negotiations on climate change in order to achieve sustainable development. Greening TVET is one of the key areas where we have to develop human resources and TVET has to respond and acquire a modern strategic mindset in meeting the future at the forefront of global challenges. This will necessarily require much more interdisciplinary teaching, research and innovation.
The green skills are the know-how and the abilities to perform and solve problems in the green occupations. They include the mindset, knowledge, abilities, and attitudes that an individual possesses to live in, to work in, to develop and to support a sustainable and resource-efficiency environment. Green skills are required for those who wants to work in green sector. Green skills are needed to develop green lifestyle and green technology. Green technology is defined as an application of science and technology to reduce carbon emission and to conserve the environment. Green or clean technology comprises devices, products, apps or systems that are powered by renewable energy, environmentally friendly, low carbon emission, and conservation of the energy and resources. The main types of green technology are: green energy, green building, green transport, and green chemistry.
The objective of this webinar is to share the concept of green skills to produce green skilled workforce and applications of green skills that are necessary for sustainable development. The TVET sector is playing a very important role to produce future workforce to operate green technology. Most of the TVET practitioner only know about generic skills, technical skills, and employability skills, but their knowledge on green skill is very limited. Therefore it is important to share the green skills techniques and practices to TVET professional. The outcome will be aligned with different interpretations and expectations of green skills concept from the various stakeholders’ perspectives.
Objectives
To understand the concept of Green TVET and green skills development.
To share the applications of green TVET for sustainable development.
TVET in the Context of COVID-19: Challenges and Opportunities
