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


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


Webinar Presentation/s







Background


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


Webinar Presentation/s


PresentationVocational Excellence in the Time of COVID-19
by Prof. Shyamal Majumdar, Ph.D.






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 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


Webinar Presentation/s







Background


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


Webinar Presentation/s


PresentaionSrategic Planning Process
by Ramhari Lamichhane, PhD






Background and Focus


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


Webinar Presentation/s







Background and Focus


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.

Effective Instructional Skills for TVET Teachers

Date: May 28, 2020 /
Program Type: Webinar /

May 28, 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


PresentaionEffective Instructional Skills Management
by Ramhari Lamichhane, PhD






Background


This concept paper is prepared for the CPSC webinar on the topic “Effective Instructional Skills for TVET Teachers”. Fresh university or institute graduates employed as teachers in TVET institutions possess occupational skills of subject areas like plumbing, electrician, automobile etc. However, most of the teachers lack the instructional skills to impart occupational skills to the students in a best way. Thus, all the TVET teachers need to be trained on instructional skills, which will make them competent in imparting knowledge, skills, and attitudes to the students.


Instructional Skills are such techniques as questioning, discussing, directing, explaining, demonstrating, planning, structuring, focusing, and managing. Teachers who are skilled at communication, classroom management, sessions planning, applying different methods, and appropriate subject knowledge create a positive learning environment. Although being well versed in your subject area is important, being able to communicate necessary skills and concepts in a way students can understand is crucial. Teachers develop skills over time through best practices shared by other teachers, continuing education and classroom experience.


The teachers who use various strategies, methods, and skills lead to broaden and deepen their repertoire of instructional approaches. Expanding the knowledge and expertise regarding various instructional approaches can enrich the artistry of teaching and, in turn, enhance the effectiveness of instruction.


TVET teachers must balance between the career growth and learning various instructional skills with technological information. Thus, this is vital for each TVET institute to support their teachers in acquiring and developing instructional skills by different means. Therefore, CPSC has design a webinar to share knowledge and practices of effective instructional skills for TVET teachers.


Focus


This webinar session is designed to provide concept and good practices of instructional skills and instructional approaches for maximizing learning of students. It will provide guidelines to teachers on acquiring and updating themselves on instructional skills by different means.


Objective


Sharing the concept of instructional skills and providing guidelines for TVET teachers on application and continuous professional growth.


Branding and Image Building of TVET Institution and Program

Date: May 26, 2020 /
Program Type: Webinar /

May 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


Webinar Presentation/s






Background


The world of education is changing due to the COVID 19 pandemic. As we all know this is an unprecedented time with COVID19 impacting our society at all levels. A record number of students and teachers are out of school with an estimated 1.5 Billion school age students out of school around the world.


The impact on students, schools and teachers is huge and we are facing problems of making up learning, extending students' time in school and other issues. This has left the world seeking new solutions that might provide a more robust education system that can be more flexible during times of crisis.


Branding and Image building of the institution and program is the key success of the TVET institution. TVET is considered as a second option for the society. It is considered as a segment of poor and low performing students in general education. Therefore, we have to make TVET branding and enhance its image in the society. It is the game changer for the socio-economic status of the youth. Branding and image building is vital to bring more people in the path of TVET.


Branding can be done in many ways. In TVET, branding can be of institution, program and specific component of the institution. Therefore, every institution has to identify their strengths and try to make it as a brand. If the institution is able to make it’s branding, the market will promote the institution not by the institution. Therefore, CPSC has designed a webinar to share knowledge and practices of branding and image building of TVET.


Focus


This session is designed to provide an overview and a concept with approaches for branding and image building of TVET Institution and program. It will highlight the example of the center of excellence (CoE) institution and strategic direction for branding of TVET.This session is designed to provide an overview and a concept with approaches for branding and image building of TVET Institution and program. It will highlight the example of the center of excellence (CoE) institution and strategic direction for branding of TVET.


Objective


Sharing of knowledge and examples of branding and image building of TVET Institution.


Facilities Required


To join the webinar, each participant should have the following:

  • Minimum 2Mbps Broadband Internet
  • Desktop/Laptop Computer or Mobile Device with Earphones and Mic
  • Chrome Browser or any HTML5 Compliant Browser

Entrepreneurship in TVET

Date: May 21, 2020 /
Program Type: Webinar /

May 21, 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


Entrepreneurship, with all its attendant ingredients, is one of the best means of triggering economic and social development. The present day developed countries like USA, Canada, England, Germany, South Korea, Japan etc. owe much of their economic development to enterprising people of their respective countries. Developing and underdeveloped countries, having seen the history of economic development in developed countries, are now conscious of the significance of entrepreneurship education. Entrepreneurship education in most countries of the world is being increasingly tried to promote local entrepreneurship and accelerating the pace of small enterprise development.


Research studies conducted in USA and other countries suggest positive link between economic development and entrepreneurship. Similarly, systematically conducted research studies are much less available in developing and underdeveloped countries. But absence or lack of such studies does not suggest that such a positive relationship does not exist in developing and underdeveloped countries. Developing economies like India, Nepal, Philippines, Sri Lanka, Malaysia and many other South Asian countries have always considered small business sector as an important sector of economy.


Entrepreneurship being an intangible factor is the moving force and development is the consequence. It has an important role in the context of developing nations which are confronted with major socio-economic problems. Entrepreneurship can play an important role not only in the industrial sector of a country but in the farm and service sectors also. Most of the developing countries in Asia Pacific region are being attacked by baffling problems of over population, unemployment, under-employment, poverty and the like. Entrepreneurship is consistently equated with the establishment and management of small business enterprises and setting up these units is the solution to these baffling problems. Concentration of economic power, regional imbalances, exploitation by monopolists, and many other giant problems find their solutions in the development of small scale enterprises which is another name of entrepreneurship in the developing countries.


Technical and Vocational Education and Training (TVET) system of any country represents the backbone of all industrial activity. The TVET policies and programs designed specifically for entrepreneurship promotion can greatly affect the growth of entrepreneurs and also contribute towards a higher form of entrepreneurship which is technically more superior. This view has important implications for TVET system planners and policy makers.


Our TVET systems have not given adequate consideration to training of potential entrepreneurs. Inputs for self-employment and entrepreneurial development are either not yet provided or are provided in unstructured fashion. Majority of graduates from TVET institutions in Asia Pacific Region are unable to find employment in the wage economy because of limited opportunities and therefore tend to either remain idle or opt for underemployment. However, a better alternative is self-employment. This often requires skill as an entrepreneur, that is, the ability to identify a product or service for which there is a demand, and to bring it to the market place at a price that buyers will pay. Thus, there is a need to embed the entrepreneurial skills and competencies in the students of our TVET system. It will go a long way in fulfilling the aspirations of those who have the desire and potential for setting up their independent ventures, but are unable to do so, as necessary training to be successful in entrepreneurial ventures is not yet being provided. Promotion of entrepreneurship in the TVET will also accelerate the process of economic and social development, resulting in growth acceleration.


Focus


A model has been proposed which, if implemented, in the TVET system can greatly augment the supply of entrepreneurs. The technique is through adoption of value innovation in the TVET sector which will be achieved by driving down the un-employability of graduates while simultaneously enhancing the entrepreneurial inputs. For implementing the value innovation, a four action framework resulting in Create-Raise-Reduce-Eliminate Grid has been suggested. This model has been proposed for a three-year diploma programme in engineering/technology, but can be suitably altered for programmes of higher or lower duration.


Objectives


  • To improve the self-employability of TVET graduates
  • To embed entrepreneurial inputs in TVET in a structured fashion
  • To orient the teachers/instructors/researchers/policy makers/curriculum developers of TVET for multiplier effect

Facilities Required


To join the webinar, each participant should have the following:

  • Minimum 2Mbps Broadband Internet
  • Desktop/Laptop Computer or Mobile Device with Earphones and Mic
    • Chrome Browser or any HTML5 Compliant Browser
    • Google Account (Gmail) for Hangouts Meet

Soft Skills Development of TVET Graduates in the Age of IR 4.0

Date: May 19, 2020 /
Program Type: Webinar /

May 19, 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


The webinar topic is Soft Skills Development of TVET Graduates in the Age of IR 4.0. As Technical Education and Vocational Training has globally been recognized as the most effective tool for increasing employment and poverty reduction. The shortage of skilled workers for the international and local industry is increasing day by day. Almost all TVET Institutions in the region are contributing at large to address this shortage of skilled workers. There is no doubt on the hard skills acquired by the graduates passing out from these institutions. Unfortunately, as per the feedback from employees, it is a known fact that productivity and the efficiency of them is not up to the expected levels.


The one of the main reason for this is the lack of soft skills. Soft skills are a combination of people skills, social skills, communication skills, character traits, attitudes, career attribute, social intelligence and emotional intelligence quotients among others that enable people to navigate their environment, work well with others, perform well, and achieve their goals with complementing hard skills. A study conducted by Harvard University noted that 80% of achievements in career are determined by soft skills and only 20% by hard skills.


On the other hand, With the rise of Industry 4.0, uniquely soft skills like people skills, social skills, emotional intelligence , creativity, empathy, problem-solving, and communication are more important than ever. The World Economic Forum in its Future of Jobs Report identified the top10 skills required in the future which is mostly soft skills.


Therefore, it has become essential to find means and ways to equip graduates with the soft skills necessary prior to send them to the industry, not only for the to perform better but also to survive in the industry. On the other hand, the shortage of Technopreneurs has become a challenge in developing countries. Reluctance of the graduates to look for alternate routes other than employment, or to be self-employed, is also because of the lack of related skills. This paper discusses the need to provide sufficient time and material in TVET curricula to enhance soft skills of TVET graduates in the age of IR 4.0.


Focus


This Webinar on “Soft skills development of TVET graduates in the age of IR 4.0” aims to provide an online training platform for CPSC member country’s participants; to understand the necessity of soft skills for TVET graduates; and to discuss what soft skills set is required how TVET institute can incorporate modules to mitigate the soft skills gap of TVET gratdute.


Objectives


  • To understand the importance Soft skills development of TVET graduates for global competitiveness
  • To discuss what soft skills set is required in the age of IR 4.0 for TVET graduates

Facilities Required


To join the webinar, each participant should have the following:


  • Minimum 2Mbps Broadband Internet
  • Desktop/Laptop Computer or Mobile Device with Earphones and Mic
    • Chrome Browser or any HTML5 Compliant Browser
    • Google Account (Gmail) for Hangouts Meet