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


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.


  • 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


  • 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


  • 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


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