Date: December 11-15, 2023 /
Program Type: In-Country Program /

Main Contents

To achieve the objectives set forth, the following strategies will be employed in a consultative manner:

Special Lecture and Presentations on the following:

• Special Lecture: Development, Issues, and Challenges for Global Leadership and Management in TVET
• Theme Paper 1: 21st Century Skills and IR 4.0 for Global Competitiveness and Innovation in the TVET
• Theme Paper 2: Management Concepts and Paradigms of Improving Institutional Management in the TVET Systems Strategic Plan
• Theme Paper 3: Change Management: Enhancing Leadership and Achieving Organizational Excellence in TVET
• Theme Paper 4: Enhancing TVET Leadership and Management through Accreditation and ICT
• Theme Paper 5: Excellence of Leadership for Change Management Through the PDCA Cycle in TVET

Exercises and workshops on the following:

• Workshop 1: TVET Institute Management Issues and Their Technical Analysis in Sri Lanka
• Workshop 2: Institutional Visit: TVET Institutional Best Practices with Brand Concept Management
• Workshop 3: Identify and analyze technological gaps through critical analysis

Conference on Emerging Technologies and Skills for Resilient Industries

Presentations on the following:

• Resilient industries for a sustainable future
• Innovative approaches for resilient technological solutions
• ICT towards Resilience: Harnessing Information and Communication Technologies for Sustainable Development
• Education and language studies: transformative and innovative pedagogies and language learning for resilient learning
• TVET Skills and Competencies for Resilient Workforce Development

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Objectives

The participants are expected to:

• Recognize the vital role of leadership and management at the TVET Institute in the socioeconomic development of the country by developing a visionary leadership approach that sets clear goals and a strategic direction for the TVET Institute;
• Learn about effective leadership and management to make an impact in society regarding technical and vocational education and training;
• Understand leadership and management as effective tools for TVET development;
• Develop a project in group for creating an effective leadership and management strategy for TVET;
• Promote inclusivity and diversity within the TVET institute to accommodate learners from various backgrounds, including individuals with disabilities;
• Embrace digital transformation and integrate technology into the teaching and learning process to enhance accessibility and engagement;
• Establish a robust monitoring and evaluation system to assess institutional performance and identify areas for improvement;
• Implement data-driven decision-making processes to enhance the effectiveness and efficiency of the TVET institute, and
• Cultivate a culture of continuous improvement to adapt to changing industry needs and evolving educational trends.

Date: December 15, 2023 /
Program Type: Webinar /

11:30am Afghanistan | 12:00pm Maldives, Pakistan | 12:30am India, Sri Lanka | 12:45am Nepal | 1:00pm Bangladesh, Bhutan | 1:30pm Myanmar | 2:00pm Thailand | 3:00pm China, Malaysia, Mongolia, Philippines, Singapore | 5:00pm Papua New Guinea | 7:00pm Fiji

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Background

The theme Driving Digital Technology in TVET refers to the necessity of incorporating cutting- edge digital technologies into the world of Technical and Vocational Education and Training (TVET). This movement is motivated by the need to have a workforce that is proficient in and literate in digital technology. This theme's summary centres on the strategic integration of digital technologies including virtual reality, IR 4.0 curriculum: Digital technology, e-learning platforms, data analytics, and cybersecurity education, within the TVET curriculum. Within the context of digital technology, a range of curriculum-related challenges brings to fore varied relevant issues in TVET. These challenges arise due to the unique nature of the Digital Technology sector, characterized by its rapid evolution and dynamic nature. One significant challenge involves is keeping abreast with the latest industry trends and emerging technologies. The field of Digital Technology is constantly evolving, with new programming languages, frameworks, tools, and methodologies frequently emerging. Curriculum developers must continuously update their programs to reflect these changes, ensuring that students are learning relevant skills that are applicable in the current job market. Overcoming these challenges requires proactive and continuous efforts, collaboration with industry stakeholders, staying current with industry trends, fostering practical skills, and maintaining a balance between fundamental knowledge and specialized skills. By addressing these challenges strategically, these institutions can ensure that their graduates are well-prepared to excel in the ever-evolving digital technology landscape.

This change improves educational opportunities, encourages students to learn new skills, and fosters adaptability which would prepare them for the ever-changing demands of today's technologically based industries. The main objective is to close the knowledge and competency gap between conventional skills and contemporary technological breakthroughs, equipping TVET graduates with the knowledge and abilities necessary to thrive in a digital era. As we delve into this issue, we consider best practices, obstacles, joint endeavours, and the shared desire of developing a workforce that is secure online and prepared to influence the direction of industries around the world.

Objectives

Sub-theme 1

• What are some curriculum-related challenges faced by Malaysia and India’s TVET education institutions specializing in digital technology?
• How can TVET develop a digital technology curriculum that is aligned with industry standards?

Sub-theme 2

• How can we incorporate cybersecurity education into TVET programs to ensure that graduates are well-prepared to address the growing threats in the digital world?
• How can we empower individuals with the skills and knowledge needed to not only protect digital assets but also play an active role in shaping a secure digital future?

Date: December 4-6, 2023 /
Program Type: Regional Program /

Main Contents

To achieve the objectives set forth, the following strategies will be employed in a consultative manner:

International Conference on “Revolutionizing the Future Workforce: Transformative Pathways of TVET towards 2030”

Presentations on:

1. Quality Assurance in TVET: Addressing IR 4.0 Challenges
2. Toyota Production System
3. Benchmarking Quality Assurance in TVET

Workshops and visit on:

1. Country Paper Presentation on Best Practices in Enhancing Quality and Relevance of TVET System
2. Exposure Visits

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Objectives

The participants are expected to:

• Develop leadership capabilities among TVET educators to drive innovative reforms and strategic planning and total quality management within institutions and organization.
• Enhance participants' understanding of global workforce trends, equipping them to prepare graduates for success in both domestic and international job markets.
• Cultivate TVET leaders who champion green skills and eco-friendly practices, enabling graduates to contribute to sustainable development initiatives.
• Strengthen TVET institutions through capacity-building, fostering collaborations, and providing exposure to cutting-edge infrastructure for higher-quality education.
• Drive the evolution of a sustainable and dynamic TVET ecosystem through effective leadership, innovation, and continuous improvement.

Date: December 4, 2023 /
Program Type: International Conference

Objectives

The participants are expected to:

1. Understand the emerging trends and patterns in TVET focusing on technological advancements in developed countries.
2. Gain knowledge about how partnerships between TVET institutions, industries, policymakers, and stakeholders can strengthen the bridge between education and the job market.
3. Explore innovative approaches to how member countries are updating and adapting TVET curricula to meet the evolving skill demands of the job market.
4. Address barriers to accessing TVET opportunities and promote inclusivity, regardless of socioeconomic background, gender, or geographical location.
5. Enhance their knowledge of quality assurance mechanisms in TVET through effective accreditation, regular evaluations, and industry feedback.
6. Promote the concept of lifelong learning within TVET institutions, encouraging individuals to continuously update their skills throughout their careers.
7. Explore the integration of sustainability and green skills into TVET curricula, addressing environmental challenges and promoting sustainable practices.
8. Provide them an opportunity to discuss strategies to bridge the digital divide and ensure equitable access to digital infrastructure, internet connectivity, and digital skills training in TVET.
9. Provide a platform for sharing best practices, success stories, and innovative solutions in TVET

Date: October 30 - November 3, 2023 /
Program Type: In-Country Program /

Main Contents

To achieve the objectives set forth, the following strategies will be employed in a consultative manner:

Theme Papers and Presentations on the following:

• Theme Paper 1: Integrated 21st Century Skills in TVET
• Theme Paper 2: Digitalization in TVET
• Theme Paper 3: TVET Digital Framework and New Skills
• Theme Paper 4: Tools and Applications for Digital Learning
• Theme Paper 5: Digital Learning Pedagogy and Platforms
• Theme Paper 6: AR, VR, and MR
• Theme Paper 7: Excellence of Leadership for Change Management through the PDCA Cycle in TVET

Workshops and Activities

• Workshop 1: Understanding and Analyzing TVET Institute Readiness for Implementing Digital Learning
• Workshop 2: Creating Digital learning Lesson Plans and Assessments, and Preparing eContent Script for Lessons
• Workshop 3: Create a Sample Online Course/Courseware Using LMS

National Seminar on “Virtual TVET Globalization in the Digital Era”

• Session 1: Virtual TVET and the 21st-Century Classroom
• Session 2: Global Digital Trends in Teacher Education and Training
• Session 3: TVET Digitalization and Industrial Linkages
• Session 4: Smart Industry Readiness Index
• Session 5: Q & A

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Objectives

The objectives of the ICP on “Innovative Teaching Methods” are as follows:

• Deliberate the emerging trends and challenges of lR 4.0 to transform TVET education;
• Examine the innovative ‘Blended Education Learning and Augmented Training Approach (BELATA)’ for adoption in the TVET system”;
• Create a sample online course or courseware using an e-learning management system (MOODLE) and implement the blended learning environment.
• Build the capacity of the TVET Institute to incorporate digital learning to facilitate a flexible and effective learning platform.

Date: October 16-20, 2023 /
Program Type: Regional Program /

Main Contents

Presentations on:

• Special Lecture 1: TVET Institutes Management for Global Competitiveness

10th ADB International Skills Forum

• A new Era of Digitalized and Climate Resilient Human and Social Development

Exercises and workshops on the following:

• SWOT Analysis for 21st Century
• Country based Challenges Presentations based on Conference Topics

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Objectives

At the end of the program, participants should be able to:

• Understand the integration of digital literacy into the latest TVET trends to empower diverse learners with essential digital skills for active participation in the digital economy.
• Emphasize climate resilient skills and green technologies in TVET programs to prepare learners for environmental sustainability and climate challenges.
• Examine the integration of sustainability principles across all TVET disciplines to foster environmentally conscious practices.
• Explore the collaboration with industries to design TVET programs that equip learners with relevant digital skills for enhanced employability.
• Comprehend the new era state-of-the-art Digital Skills Academies which are providing comprehensive digital training and competence development.
• Observe specialized centers for hands-on training in sustainable practices, renewable energy, and climate resilience.
• Promote an entrepreneurial culture in the TVET sector by offering courses and workshops on innovation and business development.
• Explore a community-centric approach to tailor TVET programs to address region-specific challenges and promote positive impact.
• Understand the benefits of providing equal opportunities for all learners, promoting gender equity and social inclusion within the TVET sector.
• Examine Data-driven mechanisms to explore the program impact, enabling continuous adaptation and relevance in Country perspective.

Date: October 2-5, 2023 /
Program Type: Regional Program /

Main Contents

Presentations on the following:

• Theme Paper 1: Introduction to PEEP
• Theme Paper 2: TVET-GOGY & Future Teaching and Learning
• Theme Paper 3: Transversal Skill for TVET
• Theme Paper 4: Building Transversal Competency with TRIZ
• Theme Paper 5: International Collaboration and Partnership

Exercises and workshops on the following:

• Workshop 1: TVET-GOGY & Future Teaching and Learning
• Workshop 2: Transversal Skill for TVET
• Workshop 3: Building Transversal Competency with TRIZ

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International Seminar: TVET Globalization

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Instructional Strategies

To achieve the objectives set forth, the following strategies will be employed in a consultative nature: An integrated teaching and learning methodology which include interactive activities, discussions, simulation exercise, and group work on assignment and case study. This course will be fully conducted in English.

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Objectives

• Create a diversity of TVET teaching methodologies to enhance TVET educators’ professional development.
• Establish transversal competency skills of TVET Educators to be used as a reference within and outside institutions.
• Engage TVET Educators between countries to strengthen networking for the internationalization of TVET.

Date: September 4-8, 2023 /
Program Type: Regional Program /

Main Contents

Special Lecture: Entrepreneurship in TVET Perspective

Theme Papers

• Theme Paper 1: Technopreneurship and Correlation in TVET Sector
• Theme Paper 2: Entrepreneurship as Startup Business Career
• Theme Paper 3: Starting a Business and its implementations
• Theme Paper 4: Incubation Process (Incubators and Implementation)
• Theme Paper 5: Creating Effective and Sustainable Business Incubators-Way Forward
• Theme Paper 6: Experiential Learning (Coaching and Mentoring) in Incubation

Workshop & Group Work Activities (GWA)

• Workshop 1: Framework Model on Starting a Simple Business
• Workshop 2: Preparing Effective Framework on Sustainable Business Incubators
• GWA 1: Issues and Challenges in Entrepreneurship
• GWA 2: Preparing Action Plan and Presentation by group

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Instructional Strategies

The program involves different learning methods such as:

• Theme paper presentations
• Group Work Activities
• Case Studies
• Web-Based Teaching and Learning System through OnCOURSE
• Action Planning

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Objectives

At the end of the course, participants should be able:

• To help TVET faculty members and policy makers in understanding the unique challenges and issues posed by their respective national environment in attaining the sustainable development;
• To understand the process of a business set-up and green entrepreneurship;
• To orient the TVET faculty members and policy makers towards role of business incubators in achieving number of SDGs; and
• To imbibe various aspects of establishing and managing business incubators alongside the business incubation process.

Date: August 14-18, 2023 /
Program Type: Customize Program

Main Contents

To achieve the objectives set forth, the following strategies will be employed in a consultative nature:

• Theme Papers & Presentations on the following:
• Presentation 1: Understanding Entrepreneurship Development as a TVET Goal
• Presentation 2: Excellence in TVET and Entrepreneurship as an Added Road to Academia
• Presentation 3: Designing Entrepreneurship Development Program in TVET
• Presentation 4: Social and Rural Entrepreneurship
• Presentation 5: Experience Sharing on Best Practices on Entrepreneurship Development in TVET in Some Countries in Asia
• Exercises and workshops on the following:
1. GWA 1: TBC
2. GWA 2: Situational Assessment: a diagnostic framework on collaboration between TVIs and industry as added route to entrepreneurship
3. GWA 3: TBC
4. GWA 4: Action Planning on Initiating Establishment of Entrepreneurship Development Program in TVET Schools
5. Action Plan: Presentation by Participants

Date: June 19-30, 2023 /
Program Type: Consultancy Program

Main Contents

At the end of the program, participants will be able to perform the following functions under the national vocational qualifications system:

A. Competency Standard Development Facilitator:

1. Recognize the role and functions of NVQS
2. Understand the National Vocational Qualifications Framework (NVQF) level of Nepal
3. Understand how the competency standards have developed based on the experiences and procedures of different countries
4. Be familiar with the overview of sector wise functional analysis
5. Be familiar with the competency standards development procedures based on international standard (Technical Education and Skills Development [TESDA] Philippines) practices
6. Prepare workshop materials and venue
7. Facilitate competency standards development
8. Facilitate competency standards validation workshop
9. Finalize competency standards

B. Competency Standard Development Content Developer:

1. Recognize the role and functions of NVQS
2. Understand the NVQF level of Nepal
3. Understand how the competency standards have developed based on the experiences and procedures of different countries
4. Be familiar with the overview of sector wise functional analysis
5. Be familiar with the competency standards development procedures based on international standard (TESDA Philippines) practices
6. Develop Draft Competency Standard as per assigned qualification

C. Competency Assessment Tool Developer:

1. Identify the 4 stages in developing CAP/Ts (Competency Assessment Package/Tools)
2. Follow the procedures in developing CAP/Ts
3. Prepare the standard CAP/Ts that will be acceptable to all end users

Date: June 19-23, 2023 /
Program Type: In-Country Program /

Main Contents

To achieve the objectives set forth, the following strategies will be employed in a consultative nature:

Presentations on the following:

Theme Papers

• Theme Paper 1: Introduction to Research
• Theme Paper 2: Literature Review Performance
• Theme Paper 3: Basic Research Methodology
• Theme Paper 4: Data Analysis in Research
• Theme Paper 5: Current Trend in Workforce TVET
• Theme Paper 6: Competency and Strategies to meet Myanmar Workforce in TVET
• Theme Paper 7: Research Methodology approach using K-Chart Technique.
• Theme Paper 8: Research Publication – Journal, Citation and References

Exercises and workshops on the following:

Group Work Activities (GWA)

• GWA 1: Workshop on Research Methodology
• GWA 2: Workshop on Data Analysis
• GWA 3: Issues and concern - Workforce in TVET
• GWA 4: Basic Proposal on Workforce in TVET

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Objectives

At the end of the course, participants should be able to:

• Determine and understand the fundamental concept of Research Methodology
• Familiarize and understand the research framework
• Understand the demand for workforce in TVET via Research Methodology techniques

Date: June 12-16, 2023 /
Program Type: In-Country Program /

Main Components

To achieve the objectives set forth, the following strategies will be employed in a consultative nature:

Presentations on the following:

Special Lecture

• TVET Excellence in Today’s Competitive Environment

Theme Papers

• Theme Paper 1: Concept of Quality Assurance and Quality Standards in TVET
• Theme Paper 2: National Accreditation and Certification Systems and Practices in Mongolia
• Theme Paper 3: Benchmarking Quality Assurance System in TVET
• Theme Paper 4-7: Quality Assurance Accreditation through APACC( APACC Criterions)
• Theme Paper 8: Innovative Approaches for Stimulating Accreditation System in Technical Education

Exercises and workshops on the following:

Group Work Activities (GWA)

• GWA 1: SWOT Analysis
• GWA 2-5: Issues and Challenges in Accreditation
• GWA 6: Action Plan

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Objectives

At the end of the course, participants should be able to:

• Appreciate the need and importance of quality assurance in TVET;
• Identify best practices in TVET Quality Assurance Systems in CPSC member countries;
• Comprehend the need and importance of regional accreditation;
• Gain insights on APACC accreditation as a continuous improvement approach to organizational excellence in TVET; and
• Develop an action plan to prepare for APACC accreditation

Date: June 7, 2023 /
Program Type: Webinar /

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 Malaysia, Mongolia, Philippines, Singapore | 3:00pm Papua New Guinea | 5:00pm Fiji

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Background

As a Lecturer or Academia, our research work needs to be captured and published in any journal as a sharing of knowledge for other scholars in the same field. Publishing your work with others will create a healthy environment in the research world. Sharing info and experience will create more knowledge growth in a particular field. As an academia we need to write and publish our work in any platform, we should make it as an ethics of publishing after completing any research. A scientific paper has been defined as "a written work in scientific manner or published report describing original research results". Scientific writing must be clearly written and provides details on methodology of research work, which are essential because scholars usually read scientific literature for information and not entertainment. Thus, as an author your task is to convey information quickly, clearly, understandable to reader, and concisely. To write a scientific paper, all scientific journals use their own format and style which is mention in author’s guideline available at the Journal home page. Although there are many exceptions where author’s guideline was not clearly defined. In this webinar, we shall provide all of you an insight on how to write and compile effective research article based on your project or innovation work done and publish them in a high impact factor journal.

Objectives

The main objectives of the webinar are:

• To create the awareness on the importance of publication of our work as an academia
• Systematic flow needs in publication, avoid fear and confusing when publishing your work in Journals.
• The right way to go about doing something is to keep it simple and pick the right methodology while creating an excellent research article for publication.
• The value of publication. The results of all the studies will be published. It is crucial to publish our research in order to share our findings with other academics working in that area.

Date: May 22-26, 2023 /
Program Type: In-Country Program /

Main Contents

To achieve the objectives set forth, the following strategies will be employed in a consultative nature:

Theme Papers & Presentations on the following:

• Special Lecture: Development, Issues and Challenges on Project Management (PM) in TVET
• Theme Paper 1: Project and The Project Life Cycle
• Theme Paper 2: Change Management and Leadership and Added Route to TVET Excellence in the 21 st Century
• Theme Paper 3: TVET Stakeholder Analysis through PM Matrix
• Theme Paper 4: Project Problem Tree, Objective and Solution Tree Analysis
• Theme Paper 5: Result-Based Project Management Monitoring and Evaluation
• Theme Paper 6: Emerging ICT Applications in TVET Digitization
• Theme Paper 7: 21st Century Skills and IR4.0 for Global Competitiveness & Innovation in the TVET

Exercises and workshops on the following:

• Workshop 1: TVET Institute Management Issues and its Technical Analysis in Pakistan
• Workshop 2: Individual Assessment of Change Leadership Competency and Action Planning to Improve Identified Weaknesses
• Workshop 3: Risk Analysis Management in Fundamentals for Initiating, Managing and Executing a Project
• Workshop 4: Digital Project Scheduling, Budgeting, and Monitoring & Evaluation
• Workshop 5: WS1-4 Output as Group Project Presentation for Evaluation

Objectives

The participants are expected to:

• Learn the dynamics, definitions and processes in project management;
• Understand project planning, project implementation and project evaluation as key phases in project management;
• Prepare project problem tree analysis, objective and solution;
• Design project proposal using the project log framework matrix; and
• Apply project management tools and methodologies for managing TVET programs and projects.

Date: May 8-12, 20223 /
Program Type: In-Country Program /

Program Contents

To achieve the objectives set forth, the following strategies will be employed in a consultative nature:

Special Lecture on “Integrated 21st Century Skills in TVET”

Theme Papers & Presentations on the following:

• Theme Paper 1: Digitalization in TVET
• Theme Paper 2: TVET Digital Framework and New Skills
• Theme Paper 3: Tools and Application for Digital Learning
• Theme Paper 4: Digital Learning Platform
• Theme Paper 5: AR, VR and MR
• Theme Paper 6: Excellence of Leadership for Change Management through PDCA Cycle in TVET

Workshops & Activities

• Workshop 1: Understanding and Analyzing TVET Institute Readiness in implementing Digital Learning
• Workshop 2: Creating Digital Learning Lesson Plan and Assessment
• Workshop 3: Development of Digital Learning Material

National Seminar on “Virtual TVET for TVET Sustainability in Globalization”

• Session 1: Virtual TVET and 21st Century Classroom
• Session 2: Digital Trends in Global TVET
• Session 3: TVET Digitalization and Industrial Linkages
• Session 4: Open Forum

Objectives

The objective of the ICP on “Embracing Digital Learning in TVET” are as follows:

• Understand and study the concept of digital learning in TVET;
• Build capacity of TVET institute to incorporate digital learning facilitate flexible and effective learning platform; and
• Draft strategic plan and way forward for introduction of digital learning opportunities in TVET.

Date: April 2-6, 20223 /
Program Type: In-Country Program /

Program Contents

The delivery of the program design follows a spiral learning approach, beginning with an overview of core concepts and followed by progressively deeper application of the concepts, and finally a self-directed learning approach through action planning.

Special Lecture:

• Transforming TVET for Post-COVID-19: Challenges & Opportunities

Module 1: Overview of Competency-Based Education & Training for TVET System

• Conceptual foundations of competency
• Introduction to Competency-Based Education and Training
• Competency standards

Module 2: Using DACUM for Occupational Analysis

• Occupational Analysis
• DACUM Approach and Duty-Task sheet

Module 3: Introduction to Instructional Methods & Use of ICT

• Innovative Instructional Methods
• Use of ICT for Competency-based Education & Training
• Practice session
• Module 4: Overview of Competency-based Assessment
• Competency-based Assessment
• Criteria for Assessment
• Assessment Process
• New Initiatives in Competency-Based Education & Training in TVET System

Project Work

• Development of Competency-Based Curriculum for identified Course/program.
• Preparation of Action Plan: Integrating Competency-Based Education & Training and Assessment for TVET System

Objectives

The objectives of the In-Country program are to:

• Comprehend the conceptions of Competency-Based Education and Training for the TVET System;
• Apply the DACUM approach to Competency-Based Education and Training.
• Understand the methodology of Competency-based assessment.
• Use innovative instructional methods including ICT for the effective implementation of a Competency-Based Curriculum.
• Prepare an action plan for a Competency-Based Curriculum & Assessment for the TVET System.

Date: March 27-31, 20223 /
Program Type: Open Registration Program /

Program Contents

To achieve the objectives set forth, the following strategies will be employed in a consultative nature:

Presentations and workshop on the following:

Theme Papers

• Theme Paper 1: Introduction to TNA
• Theme Paper 2 : The Need for TNA
• Theme Paper 3 : TNA Method
• Theme Paper 4: Training Development Roles and Responsibilities
• Theme Paper 5: Methods of Assessing Training Needs
• Theme Paper 6: Evaluation of Training Outcomes

Group Work Activities (GWA)

• GWA 1: Participants’ Engagement and Understanding on the Current Practices in TNA
• GWA 2: SWOT for TNA
• GWA 3: Designing a TNA Checklist
• GWA 4: Annual Training Plan by Category and Budget
• GWA 5: TNA Framework

Expected Outcomes and Outputs

The expected outcomes of the Program are:

• Design, develop, and implement effective training using TNA tools delivered in the course
• Institutional capacity on designing of Annual Training Planner will be strengthened effectively

The expected outputs of the Program are to:

• Develop a Training Needs Analysis Checklist
• Perform SWOT and Fishbone Diagram Analysis on issues on Attitude, Skill and Knowledge
• Design the training needs and requirements using various techniques and methods
• Evaluate the training needs
• Prepare an effective Training Plan

Date: March 27-31, 20223 /
Program Type: In-Country Program /

Program Contents

To achieve the objectives set forth, the following strategies will be employed in a consultative nature

Theme Paper (TP) Presentations on the following:

• Special Lecture: TVET Institutes Management for Global Competitiveness
• Theme Paper 1: Design & Structural Integration for Entrepreneurial skills
• Theme Paper 2: Business Incubation Center (BIC): A step of Entrepreneurial Journey TVET & Digitization
• Theme Paper 3: TVET Digitization as a best tool for Global Entrepreneurial Competitiveness
• Theme Paper 4: International Business Incubation Models in TVET Institutions
• Theme Paper 5: Excellence of Leadership for Change Management through PDCA Cycle in TVET

Workshops (W)

• Workshop 1: Identifying Issues and Challenges in TVET Institute Image Building with 21st Century Environment
• Workshop 2: Developing Competency Based Training (CBT) by Integrating Entrepreneurial and Employability Skills
• Workshop 3: Designing Business Incubation Model with Role & Concept

National Seminar on “Management of Business Incubation (BIC) in TVET Institutes for Sustainable TVET”

• Session 1: A BIC as road map to TVET Sustainability
• Session 2: The future of Industry with BIC
• Session 3: BIC Concept & Green Economy

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Objectives

The participants are expected to:

• Understand the concept of business incubation center in TVET
• Explore the model of business incubation
• Understand the role of incubation center in TVET
• Provide necessary knowledge and skills of establishment and management of business incubation centers for TVET leaders

Date: March 13-17, 20223 /
Program Type: In-Country Program /

Program Contents

To achieve the objectives set forth, the following strategies will be employed in a consultative nature:

Presentations and workshops:

Theme Papers (TP)

• Special Lecture: An Overview of Research Methodology
• Theme Paper 1: Introduction to Research
• Theme Paper 2: How to perform Literature Review
• Theme Paper 3: Basic Research Methodology in Non -Engineering
• Theme Paper 4: Basic Research Methodology in Engineering
• Theme Paper 5: Basic Research Planning using K-Chart Approach
• Theme Paper 6: Basic Publication Planning using K-Chart Approach
• Theme Paper 7: Basic Result and Analyzing tools in Scientific Research

Group Work Activities (GWA)

• GWA 1: Research Planning using K-Chart Approach
• GWA 2: Performing and Experiencing K-Chart Planning
• GWA 3: An Overview on Research Methodology Workshop
• GWA 4: Action Plan-Basic Scientific Research Proposal Framework

Objectives

At the end of the course, participants should be able to:

• To determine and understand the fundamental concept of Research Methodology
• To understand and apply the methods of Research Methodology
• Too familiar with the Scientific Process and Beyond in Research Methodology

Date: March 6-10, 20223 /
Program Type: In-Country Program /

Program Contents

To achieve the objectives set forth, the following strategies will be employed in a consultative nature:

Presentations and workshop on the following:

Theme Papers

• Theme Paper 1: Challenges faced by TVET institutions in the modern employment landscape
• Theme Paper 2: Addressing the Challenges through Innovative Learning and Assessment Strategies
• Theme Paper 3: Current Workforce Trend in TVET
• Theme Paper 4: Criteria and Strategies to meet the Workforce in TVET
• Theme Paper 5: Sharing of Malaysian Design Planning in TVET Workforce-current practice
• Theme Paper 6: An Overview Workforce Demand and Implementation in Philippines
• Theme Paper 7: Workforce Designing Tools at TESDA, Philippines

Group Work Activities (GWA)

• GWA 1: Preparing Suitable Tools for TVET Workforce Planning
• GWA 2: Developing Workforce Plan
• GWA 3: Preparing Action Plan for Effective Workforce Planning in TVET
• GWA 4: Presentation of the Action Plan

Objectives

At the end of the course, participants should be able to:

• Determine the future needs of the workforce in the TVET sector
• Understand the challenges in planning the action of producing effective workforce in TVET sector
• Plan the strategies to materialize the needs of TVET workforce, and
• Develop an action plan to prepare the future demand of the workforce in the TVET sector

Date: February 20-24, 20223 /
Program Type: In-Country Program /

Program Contents

To achieve the objectives set forth, the following strategies will be employed in a consultative nature:

Theme Papers & Presentations on the following:

• Theme Paper 1: TVET Institutes Management for Global Competitiveness
• Theme Paper 2: 21st Century Skills and IR 4.0 for Global Competitiveness & Innovation in the TVET
• Theme Paper 3: Developing a Curriculum Structure Integrating 21st Century Skills
• Theme Paper 4: TVET Digitization for Global Competitiveness
• Theme Paper 5: IR 4.0 to TVET 4.0
• Theme Paper 6: Excellence of Leadership for Change Management through PDCA Cycle in TVET

Workshops & Activities

• Workshop 1: Understanding and Analyzing TVET Institute Image Building with 21st Century Environment through SWOT analysis.
• Workshop 2: Creating Competency-Based Training (CBT) by integrating 21st Century Skills.
• Workshop 3: 21st Century Skills Delivery in Real-Time Classroom.

Seminar on “21st Century Skills for Sustainable TVET”

• Session 1: TVET with 21st Century Skills & the VUCA World
• Session 2: Green TVET & The National Economy
• Session 3: TVET Digital Management in 2030
• Session 4: Open Forum

Objectives

The participants are expected to:

• Understand the concept of 21st Century Skills and IR 4.0
• Discuss the importance of 21st Century Skills for TVET
• Gain knowledge, experience, and skills on 21st Century Skills in developing and designing the curriculum for TVET students
• Integrate the 21st Century Skills for TVET into the teaching and learning management of TVET
• Encourage and develop the 21st Century Skills to be suitable for employability in the future.
• Be familiar with the vocational pedagogy to deliver 21st Century Skills and IR 4.0
• Develop curriculum framework incorporating 21st Century Skills and IR 4.0
• Be familiar with ICT & digital technology to integrate 21st Century Skills and IR 4.0 in TVET

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Expected Outcomes

The Participants are expected to gain more knowledge experience of 21st Century Skills for TVET in developing and designing the curriculum for TVET students as the 21st Century skills are tools that can be universally applied to enhance ways of thinking, learning, working and living in the world. The skills include critical thinking/reasoning, creativity/creative thinking, problem solving, metacognition, collaboration, communication and global citizenship.

Date: February 15, 2023 /
Program Type: Webinar /

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 Malaysia, Mongolia, Philippines, Singapore | 3:00pm Papua New Guinea | 5:00pm Fiji

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Background

Stress among students has been a topic of extensive research for many years. Many studies were able to recognize the different stressors that the higher learning institutions (HLIs) students experience. Ross, Niebling, and Heckert (1999) determined forty sources of stress among students. The top five sources of stress are associated with changes in sleeping habits, lack of vacations or breaks, changes in eating habits, increased workload, and new responsibilities. Schneider (2002) found that HLI students' perceived workload stipulated in the curriculum, competitive peers, and difficulty of the curriculum content cause emotional stress. It is common for HLI students to feel anxious due to the workload of their studies and their ability to meet those demands (Talaei, et. al., 2008). Another work suggests that heavy workload, a lot of time used to complete assignments, lack of sleep, difficult and inflexible curriculum, competitive classmates, and performance pressure (Schneider, 2002; Murphy, et. al., 2009). A few other works show that the common causes of stress in academic performance are associated with examinations and grades, fear of failing, lack of time between tests, and criticism at work (Sekhon, et. al., 2015; Murphy, et. al., 2009; Muirhead & Locker, 2007). In a study conducted in the Philippines, it was found that college students experienced immense pressure and their concerns were about earning good grades, too many projects, homework and incoming exams, time constraints and maintaining good relationships with teachers. (Hicks & Heastie, 2008).

The most frequently reported factors contributing to stress among students in other studies were: academic workload (Burnett & Fanshawe, 1997; Jones, 1992; Verma, et al., 2002) examinations (Lee & Larson, 2000; Verma, et al., 2002), performance in academic work, academic difficulties (Agolla & Ongori, 2009; Johnson, 2009), self-expectations and parents’ expectation (Ang & Huan, 2006a; Ang, et al., 2009; Misra & Castillo, 2004). Researchers in China and Vietnam who have conducted studies using the Educational Stress Scale for Adolescents (ESSA) revealed that academic stress was found to be related to five factors: pressure from the study, workload, worry about grades, self-expectation and despondency (Sun, Dunne, Hou, et al., 2012; Thai, 2010).

It is apparent based on these studies that one of the most important sources of stress for students is in their academic life. In order to prepare for their careers, students in HLI must adapt to a variety of psychological changes in addition to dealing with academic and social requirements. Thus, academicians and authorities need to be wary of this situation and intervene for the well-being of these students. Academicians, especially, could assist by changing the method of teaching and learning in order to reduce the workload of students. One documented approach to lessen the students’ academic workloads is by introducing Integrated Learning Experience (ILE)

The ILE approach helps students get a unified view of reality, and enhances their capability to acquire real-life skills. ILE does this by linking learning content between and among subject areas. There is integration when pupils are able to connect what they are learning in one subject area to a related content in another subject area. John Dewey claimed that learning could be more meaningful if content areas are blended for curriculum and instruction. The use of unifying themes and real-life activities could lead to more relevant learning (Dewey, 1938; New, 1992). The quality of learning outcomes improves as pupils are able to integrate information across disciplines instead of acquiring them in isolation. The intention of the teachers, the learning outcome of the subject, the learning environment prepared to achieve the learning outcomes, and the authenticity of the assessments are crucial in ILE implementation (Thorburn and Collins, 2006). As a conclusion, ILE method would enable students’ workload to be lessened as they carry out tasks in groups, across subjects and finally assessed collectively by related content lecturers.

Objectives

• To share the challenges of isolated T&L and its impacts on students’ well-being
• To share the ILE approach in engineering and non-engineering environments
• To share the framework of critical factors for ILE
• To share the success stories of ILE in the Malaysian polytechnic system