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.
Training Needs Analysis (TNA) in the TVET Sector
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
Management of Business Incubation in TVET Institutes
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
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
Research Methodology for TVET Leaders and Teachers
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
Effective Workforce Planning in TVET Sector
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
21st Century Skills for TVET
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
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.
21st Century Integrated Learning Experience in Higher Learning Institutions
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
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
