Date: October 28, 2026 /
Program Type: International Webinar /

FOCUS OF THE WEBINAR

This webinar examines the strategic implications of artificial intelligence for TVET in strengthening workforce readiness, curriculum responsiveness, teaching and learning, and institutional transformation. It brings together the industry perspective on emerging AI skills and talent pathways and the TVET perspective on translating technological developments into relevant skills, pedagogical practices, and institutional responses. 
It reflects the following Sustainable Development Goals (SDGs):

• SDG 4: Quality Education - strengthening the relevance, quality, and responsiveness of TVET through AI-related competencies, future-ready curricula, innovative pedagogical approaches, and enhanced teacher and trainer capabilities.
• SDG 8: Decent Work and Economic Growth - promoting stronger alignment between TVET skills development and evolving occupational requirements to prepare learners and workers for AI-enabled workplaces.
• SDG 9: Industry, Innovation and Infrastructure - supporting technological innovation, digital transformation, and stronger collaboration between TVET institutions and industry in developing future-ready skills.
• SDG 17: Partnerships for the Goals - encouraging collaboration among TVET institutions, industry, policymakers, education and training stakeholders, and development partners to strengthen AI-ready TVET systems.

Discussions will explore key themes such as emerging AI-related skills and occupations, AI talent pipelines, industry skills requirements, ladderized learning-to-work pathways, microcredentials, curriculum responsiveness, AI-enabled teaching and learning, teacher and trainer capacity development, responsible AI adoption, institutional digital transformation, and industry–TVET collaboration.

OBJECTIVES

• To enhance understanding of the implications of artificial intelligence for the future of work and the changing skills requirements of industry.
• To examine emerging AI-related competencies, talent pathways, and workforce requirements and their implications for TVET systems.
• To explore approaches for strengthening TVET curricula, training programs, and microcredentials in response to evolving industry needs.
• To discuss how AI can be integrated into teaching, learning, assessment, and other institutional practices in TVET.
• To highlight strategies for strengthening the capacity of TVET teachers and trainers to respond to AI-enabled education and training.
• To promote responsible, inclusive, and human-centred approaches to AI adoption in TVET.
• To foster stronger collaboration among TVET institutions, industry, policymakers, and other stakeholders in developing AI-ready and future-oriented TVET systems.

Date: October 19-22, 2026 /
Program Type: In-Country Program /

BACKGROUND/RATIONALE

Technical and Vocational Education and Training (TVET) systems are increasingly required to respond to changing labour market demands, Industry 4.0 and Industry 5.0, and the need for safe, efficient, and future-ready skills development. Welding remains a critical industrial skill supporting shipbuilding, oil and gas, petrochemical, power generation, pressure vessels, heavy engineering, offshore and marine industries, steel pipe manufacturing, and advanced manufacturing. These industries increasingly require competencies beyond manual welding, including quality assurance, inspection, safety, documentation, welding procedures, materials, and internationally recognized codes and standards.
 
The welding industry is undergoing a significant technological transformation from manual welding to AI-enabled smart welding. Next-Generation Welding Technologies increasingly integrate robotic and automated welding, machine vision, sensors, digital welding systems, digital twins, advanced welding processes, and Artificial Intelligence (AI). These developments require welding personnel and trainers to understand not only welding techniques but also WPS/PQR, welder qualification, welding coordination, NDT awareness, quality management, traceability, safety, production efficiency, and digital technologies.
 
At the same time, AR, VR, mixed reality, and welding simulation are creating new opportunities for safe, repeatable, and data-supported practical training. These technologies can provide realistic practice environments, immediate feedback, and performance analytics while reducing risks and material consumption during training.
 
For TESDA, this transformation provides an opportunity to strengthen welding education and training by integrating advanced simulation, AR/VR, automation, AI, digital quality systems, international standards, and industry-oriented competencies into existing training approaches. The proposed program therefore aims to support the transition towards technology-enabled, industry-responsive and future-ready welding training, preparing trainers and TVET personnel for the next generation of smart welding.

OBJECTIVES

Overall Objective

To equip TESDA welding instructors, master trainers, and curriculum developers with the knowledge and practical skills to apply Augmented Reality (AR) simulation and digital welding technologies in welding instruction, competency-based training, assessment, and curriculum development, while supporting the integration of emerging technologies into existing welding training programs.

Specific Objectives

By the end of the program, participants will be able to:

• Understand the role of Augmented Reality (AR), simulation, digital technologies, automation, and emerging technologies in modern welding education and training.
• Develop practical competence in using AR-based simulation and digital tools to support welding instruction, including simulated practice and performance-oriented learning activities.
• Apply AR simulation and digital welding technologies to selected welding processes, joint types, and practical training activities in a safe and structured learning environment.
• Align simulator-based and digital learning activities with competency-based learning outcomes, qualification requirements, assessment practices, and relevant welding standards.
• Explore current welding industry opportunities, technological developments, safety and sustainability requirements, and their implications for welding training.
• Identify opportunities to integrate AR simulation, digital welding, automation, and AI-supported approaches into existing TESDA welding curricula, modules, and training delivery.

Date: October 12-16, 2026 /
Program Type: In-Country Program /

BACKGROUND

Quality assurance has become one of the most important drivers of excellence, competitiveness, innovation, and international recognition in Technical and Vocational Education and Training (TVET). As economies transition toward Industry 5.0, digital transformation, green development, artificial intelligence, and lifelong learning, TVET institutions are expected to produce graduates equipped with future-ready competencies while demonstrating high standards of governance, teaching excellence, industry engagement, sustainability, and institutional performance.

Recognizing these global developments, the Asia Pacific Accreditation and Certification Commission (APACC), the accreditation arm of the Colombo Plan Staff College (CPSC), introduced the APACC Accreditation Framework 2025, representing a significant evolution from conventional compliance-based accreditation toward a comprehensive institutional transformation framework. The revised framework emphasizes continuous quality improvement, evidence-based decision-making, digital quality assurance, sustainability, technopreneurship, industry collaboration, learner success and institutional innovation while integrating measurable Key Performance Indicators (KPIs) across all accreditation criteria. These priorities also reflect CPSC and APCC’s ongoing drive to transform TVET from an Industry 4.0 paradigm toward a human-centred, sustainable, inclusive and innovation-driven Industry 5.0 model.  

Institutional accreditation today is no longer merely an external evaluation exercise. It has become a strategic management tool that enables TVET institutions to strengthen governance, improve organizational performance, benchmark against international standards, and establish a sustainable culture of excellence. Institutions accredited under APACC demonstrate higher institutional credibility, stronger stakeholder confidence, improved graduate employability, greater industry partnerships, and enhanced opportunities for regional and international collaboration.

The proposed five-day In-Country Program on “APACC Institutional Accreditation and Certification in TVET: Implementing the APACC Accreditation Framework 2025” is designed to build the institutional capacity of TVET leaders, quality assurance managers, administrators, and faculty members in understanding, implementing, and institutionalizing the APACC Accreditation Framework. Rather than focusing solely on accreditation procedures, the program adopts a transformation-oriented approach that enables institutions to identify performance gaps, strengthen quality systems, develop evidence-based improvement plans, and prepare effectively for APACC accreditation.

Through an integrated combination of keynote lectures, theme papers, practical workshops, institutional self-assessment exercises, peer learning, simulation activities, and action planning sessions, participants will gain both conceptual understanding and practical experience in applying APACC quality standards within their own institutions.

ANTICIPATED IMPACTS OF THE PROGRAM

The program is expected to contribute to the following institutional impacts in Bhutan:

• Enhanced institutional readiness of Bhutanese TVET institutions for APACC accreditation under the APACC Accreditation Framework 2025.
• Strengthened institutional quality assurance systems aligned with international TVET standards.
• Improved governance, strategic planning, and evidence-based institutional management.
• Enhanced capability to implement KPI-based quality monitoring and continuous improvement mechanisms.
• Increased integration of digital transformation, sustainability, technopreneurship, and Industry 5.0 practices into institutional management.
• Stronger partnerships with industry, employers, communities, and international organizations.
• Development of institutional quality cultures that support innovation, accountability, transparency, and organizational excellence.
• Greater international recognition and competitiveness of participating TVET institutions.

OBJECTIVES

The training program is designed to:

• Develop Bhutanese participants' understanding of the APACC Accreditation Framework 2025 and its role in strengthening institutional quality assurance and continuous improvement.
• Strengthen institutional capacities in implementing APACC quality standards, performance indicators, and evidence-based quality management systems.
• Enhance participants' competencies in conducting institutional self-assessment, gap analysis, evidence mapping, and accreditation preparation.
• Promote strategic leadership and organizational transformation through quality assurance, digitalization, sustainability, innovation, and stakeholder engagement.
• Equip participants with practical tools for preparing institutional accreditation action plans aligned with APACC quality benchmarks.
• Foster a culture of continuous quality improvement and institutional excellence across participating TVET institutions.