Date: November 9-13, 2026 /
Program Type: Regional Program /

BACKGROUND

Quality assurance has globally become one of the most important drivers of excellence, competitiveness, innovation, and international recognition in Technical and Vocational Education and Training (TVET). Across the Asia-Pacific region, the rapid expansion and diversification of TVET, technological disruption, digital transformation, green transition, artificial intelligence, Industry 5.0, and lifelong learning are increasing expectations on TVET institutions to demonstrate measurable quality, relevance, inclusion, employability, industry responsiveness, and continuous improvement to adapt modern practices. 

The regional quality assurance challenge is significant because Asia-Pacific TVET systems operate within highly diverse institutional, economic, regulatory, and labor-market contexts. UNESCO-UNEVOC's regional work on quality assurance drew on evidence from 13 Asia-Pacific countries, underscoring the need for transparent and comparable quality mechanisms that can support recognition of qualifications, skills mobility, institutional improvement and stronger links between TVET and the world of work. More recent regional evidence indicates that 84% of TVET stakeholders identified labor market information systems as the most important strategy for identifying new qualifications and competencies, while 83% reported that their countries regularly conduct skills forecasting.

The scale and relevance of institutional quality assurance are further reflected in the growing regional reach of APACC. The APACC accreditation system has established a strong regional presence, supporting the accreditation of TVET institutions across the Asia-Pacific region and contributing to enhanced quality assurance, institutional improvement and professional capacity development. The APACC's Accreditation Framework 2025, launched in October 2025, represents a significant evolution from conventional compliance-oriented accreditation toward transformation-driven quality assurance, with stronger emphasis on continuous quality improvement, evidence-based decision-making, digital and paperless quality assurance, measurable KPIs, innovation, sustainability, green TVET, advanced Industry 4.0/5.0 technologies, business incubation, industry collaboration, learner success and digital well-being.

Institutional accreditation today is therefore not merely an external evaluation exercise, it is a strategic management instrument for strengthening governance, improving institutional performance, benchmarking against regional and international standards and embedding a sustainable culture of quality. In this context, the five-day Regional Program on “Quality Assurance in TVET through APACC Accreditation: New APACC 2025 Framework” is designed to strengthen the capacity of TVET leaders, quality assurance managers, administrators, and faculty members from CPSC member countries to understand, apply, and institutionalize the APACC 2025 framework. Through expert inputs, theme papers, practical workshops, institutional self-assessment, peer learning, experience sharing, and action planning, participants will translate APACC benchmarks into practical institutional quality improvement and accreditation-readiness measures.

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.

PROGRAM OBJECTIVES

The training program is designed to:

• Develop 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, institutional excellence, and regional peer learning across participating TVET institutions.

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.

Date: October 5-9, 2026 /
Program Type: In-Country Program /

BACKGROUND / RATIONALE

Artificial Intelligence (AI), the Internet of Things (IoT), automation, data analytics, cloud computing, and other cross-cutting high-tech technologies are increasingly influencing how governments, industries, and education systems should operate in Industry 5.0 era. For TVET, this transformation has a dual dimension, first, TVET institutions must prepare learners for workplaces where AI, automation, connected equipment, and data-driven systems are becoming increasingly common, and second, TVET institutions themselves can use AI and IoT to improve the ways and means to plan, manage, deliver, and monitor education and training.

This distinction is particularly important for all Asia Pacific countries, including Papua New Guinea (PNG). PNG's government’s digital policy direction is explicitly aiming to move from fragmented technology projects toward a coordinated digital ecosystem, while also emphasizing practical AI use cases, workforce capability, inclusion, and responsible governance. PNG is currently strengthening its national digital transformation agenda, including work on a National Sovereign Artificial Intelligence and Digital Transformation Strategy. The emerging national approach places emphasis on connectivity, digital public infrastructure, data, AI governance, interoperability, cybersecurity, and inclusive access.

At the same time, PNG's geography creates distinctive challenges for digital transformation. The country has widely dispersed communities and remote areas, making connectivity, affordability, and reliable digital infrastructure important considerations when designing technology-enabled education and training. Current national initiatives are specifically seeking to improve connectivity for rural and remote communities. The implications for TVET are significant, as AI and IoT applications need to be considered not merely from a technological perspective or Information Technology but from the perspective of:

Relevance → Accessibility → Affordability → Institutional Readiness → Industry Alignment → Quality → Sustainability

This CPSC’s In-country training program consequently adopts a TVET application perspective, focusing on how AI and IoT can support modern TVET ecosystems through:

1. TVET planning and decision-making;
2. Labour-market and skills intelligence;
3. Curriculum and program development;
4. Smart workshops and laboratories;
5. Equipment and asset management;
6. Teaching and learning support;
7. Learner services and career guidance;
8. Assessment and quality assurance;
9. Institutional management; and
10. Industry collaboration.

Participants will develop the capacity to understand, identify, evaluate, plan, and manage appropriate AI and IoT applications in the TVET context.

Date: September 6-12, 2026 /
Program Type: Study Visit /

BACKGROUND

The International Labour Organization (ILO) Office in Bangladesh, through the Promoting Gender Responsive Enterprise Development and TVET Systems (ProGRESS) Project, is supporting the Government of Bangladesh in advancing women’s economic empowerment through policy reforms, enterprise development, and skills development. Funded by Global Affairs Canada and implemented from 2022 to 2027, the project places gender equality, inclusive employment, and green skills at the center of efforts to strengthen Bangladesh’s technical and vocational education and training (TVET) and employment systems.

The ProGRESS Project works with key government institutions, including the Directorate of Technical Education (DTE) under the Technical and Madrasah Education Division (TMED), as well as the Ministry of Labour and Employment (MoLE), to promote accessible, inclusive, sustainable, and market-responsive skills development and employment opportunities. Particular attention is given to increasing women’s participation in skills training, wage and self-employment, entrepreneurship, and emerging green-growth sectors, while addressing barriers faced by women, youth, persons with disabilities, and other disadvantaged groups.

These priorities are particularly relevant in the context of Bangladesh’s evolving TVET and employment landscape. As the country advances its TVET Implementation Plan 2025-2030 and strengthens its institutional mechanisms for employment services, there is a growing need to develop effective labour market systems that are responsive to industry demand, inclusive of vulnerable groups, and capable of connecting skills development with productive and decent employment opportunities.

In support of these priorities, the ILO ProGRESS Project, in partnership with the Colombo Plan Staff College is organizing a study visit to the Philippines for a high-level, 18-member delegation from Bangladesh. The study visit is designed to provide participants with first-hand exposure to Philippine policies, institutional practices, and innovative approaches in TVET, employment services, labour market information, and workforce development.

The Philippines offers relevant experiences through institutions such as the Technical Education and Skills Development Authority (TESDA) and the Department of Labor and Employment (DOLE), particularly in the areas of industry-driven skills development, Public Employment Service Offices (PESOs), Labor Market Information Systems (LMIS), Recognition of Prior Learning (RPL), micro-credentials, and digital platforms. The delegation will have the opportunity to examine how these systems and initiatives contribute to strengthening the link between skills development, employment services, industry requirements, and labour market outcomes.

Through institutional visits, technical discussions, knowledge-sharing sessions, and interaction with relevant Philippine stakeholders, the delegation will gain practical insights into policies, governance mechanisms, service delivery models, digital solutions, and industry partnerships that may be adapted to the Bangladesh context. The learning from the study visit will contribute to the development of a draft strategic framework for strengthening Bangladesh’s TVET system and establishing effective Employment Exchange Centres that provide inclusive, gender-responsive, and demand-driven employment services.

The study visit therefore provides an opportunity for Bangladesh and the Philippines to exchange knowledge and experiences on building responsive TVET and employment systems, while identifying practical approaches that can contribute to greater economic participation, decent work, and inclusive workforce development.

PROGRAM OBJECTIVES

At the end of the study tour, the participants are expected to:

• Gain practical knowledge on gender-responsive TVET systems, inclusive employment services, and industry engagement practices.
• Obtain first-hand information and gather insights on the various policies, programs, and strategies of the Philippine Government under TESDA and the DOLE.
• Examine practices promoting women's participation in non-traditional skills/jobs.
• Identify relevant practices and approaches that can strengthen Bangladesh’s TVET and employment service systems.
• Learn about women’s participation, leadership in skills development, and employment.

Date: September 7-11, 2026 /
Program Type: Regional Program /

BACKGROUND/RATIONALE

The Colombo Plan Staff College (CPSC), as an inter-governmental international organization for TVET in Asia and the Pacific region, continues to promote the development of research capacity as a critical component of institutional improvement, evidence-based decision-making, and innovation in Technical and Vocational Education and Training (TVET). In the current environment, TVET institutions are increasingly expected to generate and use research evidence to improve curriculum relevance, training delivery, graduate outcomes, and responsiveness to labor market and industry needs.

Despite this imperative, many TVET practitioners still encounter challenges in transforming institutional concerns into researchable problems, selecting appropriate methods, and producing practical outputs that can lead to policy and program improvement. To address this need, the present program is designed as a focused virtual training initiative that will provide participants with practical tools, structured guidance, and guided task-based learning opportunities. The design is consistent with CPSC’s online capacity-building practice, which emphasizes applied learning, participant engagement, and institutional relevance.

The program allows participants to engage in self-paced completion of session-related tasks between live online sessions. A five-day format with 4 hour synchronous sessions per day is intended to maintain learning intensity while also providing sufficient time for reflection, drafting, and completion of practical outputs.

OBJECTIVES

The program aims to:

• Strengthen participants’ understanding of TVET research as a practical tool for evidence-based institutional development.
• Develop participants’ capability to identify researchable issues and formulate relevant research questions and objectives.
• Equip participants with practical and user-friendly tools for research design, data collection, analysis, and reporting.
• Enable participants to prepare a draft TVET research concept note or mini-proposal relevant to their institutional context.
• Promote the application of research findings in curriculum development, training improvement, institutional planning, and policy support.
• Foster a culture of inquiry, collaboration, and evidence-based practice among TVET professionals in CPSC member countries.

Date: August 20, 2026 /
Program Type: International Webinar /

FOCUS OF THE WEBINAR

This webinar examines the strategic role of brand management in strengthening the reputation, visibility, and competitiveness of TVET institutions through effective leadership, stakeholder engagement, and institutional positioning.

It reflects the following Sustainable Development Goals (SDGs):

SDG 4: Quality Education - strengthening institutional excellence by enhancing the visibility, credibility, and quality of TVET systems.

SDG 8: Decent Work and Economic Growth - promoting public confidence in TVET to develop a skilled and employable workforce that responds to evolving labor market needs.

SDG 9: Industry, Innovation and Infrastructure - fostering stronger collaboration between TVET institutions and industry through strategic positioning and institutional partnerships.

SDG 17: Partnerships for the Goals - encouraging collaboration among governments, industries, development partners, and educational institutions to strengthen TVET systems and institutional sustainability.

Discussions will explore key themes such as institutional identity, brand management, reputation building, strategic communication, digital engagement, employer and industry perceptions, stakeholder experience, and the role of leadership in positioning TVET institutions for long-term success.

OBJECTIVES

• To enhance understanding of brand management as a strategic function in strengthening the reputation and competitiveness of TVET institutions.
• To examine effective strategies for institutional positioning, stakeholder engagement, and reputation management in the TVET sector.
• To promote innovative approaches to strategic communication and digital engagement that strengthen public confidence in TVET.
• To foster collaboration among TVET institutions, policymakers, industry partners, and communication professionals in advancing institutional excellence and sustainability.

Date: July 28-31, 2026 /
Program Type: Customized Program /

PROGRAM OBJECTIVES

At the end of the program, the participants are expected to: 

• Analyze global models for TVET integration
• Strengthen policy alignment and governance
• Design competency-based technical education systems
• Enhance teacher professional development
• Strengthen industry linkages and workforce alignment
• Integrate digital transformation and future skills
• Promote green, inclusive, and sustainable TVET
• Strengthen quality assurance and institutional excellence  
• Develop evidence-based monitoring and evaluation systems
• Formulate institutional and national action plans

EXPECTED OUTPUTS

In the four-day training program, participants will engage in collaborative discussions, guided workshops, simulation exercises, institutional self-assessments, and strategic planning activities. Designed to translate international best practices into actionable strategies for the Department of Education (DepEd) Technical Professional (Tech-Pro) Track.

By the end of the program, participants are expected to produce the following outputs:

• Global TVET benchmarking matrix
• Policy and governance alignment framework
• Institutional SWOT analysis and gap assessment
• Competency-based curriculum and learning pathway framework
• Teacher competency development and industry immersion roadmap
• Industry partnership and workforce alignment strategy 
• AI-enabled digital transformation roadmap
• Green TVET and inclusive education integration plan
• Quality Assurance and Institutional benchmarking framework
• Monitoring, evaluation, and KPI Framework
• DepEd Tech-Pro strategic action plan
• Community of practice and regional knowledge-sharing network

Date: June 29 - July 3, 2026 /
Program Type: Regional Program /

OBJECTIVES

At the end of the program, participants are expected to be able to:

• Analyze regional TVET challenges and opportunities in preparing a future-ready skilled workforce;
• Identify strategies for digital transformation, AI-enabled learning, data-driven TVET governance and future skills development;
• Apply quality assurance, accreditation, benchmarking and APACC 2025 perspectives to institutional improvement;
• Integrate green TVET, climate-responsive skills, inclusion, gender and sustainable development in institutional plans;
• Develop institutional action plans/roadmaps and formulate practical areas of regional cooperation for future-ready skills development

Date: June 22-26, 2026 /
Program Type: In-Country Program /

OBJECTIVES

• Strengthen leadership and management skills for effective TVET governance
• Enhance institutional governance and policy implementation through APACC QA 2025 Framework
• Improve collaboration between TVET institutions and industry
• Integrate innovative and digital tools into TVET teaching and administration
• Promote green, sustainable, and inclusive TVET systems
• Develop institutional leadership action plans for continuous improvement

PROGRAM CONTENTS

Theme Papers:

• Theme Paper 1: Transformational Leadership in TVET Institutions
• Theme Paper 2: Strengthening TVET-Industry Collaboration for Workforce Alignment
• Theme Paper 3: Public-Private Partnerships and Work-Based Learning Models in TVET
• Theme Paper 4: Digital Leadership and Innovation in TVET Institutions
• Theme Paper 5: Future-ready skills & digital Competency framework
• Theme Paper 6: Green TVET and Sustainable Development Practices
• Theme Paper 7: Inclusive TVET Leadership

Workshops/Group Work Activities:

• Workshop 1: Institutional Governance Gap Analysis using APACC Principles
• Workshop 2: Mapping Industry Needs with TVET Programs
• Workshop 3: Designing Institutional Industry Engagement Strategies
• Workshop 4: Exploring Digital Tools for TVET Teaching and Administration
• Workshop 5: Developing Digital Transformation Roadmaps
• Workshop 6: Integrating Greening & Sustainability into TVET Programs
• Workshop 7: Designing Inclusive Institutional Strategies
• Workshop 8: Drafting individual institutional Action plans: Strategic Leadership and Change Management in TVET for future-ready TVET Institutions toward IR 5.0

Date: June 1-4, 2026 /
Program Type: In-Country Program /

OBJECTIVES

The training program is designed to: 

• Promote a shift in the mindset of the TESDA institutions from routine, compliance-based planning to strategic, values-driven decision-making aligned with the TESDA’s Best 8-Point Agenda.
• Enhance the strategic thinking and planning capabilities of officials and personnel within TESDA, particularly in translating institutional priorities into clear plans, targets, responsibilities, and reform actions by means of APACC QA tools.
• Strengthen behavior-related competencies essential for strategic leadership, including collaboration, innovation, accountability, change readiness, and reform ownership.
• Foster a culture of continuous improvement and foresight by equipping participants with practical tools for environmental scanning, scenario planning, risk awareness, monitoring, and performance review.
• Enable participants to prepare institutional strategic plans and personal commitment statements that reflect shared accountability, mindset transformation, and measurable implementation pathways.

Date: May 26, 2026 /
Program Type: International Webinar /

FOCUS OF THE WEBINAR

This webinar examines the strategic role of TVET in supporting the global energy transition through skills development, curriculum innovation, and institutional collaboration.

It reflects the following SDGs:

SDG 4: Quality Education - strengthening the integration of green and digital skills in TVET curricula to prepare learners for emerging energy sector demands.

SDG 7: Affordable and Clean Energy - supporting the development of a skilled workforce capable of advancing renewable energy systems and energy efficiency solutions.

SDG 8: Decent Work and Economic Growth - enhancing employability and workforce readiness in the growing green economy.

SDG 9: Industry, Innovation, and Infrastructure - promoting innovation, technology adoption, and stronger TVET-industry linkages in the energy sector.

SDG 13: Climate Action - contributing to climate resilience through sustainable skills development and environmentally responsible practices.

Discussions will explore key themes such as renewable energy technologies, green skills requirements, curriculum transformation, industry partnerships, and policy frameworks that enable TVET systems to respond effectively to the energy transition.

OBJECTIVES

• To enhance understanding of the global energy transition and its implications for TVET systems.

• To strengthen the capacity of TVET institutions in developing green and renewable energy skills.

• To promote curriculum innovation aligned with sustainable energy and emerging industry needs.

• To foster collaboration among TVET institutions, industry, and policymakers in advancing the energy transition agenda.

Date: April 13-18, 2026 /
Program Type: Customized Program /

PROGRAM OBJECTIVES

At the end of the program, the participants are expected to:

• Explain the structure and governance of the Philippine TVET ecosystem and identify adaptable practices for Bangladesh.
• Apply modern, learner-centered pedagogical techniques in TVET settings that support future-ready and digitally competent learners.
• Implement monitoring, evaluation, and quality assurance approaches, especially APACC-oriented benchmarking concepts.
• Develop competency-based learning materials and assessments using DACUM methodology.
• Strengthen industry engagement and understand effective job placement, partnership, and institutional best-practice mechanisms through structured study visits.
• Observe best practices through TESDA-accredited institute and industry visits.

EXPECTED OUTCOMES AND OUTPUTS

The presentation and workshop activities are directed towards strengthening the capacity of Bangladesh’s mid-level technical personnel to improve the quality, relevance, and industry responsiveness of TVET through systems understanding, study visits, quality assurance, competency-based training, future-ready skills, modern pedagogy, and exposure to transferable good practices.

At the end of the program, participants can:

• Gain a comprehensive understanding of Philippine TVET ecosystem, quality assurance, competency-based material development, future-ready pedagogy, and industry linkage awareness.
• Initiate medium-term institutional improvements through better teaching practice, stronger QA approaches, more structured training design, and more deliberate action planning.
• Participate in long-term contribution to Bangladesh’s skills competitiveness, TVET quality culture, labor-market alignment, and institutional modernization.

Date: April 6-11, 2026 /
Program Type: Customized Program /

PROGRAM OBJECTIVES

At the end of the program, the participants are expected to:

• Explain the structure and governance of the Philippine TVET ecosystem and identify adaptable practices for Bangladesh.
• Apply modern, learner-centered pedagogical techniques in TVET settings that support future-ready and digitally competent learners.
• Implement monitoring, evaluation, and quality assurance approaches, especially APACC-oriented benchmarking concepts.
• Develop competency-based learning materials and assessments using DACUM methodology.
• Strengthen industry engagement and understand effective job placement, partnership, and institutional best-practice mechanisms through structured study visits.
• Observe best practices through TESDA-accredited institute and industry visits.

EXPECTED OUTCOMES AND OUTPUTS

The presentation and workshop activities are directed towards strengthening the capacity of Bangladesh’s mid-level technical personnel to improve the quality, relevance, and industry responsiveness of TVET through systems understanding, study visits, quality assurance, competency-based training, future-ready skills, modern pedagogy, and exposure to transferable good practices.

At the end of the program, participants can:

• Gain a comprehensive understanding of Philippine TVET ecosystem, quality assurance, competency-based material development, future-ready pedagogy, and industry linkage awareness.
• Initiate medium-term institutional improvements through better teaching practice, stronger QA approaches, more structured training design, and more deliberate action planning.
• Participate in long-term contribution to Bangladesh’s skills competitiveness, TVET quality culture, labor-market alignment, and institutional modernization.

Date: April 6-11, 2026 /
Program Type: In-Country Program /

Program Contents

Special Lecture: Achieving UN Sustainable Development Goals (SDGs) through Curriculum Interventions in TVET (Prof. (Dr.) Suresh K. Dhameja) 

Theme Papers

• Theme Paper 1: Enhancing Industry Relevance of Bhutan TVET Curricula
• Theme Paper 2: Outcome-based Curriculum (OBC) and Learning Outcomes (LOs)
• Theme Paper 3: Occupational Analysis in OBC
• Theme Paper 4: ICT Tools for OBC
• Theme Paper 5: Scientific Development of OBC Programme Structure
• Theme Paper 6: Scientific Development of OBC Course Structure
• Theme Paper 7: Outcome-Based Assessment (OBA) of PrOs and ADO
• Theme Paper 8: Outcome-Based Assessment of Cognitive Domain LOs
• Theme Paper 9: OBA of meso-level, macro-level industry-specific LOs

Group Work Activities (GWA)

• GWA 1: ICT Lesson Hackathon
• GWA 2: ICT Lesson Hackathon – Contd.
• GWA 3: Scientific Development of OBC Course Structure with PrOs and ADOs.
• GWA 4: Deriving Cognitive Domain LOs
• GWA 5: Question Bank and Question Paper Design and ICT tools
• GWA 6: Practicum Design for OBA of PrOs and ADOs
• GWA 7: Action Planning followed by presentations

Date: March 30 - April 1, 2026 /
Program Type: Open Registration Program /

Program Contents

To achieve the above objectives, the following topics will be covered:

1. Overview and Rationale of Updates on APACC-2025instrument and procedures
2. Desirable Characteristics of APACC Accreditors and Rules in Institutional Evaluation
3. Updates on APACC Criteria
   • Criterion I: Governance and Strategic Framework
   • Criterion II: Teaching and Learning Management System
   • Criterion III: Technopreneurship, Research and Training Need Assessment
   • Criterion IV: Human Resource Management
   • Criterion V: Budgetary Allocation
   • Criterion VI: Student Support System and Digital Health
   • Criterion VII: Industry-Academic-Community Support System
4. Roles and Responsibilities of APACC Team before, during and after institutional evaluation
5. Parts of Evaluation Report and Tips in Report Writing

Date: March 23-27, 2026 /
Program Type: Regional Program /

Program Contents

• Module 1: Application of digital tools and methodologies to improve teaching and learning experiences: Explore practical digital tools and strategies to enhance teaching, personalize learning, boost engagement, assess progress, and design inclusive, effective learning experiences across classrooms and online environments.
• Module 2: Smart campus infrastructure for TVET – development of these equipped with IoT: Examine smart campus infrastructure for TVET, integrating IoT, energy management, connectivity, security, and data systems to optimize facilities, sustainability, safety, learning environments, and operational efficiency.
• Module 3: Strategies for integrating advanced manufacturing technologies into TVET curricula: This module examines practical strategies for integrating advanced manufacturing technologies into TVET curricula, focusing on curriculum design, industry alignment, teacher upskilling, and resource planning. Participants learn to embed automation, digital fabrication, and smart systems to enhance practical training, relevance, and graduate employability.
• Module 4: Application of AI and Data Analytics in TVET to enhance training outcomes: Learn how AI and data analytics enhance TVET training through personalized learning, adaptive assessment and data-driven decision-making for improved outcomes and institutional capacity building.
• Module 5: Industry partnerships for digital skill development - collaborations with industry players to align training with digital workforce needs: This module explores how TVET institutions can build effective industry partnerships to develop digital skills. It focuses on collaborative curriculum design, work-based learning, technology transfer, and stakeholder engagement to ensure training remains relevant, responsive, and aligned with current and emerging digital workforce needs.

Workshop, Work Group Assignments & Learning Journey(s)

Following interactive Work Group assignment sessions and facilitated discussions will be convened after each major input:

• GWA: Role-play and practice sessions where participants design or present their own digital TVET lesson ideas.
• Learning journeys: Smart campus, advanced manufacturing, enabling technology, and digital fabrication facilities.
• Work group exchange on institutional practices, constraints, and pathways for TVET 4.0 adoption.
• Country-based Action-plan(s): Development and presentation of individual action plan sessions for peer review.

Action Plan Development

Action planning is the culminating process of the program. Participants are expected to synthesize lessons from the week into country or institution-based action plans. These plans are not merely reporting outputs; they are intended as implementation roadmaps that identify priority areas, expected institutional changes, partnerships needed, and feasible next steps after the program.

In this sense, the process follows a practical input–reflection–application sequence: first, participants receive technical and institutional inputs; second, they analyze and compare them through discussion and exposure visits; and third, they convert learning into structured action plans suited to their own contexts.

Date: March 23-27, 2026 /
Program Type: Regional Program /

Program Contents

Theme Papers and Presentations on the following:

• Theme Paper 1: The Evolution of IR-4.0 to IR-5.0  in the Asia–Pacific Region: Its Implications for TVET and the SDGs
• Theme Paper 2: Building Digital Ecosystems for TVET: Policy, Infrastructure, and Institutional Readiness
• Theme Paper 3: Inclusive TVET as a Driver of Equity and Social Cohesion (Leaving No One Behind)
• Theme Paper 4: APACC 2025 Framework as an Institutional Strategy and Policy for Inclusive TVET Systems
• Theme Paper 5: National Qualifications Frameworks (NQFs) as Enablers of Quality and Mobility
• Theme Paper 6: Regional Qualifications Frameworks and Skills Recognition in Asia–Pacific
• Theme Paper 7: Policy Innovation and Governance Models for Transforming TVET
• Theme Paper 8: Regional Cooperation and Cross-Border Skills Development for Sustainable Growth

Exercises and workshops on the following:

• Workshop 1: Designing Digital TVET Pathways for Future Skills Development
• Workshop 2: Designing Inclusive TVET Institutes and its Programmes for Digital and Green Economies
• Workshop 3: Developing National and Regional Action Plans for SDG-Aligned TVET Transformation  

Date: March 16-20, 2026 /
Program Type: In-Country Program /

Program Contents

Special Lecture: Quality Assurance through APACC Accreditation: New APACC 2025 Framework

Theme Papers

• Theme Paper 1: Standardizing Quality Indicators & The Federal Accreditation Protocol 
• Theme Paper 2: Shifting to Outcomes-Based Quality Assurance (OBQA) and Industry Linkages
• Theme Paper 3: Greening TVET: Integrating Sustainability Indicators into QAA
• Theme Paper 4: The Roadmap for Institutional Self-Assessment (ISA) and SIP Development
• Theme Paper 5: Digitalization of Quality: Leveraging ITMS for Real-Time Monitoring
• Theme Paper 6: Inclusive QAA: Measuring Gender Equality and Social Inclusion (GESI)

Group Work Activities (GWA)

• GWA 1: The "Mock Audit" – Evidence-Based Compliance
• GWA 2: Exercise for Mentoring for Self-Assessment 
• GWA 3: The Accreditation Escape Room- "high-pressure" scenario where participants must unlock the final "Accreditation Certificate" by solving specific quality puzzles