The society is facing an unprecedented crisis due to threats of a global health pandemic. At the beginning of 2020, an unprecedented blow due to COVID-19 has affected the health of hundreds of thousands of people. It continues to claim the lives of people in many parts of the world. Perhaps this is the biggest crisis of the 21st century, with a high number of recorded deaths. As a result, there is a widespread learning crisis due to the school closures in many countries. According to UNESCO Global monitoring of schools closures caused by COVID-19 188 countries are affected by school closures. As a result, 1.54 Billion learners are unable to attend school and learning activities. The scale of impact is also reflected in the TVET sector. With a sudden halt in normal running of technical and vocational schools and training institutions, students, trainees and apprentices, are systematically unable to continue planned learning and training processes.
Figure 1. Global monitoring of school closures. Source: UNESCO
In efforts to mitigate the short term and long-term impact of the COVID-19 pandemic, governments have deployed strategies and approaches corresponding the preparedness of countries to tackle the issue in different fronts. For example, efforts are in place to promote self-isolation of people at home, social-distancing, the closing of shared frontiers, the strict observance of sanitary measures, the restriction of some labour activities, accelerated testing, the closing of schools, universities and prevention of social gatherings All these urgent measures are applied to prevent the worsening of the state of pandemic. However, long-term measures also need to be commenced to manage the serious consequences on the economy, society, culture and education worldwide.
Education and training systems around the globe have started to respond to the situation. Under the circumstances, TVET, an important subset of education and which takes place in secondary, post-secondary and tertiary levels, including work-based learning, continuing training and professional development , cannot be a silent spectator. The essence of how TVET can play an important role in the time of crisis, is discussed in this paper.
How TVET institutions are responding to the crisis
Broadly speaking, the response of education and training systems to the crisis carries two levels of responsibility. The first one acts upon the urgency of the situation (emergency) to avert the occurrence of more serious crisis, with immediate negative effects such as learning interruption that can delay education targets, and systematic entry to the next level of learning or the labour market. The second one acts upon the situation with some stability evidenced in the way temporary measures are working and there are more long-term solution in sight to be developed, to mitigate the far-reaching impact of the crisis. Either way, systems are expected to reach a level of stability with the employed measures, whether they are temporary or long-term to appreciate if the right solutions are meant to stay in place for a long time. In the context of varied developmental structure with specific economic, social and cultural characteristics, the degree of response of institutions is a reflection of their ability to discern the urgency and stability of approach, capacity, the readiness of systems and institutional actors, and availability of resources that suit emergency situations.
Objective
How to bridge the ongoing interruptions of learning due to the closure of schools
How to prepare for mindset changes in the post COVID-19 recovery
How Vocational Excellence approaches are validated even in the time of COVID-19?
Equipping Digital Competencies in TVET to Address IR 4.0
Date : August 24-28, 2020 / Program Type: Online Program /
Main Contents
Theme Papers
Special Lecture: Fostering 21st Century Skills to Address Global Needs
Theme Paper 1: Concept, Stages and Elements of IR 4.0
Theme Paper 2: Challenges & Opportunities of IR4.0
Theme Paper 3: ICT and Digital competencies for Dynamic TVET
Theme Paper 4: Develop digital contents using Authoring Tools
Projects Tasks
Project 1: Practice online collaborative tool to improve teaching and learning
Project 2: Conduct SWOT Analysis on IR 4.0
Project 3: Develop a Learning Management System
Project 4: Prepare an action plan towards readiness of TVET for IR 4.0
Online Exam
Assuring TVET Institutes’ Quality through Results Based Project Management and M&E
Date : August 10-19, 2020 / Program Type: Online Program /
Main Contents
Results Based Project Management
Presentations
Presentation 1: Development, Issues and Challenges on Project Management in TVET
Presentation 2: Project Management and Key Components of Project Proposal
Presentation 3: Stakeholders Analysis
Presentation 4: Project Problem Tree Analysis, Objective and Solution Tree Analysis
Presentation 5: Project Scheduling and Budgeting
Presentation 6: The Project Logical Framework
Group Work Activities
GWA 1: Identify 3 project ideas, Select one and write the reasons of selection
GWA 2: Conduct stakeholders analysis
GWA 3: Conduct problem tree, objective and solution tree analysis
GWA 4: Plan activities using the Gantt Chart
GWA 5: Develop project proposal log frame
Results Based Monitoring and Evaluation Management
Presentations
Presentation 1: An Overview of Results-Based M&E Management Systems towards Quality-Assured TVET or Education System
Presentation 2: M & E Plan to achieve Organizational Goals
Presentation 3: Effective Implementation of Result Based Monitoring System
Presentation 4: M&E Tools and Techniques in TVET and Educational Programs and Projects
Presentation 5: Prepare M & E Reports
Group Work Activities
GWA 1: Prepare M & E Plan
GWA 2: Preparation of M&E Tool/s
GWA 3: Preparation of M & E Report
APACC Reorientation
Presentations
Presentation 1: Importance of QMS in TVET
Presentations 2 - 6: Reorientation on APACC Criteria (1 to 7)
TVET in The Context of COVID-19 in Nepal
