Date: May 30 - June 3, 2022 / Program Type: In-Country Program /
Main Contents
Special Lecture: Skills Development for the Post-COVID Digital Economy. This special lecture will contribute to ongoing discussions on how the pandemic and emerging technologies are transforming job markets, determining new skills sets requirements and driving the digital economy.
Theme Papers
Theme Paper 1: Understanding Competency-Based Training. The first theme paper provides an overall understanding of key CBT concepts and practices. Definitions of competence, qualifications, and qualifications framework as well as CBT processes and structures will be discussed.
Theme Paper 2: Identifying Priority Occupations. The second theme paper discusses this first stage of CBT and its two steps: skills needs assessment and training needs analysis. Skills needs assessment identifies the differences between the skills required – by whom, for what job, for which product or service market, in what quantity, and when – and the training available – for which population, at what cost, for what job and for which product or service market. Training needs analysis refer to the technical and vocational skills gaps that need to be addressed to employment in the labour market.
Theme Paper 3: Identifying competencies. The third theme paper explains the three-step process of identifying the competencies and competency standards that will later be used by learners and training providers. The steps include: (a) identifying competencies using occupational analysis; (b) verifying the occupational profile; and (c) developing competency standards.
Theme Paper 4: Designing CBT Programmes. The fourth theme paper illustrates the actual processes of designing CBT programmes. The paper describes the procedures of developing curriculum and learning tools as well as the designing CBT for workplace-based learning
Theme Paper 5: Developing a Curriculum Framework. The fifth theme paper explains how competency standards are transformed into a curriculum framework. The framework consists of the module design with learning outcomes and content, teaching and learning strategies, assessment criteria and modes of assessment. The paper also details the translation of the curriculum framework into learner guides that will form the basis of training delivery. Instructions on designing job sheets and session plans will also be tackled in this paper.
Group Work
Group Work 1. Brainstorming on the Implications of the Digital Economy Megatrends to Skills Demand and Supply
In the new Digital infrastructure world, the demand for 'industry ready skilled and trained resources' are ever on the raise. With the Infrastructure world staying in the low per-capita productivity area in comparison to other leading industries, the infrastructure industry owners are looking for 'Digitally Skilled' and industry trained resources to meet their productivity needs. In this brief talk, we would first take you through the evolution of Digital processes in the complete life-cycle of Infrastructure industry. And then we would relate it to career opportunities and learning pedagogy opportunities that exists in this new world of Digital Infrastructure Engineering. We will also talk about how the Bentley Education program can help you develop engineering skills for the real world and take the next step in your career!
Date: November 29 - December 3, 2021 / Program Type: Online In-Country Program /
Main Contents
TVET 4.0 to Address IR 4.0 covering: 21st Century skills; Skills and Enablers in TVET 4.0
Concepts of IR 4.0, Stages,elements and major trends impacting on TVET 4.0. It shall cover inputs to Teacher Training as well as TVET Research as a Driver for Innovation
TVET Teacher Professional Competency Framework in the Industry 4.0 Era. The VOCTECH SEAMEO Survey will be presented as a case; ASEAN Teaching Model IR 4.0; latest demand-driven occupations and the integration of digital technologies in teaching competencies
Theme Papers
Theme Paper 1: Imagineering TVET for the Changing World
Theme Paper 2: Concepts of IR 4.0, Stages, elements and major trends impacting on TVET 4.0.
Theme Paper 3: Challenge of Industry 4.0 to Teacher Training and to TVET Research as a Driver for innovation
Theme Paper 4: TVET Teacher Professional Competency Framework in the Industry 4.0 Era
Theme Paper 5: Digital Technologies to Integrate IR 4.0 Skills inTeaching Competencies
Group Work
Group Work 1: Gap Analysis /SWOT Analysis: Overview of the Current TVET Landscape
Group Work 2: Developing Teaching Aids for a Blended Learning Program
Group Work 3: Developing Digital Contents Using Authoring Tools
Group Work 4 : System Development Planning: Action Plan The Way Forward
The global impact of Covid-19 is multifaceted and is clearly manifested in almost all sectors, particularly the health, economic and education sectors. Since the announcement of the virus as a pandemic in March 2020, there have been a plethora of daily reports on its impact on the lives of millions across the world. Accordingly, every country’s primary concern has become to diminish the spread of the virus and alleviate its effects on the society in general, and the most vulnerable communities in particular.
In April 2020, a rapid assessment survey was conducted by the ILO-UNESCO-WBG on TVET and described the current state of TVET during COVID-19 period. In this report, current TVET trends highlighted and stated that the TVET sector should have 4E (E-Content, E-Learning, Education Technology and Entrepreneurship).
Technology has become an increasingly important part of students’ lives beyond school, and even within the classroom it can also help increase their understanding of complex concepts or encourage collaboration among peers. Because of these benefits, current educational practice suggests that teachers implement some form of technology in their classrooms – but many teachers face difficulties in doing so. Cost, access, and time often form considerable barriers to classroom implementation, but another obstacle is a lack of knowledge regarding how technology can best be used to benefit students across diverse subject matter.
In this context, Colombo Plan Staff College is planning to organize a webinar on “Use of Mentimeter for Learner Centered Learning''. This webinar will be dedicated to CPSC member countries TVET practitioners to build the capacity on how to use Mentimeter to teach and connect remotely with your students. Learn how to create a presentation, what question types are particularly useful for teachers and how to share it with your students. The other objective of the webinar is to share Technological Pedagogical Content Knowledge (TPACK) and Substitution, Augmentation, Modification, and Redefinition (SAMR) Models to enhance teaching and learning process. The online collaborative tools help to engage learners through innovative presentations. After completion of this webinar, the participants are able to create and setup their own mentimeter presentation. Furthermore, understand the concept and importance of TPACK and SAMR models. The outcome will be aligned with different interpretations and expectations of digital innovation concept from the various stakeholders’ perspectives.
Focus
This webinar aims to build up the capacity of TVET practitioners on how to use collaborative teaching and learning tools to teach and to connect remotely with the students and its importance in teaching and learning process. Learn how to create a presentation, what question types are particularly useful for teachers and how to share it with the students. This webinar will also share ideas on Technological Pedagogical Content Knowledge (TPACK) and Substitution, Augmentation, Modification, and Redefinition (SAMR) Model to enhance teaching and learning process.
Objectives
To explain the importance of collaborative tools in the teaching and learning process
To demonstrate how to use and setup an interactive presentation – Mentimeter
To share the concept of Technological Pedagogical Content Knowledge (TPACK) and Substitution, Augmentation, Modification, and Redefinition (SAMR) models
This concept paper is prepared for the CPSC webinar on the topic “Occupational Safety and Health in TVET”. The skilled workforce are the major contributors to the economic and social development of the contemporary global society. Unfortunately, their health and safety are often negatively influenced by the working environment, social factors, and behaviours. Although the employers are primarily responsible for providing healthy and safe working environments, the workers are also expected to follow the OSH rules and regulations to prevent work-related injuries and diseases.
Occupational health is a discipline devoted to prevention and management of occupational diseases, accidents and disabilities and to elimination of occupational factors and conditions hazardous to health and safety at work. The goal of an occupational safety and health program is to foster a safe and healthy occupational environment for the students and teachers. OSH also protects all the general public who may be affected by the occupational environment.
The program addresses the incidence of occupational diseases and work-related diseases and injuries among workers through health promotion and protection in all workplaces. It aims to improve workers' access to basic occupational health services at the working contexts.
In TVET, Occupational Safety and Health (OSH) is an interdisciplinary activity concerned with the prevention of occupational risks and hazards inherent to each occupation. OSH programs objectives are to:
Secure the health, safety and welfare of employees and other people at work
Protect the public from the health and safety risks of commercial activities
Eliminate workplace risks and hazards
While TVET education is concerned with the acquisition of knowledge and skills for the world of work, occupational safety and health (OSH) aims at the protection and promotion of safety and health at the workplace. Thus, it is up most important and urgent to train TVET students in OSH at the TVET institute level and after the graduation the students will comply with the OSH on the job.
Thus, it is very important to integrate OSH components in the TVET education and train the students on it and make it habit for the students to follow the rules and regulations of OSH.
Focus
This webinar session is designed to provide concept and knowledge on occupational safety and health, its management in TVET institutions, and need of OSH training to the students. It will also provide knowledge on different subject-wise safety measures & health and provide subject-wise good practices found in the TVET institutions.
Objective
Sharing the concept and management guidelines on occupational safety and health program for the TVET institutions.
