Readiness of TVET for Industrial Revolution 4.0

DATE & VENUE: 8-12 Dec 2019 | Dhaka, Bangladesh
PROGRAM CODE: 19-20/ICPBGD (In-Country Program)
TARGET GROUP: Directors, principals, vice-principals, chief instructors, head of department, head of programs, and TVET managers from DTE, polytechnic institutes, and technical schools and colleges.
COLLABORATING PARTNER: Directorate of Technical Education – Technical and Madrasah Education Division, Ministry of Education, Bangladesh


Background

The world of work is changing on day to day basis, in result world is experiencing the Fourth Industrial Revolution (IR 4.0) and it has set a new momentum to education and training sector. The revolution brings new exciting opportunities and solutions to global challenges such as automation of industrialization. It will also produce new jobs that have yet to be invented. The critical challenge for skills development is serious skills mismatches despite growing investments in TVET. Thus governments, educators and policy maker alike must ask the questions about how they can prepare present and future TVET to thrive in this transforming world. Technical and Vocational Education & Training in the Fourth Industrial Revolution (TVET 4.0) is a complex, dialectical and exciting opportunity which can potentially transform society for the better. The fourth industrial revolution is powered by artificial intelligence and it will transform the workplace from tasks based characteristics to the human centered characteristics. Because of the convergence of man and machine, it will reduce the subject distance between humanities and social science as well as science and technology. This will necessarily require much more interdisciplinary teaching, research and innovation in TVET. Therefore TVET stakeholders in Asia Pacific region have to set new initiatives and make efforts to cultivate holistic, entrepreneurial and balanced graduates to be globally competitive and meet the needs of Industry 4.0.



Objectives

The objectives of the Program are to:

  • Understand the dynamics of IR 4.0 and its disruption in TVET
  • Identify the components of TVET to address IR 4.0
  • Understand the application of digital technology in TVET curricula


Expected Outcomes

The expected outcomes of the program are to:

  • examine the key elements of IR 4.0 to better understand its overall value proposition in a global industrialization
  • conduct SWOT analysis to identify the way forward
  • develop action plan and new innovative TVET curriculum to address IR 4.0


Program Contents

The main contents of the program are:

Special Lecture: Skilling TVET - 21st Century Skills

Theme Papers

  • Theme Paper 1: Concept, Stages and Elements of IR 4.0
  • Theme Paper 2: Impact and Challenges of IR 4.0
  • Theme Paper 3: Develop TVET Curricula to Address IR 4.0
  • Theme Paper 4: Practices of IR 4.0 in the Context of Bangladesh TVET

Workshops

  • Group Work 1: Analyze and examine the key elements of IR 4.0 to better understand overall value proposition in a global industrialization
  • Group Work 2: Identify and analyze the impact and challenges of IR 4.0 on TVET and possible way forward (SWOT Analysis)
  • Group Work 3: Review a curricula and integrate list of IR 4.0 elements into TVET curricula
  • Group Work 4: How digital transformation changes the nature of Bangladesh skills workers?
  • Group Work 5: Prepare action plan towards readiness of TVET for IR 4.0

National Seminar: TVET 4.0 - Opportunities and Challenges of IR 4.0

Study Visits: Institutions and/or industries implementing IR 4.0 practices