Apr 26-30, 2021
20-21/OLRP10 (Regional Program)
The participants of the program are composed of TVET Teachers, Instructors, Departments Heads, Principals, and Administrators of CPSC member countries.


Fresh university or institute graduates employed as teachers in TVET institutions possess occupational skills of subject areas like plumbing, electrician, automobile etc. However, most of the teachers lack the vocational pedagogy to impart occupational skills to the students in a best way. Thus, all the TVET teachers need to be trained on vocational pedagogy, which will make them competent in imparting knowledge, skills, and attitudes to the students.

Vocational pedagogy are such techniques as questioning, discussing, directing, explaining, demonstrating, planning, structuring, focusing, and managing. Teachers who are skilled at communication, classroom management, sessions planning, applying different methods, and appropriate subject knowledge in different contexts create a positive learning environment. Although being well versed in your subject area is important, being able to communicate necessary skills and concepts in a way students can understand is crucial. Teachers develop skills over time through best practices shared by other teachers, continuing education and classroom experience.

The teachers who use various strategies, methods, and skills lead to broaden and deepen their repertoire of pedagogical approaches based on different contexts. Expanding the knowledge and expertise regarding various instructional approaches can enrich the artistry of teaching and, in turn, enhance the effectiveness of instruction.

Technical and Vocational Education and Training (TVET) must properly prepare their students to live and work in the 21st Century. The vocational pedagogy should be selected and applied so that it incorporates important skills needed in 21st Century. TVET teachers need to select most appropriate vocational pedagogy which meets the learning outcomes of that particular subject and applied it in the classroom. Today’s TVET is technology driven, thus it enhances the effectiveness of teaching learning and supports in maximizing transfer of learning. Thus, CPSC is organizing the regional program to equip TVET teachers with the relevant and most appropriate vocational pedagogies incorporating digital skills and ICT tools to make the TVET education most recent and relevant of today’s labor market demand.


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

  • Understand the concept of Vocational Pedagogy
  • Be familiar with the modes of delivery of the Vocational Pedagogy
  • Get acquainted with different ICT tools for Vocational Pedagogy
  • Design sessions based on vocational pedagogy
  • Develop strategies of context-based vocational pedagogy

Expected Outcomes and Outputs

The expected outputs of the program are:

  • A lesson plan
  • An Action plan

Expected outcome:

  • TVET teachers will be able to apply most appropriate context-based vocational pedagogy in TVET institutions

Program Contents

The delivery of the program design follows a spiral learning approach, begins with an overview of core concepts to be followed by progressively deeper application of the concepts and finally, a self-directed learning approach through action planning.

The main contents of the program are:

  • Special Lecture: Result-Based Instructional Management System
  • Theme Paper 1: Concept of Pedagogy, Vocational Pedagogy, and Context-Based Vocational Pedagogy
  • Theme Paper 2: Development of a Lesson Plan Incorporating Contextual Vocational Pedagogy
  • Theme Paper 3. Use of ICT & Digital Technology for Context-Based Vocational Pedagogy
  • Theme Paper 4: Selection and Application of Context-Based Vocational Pedagogy

Tasks & Project Work:

  • Project work 1: Identify 5 Vocational Pedagogy, Write the Purpose, and Context of Application
  • Project work 2: Develop a Lesson Plan Incorporating Contextual Vocational Pedagogy and ICT Tools

Instructional Strategies

To facilitate productive and interactive learning, the following instructional strategies will be utilized to effectively train the participants:

  • Project, assignments and exercises
  • Online Learning and offline learning
  • Use OnCOURSE learning management system
  • Demonstration and hands-on practice
  • Questions and answers
  • Brainteasers and puzzles

Program Management

Program Supervisor Dr. Ramhari Lamichhane ([email protected]) is the first Nepali and the 11th Director General of CPSC. He is also the concurrent President of Asia Pacific Accreditation and Certification Commission (APACC). He has 30 years of experience in TVET starting as an instructor up to becoming the CEO of Council for Technical Education and Vocational Training (CTEVT) in Nepal. He served as Project Manager in ADB projects and Program Coordinator in Swiss Development Cooperation (SDC) funded projects. He was a key member in formulating the TVET Policy of Nepal in 2007 and 2012.

He is a dynamic leader, certified project assessor, strategic planner, experienced project manager, TVET Institution Quality Assessor, TVET Expert, and a seasoned manager, attested by the awards received such as the Prabal Gorkha Dakshin Bahu IV from the Late King Birendra Bira Bikram Shah Dev and Global Educational Leadership Award by the World Education Congress; scholarship from Ryutaro Hashimoto Foundation, Japan; and Humphrey Fellowship from Fullbright Foundation, USA.

He has presented papers in a number of international conferences and meetings on TVET. He has authored and co-authored publications on TVET in various thematic areas - accessibility, greening, entrepreneurship, financing, equality, and image building. Dr. Lamichhane earned his PhD and MPhil in Education Leadership from Kathmandu University in Nepal. He has a degree in Educational Administration, Planning and Policy from Peabody College/Vanderbilt University, Tennessee, USA.

Program Coordinator and Resource Person Engr. Sanyog Bhattarai ([email protected]) is currently working as a faculty specialist in CPSC. He has started his career with Training Institute for Technical Instruction (TITI)/CTEVT/MoEST, where 12 years was dedicated on research/study on improving technical education and vocational training in Nepal, demand-driven training courses development and implementation.

Under his leadership, 12,163 employment-seeking youths including excluded and vulnerable women of Nepal capacitated in vocational skill development training targeting to provide in-country and/or foreign employment. He has worked under the component of vocational skill development training for EVENT/WBG/MoE (600 trainees), EIG/USAID/Winrock (3000 trainees), SaMi/Helvetas/SDC (1600 trainees), LYDP/WVI (300 trainees), SajhedariBikas/ USAID/PACT (348 trainees), CTIP/World Education (15 all-women trainees), Advancing Women Economic Empowerment-AWEE (2,000 trainees) funded by Government of Finland, Future We Want-FWW (300 trainees) funded by Zonta International and Education Joint Programming-Education JP (4,000 trainees) funded by KOICA.

He has managed all phases; career counseling, trainees selection, vocational training, psycho-social counseling, business & entrepreneurship training, linking trainees with financial institutions for loan to start a enterprise, monitoring of on-going training, managing on-the-job training, linking with potential employers, job placement,establishing micro-enterprises, and income verification.

He has provided Training of Trainers (ToT) to 500 plus technical instructors and teachers in Nepal, Bhutan, Albania, Uganda, and India. He has developed courses like active learners’ methodology, training of trainers, the use of mini-tiller in commercial farming, as well as pesticide management and application. He has experience in capacity building in different areas; TVET, agriculture, trade & fiscal policy, food security, value-chain, pesticide management, and soft-skills training.

Resource Person Engr. Abdul Ghani Rajput ([email protected]) is currently working as a Faculty Specialist in CPSC. He is a visionary TEVT expert with more than 12 years diversified experience in making TEVT/HRD policies, institutional framework and implementation of skills development plans with local and international organizations. He has developed a training manual on Industrial Revolution 4.0 in TVET sector as well as manual on Instructional Design for E-Learning Courses. He is a certified Competency-Based Training and Assessment Trainer and Vocational Counselor. His expertise include Capacity Development of TVET Stakeholders, Employers Engagement and Project Management.

He was the Director (MIS) of Sindh Technical Education & Vocational Training Authority (STEVTA) and worked as a Focal Person for TVET Sector Support Program, implemented by Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) Pakistan. He has been playing key roles in policy and institutional development with NAVTTC and training providers for making TEVT demand led. He has been interacting with various local & international organizations including ILO, World Bank, GIZ, British Council, MTC International USA, Skills International and City & Guilds, UK etc. He has transformed existing supply-based system to demand-driven through Competency-Based Training (CBT) at STEVTA. He presented a paper on "Curriculum Delivery in line Industrial Revolution 4.0" as keynote speaker in 3rd International Conference and 17th National Conference of PACUIT - Leading the 21st Century Generation towards a Globalized Industrial Technology on 25 April 2019, Manila Philippines.

He served as a Technical Advisor, Human Resource Development for the GIZ TVET Sector Support Program for five years. He was responsible for supporting the relevant training providers and enterprises in the selected sector to establish a coordination framework for planning and delivering training under the framework of the National Qualifications Framework (NVQF). He has been playing a key role in the implementation of training for principals, teachers, instructors, assessors and certification of Sindh Trade Testing Board (TTB).