DATE:
Mar 22-26, 2021
PROGRAM CODE:
20-21/OLRP09 (Online Regional Program)
PARTICIPANTS' PROFILE:
The participants of this online Regional Program are composed Pedagogical staff of TVET trainers, curriculum developers, didactical and managerial staff in National Training Authorities, Managers, Principals, Instructional designers and mid- to senior-level TVET trainers from government institutions.

Background

The world of education is changing due to the COVID 19 pandemic. As we all know this is an unprecedented time with COVID19 impacting our society at all levels. A record number of students and teachers are out of school with an estimated 1.5 Billion school age students out of school around the world

Innovation in the world of technical and vocational education and training (TVET) is as natural as innovation in business creates substantial new value for customers and the company by creatively changing one or more dimensions of the business system. TVET is no different. Innovation is all about working together to create new ideas. The transition to a green economy, the implementation of digital technologies in the world of work and the emergence of new forms of entrepreneurship are not only changing the profile of jobs but also creating new possibilities for solutions to social and economic problems in the form of innovation.

These changes represent a great challenge to technical and vocational education and training (TVET) systems, driving them to improve their capacity to adapt to the future demand of skills. Current developments suggest that many types of innovative practices have already been deployed in TVET systems all over the world. However, despite international recognition of the important role that innovative practices can play to transform TVET, literature on the topic of innovation in TVET remains limited.

The online regional program is motivated by the challenges and opportunities facing in TVET from major global disruption to the economy, society and sustainability. These include the combined effects of digitalization, global pandemics and climate change. These all phenomena are interconnected to each other and disrupting work and life as well as ability to respond to future skills needs. Therefore, there are merits to introducing innovation in TVET management. It helps to transform and innovate the economy. In addition to this, the use of innovative approaches is to improve the quality of TVET, as well as identifying the main barriers for innovation in TVET.

Objectives

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

  • Understand the concept of Innovation in TVET
  • Encourage TVET providers to apply institution wide approach for innovation
  • To innovate the teaching & learning process and products
  • Demonstration of ICT tools to innovate teaching and learning process

Expected Outcomes and Outputs

The expected outcomes of RP are to:

  • Effectiveness and quality of TVET system will be enhanced.
  • Recognize innovation in TVET from four dimensions: products and services, processes, organizational practice, and external relations
  • Institutional capacity on uses of innovations in ICTs and TVET management to the quality of TVET;

The expected outputs of the program are:

  • SWOT Analysis report on innovation in TVET management
  • Prepare online presentation to collaborative with staff
  • Prepare an action plan

Program Contents

The spiral learning approach will be used to deliver the online program, start by mentioning a cluster of rough ideas, including some online applications as well as some fundamental building blocks and finally, a self-directed learning approach through action planning.

The main contents of the program are:

Theme Papers (online)

  • Special Lecture: Innovation in TVET Management to improve quality of TVET
  • Online Class 1: Concept of Innovation in TVET Management
  • Online Class 2: Innovating TVET – A Framework for TVET Institution
  • Online Class 3: ICT tools help to Innovate TVET Management
  • Online Class 4: Innovate teaching and learning process

Projects (individual)

  • Project Work 1: Conduct SWOT Analysis on Innovation in TVET Management
  • Project Work 2: Use innovation toolbox to assess TVET institutions readiness towards innovation.
  • Project Work 3: Prepare a presentation to collaborate with staff and students
  • Project Work 4: Prepare an action plan towards readiness of TVET for digitalization of services and products

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 to develop lectures, test items, computer sessions and experience sharing
  • Hands on practice on digital tools for teaching and learning
  • Evaluation of program through OnCOURSE system

Program Management

Program Supervisor Dr. Ramhari Lamichhane (CPSC) ([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. Abdul Ghani Rajput ([email protected]) is currently working as a Faculty Specialist in CPSC. He is a experienced and 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 experties inculde 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 Programe, 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 Reveloution 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 Programe 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).

Engr. Rajput is a Professional Engineer of Pakistan Engineering Council and earned his MSc in Information System Engineering from the University of Twente, Netherlands (2009-2011). He studied Master of Engineering in Communiation Systems Networks from Mehran University of Engineering & Technology, Jamshoro, Pakistan (2005-2007) and his bachelor in Computer System Engineering (1999-2002) from Hamdard University, Karachi Pakistan.

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.