April 2-6, 2023
DTE Conference Hall, Dhaka, Bangladesh
Colombo Plan Staff College (CPSC) and Directorate of Technical Education (DTE), Bangladesh
The In-Country program is designed for about 50 Principals, Heads of training divisions, Curriculum Writers, Teachers of Technical and Vocational Education and Training institutions, Instructors of employment-promoting organizations, and Trade associations of Bangladesh.


The rapid technological developments we are witnessing in the early years of the twenty-first century, together with the forces of economic globalization, are likely to lead to radical changes in the world of work. The changing nature of work is already perceptible in both urban centers and rural communities in the Asia-Pacific region. It follows therefore that human development, of which education and training are such a vital part, must keep in step with these societal changes if people are to lead productive, peaceful, and satisfying lives.

In the recent past, a mismatch has been evident in many regional countries between the skills imparted by the Technical and Vocational Education and Training (TVET) system and those demanded by the workplace. This mismatch has intensified in recent years with the integration of new technologies in almost every sphere of professional activity. Narrowing the gap through introducing Competency-Based Education and Training is thus a priority for most member governments because of its potential economic and social benefits derived from increasing the proportion of the population that is engaged in productive livelihoods.

Today, Competency-Based Education & Training is widely accepted as a powerful and effective method to bridge the gap between education and the world of work, as well as between TVET School and society. It is a means of developing competent young people that will enable them to develop their potential and to have access to work opportunities that are compatible with their abilities. Bangladesh’s TVET system aims to provide quality technical knowledge, relevant skills, and appropriate attitudes among its youth for job opportunities.

There are many initiatives recently being taken by Bangladesh to improve the quality of TVET programs. Competency-based education and training have received attention in most developing countries, and there is a growing trend in the region to move to competency-based approaches. Developing the competency-based approach needs to be part of Bangladesh’s broader objective, this is required by involving private sector businesses in a systemic TVET reform process. This approach requires a direct link between public institutions and businesses to update the learning content of TVET programs and to ensure a constant adaptation of competency standards as technologies evolve.

In line with this, Bangladesh has already developed and implemented the National Technical and Vocational Qualification Framework (NTVQF) which has different levels aligned with different levels of skills and competencies. The NTVQF is designed to implement a competency-based curriculum as it emphasizes on achieving its qualification levels on outcome-based learning.

As TVET teachers will have to conduct their training as per NTVQF levels, they need an in-depth understanding of the effective implementation of a Competency-Based Curriculum and how it enriches the learning outcomes of students/learners. Developing and implementing a Competency-based curriculum will create adaptability for the recipients to survive and compete in change, conflict, and the volatile job market.

CPSC, as an inter-governmental organization for the development of TVET in Asia and the Pacific Region, answers this call. Through the In-Country Program on Competency-Based Curriculum Development (CBCD), CPSC contributes to the raising of awareness and provision of skills and values necessary for the TVET System into practice. As it lies in the spirit of the TVET System, it shall become the platform for strengthening the education and training system in the member country. The In-Country Program on Competency-Based Curriculum Development is founded on the premise that a specific approach is needed to deal with the challenges of meeting the needs of today and the near future.


The objectives of the In-Country program are to:

  • Comprehend the conceptions of Competency-Based Education and Training for the TVET System;
  • Apply the DACUM approach to Competency-Based Education and Training.
  • Understand the methodology of Competency-based assessment.
  • Use innovative instructional methods including ICT for the effective implementation of a Competency-Based Curriculum.
  • Prepare an action plan for a Competency-Based Curriculum & Assessment for the TVET System.

Expected Outcomes

At the end of the program, the participants will understand the general Concepts of a Competency-Based Curriculum and the methodology of Competency-Based Assessment. They will also be able to equip students with skills they apply rather than memorize information that they forget as they finish a course. Additionally. as per the demand for blended/virtual learning methods, the participants will have a profound idea about the ICT application for a Competency-Based Curriculum.

Main Contents

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

Special Lecture:

  • Integrating IR4.0 Competency and 21st Century Skills in TVET

Theme Paper 1: Overview of Competency-Based Education & Training for TVET System

  • Conceptual foundations of competency
  • Introduction to Competency-Based Education and Training
  • Competency standards

Theme Paper 2: Using DACUM for Occupational Analysis

  • Occupational Analysis
  • DACUM Approach and Duty-Task sheet

Theme Paper 3: Overview of Competency-Based Assessment

  • Competency-based Assessment
  • Criteria for Assessment
  • Assessment Process
  • New Initiatives in Competency-Based Education & Training in TVET System

Theme Paper 4: Using ICT for Competency-Based Education & Training in TVET System

  • Use of ICT for Competency-based Education & Training in TVET System
  • Practice session

Project Work

  • Preparing a Sample Design of a Competency-Based Training for a Selected Occupation in Industry and Services
  • Preparation of Action Plan: Competency-Based Curriculum Development in TVET Institutions of Bangladesh

Program Management

Program Supervisor (CPSC) Prof. G. L. D. Wickramasinghe
Director General
Colombo Plan Staff College
Bldg. Blk. C, DepEd Complex, Meralco Avenue Pasig City 1600, Metro Manila, Philippines
Email: [email protected]

Program Supervisor (DTE) Dr. Md. Omar Faruque
Director General (Additional Secretary)
Directorate of Technical Education
Technical and Madrasah Education Division (TMED)
Ministry of Education
Government of the People’s Republic of Bangladesh
F-4/B, Agargaon Administrative Area, Dhaka-1207, Bangladesh
Email: [email protected]

Program Coordinator and Resource Person Dr. Rajesh P. Khambayat, Ph.D.
National Institute of Technical Teachers’ Training  Research Bhopal, India
Former Governing Board-Engaged Faculty Consultant, CPSC
Email: [email protected]

Resource Person Dr. Ligaya Dumaoang
TVET and Skills Specialist
ILO Bangladesh
Former Faculty Specialist, CPSC
Email: [email protected]

Local Coordinator Engr. Md. Aktaruzzaman
Director (Planning and Development)
Directorate of Technical Education
Technical and Madrasah Education Division (TMED)
Ministry of Education
Government of the People’s Republic of Bangladesh
F-4/B, Agargaon Administrative Area, Dhaka-1207, Bangladesh Email: [email protected]

Program Schedule

National Seminar Brochure

Panel Discussion