DATE: January 26-30, 2026 |
Venue: Bureau of Personnel Competency Development, Ramintra Road, Bangkok |
Type: In-Country Program |
ORGANIZERS: Colombo Plan Staff College (CPSC), Philippines and Office of the Vocational Education Commission (OVEC), Ministry of Education, Thailand |
Background
In the current dynamic global economy, Technical and Vocational Education and Training (TVET) programs must extend beyond the instruction of conventional job-specific skills. TVET must increasingly support students in developing both practical skills and an entrepreneurial as well as technopreneurial mindset. That is, empowering graduates to spot new opportunities, adapt to change, and create value in a world where work is constantly evolving. While TVET has traditionally prepared students for specific careers, today’s professional world raises the bar. Employers and industries are seeking graduates who are innovative, creative thinkers, problem-solvers, proactive leaders, individuals who go beyond waiting for chances, taking initiative to forge opportunities and influence economic development.
The worldwide industrial upheaval induced by automation, artificial intelligence, and digitization is causing traditional jobs to become obsolete or shift towards tech-savvy and/or technical jobs. Many graduates discover that valuable, technical abilities on their own fall short. Today, it is essential for them to display soft skills like resilience, originality, and the knack for recognizing or initiating new opportunities that benefit themselves, their communities, and the economy as a whole.
The global labor market is defined by the emergence of new employment categories and rapid technological advancements. Tasks that are conventional, repetitive, and predictable are increasingly subject to automation through artificial intelligence. Emerging work models in technology-driven and service-focused organizations prioritize creativity, adaptability, and innovation. Many individuals have faced uncertainty because of these developments, whereas those with technological expertise and entrepreneurial skills have gained advantages.
The focus of TVET on entrepreneurial education has transitioned from a supplementary role to an essential component. It assists individuals in not only securing employment but also generating it, thereby enhancing their involvement in fostering economic progress. TVET programs that promote entrepreneurial thinking equip students with the skills to critically assess situations, identify opportunities in their environment, and transform them into sustainable enterprises. Students are prepared to become innovative thinkers and adept problem solvers capable of addressing emerging challenges in the workplace.
In many developing countries, the integration of entrepreneurship into vocational education has become a key policy goal. Many individuals with vocational or technical training can serve as catalysts for job creation and innovation, as governments and international organizations increasingly recognize the essential role of small and medium-sized enterprises in promoting economic development. Industries have grown progressively reliant on digital platforms, automation, data analytics, and interconnected systems; consequently, technological innovation has assumed a crucial role. By exposing TVET learners to these domains, they will be able to perceive technology not solely as a tool but to leverage and actively contribute to modernization.
An example demonstrating how technopreneurship allows learners to integrate their technical skills with creativity and strategic planning can be observed in the work of TVET students. A student specializing in electronics could create an affordable device that enhances energy efficiency in rural regions. Similarly, another student with proficiency in computer systems could develop digital platforms to assist small businesses in managing their operations and expanding their online client base. These types of initiatives enable learners to convert their knowledge into practical solutions that benefit communities, create livelihoods, and promote sustainable economic development.
Integrating entrepreneurship and technopreneurship within TVET can yield a broad and enduring influence. It facilitates the development of essential skills highly regarded across virtually all contemporary professions, including innovation, critical thinking, effective collaboration, and proficient communication. Learners also start to perceive their professions in a different light. Rather than passively awaiting opportunities, they proactively engage and forge their own paths. When vocational education fosters these values, it not only advances individual development but also supports more inclusive and sustainable economic growth.
Another significant aspect of this transition is the increasing emphasis on sustainability. Education today emphasizes how businesses and industries can expand sustainably without causing environmental damage. When TVET programs educate students on responsible business practices, such as reducing waste, utilizing renewable energy, or managing resources efficiently, they contribute to preparing a generation that comprehends the equilibrium between profit and responsibility. Graduates capable of integrating business acumen with environmental stewardship are more likely to establish or lead organizations committed to sustainability. This form of awareness is particularly vital in manufacturing, logistics, and construction industries, where adopting environmentally sustainable practices is increasingly essential for maintaining competitiveness. Training that promotes the development of eco-friendly designs or recycling-oriented projects contributes to cultivating a workforce that comprehends the principles of a circular economy. For these objectives to be successfully established, TVET institutions must implement certain modifications in their teaching methodologies and operational practices, and embed it in their curriculum.
Objectives
At the end of the course, it is expected that the participants will be able to:
- Apply entrepreneurial and technology-driven business concepts to TVET programs.
- Design technology-driven business solutions into TVET curricula aligned with the Industry 4.0.
- Formulate strategies to strengthen partnerships among TVET institutions, industry, and entrepreneurial ecosystems.
- Develop viable and scalable business models across various TVET sectors.
Expected Outputs and Outcomes
The expected outputs of the program are:
- Creation of innovative and practical TVET product/service prototypes
- Mapping of technology-driven solutions applicable to different TVET specializations
- Enhanced problem-solving, entrepreneurial, and technopreneurial skills among participants
- Ready-to-implement ideas for curriculum integration in TVET institutions
The expected outcomes of the program are:
- Demonstrate essential knowledge, skills, and practical strategies to effectively integrate entrepreneurial and technology-driven business concepts into TVET. (This outcome has been aligned to O1)
- Include technology-driven business solutions into TVET curricula to prepare students for the digital economy and Industry 4.0. (This outcome has been aligned to O2)
- Increase links between TVET institutions, industries, and entrepreneurial ecosystems to provide students with real-world experience and entrepreneurial opportunities. (This outcome has been aligned to O3)
- Ensure that entrepreneurship education results in viable business models and scalable ideas across multiple TVET industries. (This outcome has been aligned to O4)
Program Contents
Special Lecture: Achieving UN-SDGs through Entrepreneurship
and Technopreneurship Development in TVET (Prof. (Dr.) Suresh K.
Dhameja)
Purpose: Introduce core rationale and regional relevance
Theme Papers
- Theme Paper 1: Building Sustainable Business Ventures in TVET Green Innovation and Circular Economy (Local Resource Person)
- Theme Paper 2: Entrepreneurial Intelligence: The Role of Mindset, Resilience, and Risk Literacy in TVET Education (Prof. Heidi Uy)
- Theme Paper 3: Technopreneurship in the Digital Economy: Opportunities for TVET Learners (Prof. Heidi Uy)
- Theme Paper 4: Environmental Scanning and Business Opportunity Identification (Prof. (Dr.) S.K. Dhameja)
- Theme Paper 5: From Craftsmen to Creators: Transforming Traditional Vocational Skills into Scalable Innovative Enterprises (Prof. Heidi Uy)
- Theme Paper 6: Financing Innovation: Strategic Policies and Institutional Support by Banks/Financial Institutions for Entrepreneurs (Resource Person from local bank or financial organization)
Group Work Activities (GWA)
- GWA 1: A. Design Thinking Challenge – Innovate a TVET
Product/Service
B. Business Model Canvas & Innovation Mapping Workshop (Each group may prototype their individual business idea) (Prof. Heidi Uy) - GWA 2: Tech Integration Mapping for TVET Specializations (Prof. Heidi Uy)
- GWA 3: Action Planning: Integrating Entrepreneurship and Technopreneurship in TVET Curriculum of Thailand (Prof. (Dr.) Suresh K. Dhameja)
Instructional Strategies
This program involves different learning methods, such as:
- Theme paper presentations
- Case Studies
- Group Work Activities
- Study Tour
- Prototype/Innovation Session
- Microtraining Exchange (Pecha Kucha Style)
- Reflective Analysis (MILY)
- Seminar
- Panel discussion
Participants' Profile
The proposed participants in this in-country program will consist of 45 teachers and educational personnel engaged in TVET curriculum development.
Date and Venue
This in-country program will be held from January 26-30, 2026, at the Bureau of Personnel Competency Development, Ramintra Road, Bangkok
Program Facilities
To ensure the effective and smooth implementation of the program, the following facilities and resources are required:
- Laptop Computers – preferably, participants bring their own devices; backup units should be available for those without access.
- Reliable Internet Connection (LAN/WAN)
- Audio and Video Equipment
- Multimedia Projector and Projection Screen
- Flipcharts, Whiteboards, and Large Sheets of Paper – for group work, brainstorming sessions, and visual planning activities.
- Power Supplies and Extension Cords (Optional but Recommended)
- Training Room or Workshop Space – adequate seating, ventilation, and layout to support group activities and equipment setup.
Program Management and Resource Persons
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