DATE: April 6-11, 2026 (Batch 1) and April 13-18, 2026 (Batch 2) |
Type: Customized Program |
ORGANIZERS: Colombo Plan Staff College (CPSC), Philippines in Collaboration with Skills for Industry Competitiveness and Innovation Program (SICIP) Bangladesh |
BACKGROUND
The Colombo Plan Staff College is pleased to present this program book for the capacity development initiative titled Advanced TVET Excellence for Bangladesh: Enhancing Skills, Quality and Industry Linkages for Mid-Level Technical Personnel. The program is organized as a six-day learning intervention in Manila, Philippines, and is intended for mid-level Bangladeshi officials responsible for TVET delivery, curriculum development, assessment, quality assurance, and institutional improvement.
The initiative has been developed in response to the needs identified by Bangladeshi counterparts under the Skills for Industry Competitiveness and Innovation Program (SICIP). The schedule follows a structured progression that includes orientation, a Bangladesh perspective lecture, policy and systems learning, best-practice study visits, APACC-based quality assurance, DACUM-based curriculum work, future-ready skills, modern pedagogy, and action planning.
This program, therefore, combines conceptual learning with practical
application. It is designed not simply as an exposure visit, but as a guided
professional development experience through which participants can compare
systems, test tools, reflect on practice, observe institutions and industry,
and formulate institution-level action points relevant to
Bangladesh.
The program is closely aligned with the intent of SICIP
to strengthen the capability of technical personnel and improve workforce
readiness through stronger institutional performance. It is also relevant to
current TVET modernization efforts that call for stronger governance
awareness, exposure to best practices, robust quality assurance,
competency-based delivery, future-ready skills, and learner-centered pedagogy.
Equally important, the program recognizes that reform becomes meaningful only when institutions have the people, methods, and systems to act on it. The revised six-day structure therefore moves deliberately from systems understanding and exposure to benchmarking, curriculum design, pedagogy, and action-oriented follow-through.
PROGRAM OBJECTIVES
At the end of the program, the participants are expected to:
- Explain the structure and governance of the Philippine TVET ecosystem and identify adaptable practices for Bangladesh.
- Apply modern, learner-centered pedagogical techniques in TVET settings that support future-ready and digitally competent learners.
- Implement monitoring, evaluation, and quality assurance approaches, especially APACC-oriented benchmarking concepts.
- Develop competency-based learning materials and assessments using DACUM methodology.
- Strengthen industry engagement and understand effective job placement, partnership, and institutional best-practice mechanisms through structured study visits.
- Observe best practices through TESDA-accredited institute and industry visits.
EXPECTED OUTCOMES AND OUTPUTS
The presentation and workshop activities are directed towards strengthening the capacity of Bangladesh’s mid-level technical personnel to improve the quality, relevance, and industry responsiveness of TVET through systems understanding, study visits, quality assurance, competency-based training, future-ready skills, modern pedagogy, and exposure to transferable good practices.
At the end of the program, participants can:
- Gain a comprehensive understanding of Philippine TVET ecosystem, quality assurance, competency-based material development, future-ready pedagogy, and industry linkage awareness.
- Initiate medium-term institutional improvements through better teaching practice, stronger QA approaches, more structured training design, and more deliberate action planning.
- Participate in long-term contribution to Bangladesh’s skills competitiveness, TVET quality culture, labor-market alignment, and institutional modernization.
METHODOLOGY
The following instructional methodologies will be utilized to effectively train the participants:
- Face-to-face lectures
- Group and/or individual tasks
- Workshops and exercises
- Experience Sharing
- Use of OnCOURSE Learning Management System
- Study Visits
PROGRAM CONTENTS
Theme Papers and Special Lecture
A. Special Lecture: Accomplishment of UN SDGs through Modern TVET – Bangladesh Perspective
Provides a Bangladesh-centered policy and development perspective on how modern, responsive, and quality-assured TVET contributes to the achievement of SDGs through employability, inclusion, productivity & workforce resilience.
B. Theme Paper 1: Understanding the Philippine TVET Ecosystem: Governance, Policy and Stakeholder Partnerships
Examines the architecture of Philippine TVET, including governance arrangements, policy directions, public-private participation, financing approaches, and stakeholder coordination mechanisms that may offer adaptable lessons for Bangladesh.
C. Theme Paper 2: Quality Assurance, Monitoring & Evaluation in TVET: APACC
Introduces APACC as a regional quality assurance framework and explores how monitoring, evaluation, institutional benchmarking, and evidence-based improvement can strengthen TVET delivery and credibility.
D. Theme Paper 3: Catalyzing TVET Transformation through the APACC 2025 Framework for IR 5.0 Transition
Explores how the updated APACC 2025 framework can support TVET institutions as they respond to emerging expectations around innovation, human-centered technology, quality culture, and readiness for Industry/IR 5.0 transitions.
E. Theme Paper 4: Introduction to DACUM and Occupational Analysis
Introduces DACUM as a practical tool for occupational profiling and competency identification, helping participants connect jobs, tasks, and skill requirements with curriculum and training design.
F. Theme Paper 5: From DACUM Chart to Learning Outcomes
Builds on the DACUM process by translating occupational competencies into learning outcomes, instructional objectives, and competency-based learning structures that can inform training materials.
H. Theme Paper 6: Future-Ready Skills and Digital Competency Frameworks in TVET
Focuses on the competencies increasingly required in modern economies, including digital fluency, adaptability, problem-solving, collaboration, and work-readiness, and considers how TVET systems can frame them more clearly.
I. Theme Paper 7: Modern Pedagogy for Developing Future-Ready and Digitally Competent Learners
Focuses on learner-centered and technology-enabled delivery methods—such as active learning, simulation, digital tools, and assessment for learning—that help build future-ready and practically competent learners in technical education settings.
Workgroup Assignments and Study Visit Components
Day 1 Workgroup Assignment 1: SWOT and Comparative Analysis of Bangladesh and Philippine TVET Systems
Participants compare the two TVET systems in terms of governance, stakeholder arrangements, delivery structures, and reform priorities, then identify strengths, gaps, and adaptable practices for Bangladesh.
A. Day 2 Study Visit Series and Debriefing:
Participants will visit selected institutions and industry sites—such as Jacobo Z. Gonzales Memorial School of Arts and Trades (JZGMSAT), Toyota Motors Philippines Foundation - School of Technology (TMP Tech) and Gokongwei Brothers Foundation Technical Training Center (TTC) in the province of Laguna—to observe institutional practice, industry linkages, and operational learning environments, followed by a guided reflection session.
B. Day 3 Workgroup Assignment 3: Benchmarking Exercise – SWOT Analysis of Institutes of Bangladesh
Participants apply the quality assurance ideas discussed under APACC to review institutional strengths, weaknesses, opportunities, and challenges in Bangladeshi TVET institutes and identify possible improvement priorities.
C. Day 4 Workgroup Assignment 4: Workshop on Competency Identification
Participants identify occupational functions, key duties, and competency clusters using DACUM-oriented analysis as a bridge between labor-market requirements and curriculum planning.
D. Day 4 Workgroup Assignment 5: DACUM-to-CBLM Development Exercise
Participants convert selected DACUM outputs into sample learning outcomes, competency-based learning structures, and indicative assessment elements relevant to technical instruction.
E. Day 5 Workgroup Assignment 7: Designing a Learner-Centered and Technology-Enabled TVET Session
Participants will design a learner-centered, technology-enabled TVET session that integrates hands-on activities, collaboration, and digital tools to enhance the development of practical skills and competencies.
F. Day 6 Action Planning Session: Participants will be assigned with country-specific Action plans
The action plan progress will then be submitted to Colombo Plan Staff College (CPSC) for peer review and feedback.
DATE AND VENUE
The program will be conducted at the Colombo Plan Staff College, Pasig City in the Philippines from April 6 – 11, 2026 for Batch 1 and from April 13 - 18, 2026 for Batch 2.
PARTICIPANTS’ PROFILE
The program is intended for 20 mid-level technical personnel from Bangladesh who are engaged in TVET delivery, curriculum implementation, assessment, monitoring and quality assurance. The profile assumes participants who are positioned to influence institutional practice and contribute to reform through training, supervision, planning, or academic leadership roles.
TRAINING SCHEDULE (BATCH 1) APRIL 06 - 11, 2026
| Day 1 | 9:00 AM - 10:30 AM | 11:00 AM - 12:30 PM |
L U N C H B R E A K
|
1:30 PM - 3:00 PM | 3:30 PM - 5:00 PM |
|
Day 1 Apr 06 (Mon) |
Opening Ceremony Program Orientation Participants’ Orientation |
Special Lecture: Accomplishment of UN SDGs through modern TVET - Bangladesh Perspective (Prof. (Dr.) Suresh K. Dhameja) |
Theme Paper 1: Understanding Philippine TVET Ecosystem: Governance, Policy and Stakeholder Partnerships (Mr. Edward dela Rosa) |
Group Work Assignment-1 SWOT analysis, Comparative analysis of both TVET(s) (Mr. Edward dela Rosa & Prof. Naeem Yaqoob) |
|
|
Day 2 Apr 07 (Tues) |
Study Visit: Jacobo Z. Gonzales Memorial School of Arts and Trades (JZGMSAT) |
Study Visit: Toyota Motors Philippines Foundation - School of Technology |
Study Visit: Gokongwei Brothers Foundation Technical Training Center, Calamba, Laguna |
Debriefing session followed by leisure time | |
|
Day 3 Apr 8 (Wed) |
Facility Tour TESDA Women’s Center (TWC) |
Theme Paper 2: Quality Assurance, Monitoring & Evaluation in TVET: APACC (Ms. Julifer Madeja) |
Theme Paper 3: Catalyzing TVET Transformation through APACC 2025 Framework for IR 5.0 Transition (Prof. Naeem Yaqoob) |
Group Work assignment-3 Benchmarking Exercise – SWOT Analysis of Institutes of Bangladesh (Prof. Naeem Yaqoob) |
|
|
Day 4 Apr 09 (Thurs) |
Theme Paper 4: Introduction to DACUM and Occupational Analysis (Engr. Muhammad Aasim) |
Group Work assignment-4 Workshop on Competency Identification (Engr. Muhammad Aasim) |
Theme Paper -5 From DACUM Chart to Learning Outcomes (Engr. Muhammad Aasim) |
Group Work assignment-5 DACUM-to-CBLM Dev. Exercise (Engr. Muhammad Aasim) |
|
|
Day 5 Apr 10 (Fri) |
Theme Paper 6: Future-Ready Skills and Digital Competency Frameworks in TVET (Prof. Naeem Yaqoob) |
Theme paper 7: Modern Pedagogy for Developing Future-Ready & Digitally Competent Learners (Ms. Arlene Monge) |
Group Work assignment 7: Designing a Learner-Centered and Technology-Enabled Session (Prof. Naeem Yaqoob)
Briefing: on Action plan (Prof. Naeem Yaqoob) |
||
|
Day 6 Apr 11 (Sat) |
Debriefing / Reflections on the program (Prof. Naeem Yaqoob) |
Action Plan Presentations and Peer Review |
Evaluation & Program Closing |
Free Time |
|
TRAINING SCHEDULE (BATCH 2) APRIL 13 - 18, 2026
| Day 1 | 9:00 AM - 10:30 AM | 11:00 AM - 12:30 PM |
L U N C H B R E A K
|
1:30 PM - 3:00 PM | 3:30 PM - 5:00 PM |
|
Day 1 Apr 13 (Mon) |
Opening Ceremony Program Orientation Participants’ Orientation |
Special Lecture: Accomplishment of UN SDGs through modern TVET - Bangladesh Perspective (Prof. (Dr.) Suresh K. Dhameja) |
Theme Paper 1: Understanding Philippine TVET Ecosystem: Governance, Policy and Stakeholder Partnerships (Mr. Edward dela Rosa) |
Group Work Assignment-1 SWOT analysis, Comparative analysis of both TVET(s) (Mr. Edward dela Rosa & Prof. Naeem Yaqoob) |
|
|
Day 2 Apr 14 (Tues) |
Study Visit: Jacobo Z. Gonzales Memorial School of Arts and Trades (JZGMSAT) |
Study Visit: Toyota Motors Philippines Foundation - School of Technology |
Study Visit: Gokongwei Brothers Foundation Technical Training Center, Calamba, Laguna |
Debriefing session followed by leisure time | |
|
Day 3 Apr 15 (Wed) |
Facility Tour TESDA Women’s Center (TWC) |
Theme Paper 2: Quality Assurance, Monitoring & Evaluation in TVET: APACC (Ms. Julifer Madeja) |
Theme Paper 3: Catalyzing TVET Transformation through APACC 2025 Framework for IR 5.0 Transition (Prof. Naeem Yaqoob) |
Group Work assignment-3 Benchmarking Exercise – SWOT Analysis of Institutes of Bangladesh (Prof. Naeem Yaqoob) |
|
|
Day 4 Apr 16 (Thurs) |
Theme Paper 4: Introduction to DACUM and Occupational Analysis (Engr. Muhammad Aasim) |
Group Work assignment-4 Workshop on Competency Identification (Engr. Muhammad Aasim) |
Theme Paper -5 From DACUM Chart to Learning Outcomes (Engr. Muhammad Aasim) |
Group Work assignment-5 DACUM-to-CBLM Dev. Exercise (Engr. Muhammad Aasim) |
|
|
Day 5 Apr 17 (Fri) |
Theme Paper 6: Future-Ready Skills and Digital Competency Frameworks in TVET (Prof. Naeem Yaqoob) |
Theme paper 7: Modern Pedagogy for Developing Future-Ready & Digitally Competent Learners (Ms. Arlene Monge) |
Group Work assignment 7: Designing a Learner-Centered and Technology-Enabled Session (Prof. Naeem Yaqoob)
Briefing: on Action plan (Prof. Naeem Yaqoob) |
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|
Day 6 Apr 18 (Sat) |
Debriefing / Reflections on the program (Prof. Naeem Yaqoob) |
Action Plan Presentations and Peer Review |
Evaluation & Program Closing |
Free Time |
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