DATE: April 6-11, 2026 |
Venue: Hotel Mayto, Langjophakha, Thimphu, Bhutan |
Type: In-Country Program |
ORGANIZERS: Colombo Plan Staff College (CPSC), Philippines and Department of Workforce Planning and Skills Development (DWPSD), Ministry of Education, and Skills Development (MOESD), Royal Government of Bhutan |
BACKGROUND
Bhutan is undergoing a significant transformation in its Technical and Vocational Education and Training (TVET) sector to align with the demands of the 21st-century workforce. The 13th Five-Year Plan emphasizes the need to revamp curricula to include competencies in emerging fields such as artificial intelligence. The integration of Information and Communication Technology (ICT) into curriculum development is pivotal to this transformation. Ensuring that Bhutanese youth are equipped for the global labor market will support the country’s transition to a knowledge-based economy. This requires the curriculum to be dynamic in order to fulfil the industry demands and incorporate global TVET best practices. In order to achieve this, the curriculum should be scientifically developed for graduates of educational programs to be workplace/industry ready.
Integrating ICT tools into curriculum development will help to address these challenges by enabling the creation of dynamic, industry-relevant, and competency-based curricula. The aim of this participative training program is three-fold: first, to revamp the curricula to include ICT tools; second, to render them student-friendly and industry-aligned; and third, to render the program so that it allows multi-entry and multi-exit points. These features are intended to render the programs more appealing to youth and all stakeholders alike.
OBJECTIVES
At the end of the course, it is expected that the participants will be able to:
- Enhance Curriculum Development Skills: Equip TVET curriculum developers and instructors with the skills to integrate ICT tools into curriculum design, promoting innovative and effective teaching methodologies.
- Align with Industry Needs: Develop curricula that are responsive to the evolving demands of the labor market, incorporating emerging technologies and industry standards.
- Promote Inclusive Education: Utilize ICT tools to create accessible and inclusive curricula that cater to diverse learning needs, including those of students with disabilities.
- Foster Continuous Professional Development: Establish a framework for ongoing training and support for TVET educators in the use of ICT tools for curriculum development.
EXPECTED OUTPUTS AND OUTCOMES
The expected outcomes of the program are:
- Modernized Curricula development process: Development of updated, ICT-integrated curricula development process to enhance efficiency of curriculum development, review and validation process in addressing growing demand of curriculum services due to increase in number of courses as part of course diversification strategy of TVET Reform Strategies.
- Enhanced Technical Competencies of curriculum developer: Improved capacity of curriculum developer and TVET instructors to design and deliver courses using innovative ICT tools, leading to more engaging and effective learning experiences.
- Strengthened relevancy of curriculum: Closer collaboration between TVET institutions and industry partners to ensure curricula remain relevant and graduates are job-ready.
- Sustainable Curriculum Development Practices: Establishment of a sustainable model for continuous curriculum improvement through the integration of ICT tools and ongoing professional development.
PROGRAM CONTENTS
Special Lecture: Achieving UN Sustainable Development Goals (SDGs) through Curriculum Interventions in TVET (Prof. (Dr.) Suresh K. Dhameja)
Theme Papers
- Theme Paper 1: Enhancing Industry Relevance of Bhutan TVET Curricula
- Theme Paper 2: Outcome-based Curriculum (OBC) and Learning Outcomes (LOs)
- Theme Paper 3: Occupational Analysis in OBC
- Theme Paper 4: ICT Tools for OBC
- Theme Paper 5: Scientific Development of OBC Program Structure
- Theme Paper 6: Deriving Practical Outcomes (PrOs) and Affective Domain Outcomes (ADOs) and Developing Rubrics
- Theme Paper 7: Outcome-Based Assessment of: (I) PrOs and ADOs, (II) Cognitive Domain LOs
- Theme Paper 8: OBA of Meso-level, Macro-level Industry-specific LOs
Group Work Activities (GWA)
- GWA 1: ICT Lesson Hackathon
- GWA 2: ICT Lesson Hackathon – Contd.
- GWA 3: Scientific Development of OBC Course Structure with PrOs and ADOs.
- GWA 4: Deriving Cognitive Domain LOs
- GWA 5: Question Bank and Question Paper Design and ICT tools
- GWA 6: Practicum Design for OBA of PrOs and ADOs
- GWA 7: Action Planning followed by presentations
INSTRUCTIONAL STRATEGIES
This program involves different learning methods, such as:
- Theme paper presentations
- Participatory sessions
- Group Discussions
- Group Work Activities (GWA)
- Reflective Analysis (MILY)
PARTICIPANTS’ PROFILE
The proposed participants in this in-country program will consist of 25
DATE AND VENUE
This in-country program will be held from April 6-10, 2026, at the Hotel Mayto, Langjophakha, Thimphu, Bhutan
FACILITIES REQUIREMENTS
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
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Program Schedule
