DATE: July 28 – 31, 2026 |
Venue: CPSC, Pasig City, Metro-Manila, Philippines |
Type: Customized Program |
ORGANIZERS: Colombo Plan Staff College (CPSC) in collaboration with the Department of Education, Philippines |
BACKGROUND
Technical and Vocational Education and Training (TVET) has emerged as one of the most powerful drivers of economic transformation, industrial competitiveness, youth employability, and inclusive development across both developed and developing economies. As technological advancement, digital transformation, automation, artificial intelligence, green transition, and Industry 5.0 continue to reshape the future of work, education systems worldwide are increasingly integrating vocational and technical learning into mainstream general education to prepare learners with practical competencies alongside academic knowledge.
Across the world, countries with highly competitive economies—including Germany, Switzerland, Singapore, the Republic of Korea, Australia, Finland, Japan, and Malaysia—have successfully institutionalized school-based technical and vocational pathways that combine academic education with competency-based practical learning, industry immersion, apprenticeship systems, and nationally recognized qualifications. These international models demonstrate that early exposure to technical education enhances employability, reduces skills mismatch, improves workforce productivity, promotes lifelong learning, and creates multiple career progression pathways leading to higher education, entrepreneurship, or employment.
Recognizing these global developments, many governments have undertaken comprehensive reforms to integrate TVET into secondary education through competency-based curricula, industry partnerships, qualification frameworks, digital learning ecosystems, quality assurance mechanisms, teacher professional development, and internationally benchmarked accreditation systems. These reforms reflect a paradigm shift from viewing TVET as an alternative education pathway to recognizing it as a mainstream strategy for developing future-ready human capital capable of supporting innovation-driven and knowledge-based economies.
The Philippines has likewise demonstrated strong commitment in strengthening technical education through the implementation of the K to 12 Basic Education Program and the establishment of the Technical Professional (Tech-Pro) Track under the Department of Education (DepEd). The Tech-Pro Track aims to equip learners with employable competencies while providing opportunities for further education, entrepreneurship, and lifelong learning. Supported by the Philippine Qualifications Framework (PQF), competency standards developed by the Technical Education and Skills Development Authority (TESDA), and national education reforms, the Tech-Pro Track has become a strategic instrument for preparing Filipino youth for productive participation in national and global labor markets.
However, rapid technological advancements, changing industry demands, artificial intelligence, digital transformation, climate change, sustainability imperatives, and evolving workforce requirements necessitate continuous enhancement of the Tech-Pro Track. There is a growing need to benchmark Philippine practices against internationally recognized models and identify innovative approaches that can further strengthen curriculum design, teacher competencies, assessment systems, digital learning, industry engagement, institutional governance, and quality assurance.
In response to these emerging priorities, the Colombo Plan Staff College (CPSC) has designed this specialized capacity-building program entitled "Global Trends and International Models for Integrating TVET into General Education: Lessons from Asia-Pacific." The program is specifically intended for professionals of the Department of Education responsible for the implementation and continuous improvement of the Technical Professional Track.
The program draws upon CPSC's extensive regional experience in TVET leadership development, policy research, quality assurance, institutional accreditation, curriculum innovation, faculty development, and international cooperation across the Asia-Pacific region. It also incorporates the Asia Pacific Accreditation and Certification Commission (APACC) Accreditation Framework 2025, which provides an internationally recognized framework for institutional excellence through digital transformation, Industry 5.0 readiness, sustainability, governance, innovation, quality assurance, and continuous improvement.
Through comparative analysis of successful TVET integration models from Germany, Singapore, the Republic of Korea, Malaysia, Australia, Finland, Switzerland, Japan, and other leading education systems, participants will critically examine international policies, governance structures, curriculum frameworks, competency-based approaches, industry partnerships, apprenticeship models, digital transformation initiatives, and institutional quality assurance mechanisms. The program emphasizes not only understanding international best practices, but also contextualizing these lessons within the Philippine education system to strengthen the implementation of the DepEd Technical Professional Track.
The training adopts a highly participatory and practice-oriented approach that combines expert lectures, country case studies, comparative policy analysis, workshops, institutional self-assessment, action planning, and peer learning. Participants will collaboratively develop institutional strategies, implementation roadmaps, monitoring frameworks, industry partnership models, and recommendations for enhancing the quality, relevance, inclusiveness, and sustainability of the Tech-Pro Track.
Ultimately, the program seeks to support the Department of Education in positioning the Technical Professional Track as a globally benchmarked, industry-responsive, competency-based, digitally enabled, quality-assured, and future-oriented education pathway that prepares Filipino learners for lifelong learning, meaningful employment, entrepreneurship, and active participation in the rapidly evolving global economy.
PROGRAM OBJECTIVES
At the end of the program, the participants are expected to:
- Analyze global models for TVET integration
- Strengthen policy alignment and governance
- Design competency-based technical education systems
- Enhance teacher professional development
- Strengthen industry linkages and workforce alignment
- Integrate digital transformation and future skills
- Promote green, inclusive, and sustainable TVET
- Strengthen quality assurance and institutional excellence
- Develop evidence-based monitoring and evaluation systems
- Formulate institutional and national action plans
EXPECTED OUTCOMES
Upon completion of the training program, participants are expected to achieve the following outcomes:
- Enhanced understanding of global models for integrating TVET into general education and their relevance to the DepEd Technical Professional (Tech-Pro) Track
- Improved alignment of the Tech-Pro Track with the Philippine Qualifications Framework (PQF), TESDA competency standards, and labour market needs
- Strengthened capacity in competency-based curriculum development, assessment, and learner pathway design
- Enhanced teacher competency development strategies through industry immersion, certification, and continuous professional development
- Stronger school-industry partnerships to improve workforce alignment, employability, and work-based learning opportunities
- Increased readiness for digital transformation through the integration of Industry 5.0, Artificial Intelligence (AI), and future skills into technical education
- Greater integration of Green TVET, sustainability, innovation, and inclusive education into Tech-Pro programs
- Improved institutional quality assurance, benchmarking, and readiness for APACC accreditation
- Strengthened monitoring, evaluation, and performance management through Key Performance Indicators (KPIs) and evidence-based decision-making
- Development of institutional and national action plans for the continuous enhancement of the DepEd Tech-Pro Track
EXPECTED OUTPUTS
In the four-day training program, participants will engage in collaborative discussions, guided workshops, simulation exercises, institutional self-assessments, and strategic planning activities. Designed to translate international best practices into actionable strategies for the Department of Education (DepEd) Technical Professional (Tech-Pro) Track.
By the end of the program, participants are expected to produce the following outputs:
- Global TVET benchmarking matrix
- Policy and governance alignment framework
- Institutional SWOT analysis and gap assessment
- Competency-based curriculum and learning pathway framework
- Teacher competency development and industry immersion roadmap
- Industry partnership and workforce alignment strategy
- AI-enabled digital transformation roadmap
- Green TVET and inclusive education integration plan
- Quality Assurance and Institutional benchmarking framework
- Monitoring, evaluation, and KPI Framework
- DepEd Tech-Pro strategic action plan
- Community of practice and regional knowledge-sharing network
METHODOLOGY
The program adopts a participatory and practice-oriented learning approach, including:
- Expert-led Theme Papers
- Interactive Workshops
- Case Studies
- Group Work Activities
- Experience Sharing
- Institutional Action Planning and Peer reviews
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A. Day 1 – Foundations of Tech-Pro Integration
B. Day 2 – Capacity, Industry, and Pedagogy
C. Day 3 – Technology, Quality, and Sustainability
D. Day 4 – Job-Specific Training (Specialist training)
Group 1: Curriculum Specialists
Group 2: Teacher Development Specialists
Group 3: Industry Partnership Specialists
Group 4: Facilities & Equipment Specialists
Group 5: Monitoring & Evaluation Specialists
Group 6: Technology & Innovation Specialists
Job Specific Action Plans Presentation
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DATE AND VENUE
The program will be conducted at the Colombo Plan Staff College, Pasig City, Metro-Manila in the Philippines from July 28 - 31, 2026.
PARTICIPANTS’ PROFILE
CPSC’s on-site customized training program will be participated in by the Directors and Specialists working in Tech. Pro Track unit of Department of Education (DepEd) Central Office.
PROGRAM MANAGEMENT
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Prior to being CPSC’s Director General, Prof. Dr. Suresh Kumar Dhameja has served CPSC for 3 years as a Governing Board-engaged Faculty Consultant from September 2005 to September 2008. During his stint in CPSC he handled the Training, Research and APACC Divisions and the General Services Division as its Director. Prof. (Dr.) Dhameja was a Professor in the Department of Entrepreneurship Development & Industrial Coordination (EDIC) at the National Institute of Technical Teachers Training and Research (A Deemed to be University), Chandigarh in India before he joined CPSC as a Director General. He has held various positions at NITTTR including Dean (Academic and International Affairs), Head of Departments of EDIC, Information Management & Emerging Engineering (IMEE) and Chairman of Academic Cell. The CPSC Director General earned his Bachelor in Civil Engineering, M.Tech in Geotechnical Engineering followed by an MBA and doctorate degree in Business Management from premier universities in India. He started his career as Assistant Professor in Civil Engineering at National Institute of Technology, India in 1985 and has a total work experience of 39 Years of Teaching, Training and Research. Prof. (Dr.) Dhameja has visited more than 30 countries including USA, UK, Canada, Australia, Germany, and Italy, apart from many countries in the Asia Pacific region such as Bhutan, South Korea, Japan, Malaysia, Singapore, Thailand, etc. for conducting training programs and consultancy assignments. He has many honours and distinctions to his credit and has received letters of appreciation from many international dignitaries including Ambassadors, UN under-Secretary General, Director Generals and Secretary Generals of many international organizations. Prof. (Dr.) Dhameja has published more than 40 papers in International and National Journals, presented 143 papers in International and National Conferences and has chaired technical sessions in many international and national conferences both within India and abroad. He is a member of the Task Force on Women and Youth Entrepreneurship at UN-ESCAP Bangkok. Prof. (Dr.) Dhameja has authored and edited 22 books (Both International and National) in the area of Environmental Engineering, Environmental Management, Entrepreneurship and has guided 6 PhDs and many M.Tech students both at International and National Level. |
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Prior to joining in CPSC, he was serving as Director for Projects & Administration at National Vocational & Technical Training Commission (NAVTTC), Prime Minister’s Office, Pakistan, leading national level skill development initiatives of Prime Minister and skilled more than 600,000 youth in last 10 years, paving their ways to sustained sources of livelihood. His global engagements include roles as an International Accreditor at APACC, CPSC Resource Person, USEF-USA Alumni (University of Massachusetts-USA), Community College Program Administrator (CCAP) USA, and Certified TVET Trainer from Guangzhou Industrial Institute (China). With an M.Phil in Governance & Public Policy (Specialized in TVET and Project Management) and Bachelor's degree in Engineering, he has spearheaded national level major TVET policies and Apprenticeship reforms and National Skills for All Strategies in Pakistan. He also has a vast experience of working with development partners like; UNHCR, JICA, British Council, and GIZ to enhance vocational training across Pakistan and beyond. |
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She is currently a Faculty Specialist at
the Colombo Plan Staff College, served as the School Administrator and
Assessment Center Manager at Keystone Technical Institute in Quezon;
and as Assistant Professor I at QNAS, TESDA Quezon,
Philippines. Her career reflects a strong commitment to advancing skills development, promoting gender-responsive and green TVET initiatives, and fostering innovation in digital and competency-based education. With extensive speaking engagements, training facilitation, and consultancy work, she continues to play a pivotal role in strengthening TVET systems both in the Philippines and abroad. |
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Prior to joining CPSC, he served as an ICT Trainer/Manager at the National Vocational Training Institute of the Vocational Training Authority (VTA) of Sri Lanka, where he led faculty development, curriculum design, digital transformation, and institutional capacity-building initiatives. He has also worked as a visiting lecturer, resource person, and consultant, delivering capacity-building programmes and contributing to National Competency Standards, NVQ curricula, learning resources, assessment materials, and quality assurance initiatives. Prof. Edirisinghe's research focuses on
digital transformation in TVET, artificial intelligence, emerging
technologies, digital learning, skills development, and institutional
innovation. He has authored and presented research and technical
papers, coordinated research initiatives, and reviewed academic
publications. He currently serves as Vice President of the Education
and Training Chapter of the Federation of Information Technology
Industry Sri Lanka (FITIS), promoting industry–TVET collaboration,
digital innovation, and future-ready education and TVET
ecosystems. |
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At TESDA, Mr. Lorenzo has contributed to the development of Training Regulations (TRs), Competency-Based Curricula (CBCs), Diploma Program Standards (DPS), learning resources, and the implementation of the Philippine Qualifications Framework (PQF). He has also supported curriculum enhancement and stakeholder engagement to strengthen the alignment of TVET qualifications with industry needs. Mr. Lorenzo has represented TESDA in
international capacity-building programs, technical exchanges, and
skills competitions across Asia. As a resource speaker, he has
delivered presentations on the Philippine Qualifications Framework,
curriculum development, competency-based training, Diploma Program
Standards, and TVET quality assurance, reflecting his commitment to
advancing quality and innovation in Philippine TVET. |
Program Schedule
| Day | 9:00 AM - 10:30 AM | 10:30 AM - 12:00 PM | 1:00 PM - 2:30 PM | 3:00 PM - 4:30 PM | 4:30 PM - 5:00 PM | |
|---|---|---|---|---|---|---|
| Day
1 Jul 28 (Tue) |
Opening
Ceremony Program Orientation Participants' Orientation |
Theme Paper 1 Global Trends and International Models for Integrating TVET into General Education: Lessons from Asia-Pacific (Prof. Naeem Yaqoob) |
LUNCH BREAK | Theme Paper 2 Policy, Philippine Qualifications Framework (PQF), Standards for Tech-Pro Track (Mr. Reynaldo Lorenzo) |
Workshop
1 Situational Analysis of the DepEd Tech-Pro Track: SWOT Analysis, Gap Assessment, and Alignment with PQF and Labor Market Needs (Prof. Chandana Edirisinghe) |
Q&A |
| 9:00 AM - 10:30 AM | 11:00 AM - 12:30 PM | 1:30 PM - 3:00 PM | 3:15 PM - 4:30 PM | 4:30 PM - 5:00 PM | ||
| Day
2 Jul 29 (Wed) |
Theme Paper
3 Competency-Based Curriculum & Assessment Models for TVET in General Education (Prof. Rhodora Ulan) |
Workshop 2 Simulation Exercise for Competency-Based Curriculum, Assessment, and Learning Pathways (Prof. Rhodora Ulan) |
Theme Paper 4 Teacher Professional Development, Certification, and Competency Standards (Prof. Naeem Yaqoob) |
Workshop 3 Mapping Industry Needs with School-Based Technical Programs and Designing Industry Partnership Strategies (Prof. Naeem Yaqoob) |
Q&A | |
| 9:00 AM - 10:30 AM | 11:00 AM - 12:30 PM | 1:30 PM - 3:00 PM | 3:15 PM - 4:30 PM | 4:30 PM - 5:00 PM | ||
| Day
3 Jul 30 (Thu) |
Theme Paper 5 Industry 5.0, Artificial Intelligence, Digital Transformation, and Future Skills Ecosystems for School-Based TVET (Prof. Naeem Yaqoob) |
Workshop 4 Integration and Design of an AI-Enabled Digital Transformation Roadmap for the DepEd Tech-Pro Track (Prof. Naeem Yaqoob) |
Theme Paper 6 Green TVET, Inclusive Education, Sustainability and Innovation in the Tech-Pro Track (Prof. Rhodora Ulan) |
Workshop 5 Integration of Green TVET, Inclusive Education, Sustainability and Innovation in the Tech-Pro Track (Prof. Rhodora Ulan) |
Q&A | |
| 9:00 AM - 10:30 AM | 11:00 AM - 12:30 PM | 1:30 PM - 4:00 PM | 4:00 PM - 5:00 PM | |||
| Day
4 Jul 31 (Fri) |
Theme Paper 7 Monitoring, Evaluation, Quality Assurance, Institutional Benchmarking, and APACC Accreditation for Tech-Pro Programs (Prof. Naeem Yaqoob) |
Workshop 6 Developing Key Performance Indicators (KPIs), Monitoring Frameworks, and Success Indicators for the Tech-Pro Track (Prof. Naeem Yaqoob) |
Workshop 7 Strategic Action Planning: Developing the DepEd Tech-Pro Track Implementation Roadmap (2026–2030) (Prof. Naeem Yaqoob & Prof. Rhodora Ulan) |
Closing Ceremony |
