DATE:
Feb 15-19, 2021
PROGRAM CODE:
20-21/OLRP08 (Online Regional Program)
PARTICIPANTS' PROFILE:
The participants of the program are composed of TVET curriculum developers, course designers, and Trainers of CPSC member countries.

Background

Curriculum is the guiding document and main resource for the instructional design. TVET institutions developed curriculum based on national framework, which is a document that explains how content standards should be organized and sequenced for a particular subject and at various levels. A curriculum framework document is like a standards statement in that it does not usually provide a lot of detailed suggestions for daily teaching. It differs from a standards statement, though, in that it analyzes each general standard in a curriculum into more specific skills that students need to learn, often a dozen or more per standard. It also suggests ways for assessing whether students have in fact acquired each skill listed in the document.

Curriculum development is defined as a step-by-step process used to produce a document in which skills, knowledge, and attitude required by the students to master for a specific occupational areas are explained in details. It encompasses the process of selecting, organizing, executing, and evaluating learning experiences on the basis of the needs, abilities and interests of the learners and the nature of the society or community.

ICT and digital skills comprise skills, abilities, and learning dispositions that have been identified as being required for success in 21st century society and workplaces by educators, business leaders, academics, and governmental agencies. This is part of a growing international movement focusing on the skills required for students to master in preparation for success in a rapidly changing, digital society. Many of these skills are also associated with deeper learning, which is based on mastering skills such as analytic reasoning, complex problem solving, and teamwork. Its effects on the workplace, and thus on the demands on the educational system preparing students for the workforce, have been significant in several ways.

Technical and Vocational Education and Training (TVET) must properly prepare their students to live and work in the 21st Century. This preparation includes providing students with ICT and digital skills which should be the integral part of TVET curricula. Different TVET curricula were developed using the conventional processes before, but now different on-line portals and applications are available to develop curricula. Today’s TVET curriculum developers must be equipped with the latest technological enhancement in the curriculum development. Thus, CPSC is organizing this program with the aim to provide awareness and equip TVET curriculum developers with the necessary digital and ICT skills on curricula development.

Objectives

At the end of the program, the participants will be able to:

  • Internalize curriculum development processes, methods, elements, and types
  • Conduct DACUM using ICT tools
  • Learn techniques to integrate different components in to the TVET curriculum
  • Learn ICT & digital technology relevant to TVET courses development

Expected Outcomes and Outputs

The expected outputs of the program are:

  • Sample curricula using ICT and digital tools
  • Action plan to Curriculum Development integrating ICT and Digital Skills

Expected outcome:

  • TVET Curriculum will be developed integrating ICT and Digital Skills by the curriculum developers in TVET institutions

Main Contents

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

The main contents of the program are:

Theme Papers (online)

  • Special Lecture: Management of Curriculum Development in TVET
  • Theme Paper 1: Concept of Curriculum, Process and Methods of Curriculum Development
  • Theme Paper 2: Conduct DACUM using ICT tool
  • Theme Paper 3. ICT & Digital Technology in Course Development Processes
  • Theme Paper 4: Develop Curriculum incorporating different cross-cutting components/21st Century Skills

Projects (individual)

  • Project work 1: Develop a curriculum structure using the customized format
  • Project work 2: Use ICT to develop TVET courses
  • Project work 3: Develop a curriculum framework to integrate different cross-cutting components/21st Century Skills
  • Project work 4: Develop an Action Plan for Development of Curricula integrating ICT and Digital Skills

Instructional Strategies

To facilitate productive and interactive learning, the following instructional strategies will be utilized to effectively train the participants:

  • Project, assignments and exercises
  • Online Learning and offline learning
  • Use OnCOURSE learning management system
  • Demonstration and hands-on practice
  • Questions and answers
  • Brainteasers and puzzles

Program Management

Program Supervisor (CPSC) Dr. Ramhari Lamichhane (CPSC) ([email protected]) is the first Nepali and the 11th Director General of CPSC. He is also the concurrent President of Asia Pacific Accreditation and Certification Commission (APACC). He has 30 years of experience in TVET starting as an instructor up to becoming the CEO of Council for Technical Education and Vocational Training (CTEVT) in Nepal. He served as Project Manager in ADB projects and Program Coordinator in Swiss Development Cooperation (SDC) funded projects. He was a key member in formulating the TVET Policy of Nepal in 2007 and 2012.

He is a dynamic leader, certified project assessor, strategic planner, experienced project manager, TVET Institution Quality Assessor, TVET Expert, and a seasoned manager, attested by the awards received such as the Prabal Gorkha Dakshin Bahu IV from the Late King Birendra Bira Bikram Shah Dev and Global Educational Leadership Award by the World Education Congress; scholarship from Ryutaro Hashimoto Foundation, Japan; and Humphrey Fellowship from Fullbright Foundation, USA.

He has presented papers in a number of international conferences and meetings on TVET. He has authored and co-authored publications on TVET in various thematic areas - accessibility, greening, entrepreneurship, financing, equality, and image building. Dr. Lamichhane earned his PhD and MPhil in Education Leadership from Kathmandu University in Nepal. He has a degree in Educational Administration, Planning and Policy from Peabody College/Vanderbilt University, Tennessee, USA.

Program Coordinator and Resource Person Engr. Sanyog Bhattarai ([email protected]) is currently working as a faculty specialist in CPSC. He has started his career with Training Institute for Technical Instruction (TITI)/CTEVT/MoEST, where 12 years was dedicated on research/study on improving technical education and vocational training in Nepal, demand-driven training courses development and implementation.

Under his leadership, 12,163 employment-seeking youths including excluded and vulnerable women of Nepal capacitated in vocational skill development training targeting to provide in-country and/or foreign employment. He has worked under the component of vocational skill development training for EVENT/WBG/MoE (600 trainees), EIG/USAID/Winrock (3000 trainees), SaMi/Helvetas/SDC (1600 trainees), LYDP/WVI (300 trainees), SajhedariBikas/ USAID/PACT (348 trainees), CTIP/World Education (15 all-women trainees), Advancing Women Economic Empowerment-AWEE (2,000 trainees) funded by Government of Finland, Future We Want-FWW (300 trainees) funded by Zonta International and Education Joint Programming-Education JP (4,000 trainees) funded by KOICA.

He has managed all phases; career counseling, trainees selection, vocational training, psycho-social counseling, business & entrepreneurship training, linking trainees with financial institutions for loan to start a enterprise, monitoring of on-going training, managing on-the-job training, linking with potential employers, job placement,establishing micro-enterprises, and income verification.

He has provided Training of Trainers (ToT) to 500 plus technical instructors and teachers in Nepal, Bhutan, Albania, Uganda, and India. He has developed courses like active learners’ methodology, training of trainers, the use of mini-tiller in commercial farming, as well as pesticide management and application. He has experience in capacity building in different areas; TVET, agriculture, trade & fiscal policy, food security, value-chain, pesticide management, and soft-skills training.

Resource Person Engr. Abdul Ghani Rajput ([email protected]) is currently working as a Faculty Specialist in CPSC. He is a experienced and visionary TEVT expert with more than 12 years diversified experience in making TEVT/HRD policies, institutional framework and implementation of skills development plans with local and international organizations. He has developed a training manual on Industrial Revolution 4.0 in TVET sector as well as manual on Instructional Design for E-Learning Courses. He is a certified Competency-Based Training and Assessment Trainer and Vocational Counselor. His experties inculde Capacity Development of TVET Stakeholders, Employers Engagement and Project Management.

He was the Director (MIS) of Sindh Technical Education & Vocational Training Authority (STEVTA) and worked as a Focal Person for TVET Sector Support Programe, implemented by Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) Pakistan. He has been playing key roles in policy and institutional development with NAVTTC and training providers for making TEVT demand led. He has been interacting with various local & international organizations including ILO, World Bank, GIZ, British Council, MTC International USA, Skills International and City & Guilds, UK etc. He has transformed existing supply-based system to demand-driven through Competency-Based Training (CBT) at STEVTA. He presented a paper on "Curriculum Delivery in line Industrial Reveloution 4.0" as keynote speaker in 3rd International Conference and 17th National Conference of PACUIT - Leading the 21st Century Generation Towards a Globalized Industrial Technology on 25 April 2019, Manila Philippines.

He served as a Technical Advisor, Human Resource Development for the GIZ TVET Sector Support Programe for five years. He was responsible for supporting the relevant training providers and enterprises in the selected sector to establish a coordination framework for planning and delivering training under the framework of the National Qualifications Framework (NVQF). He has been playing a key role in the implementation of training for principals, teachers, instructors, assessors and certification of Sindh Trade Testing Board (TTB).

Engr. Rajput is a Professional Engineer of Pakistan Engineering Council and earned his MSc in Information System Engineering from the University of Twente, Netherlands (2009-2011). He studied Master of Engineering in Communiation Systems Networks from Mehran University of Engineering & Technology, Jamshoro, Pakistan (2005-2007) and his bachelor in Computer System Engineering (1999-2002) from Hamdard University, Karachi Pakistan.