TVET for Global Competitiveness

17-18/RPBGD |
25-29 July 2017, Bangladesh |
Regional Program |

| Introduction |

According to UNESCO and the International Labour Organization, Technical Vocational Education and Training (TVET) involves the study of technologies and related sciences; and the acquisition of practical skills, general education, attitudes and an understanding of occupations in various sectors of the economy. With this in mind, it is clear that TVET plays a critical role in shaping human and national development. In fact, a country with skilled human capital is an economy that shows significant growth potential. Competing in today’s global economy is complex. Countries not only need advanced technical and vocational skills, but also a flexible workforce that can adjust to rapid shifts in demand. That is why investing in skills is so vital to a country’s economic growth and competitiveness. In particular, education systems must be oriented towards producing youth who have both strong foundational skills as well as specific skills for jobs.

Policy makers have to realize that the world of organizations and management is changing very fast. Rapid environmental shifts are causing fundamental transformations that cause a dramatic impact on management of organizations. These transformations are reflected in the transition to a new workplace. And because of change, organizations today face a continuous barrage of requests to improve quality, improve organizational governance, enhance institutional image for sustainability as well as instructional management. In OECD countries more than 34% of the population go for VET qualifications at higher level and in countries like Austria, Germany and Poland it is even more than 50%. Higher level of industrialisation brings the promise for gainful jobs and therefore TVET qualifications are favourable choices among them for employment. Ensured jobs, high wages for TVET programs and qualification that match the requirements of the workplace have made it a popular choice for the youth to pursue it as a preferred choice for career development.

In the case of developing economies and economies with higher populations attracting students with fond for TVET qualifications as against the general qualifications is a common problem. The problems are manifolds. These countries while moving up the development ladder and economic growth are facing shortage of skilled workers especially in industries where high technology equipment and processes are used on one hand while on the other side general education qualifications land them in a big mess of joblessness. The qualifications acquired do not meet the needs of the emerging economic sectors and workplaces where jobs are available. These are compounded by the outdated TVET systems courses, old infrastructure and facilities for teaching and learning to meet the demand for training the required number of aspiring students. Government policies, budgetary allocations and modern technology platforms are lacking which does not give a big push to TVET system to become a popular choice for majority of the youth. TVET systems also have to face the challenges posed by sustainable development and the transition to the next phase of the Millennium Development Goals. Sustainable Development Goals (SDG), which was implemented by all countries as a follow up to the MDGs post 2015, is designed to take into account different national realities, capacities and levels of development and respect national policies and priorities. These goals of the SDG are seen to be integrated, indivisible set of global priorities for sustainable development.

Hence, CPSC, as an inter-governmental organization for the development of TVET in Asia and the Pacific Region, provides this training program in collaboration with Institution of Diploma Engineers Bangladesh (IDEB) & Directorate of Technical Education (DTE), Bangladesh, for the TVET stakeholders in member countries to further develop and enhance the capability in TVET to face the continued challenges in the Global Era.

| Objectives |

At the end of the program, the participants are expected to:

  • Elucidate the challenges and opportunities for TVET in CPSC Member Countries
  • Discuss the green TVET practices and initiatives to enhance the sustainability of TVET
  • Integrate entrepreneurship education for addressing global competitiveness
  • Appreciate the applications of emerging technologies in TVET
  • Prepare a System Development Plan for sustainability

| Main Contents |

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

The main contents of the Regional Program are:

Special Lecture: TVET Leader and Global Competitiveness

Theme Papers

  • Theme Paper 1: Challenges and Opportunities for TVET in CPSC Member Countries
  • Theme Paper 2: Greening TVET for Sustainable Future
  • Theme Paper 3: Entrepreneurship in TVET
  • Theme Paper 4: Emerging Technology Applications in TVET

Task and Project Work

  • Task 1: Enhancing image of TVET Systems in the Global Era
  • Project Task: Preparation of Action Plan/System Development Plan

International Conference: "Skills for the Future World of Work and TVET for Global Competitiveness"

| Target group |

This Regional Program is designed for 25 administrators and experts coming from the CPSC member countries and partner organizations.

| Collaborating Partner |

Institution of Diploma Engineers Bangladesh (IDEB), Dhaka, Bangladesh