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 Program Book

In-Country Program on

Competency-Based Education and Training

April 29 - May 3, 2008
Suva, Fiji

Conducted by

Inter-Governmental International Organization
Colombo Plan Staff College for Technician Education
for Human Resources Development in Asia and the Pacific Region

in Collaboration with

Ministry of Education, Government of Fiji

1.   Rationale

Competency-based education and training (CBET) is the leading paradigm for innovating technical and vocational education and training (TVET) today. CBET has been perceived by many as the answer to the improvement of education and training for the complex contemporary world (Harris et al. 1995). This is because its prime emphasis to flexible, multi-skilled and world-class workforce development has reduced the widening gap between education and the industry.

To some TVET administrators, CBET is considered a breath of fresh air as it carries with it the assurance of producing a country's intellectual capital that are competent in terms of what the industry expects - efficiency, effectiveness and quality performance of a productive function. Graduates educated under a competency regime are able to demonstrate the ability to perform tasks and duties which are harmonious to the culture and work environment of the workplace.

Competency based Curriculum traces its roots in Moscow in the 1860’s when Victor della Vos developed methods for task analysis. It later trailed into American interests almost a century later. Popular in the United States in the 1970s in the performance-based vocational teacher education movement, competency approaches rode a new wave in the 1990s with the National Vocational Qualifications (NVQs) system, in England and Wales( begun in 1986), New Zealand’s National Qualification Framework, the Competency Standards endorsed by Australia’s National Training Board (NTB) and the Secretary’s Commission on Achieving Necessary Skills (SCANS) and the National Skills Standards initiative in the United States.

Because of its promising results, CBET continually spread to other parts of the world, for example: the Caribbean countries of Jamaica, Trinidad and Tobago, Barbados and some other Latin America countries embarked on the development of vocational qualifications based on competencies; and regional bodies such as South Africa Qualifications Authority, Pacific Islands Forum and Caribbean Community adopted a regional vocational qualifications framework working for the mutual recognition of qualifications, transferability of credits, and internationalization of curricula.

In Britain, the original NVQ framework was supplemented in 1991 with the General NVQs, which include "core skills" such as communication, numerics, information technology, interpersonal competence, and problem solving (Hyland 1994). Similarly, Australia's NTB endorsed a broader view of "key competencies," New Zealand identified "essential skills," and the SCANS report included "foundation skills" (Harris et al. 1995).

CPSC member countries have also started to join the movement by modernizing their TVET systems using the competency frameworks. In South East Asia countries, the Philippines, and six (6) others were signatories to the Regional Model for Competency Standards (RMCS) promulgated by the ILO/APSDEP Regional Office in Thailand. The Republic of India, Korea, Nepal and some others have introduced CBET to link the education and training system and match the quantity and quality requirements for manpower in industry.

However, despite all these works done, the TVET system is still faced with a number of challenges. These challenges are the rapid technological changes and the changing structure of the work places which calls for continual up-gradation of the competencies. In addition, vocational qualifications framework, increasing mobility of workforce, lifelong learning, equivalency certification, and recognition of prior learning, internalization of curricula, mutual recognition of qualifications, comparability of courses, equivalency and transferability of credits have become inevitable trends and appear to restrain full operationalization of CBET. There are other implementation issues that need to be considered before CBET meets the people’s expectations like lack of modules or training packages, inadequate upgrading of trainers, large batch sizes, shortage of skilled workers etc. There is therefore a need to revitalize and revolutionize the TVET systems with a view to make it more competitive, by addressing all these issues.

There are a number of implications for organizations considering implementing a CBT system:

  • Organizations must be committed to providing adequate resources and training materials.
  • Audiovisual materials need to be directly related to the written materials.
  • Training activities need to match the objectives.
  • Continuous participant interaction and feedback must take place.
  • Trainers must be trained to conduct competency-based training courses.
  • Individuals attending training must be prepared for CBT as this approach is likely to be very different from their past educational and training experiences.

With these changing needs, trends and issues at hand which are applicable in all developing countries, CPSC is of the opinion that this in-country program is an approach to creating greater awareness through access to information and diagnosis of country’s needs. It is hoped that the sharing of experiences and expertise will be fruitful in providing the basic concepts, standards and mechanics in the adoption of CBET in TVET institutions that would ascertain that the right people with the right skills at the right time are there to attain products which meet the requirements of the industry as well as are comparable to international standards in this globalized era.

2.    Objectives

The objectives of the training program are:

  • To explain the general concepts of competency-based education and training
  • To impart skills amongst the participants for identification of competencies, development of standards and learning package
  • To formulate a project work related for TVET competency-based program

3.   Course Contents

Special Lecture : Emerging Trends in Industry Institute Partnership in Asia and the Pacific Countries

Module 1. General Concepts of Competency-Based Education and Training

  • Understanding Competency-Based Education and Training (CBET)
  • Identification of Competencies: Techniques for Occupational Analysis
  • Competency Frameworks in CBET

Module 2. Standards and Learning Package and Best Practices

  • Development of Standards: The Groundwork of Competencies Passport
  • Development of Learning Package: Content and Structure
  • Best Practices and Trends in CBET and Model CBC for TVET

Task 1: Develop a Duty-Task List and Task Analysis Sheet for an Occupation using DACUM Approach
Task 2: Developing Competency Standards
Task 3: Developing Competency Assessment Materials
Task 4: Developing a Model for Competency Based Education and Training
Project: Development of a Sample Competency-Based Training Package

Field visit - An industry or institution with competency based training and education experience

4.   Expected Outcomes

  • Competent and trained participants
  • Sample designs of Competency-Based Training Package

5.   Instructional Strategies

This program will utilize both face-to-face and web-based teaching and learning delivery systems to impart the desired knowledge, skills and competencies to the participants. Specifically, it will operate on the following instructional strategies:

  • Special lecture, theme paper presentations and video-on-demand (VOD) packaged both in a printed program book as well as on the web- based TLS mode
  • Experience and knowledge sharing to promote awareness and advocate Competency-based education and training
  • Group tasks to encourage and inspire teamwork in the performance of assigned tasks
  • Industry/Institutions visits

6.   Participants' Profile

The program offers vibrant learning and networking opportunities for the officials from the Ministry of Education, Fiji.

7.   Date and Venue

The course will be conducted in Suva, Fiji from 28 April - 02 May 2008.

8.   Training Process Model of the Program

9.   Course Facilities

The following course facilities will be required for the smooth conduct of the program:
  • Conference Hall for the opening and Closing ceremonies and for Special Lecture with A/V systems and multimedia projector
  • Computer Laboratory with following facilities:
    • Multimedia projection system
    • One computer for each participant (connected by High speed Local Area Network) with the following minimum specifications:

      Pentium IV processor or equivalent
      512Mb RAM or higher (minimum 512Mb must)
      Microsoft Windows 2000/XP and Web Browser in PCs
      Each computer with CD-Rom or writer and headset for listening to Videos- on-Demand
      Internet connection (Desirable)
      Windows Media Player (Version 9 Only)

  • Secretariat room for CPSC Director General and Faculty Consultant with Internet, Printer and Photocopying Facilities

10.   Course Management and Supervision

Program Supervisor
    Dr. Shyamal Majumdar
Director General & CEO
Colombo Plan Staff College for Technician Education
DepEd Complex, Meralco Avenue,
Pasig City, Metro Manila, Philippines
Tel No. (+63-2) 633-8413
Fax No. (+63-2) 633-8425
E-mail: dr_majumdar@cpsctech.org

Course Coordinator and Resource Person

Prof.  T.J. Tesoro Gayondato
Faculty Member/Specialist and Chairman Projects and Consultancy Division
Colombo Plan Staff College for Technician Education
DepEd Complex, Meralco Avenue
Pasig City Metro Manila, Philippines
Tel: (+63-2) 631-0991 to 95
Fax: (+63-2) 631-0996
E-mail: tjtesorogayondato@yahoo.com

Cyber Resource Persons
    Dr. Suresh K. Dhameja
Faculty Consultant and Chairman
Training and Development Division and
Research and Development Division
Colombo Plan Staff College for Technician Education DepEd Complex, Meralco Avenue,
Pasig City, Metro Manila, Philippines
Tel No. (+63-2) 631-0991 to 95
Fax No. (+63-2) 631-0996
e-mail: skdhameja@cpsctech.org / skdhameja@hotmail.com
    Dr. A.R. Ariyaratne
Colombo Plan Staff College for Technician Education
DepEd Complex, Meralco Avenue,
Pasig City, Metro Manila, Philippines
Tel No. (+63-2) 631-0991 to 95
Fax No. (+63-2) 631-0996
E-mail: arariya@hotmail.com
Local Coordinator
    Mrs. Makekesi Driu
Ministry of Education , National Heritage, Culture and Arts
Fiji Islands
Tel. No. (679)3300027, (679) 9407236 Fax No. (679)3314373
Email: m_driu@hotmail.com, makelesi.driu@govnet.gov.fj

11.   Tentative Schedule


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