Bangladesh, Bhutan, Cambodia, Lao PDR, Myanmar, Nepal, Viet Nam
Context/problem being addressed
TVE is concerned with the preparation of learners for employment, through the provision of knowledge, skills and attitudes desirable in the world of work. With our working world now being permeated with ICTs, it seems logical that TVE should inherently include some training in ICT applications. Applying ICTs in TVE would facilitate a more realistic simulation of the work place occurrences in TVE classes. Indeed, TVE leaders in South Asia and South East Asia are seeking to introduce students to ICTs to satisfy the demands of the world of work.
Another advantage of ICTs is that they expedite, facilitate and simplify the management and delivery of various kinds of information, data, etc, including that of education. ICTs have enormously increased possibilities for networking, communication and the rapid exchange of information and materials. The application of ICTs offers multiple learning pathways and widespread access to TVE, breaking down barriers to learning and teaching connected to distance and location, so vocational educators can easily have opportunities to update and upgrade their knowledge and skills. Notably, interfaces between TVE and ICTs have become a feature of the education and training enterprises in developed countries.
Yet among the least developed countries of South Asia and South East Asia, these huge benefits of applying ICTs in TVE are largely a pipe-dream. Computers with Internet connections are not commonly available; new software applications suitable for use in management and teaching of TVE are also lacking.
UNESCO is already fully experienced in efforts to assist in the development of TVE in the Asia and Pacific Region. Over the last 10 years, its UNEVOC Project, encompassing system and policy development, research, and information, communication and networking) has been at the centre of its actions. The Second International Congress on TVE (1999) called attention to the application of ICTs in the management and delivery of TVE.
The network of UNEVOC Centres has grown in the last few years with the creation of new Centres in India, Sri Lanka, Bhutan, Nepal, Laos, Cambodia, and Malaysia. Yet the capacity of the Centres to fulfill their roles and functions remains unfulfilled, as activities to increase access to databases and documentation, and to meet the needs of Member States for information, communication and networking are hampered by the lack of ICTs in place.
Not to extend assistance in ICTs for TVE is then to again leave these countries behind in digital development, thus exacerbating already existing divides between those that have, and those that have not.
Teacher trainers and curriculum developers
The overall objective of the project is to improve the management and delivery of TVE through the application of ICTs.
The immediate objectives are:
- Infrastructure - To supply and equip departments or commissions of TVE, vocational education and training institutions, curriculum development centres with suitable computer equipment, Internet, multi-media software;
- Capacity building - To provide training in their use to directors, principals, curriculum developers, vocational teacher trainers; and
- Access - To expand access to teaching and learning materials and to enrich delivery of TVE.
Consultancy services and technical assistance will be deployed during the implementation of the project. Consultants will be selected in a fair manner, regardless of gender. On the basis of needs assessment undertaken by a consultant, suitable ICTs will be procured. Technical assistance and consultancy services will be employed to assess training needs, devise initial training programmes, and prepare basic training materials for the target personnel. Also, technical assistance is to ensure rapid implementation and adherence to UNESCO regulations and procedures. Advice, planning, coordination and monitoring are to be provided by the Programme Specialist in TVE.
Beneficiary ministries will designate suitable personnel to be contact persons and participants in the project. Directors for departments of TVE in the beneficiary countries will identify sections in their departments to be supplied with ICTs and select suitable vocational educators to receive training in applying ICTs. Where necessary, the Directors working with responsible authorities will ensure that basic electrical connections are in place to enable the installation and running of computers with Internet connections, multi-media software and that a budget line for ICTs is created.
- A meeting of experts from relevant departments of TVE to
- Define and map out critical policy issues in applying ICTs, Generate recommendations on solutions to several policy issues, e.g. infrastructure, recurrent budget, criteria for identifying contact points, and formation of informal networks.
- Introduce the project and secure common understanding
- Gender and equity considerations would be included among the criteria
- Familiarise a consultant to work on the project with the nuts and bolts of the project right from the beginning
- Needs assessment for ICTs ( computers, Internet, multi-media software, etc) and training workshops in use of ICTs to be carried out by a consultant
- Procurement and supply of requisite ICT equipment
- Design of training courses and organization of training workshops - One would be organized for the directors and the others would be ‘training of trainers’ workshops’ - to curriculum specialists and teacher educators. The training is intended to produce trainers, who would be able to train others upon returning to their work-places.
- Preparation, production and distribution of a training manual
- Regular monitoring and periodic evaluation will be carried out to ensure timely execution, early attention to emerging constraints, and achievement of the project objectives. The periodic evaluation will be carried out on a quarterly and yearly basis. External evaluators will be involved in the annual evaluation.
Expected results - (presented in order of completion)
- Policy framework for project implementation
- Report on ICT equipment needs
- Report on training needs assessment
- Procurement and delivery of computers with Internet connections, PowerPoint, and suitable software
- Draft Training Manual designed
- Familiarization Training Workshop on ICT application in TVE
- Training of Trainers Workshops:
(i) Curriculum experts;
(ii) Teacher Trainers
- Revision of Final Draft Training Manual
- Re-planning of Implementation