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 Program Book

In-Country Program on

Competency-Based Training and Assessment

23-27 February 2009
Bangkok, Thailand

Conducted by

Colombo Plan Staff College for Technician Education
Manila, Philippines

in Collaboration with

Bureau of Policy and Planning
Office of the Vocational Education Commission

Ministry of Education

Bangkok, Thailand


1.   Rationale

Competency-Based Training (CBT) vis-à-vis traditional instruction encompasses, inter alia, CBT’s content based on skills (tasks) which are determined by job analysis and the use of demonstration/practices as the primary teaching method aided by many instructional materials. The time frame for CBT is variable and performance tests measure the job competence of the trainee.

National Competency Standards (NCS) provide a significant set of guidelines for defining competencies required by a craftsman engaged with a particular occupation. Thus, in Competency-Based Assessment (CBA), the extent to which a trainee demonstrates skills, knowledge and attitudes needed to perform a task/set of tasks is assessed with reference to skills, knowledge and attitudes specified in NCS. This assessment is based on evidence collected on trainee’s performance and judgments made thereof (National Apprentice and Industrial Training Authority in Sri Lanka, ---; National Institute of Technical Education of Sri Lanka, 2005).

Technical and Vocational Education and Training (TVET) plays an important role in the economy of a country. To be effective, vocational and technical training should allow an individual to demonstrate his/her knowledge and skills. Thus the education and training system needs to aim at furnishing students with skills and knowledge applicable in the work context. The assessment is a very essential part as it will identify whether the students are really equipped with the skills required in the workplace and capable of carrying out activities satisfactorily in complying with standards set by the industry.

Thailand, like many other countries in South and Southeast Asia, showcases the significance of the national level efforts put in to reinvigorate Technical TVET system. The shortage of middle level or skilled and technical manpower has prompted the country to take specific actions to attract more students to TVET sector institutions. The 10th National Economic and Social Development Plan (2007-2011) has, therefore, set the goal of increasing the number of secondary education graduates attending the TVET programs from 42% to 50% by the year 2011 (Choomnoom, unpublished).

On the other hand, TVET sector of Thailand is passing through a phase of planned transition giving rise to many emerging trends in the sector. One such trend that has captured the attention of stakeholders of TVET is the decision made by the Royal Thai Government in 2008 to set up a Vocational Qualification Institute as an institutional mechanism to assist industrial clusters to identify vocational competency requirements of their workers and encourage TVET sector institutions to use competency-based curriculum. Consistently, there is a surge of interest, as a challenge faced by the TVET sector, in using competency standards for making the Thai labor force internationally competitive (Choomnoom, unpublished).

The main thrust of this In-Country program (ICP) revolves around how TVET institutions can develop systems, processes and strategies for the effective design, implementation and continuous improvement of training and assessment systems based on competencies. In competency-based skills training, the curriculum is designed in a manner where there are small and building block training modules while providing the space for witnessing observable actions of trainees (www.ilo.org). The Manila Declaration 2008 of Colombo Plan Staff College for Technician Education (CPSC) also emphasizes on “the provision of training and development interventions for modularized employable skills for responsiveness to the needs of industries and the labor market” (CPSC, 2008, p. 8). The program envisages to improve the competencies of participants in CBT and CBA of students in TVET institutions.

2.    Objectives

This ICP intends to:

  • Identify emerging challenges in the external environment for TVET system
  • explain broadly the meaning of CBT and CBA and why they are important in competency development of technicians
  • introduce the tools and processes involved in analyzing and assessing the skills and knowledge obtained from the education and training
  • design a CBT and CBA package for selected occupations in industry and services.

3.   Learning Outcomes

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

  • describe the basic concepts of CBT and CBA and their importance in TVET education
  • identify tools and techniques of occupational analysis for CBT
  • apply the theoretical knowledge and understanding for designing, implementing and evaluating CBT and CBA

4.   Output

• Sample design of a CBT and CBA package for selected occupations (the Input-Process-Output [IPO] model leading to the designing, implementing and evaluating CBT and CBA package is attached herewith)

5.   Instructional Strategies

For achieving objectives of this ICP and facilitating participants reaching learning outcomes, the following methods will be employed with a flavor of blended learning:

  • Classroom lectures and discussions
  • Cyber lectures
  • Theme paper presentations
  • Multimedia web-based teaching and learning
  • Experience and knowledge sharing as a mechanism of building awareness and advocating CBT and CBS
  • Individual and cluster group tasks
  • Company visits complemented with mini case studies

6.   Course Contents

Special Lecture - Emerging Trends, Issues and Challenges in TVET in Asia Pacific Region and the Need for Skills Development and Standardization

Module 1: Conceptual Foundations of Competency and Competency-Based Training

  • Conceptual Foundations of Competency
  • Competency-Based Training
  • Competency Standards

Module 2: Occupational Analysis: DACUM and Other Techniques

  • Occupational Analysis
  • DACUM Approach and Duty-Task Sheet

Module 3: Competency-Based Assessment: Meaning, Principles, Criteria, Methodology, Process and Certification

  • Competency-Based Assessment
  • Criteria for Assessment
  • Assessment Process

Project Work - Preparing a Sample Design of a CBT and CBA Package for a Selected Occupation in Industry and Services

Cluster Group Tasks

Task 1: Developing a Duty-Task List and Task Analysis Sheet for a Selected Occupation in Industry and Services
Task 2: Developing Competency Standards for a Selected Occupation in Industry and Services
Task 3: Developing Assessment Materials for a Selected Occupation in Industry and Services

7.  Participants' Profile

25-30 middle level managers/administrators and personnel in charge of assessing skills and knowledge of trainees

8.  Date and Venue

This five-day long ICP will be conducted from February 23~27, 2009 in Bangkok, Thailand. The exact venue is yet to be confirmed (see tentative schedule of the program which appears in the end of this program book).

9. Program Requirements

To conduct this ICP ensuring efficiency of delivery and participants maximizing their learning, the following facilities would essentially be required:

10.   Course Management and Supervision

Course 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
 
   

Dr. M. Saman Dassanayake
Chairman, 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 / 633-8425
E-mail: msamand@cpsctech.org

 
Resource Person/Facilitator
 
   

Prof. Suresh K. Dhameja, Ph.D.
Entrepreneurship Development and Industrial
Coordination (EDIC) Department
National Institute of Technical Teachers’ Training and Research (NITTTR)
Sector 26, Chandigarh, Pin/Zip Code 160 019, India
(Ex-Faculty Consultant, Colombo Plan Staff College for Technician Education, Manila, Philippines [2005-2008])
Tel No: +91-172-2791349, 2791351, 2790422-2790426 (Ext/Loc 412)
Fax No: +91-172-2791366, 2793893
E-mail: skdhameja@hotmail.com

 
Cyber Resource Persons
 
   

Prof. Rajesh P. Khambayat, Ph.D.
Chairman, Training 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 / 633-8425
E-mail: drkhambayat@cpsctech.org, khambayatrp@hotmail.com

 
   

Prof. T. J. Tesoro Gayondato
Chairman, Projects and Consultancy 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 / 633-8425
E-mail: tjtesorogayondato@yahoo.com

 
Local Coordinator
 
   

Ms. Maturode Sumranpon
Chief of External Relations Section
Bureau of Policy and Planning
Office of the Vocational Education Commission
Ministry of Education
Bangkok 10300, Thailand
Tel No: +66-2281 5555 Ext: 1703
Tel No: (cellular). +66-81-401 8382
Fax No: +66-2280 4487
E-mail: maturode_nong@hotmail.com, maturode_nong13@yahoo.com


11.   Input-Process-Output Model


12.   Tentative Schedule


LB – Lunch Break   CL – Cyber Lecture   Dr. MSD – Dr. M. Saman Dassanayake   MILY – Most Important Learning of Yesterday   Prof. RK – Prof. Rajesh P. Khambayat   Prof. SM – Prof. Shyamal Majumdar    Prof. SKD – Prof. Suresh Kumar Dhameja   Prof. TJ – Prof. T. J. Tesoro Gayondato    SL – Special Lecture   TB – Tea Break TP – Theme Paper    TVET – Technical and Vocational Education and Training    VET – Vocational Education and Training

 

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