Based on research, the development of diverse global educational leaders through learning organization concepts of faculty engagement to overcome many disruptions has been presented.

1. Development of Diverse Global Educational
Leaders through Learning Organization
Concepts of Faculty Engagement to
Overcome Many Disruptions
Thanikachalam Vedhathiri, B.E., M. Tech., Ph.D., M.S., FIE., FIGS., FFIUCEE
FMR Professor, Center for International Affairs
National Institute of Technical teachers Training and Research, Chennai
vthani2025@gmail.com

2. Global
Educational
Leaders
Development of
Diverse Global
Educational Leaders
from developing
countries Through
“Learning
Organization
Concept”

3. Objectives
• To assess the training needs of diverse global faculty members in
technical/ engineering education
• To assist the participants to plan needed courses for developing
desired human resources in various fields
• To prepare outcome- based courses, conduct needs analysis,
develop the learning resources, action research, develop models for
developing the courses, get the resources, conduct pilot testing/
formative evaluation, getting the feedback from the stake holders,
and improve the courses.
• Conduct tracer studies and revise the courses.

4. Participants of this Project-Based Program
• Faculty members working in technical and vocational education,
higher education, and non-formal education
• Curriculum developers
• Instructional materials developers
• Should possess two years of working after a degree or diploma in
education or science or arts or engineering
• After completion of the programs, they should undertake curriculum
design or instructional materials development or planning new
vocational or technical or applied science or training the employees
of an organization or institutional development

5. Educational Background of the Participants
• Diploma in Technical Education
• Diploma in Vocational Education
• Bachelor of Engineering
• Master of Education
• Master of Business Administration
• Master of Political Science
• Doctorate in Education
• Working in Educational Departments

6. Project Based Learning (PBL)
• A pedagogical strategy for posing significant, contextualized, real
world situations, and providing resources, guidance, and instruction
to learners as they develop content knowledge and problem solving
abilities.

7. Tracer Studies
• Quality of the Curriculum
• Quality of Instruction
• Validity of Measurement/
Evaluation
• Industrial training
• Product Development Testing
• Improvement
• Performance in an Industrial
Situation
• Feedback from Employers
• Feedback from the Alumni

8. Program Planning
• Context to the Resources/
Economy
• Training Needs Analysis
• Developing Needed Human
Resources
• Outcome-Based Courses
• Input- funds, resources, etc.
• Learning Resources
• Models for implementation
• Part-time/ Full time/ Cooperative
• Transformational Process
• Draft Curriculum
• Pilot Testing
• Product Improvement

9. Nalanda University,
India
• Ancient Global
University
• Supported by Emperors
• Global Participants
• Human Capital
Development
• NITTTR Chennai has
become a mini Nalanda
Institute in Technical
Education

10. Global Programs of Nalanda University
• Global Monastic University (Fifth Century AD to 1197 AD)
• Supported by Gupta Empire
• Offered Courses in Brahminical Vedic Texts, Philosophy, Logic,
Grammar, Astronomy, Mathematics, Medicine, etc.
• Learners from many Asian Countries ( China, Indonesia, Japan,
Korea, Persia, Tibet, and Turkey) attended
• They have to pass the Gate Examination for admission

11. Educational
Process
Developing
Needed
Transformational
Processes

12. Starting of the Radical Innovative Development
Program for Diverse Global Educational Leaders
• Based on the suggestion from the Director of Korean Educational
Development Institute, Seoul in 1979
• Approval of the Board of Governors in 1980
• Approval of the Ministry of External Affairs and Ministry of Finance,
Government of India in 1981
• First course was launched in 1982 with 10 participants from
developing countries in Asia, Africa, and Oceania
• Based on the feedback, additional course on Currriculum Evaluation
was introuced

13. Disruptions in Developing Countries in Africa,
Asia and Oceania
• Shortages of Qualified and Accomplished Educational Leaders,
Administrators for Undertaking Country Specific Educational
Development Programs in Africa, Asia and Oceania
• Mismatch between the Industry Needs and Available Technical
Human Resources
• Natural Resources are not Fully Utilized for Development
• Limited Technical Educational Institutions
• Absence of Global Exposures on the Cost Effective and Holistic
Development Process
• Absence of Linkages, and Collaborating Institutes

14. Discussions with the Ministers/Directors of
Education from Developing Countries
• The following team visited the Institute and desired to send their
faculty members for training and development
• Labor Minister from Sri Lanka
• Deputy Minister and the Director of Technical Education from
Ethiopia
• A team of Directorate Officials from Mauritius
• A Senior Officer from Seychelles
• A senior Director from Somalia

15. Global Faculty Development
Bilateral Agreement with Developing
Countries
Training Institution: NITTTR Chennai

16. National Institute of Technical Teachers
Training and Research (NITTTR) SR, Chennai
• Established as a Regional Institute of Technology and termed as Technical
Teachers Training Institute by Government of India in 1964
• In 2004, the Institute has been elevated as a National Institute of
Technical Teachers Training and Research
• An Associated Institute of UNESCO’s Asia Pacific Program for Educational
for Development, Bangkok, Thailand and Colombo Plan Staff College for
Technician Education, Manila, Philippines
• Offers Diverse Global Faculty Development Programs since 1979
• Plans faculty development programs under Special Commonwealth
African Assistance Program (SCAAP), Indian Technical Economic
Cooperation (ITEC), of the Ministry of External Affairs and Technical
Cooperation Scheme (TCS) of Ministry of Finance, Government of India.

17. Funding from the Ministry of External Affairs &
Ministry of Finance
Indian Technical and Economic
Cooperation NITTTR Chennai

18. Learning Disabilities
?

19. Andragogy Principles
• Diverse global faculty members are to be involved in assessing the
needs of the technical and vocational students.
• Experience provides the basis for the learning exposure
• Diverse global faculty members are interested in developing needed
human capital for their country.
• They have to be trained through project-based learning

20. Self- Concept of Diverse Global Faculty
Members
• They use their self-concept from one of being dependent personally
to one of being self-directed learners.
• As they accumulate a growing reservoir of experience that becomes
an increasing resource for learning

21. Orientation to Learning
• They change time perspective from one of postponed application of
knowledge to immediate application.
• As a result of their orientation toward learning, it shifts from one of
subject centeredness to one of problem centeredness.

22. Instructional Design for High Performance
• Design the instruction to provide an appropriate degree of
expectation for the situation and abilities.
• Engage learners worth while tasks that provide access to powerful
problem solving abilities

23. Learning Environment
• Structure learning environment in which learners can work
collaboratively to gain experience in using ways of thinking and
communication used by experts in their discipline.

24. Metacognition
• Provide expert instruction in metacognition as a part of teaching.
• Expectation and social norms allows the experience success and
develop the abilities to learn

25. Contextual Learning in the Course Work
• Contextual learning involves projects in real-life context in the work
place that demand professional abilities
• Contextual learning covers a wide range of possible projects and
career related.

26. Building Blocks of Learning
Organization
• Generating Ideas with Impact
• Generalizing Ideas with Impact
• Identifying Learning Disabilities

27. Learning Organization
Building Blocks of
Learning
Generation of Ideas
Generalization of
Ideas with Impact
Identification of
Learning Disabilities

28. Generation of Ideas
with Impact
Institutional
Development
Interdisciplinary
Research
Models of Curriculum
Design
Faculty Development
Leadership Development
Focused Mentoring

29. Block -1: Generating Ideas with Impact
•Seek New Ideas to Institutional Development
•Try New Ideas based on Interdisciplinary
Research, Diverse Global Faculty Development
•First to Market with New Ideas/ Concepts in
Curriculum Design, Faculty Development,
Leadership Development and Focused
Mentoring

30. Generating New Ideas with Impact
• Innovations in Technical Education Programs
• Developing Medium- Term Diverse Global Faculty Development
Programs
• Advanced Certificate Courses
• Curriculum Design and Instructional Materials Development
• Environmental Protection and Management
• Human Resource Development and Management
• Developing Technical Education Programs for Developing Countries
in Africa, Asia, Central and South America, Oceania, and Europe

31. Ideas with Impact
Problem Solving
Medium Term Faculty
Development
Advanced Certificate
Courses
Curriculum Design and
Instructional Materials
Development
Human Resource
Development and
Management

32. How to Succeed ?
• Experimentation
• Innovation
• Involving Competent and Motivated Faculty
• Creating Bench Marks
• Taking Feedbacks on the Suitability, Process Adopted for Transfer,
Improving the Competencies, Creating Challenges, Coaching,
Mentoring, Assisting to Reach Excellence.
• Reinforcing the Best Practices
• Reaching the Organization to Implement

33. Generalizing Ideas with
Impact
• Boundaries
• Institutions
• Resources
• Strategic Planning
• Vision
• Mission
• Goals
• Objectives
• Outcome Desired
• Globalized Economy

34. Generalizing the Ideas with Impact
• Recognizing that Boundaries that Exist
• Institutions, Faculty Numbers, Resources, Employers,
Vision, Mission, Goals, Objectives, Meeting Challenges
under Globalized Economy, Need for Human Capital and
Knowledge Capital
• Conducting Needs Assessment
• Developing Leaders
• Focusing on Sustainability

35. Identifying Learning Difficulties
• Blindness
• Not conducting literature survey
• Not planning appropriate development courses
• Tight coupling
• Paralysis
• Superstitious Learning
• Diffusion Deficiency

36. How do we Overcome Blindness ?
• Develop self-instructional Modules to Overcome the Knowledge
Gaps
• Introduce Learner Focused and Flexible Courses
• Provide Success Stories
• Identify the Performance Gaps
• Encourage to Launch Development Based Projects
• Council, Coach, and Mentor
• Remove the Fear of Failure
• Trigger the Learning Process

37. Synthesis of the Needs of Developing
Countries
• Innovative Curriculum Design and Development Process
• Exposure to Educational Technology
• Outcome based education
• Integrate with ICT
• Strategic Planning
• Participant Centered Learning
• Quest for Excellence
• Achievement Motivation

38. Realistic Methods
• Path to Mastery
• Exposure to contextual knowledge
• Country Specific Development Projects
• Generating Achievable Goals
• Analyzing the Gaps, Needed Transformation Process, Developing
Project Objectives, Preparing Trial Solutions
• Selecting the Most Promising Solution
• Completing the Project and Presenting it to the Peer Group.

39. Outcome
• Model curricula for various sectors based on the needs,
resources and development programs
• Faculty Development
• Development of Learning Resources
• Project Management
• Summative Evaluation
• Cognitive skills
• Further Improvement through Funding from IDAs

40. Outcome
• Model Curricula
• Faculty Development
• Learning Resources
• Project Management
• Validated Course
Material
• Funding for
Implementation

41. Impact
• 852 educational leaders in technical and vocational education have
been coached and mentored
• 95 developing nations benefitted since 1982
• 117 executives have been coached from 60 countries in Africa, Asia,
Oceania, and Europe
• Now around 10 courses are planned exclusively for senior
executives
• Participants have Gained Agility, Dynamism, Goal Setting, Decision
Making, Project Management, Achievement Motivation and
Developing High Performance Project based Teams.

42. Impact on the Least Developed Countries
• Poverty Alleviation
• Development of Youth through Productive Skills for MSMEs
• Utilization of Natural Resources and Production of Quality Products
• Peace Engineering Education
• Leadership Development for Planning needed Programs
• Rural Development through Skilled People
• Workforce Development through Continuing Education
• Part-time Cooperative Education
• Continuous Support to the Alumni

43. Radical Innovation
• Learning core competencies for developing curriculum, instructional
materials development, implementation, guiding the learners through
country specific projects, conducting tracer studies and creating
improved courses to impact on the human capital.
• Relates existing resources and utilizes for opportunity to develop
human capital.
• Long-term focus.
• Project based action oriented transformation.

44. Participants’ Feedback
• Gained confidence in planning and developing many vocational,
technicians, and in-house training programs for the department.
• Developed many followers to prepare the curriculum
• Established an in-house faculty development unit
• Started assisting other departments
• Now we have providing assistance to ongoing development programs
under UNESCO and AfDB

45. Thank You
Your Questions Please.