The document outlines the terms of reference and work of the TVET Task Force in Trinidad and Tobago. It establishes subcommittees to address key areas like TVET structure, human resources and infrastructure, teacher training and development, and student services and career development. It identifies weaknesses in the current TVET system like lack of timely labor market data and inadequate teaching resources. The subcommittees make recommendations in their areas like conducting training needs assessments for teachers, establishing career guidance offices, centralizing equipment, and offering stipends for student work attachments.
Quality and Outreach of TVET- Zambian Case StudyGabriel Konayuma
The document discusses TVET (technical and vocational education and training) in Zambia. It notes that the Ministry of Science, Technology & Vocational Training oversees TVET and enrolls 30,000 trainees annually, though distance learning opportunities are limited. It describes quality assurance systems used to regulate institutions and common challenges around quality. Examples of distance learning programs through TVTC and ZACODE are provided, as are recommendations to enhance quality and outreach, such as increasing use of ICT and partnerships between TVET providers and industry.
Gabriel S. Konayuma presented on recent developments and challenges in technical education and vocational training (TEVET) in Zambia. Key points included: TEVET is governed by policies from 1996 and 1998 and regulated by the Technical Education, Vocational and Entrepreneurship Training Authority; the structure includes the Ministry of Education and training institutions; recent developments include a merged ministry, increased online learning, and new training facilities; challenges are increasing access and ensuring quality and equity; and opportunities lie in meeting skills needs in key sectors like manufacturing, mining, and agriculture.
The document outlines Malaysia's 10th Malaysia Plan to develop and retain a first world talent base through revamping the education system to raise student outcomes, raising Malaysians' skills to increase employability, and reforming the labor market. Key strategies include ensuring every child succeeds in school, holding schools accountable for student performance, investing in great school leaders, and attracting and developing top teaching talent. The goals are to mainstream technical education, upgrade tertiary education, and enhance graduate competencies to achieve a globally competitive innovation-led economy with top talent.
Accreditation Concept and Processes in MalaysiaGhazally Spahat
The document discusses accreditation concepts and processes in Malaysia. It provides background on the development of Malaysia's Qualification Framework (MQF) which aims to standardize qualifications across different education and training institutions. The MQF framework establishes eight qualification levels across academic, vocational, technical and professional sectors. It also discusses the accreditation process in Malaysia which involves institutions applying for recognition and undergoing evaluation by technical committees before final approval. The concept of accreditation is rooted in educational philosophies like pragmatism and reconstructionism. It also reflects curriculum development models which integrate various components like teachers, society, and students.
This document summarizes case studies from 15 colleges on their innovative approaches to implementing study programmes in the 2013-2014 academic year in accordance with new Department for Education guidelines. The case studies are grouped into categories such as strategic approaches and quality of teaching, work experience, maths and English provision, and employer involvement. Examples of innovative practices included highly structured work experience programs, personalized curriculum and teaching approaches, employer-focused assignments, and strategic planning to ensure efficient and sustainable implementation of study programmes.
1. Punjab Technical University started its distance education program in 2001 to provide higher education opportunities to disadvantaged groups and working professionals seeking skill upgrades.
2. The program offers over 60 job-oriented technical courses through over 700 learning centers across India.
3. Key aspects of the distance education program include flexible learning, relaxed entry requirements, comprehensive self-learning materials, and student support services through regional learning centers.
Punjab Technical University offers distance education programs to increase access to higher education. It aims to provide education opportunities to those deprived of higher education due to social, economic, or geographical barriers. Its distance education programs provide avenues for upgrading skills and qualifications while working. Currently, PTU has over 60 courses in more than 700 learning centers across India in disciplines like IT, management, and healthcare. It continuously works to improve program quality and student support.
The document outlines the terms of reference and work of the TVET Task Force in Trinidad and Tobago. It establishes subcommittees to address key areas like TVET structure, human resources and infrastructure, teacher training and development, and student services and career development. It identifies weaknesses in the current TVET system like lack of timely labor market data and inadequate teaching resources. The subcommittees make recommendations in their areas like conducting training needs assessments for teachers, establishing career guidance offices, centralizing equipment, and offering stipends for student work attachments.
Quality and Outreach of TVET- Zambian Case StudyGabriel Konayuma
The document discusses TVET (technical and vocational education and training) in Zambia. It notes that the Ministry of Science, Technology & Vocational Training oversees TVET and enrolls 30,000 trainees annually, though distance learning opportunities are limited. It describes quality assurance systems used to regulate institutions and common challenges around quality. Examples of distance learning programs through TVTC and ZACODE are provided, as are recommendations to enhance quality and outreach, such as increasing use of ICT and partnerships between TVET providers and industry.
Gabriel S. Konayuma presented on recent developments and challenges in technical education and vocational training (TEVET) in Zambia. Key points included: TEVET is governed by policies from 1996 and 1998 and regulated by the Technical Education, Vocational and Entrepreneurship Training Authority; the structure includes the Ministry of Education and training institutions; recent developments include a merged ministry, increased online learning, and new training facilities; challenges are increasing access and ensuring quality and equity; and opportunities lie in meeting skills needs in key sectors like manufacturing, mining, and agriculture.
The document outlines Malaysia's 10th Malaysia Plan to develop and retain a first world talent base through revamping the education system to raise student outcomes, raising Malaysians' skills to increase employability, and reforming the labor market. Key strategies include ensuring every child succeeds in school, holding schools accountable for student performance, investing in great school leaders, and attracting and developing top teaching talent. The goals are to mainstream technical education, upgrade tertiary education, and enhance graduate competencies to achieve a globally competitive innovation-led economy with top talent.
Accreditation Concept and Processes in MalaysiaGhazally Spahat
The document discusses accreditation concepts and processes in Malaysia. It provides background on the development of Malaysia's Qualification Framework (MQF) which aims to standardize qualifications across different education and training institutions. The MQF framework establishes eight qualification levels across academic, vocational, technical and professional sectors. It also discusses the accreditation process in Malaysia which involves institutions applying for recognition and undergoing evaluation by technical committees before final approval. The concept of accreditation is rooted in educational philosophies like pragmatism and reconstructionism. It also reflects curriculum development models which integrate various components like teachers, society, and students.
This document summarizes case studies from 15 colleges on their innovative approaches to implementing study programmes in the 2013-2014 academic year in accordance with new Department for Education guidelines. The case studies are grouped into categories such as strategic approaches and quality of teaching, work experience, maths and English provision, and employer involvement. Examples of innovative practices included highly structured work experience programs, personalized curriculum and teaching approaches, employer-focused assignments, and strategic planning to ensure efficient and sustainable implementation of study programmes.
1. Punjab Technical University started its distance education program in 2001 to provide higher education opportunities to disadvantaged groups and working professionals seeking skill upgrades.
2. The program offers over 60 job-oriented technical courses through over 700 learning centers across India.
3. Key aspects of the distance education program include flexible learning, relaxed entry requirements, comprehensive self-learning materials, and student support services through regional learning centers.
Punjab Technical University offers distance education programs to increase access to higher education. It aims to provide education opportunities to those deprived of higher education due to social, economic, or geographical barriers. Its distance education programs provide avenues for upgrading skills and qualifications while working. Currently, PTU has over 60 courses in more than 700 learning centers across India in disciplines like IT, management, and healthcare. It continuously works to improve program quality and student support.
1. Punjab Technical University started its distance education program in 2001 to provide higher education opportunities to disadvantaged groups and working professionals seeking skill upgrades.
2. The program offers over 60 job-oriented technical courses through over 700 learning centers across India.
3. Key aspects of the distance education program include flexible learning, relaxed entry requirements, comprehensive self-learning materials, and student support services.
Significance of distance education in teacher educationKavi Priya J
Distance education has been used in various ways for teacher education, including pre-service teacher preparation, in-service professional development, and continuing education. It aims to improve teachers' general knowledge, teaching skills, understanding of subjects and learning, and help obtain additional certifications. Distance education programs provide educational training and continuing development through various online and offline means to upgrade teaching skills and support new roles and curriculum changes. They prepare distance instructors and provide resources to teach teachers across different locations and career stages.
Thailand Professional Qualification InstitutOECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
The document discusses common issues, strategies and changes in technical and vocational education and training (TVET) in SEAMEO member countries. It identifies key issues as lack of industry partnerships, unqualified teachers, insufficient funding, and negative perceptions of vocational education. Strategies proposed to address these include strengthening industry links, improving teacher training, developing IT in teaching, and establishing community colleges. Changes implemented in some countries include skills recognition systems, national training centers and a shift to competency-based education. The document advocates for TVET reforms in Malaysia to meet increasing enrollment demands and ensure quality technical education and skills training for students.
This document outlines the presentation on technical education and vocational training (TEVT) accreditation. It discusses 1) TEVT objectives and programs, 2) student and workforce mobility, and 3) quality assurance through accreditation. It then details 2) the purpose and types of accreditation and 3) the Asia Pacific Accreditation and Certification Commission (APACC)'s role in regional harmonization. For Nepal, it outlines 4) the roles of the Council for Technical Education and Vocational Training (CTEVT) in regulating institutions, developing standards, and accrediting programs to ensure quality and relevance of technical education.
CTEVT was constituted in 1989 as the national autonomous apex body for technical and vocational education and training (TVET) in Nepal. It aims to skill Nepal's workforce through quality TVET programs. CTEVT coordinates and facilitates TVET through curriculum development, instructor training, program implementation, and quality control. However, it faces challenges in reaching its target groups and maintaining quality as secondary education is extended to class 12. CTEVT has made progress expanding TVET programs nationwide but moving forward needs to focus more on quality control and reducing gaps between training and labor market needs.
Session II: Tep Ouen - TVET Total Quality Journey in Cambodia 2010-2015OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
The document discusses technical vocational education and training (TVET) in Vietnam. It describes reforms to the TVET system including developing a system of regulatory documents to support an open, flexible and permeable TVET system. Over 100 TVET administrators and DoLISA representatives have been trained on administrative reforms. The program also supports 11 TVET institutes in Vietnam to provide demand-driven training in fields like mechatronics and become high quality training institutes. It discusses strengthening quality assurance in the TVET system through tools like an annual TVET report.
The document discusses the Management Traineeship Segment (MTS) of the Post-Graduate Programme in Rural Management (PRM) at the Institute of Rural Management, Anand (IRMA). The 10-week MTS provides 87 students hands-on experience working on projects at sponsoring rural organizations under faculty supervision. It aims to develop the students' managerial skills and provide benefits to the host organizations and IRMA, such as diagnostic analyses, studies, and inputs to improve the curriculum. Over 1550 students have completed over 1754 MTS projects across diverse regions, sectors, and functions since the program's inception.
Malaysia presentation - Standardisation in TVET and the role of the Private s...OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
The document describes new professional standards for teachers who develop learners' skills in numeracy/number in Wales. It outlines elements related to the teachers' knowledge, understanding, and professional practice in six domains: professional values and practice; learning and teaching; specialist learning and teaching; planning for learning; assessment for learning; and access and progression. The elements provide specific guidance on applying the standards to teaching numeracy/number.
Educational Legislation Evaluation Based on the Criteria of Evaluating PoliciesKathleen Abaja
This document discusses an evaluation of Republic Act No. 7796, which established the Technical Education and Skills Development Authority (TESDA) in the Philippines. It summarizes key points about TESDA's role and activities. TESDA oversees technical vocational education and training (TVET) programs, and has worked to increase access to and quality of TVET, as seen in rising enrollment numbers, mandatory program registration, and high certification rates. The evaluation also found that most TVET graduates found employment within 6 months, and over half utilized skills from their training, showing the relevance of TESDA's work. TESDA implements various policies and programs to promote equity, such as scholarships, and cooperates with public
Session III: Yoon Ho-Kim - Youth Employment challenges and Korean Government'...OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Developing Strategy plan for implementation of NVEQF in Open Schooling- Kochi...CEMCA
This pilot project aims to integrate vocational courses into the school system in Haryana, India. It will introduce vocational courses at the 9th and 11th grade levels in 40 schools across 8 districts, covering topics like automotive, IT/ITeS, retail, and security. The goal is to improve students' employability and reduce dropout rates. It will involve 4000 students and coordinate roles between the central and state governments, industry partners, and educational organizations to develop curriculum, train teachers, set up labs, facilitate industry collaboration, and conduct assessments and placements. Initial results saw 21 students placed in jobs paying Rs. 7,000-12,000/month. Key lessons indicated the importance of starting vocational education
Session II: Albert Basa - Stregthening the quality and relevance of work-base...OECD CFE
The document discusses work-based learning in the Philippines. It provides an overview of the Philippine educational system and the governance structure of the Technical Education and Skills Development Authority (TESDA). It then discusses TESDA's partnerships with industry to link training to employment, providing case studies of successful programs in various industries. Finally, it synthesizes that effective TVET requires a national authority, adequate resources, and strong partnerships between training providers and industry.
The document discusses the historical roots and development of competency-based education and training (CBET) as an approach to vocational education. It traces the origins of CBET back to behaviorist psychology in the 1950s and performance-based vocational teacher education programs in the US in the 1970s. Over the following decades, CBET was gradually adopted in various countries as a way to make vocational education more outcomes-focused and aligned with workplace skills. The document provides definitions of CBET and outlines its key objectives to better prepare learners for employment and allow flexible skills accumulation and certification.
Session II: Palaporn Ratanaparichon - Strengthening the quality and relevance...OECD CFE
This document summarizes a session on strengthening work-based learning. It discusses:
1. The vision of the Department of Skill Development in Thailand to enhance workforce potential through developing skills quantitatively and qualitatively to meet national and international standards.
2. Key details about Thailand's labor market and workforce, including population size, number of employed and unemployed, and numbers in formal vs informal sectors.
3. The roles and responsibilities of the Department of Skill Development in vocational training, skills standards, and networking to promote skills development. This includes training programs for new labor entrants, current workers, unemployed individuals, and special target groups.
4. The Skill Development Promotion Act of 2002 which provides tax
E-TESDA Online Program: Seven Things You Must KnowKiran Budhrani
This document summarizes an online presentation about TESDA's e-TESDA online training program. It discusses that e-TESDA has been launched to increase access to technical education and skills training. It is now offering 38 online modules across 9 courses for free. Over 84,000 users have registered since its launch in May 2012. The presentation encourages a blended learning model, where students learn concepts online but must still practice skills and do certification at physical training centers. It outlines TESDA's expanded roadmap to offer more online content like job aids, simulators and e-certification. The document calls on attendees to provide feedback through a survey and workshop on how to increase readiness for blended learning among schools, administrators, teachers and
An English quality strategy for vocational education in Saudi Arabiav3Paul Woods
Over 30 English medium TVET colleges have been established in Saudi Arabia by the Colleges of Excellence initiative. Early results on PET and KET exams were disappointing. A six-month project using consultants addressed the issues and developed a quality strategy for English in TVET.
London School of International Business offers online Level 5 Certificate in Teaching English as a Foreign Language (TEFL) (The TEFL Academy) in just 8 months.
Get in touch with us at www.LSIB.co.uk via Live Chat.
Pay fee in easy flexible instalments:
Monthly / Quarterly or half yearly
Payment can be made online using credit / debit card
You can also pay through bank transfer/ EFT
Extra 5% discount available for those paying in full.
1. Punjab Technical University started its distance education program in 2001 to provide higher education opportunities to disadvantaged groups and working professionals seeking skill upgrades.
2. The program offers over 60 job-oriented technical courses through over 700 learning centers across India.
3. Key aspects of the distance education program include flexible learning, relaxed entry requirements, comprehensive self-learning materials, and student support services.
Significance of distance education in teacher educationKavi Priya J
Distance education has been used in various ways for teacher education, including pre-service teacher preparation, in-service professional development, and continuing education. It aims to improve teachers' general knowledge, teaching skills, understanding of subjects and learning, and help obtain additional certifications. Distance education programs provide educational training and continuing development through various online and offline means to upgrade teaching skills and support new roles and curriculum changes. They prepare distance instructors and provide resources to teach teachers across different locations and career stages.
Thailand Professional Qualification InstitutOECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
The document discusses common issues, strategies and changes in technical and vocational education and training (TVET) in SEAMEO member countries. It identifies key issues as lack of industry partnerships, unqualified teachers, insufficient funding, and negative perceptions of vocational education. Strategies proposed to address these include strengthening industry links, improving teacher training, developing IT in teaching, and establishing community colleges. Changes implemented in some countries include skills recognition systems, national training centers and a shift to competency-based education. The document advocates for TVET reforms in Malaysia to meet increasing enrollment demands and ensure quality technical education and skills training for students.
This document outlines the presentation on technical education and vocational training (TEVT) accreditation. It discusses 1) TEVT objectives and programs, 2) student and workforce mobility, and 3) quality assurance through accreditation. It then details 2) the purpose and types of accreditation and 3) the Asia Pacific Accreditation and Certification Commission (APACC)'s role in regional harmonization. For Nepal, it outlines 4) the roles of the Council for Technical Education and Vocational Training (CTEVT) in regulating institutions, developing standards, and accrediting programs to ensure quality and relevance of technical education.
CTEVT was constituted in 1989 as the national autonomous apex body for technical and vocational education and training (TVET) in Nepal. It aims to skill Nepal's workforce through quality TVET programs. CTEVT coordinates and facilitates TVET through curriculum development, instructor training, program implementation, and quality control. However, it faces challenges in reaching its target groups and maintaining quality as secondary education is extended to class 12. CTEVT has made progress expanding TVET programs nationwide but moving forward needs to focus more on quality control and reducing gaps between training and labor market needs.
Session II: Tep Ouen - TVET Total Quality Journey in Cambodia 2010-2015OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
The document discusses technical vocational education and training (TVET) in Vietnam. It describes reforms to the TVET system including developing a system of regulatory documents to support an open, flexible and permeable TVET system. Over 100 TVET administrators and DoLISA representatives have been trained on administrative reforms. The program also supports 11 TVET institutes in Vietnam to provide demand-driven training in fields like mechatronics and become high quality training institutes. It discusses strengthening quality assurance in the TVET system through tools like an annual TVET report.
The document discusses the Management Traineeship Segment (MTS) of the Post-Graduate Programme in Rural Management (PRM) at the Institute of Rural Management, Anand (IRMA). The 10-week MTS provides 87 students hands-on experience working on projects at sponsoring rural organizations under faculty supervision. It aims to develop the students' managerial skills and provide benefits to the host organizations and IRMA, such as diagnostic analyses, studies, and inputs to improve the curriculum. Over 1550 students have completed over 1754 MTS projects across diverse regions, sectors, and functions since the program's inception.
Malaysia presentation - Standardisation in TVET and the role of the Private s...OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
The document describes new professional standards for teachers who develop learners' skills in numeracy/number in Wales. It outlines elements related to the teachers' knowledge, understanding, and professional practice in six domains: professional values and practice; learning and teaching; specialist learning and teaching; planning for learning; assessment for learning; and access and progression. The elements provide specific guidance on applying the standards to teaching numeracy/number.
Educational Legislation Evaluation Based on the Criteria of Evaluating PoliciesKathleen Abaja
This document discusses an evaluation of Republic Act No. 7796, which established the Technical Education and Skills Development Authority (TESDA) in the Philippines. It summarizes key points about TESDA's role and activities. TESDA oversees technical vocational education and training (TVET) programs, and has worked to increase access to and quality of TVET, as seen in rising enrollment numbers, mandatory program registration, and high certification rates. The evaluation also found that most TVET graduates found employment within 6 months, and over half utilized skills from their training, showing the relevance of TESDA's work. TESDA implements various policies and programs to promote equity, such as scholarships, and cooperates with public
Session III: Yoon Ho-Kim - Youth Employment challenges and Korean Government'...OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Developing Strategy plan for implementation of NVEQF in Open Schooling- Kochi...CEMCA
This pilot project aims to integrate vocational courses into the school system in Haryana, India. It will introduce vocational courses at the 9th and 11th grade levels in 40 schools across 8 districts, covering topics like automotive, IT/ITeS, retail, and security. The goal is to improve students' employability and reduce dropout rates. It will involve 4000 students and coordinate roles between the central and state governments, industry partners, and educational organizations to develop curriculum, train teachers, set up labs, facilitate industry collaboration, and conduct assessments and placements. Initial results saw 21 students placed in jobs paying Rs. 7,000-12,000/month. Key lessons indicated the importance of starting vocational education
Session II: Albert Basa - Stregthening the quality and relevance of work-base...OECD CFE
The document discusses work-based learning in the Philippines. It provides an overview of the Philippine educational system and the governance structure of the Technical Education and Skills Development Authority (TESDA). It then discusses TESDA's partnerships with industry to link training to employment, providing case studies of successful programs in various industries. Finally, it synthesizes that effective TVET requires a national authority, adequate resources, and strong partnerships between training providers and industry.
The document discusses the historical roots and development of competency-based education and training (CBET) as an approach to vocational education. It traces the origins of CBET back to behaviorist psychology in the 1950s and performance-based vocational teacher education programs in the US in the 1970s. Over the following decades, CBET was gradually adopted in various countries as a way to make vocational education more outcomes-focused and aligned with workplace skills. The document provides definitions of CBET and outlines its key objectives to better prepare learners for employment and allow flexible skills accumulation and certification.
Session II: Palaporn Ratanaparichon - Strengthening the quality and relevance...OECD CFE
This document summarizes a session on strengthening work-based learning. It discusses:
1. The vision of the Department of Skill Development in Thailand to enhance workforce potential through developing skills quantitatively and qualitatively to meet national and international standards.
2. Key details about Thailand's labor market and workforce, including population size, number of employed and unemployed, and numbers in formal vs informal sectors.
3. The roles and responsibilities of the Department of Skill Development in vocational training, skills standards, and networking to promote skills development. This includes training programs for new labor entrants, current workers, unemployed individuals, and special target groups.
4. The Skill Development Promotion Act of 2002 which provides tax
E-TESDA Online Program: Seven Things You Must KnowKiran Budhrani
This document summarizes an online presentation about TESDA's e-TESDA online training program. It discusses that e-TESDA has been launched to increase access to technical education and skills training. It is now offering 38 online modules across 9 courses for free. Over 84,000 users have registered since its launch in May 2012. The presentation encourages a blended learning model, where students learn concepts online but must still practice skills and do certification at physical training centers. It outlines TESDA's expanded roadmap to offer more online content like job aids, simulators and e-certification. The document calls on attendees to provide feedback through a survey and workshop on how to increase readiness for blended learning among schools, administrators, teachers and
An English quality strategy for vocational education in Saudi Arabiav3Paul Woods
Over 30 English medium TVET colleges have been established in Saudi Arabia by the Colleges of Excellence initiative. Early results on PET and KET exams were disappointing. A six-month project using consultants addressed the issues and developed a quality strategy for English in TVET.
London School of International Business offers online Level 5 Certificate in Teaching English as a Foreign Language (TEFL) (The TEFL Academy) in just 8 months.
Get in touch with us at www.LSIB.co.uk via Live Chat.
Pay fee in easy flexible instalments:
Monthly / Quarterly or half yearly
Payment can be made online using credit / debit card
You can also pay through bank transfer/ EFT
Extra 5% discount available for those paying in full.
PowerPoint Presentation - differentiating literacy instruction to increase st...Marion Piper
The document outlines a plan to improve literacy outcomes for English as an Additional Language/Dialect (EAL/D) students through differentiated instruction. It discusses ensuring creativity, excellence, belonging, and a passion for literacy. Teachers are encouraged to consider curriculum, student opportunities to learn, expected work qualities, and assessment to measure success. Quality teaching, learning, resources, and assessment are emphasized to achieve curriculum outcomes and increase EAL/D student success through collaborative planning and professional development.
This document outlines a roadmap for English language education reform in Malaysia between 2015-2025. It aims to:
1) Develop an English language program that meets international standards and is supported by a high-quality delivery system.
2) Increase the English proficiency of Malaysian students so that they can compete globally.
3) Establish clear proficiency levels based on the Common European Framework of Reference at each stage of education.
The roadmap proposes comprehensive reforms across the education system, including curriculum, teaching, assessment, and teacher education aligned to CEFR standards. It establishes 3 phases of development and priority areas to improve areas like teacher quality, learning time, and remedial support. The goal is to drive
Cert ed teaching in the lifelong learning sector 1Stephen Drake
This document summarizes a Certificate in Education programme for teaching in the lifelong learning sector. The programme aims to provide students with the skills and knowledge required for the teaching role, including exploring teaching roles and responsibilities, developing planning, teaching and assessment strategies, practicing reflective skills, and addressing issues like inclusion, professional development, and quality assurance. Learning outcomes cover developing subject knowledge, cognitive/intellectual skills like analyzing evidence and justifying opinions, practical teaching skills, and transferable skills like personal development planning, communication, and teamwork. Students are taught through methods like lectures, workshops, and observations and are assessed through a teaching portfolio, practice assessments, and other assignments.
Making Paraeducators a Respected Profession in your State- One State's Efforts By Doug Nelson, Kent Gerlach, Reen Doser, Britta Dionne, Jean Scarletti, Maria Pittson
This document outlines the structure and content of the Postgraduate Certificate in Teaching in Higher Education (PGCTHE) programme. The programme aims to develop participants' skills and knowledge for teaching in higher education. It involves a residential induction, three teaching cycles where participants research the impact of teaching practices, meetings with a departmental mentor, teaching observations, and continuing professional development workshops. Participants create a portfolio assessing their achievement of learning outcomes. The portfolio is evaluated against criteria aligned with the UK Professional Standards Framework for teaching in higher education.
Silvana Richardson: Impactful professional learning for teachers – from input...eaquals
This document discusses effective approaches to continuing professional development (CPD) for teachers. It outlines that CPD requires significant investment and not all initiatives are effective, so it is important to focus on evidence-informed CPD. The key features of effective CPD according to research are that it is needs-based, differentiated for individual teachers, focused on improving student learning outcomes, and provides opportunities for teachers to apply their learning in the classroom. Effective CPD also includes sustained support from initial input through implementation, not just one-off training sessions, and allows time for teachers to learn, apply, and embed new strategies in their practice.
The document outlines the improvement plan priorities for Currie High School. It discusses priorities around learners' experiences including increasing the use of ICT in learning and teaching. It also discusses ensuring consistently high quality learning and teaching through continued professional development for staff. Other priorities include evaluating and developing the curriculum, meeting learning needs, improving performance, and engaging in self-evaluation.
This document outlines a school's literacy plan to improve student outcomes across several spheres. The plan identifies school improvement goals in areas like education, leadership, learning and teaching, student wellbeing, and community engagement. Intended outcomes are to deepen student engagement and understanding in subjects like religion and improve literacy, numeracy, and connections between home and school. Key improvement strategies include introducing tools to measure student performance, monitoring work programs, and implementing a multimodal teaching approach. Specific actions proposed are writing a literacy plan, establishing peer observations, and ensuring professional learning time is devoted to literacy teaching and the development of a shared vision.
1) The document discusses shifts in higher education towards standards-based approaches and the need for new approaches to teaching English language.
2) It notes students now enter university with diverse experiences and expectations, requiring a focus on English language development rather than just support. There is also a lack of evidence around students' preparedness and development of English language skills.
3) The document argues for a top-down, institutionally-driven approach where universities set clear communication goals and standards, and disciplines work to incorporate explicit English language learning outcomes, assessment, and capacity building for staff.
The document outlines 8 standards for effective Cambridge teachers:
1) Understanding how students learn and their diverse needs
2) Having secure subject knowledge and knowing how to teach different content
3) Upholding professional values like high expectations for students
4) Establishing relationships to support learning
5) Effective planning, teaching, assessment and use of feedback
6) Using innovative classroom practices that challenge students
7) Maintaining a safe and inclusive learning environment
8) Engaging with parents and communities
This document outlines the requirements and content of a 150-hour online TEFL/TESOL diploma course. The course covers current English language teaching methodology through weekly readings, discussions, and assignments over 24 modules. Students must complete reading assignments, discussions, quizzes, a group project designing an English lesson, and a final research paper on teaching methodology. A passing grade requires a minimum of 700 points out of 1000 total through assignments and assessments. Students who pass with 80% or higher may be eligible for graduate credit transfer or undergraduate credits through evaluation agencies. The course is accredited and recognizes the completion of continuing education units.
The document provides a job description for teachers working for the Abu Dhabi Education Council (ADEC). Key responsibilities for teachers include delivering effective teaching to promote student achievement, developing students' knowledge and skills, maintaining communication with parents and staff, and complying with ADEC policies and procedures. Performance is measured based on student outcomes, satisfaction surveys, participation in professional development, and ensuring a positive classroom environment. Teachers must have a bachelor's degree in education or the relevant subject area along with minimum English language requirements and experience teaching depending on their nationality.
Khoa hoc TESOL tai truong Anh ngu EV - CebuMYD Vietnam
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Quality Assurance in Efl for TVET in Colleges of Excellence in Saudi Arabia: a strategic overview
1. ENGLISH IN TVET – A
STRATEGIC OVERVIEW
Paul Woods, Consultant
2. WHAT IS THIS SESSION ALL ABOUT?
1. Vision, mission, values, goals and objectives of the
strategy for EFL.
2. A model of continuous improvement.
3. Capabilities and Positioning (SWOT).
4. The role and process of QA in the colleges.
5. Action planning and recommendations:
Student outcomes, TLA, Leadership &
Management, Facilities and resources.
6. Evaluation of the strategy.
3. VISION
CoE: “Connecting learners to world class
training, opening the door to a successful
future”
The vision for EFL is that all students will reach
their maximum potential through a differentiated
learning programme which provides them with
both the interpersonal communications skills
needed to communicate effectively in the
workplace, and the cognitive academic language
abilities required for their chosen
vocational/technical areas of specialisation.
4. MISSION
CoE : “We foster relationships between top
quality training providers, learners and
local employers”
The mission for EFL is
to provide students with the English language
skills needed to access vocational education
through the medium of English, in order to
obtain high quality globally recognised
vocational qualifications and to communicate
effectively in English in the workplace.
5. GOAL FOR EFL
To provide high quality EFL provision which
enables vocational students to enter and succeed
on internationally recognised SSS vocational
programmes and to communicate effectively in
English in the workplace and wider society.
6. OBJECTIVES FOR EFL
1.Provide a framework for colleges to drive quality in
EFL delivery which will lead to a cycle of continuous
improvement
2.Achieve a level of English language competence
which enables students to access vocational
education effectively
3.Promote excellence in student learning and
achievement by motivating students through
relevant and appropriate learning experiences
4.Support the development of a core curriculum
based on CEFR levels
7. ……..OBJECTIVES
5. Support the development of e-learning strategies
6. Monitor and support the development of a cadre of
committed and professionally qualified teachers
7. Monitor and support the development of an
assessment programme which fully meets
requirements
8. Monitor and support the development of a cadre of
managers
9. Ensure that colleges provide optimal facilities and
resources needed to achieve all of the above
13. RECOMMENDATIONS – THE QA PROCESS
Establish a Quality Assurance Steering Group.
Agree an annual Self Assessment Review (SAR).
Revise and update the Internal Quality
Improvement Plan (QIP).
Focus on English.
Appoint an internal QA Lead for English.
Ensure staff are familiar with the EFL Quality
Framework.
14. RECOMMENDATIONS – DOMAIN 1
STUDENT OUTCOMES
Ensure students achieve good progress.
Use placement tests which discriminate adequately.
Document learning goals in an Individual Learning
Plan.
Take account of students’ preferred learning styles
and strengths.
Give awards recognising achievement as well as
attendance.
15. ….STUDENT OUTCOMES
Schedule formal and informal formative
assessments regularly.
Use formative assessments to assess what students
have learned.
Provide mock examination exposure in the trimester
prior to any summative assessment.
Make student induction programmes
comprehensive.
16. ….STUDENT OUTCOMES
Motivate students by using technology.
Make study skills/skills for employability a key
element of the FY programme.
Incorporate short periods of work experience.
Consider offering certificated short courses.
17. DOMAIN 2 – TEACHING, LEARNING AND
ASSESSMENT
Agree a modular core curriculum for the Foundation
Year for students with low level literacy skills on
entry.
Develop schemes of work at college level.
Ensure that schemes of work cover both cognitive
academic language and the general English needed
for basic interpersonal communication and to pass
the exit exams.
Consider adopting e-learning components of
published courses.
18. TEACHER PROFESSIONAL DEVELOPMENT
College-based TPD using the TVET website.
Individual self-study.
Support for certificated external training.
Short face-to-face training courses.
Coaching for managers.
Support for attendance at conferences.
Using the Cambridge Teachers’ website.
19.
20. …. TEACHING LEARNING
& ASSESSMENT
Make access to the internet widely available.
Make adequate provision for students who are not
yet literate in English.
Develop an intensive pre-course module on literacy
in English.
21. ASSESSMENT
Develop a system-wide tailor-made placement test
and diagnostic assessment.
Stream students by level.
Assess student progress regularly.
Repeating.
Provide further staff training in various aspects of
testing.
22. DOMAIN 3– LEADERSHIP AND
MANAGEMENT
Use the Teacher Profile.
Appoint Heads of English with EFL as well as
TVET/FE experience.
College involvement in the teacher recruitment
process.
Establish a clear progression and training for
national staff.
Teacher induction.
The performance management process.
23. DOMAIN 4 FACILITIES AND RESOURCES
Invest adequately in the equipment and resources
needed for vocational subjects.
Use visual displays throughout the college.
24. …. EQUIPMENT AND MATERIALS
Develop an e-learning strategy.
Acquire a learning management system/platform.
Consider installing an interactive display system.
Develop a strategy for using portable handheld
devices.
Use a variety of teaching materials and resources.
Establish a Learning Resource Centre.
Promote the use of book boxes and class sets of
simplified readers.
Promote and develop the TVET English website.
The overall vision needs to be adapted to the college. You can draw on this when developing your own vision and objectives
AR – annual review SAR - self-assessment review IAAR – internal audit assessment report SKPIR – Strategic key performance indicator review
OYPB one year plan and budget
Strengths - 4.1.3 There is a lot of committed knoweldge amongst college leadership and management that needs to be activated. The capacity to make improvements exists – there is a strng desire to make a success of the project.
4.1.1.2 – There is understanding within the colleges of the need to integrate numeracy, IT and employability skills into FY programmes
Opportunities: Colleges have the opportunity to contribute to majot attitudinal changes and mindsets in the way Saudi society as a whole views technical and vocational work opportunities
Threats: 4.4.1 Failure to achieve significant improvements in pass rates on gateway exams such as KET and PET represents a significant threat to the economic model, which relies on throughput from FY to vocational training – hence the need to strengthen EFL
SSS is currently responsible for the independent external reviews in each college
At present the external audit is carried out annually. – necessary in the set-up phase , although one could envisage less frequent reviews might be the norm in the future.
Steering Group to oversee all aspects of internal QA. Agree an annual Self Assessment Review (SAR) in preparation for external review by SSS.
Revise and update the Internal Quality Improvement Plan (QIP) regularly.
Focus on English whether this is included within the college’s overall QIP or there is a separate QIP for English, feeding into the overall QIP. QA Lead
Ensure staff are familiar with the EFL Quality Framework including EFL Quality Standards and that these are used to inform the QIP for English.
Ensure students achieve good progress through effective placement testing, streaming, the use of ILPs , appropriate methodology and recognition of achievement.
Use placement tests which discriminate adequately from A1 to B2 level, but especially at A1 level and below
Document learning goals in an Individual Learning Plan (short and longer-term), regularly updated, and monitor progress via frequent student support sessions.
Take account of students’ preferred learning styles and strengths.
Give awards for achievement as well as for attendance.
Schedule formal and informal formative assessments regularly.
Use formative assessments to assess what students have learned, (not what students need to know in order to pass the exit test).
Provide mock examination exposure in the trimester prior to any summative assessment, so that students are familiar with the exam format, timings, conditions, etc., - in effect teaching ‘exam taking skills’.
Make student induction programmes comprehensive, including giving students a good idea of course content and methods which will be used throughout the course.
Motivate students by using technology to enhance learning – including the use of e-learning.
Make study skills/skills for employability a key element of the foundation year programme.
Incorporate short periods of work experience within the foundation year programme.
Consider offering certificated short courses as well as the gateway test in English for entry to vocational training and the exit test required in order to graduate.
Agree a modular core curriculum for the Foundation Year for students with low level literacy skills on entry
Develop schemes of work at college level which incorporate a variety of resources and approaches, including an e-learning component.
Ensure that schemes of work cover both the cognitive academic language (CALP) needed for vocational courses and the general English needed for basic interpersonal communication and to pass the exit exams (BICS).
Consider adopting the e-learning components which supplement the printed course books and provide a wide range of supplementary materials for teachers’ use
Make access to the internet widely available (e.g. through flexible use of computer labs, encouraging the use of
mobile apps for learning, class sets of tablets).
Make adequate provision for students who are not yet literate in English. An intensive course in reading and writing in English prior to the start of the A1 level programme is preferable to a remedial course run in parallel with the main programme for absolute beginners.
Develop an intensive pre-course module on literacy in English before students proceed to the ‘Beginners’ course module towards A1.
Develop a system-wide tailor-made placement test and diagnostic assessment
Stream students by level, using placement test results.
Assess student progress regularly through informal and formal tests covering the content of what has been taught.
Repeating: where students are not performing at the expected level, they should be allowed to repeat all or part of the trimester.
Provide further staff training in aspects of testing, including item writing, validation of internal tests, and standardisation of marking.
Use the Teacher Profile for recruitment (St Overview page 60 ff)
Appoint Heads of English with EFL as well as TVET/FE experience.
The teacher recruitment process should include an oral interview with a panel including a college representative.
Establish a clear progression and training for national staff (TKT/ICELT, plus a qualification at IELTS 7.5 level)
Teacher induction on supplier’s policies and standards, the Induction Manual, and an in-country F2F induction
The performance management process should include defined goals and accountability and documented feedback which leads to continuous improvement.
Invest adequately in the equipment and resources needed for vocational subjects and incorporate these resources into English language practice.
Use visual displays throughout the college to reinforce the links between education, English and employability.
Invest adequately in the equipment and resources needed for vocational subjects and incorporate these resources into English language practice.
Use visual displays throughout the college to reinforce the links between education, English and employability.
Develop an e-learning strategy and implementation plan.
Acquire a learning management system/platform and set up a VLE to enhance learning. (See SO pp 50-59)
Consider installing an interactive display system for use in classrooms used for EFL learning.
Promote and develop the TVET English website by adding college-produced materials and materials for teaching ESP for vocational/technical subjects.
Develop a strategy for the use of portable handheld devices and encourage use of such devices for learning.
Use a variety of teaching materials and resources, not limiting teaching to following a single prescribed course book.
Establish a Learning Resource Centre with age- and culturally-appropriate resources easily accessible to students.
Promote the use of book boxes and class sets of simplified readers, as well as online digi-books.