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Regional Centre for
Vocational and Technical Education and Training

IN-COUNTRY TRAINING PROGRAMME

Synopses of In-country & Customised Training Programmes

 

CURRICULUM DESIGN AND DEVELOPMENT

1.        Competency Standard Development in TVET

Competency standards are specifications of knowledge, skills and attitude a person must possess to be able to perform the requirements of the workplace.  The availability of a nationally accepted competency standards developed in collaboration with industry stakeholders can provide relevance to the educational programs offered by training providers. To an individual who is planning for a career or want to shift career, the standards can provide him/her the information on the career he/she would choose to pursue. Moreover, the competency standards can be the bases in certifying workers especially those who gained competencies in the workplace without the benefit of a formal education. In this course, the participants will be trained in the process of developing competency standards with the participation of the industry stakeholders.

2.        Competency-Based Curriculum Development in TVET

The training programme will provide the knowledge and skills in the development of a Competency-Based Curriculum (CBC) in TVET. Developing CBC, as a model of curriculum development process, can be different from the traditional approaches of curriculum development that are content-based and merely knowledge-accumulation oriented. The course will highlight the development of a CBC that integrates specific work related competencies which include knowledge, skills and attitude/values. This process of curriculum development may involve representatives from industry, curriculum developers and instructors or trainers who have adequate experiences and exposure on industry-based competencies.  CBC can be an approach in developing TVET curriculum that may address the needs and eventually answer the demands of industry.  The training is designed specifically for the TVET curriculum writers, instructors and relevant school officers involved in curriculum development.

3.        Curriculum Development to Match Industrial Needs and Workplace Requirements

The nature of work in the industry is rapidly changing due to new technology and work organisation innovations. The demand for new breed of workers that could adjust to this new situation is indeed increasing. To determine the appropriate training for workers, an analysis of the specific occupation or job title is very important. This course intends to upgrade the capabilities of the participants in developing a specific curriculum that would meet the skills need of the workers in a specific enterprise. It will introduce the DACUM process as a method of identifying the training needs. This course covers the following topics: Curriculum Development Process: An Overview; Identifying Duties and Tasks Using the DACUM Process; Validating the Task; and Analysing the Tasks.

4.        Evaluating an Educational Programme

In the context of curriculum development, evaluation is the determination of the merit or worth of a curriculum (or portion of that curriculum). The aim is to determine the relevance and fulfilment of objectives, efficiency and effectiveness of implementation, and the impact and sustainability of the educational programme. The result of evaluation could provide credible and useful information that can lead to the development of high quality education and training. This training programme will provide the participants with the knowledge and skills in conducting curriculum evaluation. Specifically, it will cover the following topics: Overview of Curriculum Evaluation; Identifying the Areas for Curriculum Evaluation; Selecting the Data Collection Methods; Developing the Evaluation Instrument; Conducting the Evaluation; Analysing and Interpreting the Evaluation Results; and Preparing the Evaluation Report.

 5.       Competency Assessment in TVET

The training will focus on assessment as a process of observing learning: describing, collecting, recording, and interpreting information about a student’s performance or one’s learning.  It will provide the participants with inputs on the principles, functions and practices of student assessment in TVET system.  Topics covered for the course will include the types of student assessments (objective, subjective, authentic assessments / portfolio), and constructing and analyzing test-items. The course is intended for TVET instructors/teachers.

6.        Enhancing TVET Relevancy to Industry Needs

The rapid development of new and emerging technologies has brought changes in the business organisational structures and practices.  These changes demand new breed of workers that are multi-skilled and can work within the complexities of the new industry environment.  To produce this kind of workers, TVET programme development should ensure the participation of industry practitioners in crafting policies and programmes that will provide directions for manpower development. Moreover, the curriculum should be developed with industry as the lead provider of information on the contents. This training programme will provide the participants with the knowledge and skills in determining relevant programmes based on the current and projected labour and supply demand and in identifying industry competency needs. It will also provide them with the appropriate methods of conducting the competency identification process and integrating these competencies into the TVET curriculum. 

7.        Integrating 21st Century Labour Market Competencies in the Curriculum

Demographic trends, technological advances, and economic globalisation will shape the 21st century workplace (Karoly and Panis: 2004) and the characteristics of the workforce. The integration of technologies and disciplines is generating advances in research and development, production processes, and the existing products and services and the development of new ones. The shifts in the nature of business organisations and the growing importance of knowledge- based work support the need for strong non-routine cognitive skills, such as abstract reasoning, problem solving, communication, and collaboration. Given the above context, this training programme was conceive to provide the participants with the knowledge and skills in identifying relevant competencies that would meet the needs of the 21st century workplace and workforce. Specifically, it will focus on the competency identification process and the integration of these competencies into the TVET curriculum. 

8.        Enhancing TVET Delivery through Competency-Based Training

There are many criticisms labelled against the traditional approach in training delivery. Some of these include heavy reliance on lectures as a teaching method that leads to student dissatisfaction, absenteeism and discipline problems. An alternative approach to training delivery that addresses the many weaknesses of the traditional is competency-based training (CBT) which gives emphasis on what a worker does in the workplace as the contents of TVET programme. CBT relies on the principle that “any student in a training programme can master any task at a high level of mastery (95 to 100% proficiency) if provided with high quality instruction and sufficient time” (Blank: 1984). Ideally, progress within a CBT program is not based on time. Students can manage their own learning at their own pace. This training programme will provide the participants the knowledge and skills in developing a CBT programme. They will be provided with experience in converting the traditional delivery of their current programme into competency-based delivery. 

9.        Enhancing TVET Delivery through School-Based and On-the-Job Training

With the high cost of developing skilled workers and the need for quality and relevant training, there is a need to involve the industry in training students. One of the most effective ways is establishing partnership with industry through on-the-job training.  The industry can provide the venue for the practical training of students in an authentic working environment. One important factor in the success of school-based and on-the-job training is the agreement between the industry partner and the school on the training plan.  A properly developed and agreed upon training plan will ensure the success of the training and satisfaction among the stakeholders-trainees/students and their parents, training provider and the industry partner. This training programme will provide the participants with the knowledge and skills in developing and implementing a school-based and on-the-job training delivery.

TEACHING, LEARNING AND ASSESSMENT

 1.        Assessment of Students Competencies

Assessment is the process of collecting and making judgments on the nature and extent of progress in the performance of requirements set out in standards, learning outcome or at the appropriate point, making the judgment whether competency has been achieved (Vocational Education, Employment and Training Advisory Committee, Australia, 1993).  It, therefore, has to include  not only the measurements of the outcome but also the process and inputs of these teaching and learning activities – that the learners are able to progress towards theirs learning goals and that they are competent to perform a job in accordance to established workplace standards. If properly adopted, assessment of students’ competencies can be used for improving teaching activities and learning outcome, and as a source of evidence as to whether a learner is competent or not yet competent, in performing a given task. 

This programme aims to provide participants with the knowledge, skills and attitude in developing competency-based assessment process particularly in planning and developing different types of assessment instruments and in preparing answer or marking schemes. The utilisation of appropriate tools and techniques will be discussed extensively throughout the training programme, with rubrics and portfolio also being included.  

2.        Employing Authentic Teaching Through Problem-Based Learning and Assessment

Authentic teaching can be defined as an instruction which promotes authentic student achievement – a type of learning that refers to learning outcomes that are worthwhile, significant, and meaningful, such as those produced by successful adults in today's work force. In this programme, the use of Problem-based Learning (PBL) as an instructional method of hands-on, active learning centered on the investigation and resolution of real-world problems will be explored, where students ‘discover’ course concepts and knowledge as they strive to solve the problem. With this approach, teachers adopt the role as facilitators of learning, guiding the learning process and promoting an environment of enquiry, which in the end results to a much richer and longer-lasting learning to take place. This training programme aims at building the capacity of the participants to integrate authentic teaching, encourage authentic learning, and implement authentic assessment. In particular, it expects participants to be able to facilitate students with the following: develop critical thinking and creative skills, improve problem-solving skills, increase motivation, and help them to learn to transfer knowledge to new situations. 

3.        Developing Learning Guide

A learning guide is a self-instructional aid that gives the learner detailed instructions to guide them through the learning process and appropriate learning materials when and how long needed, which results in each learner having as much time learning the competency to reach mastery. This training programme will enhance the capability of the TVET instructors and other implementers in developing self-instructional materials.  This course will provide valuable inputs on the concepts, guidelines, and steps / procedures in learning guide development. 

4.        Applying Technology in Teaching and Learning Through Open Source Application

Many open source software applications are available in the internet and can be downloaded and use for free.  Many users of these technologies have proven that these are effective and reliable.  This course will enable TVET teachers to use the available open source technologies to deliver Learning Management Systems (LMS) and use open source software for instructional design. 

5.        Applying Learner-Centred Teaching-Learning Methodologies

The training will focus on the concepts, importance and the “how” in conducting learner-centred teaching-learning methodologies in a TVET learning environment.  The programme will specifically highlight the different  learning techniques  which involve  the learners in the learning process, e.g., cooperative learning,  group work,  peer teaching, participatory learning, experiential learning,  etc. Writing lesson plans and a teaching demonstration of any of the learner-centred teaching methodologies are highlights of this course. Participants to this training will be instructors/teachers in the technical and vocational institutions. 

6.        Developing a Lesson Plan

Given a unit of study and a group of students to teach, how can you as a teacher ensure that the information you plan to convey to students is pertinent and that it is presented in the most appropriate order, making use of the best supporting instructional materials? How can you be sure the students have learned what you have taught? As a lesson plan forms the basis for conducting actual class proceedings in conventional learning situations, it is therefore vital that each teacher be competent at and comfortable with writing daily lesson plans. This training programme is designed to help teachers to gain the skills necessary to write lesson plans. 

7.         Introducing and Summarising a Lesson

Every lesson, whether long or short, must have a beginning and an end. Oftentimes, teachers devote all their time to choosing and arranging the content of a lesson and do not plan how to begin and end it effectively. This training programme is designed to help you identify the elements of a good lesson introduction and summary. It will help you gain the skills you need to present an interesting introduction that will stimulate student interest in the lesson that is to follow; as well as gain the skills that will help you in tying the lesson activities together into one package so that students leave the lesson with a clear idea of what they have accomplished, which in the end will ensure that the lesson objectives have been achieved.

INFORMATION AND COMMUNICATIONS TECHNOLOGY

 

1.        Basic Video-Editing

This hands-on course teaches participants to perform basic editing functions while becoming familiar with VSDC Video Editor user interface.  The lessons are covered in five days to allow for more comprehensive coverage of the lessons.  This class is designed for a complete beginner who has no previous experience in working with video editing software. 

2.        Blog Development

This course will provide you with the knowledge to develop a blog for your organisation. It will discuss topics on blogger ethics, blog layout & design, posting articles, editing, preparing picture and video for upload to your blog. At the end of the course you are expected to create and share your blog and make it available online. 

3.        Introduction to Microsoft Excel

This course is designed to provide an introduction and overview of the basic features of Microsoft Excel.  Upon completion of this course you will have an understanding of creating spreadsheets, basic calculations, using basic functions, handling simple lists of data, charts, pivot tables and be able to print out formatted sections of the spreadsheet.   This course presumes you have some experience in using Microsoft Windows. 

4.        Web Design Using Microsoft Expression Web

This course is designed for those who aspire to create website for their organisation, company, Intranet, personally or just for fun.  The hands-on activities will utilise a free web design application called Microsoft Expression Web.   No knowledge of web design, HTML, XML, or PHP is required.  Using WYSIWYG (What You See Is What You Get) software ensure that you will have a professional website up and running on the World Wide Web in no time. 

5.        Effective Presentation Using Microsoft PowerPoint

Powerpoint has the ability to make presentations engaging, creative and personalised. This course will provide you with the knowledge to develop PowerPoint slides and make your presentations more effective. This course is aimed at those who wish to customise or modify their presentations with multimedia applications, action objects and animation.   

6.        Mail Merge in Microsoft Word

Mail Merge is a software application function that describes the production of multiple documents from a single template form and a structured data source. The document or letter may be sent out too many "recipients" with small changes, such as a change of address or a change in the greeting line. Mail Merge in Microsoft Word allows a user to send letters or documents to many people simultaneously; users simply create one document that contains the information that will be the same in each version, and then add placeholders for the information that will be unique to each version.  The course aims to familiarise participants with the technique and procedure of preparing all the related documents to be merged which includes the main document, the related data source for merging which can be from an address list, data table in a WORD document and Excel data files. The format of data for merging shall also cover a variety of data types which includes textual data, graphics and pictures.

7.        Microsoft Access in Managing Databases

Microsoft Access is part of the Microsoft Office suite of applications that also includes Word, PowerPoint, Outlook and Excel, among others. It is a relational database management system that allows users to design, create and manage databases. MS Access is used for both small and large database deployments. This is partly due to its easy-to-use graphical interface, as well as its interoperability with other applications and platforms such as Microsoft’s own SQL Server database engine and Visual Basic for Applications (VBA).  

The course however is not solely designed to use MS Access but also to guide individuals on the technique of proper database design by going through the process of identifying data, modelling data, designing the database and the use of all the related application features of MS Access to manage the database such as forms, queries and reports. Emphasis shall be placed on the on the creation of sound data tables within the database that is non-redundant and having strong data integrity. The steps in MS Access to create such tables and manage it through relations, forms, queries and reports shall also be a major part of the course. 

8.        Graphics Editing and Manipulating

The use of graphics in organisations is as common as that of text which is generally used for writing letters, proposals and others. Generally, organisation use graphics to create posters, enhance pamphlets, newsletters and promotional resources. However before such resources such as graphics, photographs or imported images can be used, there is always a need to customise these resources to be suited for its intended use. It is thus important that individuals working on these resources are trained on the creation, manipulation and enhancement of these resources before they are being used. The creation and manipulation of graphics can now be easily done on computers that are equipped with graphic editing software’s such as Photoshop, CorelDraw, Paint.net and others. The course is thus designed for beginners to start exploring the potential of such software to create, edit, enhance and modify graphics and photos. An introduction into tools for the manipulation and pictures and photos will be introduced to enhance these resources to make it more presentable as a public resource. 

 9.       Creating Interactive Learning Contents

Interactive learning content has been the core of many web-based learning, computer based learning, online learning and many of the other computer and online approach to lesson delivery. Most lesson delivery interaction is possible through the use of free software’s such as courselab which will be covered in this training but the more complex interaction particularly those that require controlled animated illustrations will require tools available in FLASH to develop them. The course will cover the training on the use of courselab and a few other open source software to develop interactive multimedia lesson delivery as well as the basics of FLASH to develop simple animated illustrations that can be interactively accessed by students. 

10.      Open Source Learning Management Systems (LMS) Installation and Management

The course is intended for teachers who wish to set-up a realistic, low cost implementation of a learning management system in their institution to support their teaching and learning. This course focuses more on the LMS platform installation and the management of users/students registered to access the courses online as well as the management of the related features for student facilitation such as forum, emails, chat and other available features on the open source LMS. Developing content for the LMS is not covered except for the conversion of contents for hosting on the LMS. 

11.      Applying ICT Tools to Develop Learning Contents

With the convergence of technologies such as the telephone, camera, video and the computer, current ICT gadgets are able to be made more powerful and yet a lot smaller with the advancement of the electronics devices and circuitry.   The cellular phones today are packed with so much digital electronics circuitry that it is becoming more akin to a small multimedia computer with the power of the phone and data communication. With the abilities of these phones to capture photo, sound, videos and perform basic digital processing, teachers are opened to a very flexible tool which they carry with them always. This allows them to capture resources on-the-go, wherever and whenever they come-by meaningful resources that can support the teaching of their subject matter. With the knowledge of a few open source development software on the computer, teachers can be trained on the use of the common capture tools available on the telephone to capture and compose learning resources using these open source software's to process multimedia content. 

12.      Effective Application of MOODLE Learning Management Systems (LMS) in Delivering Rich Media Learning Contents

ICT and its wide application in education have led to the emergence of new terminologies in the field of pedagogy. New terms such as E-learning, Blended or Hybrid learning, Virtual Class, Digital Contents, Knowledge Management, and Web-Based Learning are becoming a common phenomenon in today’s education scenario.  All these concepts and its actual implementation within the field of educational requires new tools and software to support lesson delivery and course management of students enrolled.  A Learning Management System thus came into the limelight to support this requirement. Learning Management Systems (LMS) is software that should at least have the capability of automating the administration of training events which include among others, the features to log-in registered users, manage course catalogs, track learner activities and provide reports on student’s performance to management. A good and efficient LMS should also include additional functions such as authoring of content, management of classroom training, learner collaboration tools such as chat, discussions, forums and others to support the learning activities of students.  This theme covers courses to familiarise participants with the open-source MOODLE learning Management System and how to efficiently use it to host and manage courses and training activities that can be supported by Rich Media contents. 

13.      Internet and Computing Core Certification (IC3) Training

This course will help participants go through the tutorials to prepare for the certification of IC3. Participants will need to purchase the standard booklet for the tutorials and need to sit for the IC3 assessment which will be conducted online. 

14.      Enhancing Presentation with New Technology (PREZI)

In this course participant will be able to explore new technology used for presentation that is Prezi.  Prezi enables the participant to insert images, text, hyperlinks, video and others.  Mastering Prezi presentation would give the presenter ability to engage audience with the storytelling presentation.

MANAGEMENT

 1.        Enhancing the Corporate Image of Educational Institutions

Corporate Image is important in every organisation because it is the “Mental image that springs up at the mention of a firm’s name.” Similar to goodwill and reputation, it is the public perception of the firm rather than a reflection of its actual state or position (BusinessDictionary.com). This training programme is being introduced to private and public educational institutions and other business or commercial organisations to provide their human resource the ability to create well-planned image-building activities that would help boost the operations of their organisations.
A wholesome reputation that is beamed outside would surely attract investors, retains loyal clientele and patronage, and maintain human and financial gains. This training programme intends to provide the participants a hands-on experience on how to construct and manage a CIb plan that could be integrated into the organisation’s short-to-long term strategic goals. 

2.        Developing International Standard Quality Management Systems

SEAMEO VOCTECH designed this course as a contribution to the improvement of management quality in educational institutions in Southeast Asia. This course will equip the participants with concepts of quality standards, quality functions and quality procedures in the entire management system. As an ISO 9001:2008 certified organisation, the Centre will help participants to develop and implement quality management system in their respective institutions which include the use of operating procedures and documentation systems. 

 3.       Excellence in Customer Service

“The customer is always right,” is a popular dictum in the business environment. This is often heard when pessimistic conditions arise within the transactions of a firm and its client usually perceived in the form of consumer demands, complaints, prejudices or dissatisfaction. On the other hand, a defensive mechanism comes in from the other side of the enterprise that says, “You cannot please everyone.”  Such unfavorable relations is not seen as healthy, but a childish organisational behavior. This training programme was designed by SEAMEO VOCTECH to train participants in the crafting of a wholesome consumer relations programme. It will provide participants insights on motivational change, customer service, and hospitable communication techniques that would lead to a win-win situation. 

4.        Marketing Strategies for Educational Institutions

In the business world, any product that achieves success is the result of proper marketing in varied ways. This programme aims to adopt marketing strategies to enhance the progress of educational institutions as well as other enterprises that are managed by them. It provides the participants the opportunity to explore new initiatives which are feasible to be promoted through various marketing strategies which include market segmentation, targeting and positioning. The development of a marketing plan as the final output of this training programme will be supported by hands-on exercises on promotional activities and strategic planning.

5.        Strategic Management for High-Achieving Organisations

The development of a strategic plan is vital for the progress of any organisation. Unfortunately, not all strategic plans systematically build on an organisation’s core capabilities. This training programme will undertake discussions on theories, principles and practices in strategic management, including internal and external environmental analysis, strategy formulation and strategy evaluation.  The development of an action plan is expected to help improve the systems and operations of participants’ institutions. 

6.        The Art of Responsive Management

Global trend in organisational behavior suggests that simply knowing and monitoring employees’ responsibilities will not be enough. Rather, responsiveness besides being responsible must also be looked upon. Responsibility and responsiveness are two different terms and they are not interchangeable either. This training programme has been designed to enhance the supervisory skills of present and future managers. Responsive management is what the organisation needs in its local and global involvement. Besides reinforcement of leadership and supervisory skills, this programme also covers internal and external human interactions, consumer relations principles, time management and transactional communications. 

7.        Effective Project Management

The challenge in managing successful projects lies in optimising and honoring the coloured and sometimes biased constraints which are built-in in its implementation: cost and expenditures, time frame, scope, labor requirement, environmental conditions, and quality. Projects differ from the daily, repetitive and semi-permanent organisational and business tasks. Projects are special activities which are temporary in nature, with a beginning and an end. Projects, however, are unique in the sense that they have the value-added characteristic that will bring about beneficial objectives or purpose. SEAMEO VOCTECH has designed Effective Project Management for managers and supervisors to equip them with necessary knowledge and tools in designing, implementing and monitoring short-term and long-term projects. Topics include the essential components of project management, planning and designing a project, controlling and monitoring techniques, cost-benefit analysis, risk management and other managerial activities relative to project implementation. 

8.        Change Management Through Persuasive Re-education

The advent of high technology, innovative business solutions, global competitions and creative mindsets of present generation are factors that push present organisational behavior to change. Change is relative and inevitable. Thus, effective management must look into change as an integral part of managerial responsibility and organisational growth. SEAMEO VOCTECH is introducing Change Management through Persuasive Re-education to enable contemporary and future managers to realise the significance and necessities of adoptive and adaptive approaches in managing change to successfully maintain the stability and viability of organisations within the fast-changing situations. The topics include alternative approaches to change management, learning principles and forms of interventions in managing change, guidelines and methods in managing change, roles and characteristics of change agents, and understanding and eliminating impediments and factors resisting change. 

9.        Strengthening Effectiveness Through Action Leadership (SEAL): A Confidence-building Approach

A leader in action makes an effective manager. This proverbial belief is relatively correct. Yet more often than not, some people are misled in distinguishing the distinctive roles and functions between a manager and a leader. Sometimes, these two functions are interchangeably used or interpreted as similar. Human relations expert Lussier says otherwise. He said, “A manager can have this position without being a true leader. There are managers – you may know of some – who are not leaders because they do not have the ability to influence others….There are also good leaders who are not managers,” (Lussier, 1993). However, simply knowing the roles and functions of managers and leaders would not be enough. Managerial and leadership functions do only require broad knowledge of the nature of jobs but also clear understanding of “self, (intra-personal)” and of dealing with other people (inter-personal) in an optimistic and favorable manner. Relative to these two attributes, supervisors are sometimes not aware of their leadership and managerial potential.  Some managers work and depend on their intuition, while others fail to cultivate their potential because of inferiority complex and inhibitions which result to poor practise of human relations. An individual with an action leadership mindset aims to create a “win-win” situation among superiors and subordinate by demonstrating good human relations practices and to persuade team members to work efficiently and productively through mutual trust and appreciation in order to achieve desired goals within a stress-free but jovial work environment.  

This training programme aims to strengthen the individual’s leadership potential by infusing self-awareness that would eventually help bring out his capabilities. It intends to broaden the knowledge of every supervisor in understanding the similarities and differences of the specific roles and functions in leading and managing individuals and groups within the organisation. 

This programme focuses on leadership-in-action by providing insights on leader behavior in actual and real situations while at the same time awakening or unfreesing the inner consciousness of participants by introducing confidence-building lectures and activities.

RESEARCH AND DEVELOPMENT

1.        Measuring Brand Equity Index for TVET Institutions

Image of Technical and Vocational Education and Training (TVET) institutions represents the acceptance and expectation of the stakeholders to the programme and services offered by the institutions, including the performances of the graduates. Similar to the way how private enterprises are governed, the “brand” or the value related to the name or the product or services of the institution or company needs to be measured and monitored. This can be used as one of the Key Performance Indicators of the institution.

 This training programme covers the development of tools for measuring the brand equity index of TVET institutions and selected strategies on how to collect the data and analyse the data, including the conversion to generate the brand equity index. 

2.        Essential Research Competencies for Innovative Policymakers

In today’s world, policymakers are dealing with complex educational issues and challenges due to globalisation and the shift from industrial to knowledge-based society. In the era of knowledge-based society, it signifies four important characteristics or pillars; those are innovativeness, openness, and the capacity to bring multi-level perspectives to bear on the provision of solutions to the many challenges faced by our societies (European Commission, 2008).  This requires policymakers to look in new ways and innovative ideas to continuously improve the policies and practices that will enhance organisational performance (George, 2008). Critical thinking through examining the current practices and predicting the future trends are needed. This can be achieved by having, among others, research skills. Being systematic and scientific may help the process of policymaking. 

This training is prepared for policymakers or educational leaders and meant for providing necessary knowledge and skills on how to conduct relevant research and how to use the research findings for improving their policy and decision-making processes.  Among others, the training will cover selected methods and designs of research appropriate for policymakers, various ways to understand and use the research findings, and strategies to integrate research in the policy and decision making processes. 

3.         Conducting An Impact Study for a Project/Intervention

This training is very useful for those assigned to determine whether an intervention or a project to be implemented will meet the expected impact, or the project that was implemented has had any impact on the target recipients. The result of the study can be used as feedback in the evaluation of the project.

This course will provide the participants with knowledge and skills in conducting an impact study. Various stages for conducting an impact study will be discussed. These include the Development Stage, Options Stage, Consultation Stage, Final Proposal Stage, Implementation Stage, and Review Stage. A key element of evaluation design will also be covered in the training, such as: (1) adopting relevant theory (if any), (2) identifying key evaluation questions including the baseline survey, (3) selecting the evaluation design/approach, (4) triangulating the findings, and (5) contextualising the evaluation. 

4.        Research Methods in Education

A choice from three possible methods could be chosen in this theme, that is, Quantitative, Qualitative, or a combination of the two, mixed research method.

  4.1    Quantitative Research Method in TVET

The course provides TVET practitioners an overview of conducting research relevant to their roles as teachers, administrators, and policymakers in TVET using quantitative methods.  The contents will cover an overview of common types of quantitative methods: survey and experiment. A process of quantitative research will also be discussed, including problems identification, selecting data sources, preparing for data collection, hands-on activities on data analysis, and report writing.  The course also provides opportunities for the participants in developing instruments or questionnaires and an introduction to analysing data using Excel and/or SPSS. 

4.2    Qualitative Research Method in TVET

Research activities in TVET in SEAMEO countries have been dominantly quantitative or positivist. The process and product of TVET are measured quantitatively to obtain accurate and precise findings. Realising that the nature of TVET is not all quantifiable, examining from different perspectives using the qualitative approach is equally important.  This course provides knowledge and skills to TVET practitioners and policymakers in conducting qualitative research relevant to their roles. The course will cover topics on the overview of different qualitative methods, researchable areas in VTET using qualitative method, qualitative research designs, analysis, and reporting. The use of qualitative analysis software, such as NVivo, ATLAS, or Nudist will be demonstrated to the participants. 

4.3 Mixed Research Methods

The pragmatists believe that to address various educations and training issues, we should search and adopt suitable approaches that may go beyond quantitative or qualitative method. Quantitative or qualitative study alone may not be sufficient to address the complexity of the current education issues. This training programme will discuss several designs of mixed methods.  In addition, it will explore various research problems appropriate for these mixed designs, how to collect, analyse, and interpret data, and how to utilise the findings in addressing education and training issues. 

5.        Data Analysis in Educational Research

One course under this theme can be chosen from the three types of Data Analysis. These are Quantitative Data Analysis using MS Excel, Quantitative Data Analysis using SPSS and Quantitative Data Analysis using NVivo. 

 5.1  Quantitative Data Analysis using MS Excel

MS Excel is readily available in almost any computer and offers various data analyses that are useful for researchers. By installing Analysis Tool Pack through Add-Ins feature, we can use MS Excel not only for descriptive statistics such as Central Tendency, Variability, and Correlation but also for inferential statistics such as T-test, Anova, and Regression. This course will cover both descriptive and inferential analysis using MS Excel through theory and hands-on activities. 

5.2         Quantitative Data Analysis using SPSSu

SPSS offers more benefits to the users compares to using MS Excel in terms of speed, more types and advanced analysis, and appearance. For those who deal with frequent data analysis in their daily tasks, mastering the use of SPSS will be an advantage. This training programme offers participants with both theoretical and practical experience in data entry and analysis of both descriptive and inferential statistics. 

5.3       Qualitative Data Analysis using NVivo

Qualitative data can be overwhelming to the researchers. Several interview transcripts, observation reports, researcher log/diary are some of the qualitative data that are not easy to analyse. The roles of the researcher to really understand the data is very crucial by going through the data, putting codes, making some notes, creating themes, and creating meanings. The process can be very lengthy and demanding. Qualitative data analysis software such as NVivo can help a qualitative researcher a big deal by providing features in making notes, creating themes and concept trees, and pulling certain information quickly and accurately. This training programme will offer the participants with the knowledge and skills to analysis qualitative data from coding to generating themes and theme trees. 

6.        Delphi Method for Soliciting Input from TVET Policymakers and Practitioners

Delphi method is an innovative way of generating ideas and facilitating consensus among individuals who have special knowledge to share, but who are not always in contact with each other. The study can be done through a series of surveys, to share and generate new ideas based on an emerging consensus among the panel members. This method is very effective and convenient in addressing complex issues and reaching consensus related to TVET policy and practices. This course will discuss the backgrounds of this method, the pros and cons, the steps and general application, and a hands-on exercise on the development of the questionnaires. 

7.        Survey Research in TVET

Survey research is one of the most important and common research type in TVET. This type of research uses questionnaires or similar instruments of collecting data with responses in either written or concise oral interview format. This course provides an overview of conducting survey research towards enhancing practical knowledge and skills in developing a survey instrument that can be a basis for data analysis. The training contents will cover topics on reasons for using survey research, the development and administration of questionnaires, interviews, data analysis, and report writing. An overview of using MS Excel and/or SPSS software will be facilitated for the data analysis. 

8.         Action Research for TVET Teachers

Instead of using a linear model, such as a traditional research model, action research proceeds through cycles, starting with reflection on action, and proceeding to new action which is then further researched. In practice, this type of research is also commonly combined with participatory research. This research is very suitable for TVET teachers who want to continue enhancing teaching methodologies or other areas relevant in improving the quality of class activities. The topics covered in this training include the description of an action and participatory research model and process, relevant researchable areas, examples of action research projects, and proposals.  

9.        Measuring Training Efficiency and Effectiveness Using Return on Training Investment (ROTI) Technique

This course will enhance the participants’ skills in measuring and evaluating the extent to which any training programme conducted has achieved its objectives.  The input must be reflected in participants’ performance on the job after the training and the training expenditures are forwarded to the organisations. For the tools, the training will use ROTI model and process as it will demonstrate the impact and return of investment in training programmes, human resource programmes, major change initiatives, and performance-improvement programmes.  Topics covered include concept of ROTI, development of training objectives as the basis for hard and soft data to monetary values, identification of costs for training, calculation of return on investment for cost-effective decision, identification of intangible inputs.  

10.      Applied Research for Decision-Making Policy in TVET System

The course will enable participants towards acquiring relevant knowledge and skills that incorporate the understanding of applied research concept. It will also discuss the use of various methods that recognise the links with the power groups who decide policy, and the appropriate forms of utilisation of the research to make the research in consonance with the political agenda of governments.  The participants should include Heads of Research and Development Units, Officers in Development and Planning Divisions in institutes, agencies or ministries. 

11.      Enhancing Corporate Performance through Strengthening Institutional Research

In the information era, the availability and the used of research-based information is very crucial in continuously improving the performance of TVET institutions.  Realising that many TVET institutions haven’t optimally used school’s statistical and research information for continuous improvement, this training programme is to help strengthen institutional capacity by enhancing their capacity in institutional research. By strengthening the institutional research and development, the institution will have accurate and timely information to support decision making and institutional effectiveness efforts. 

This course is prepared specifically for those involved in institutional research and development such as those who compile and manage institutional information or school statistics, conduct student and alumni surveys, and those involved in measuring performance indicators for the institutional strategic plans. This training programme will focus on collecting/compiling, managing, analysing, and optimising the use of institutional information. Some of the topics that will be covered in this course are on (1) collecting, organising and analysing school database, e.g. enrolment, faculty and staff information, school budget, and student and alumni surveys/evaluation; (2) conducting tracer study formulating reports and recommendations based on the findings and the school database; and (3) evaluating selected performance indicators for the school’s strategic plans.

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