| PROGRAM CODE: | 20-21/CPRBPMME-01 (Online Customized Program) |
| DATE: | 10-19 Aug 2020 |
| TARGET GROUP: | The participants of the program are composed of Staff and Trainers of TESDA Region 4B MIMAROPA. |
This program deals with Quality Assurance System in the Technical and Vocational Education and Training institutions through Results Based Project Management and Monitoring and Evaluation (M&E) Management. This program combines the knowledge on project management with M& E management techniques to achieve quality assurance in the overall operations of the TVET institutions. The end goal of a creating a well-developed project management measured with an effective M & E management systems is to achieve a holistic quality in the all the facets of the TVET delivery for a more beneficial impact to its stakeholders. Combined approaches ensures quality in every stage and level of program implementation of the institution.
One of the most important contemporary practices in modern management by TVET institution is project management. Projects are the most concrete means of translating plans and policies into specific courses of action. It is a temporary management activity that breaks up upon completion of the defined outputs. It ensures tight planning and controlling and is brought about by the efficient and harmonious coordination of the skills and energies of different specialists working in it. Understanding the principles and practice of project management would definitely help further improve the planning and implementation of projects in various institutions.
Monitoring and evaluation (M&E) can be effective tools to enhance the quality of project planning and management. Monitoring helps TVET project managers to understand whether the projects are progressing in schedule and to ensure that project inputs, activities, outputs and external factors are proceeding as planned. Evaluation can be a tool to help project managers assess to what extent the projects have achieved the objectives set forth in the project documents.
This Customized Program also tackles the Asia Pacific Accreditation and Certification Commission (APACC) to emphasize the importance of quality in the end result of TVET activities. Accreditation, as one of the three primary modes of quality assurance, is often considered a step towards establishing a culture of quality – sustained and maintained by defining objectives, developing capacity to achieve them and evaluating whether they are achieved or not. Being a gatekeeper of quality at its threshold, accreditation determines the adequacy of human, physical, and information resources, reinforces results-based approach to evaluation, and provides a firm foundation for its institutions or programs.
At the end of the program, the participants will be able to:
- Understand concept and process of project management
- Develop project proposal with Logical Framework
- Understand Result based M & E system
- Develop M & E Plan
- Understand quality management system through accreditation and APACC
To join the webinar, each participant should have the following:
- Minimum 5Mbps Broadband Internet
- Desktop/Laptop Computer or Mobile Device with Earphones and Mic
- Chrome Browser or any HTML5 Compliant Browser
The delivery of the program design follows a spiral learning approach, begins with an overview of core concepts to be followed by progressively deeper application of the concepts and finally, a self-directed learning approach through action planning.
The main contents of the program are:
Results Based Project Management
Presentations
- Presentation 1: Development, Issues and Challenges on Project Management in TVET
- Presentation 2: Project Management and Key Components of Project Proposal
- Presentation 3: Stakeholders Analysis
- Presentation 4: Project Problem Tree Analysis, Objective and Solution Tree Analysis
- Presentation 5: The Project Logical Framework
- Presentation 6: Project Scheduling and Budgeting
- Presentation 7: Project Monitoring and Supervision based on KPI
Group Work Activities
- GWA 1: Identify 3 project ideas, Select one and write the reasons of selection
- GWA 2: Conduct stakeholders analysis
- GWA 3: Conduct problem tree, objective and solution tree analysis
- GWA 4: Prepare project log frame
- GWA 5: Plan activities using the Gantt Chart
- GWA 6: Develop group proposal and implementation plan for (TVET) Projects
Expected outputs
- Project Log Frame
- Project Proposal
Expected outcome
- Manage projects effectively and efficiently in the TVET institutions
Results Based Monitoring and Evaluation Management
Presentations
- Presentation 1: An Overview of Results-Based M&E Management Systems towards Quality-Assured TVET or Education System
- Presentation 2: M & E Plan to achieve Organizational Goals
- Presentation 3: Effective Implementation of Result Based Monitoring System
- Presentation 4: M&E Tools and Techniques in TVET and Educational Programs and Projects
- Presentation 5: Prepare M & E Reports
Group Work Activities
- GWA1: Prepare M & E Plan
- GWA 2: Preparation of M&E Tool/s
- GWA 3: Preparation of M & E Report
Expected outputs
- M & E Plan
- M & E Tools
- M & E Report
Expected outcome
- Manage results based project’s monitoring and evaluation in the TVET institutions
APACC Reorientation
Presentations
- Presentation 1: Importance of QMS in TVET
- Presentation 2/3/4/5/6: Reorientation on APACC Criteria (1 to 7)
Expected outputs
- Reorientation on APACC Criteria
Expected outcome
- Implement quality management system thorough APACC accreditation
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He is a dynamic leader, certified project assessor, strategic planner, experienced project manager, TVET Institution Quality Assessor, TVET Expert, and a seasoned manager, attested by the awards received such as the Prabal Gorkha Dakshin Bahu IV from the Late King Birendra Bira Bikram Shah Dev and Global Educational Leadership Award by the World Education Congress; scholarship from Ryutaro Hashimoto Foundation, Japan; and Humphrey Fellowship from Fullbright Foundation, USA. He has presented papers in a number of international conferences and meetings on TVET. He has authored and co-authored publications on TVET in various thematic areas - accessibility, greening, entrepreneurship, financing, equality, and image building. Dr. Lamichhane earned his PhD and MPhil in Education Leadership from Kathmandu University in Nepal. He has a degree in Educational Administration, Planning and Policy from Peabody College/Vanderbilt University, Tennessee, USA. |
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Under his leadership, 12,163 employment-seeking youths including excluded and vulnerable women of Nepal capacitated in vocational skill development training targeting to provide in-country and/or foreign employment. He has worked under the component of vocational skill development training for EVENT/WBG/MoE (600 trainees), EIG/USAID/Winrock (3000 trainees), SaMi/Helvetas/SDC (1600 trainees), LYDP/WVI (300 trainees), SajhedariBikas/ USAID/PACT (348 trainees), CTIP/World Education (15 all-women trainees), Advancing Women Economic Empowerment-AWEE (2,000 trainees) funded by Government of Finland, Future We Want-FWW (300 trainees) funded by Zonta International and Education Joint Programming-Education JP (4,000 trainees) funded by KOICA. He has managed all phases; career counseling, trainees selection, vocational training, psycho-social counseling, business & entrepreneurship training, linking trainees with financial institutions for loan to start a enterprise, monitoring of on-going training, managing on-the-job training, linking with potential employers, job placement,establishing micro-enterprises, and income verification. He has provided Training of Trainers (ToT) to 500 plus technical instructors and teachers in Nepal, Bhutan, Albania, Uganda, and India. He has developed courses like active learners’ methodology, training of trainers, the use of mini-tiller in commercial farming, as well as pesticide management and application. He has experience in capacity building in different areas; TVET, agriculture, trade & fiscal policy, food security, value-chain, pesticide management, and soft-skills training. |
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He was the Director (MIS) of Sindh Technical Education & Vocational Training Authority (STEVTA) and worked as a Focal Person for TVET Sector Support Programe, implemented by Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) Pakistan. He has been playing key roles in policy and institutional development with NAVTTC and training providers for making TEVT demand led. He has been interacting with various local & international organizations including ILO, World Bank, GIZ, British Council, MTC International USA, Skills International and City & Guilds, UK etc. He has transformed existing supply-based system to demand-driven through Competency-Based Training (CBT) at STEVTA. He presented a paper on "Curriculum Delivery in line Industrial Reveloution 4.0" as keynote speaker in 3rd International Conference and 17th National Conference of PACUIT - Leading the 21st Century Generation Towards a Globalized Industrial Technology on 25 April 2019, Manila Philippines. He served as a Technical Advisor, Human Resource Development for the GIZ TVET Sector Support Programe for five years. He was responsible for supporting the relevant training providers and enterprises in the selected sector to establish a coordination framework for planning and delivering training under the framework of the National Qualifications Framework (NVQF). He has been playing a key role in the implementation of training for principals, teachers, instructors, assessors and certification of Sindh Trade Testing Board (TTB). Engr. Rajput is a Professional Engineer of Pakistan Engineering Council and earned his MSc in Information System Engineering from the University of Twente, Netherlands (2009-2011). He studied Master of Engineering in Communiation Systems Networks from Mehran University of Engineering & Technology, Jamshoro, Pakistan (2005-2007) and his bachelor in Computer System Engineering (1999-2002) from Hamdard University, Karachi Pakistan. |
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Some of the notable research activities he handled include the “Challenges and Issues of TVET in the CPSC Member Countries”, published in 2010; CPSC Strategic Plan 2013-2018 and 2019-2023 published in 2013 and 2018, respectively; and “In-Country Reports of the International Symposium on TVET for Poverty Alleviation” published from 2013 to 2015, among others. He has also shared his knowledge on contemporary social issues and was invited to several speaking engagements organized by the University of the Philippines – Diliman. He obtained his Bachelor of Science degree in Economics at the University of the Philippines – Visayas, Philippines in 2009 and is currently pursuing his Masters of Arts in Sociology degree in the University of the Philippines-Diliman, Manila, Philippines. |
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