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The threat of a global health pandemic called [Coronavirus Disease 2019] COVID-19 has affected the health of hundreds of thousands of people, claimed lives in many parts of the world, disrupted learning and training, has threatened (and continues to do so) economies and pushed many to the brink of recession. However, it has also pushed individuals and units in the public governance, business, education and communities to think out of the box. Governments are deploying strategies and approaches that they have not implemented before to overcome the crisis. In general, the approaches and solutions that we see today correspond to the preparedness of countries, businesses and communities to tackle the issue on different fronts. Education and training systems around the globe have started to respond to the situation. Under the circumstances, [technical vocational education and training] TVET, an important subset of education and which takes place in secondary, post-secondary and tertiary levels, including work-based learning, continuing training and professional development, cannot be a silent spectator. The essence of how TVET can play an important role in the time of crisis, is discussed in this paper.

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This research paper attempts to provide information on entrepreneurial education which is one of the major components of the [technical and vocational education and training] TVET system. The study was conducted in 16 [Colombo Plan Staff College] CPSC member countries in Asia Pacific, however only six of them provided information on the questionnaire provided by CPSC. A descriptive survey research design was used where both quantitative and qualitative methodologies were used. Data collection methods included closed ended questionnaires. In order to analyze the qualitative data, the content analysis method is used to analyze the responses received. The findings of the study showed that 90 per cent of CPSC member countries have legal policy and framework documents to address the needs of entrepreneurship education. It was found that 80 per cent of CPSC member countries have directly and indirectly addressed the entrepreneurial components in their curricula or competency standards. It was identified that all countries have realized the importance and need of entrepreneurship education to build the economy of the nation by producing entrepreneurs for small and mid-level enterprises.

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This training manual is a guiding document to plan, prepare, and implement this program for trainers who are involved in occupational analysis and curriculum development fields. The program is for those who wish to learn the techniques on how to integrate different components such as greening skills, entrepreneurship skills, [Industrial Revolution 4.0] IR 4.0 into the [technical and vocational education and training] TVET curriculum apart from 21st century skills. The manual provides a step by step process for conducting this course as well as training content. The content can be modified, amended or enhanced to match with current country and TVET institute context.

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Across the globe, [technical and vocational education and training] TVET is being positioned as strategic assets in innovation and economic competitiveness, and as problem-solvers for socio-economic issues affecting their countries and therefore there emerge the need for strategic partnerships between TVET Institutions/TVET Institution with industries that go beyond the traditional funding of discrete research projects. Therefore, it is implied to have sufficient ground to undertake the study on this important and vital issue in sixteen [Colombo Plan Staff College] CPSC member countries. The purpose of this research is to examine and discuss the status of Industry Institute Linkages in the TVET system of the CPSC member countries. The goal of Institution-industry collaborations is to fully capitalize on the potential of both parties while simultaneously satisfying the mission and objectives of each partner. Here, the quantitative and qualitative approaches were deployed to conduct the research by collecting the data from the primary, secondary and tertiary sources through closed ended questionnaires. In order to analyze the qualitative data, the content analyses method is used to analyze the responses.

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Adequate partnership between [Department of Technical Education and Training] DTET institutions and industries would lead to provision of relevant practical skills for industrialization. The purpose of this research paper was to examine the industry partnership between Colleges of Technology and Technical Colleges of DTET and the industry, and enhancing the ways to develop strong partnership between technical institutes and industry. The article recommends that the industry should provide contemporary skills by training and establish networks with DTET institutions for minimizing the gaps. The authors of the article consider that collaboration, the important means can be made the highway to bridge the gap and to enhance employability skills of DTET in Sri Lanka.

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In order to cater to these changing needs, two branches of English Language for Teaching (ELT) namely English for General Purposes (EGP) and English for Specific Purposes (ESP) have emerged. Although EGP is what is observed to be practiced in the ELT classrooms over the years ESP has created an immense interest among ELT practitioners desiring to make a change in academic and professional setting. The aim of the research is to find out what type of content is required to fulfill the aims of the students academically. The current study which blends both qualitative and quantitative methods was carried out with 40 undergraduates. Findings of this needs analysis revealed that EGP alone would not cater to the needs of the stakeholders as the students were expected to reach out to the industry after completion of the degree and in this sense suggestions were brought forward to design a curriculum with a blend of ESP and EGP. There was a strong recommendation of revising the current curriculum to suit the requirements of both the academic context and the context of the target career.

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The purpose of this research is to examine and discuss the Industrial Revolution 4.0 [IR 4.0] implementation status in the [technical and vocational education and training] TVET system of the [Colombo Plan Staff College] CPSC member countries. The study was conducted in 16 CPSC member countries in Asia Pacific. A descriptive survey research design was used where both quantitative and qualitative methodologies were employed. Data collection methods included closed ended questionnaires. In order to analyze the qualitative data, the content analysis method is used to analyze the responses of respondents.

The findings of the study showed that 25 per cent of CPSC member countries have legal policy and framework documents to address the needs of IR 4.0. It is also revealed that 50 per cent of CPSC member countries are directly and indirectly developing new innovative curricula to address the needs of IR 4.0 for the labor market. The findings also identified that all countries are suggesting to build the capacity development programs for trainers as well as to establish new modern labs to address the needs of IR 4.0. The research also suggested that CPSC member countries have to invest strategically to develop innovative strategy towards IR 4.0 and focus on development of new training programs.

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The purpose of this paper is to suggest developing plans for developing countries through [technical and vocational education and training] TVET support and cooperation of Korea [Official Development Assistance] ODA. To this end, the concept, history, support system, and the status of Korea's ODA support were reviewed. In addition, an in-depth analysis of the ODA in the TVET field was provided to support developing countries in Korea. Based on these analyzes, the policy recommendations were proposed to coexist with international developing cooperation with developing countries through Korea's ODA in terms of TVET.

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To meet the demands of the increasing socio-economic divide brought about by globalisation, it is imperative that technical and vocational education and training (TVET) take up the challenge to innovate and contribute to socio-economic transformation of developing countries in the Asia-Pacific region. These innovations may include: raising the general education background of vocational education; widening the route from vocational to higher education; the deployment of competence-based curriculum development mechanisms; and strengthening co-operation between education authorities and employment organisations and industries. This publication is a product of the different policies, ideas and conversations about the TVET agenda and reforms presented by experts across the Asia-Pacific region who participated in the International Conference on Innovations in TVET for Socio-Economic Development conference, which was held in Nepal in October 2018. It features papers and case studies from across the region, including input from Bhutan, China, Ecuador, Fiji, Malaysia, Maldives, Nepal, Pakistan, Papua New Guinea, Philippines, Sri Lanka and Thailand.

Edited excerpts from publication.

This publication contains the following papers: Global trend of demand and supply of skilled workforce in the labor market / Ramhari Lamichhane (pages 15-28); Need for TVET quality assurance system and qualification standards (teacher-trainer-assessor) in the maritime industry / Angelica Baylon, Richard Teo, Vadm Eduardo Ma R. Santos (pages 29-46); Quality assurance through APACC accreditation in Thailand / Paiboon Saiyawongs (pages 47-60); TVET and industrial revolution 4.0 (IR4.0): challenges and opportunities / Noraini bt. Kaprawi, Affero bin Ismail (pages 61-68); Reforming TVET towards the needs of new economy the practice in China / Chandler Huang (pages 69-84); Tackling youth unemployment through vocational education and training (VET) in Nepal / Kushmakar Bhatta (pages 85-90); Skilled workforce and Nepalese construction industry / Birendra R. Pandey (pages 91-96); Ecuador case study: the drivers for enhancing the public employment service / Xavier Estupinan (pages 97-114); Gravity of TVET towards achieving SDGs in Nepal / Baikuntha Prasad Aryal (pages 115-126); Career oriented and recognised vocational qualifications system: a noble step in Nepal / Devi Prasad Dahal (pages 127-132); Role of dean in developing sector-institutional linkage / Murali Gopal Ranjitkar (pages 133-146); Successful model of vocational skills training (VST) in Bhutan / Palden Tshering (pages 147-152); Successful models of technical and vocational education and training in Fiji / Nigel Martin Healey (pages 153-156); Quality assurance in TVET: program evaluation in polytechnics and community colleges / Mohd Norhadi Bin Muda, Zaidi Bin Othman (pages 157-166); Vocational skills training for socio-economic development in the Maldives / Abdul Hannan Waheed (pages 167-170); Pakistan's successful model of vocational skill training / Muhammad Asif (pages 171-182); Expansion of TVET skills pathway in Papua New Guinea / Lindsay Lawrence Parry, Reuben Veratau Aue (pages 183-190); TVET trainer competency assessment system in the Philippines / Sheryll Paramo Hofilena (pages 191-200); Sri Lankan experiences in apprenticeship training / W.A.D.M.M. Wijesinghe, H.M.T.K. Herath (pages 201-207). Show less

The world's workforce presently gears towards a new era of knowledge and efficiency. This direction emphasizes the need for a technical vocational education and training (TVET) to generate a workforce that imbibes characteristics that can easily adopt to the demands of this rapidly changing environment. This encapsulates the necessity to develop training institutions and systems that focus on implementing high standards of quality in their respective operations. One aspect of quality TVET is the establishment of qualification frameworks and systems to formalize, regulate and ensure the success of learning outcomes in relation to their intended goal.

This publication is a product of the collective efforts of [Colombo Plan Staff College] CPSC country agencies and representatives who participated in the International Program on Sharing and Learning of National Vocational Qualifications Systems (NVQS) held in the Mirabel Resort in Dhulikel, Nepal from March 6 until 10, 2017. The compilation of country papers and presentations from Bangladesh, Bhutan, Fiji, Korea, Malaysia, Maldives, Myanmar, Nepal, Pakistan, Philippines, Sri Lanka and Thailand aim to serve as a reference material to the policy makers, academics, professionals and practitioners in their pursuits to understand the variety of qualification systems in the region.

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The contents are as follows: Part one, 'The regional scenario of NVQs implementation', contains the following chapters: Concepts and benefits in establishing a national vocational qualifications framework / G. Kulanthaivel; Changing labor market demands and education priorities in the Asia-Pacific region and the trends towards the vocationalization of education / Ramhari Lamichhane; National vocational qualifications framework in Nepal: implementation issues and challenges / Pramod B. Shrestha; Best practices of TVET qualification framework in Republic of Korea / Man-Gon Park; The Philippine TVET qualification system: issues and concerns in the implementation of NVQF / Renato Sorolla. Part two, 'National vocational qualification systems of CPSC member countries', contains: Bangladesh / Md. Rezaul Karim; Bhutan / Rinchen Dorji; Fiji / Marika Raqona; Malaysia / Junainah Mohd Amin, Mohd Azian Husin; Maldives / Ali Riyaz; Myanmar / Thida Swe; Pakistan / Fayaz A. Soomro; Philippines / Belinda A. Labutong, Danilo C. Lachica; Sri Lanka / J. A. Ranjith; Thailand / Khansawat Hinthaow, Penjai Chaiwong. Show less