EASTRIP in partnership with Guangdong Province to improve skills for TVET leaders

EASTRIP in partnership with Guangdong Province to improve skills for TVET leaders

By Godwin Bonge Muhwezi

IUCEA, the EASTRIP Regional Facilitation Unit, together with the World Bank have entered a partnership with Gungadong Province and Guangzhou Technician College to offer training programmes for capacity building. Due to the COVID-19 pandemic, the training programmes will be offered as webinars to improve the leadership and  management capability of middle and top managers of Regional TVET institutes in Ethiopia, Kenya and Tanzania.

Guangdong Province has the largest vocational education which will provide learning experience for TVET institutes in East Africa on China’s vocational education, and the integration of industry and education in China.

Participant at one of the EASTRIP workshops

The target audience for the courses include ministries, regulatory agencies, heads of TVET institutions, heads of departments and key tutors and lecturers responsible for curriculum development in EASTRIP priority areas. The table below contains a list of the training programmes.

No. Topic Content Date
1 Overview of Vocational Education Reform in China 1.1 National vocational education history, current system, and main policy direction in China

1.2 Innovative practices of vocational education in Guangdong Province

1.3 Video Clip: 1st National Vocational Skills Competition

1.4 Interactive discussion

25th May 2021
2 Undertaking Industry Demand Analysis: Research Methods, Questionnaire Design, Data Analysis, And Report Writing 2.1 Research steps of industrial enterprises

2.2 Research methods, object and content design

2.3 Questionnaire design and data analysis

2.4 Writing research report

11th June 2021
3 Designing College Industry Cooperation: Principles, Approaches and Case Study 3.1 Analysis of school-enterprise cooperation system

3.2 Analysis of school-enterprise cooperation mode

3.3 Construction of school-enterprise cooperation mechanism

3.4 Case study of typical cases of school-enterprise cooperation

1st July 2021
4 Developing Demand Driven Curriculum in Vocational Colleges ——Extracting Typical Tasks 4.1 Interview of industrial and practice experts

4.2 Analysis of typical tasks

4.3 Transformation of integrated curriculum

4.4 Establishment of integrated curriculum standards

2nd August 2021
5 Principles, Procedures, and Common Dos and Don’ts of Instructional Design in Vocational Colleges 5.1 Principles of student-centered teaching

5.2 Principles of instructional design

5.3 Steps of instructional design

5.4 Case study of fine instructional design

1st September 2021
6 Strengthening Vocational Education Teacher and Trainer Professional Competencies 6.1 Portrait of teaching staff

6.2 Professional construction capacity of teaching staff

6.3 Teaching ability of teaching staff

6.4 Innovative research and development ability of teaching staff

1st October 2021
7 Building a Conducive Environment for Practical Oriented Training in Vocational Colleges 7.1 Composition of practice teaching

7.2 Principles of constructing practice teaching environment

7.3 Case study of establishing training bases inside and outside the school

7.4 Competency based student assessment

1st November 2021
8 Developing Capacity for World Skills Competition 8.1 Ten-year history of Guangzhou World Skills Competition

8.2 Personnel selection and training mechanism of World Skills Competition in Guangzhou

8.3 Achievements transformation of World Skills Competition

1st December 2021
9 Improving Management in Vocational Colleges 9.1 Management of teaching documents

9.2 Teaching and practice site management

9.3 Professional construction management

9.4 Management of teaching staff

28th January 2022

The Writer is the Project Communication Officer for EASTRIP at IUCEA.

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