teaching Analysis phase_CDD_TDI-day1.pdf

teaching

1. Myanmar Private TVET Association | All Right Reserved
Competency Based Curriculum Design
and Development Training

2. Myanmar Private TVET Association | All Right Reserved
6/21/2024
2
BRIEF PROFILE
•MPTA was started in 2014, initiated by (20) Private TVET
School founders.
•As a non-profit association, legally registered at Ministry of
Home Affairs in 2016
•Central Executive Committee is elected by MPTA members as
per constitution
•As a member of MPTA,
TVET Schools
Companies who has In-house training
TVET trainers and experts

3. Myanmar Private TVET Association | All Right Reserved
6/21/2024
3
Members of MPTA
•Engineering Training Center (14)
•Health & Safety Training Center (2)
•Business Training Center (5)
•Hotel & Tourism Training Center (1)
•Health Care Training Center (4)
•Fashion and Tailoring (1)
•Individual member (240)
1.Yangon
2.Mon
3.Bago
4.Kayin
5.Tanintharyi
6.Magway
7.Shan
8.Kachin
9.Mandalay
10.Rakhine

4. Myanmar Private TVET Association | All Right Reserved
6/21/2024
4
TVET Development Institute
Established in 2024
TVET Development Institute (TDI) to fulfil the following specific objectives,
which in line with developmental objectives as stated in MPTA constitution:
1.Initiate research and development activities in TVET.
2.Provide capacity building training in TVET development.
3.Develop MPTA Qualifications in order to accredit TVET curriculum,
personnel, and institutes.

5. Myanmar Private TVET Association | All Right Reserved
5
TRAINER PROFILE
Name : AYE MIN MIN
Designation : Founder, AKI Myanmar Co.,Ltd
President, Myanmar Private TVET Association
Educational
Qualification: B.E (Electronics) YTU
Diploma in Electrical Tech, YTU
Professional
Qualification: Master Trainer in TVET Pedagogy, ITE
Master Trainer in Curriculum Design &
Development, Singapore Polytechnic Int;
Skills Evaluation, JAVADA
TVET Experience: Lead Trainer (Assessing Methodology) NSSA
Chief Assessor (Air Con Occupation) NSSA
Assessment Manager (CGI Exam)
Consultant (RSDA, Magway)
Project Directing for ACTE, SCORE, SDY project

6. Myanmar Private TVET Association | All Right Reserved
6
Curriculum Design & Development
Training
•Training
Lecture, Test, Assignments
•Formative Assessment
Oral Test
Optional to sit for the assessment
•Certificate of Completion
80% of attendance is required
•Certificate of Achievement
Need to be Competence in Assessment
65 % point is required

7. Myanmar Private TVET Association | All Right Reserved
7
Golden Rules
1.Open camera during training time
2.Requesttoclosecameraifneeded
3.Mutetomicduringlistening
4.Raise hand to request for questioning and discussion
5.Mentiontheofficial name of candidates to join the Zoom
6.Need to join the training in time (not more than 5 minutes late)
7.Payfullyattentiontothetraining
8.Submitthe assignments before deadline

8. Myanmar Private TVET Association | All Right Reserved
8
Training Schedule

9. Myanmar Private TVET Association | All Right Reserved
9
Chapter -1
Competency-based Training

10. Myanmar Private TVET Association | All Right Reserved
10
Overview
The objectives of this chapter are:
•Define the term competency
•Explain the concept of competency-
based training (CBT)
•Illustrate the meaning of modular
system of training

11. Myanmar Private TVET Association | All Right Reserved
11
Competency
A cluster of related knowledge, skillsand
attitudes
•that are observable and measurable
•necessary to perform a work activity
independently at a prescribed proficiency level

12. Myanmar Private TVET Association | All Right Reserved
12
Competency Category
•Generic: transferable to other industries
•Industry: Applicable to all occupations within the industry
•Occupational: Applicable to a specific occupation

13. Myanmar Private TVET Association | All Right Reserved
13
Example
Category Example
Generic Work in a team
Industry Follow workplace safety and health
practices
OccupationalWeld steel pipes

14. Myanmar Private TVET Association | All Right Reserved
14
Competency Units
•Competencies in TVET are labelled as Competency Units (CUs).
•Each CU carries one or more Competency Elements (CEs). Each
CE carries statements of performance criteria, essential
knowledge, range of applications etc.
•The document is called the Competency Standard (CS)and it is
the basis for designing training and assessments.

15. Myanmar Private TVET Association | All Right Reserved
15
Competency Standard
Service guestroom
Handle housekeeping
requests
Performance criteria
Range & context
Advise guests on room and
housekeeping equipment
CU ~ Competency Unit CE ~ Competency Elements

16. Myanmar Private TVET Association | All Right Reserved
16
Competency-based Training
•CS is used as the planning, design and development
of curriculum
•The CS is developed in collaboration with industry
•Learning is by performing tasks similar to the
workplace environment.
•Learner is assessed C or NYC according to
performance criteria in CS
•CBT is flexible. There are different pathways leading
to assessment

17. Myanmar Private TVET Association | All Right Reserved
17
Analysis Phase
Chapter –2
Conduct Needs Assessment

18. Myanmar Private TVET Association | All Right Reserved
18
What is Needs Assessment?
A CD process to identify training programs
which
•Fulfill TVET objectives
•Meet the skilled manpower needs of
industries
What are the objectives of TVET ?

19. Myanmar Private TVET Association | All Right Reserved
19
Overview
•Map skilled occupations of an industry sector
•Identify occupations for skills training
•Identify target population
•Collect and analyse data
•Present data, conclusions and
recommendations on skills training in demand

20. Myanmar Private TVET Association | All Right Reserved
20
Key Considerations in NA
•Societal needs based on national policies
•Needs and interest of school-leavers and
workers
•Demand for skilled workers by industry

21. Myanmar Private TVET Association | All Right Reserved
21
Information Required for NA
•Demographic age, gender, ethnicity, training and
educational qualifications, work experiences
•Perceptions values, beliefs, attitudes, opinions, views
•Economic company data such as type of business,
workforce size, skilled occupational structure, number of
employees , current shortages, demand of skilled workers by
category for next few years

22. Myanmar Private TVET Association | All Right Reserved
22
Planning an NA
•Express the objectives.
•Decide on what information required
•Select methods of collecting data
•Collect and analyse the data
•Prioritise and recommend actions
•Write report

23. Myanmar Private TVET Association | All Right Reserved
23
Defining Objectives of NA
•What is the scenario?
•Reasons for the NA
•Current situation and problems
•Desired outcomes

24. Myanmar Private TVET Association | All Right Reserved
24
Part I
Mapping Skilled Occupations of
an Industry Sector

25. Myanmar Private TVET Association | All Right Reserved
25
Mapping Skilled Occupations
What are the industries (manufacturing and
services) critical to the national economy?
What are skilled occupations which sustain the
economy?
What are the sources of information?

26. Myanmar Private TVET Association | All Right Reserved
26
Part II
Target Population Identification

27. Myanmar Private TVET Association | All Right Reserved
27
Target Population
Is there a pool of people available for
training?
The target population (TP) could be:
•Fresh school leavers seeking employment
•Graduates of TVET institutions
•Unemployed adults looking for jobs
•Working adults who wished to change jobs
•Women re-entering the workforce after their children
have grown up

28. Myanmar Private TVET Association | All Right Reserved
28
TP Profile
Important to match profile and aspirations of the
target population with needs of employers
Information on profile of TP includes
•Age and gender
•Education level
•Work experience
•Type of work preferred

29. Myanmar Private TVET Association | All Right Reserved
29
Part III
Collect and Analyse Data

30. Myanmar Private TVET Association | All Right Reserved
30
Methods of Gathering information
•Literature search
•Talking with appropriate people
•Focus group discussion
•Personal interview
•Telephone survey
•Mail survey
•Email and internet surveys
•Observation

31. Myanmar Private TVET Association | All Right Reserved
31
Questionnaires
•Questionnaires are often used in conducting a NA
especially in big scale surveys. The 2 types are
•Open type~ respondents supply answers
•Closed type ~ respondents select given options
The closed type of questions is preferred because the
responses are easily organised and tabulated for
analysis and interpretation.

32. Myanmar Private TVET Association | All Right Reserved
32
Analysis of Information
Raw data have to be collated, analysed and interpreted
so that findings and conclusions can be derived.
•List the needs for training identified from the information
gathering.
•Prioritise importance to the country and institutional goals,
realities and constraints.
•Determine if the curriculum project is worth addressing taking
into account key factors such as:
•Cost •End users
•Management support •Training already exists
•Target population

33. Myanmar Private TVET Association | All Right Reserved
33
Report Writing
8.Results
9.Recommendations
10.Summary
11.References
1.Executive summary
2.Introduction
3.Background
4.Purpose of NA
5.Methodology
6.Sample population
7.Instruments used

34. Myanmar Private TVET Association | All Right Reserved
34
Conclusion
•Need for a training course(s) is identified
•Go ahead is given to develop and implement
course
•Conduct of Functional Analysis and Task
Analysis follows

35. Myanmar Private TVET Association | All Right Reserved
35
THANK YOU!