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DATE:
VENUE
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NIZERS:
ReorientDevelop
26th – 28
Berlin, G
Special P
• Colo
• InWBuild
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8th August, 2
Germany
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____________________________________________________________________________ I. INTRODUCTION The United Nations declared 2005‐2014 as the Decade of Education for Sustainable Development (DESD) and recommended that all countries take progressive steps to integrate sustainable development into their educational policies and plans at all levels and in all education sectors. Education for Sustainable Development (ESD) therefore concerns all levels, settings and types of education and can be conceived as an integral part of any education system. It translates into daily decisions and actions to protect our future.
“The concept of ESD is therefore linked to key issues such as poverty reduction, sustainable livelihoods, climate change, human rights, gender equality, corporate social responsibility and protection of indigenous cultures. It holistic nature makes it a tool for the achievement of the Millennium Development Goals (MDGs) and the Education for All goals” (UNESCO Draft Resolutions, 2010‐2011)
Five years have passed since that historic moment and at mid‐point, it is important to consider the progress made and obstacles encountered during the first five years to be able to establish policy directions, provisions, strategies, mechanisms and contexts that directly support the implementation of Education for Sustainable Development (ESD).
Education for Sustainable Development (ESD) is meant to set a new direction for education and learning for all. It promotes quality education, and is inclusive of all people. It is based on values, principles and practices necessary to respond effectively to current and future challenges. Through education and lifelong learning, lifestyles based on economic and social justice, ecological integrity, sustainable livelihoods and strong values towards social cohesion and collective action are targeted to be achieved.
Almost 10 years after Seoul (1999) and Dakar (2000), there are new opportunities to refocus on technical and vocational education and training (TVET) and skills development for the world of work. Technical and Vocational Education and Training (TVET), as an integral part of lifelong learning, has a crucial role to play in this new knowledge era. TVET is both a consumer and producer of resources. It is a sector involved in the transformation of resources. TVET can play an instrumental role in developing a new generation of individuals who will face the challenge of achieving sustainable socio‐economic development. TVET is seen as an effective tool to realize the objectives of a culture of peace, environmentally sound sustainable development, social cohesion and international citizenship.
Problems relating to threats to the sustainability of the world impel that quality TVET must meet the needs of learners for them to cope with today’s challenges and to find solutions. Thus, to satisfy this goal it is essential that TVET integrate the principles, values and practices of sustainable
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development. However, regional, national and local differences mean that reforming TVET for sustainable development may be interpreted in many different ways.
Thus, attaining excellence in ESD locally, nationally and globally as one of the building blocks for EFA is dependent on education and training leadership, teaching innovation and the promotion and replication of effective and sustainable TVET practices.
Building on the results of the March 2009 Bonn ESD World Conference, this international TVET experts meeting aims to be a catalyst to integrate sustainable development‐focused objectives, themes, strategies and operating procedure into TVET policies, programmes and practices.
The discussions will focus on the following four‐dimensional ESD concerns:
1. Creative methods to expand awareness, meaning and scope of ESD through multi‐stakeholder dialogue;
2. Strategies for inclusion of non‐formal and informal learning in the context of sustainable development;
3. Means for incorporating ESD in the TVET (including training of leaders in business and industry to form the values toward corporate social responsibility, etc)
4. Ways for creating greater synergy and networking among representatives of SD‐related institutions of governance and learning.
This ESD review‐responsive and future‐oriented program on “Reorienting TVET Policy Towards Education for Sustainable Development” is being jointly organized by UNESCO‐UNEVOC International Centre in Bonn, Germany, InWEnt – Capacity Building International, Germany and Colombo Plan Staff College for Technician Education in Manila, Philippines.
II. PARTICIPANTS
The program was specifically designed for high level TVET officials from CPSC member governments composed of (3) Ministry Assistant Secretaries/Executive Director, (2) Director Generals, (3) Deputy DGs, (1) Regional Director, (2) Coucil Chair/Vice‐Chair‐men, (2) Senior Advisors/Education Officer, and (1) TVET Specialist. There was equal representation of gender among the fourteen (14) experts nominated to attend the Meeting as international experts.
MALE FEMALE TOTAL
7
7 14
(Please see Appendix A – Course Directory)
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III. BRIEF OF PARTICIPANTS’ COUNTRY PRESENTATIONS The different representatives of the countries made a presentation about the implementation of ESD in their countries. Therefore every representative had ten minutes time and concentrated his presentation on ESD. Papua New Guinea (Mr. Jayasundara J. Banda)
It was shown that Papua New Guinea is a country with a lot of natural resources but with a lag in possibilities to use them. Therefore ESD in TVET is a very important topic for the country. The prime objective is to provide coordinating services and logistics supports for the seven Technical and Business Colleges and 141 Vocational Centres situated in 21 Provinces and the 1075 teachers working in TVET institutions.
A lot of progress has been made in the last years, but there are still challenges remaining. The Government, Donor Agencies and Non Government Organisations shall assist to resource TVET teaching facilities, tools, equipment and infrastructure in TVET institutions. Strengthen institutional leadership and management including Financial Management, restructure TVET Division and TVET Institutions to meet increasing market demand, commercialise and give more autonomy to TVET institutions, provide more opportunities for teacher skills upgrading training, establish more TVET institutions to meet industry and community demands and increase linkages with Higher Education Institutes and International TVET capacity building organisations where named as future issues and challenges for the country.
Philippines (Mr. Elmer K. Talavera, CESO III)
Adjudged as the best presentation by and among his peers, Mr. Talavera clarified that we all are responsible for the problems which we are faced with, and that it is our duty do to something against it. After showing the successful actions that where taken in the Philippines to involve ESD in TVET, Mr. Talavera reported about a huge project that was implemented in the Philippines to recover, recycle and retrofit refrigerators. By this example, he showed the complexity of the implementation of ESD into a national system, but he also showed that there is a huge benefit for a country which takes on the responsibility and tries to change something. It was pointed out, that the love of God, nature, people and country are very important guidelines for the future. The people must learn to life with the planet and the resources they have and do not ignore the fact that the systems which led us to this point must be changed.
Myanmar ( Ms. Dr. Theingi)
Dr. Theingi informed about the success in her country where 29 government technical high schools and 10 technical institutes have been founded to ensure the qualification that the country needs. She pointed out that it is the target of the country to build a modern developed nation which can march towards industrialization. It become obvious that a lot has happened in Myanmar and that there are hundreds of good qualified teachers now who take care of the needs of more than 10.000
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students in different subjects including English, Chemistry and Mathematics, to name only some of them. At the end of her presentation Mr Theingi explained that it is very important for Myanmar to support the regional development of the nation, to produce skilled workers, technicians and high leveling labors, to march towards industrialized country from agricultural based country and to achieve the crowning success in the field of the vocational education also by introducing TVET and ESD in the economical system.
Mongolia (Ms. Chimid Tungalag)
At first Ms. Chimid Tungalag informed about the current problems of Mongolia, A huge territory with a small population and a high level of. To change the current situation the government of Mongolia lunched an education reform lately. As a result the number of schools and colleagues are rising as well as the number of also secondary schools and high level education institutes. She explained that Education for Sustainable Development was introduced in the educational policies and planning of the country, especially in the curricula of the secondary schools, universities which are the main implementing organs of those policies except TVET. The number of students is increasing since some years as well as the number of teachers, which must be trained also in the future to ensure that a high quality in education and ESD can be achieved.
India (Dr. Vijay P. Goel)
Dr. Vijay P. Goel showed to the other participations that India how important it is that education is one the most important subjects in the political field. He explained that both Centre and states are responsible for policy formation and implementation of education and to provide access to relevant and good quality higher education in an equitable manner. For the development of the education system targets where pointed out, such as: expand and upgrade vocational education and training, expand and upgrade higher and technical education, promote research in educational institutions and redesign the educational pattern at the school level to facilitate skill development. As the mayor challenges and issues in TEVT he named the low priority for Vocational Education, the shortage of trained teachers and trainers, the inadequate linkages with Industries, the lack of infrastructure and the inflexible curriculum.
Malaysia (Ms. Ani Asmah Tajul Ariffin)
Ms. Tajul Ariffin explained the current situation in Malaysia regarding TVET and DSE. She explained that the development in here country has made a huge step forward in the last years due to the close cooperation with industry. It was pointed out that the capacity and effectiveness of training will be enhanced by increasing the number of public training institutions, adding further courses in technical fields, strengthening the certification/accreditation systems and the quality of technical education, as well as encouraging private sector participation in the field of technical education and training. In the next part she mentioned a program called WBL which is an instructional program that deliberately use the workplace as a site for student learning.
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WBL programs have formal instructional and learning plans that directly relate students’ WBL activities to their learning outcomes towards career goals. All in all a very good picture of the actual situation was given by showing all the efforts which have been made during the last years to involve TVET into the education system of the country. Issues and challenges in Malaysia are clear objectives, measurable outcomes, top management involvement, open dialogue, strategic discussions, effective sharing of resources as well as sharing achievements and challenges.
Thailand (Ms. Dr. Sirirak Ratchusanti)
In the second presentation of the day, Ms. Ratchusanti gave a very interesting report about the current educational situation in Thailand. She explained the different situations of the people in her land. For those who are already in the labor market, it was found that skill gap was prevailed in many fields of occupation. This resulted from the rapid change of technology and nature of work in competitive business and industries. In her opinion TVET needs to be kept abreast with the changing world of work and technology. To achieve this goal flexible program has been designed to meet the needs of those in the labor market. They would be able to upgrade and update their knowledge and skills and receive qualifications.
Widening participation on TVET program in Thailand has been considered as an important tool for increasing human capabilities and national products as well as the eradication of poverty. It was also mentioned that TVET takes on a complex and distinctive character with regard to sustainable development .The empirical sustainability and sustainable development is to integrate economic, environment and social aspects through TVET. Thailand recognizes the important role of TVET as a vital tool for producing manpower with the necessary skills required for employment and/or entrepreneurship as well as for poverty alleviation.
Nepal (Mr. Dr. Ghinire Devi Prasad)
The third presentation was about Nepal. Mr. Prasad gave a very informing presentation about his country and about the development of TVET and ESD.
In the first part he used his presentation to inform the audience about the details of his country and gave a very charming picture of himself and the character of his country.
He explained that Sustainable Development is impossible without appropriate policies and programs on education and training, particularly TVET. Various plans, policies and programs were developed which however were not adequate in terms of expansion, inclusion and relevancy. Due to that a new policy was developed including expansion of training services and opportunities, inclusion of hitherto disadvantaged groups and individuals, integration of various training modes and providers into one system, relevance to link training content and outcome with economic demand, and finally sustained. In the next part some examples of best practice where given, such as Trade Schools, Annex Schools, Partnership schools,
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Community Schools as well as the National Skills Testing Board. At the end the speaker explained that it is very important to take care of the introduction of ESD in TVET by also regarding the needs and opportunities given in the country. He ended his presentation by saying that “The wealth of Nepal is the green forest” and showed the importance of the nature for the development of his country.
Sri Lanka (Mr. Dr. H.L.Obeyesekera)
The next presentation, given by Mr. Obeyesekera offered an overview of the development of TVET and ESD in Sri Lanka. It was shown that in the last few decades, most of the regional countries paid much attention to the development of human resources. But it must be stated that greater attention was given to development of Vocational and Technical skills. As a result the required trained skill in the field of construction could not be found and thus the development came to an end. As a result of this experience the following conclusions where made: It is necessary to organize the technical and vocational education and training as an acceptable system and to introduce the required levels of skilled workforce, and that it is also necessary to introduce skill standards applicable to different vocational areas relevant to different levels of skilled workforce.
To achieve this Mr. Obeyesekera explained a vision that his country is following, saying that they will produce competent and productive manpower for better livelihood through quality and relevant occupational training to meet the challenges of changing global socio economic and technological needs. This vision should come true by the use of several actions, such as promoting an industrial linkage with TVET sector, open direct avenues to school leavers from secondary education system to Vocational/ Technical Training system and to identify National Vocational/ Technical Education system from lowest level craftsman training to top level technologist training. Towards TVET, Sri Lanka has formulated a lot of strategies to achieve a strong development in the country. Mr. Obeyesekera formulated a conclusion for the development of TVET as well. He said that it is very important to have a tight security policy system for TVET to survive the main key entries to the TVET sector and to establish a national TVET policy introducing upward mobility of TVET programmes at different skill levels and introduce a system for unified certification.
Pakistan (Mr. Yousaf Kamal Malik)
Mr. Malik started his presentation by showing a video of the development of TVET in Pakistan. The audience was able to see some very good examples for the implementation of TVET into the education system and was able to get a picture of the current development in Pakistan. In the next part of his presentation Mr. Malik pointed out that Sustainable Development is basically relating the present for the future. It requires sensitivity where ESD is a vision of education that seeks to empower people to assume responsibility for creating a sustainable future. He made clear that there in no single route to sustainable development. Each economy, country and culture has different options and requirements to negotiate the process of achieving sustainability.
For a country where 30% of the population lives below poverty line, sustainable development will have a totally different orientation and strategy. These would help define decisions at the
8
Government and societal level. In this scenario of poverty, a core component of ESD would be empowering people both in terms of their incomes, social security in life, education for their children and programs which enhance and empower them with skills. That is where Technical and Vocational Education and Training would play its role and make an impact. In addition to his very interesting presentation Mr. Malik informed about a donation system in Pakistan where the banks donate a certain amount in a fixed period of time to a charity company. This money then is used to help in different field such as education, healthcare, infrastructure, food and to help taking steps against the poverty in the country. At the end Mr. Malik said that TVET is an ideal adjunct to education for sustainable development.
He explained that the world is conceptually involved in a movement whereby a snowball effect might gather result into an avalanche. TVET thus as a tool for sustainable development can refute some of the cynics who consider that the term is more charming than meaningful. With his last words in the presentation he pointed out that we live on a planet where 20 percent of the population consumes 80 percent of the national resources, so that we must learn to use the resources which we have more useful and help the poor people to become a part of the global society.
Maldives (Ms. Mariyam Noordeen)
In her presentation Ms. Noordeen draw a picture of the current situation in Maldives and explained it to the audience. At first she explained the term TVET form her point of view. For her TVET prepares learners for employment and then helps them to continue their education part‐time and full time. TVET is based on individuals mastering skills and the concepts behind those skills, over a working lifetime to get a first job and then remain employable as technology and society change.
The vision of a TVET system in the Maldives means that it is demand driven, accessible, beneficiary financed and quality assured so that it can meet the needs of society for stability and economic growth, the needs of companies for skilled workers, the need of young people for attractive opportunities on the labor market and the needs of workers for continuous mastery of new technologies. In the next part of her presentation she explained a system called NCS (National Competency Standards) which is a written specification of the knowledge and skills and the application that knowledge and skills required to perform a particular occupation to industry specific standards. It is a communication tool for employers, employees and educators. As examples for best practice in her country, she mentioned GULHUN (Link), Career Path Program (CPP) which are designed to reach the target population to achieve the minimum competencies for entry the Employer Basic Training (EBT). An other example is the “Skilled Training at Resorts” (STAR). This program includes a one month orientation with up to two months of investigating the jobs at a resort. For example: resort office, recreation and food preparation or food services.
Fiji (Ms. Alumeci Susu Tuisawau)
The next presentation given by Ms. Tuisawau dealt with Fiji. At first she said that while education is the key to any development process, TVET is the ‘Master Key’ that can transform the world of work
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and the economy, alleviate poverty, save the environment and improve the quality of life. However, it was also explained that TVET plays an equally important role in the social, economic and political development of any nation together with its academic counterpart but she also said that Fiji has not fully realized its potential and has treated TVET as a ‘second best option’ to academic education.
Nevertheless, the goals of TVET in Fiji are to facilitate economic development by transmitting to local citizens certain values, knowledge and attitudes that are necessary to perform certain skills in the modern sector of the economy and to provide young people with the skills needed for employment in a wide range of job categories including self‐employment and wage employment. The current situation is rather difficult because TVET has suffered from being considered as the fall‐back position for those who did not succeed in academic education streams. Currently this viewpoint has changed considerably now. A major reason for this shift in thinking is the changing character of work and its impact on social and economic development. In the last part of the presentation Ms. Tuisawau mentioned some issues and challenges for TVET such as: the lack of a shared national vision, the lack of adequate resources and trained personnel at all levels in the TVET sector. As a conclusion she appointed the need to establish TVET policy and reorient it towards EDS and the need for a clear articulation of the possible pathways for TVET in order to develop a whole person that has values, ethics, knowledge, attitudes and skills to contribute to a sustainable future.
Bangladesh (Ms. Razia Begum)
Ms. Razia gave a short overview of the different levels of certification and diploma in her country. After that she explained the important role of affiliated institutes, their specialization and the capacity which they take in. In the next part of her presentation she informed about the mayor achievements of TVET in Bangladesh.
For example the fact that new institutes are established and that the capacity has been increased to 18320 students in the last three years, the creation of four separate polytechnic institutes for women and the introduction of a double shift program with the existing infrastructure. The role of the government in the education development in Bangladesh is very important which can be seen by the fact that the government takes care of a lot of responsibilities directly and tries to bring the development on the right way. The mayor challenges for TVET in Bangladesh are to update the knowledge and skill within a competitive market, to ensure participatory and for example to react on the need of assessments for competitive job market.
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IV. EVALUATION AND IEM HIGHLIGHTS The Summative Evaluation was conducted by InWEnt. Results and analysis shall be forwared to CPSC for consolidation, as soon as processed. (Please see Appendix B – Photo Highlights of the International Experts Meeting – Berlin) V. MEETING COORDINATORS’ SUMMARY This international TVET experts meeting gathered fourteeen (14) senior‐level government officials and TVET policy makers from fourteen (14) participating member countries including Brunei Darrusalam, Bangladesh, India, Fiji, Malaysia, Maldives, Myanmar, Mongolia, Nepal, Pakistan, Papua New Guinea, Philippines, Sri Lanka, and Thailand. They were intended to become catalysts for change to integrate sustainable development‐focused strategies and operating procedure into TVET policies, programmes and practices.
The IEM highlighted the strong partnership bond between the Colombo Plan Staff College for Technician Education (CPSC), InWEnt – Internationale Weiterbildung und Entwicklung (Capacity Building International, Germany) and the UNESCO‐UNEVOC International Centre for Technical and Vocational Education and Training.
The following are the specific recommendations of the International Experts’ Meeting for Reorienting TVET Policy Towards Education for Sustainable Development:
1. Create awareness in the participating countries for the aims and meaning of ESD and TVET by organizing national seminars within the in‐country programs being organized by CPSC in each member country each year;
2. Build a dedicated ESD in TVET Website, which will be hosted by the CPSC website and linked to partner institutions for sharing of knowledge and best practice of TVET and ESD with other people and cooperation partners
3. Strengthen and expand capacity building for the training of trainers in member countries developing TVET for ESD skills; Provide training and development initiatives to meet the need of industry and the labour market;
4. Innovate new ideas of utilizing existing resources, alternative materials and renewable energy sources to develop the idea of ESD; create an awareness of the advantages which sustainable development can bring for a country by showing successful examples of ESD projects i.e. green campus.
5. Integrate ESD in TVET curriculum to be relevant to changing situations; Improve access to life skills for learners and adults including technical and vocational skills and the idea of life long learning.
On the whole, the various meeting interventions which included special lectures, country paper presentations, syndicate sessions and group tasks, study visits and socio‐cultural programs have contributed to the over‐all success of the program.
V
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VI. MEETING
Colombo Plan
nWEnt – InteCapacity Buil
G PRESENTO
n Staff Colleg
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ORS AND FA
e for TechnicProf. ShyamaDirector GenColombo PlaDepEd CompPasig City, MTel: (632) 633Fax: (632) 63E‐mail: dr_mProf. TJ TesoChairperson,Colombo PlaDepEd CompPasig City MeTel: (632) 631Fax: (632) 63E‐mails: tjtg@
Weiterbildungtional, GermDr. Harry StoHead of DivisInWEnt, CapaSchellingstraMagdeburg, Emails: harryhttp://www.Dr. Klaus ShaInWEnt, CapaSchellingstraMagdeburg, Email: klaus.
Mr. Heiko ScExpert ConsuWurzburger s01187 DresdTel: 0341‐47Fax: 0351‐47Email: h.schoMr. Daniel GExpert ConsuWurzburger s01187 DresdTel: 0341‐47Fax: 0351‐47Email: danie
CILITATORS
cian Educatioal Majumdar,eral n Staff Collegplex, Meralco etro Manila, 3‐8413 33‐8425 ajumdar@cporo‐Gayondat Project and Cn Staff Collegplex, Meralco etro Manila, P1‐0991 to 9531‐0996 @cpsctech.or
g und Entwicany) olte sion acity Buildingsse 3‐4, D‐39GERMANY [email protected] aack acity Buildingsse 3‐4, D‐39GERMANY .schaack@in
chorr ulting strabe 14 en 701941 701942 orr@expertcoGraf ulting strabe 14 en 701941 701942 l.graf@exper
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12
UNESCO‐UNEVOC International Centre
Ms. Naing Yee MarProgram Officer UNESCO‐UNEVOC International Centre for Technical and Vocational Education and Training UN Campus, Hermann‐Ehlers‐Str. 10 53113 Bonn, GERMANY E‐mail: [email protected]
Institute of Environmenatal Protection in TVET Resource Persons
Dr. Klaus Dieter Mertineit Expert and Author Institute of Environmental Protection in TVET Hannover, Germany c/o Bundesinstitut fur Berufsbildung, Robert‐Schumann‐Platz 3, D‐53142 , Bonn, Germany Ph: +49 228 107 1716 Fax: +49 228 107 2976 Email: [email protected]
VII. Study/Cultural Visits and Programs
DATE TITLE FACILITATOR/EMCEE
August 26, 2009 Opening Ceremony Prof. TJ Tesoro Gayondato
August 26, 2009 Museum Tour (Madame Tussauds ‐ Berlin) Mr. Heiko Schorr
August 27, 2009 Fellowship and Cultural Night Prof. TJ Tesoro Gayondato
August 28, 2009 Study Visit – Siemens Professional Education
Dr. Klaus Shaack
August 28, 2009 Study Visit – Mathematisch Technische Software (MTS)Entwicklung Gmbh
Dr. Klaus Shaack
August 28, 2009 Tour of Berlin City Mr. Heiko Schorr
August 28, 2009 Closing Ceremonies Prof. TJ Tesoro Gayondato
V
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VIII. STUDY
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14
Official’s Contact Information Martin Stöckmann, Dipl.‐Ing Leiter der Siemens Professional Education Competence Area Berlin Siemens AG, Corporate Human Resources Siemens Professinal Educaiton Nonnendammallee 104, 13629 Berlin Tel: +49 (30) 386‐39999 Fax:+49 (30)386‐27271 Email: [email protected]
Prof. Dr. Shyamal Majumdar hands over some CPSC materials
to Mr. Martin Stöckmann of SIEMENS
International participants intently listening to professor at Siemens Technik Akademie Berlin
15
IX. STUDY VISIT AT MATHEMATISCH TECHNISCHE SOFTWARE (MTS)ENTWICKLUNG GMBH
Basic Principles of the Company
MTS GmbH is an independent and neutral company and deals with the planning, development and installation of software for technical applications. The products cover the technical-scientific range, process and measuring data acquisition with the latest methods of information engineering as well as CAD/CAM systems for machine building, metal, plastics and wood working. MTS GmbH offers an extensive and comprehensive service for control engineering applications, product consultancy and development, system maintenance and training. The projects are accomplished as desired either by MTS GmbH or in cooperation with specialists of the client.
Company Organization
MTS GmbH is structured as follows:
• Methods and techniques of information engineering/application software • CNC development • CAD/CAM development • Training center and international seminars • Marketing
Fields of Activity
MTS GmbH is concerned with the planning, development and installation of application software for technical usage. An extensive and comprehensive service package for instruction, further education and system maintenance is offered in addition. One highlight in the product range is a manufacturer-neutral CAD/CAM system including CNC simulation for turning and milling as well as postprocessors for any machine tool control. This software has a modular structure and can thus be selected and adapted to any individual condition and application. Another highlight of the company's activities is the branch of robotics. A system for conception and simulation of industrial robots and manufacturing cells enriches the product range.
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Services
Consultancy for companies and institutions, planning, system maintenance, curricula and media development:
• Development and conception of new information engineering procedures • Application advisory with process and measuring data acquisition • Development, installation and maintenance of application software • Curricula development for the qualification of trainers and instructors in the fields of CNC, CAD and
CAD/CAM • Conception and development of didactic media
Training and Seminars
The seminar schedule of MTS GmbH includes the training and further education on different levels for the below fields of application:
• CNC: Computer‐supported programming of machine tools • CAD: Computer‐aided design • CAD/CNC integration: computerized NC programming • Workshop‐oriented programming (WOP) • CAD/CAM for metal working • CAD/CAM for woodworking • Programming of CNC turning and milling machine tools (directly into the machine tools) • Computer‐supported media development
Software Products
Following software modules for separate or combined use are offered by MTS GmbH for production and training and further education:
• INCAD ‐ Integrated CAD/CAM System for Turning and Milling • CNC Simulator Turning • CNC Simulator Milling • Optional extensions for all MTS CNC Simulators • Transmission program for NC programs from the PC to the machine tool in order to realize simple
DNC operation
Official’ Contact Information Hans‐Joachim Pfeiffer, Dr. phil.nat. President Mathematisch Technische Software (MTS)Entwicklung Gmbh Tel: +49 (30) 3499600 Fax:+49 (30) 34996025 Email: pfeiffer@mts‐cnc.com
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X. THE INTERNATIONAL EXPERTS MEETING ORGANIZERS
DR. SHYAMAL MAJUMDAR is the Director General of Colombo Plan Staff College for Technician Education (CPSC). He earned his Bachelor's Degree in Electronics and Communication Engineering, Master's Degree in Telecommunications Engineering and Doctorate Degree in Computer Science and Engineering. Prior to coming to CPSC, he was Professor and Head of the Department of Computer Science and Engineering at the National Institute of Technical Teachers Training and Research (NITTTR) in Kolkata, India. Dr. Majumdar has demonstrated interests, leadership and professional expertise in technical teacher training, ICT, web‐based instruction, planning and management of TVET systems, knowledge management and quality management systems. Among his many international work and exposures were his involvement in various projects in Technical and Vocational Education and Training (TVET) through his close association with CPSC, UNESCO‐Bangkok, UNESCO‐China, UNESCO‐Cairo, FAO‐UN, ADB and ADBI. He was an international expert in Open and Distance Learning, Teachers Training, Multimedia and Educational Computing for UNESCO, UNEVOC, GTZ, CPSC, COL, ADB and FAO‐UN. He was involved as expert and as Editor of the Regional Guidelines for Pedagogy‐Technology Integration for the Asia and the Pacific region supported by the JFIT and UNESCO. He served as Vice President of IVETA for Asia Pacific from 2002‐2006 and Governing Board‐engaged Faculty of CPSC.
DR. L. EFISON MUNJAGANJA is the Acting Director and Head of UNEVOC Networks UNESCO‐UNEVOC International Centre for TVET. He earned his Doctor of Education (Ed. D) and Master of Arts in Education (MA Ed) from the University of Georgia. He completed a course in the Mediterranean Institute of Management onManpower Development in Nicosia, Cyprus and the Kennedy School of Government, Harvard University, USA. He worked as Programme Specialist in TVE & Head of UNEVOC Networks. He has organised and conducted numerous seminars and workshops in the area of Education and TVET in Africa, Asia‐Pacific Region and Eastern Europe. Dr. Munjaganja has actively participated as speaker, moderator, rapporteur and chairperson at various international forums in particular the ILO African Region Conference, ILO Conferences, SADC Regional Training Council meetings, UNESCO General Conferences, UNESCO Asia‐Pacific Regional Conferences, UNESCO Second International Congress on TVE; and UNESCO International Experts Meeting: Follow‐up to the Second International Congress on TVE.
DR. HARRY STOLTE is currently the Head of Division ‐ Modern Media and Development of Vocational Training Curricula at InWEnt, Capacity Building International in Germany, a non‐profit organization with worldwide operations dedicated to human resource development, advanced training and dialogue. He obtained his Doctoral Degree in Technical Vocational Education and Training in 1984. He graduated with a University Diploma in the field of Didactics of Technical and Vocational Education in 1981. He has been working in the field of TVET for 20 years now in cooperation with developing countries, countries in transition, and industrialized countries such as those in South East Asia and Eastern Europe. During the early years in his career, he was engaged as a part time professor for four (4) years at the University of Hamburg and University of Mandeburg. Dr. Stolte also handled managerial and administrative tasks as the Head of Division of different institutions. His line of work is on TVET as Curriculum Development, Development of Teaching and Learning Media, as well as TVET Teacher Training. He was also into design, formulation, implementation, and evaluation of international projects. Dr. Stolte is very familiar with projects funded both by the German government and other sources of funding such as fund raising and resource mobilization activities. He also led his institution to have partnership and collaboration with international and regional organization such as ILO and UNESCO.
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XI. IEM PROGRAM SCHEDULE
Day Session 1 9:00 - 10:30 Session 2
11:00 - 12:30 Session 3 13:30 - 15:00 Session 4
15:30 - 17:00 18:30–21:00
Day 0 ARRIVAL AND RECEPTION
Day 1 Registration and Opening Ceremony
SL 1 Challenges of Integrating SD
in TVET Curriculum
Prof. Shyamal Majundar, Ph. D
(CPSC)
SL 2
Innovative Practices n
TVET for ESD: Germany Experience
Dr. Harry Stolte
(InWEnt)
L UNCH
Sharing of Best Practices to Enhance
ESD in TVET (Country Presentations)
Prof. Dr. Shyamal Majumdar (Integrator)
Prof. TJ Tesoro Gayondato
(Facilitator)
Museum Tour
Day 2
SL 3 “The Dual System of
Vocational and Training in Germany”
Dr. Klaus‐Dieter Mertineit (Institute of Environmental
Protection in TVET, Germany)
T E A B R E A K
SL 4 UNESCO‐UNEVOC
Strategy and Implication for
TVET in support of
DESD
Ms. Naing Yee Mar
(UNEVOC)
LUNCH
(Group Discussion) Reorienting TVET Policy for ESD for
Creating Greater Synergy (Policy Level and Practice Level)
Presentations of Action Points and Recommendations
Prof. Dr. Shyamal Majumdar (Integrator)
Prof. TJ Tesoro Gayondato
(Facilitator)
Fellowship Night
Day 3
Field Visit
Best Practices in Networking for Resources Development for TVET
within ESD
(SIEMENS)
Field Visit Best Practices in Networking for Resources
Development for TVET within ESD
(MTS)
Tour of Berlin Farewell Dinner
Day 4 DEPARTURE
C
COURSE DIR
C
1.
2.
3.
4.
RECTORY
Countries
Brunei Darrusalam
Bangladesh
Thailand
Sri Lanka
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Ms. RAssisMinistDhakaTel. NMobilEmailaddse
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Awang Yussg Director MEO VOCTE Pasar Bahara Brunei Dae: (673) 244(673) 24479il: voctech@
Razia Begumtant Secretatry of Educaa, Banglade
No.: (+88-02e No.: (+88)l: raziabgm3ec_admin@
Ms.) Sirirak or Advisor foness & Hospe of the Vocatry of Educa
No.: (+66) 22l: siriratchu@
Mr.) Hemachtor Generalrtment of Te
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Delega
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DIX A
20
5. Philippines
Mr. Elmer K. Talavera Regional Director TESDA Region XI, Juan Luna St., Davao City, Philippines Tel. No.: (+63-82) 2277236 / (+63-2) 8172516 Email: [email protected]
6. Pakistan
Mr. Yousaf Kamal Malik Chairman Punjab Vocational Training Council, Government of Punjab, 43-T Gurumangat Road Gulberg II, Lahore, Pakistan Tel. No.: (+92-42) 35757783 Fax No.: (+92-42) 35779049 Email: [email protected]
7. Nepal
Dr. (Mr.) Ghimire Devi Prasad Vice Chairman Council for Technical Education and Vocational Training Kathmandu, Nepal Tel. No.: (+977-1) 6630408 Fax No.: (+977-1) 6630294 Email: [email protected]
8. India
Dr. Vijay Prakash Goel Deputy Director General Ministry of Human Resource Development Shastri Bhawan, New Delhi – 110001 Tel. No.: (+91-11) 23381484 Fax No.: (+91-11) 23384191, 23381484 Email: [email protected]
9. Myanmar
Dr. (Ms.) Theingi Deputy Director General Department of Technical and Vocational Education Ministry of Science and Technology, No 6 Kabar Aye Pagoaa Road Yangon, Myanmar Tel. No.: (+95-1) 555824 Fax No.: (+95-1) 668033 Email: [email protected], [email protected]
21
10. Maldives
Ms. Mariyam Noordheen Assistant Executive Director Ministry of Human Resource, Youth and Sport Haveeree Hingun Male 20216, Maldives Tel. No.: (+960) 3347469 Fax No.:: (+960) 3347493 Email: [email protected]
11. Malaysia
Mdm. Ani Asmah bt. Tajul Ariffin Principal Assistant Director Department of Polytechnic and Community College Ministry of Education Kuala Lumpur, Malaysia Tel. No: (+603) 89394242 Fax No.: (+603) 89394225 Email: [email protected]/ [email protected]
12. Papua New Guinea
Mr. Jayasundara Mudiyanselage J. Banda Assistant Secretary TVET Division, Department of Education Port Moresby, Papua New Guinea Tel. No.: (+675) 3013403 Email: [email protected]
13. Fiji Islands
Ms. Alumeci Susu Tuisawau Senior Education Officer TVET Ministry of Education, Fiji Islands Tel. No.: (+679) 331447 ext 540 or 3200027 Fax No.: (+679) 331373 Mobile No.: (+679) 7367077 Email: [email protected]
14. Mongolia
Ms. Chimid Tungalag Specialist Vocational Education and Training Methodology Center Government Bldg III, Room 101 Baga Toiruu 44 Ulaanbaatar 210620A, Mongolia Tel. No.: (+976) 11263373 Fax No.: (+976) 11262374 Email: [email protected], [email protected]
22
APPENDIX B PHOTO HIGHLIGHTS
International Experts Meeting Organizers
Special Lecture of Prof. Dr. Shyamal Majumdar, CPSC Director General
Sp
Spe
Invited
pecial Lecture
ecial Presenta
d Speaker Dr
e of Dr. Harry
ation by Ms.
r. Klaus‐Diete
Stolte, InWE
Naing Yee M
er Mertineit d
Ent, Head of D
ar, UNESCO‐U
during his pr
Division
UNEVOC
resentation
24
International experts as participants are all ears to the lectures
Group Photo at the at the Relexa Hotel Stuttgarter –Berlin,
venue of accomodation, breakfast, welcome luncheon and fellowship dinner
