Developing IDP

7/31/2019 Developing IDP

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ENHANCEMENT OF SKILLS OF TEACHERS TO MEET THE CURRENTREQUIREMENTS OF THE OCCUPATION;

PROVISION OF CAPITAL/SOURCING OF FUNDS FOR CONTINUOUS

DEVT PROJECTS;

PRIORITIZATION OF PROJECTS; AND IDENTIFICATION OF FLAGSHIPPROGRAMS OR DISTINCTIVE AREA OF COMPETENCE (DAC);

INTEGRATION OF ENTREPRENEURIAL CONCEPT SKILLS IN THECURRICULUM;

DEVELOPMENT OF HUMAN AND PHYSICAL RESOURCES AND;

ESTABLISHING LINGKAGES WITH GOVERNMENT UNITS AND MARKET

OUTLETS.


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SKILLS PROVISION OF EDUCATION AND TRAINING(TOFFLER (1980)

a) SELF-ACTUALIZATION;b) CAPACITY TO UNDERSTAND OTHERS;

c) CAPABILITY FOR CONTINUOUS LEARNING;d) LEARNING SKILLS;e) RESPONSIBLE MEMBERSHIP IN THE SOCIETY;f) MENTAL AND PHYSICAL HEALTH;

g) CREATIVITYh) INFORMED PARTICIPATION IN THE ECONOMIC WORLDi) USE OF ACCUMULATED KNOWLEDGE; AND THEj) THE ABILITY TO COPE WITH CHANGE


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ASIAN DEVELOPMENT BANK

1. FIND INNOVATIVE ALTERNATIVEAPPROACHES TO MOBILIZING MORE

RESOURCES FOR PROVISION OF MASSEDUCATION.

2. LINK EDUCATION AND TRAINING MORE

CLOSELY WITH THE REALITY OF LABOR ANDCOMMUNITYN LIFE.


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WORLD COUCIL FOR CURRICULUM A

ND INSTRUCTION (WCCI)

1. GOALS OF EDUCATION AND TRAINING SHOULD NOTONLY ACCOUNT FOR QUANTITATIVE RESULTS BUT MORE

IMPORTANTLY INCLUDE QUALITATIVE ENDS RESPONSIVETO INDIVIDUAL AND SOCIETAL NEEDS.

2. STRUCTURE OF EDUCATION AND TRAINING IN THEFUTURE SHOULD FREE ITSELF OF SUCH FEATURES ASELITISM, EXCESIVE ACADEMES, FORMALISM ANDPOSTER PASSIVE ATTITUDES.

3. NATURE OF THE LEARNERS A COMBINATION OFFORMAL, NON-FORMAL AND INFORMAL MODES SHOULDBE MADE AVAILABLE TO PROVIDE LIFELONG LEARNING

NEEDS OF ALL.


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WORLD COUCIL FOR CURRICULUM A

ND INSTRUCTION (WCCI)3. CONTENT OF EDUCATION AND TRAINING INSTITUTIONS

MUST SEEK TO PROVIDE STUDENTS WITH THE ABILITYTO LEARN HOW TO LEARN, THE ALL TIME DESIRE TO

REACH FOR EXCELLENCE AND THE MOTIVATION TO WORK FOR THE COMMON GOOD.

4. EDUCATION AND TRAINING PROCESS EMPHASIZE FROMTRANSFER OF KNOWLEDGE TO SEARCH FOR

KNOWLEDGE CARRIED OUT INCREASINGLY BY THELEARNERS THEMSELVES WHICH CREATIVITY ANDORIGINALITY CAN FLOURISH.

5. EDUCATION AND TRAINING OUTCOMES MUST PRODUCECITIZENS WHO WILL BE EQUIPPED FOR WORK AND LIFE.


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ADMIRATION TO TVET INSTITUTION

A. CLEARLY ARTICULATED INSTRUCTIONAL FOCUS

B. USES SYSTEMATIC EVALUATION AND ASSESSMENT

C. THERE IS AN EXPECTATION IN EFFECTIVE INSTITUTIONS IN

DICATING THAT ALL TRAINEES WILL LEARN WELL

D. ORDELY AND SAFE ENVIRONMENT WHICH ENCOURAGES LEARNING AN

D TEACHING

E. EFFECTIVE PARTNERSHIP WITH INDUSTRIES CHARACTERIZED BY P

RODUCTIVITY, ADAPTABILITY, LOYALTY AND JOB SATISFACTION

F. STRONG EDUCATORS MUST ALSO BE STRONG INSTRUCTIONAL LE

ADERS.


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LEADERSHIP

EFFECTIVE INSTITUTIONS ARE RUN BY EFFECTIVE LEADERS

LEADERSHIPIS THE EXERCISE OF AUTHORITY AND THE MAKING OF

DECISIONS

- AN INDIVIDUAL THAT IS GIVEN THE TASK OF PLANNING,

ORGANIZING, IMPLEMENTING, AND EVALUATING.DIRECTING AND COORDINATING TASK-RELEVANT

GROUP ACTIVITIES.

THREE ELEMENTS OF LEADERSHIP

1. SOURCE OF POWER (AUTHORITY)

2. COPE (TASK RELEVANT) AND

3. FUNCTION (DECISION-MAKING, DIRECTING, AND COORDINATING)


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LEADERS must

Be both inward and outward

lookingSee farther than others

See more than others

See before others see.


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CLASSIFIED FUNCTION OF AN ADMINISTRATORS

1. AS A RESOURCE PROVIDER

2. AS AN INSTRUCTIONAL RESOURCE

3. AS VISIBLE PRESENCE

4. AS COMMUNICATOR


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BASIC CONCEPTS FOR INSTITUTIONAL

DEVELOPMENT PLANNING (Knesevich, 1984)

1. Preparing possible futures; enhancing readiness2. Determining possible futures; reducing uncertainties

3. Determining direction4. Decision-making5. Preparing the innovations6. Optimizing operations

7. Anticipating contingencies; preventing problems8. Developing mechanisms, models or tools9. Resolving complexity, coordinating; control


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PARTICIPATIVE PLANNING

a) Goal Formulationb) Situational Analysisc) Strengths, Weaknesses, Opportunities, Threats (SWOT) ANALYSISd) Strategies

2.

a) Rank and File?b) Section Chiefs (Department, section heads)?c) Middle level officials?d) Teachers and Trainees

3a) Data collection?

b) Data Encoding?c) Data Analysis?d) Write-ups?

4.a) Part time?b) Full time?

c) Consultancy basis?


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THREE TYPES OF PLANNING

1. PROBLEM SOLVING PLANNING A life span of not more than two months;

to restore performance to the routine level. This process involves:(1) Identification of the problem, (2) selection of appropriate strategy forsolving the problem, (3) outlining, monitoring and evaluating activities,

(4) carrying out plans. tactical or short-range planning addresses time

spans from several months or up to one year.The purposes are to improveroutine performance or to reach some desired new level of performance.The process requires; (1) identification of the need, (2) the setting-up ofshort-range objectives, (3) establishing performance standards,

(4) description of the proposed plan of action, (5) carrying out the plan. long term planning with a perod of 3-10 years. It

is the process of determining an organizations major objectives and the

policies and strategies that will govern the acquisition, use and dispositionof resources to achieve those objectives (Steiner, 1973).


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1. Provides organizational direction through the development of the institutions desire

d environment.

2. Focuses on the future and the interaction of the institution with its ever- changing environment.

3. Shed its status quo mentality and exercise creativity in the act of managing

and decision making.

4. Recognize opportunities and threats in the institutional environment, thereby fo

stering an atmosphere of innovation.

5. Forces people to face reality and to establish priorities.


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1. SETTING OF OBJECTIVES AND GOALS

2. UNDERTAKE SITUATIONAL ANALYSIS

3. NOTING ENVIRONMENTAL CONSIDERATION AND OPPORTUNITIES

4. PLOTTING COURSES OF ACTION

5. BUDGET ALLOCATION

6. IMPLEMENTATION AND REVIEW


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1. Determination of organizational mission

2. Assessment of the organization and its environment

3. Setting of specific objectives or direction

4. Determining strategies to accomplish the objectives.


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Institutional MissionDetermination

Deciding what is intended tobe accomplished

Objective SettingSpecifying institutions

objectives or direction

Organizational AssessmentDetermining internal competencies, s

trengths and weaknesses

Environmental AssessmentDetermining external conditions, threats,

and opportunities

Strategy SettingSpecifying institutional stra

tegies and procedures


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Preparing Planning Assumptions

Analysis of ExternalEnvironment

Analysis of InternalEnvironment

Selecting long-rangegoals

Identifying programstrategies

Initiating operation p

lan


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1. Employment projection

2. Socio-cultural trends

3. Value change

4. Trends in education5. Trends in financial aid

6. Technology use

7. Political trends

8. Health and environmental conditions

9. Effects of technology in curriculum and pedagogy/andragogy

10.Consequences of technology for the library and for inform

ation storage and acquisition.


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1. Centrality of the institutions mission

2. Skills competencies and productivity of the trainers

3. Quality of the curriculum

4. Teaching methods and effectiveness5. Number of occupations conferred and trainees progres

s towards certification

6. Trainees demand

7. Capabilities of trainees

8. Program costs9. Alumni opinions about programs


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QUESTIONS TOOLS FOR STARTING POINTS

a) What business are we in? What services do we offer?b) What kind of institution do we want to be in 5-10 years?c) Who buys/utilizes our services? Why? What perceived

benefits do we provide?

d) Who are our main competitors?e) What are our relative advantages? And Disadvantages?f) What is our current position in the market?g) What position do we want to build?h) How do we get from here to there?


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OPERATIONAL OR ACTION PLANNING

Program activity objective, which indicates clearly thelink specific dimensions of the mission, generaldirections and strategic decisions.

The Activity to be performed to achieve the objectives Performance standards stated in quantitative terms

Personal responsible for implementing the activities

Timetable for implementation

Cost implication


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SITUATIONAL ANALYSIS

All plans whether training institutions orbusiness plans are based on judicioussituational analysis.

Method S W O T is the framework foranalyzing strengths, weaknesses,opportunities and threats

- it is a managementtool to help the administrators determinetheir school capabilities to achieve desired

goals


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HOW SWOT ANALYSIS IS CONDUCTED?

STRENGTHS refer to:internal assets

resources

conditions qualities that enhance productive

performance or achievement of goals

Knowhow Motivation

finances

Linkages and influence


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HOW SWOT ANALYSIS IS CONDUCTED?

WEAKNESSESrefer to conditions that impedegrowth and development.

OPPORTUNITIESrefer to any circumstances thatcreate favorable conditions in implementing action andachieving purpose and any trend that favors thedemand for organizations competence, expertise, or

products.

Threats refer to any external circumstances or trendsthat create undesirable results, unproductive outcomesor total destruction. These circumstances willunfavorably influence an institutions performance.


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THREE VERY IMPORTANT QUESTIONS

WHO ARE WE?

WHERE DO WE WANT TO GO?

WHAT ARE WE GOING TO DO?


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What is a Vision? Is a statement of how the institution will look like in the

future, it is a picture of what an institution wants to be.

A crucial element in an institutions planning and strategicdirections (Franco, 1994)

Represents the desired future state in the sector or marketin which the institution operates

Example:

We envision our institution in partnership with the

government units and private sector to be a Center ofExcellence in developing a world class and educated workers with positive work values in the field of Electronics,Industrial Automation and other occupations.

WHO ARE WE?

WHERE ARE WEGOING?

WHAT TO DO ANDTO OFFER?


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What is a Mission? Is a statement which clearly specifies what business the in

stitution is in and answers the questions What product or

services offered, Who the clients are, How to go about

its business, that is what primary technologies are.

A statement of philosophy and purpose of the institutionand embodies the institutions reason for being (Lloyd L. Byars,)

Example:

Our institution takes responsibility for the provision of

technical education and skills development for out ofschool youth, unemployed adults, employed/retrenchedworkers, technical instructors, in support to industryneeds .


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What is Goal? A statement of broad purpose, a general statement of

intents.

A statement that decribe what the institution is expected to

accomplish.

Answers the questions Why and What does institutionexist.

The statement are non-behavioral and non-measurableand lead to the attainment of the mission.


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EXAMPLE OF GOALS STATEMENTS:

a) To provide world-class Technical and Vocationaleducation and training in electronics and alliedcoursefor wage and self-employment;

b) To imbibe desirable work ethics and socially acceptedbehavior;

c) To upgrade the institutions human and physicalresources given the accelerative thrust in technology;

d) To mobilize resources, local and foreign, purposively forthe acquisition of state-of-the-art training/instructionalmaterials and equipment;

e) To network with other institutions to maximize the use ofboth resources;

f) To network with foreign agencies/institutions forpossible study exchange and/or study tour.


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WHAT WE NEED?

We need TVET administrators who have thevision,the technical competence, and the rightvalues, who can lead their people to transformtheir respective institution into an active agents

of rural and urban development.We need TVET administrators that can develop

institutional plans that are realistic, relevant toindustrial and occupational demands andresponsive to the development thrusts of thecountry (Ethiopia).

An institutional plan must be developed to be helpful to the traineesand their parents, and the community in which they serve.


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What is an Objective?

An specific statement of a desired purpose or outcome

Utilizes the SMART rules: Specific, M-easurable,A-ttainable/achievable, R-ealistic, T-ime bounded

It represents the qualification and operationalization ofgoals

Are expressed in terms of numbers or statistics in behavioral statements (of desired changes or values and attitudesor of new knowledge and skills to be acquired)


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Pointers to Formulate Objectives ? A mechanism for flexible process of curriculum

development

Integration of other modalities of training delivery invarious training programs

Integration of entrepreneurship and global competitivenessin the training programs

Institutionalizing the occupational standards, testing andcertification

Regular upgrading of learning/training facilities, buildings,laboratory equipment; and

Development of system for strict enforcement ofinstitutions regulation regarding standards and

requirements.


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Sample Objectives ? Implement Competency Based Training (CBT) program. Implement Dual Training System (DTS) program

Conduct extension program

Implement Income Generating Project (IGP)

Upgrade the quality of training materials

Upgrade the training facilities

Upgrade the training equipment, machines and tools

Implement staff development program Conduct program monitoring and appraisal

Implement Quality Management System (QMS)

Strengthen Industry partnership and linkages.


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Any Questions ???

Developing IDP

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