TIET Newsletter Agust 2016 — Issue n°2

In this edition we will be looking into the need for

user-friendly libraries and we have a goodbye

interview with Marten Treffers on the link between

infrastructure and ATL. You will also find your

regular news: TIET made an interesting

contribution and different colleges also send in

their news. We wish to thank them for their efforts!

Is you college not in this newsletter? Make

sure to send us your news for next time! Anyone

with a passion for writing can contribute!

-Challenges and Opportunities for

TIET

-User-Friendly libraries

-HTC Mulago & e-learning

-Interview with Marten Treffers on the

link between infrastructure and ATL

-NTC Muni reflections on the ‘Way to

the Muni we want’.

-Interview with Barbara Radelli on the

way-forward for ATL

-NTC Unyama on the benefits of ATL

- Master-craft technicians at NICA

Question or Contribution?

Contact the « Classroom Connections »

coordinator, Anette:

jubanette2000@yahoo.com

CLASSROOM CONNECTIONS

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News from TIET

TIET wants the best possible teachers working in their institutions. This article gives

an overview of efforts that have been made to make that possible and also looks into

the challenges that the TIET department faces.

.

SOME CHALLENGES:

The Department has a number of vacant positions, this compromises the quality of

services.

Students in Primary Teachers colleges, National Teachers colleges and the Instruc-

tors College are offered a capitation grant of UGX. 1,800 per student per day. Given

the current economic conditions sustaining college programs is becoming difficult.

The situation is worse with Primary Teachers colleges as they do not charge any

fees.

Due to lack of funding the process on the training of teachers to teach Kiswahili has

not started and yet it is a Government commitment under the East African Federation.

SOME ACHIEVEMENTS:

BTC and World Bank are to support rehabilitation and construction of structures at

NTCs Mubende and Kabale.

Reviewed the Primary Teacher and Instructor Education curricula.

Developed the ICT competence framework for teachers, training manual and Learner

Management system with support from UNESCO. Three ICT hubs are being establis-

hed for ICT teacher training and development at Shimoni CPTC, Nakawa VTI and

Kyambogo University.

Developed a National Strategy on violence against children with support from

UNICEF and implementation is ongoing.

OBJECTIVE: support development of professionally competent, motivated and ethical

teachers for Pre-Primary, Primary, Secondary, Technical and Health institutions.

SOME WAY FORWARD IDEAS:

The capitation grant for students in teacher training institutions should be raised from

the current Ush. 1,800/= per student per day to a minimum of Ush. 3,000.

All Teacher training institutions should have at least one motor vehicle to enable them

to carry out their duties effectively.

The policy on staff recruitment should be reconsidered to enable recruitment to fill

vacant positions in the TIET institutions.

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News from HTC Mulago

Health Tutors’ college Mulago does not only have a new look, it is going for adverti-

sing itself in new ways. After receiving their new building they have also got a new

website for themselves at http://htcmulago.ac.ug/

Entering their brand new pedagogic block, is not the only thing this college plans to do. The long-time wish of Health

Tutors’ College Mulago to have one of its programmes, the Postgraduate Diploma in Medical Education,

transformed into a blended learning is finally being realized.

Blended learning means combining face-to-face sessions with online learning. Part of the content, learning activities

and administration of these are managed in a Learning Management System. There are hundreds of Learning

Management System out for use. And, although these systems may be recent additions in the education systems,

they have kind of, come to stay. So, HTC Mulago is taking the right direction.

Lots of hours from different stakeholders were put into this journey of a thousand miles, beginning in 2013. Last

year, in April, four lecturers teaching in the PGDME programme had a hands-on workshop on designing and

converting some units of their face-to-face courses for online teaching and learning. On 1st of March 2016, Health

Tutors College took yet another step: A pioneer group of 10 students logged online to one of their course modules

which had components in two of its three units designed online.

With a step-by-step illustration, they got their first

orientation to using Makerere University’s Learning

Management system commonly called MUELE (stands

for Makerere University ELearning Environment).

Thanks to BTC, and to Makerere University’s ICT support

department. A million thanks to Betty, the lecturer who

has taken the challenge up for designing the content in

this platform. And, to the students for being willing to use

it. Next academic year, it is hoped more courses in this

programme will go for blended learning. HTC Mulago is

working on taking this one step further.

Of course the journey is not without lessons learned, from

the choice of platform, to the training of the teaching staff,

and how to use the system to achieve the goals. Like

Thomas Edison, the great inventor, taking note of what

works and what does not work is very important. Nothing

is wasted, including the hurdles with access.

The most important thing is, the College is at the

experience stage! The experience in this one course

already gives clues to how to proceed next time: what to

keep, what to do differently. For example, while some

students have consistently made use of the platform,

others still have had some challenges in doing so. The

same applies to lecturers. We try to address these on the

go, one at a time, and continue to learn lessons from

them.

Although HTC Mulago will continue to use Moodle as its Learning Management System, it is moving onto another hosting service for its courses to address its needs for more space.

Working out an elearning platform is a long and challenging process.

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“College infrastructure should inspire teachers and students, to make full use of active teaching and learning.”

Can you give an update on the infrastructure works in the four colleges?

For both Mulago and Muni the works are finished and the furniture and most equipment has been delivered. In Kaliro

we expect everything to be completed in two weeks’ time and for Abilonino we have currently covered 60% of the

works. We still had some funds left for Mulago, Muni and Kaliro so we decided to do extra work on the libraries in the

three colleges. Besides that we will construct a kitchen in Mulago on the request of the college management and

create a better ICT room for NTC Kaliro.

We also invested in an environmentally-friendly waste-disposal system for all four colleges. This means that the

colleges have the opportunity to separate their waste into plastic, paper, and green waste. Afterwards these will all

be separately collected in one central collection point so that they can be recycled. The green waste could then be

used to fuel the biogas system.

What are the practical steps you took to make sure design enhances ATL?

The first challenge was to really understand what active teaching and learning means. Without this understanding it

would never have been possible to construct buildings that would contribute to ATL. Once we, the infrastructure

team of BTC, had a clear vision, it wasn’t too difficult to share our vision with contracted architects.

We created flexible classrooms for small to very small groups from 50 to 15 students. We made sure that electricity

sockets were also installed in the middle of the classroom for easy projector and computer use. Wires all over the

classroom are not exactly practical. Every classroom has multiple black- or whiteboards that can easily be

repositioned. So we make it easier for teacher to step away from this teacher-centered approach with the teacher in

front of the blackboard and students sitting and listening.

Another important aspect of our work is creating enough outdoor learning space. We want to inspire students and

teachers to move away from the idea that there is only one way to teach. Why not teach outside? Why not shift

teachers and groups of students around the campus depending on the environment that suits best for the upcoming

assignment or lesson? With our design we hope to encourage them to take these new steps and to be creative.

Where does ICT fit into all this?

Usually colleges would have an ICT room but we were looking to create space for ICT in every class. This way

teachers and students can use it as an extra tool for learning. We ensured that every classroom has access to a

projector, a computer and a Wi-Fi connection.

Marten Treffers, International Sector Expert Infrastructure for the Teacher Training

Education Project (TTE) of BTC is leaving Uganda for a new challenging job in the

Netherlands. We sat down with him one last time to talk about the challenges faced

and the achievements of the infrastructure team of TTE. We looked into the link

between buildings and active teaching and learning and dreamed about the future of

the colleges. “For ATL to become a success everyone in the colleges has to support

this important change.”

Maintenance remains a priority. We are currently working on a

maintenance strategy and once this is approved the appointed

maintenance managers in the colleges will receive training on the

subject. Of course we hope that in the end the whole college is aware

of the importance of good maintenance and everyone will contribute

to maintaining the sites as good as possible.

How does architecture relate to active teaching and learning?

Ultimately we want our design to enhance the active teaching and

learning techniques. We want students and teachers to get inspired

by our design to really implement this way of teaching, toexperiment

and contribute to an atmosphere of life-long learning.

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You also did a lot of work on the libraries of the colleges. Why was this important?

In stimulating learning we feel that college libraries have an important role to play. That is why we really invested

time and energy in updating or building these libraries. Again we wanted to move away from the classical idea that

you should only study and be completely quiet in a library. We created small rooms where students can work in

groups. We also made sure that the books are easily accessible for the students, and not behind a closed door.

These are just first steps, much more can be done with libraries. We hope that the different librarians will take on

this challenge and transform their libraries in engaging environments where learning is fun.

If you would visit the colleges 5 years from now, what would you hope to see?

I really want to see a vibrant environment, where people love using the different facilities to their full extend. A place

where teacher and students can reinforce each other. A place where I would not immediately be able to tell who is

the teacher and who are the students because there would be a constant exchange of knowledge and skills. I want

to get the feeling that the infrastructure has contributed to this positive learning climate and I want to see well

maintained campuses.

I think the above created scenario is absolutely feasible but a lot will depend on how the infrastructure is used.

If people really cling to the traditional way of teaching they will always find ways not to use the infrastructure for what

is was designed. I would see this as a personal failure. So it is my wish that teachers, college management, TIET

and students all carry this change together, that they feel that something can change and want to contribute to this.

Only then can the colleges reach the maximum of their potential.

Outdoor learning spaces and blackboards., useful ATL tools.

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News straight out of the libraries

After the training, the consultants joined the pool of National Experts in order to follow-up the implementation of the

activities designed by college groups in their respective strategic plans for the library. They have visited three of the

four project colleges for support supervision.

As a result of both the training and the support visits, the Librarian of Health Tutors’ College Mulago requested for

books from Book Aid International: the College now has 187 new books for the HTC Library! Sometimes it is really

not rocket science to get more resources into your library. Well done, Stephen.

While the support supervision visits are meant to improve the performance of the librarians and library committees in the colleges, the Project like many African tribes believes in the saying which notes that people who have not moved out of their home think their mother is the best cook. So, it planned for the librarians to not only go and find out but learn other librarians in other places do their stuff. This job-shadowing is part of the on-going professional development for the librarians, which included one-day visits to other libraries as seen in this visit to the ISU library in Lubowa.

The four librarians have gone to three different institutions: International School of Uganda, Makerere University, and Public Procurement and Disposal Authority (PPDA), and ISU. They have all learned a lot and are going to implement what they have learned in their colleges.

The Teacher Training and Education (TTE) Project of the bilateral agreement

between the governments of Belgium and Uganda has a component for im-

proving the management and operation of libraries in four teacher/instructor

training colleges in Uganda. Within this area, the Project engaged a consul-

tancy to train college stakeholders including the college librarians in a num-

ber of user-friendly library activities.

First support supervision visit of library NEs to NTC Muni.

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Some lessons learned, in the librarians own words:

Stephen, of HTC Mulago said he learned a lot, wants to put these into practice as we “aim to change the

image and operations of the college libraries from a traditional to a modern user friendly one that enhances the new

paradigm of active teaching, learning and research”. In particular, he had a hands-on work “experience on how to

catalogue library information resources using KOHA”, which is an open-source Integrated Library System which

makes library work and use of library resources easier and more user-friendly.

Stephen acknowledged that after doing this job-shadowing, which comes after two others also organized and funded

by BTC on KOHA (with Info World in May 2014 at Collin Hotel Mukono and with consultants on User Friendly libra-

ries in 2015) he is “now confident that when KOHA is installed in the college library, [they] are going to do a tremen-

dous job that will change our library.” He is going to embark on electronically organizing and managing gray litera-

ture including locally produced content like students’ research reports to make this more accessible for users in his

library. He also intends to keep them in the clouds. [Stephen, Librarian from Health Tutors College Mulago].

Alfred, the Librarian of NTC Kaliro, who job

-shadowed in Makerere University’s main

library said he acquired more knowledge

about classification, cataloguing (including

rules governing/considered when cataloguing),

and assigning and constructing of Subject

headings”. He said he is already putting what

he learned into practice!

Vincent, the librarian from NIC Abilonino

job-shadowed at the International School of

Uganda (ISU) in Lubowa. His tasks included

working re-shelving library books. You might

think: “Oh, that’s easy: return the books to the

shelves”! But Vicent says “For proper

re-shelving to be done at any level there has

to be proper subject classification and book

labelling: you cannot label books without

classifying them, this also calls for a scheme

to be used in the classification process and

without one it can be very difficult to achieve

much success. Vicent also weeded books

according to the ISU guidelines; worked on

making a library inventory: checking the

available books in the teacher resource shelf

against those that had been lent out while

using the shelf list in other words the card

catalogues; and like Stephen, he had a hands

on experience on “Destiny” the electronic

Library system of ISU.

Susan, the Librarian of NTC Muni also job-

shadowed at ISU. She was “orientated on the

Classification system for Fiction, Non-fiction,

Biographies and Reference”. Susan also

noted that the Librarians in ISU help the

teachers to identify books relevant to a

specific topic that they may be teaching at the

time and the students borrow the same.

Although it does mean more work for

librarians, such a move of identifying

resources for users would certainly make life

‘easier’ for library users!

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News from NTC Muni

Quality Infrastructure and Equipment provides the way. Very soon National Teachers ’ College Muni will reach

where there dream has always been. Belgian Technical Corporation (BTC) Teacher Training and Education (TTE)

project has never taken the element of infrastructure development and equipping the College lightly. Quality infras-

tructure and equipment has provided opportunity for the former dilapidated College structure and inflexible furniture

which was not supportive to Active Teaching and Learning (ATL) methodologies. Teacher Training and Education

project infrastructure team in particular and project team in general will be remembered for this undoubted project

result achievement. BTC TTE more is need to reach the dream “Quality Teacher for Quality Education”.

National Teachers’ College Muni has impressed the exercise and would like to use this for sustainability of the

Uganda Belgian Teacher Training and Education project. The clinical supervision approach despite the challenges

has been seen as the way to reach the dream, Quality Teacher for Quality Education. The reflective practice used in

support supervision is the way to reach the dream and for sustainability.

Cultural events at NTC Muni. In the recent years cultural events have greatly contributed to the dream through acceptance of learners and staff with different cultural backgrounds living harmoniously and working hard

for success in the teaching profession. Currently the improved grades are attributed this these events. Cultural events have been educative to College Community through cultural gala that provides lesson for the Community on the evils of Drug abuse and antisocial behaviours in the Communities.

In this issue NTC Muni fills us in on the Muni they want for the future to achieve the

dream of « Quality Teacher for Quality Education ». Hopefully it can serve as a

source of inspiration for other colleges.

Pedagogic projects’ role to the dream. Pedagogic Projects at

National Teachers’ College, Muni, Poultry and organic Piggery have

played a big role towards reaching the dream Quality Teacher for

Quality Education. In addition to hands on learning for Teaching and

Non-teaching staff, students, College community, the pedagogic

projects have undoubtedly provided additional income for the Col-

lege especially to meet the cost of sustaining the staff on Governing

Council pay roll. Thanks go to Uganda Belgian Teacher Training

and Education Project for introducing this component of “Active

Teaching and Happy Learning” through Pedagogic Projects in the

College and Ministry of education and sports for accepting and

owning the best practices for sustainability.

Pedagogic Support/Support Supervision quality teaching and

learning at National teachers College Muni is guaranteed through

Pedagogic support popularly known as support supervision. The

recent school practice exercise has provided the first experience

of the level of pedagogic support the lecturers give to the teachers

in the making. The experience has generated a lot of relevant in-

formation for National Teachers’ College Muni to reach their

dream and other Teacher Training institutions to learn from to im-

prove on the professional development of Teacher Educators.

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How can Active Teaching and Learning enhance to quality of education in Uganda? Active Teaching and Learning stimulates teaching that enables both students and teachers to participate. Everyone becomes actively engaged by using techniques as group work, storytelling, demonstration and others. It also encour-ages students to look for information on their own by using methods as problem-based learning. If students take the learning process into their own hands they will be able to memorize things better. Another important benefit is that

students get the opportunity to develop their different skills.

How are teachers in the NTCs responding to this new way of teaching? Data shows that lecturers and college managers are responding positively to the new approach. They see the bene-fits and are trying to pass it to the students. But of course there remains a strong need for continuity. Lecturers should get refresher courses every year.

Has there been any feedback from the students on ATL? Yes, I recently travelled to National Instructors’ College Abilonino (NICA) and NTC Muni. it was an on the spot check and I got the opportunity to watch students who were placed in secondary schools to teach. They knew the tech-niques and used them during their classes. You could tell they like it and it was very inspiring to watch. Therefore, I believe it is necessary to also disseminate ATL at students’ level especially during the school practice.

Why was the decision made to bring out an ATL guide? We created one clear ATL guide in Uganda together with Kyambogo and Makarere University to assure continuity and sustainability of this new style of learner-centred teaching. With this guide the content of the ATL training is brought together in a user-friendly, attractive manual with skill cards which will be distributed to all lecturers of the 9

institutions and libraries. The ATL guide will also be given to Makerere University, Kyambogo University, Teacher Instructor Education and Training. The guide will be of essential help to trained lecturers for planning their lessons but students can also make good use of it.

Currently we are printing out the guides and they will be disseminated during the ESSR. Hopefully we can bring it to the different colleges by September 2016. Having the ATL guide in the colleges is not enough, TIET needs to make sure that starting next academic year new lecturers will also be trained on how to make full use of ATL. This essen-tial if we want the ATL principles continue to work.

What do you hope that the impact will be 5 years from now? I sincerely hope that the impact will be much greater than today. That ATL will spread out to all BTVET and Health Tutors institutions and is used in secondary schools. For this to become a reality TIET plays a crucial role.

‘Teachers are positive about ATL, with the help of TIET a new way

of teaching can spread out through Uganda.’ Barbara Radelli, Teacher Training Education (TTE) Project Coordinator of BTC is

optimistic about the future for Active Teaching and Learning in Uganda. In this

interview she talks about the newly designed ATL guide, the respons on it of tea-

chers in the NTCs and TIETs role in making ATL sustainable.

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AID FOR TEACHERS! ;-)

Be Proactive

Begin with the end

In mind.

Put First Things First

Think Win-Win

Seek First to

Understand

Synergize

Sharpen the Saw

choose your own actions

You control the weather of your mind!

Your values and what is most important control your

actions!

Fairness is the minimum starting point for an

acceptable outcome.

Agreeing to disagree is acceptable!

Urgent matters are not always important matters.

Relationships are more important than things!

Give people emotional airtime.

Make your own thoughts and feelings understood in a calm, mature manner.

Value differences !

Seek out third alternatives.

Get plenty of rest and exercise.

Fatigue feeds conflict!

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NEWS FROM NTC UNYAMA

National Teachers’ College Unyama wishes to express her heartfelt gratitude and

appreciation to the initiators and promoters of Active Teaching and Learning (ATL)

for the technical and material support offered to all National Teachers’ Colleges in

Uganda. A special thanks to National Experts, Ministry of Education and Sports,

Government of the Republic of Uganda and Belgium Technical Corporation who have

worked tirelessly to train and provide pedagogical support to lecturers from different

Colleges.

Research and practice world over has demonstrated that engaging students in the learning process increases their

attention and focus, motivates them to practice higher-level of critical thinking and promotes meaningful learning

experiences. Instructors who adopt a student-centred approach to instruction increase opportunities for student en-

gagement, which then helps everyone to achieve the course’s learning objectives more successfully.

A careful observation on active involvement of learners at National Teachers’ College Unyama reflects an increased

level of content knowledge, problem-solving abilities, and positive attitudes towards learning in comparison to tradi-

tional lecture-based approach of delivery. Learners and instructors’ enthusiasm seems to have improved. This is

reflected in the development of graduate capabilities in areas such as creativity, adaptability, communication and

interpersonal skills.

The above approach requires students to participate in class, as opposed to sitting and listening quietly. Strategies

include, but are not limited to, problem based learning, Learning stations, question-and-answer sessions, discussion

integrated into the lecture, impromptu writing assignments, hands-on activities and experiential learning events. As

you think of integrating Active Teaching and Learning strategies into your course, consider ways to set clear expec-

tations, design effective evaluation strategies and provide helpful feedback.

Despite the wide range of positive benefits listed above, Active Teaching and Learning doesn’t just happen; it oc-

curs in the classroom when the teacher creates a learning environment that makes it more likely to occur. It does

not happen spontaneously. Preparing ahead of time will help you delineate a clear focus for the learning and set

well-defined parameters. This will enable the class to address important topics from multiple perspectives, thus in-

creasing students’ curiosity for, and engagement with course content.

National Teachers’ College Unyama therefore would like to encourage and appeal to all Lecturers from different

Colleges in particular and the entire stakeholders in the Uganda Education system to uphold and promote Active

Teaching and Learning (ATL) at all levels of education in order to realise a general transformation in our country.

We are proud as Lecturers of National Teachers Col-

lege Unyama to say that Active Teaching and Learn-

ing approach has enabled us to realise and effectively

make use of our local environment, Internet (online

and offline) learning resources in addition to other low

cost resources, a discovery that was hitherto un-

known or taken for granted. Majority of the college

staff are now members of different social media chan-

nels, our level of interaction and discovery is incredibly

enhanced.

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NEWS FROM NIC ABILONINO

NIC Abilonino is a unique instructors/teachers training college that enrolls only

practicing technicians holding either advance certificate or a diploma with at least

two years’ experience in the various technical specialized trade of Civil engineering,

MVT, Agriculture, Electrical & Electronics, and other Vocational courses

including, TCG and Shoe Making.

The nature of vocational training technician go through and methods of the training determines the utilization and

sustainability of the skills for a long-life professional skills development.

For effective master-craft development and sustainability, the nature of training and exposures is virtual for the all

technicians. BTC-TTE project in partnership with MoES has improved the quality of technical teachers training

environment by introducing ATL participatory training that emphasis pedagogical project, mentorship, and provision

of equipment and modern tools to NIC Abilonino. Craftsmanship proficiency has also been enhanced by bench

marking, job shadowing and researching to couple with the dynamic changes in technology.

NIC Abilonino is placed at a center to training master crafts technicians for both technical education mainly for

theoretical vocational preparation of students for jobs involving applied science and modern technology. It

emphasizes the understanding of basic principles of science and mathematics and their practical applications, rather

than proficiency in manual skills. Many technical institution enrolls students at advance level with majority from

entering from secondary education.

The goal of technical education

The goal of technical education is to prepare graduates for occupations that are classified above the skilled crafts but

below the scientific or engineering professions.

Vocational education and training prepares learners for jobs that are based in manual or practical activities,

traditionally non-theoretical and related to a specific trade or vocation. Vocational training is directly linked to

employability labour market. This is the longest and most skillful technical training.

The situational analyse is that, master craft training is inclining towards informal technical training sector with little

emphasis on quality innovative end product. Despite all the GoU and the development partners’ intervention, the

inadequacy in training and sustainability of master-craft technicians is still influencing the performance and attitude of

technicians in the community as revealed by the negative attitude of people towards TVET graduates, low number of

creative craftsmen, and limited practical training.

A study carried out on last two years alumni of NIC Abilonino graduates to establish the influence of the college in

creating master craft technicians assess their performance and sustainability of competences after the training at the

college reflects a possibility of the college to produce the best master-craft technicians.

The tracer study revealed that many technicians are insufficiently trained in content knowledge; utilization of

instructional materials and methods of instruction that could motivate them to continuously apply competence learnt.

The inadequate practical exposure and inappropriate methods attracts few trainees in the formal sector than the

informal training centres leading to low morale and stagnation in professional development.

More skills development centres

Ugandan government is establishing more skills development centres to meet the competence trained technical

personnel target to address the skilling Uganda vision 2040, NIC Abilonino has been put in a loop and is expected to

produce the competent master-craft instructors for the technicians.

NIC Abiloninos’ role in creating master craft is based on the nature of their training and equipment soon to be

established at the college. This will open up opportunity for the college to be the centre of excellence in technical

training in the country.

The commonest perception of master craft technicians is that they are traditional technical trainers which is

non-academic in nature and only related to specific traditional trades. NIC Abilonino is not only making training of

master-craft formal but comprehensive considering technology and occupational health and safety. In indigenous

TVET education, master-craft training was informal and deliberately avoided the instructors’ theoretical role but only

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based on practical competence-skills organized through apprenticeship system to meet community needs.

NIC Abilonino provides a more formally structured and systematic competence-based education with activities

oriented towards providing necessary technical knowledge, skills and behavioural change to perform particular job-

based professional post in the labour market. With the new DITTE program, ATL training, Industrial Training and

apprenticeship is a move in promoting quality and innovative master craft trainers.

The paradigm shift now calls for apprenticeship with master craft with organized program. NIC Abilonino has em-

braced trough implementation of the DITTE program, ATL methodologies and researching in a well-managed training

environment.

NIC Abilonino is set to student’s tracer system and have designed a program of retooling alumni for professional

development and addressing technology changes.

NIC Abilonino is set for master-craft technician training by instructors’ training and opening opportunities for personal

development in new innovations. These will be done by training in modern teaching techniques & skills of utilization

and managing the dynamic changing technology through in-service courses, re-equipping the workshops, retooling

instructors, creating tracer system and a platform for sharing innovation and publication.

Yes NIC Abilonino is set for master-craft technicians.

Instructor trainee naming parts of a propeller shaft Tailoring Showroom

Leather tanning & production class Non-formal stage II students

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