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The UNESCO-UNEVOC International Centre: Who We Are | What We Do | Working With Us | Get in Touch

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Skills for Work and Life

Thematic Areas: Inclusion and Youth | Digital Transformation | Private Sector Engagement | SDGs and Greening TVET
Our Key Programmes & Projects: BILT: Bridging Innovation and Learning in TVET | Building TVET resilience | TVET Leadership Programme | WYSD: World Youth Skills Day
Past Activities: COVID-19 response | i-hubs project | TVET Global Forums | Virtual Conferences | YEM Knowledge Portal

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Our Services & Resources: Publications | TVET Forum | TVET Country Profiles | TVETipedia Glossary | Innovative and Promising Practices | Entrepreneurial Learning Guide
Events: Major TVET Events | UNEVOC Network News

Digital Transformation in TVET

Supporting TVET providers for a digital world

UNESCO-UNEVOC is engaged in a number of projects on the impacts of digitalisation on TVET in terms of:

  • New digital skills and competencies
  • Trends in digital skills training for teachers and trainers
  • Toolkits to support TVET providers to identify their needs and assess their progress in TVET priorities

These web pages provide a knowledge hub containing information, examples and discussion papers on what is happening at local, national, regional and international levels to address the challenges TVET providers, teachers and learners face in the digital transformation of TVET provision.

For 2022-2023, there are 4 digitalization sub-projects:

Trends in digital skills training for TVET teachers and trainers

Global trends, key data with good practice examples and case studies.

Digital Competence Frameworks for teachers, learners and citizens

A repository of DCFs and a discussion of their features, advantages and constraints.

Toolkits for TVET providers

View and compare diagnostic, assessment and support tools in TVET themes such as digitalization, greening, inclusion and entrepreneurship.

Open Educational Resources

What are they and how can they be accessed?

To give some background. The digital transformation impacts all aspects of TVET delivery, from the integration of new digital skills and competencies into teaching and learning processes to the organization of learning itself. Learners, both young and adult, must be equipped with digital skills needed for new and old jobs and to become digitally competent, capable, literate, intelligent citizens. TVET provision is under pressure to utilize digital technology to be more accessible, affordable and individually tailored while improving its quality and labour market relevance. The elements of this transformation can be broadly categorized as:

  • Changes to teaching and learning, and delivery processes: how newly available, and constantly iterating, digital tools transform teaching and learning processes. Examples include utilizing technology to simulate, gamify and adapt to individual learner preferences while also creating a safer, stimulating and practical-oriented learning environment. Another aspect of change is the capacity to deliver TVET differently through combinations of remote and onsite learning opportunities taking place synchronously or asynchronously.
  • Changes to the organizational management of learning within TVET providers: the use of digital tools, and the data they generate, to improve TVET providers’ organizational functions. Examples include being able to manage more learners pursuing varied bite-sized courses which can be coordinated in blended/hybrid, synchronous and asynchronous formats, financed from various sources for a range of learners, and formally or informally accredited/certified. It is hoped that new digital tools and data will create an infinite combination of flexible, individualized learning pathways.
  • Changes to the role of TVET providers within their education and labour market ecosystems and communities: the ability to create digital partnerships with local organizations by creating technology hubs which provide pooled resources, such as fab-labs and makerspaces, that are accessible to businesses and communities and attract new local investment and research and development opportunities.
No part of the TVET system is untouched by the 'digital transformation', and supporting TVET providers and practitioners in this process will be essential. UNESCO’s 2015 Recommendation concerning TVET recognizes the crucial role of teaching staff in assuring TVET quality and relevance, and states that ‘policies and frameworks should be developed to ensure qualified and high-quality TVET staff, including teachers, instructors, trainers, tutors, managers, administrators, extension agent, guidance staff and others’. The recent UNESCO 2021 publication Reimagining our futures together: a new social contract for education states: 'curricula should support teachers and students to act together on technology and help determine how it is used and to what purposes'.

For more information on how to identify, integrate and implement new skills into TVET provision, see the UNESCO-UNEVOC Bridging Innovation and Learning in TVET Project.



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