ICT and E-Learning in TVET

ICT and E-Learning in TVET

UNESCO and COMMONWEALTH OF LEARNING  have published a book „Using ICTs and Blended Learning in Transforming TVET“ about the usage of ICT and E-Learning in order to increase the relevance and significance of TVET.

The poor image of TVET relative to higher education is a matter of concern and the issue of its status and reputation needs attention, as does the economic case for TVET and its benefits for individuals, employers and the economy in general.

The status of TVET varies across the globe. The European Union has identified TVET as an essential tool to prepare young people for work in the modern economy and to ensure that Europe remains competitive and innovative in the face of increasing global competition and shifting demographics and TVET has always been considered a key component of the education systems of such countries as Germany, Austria and the Netherlands. 

In many other countries TVET is considered as second best solution for young people and they rather want to join higher education, even when the unemployment rate of university graduates exceeds the unemployment rate of graduates of the TVET system.

An important reason for the bad reputation of TVET in many countries is due to poor quality teachers, outdated curricula, mismatches between graduates’ skills and job requirements, weak policy making and fragmentary TVET provision by governments and other providers, lack of quality assurance, and the impact of various cultural, economic, social and political factors.

One way to increase the reputation and relevance of TVET is to integrate modern information and communication technologies (ICT) into the classroom. However, while the application of ICT-based methods in TVET is frequently advocated, they are not yet widely and consistently implemented in the TVET sector. In a world where the only certainty is change, the challenge for TVET is how to transform its teaching and learning environments to achieve access, relevance and quality cost-effectively.

To gain maximum advantage from both face-to-face and mediated teaching and learning, courses may be delivered by blended learning. These combine face-to-face teaching or activity-based learning in classroom or other settings and computer-based or online learning. The digital means and resources are used to supplement or revise the face-to-face learning. 

The publication consists of nine case studies which illustrate the different kinds of measures that can be undertaken to apply ICT-based, blended and flexible means of delivery to the TVET sector at the national, state and institutional levels.

Colin Latchem (Ed.): Using ICTs and Blended Learning in Transforming TVET.
© UNESCO and COMMONWEALTH OF LEARNING, 2017 

Free download: http://unesdoc.unesco.org/images/0024/002474/247495E.pdf

 

 
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