ICT in TVET

May 2015 | UNESCO Bangkok Office
 

 

Dear readers,

The rapid advancement of ICT has influenced education, especially how we teach and learn and what to teach and learn. Technical Vocational Education and Training (TVET) is not an exception. For example, ICT enables students to access their online training courses at any time and any place; ICT offers multiple and flexible learning pathways for students in challenging contexts. ICT-rich work environments, on the other hand, demands students to learn new skills, not only the ICT-related hard skills but also soft skills like communication and collaboration to function in a wired world. The potential of ICT in TVET is far greater than that of only improving access to education and training. Such tools as interactive e-content, virtual simulations, or even partnering with practitioners and international experts in the students’ respective fields can greatly expand the possibilities of TVET. As such, innovative use of ICT can help educators and learners have a richer and more diverse learning experience. Therefore, in this edition, we hope to explore the potentials of ICT in elevating TVET beyond the traditional classroom approach to meet the needs from the changing world of work.

We hope you enjoy reading this edition!

Please let us know if you have any comments or suggestions.

Highlights:

 Innovating ICT in TVET within the Development Discourse: the Imaginable and the Real (by UNESCO Bangkok, ICT in Education)
This article provides an overview of the TVET developments within the education field, explores ICT possibilities in improving and innovating TVET, as well as shares existing challenges and criticisms of ICT promises for TVET. Finally, it provides recommendations and the vision forward in fully utilizing the power of ICT to enhance and innovate TVET.

Programmes and Projects:

 Beyond Access: ICT-enhanced Innovative Pedagogy in TVET in Asia-Pacific  
This UNESCO Bangkok research study aims to collect innovative practices that utilize the full potential of ICT in TVET in the region. Preliminary findings from this study will be shares at the Asia-Pacific Conference on Education and Training (ACET). The final report will be available by the end of this year (2015).

 eTESDA Network
This Philippines based network provides an additional mode of delivery for TVET programs through blended learning. The goal of this online program is to change the traditional classroom practice into a technology enabled learning space. With many courses available, which are of relevance to the Philippines context, this free and open program has many users from the country as well as from abroad.

 Employing ICT for Professional Development of New-Age Educators
Written by Professor Rajesh P. Khambayat, this article aims to uncover some of the existing challenges in the Asia-Pacific region, provide the experience of using an e-learning platform, and share lessons learned as well as steps forward.

 Bangladesh-Korea ICT Training Center for Education (BKITCE)
This project includes training centres around Bangladesh with five ICT labs. The goal is to develop ICT education into a framework for cooperation between Korea and Bangladesh, providing training to officials and staff, including teachers, and offering a post-graduate diploma in ICT. Additionally, the project aims to provide training on data collection, database operation and more.

 Large Scale Dissemination of Basic Skills to Use ICT (eInclusion), Romania
This project includes training centres within the structures of public administration, and centresfor vocational training throughout the country. A special emphasis is placed on bringing eSkills to communities ('Training Without Boundaries' project), as well as helping young children, seniors (‘Digital Literacy for Seniors’), marginalized groups (‘Digital Literacy for Juniors’), and people with disabilities.

 Technology and Civic Engagement Schools in Urban Slums and Low-Income Communities, Latin America
This project aims to promote social inclusion through digital inclusion by partnering with grassroots organizations to open ‘technology and civic engagement schools’ in the most vulnerable urban slums and low-income communities in Latin America. There is a network of self-managed and self-sustaining CDI community centres throughout Brazil and 11 other countries, monitored and coordinated by their 24 regional offices. Schools are located in low-income communities, indigenous communities, psychiatric clinics, hospitals for mentally and physically disabled, and detention facilities. The community based organizations provide the infrastructure, while CDI provides free computers and software, implements educational methods, trains instructors and monitors the schools.

News and Events:

 Making Skills Development Work for the Future: Asia-Pacific Conference on Education and Training (Kuala Lumpur, Malaysia, 3-5 August 2015)
This UNESCO conference with the support of the Malaysian Government, as well as in collaboration with development partners, is organizing ACET in order to address the Asia-Pacific enormous diversity, and draw on shared experiences and lessons learned from within and outside the region with the goal of transforming TVET policies and strategies in response to emerging socio-economic trends.

 eLearning Africa: 10th International Conference on ICT for Development, Education & Training (Addis Ababa, Ethiopia, 20-22 May 2015)
One of the largest gathering of eLearning and ICT supported education and training in Africa, this conference aims to develop multinational and cross-industry collaboration and partnerships, as well as to enhance knowledge, expertise and abilities of the participants.

 World TVET Conference 2015 (Kuching, Malaysia, 25-27 August 2015)
On the theme of “Quantum Leap: Transformation and Globalisation of Technical Vocational Education & Training (TVET) - Living Skills in the 21st Century”, the conference invites delegates representing the decision makers and practitioners from the public sector, learning institutes, and skills centres. It will explore the themes of building a competitive workforce, promoting lifelong learning: reskilling and upskilling, developing entrepreneurship in TVET, utilizing e-learning, and more.

Resources:

 GIZ Global Campus 21 E-Academy
This Academy provides professional development opportunities in developing countries through online courses and open learning spaces to learn together and collaborate.

 Open Polytechnic Vocational Education and Training, MOOCs on TVET qualifications
One of the world’s leading providers of TVET through the use of open/distance learning, this tool provides a large array of courses and qualifications on tertiary skills, ICT, education, and more.

 World TVET Database
This online repository developed by UNESCO-UNEVOC aims to provide concise, reliable and up-to-date information on TVET systems worldwide. It helps TVET officials, experts and stakeholders, but also researchers and students of TVET to learn about trends and challenges. It also aims to identify information gaps and stimulate comparative studies of TVET systems. The database consists of a set of country profiles, containing key descriptive information about the TVET system of a specific country.

 e-FORUM: UNESCO-UNEVOC Discussion Board for TVET Experts
One of the richest online forums on TVET, this platform provides an opportunity for TVET experts from around the world to share information and knowledge about different aspects of this field.  

 Technical and Vocational Teacher Training (In-Service)
The Commonwealth of Learning is an intergovernmental organization that promotes open learning/distance education, related research and technologies. It also helps developing countries improve access to education and training. This is one of the courses that consists of 12 modules with materials focusing on TVET, including administration and management, instructional techniques, theory and practice, entrepreneurship, action research, and more.

Publications:

 OECD Skills Outlook 2015: Youth, Skills and Employability
To address the struggles many young people are facing in terms of entering the labour market, this OECD report looks at its member countries and recommends a comprehensive approach to improving employability, as well as more public-private partnerships.       

 Transforming Teaching and Learning in Asia and the Pacific: Case Studies from Seven Countries
This UNESCO Bangkok publication provides a landscape review of seven countries in the Asia-Pacific region, each chapter focusing on the respective country, providing snapshots of pedagogical situations in terms of policy and practice.

 Vocational Pedagogy: what it is, why it matters and how to put it into practice
This report aims to better understand the field of vocational pedagogy, exploring what it actually is, why it matters and how teachers can practically utilize it.

 Special Report on the Activities Implemented Within the Joint IFESCCO/UNESCO IITE Project "Promoting of the Use of ICTs in TVET in CIS Countries"  
Prepared by UNESCO-IITE and IFESCCO, this publication focuses on the importance of the development of governmental policies on TVET in CIS. In light of that, the initiated project described in the publication aims to promote ICT use in TVET in CIS in order to improve and enhance educational policies in this sphere.

 Children’s Rights in the Digital Age: A Download from Children Around the World
148 children in 16 countries took part in workshops to discuss the opportunities and risks associated with digital media, which are reflected in this report. Findings were presented at the Day of General Discussion, a meeting focusing on digital media and child rights.  

 


Next Issue: 
The June issue will focus on the theme of ICT in the Post-2015 Development Agenda. If our readers are interested in contributing to this edition, please do not hesitate to contact us.

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The opinions expressed in the documents included in this newsletter are those of the authors and editors and do not necessarily reflect the policies or views of UNESCO, nor of any particular Division or Office. All rights to the resources included in this guide remain with their respective copyright owners, as indicated for each resource.