SINCE 2013
ISSN: 2196-839X
SINCE 2013
SINCE 2013
Digitalisation in TVET – New Forms of Learning for the Future of Work
Full issue 19
Governance of TVET is a major issue and precondition for the ongoing development of TVET systems, especially in the era of digitalization and sustainable development. In the 2010 Guidelines for TVET Policy Review, UNESCO defines TVET Governance as being “concerned with how the funding, provision, ownership and regulation of TVET systems are coordinated, which actors are involved…
TVET@Asia is an open content online journal for scientists and practitioners in the field of Technical and Vocational Education and Training (TVET) and Vocational Teacher Education (VTE) in the East and Southeast- Asian region.
Its main purpose is to provide access to peer reviewed papers and thus to enhance the dissemination of relevant content and the initiation of open discussions within the TVET community.
The creative industries in Hong Kong anticipated a shortage of employment candidates with relevant experience and training. Emerging technologies are transforming current technical and vocational skills. Employees of the future are expected to shoulder tasks that require creativity, analytical skills, problem-solving, and entrepreneurship. This article is a case study of an initiative in Hong Kong to innovate technical and vocational education and training for the information and communications technology (ICT) and the creative industry. The initiative involves a tripartite partnership between secondary schools, industry partners, and Hong Kong Baptist University. The article first discusses the talent needs of the creative industry and the emerging job opportunities in the Art Tech domain.
Technical and Vocational Education and Training (TVET), as formal or informal education and training, is geared towards the development of skills that are aligned to the needs of the industry. However, there are mismatches or shortages in the developed technical skills of graduates with the industry’s expectations. These are the industry-practice gaps. This study mapped these industry-practice gaps through a thematic literature review of the TVET practices. Moreover, the literature identified solutions for bridging the gaps. Twenty-five pieces of literature were reviewed, and MAXQDA was used to conduct inductive thematic analysis, resulting in the identification of major themes. The main themes in industry-practice gaps are transversal skills as determinants of TVET employability, mismatches and shortages of technical skills, and administrative support as an integral part of TVET systems.
TVET teaching staff play a vital role in providing TVET learners with the digital skills and competencies needed for a rapidly evolving, technologically advancing world of work and learning. Yet in all countries across the world, TVET teachers and trainers encounter multiple challenges both in accessing high-quality, relevant digital skills development opportunities and in obtaining the institutional support needed to effectively integrate technology in their teaching and training practices.
Digitisation in TVET must be actively shaped. Digitisation offers opportunities for work-based or work-oriented learning in different learning locations (Schröder & Dehnbostel 2019) and can combine experiential learning in virtual space with the reality of individual competence development (Schröder 2014). In Germany, inter-company vocational training centres (VTC are an important site of learning for dual vocational training. They complement and support in-company vocational training in small and medium-sized enterprises and are considered drivers of innovation for the introduction of new digital technologies. Against this background, digital assistance systems (DAS) should virtually accompany and support trainees’ practical vocational learning in VTC.
Artificial intelligence (AI) has long been a present-day topic and is having an impact on the economy, society, skilled work and the work environment. However, there are often very different assessments of the effects: On the one hand the loss of jobs and even professions has been predicted, on the other hand new support and shaping options for work are emerging. In addition, AI is treated as a powerful buzzword without considering the real technologies and requirements behind it. Nevertheless, consequences for the world of work and its employees can only be derived and vocational training concepts designed if the handling of AI in skilled work has been concretized beforehand.
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