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Tackling TVET challenges: New Qualifications and Competencies | Greening | Digitalization | Entrepreneurship | Migration
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Digitalization is reshaping millions of jobs, globally, with digital technologies widely used in the workplace. Most jobs today require basic digital skills, such as the ability to communicate via email or social media, create and edit digital documents, search for information, and protect personal information online (EC, 2017).
In addition, there is a growing need for training in advanced digital technologies, which change labour markets and present new business opportunities. Such technologies include artificial intelligence, robotics, 3D technologies, and augmented and virtual reality. In many of these highly dynamic and advanced fields, digitalization can lead to the creation of new job profiles.
New jobs related to the development, maintenance and upgrading of artificial intelligence technologies and big data infrastructures are among those expected to grow (EC, 2019).
To remain innovative and attractive, TVET must keep up-to-date with the current technological developments and respond to the demands of digital economies by supplying learners with new digital skills and competencies.
Preparing learners for the rapidly changing digital world requires regular updates in curricula and training regulations to cover new skills and competencies, as well as adjustments in the way these are taught. Accordingly, TVET teaching staff have to be aware of new and evolving digital trends and tools, and also be able to effectively teach these to students, as they prepare to enter the workforce of the future.
The BILT project provides a platform to discuss strategies on how to tackle the challenges and capitalize on the opportunities arising from digitalization trends. Such strategies include:
This summary captures the key outcomes of the thematic BILT Workshop on ‘Digitalization’, held at Oslo Metropolitan University (OsloMet) in Oslo, Norway, on 02-03 October 2019.
This European Commission report aims to shed light on some of the key drivers which are worth taking into account when assessing the effect of new technologies on the future of work and skills. It combines a synthesis of the most recent and robust sc ...
Learning from Cedefop’s European skills and jobs survey
This publication focuses on a topic of critical concern for policy-makers in recent years: skill mis-match. Cedefop has been active in skill mismatch research and analysis for almost a decade now, identifying significant areas of concern and contenti ...
Submitted by Verket FabLab, Norway
In today’s world, TVET students need to be equipped with modern skills in the fields of innovation, technology, entrepreneurship and digitalization. However, access to modern technology to provide practical learning experiences can be challenging. ...
Submitted by Miguel Altuna, Spain
The introduction and teaching of new technological, social and environmental trends is not possible without the adaptation of learning spaces and labs required by Industry 4.0 training. To make this a reality, new technologies must be included in tra ...
Submitted by Campus des Métiers, France
Bachelor Industry 4.0 is a training course that responds to European challenges in the field of mastering digital skills and tools. With a special focus on collaborative work, the course has been created in close collaboration with professional secto ...
Submitted by Fagskolen Innlandet, Norway
In view of the increasing prominence of digital skills and use of technology in work and daily life, it is crucial to meet modern digital skills requirements and to reflect the latest technological evolutions in TVET training. As a response, Fagskole ...
Submitted by Tknika, Spain
In view of emerging technological trends such as Advanced Manufacturing, this Erasmus+ project seeks to establish five ’European regional Skills Ecosystems’ that bring together Technical and Vocational Education and Training (TVET) and Higher Voc ...
Submitted by SFIVET, Switzerland
As TVET prepares students for their professional life, it should reflect the digitalization of work through vocational education that includes exposure to authentic activities encountered in the workplace. In this context, the Swiss Federal Institute ...
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