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CC BY-NC-SA 3.0 IGO UNESCO-UNEVOC/Larry Habib

Future of TVET teaching and learning Virtual Conference 7 to 14 October 2019
Introduction | Messages

Virtual conference on the future of TVET teaching and learning

Organized by UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training and moderated by Gita Subrahmanyam

  • When: 7 to 14 October 2019
  • Where: UNESCO-UNEVOC TVeT Forum
  • Language: English
  • Background note
Global disruptions including climate change, digitalization, the Fourth Industrial Revolution, demographic change and migration are having an unprecedented impact on our lives, the world of work and the world of learning. The resulting transformations, especially the new job roles, call for learners to upgrade their knowledge, skills and competences constantly. These shifts are not only affecting the content and format of technical and vocational education and training, but also the teaching and training methods (both theoretical and practical).

The UNESCO Recommendation concerning technical and vocational education and training (TVET) (2015) highlights the role of teachers and instructors in improving the overall quality and relevance of TVET systems and training provisions. The recommendation focuses on the importance of making technical and vocational education and training ‘future ready’ and accordingly preparing the teaching staff for designing and implementing quality TVET.

Ongoing TVET reforms have resulted in the expansion of support mechanisms for teaching staff in many countries, specifically concerning new pedagogies, curricula and use of technologies. However, various dimensions of the future of TVET teaching and learning are yet to be fully unpacked.

This virtual conference gathered knowledge, insights, experiences and promising practices from the international TVET community on the future of TVET teaching and learning in the context of global disruptions and a rapidly changing labour market. The conference explored what skills were likely to be needed for the future of work and what steps TVET systems needed to be take – at policy, provision and practitioner levels – to prepare teachers and trainers to deliver these skills. The discussions focused on four broad areas that have been identified as crucial for 21st century skills development: green skills, ICT/digital skills, entrepreneurship and education for sustainable development (with a focus on global citizenship, equity and innovation). However, inputs from participants falling outside of these areas were also welcome.

Outcomes

The virtual conference engaged participants to:

  • Unpack the impact of global disruptions on future of TVET teaching and learning
  • Discuss essential skill sets for learners to work in the 21st century
  • Understand the evolving role of teachers and trainers in delivering quality TVET
  • Discuss existing national/regional strategies and frameworks that support TVET teachers and trainers
  • Identify current and future barriers to strengthening support mechanisms for TVET teachers and trainers


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