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Technical and Vocational Education and Training and skills systems have both external and internal pressures towards digitalization. First, they have to respond to the external demand for new skills from our increasingly digital society and enterprises, and secondly, as other sectors do, they themselves have to engage in digital transformation and the challenges this presents to their institutions, staff and learners.
The rapid development of digital technologies creates new opportunities and challenges for us all. This is the conclusion of a report recently published.
Digitalization is Changing the Occupations and the Needed Skills
Digitalization is changing the nature of occupations and the skills required in different economic activities. New job roles and forms of work organization place fresh demands on enterprise HR practices, affecting talent management and staff development practices in all firms.
The increasing use of digital technologies is also driving change in the tools and modalities of learning, assessment and certification along with the provision of career guidance, job matching and labour market services.
In this context, national Technical and Vocational Education and Training (TVET) and skills systems have both external and internal pressures. First, they have to respond to the external demand for new skills from our increasingly digital society and enterprises, and secondly, as other sectors do, they themselves have to engage in digital transformation and the challenges this presents to their institutions, staff and learners.
TVET and skills systems have a special obligation to ensure that in the process of digitalization, the uneven access to equipment, tools and skills that exist cannot be allowed to increase the marginalization of disadvantaged groups and to widen the digital divide.
The considerable challenges presented by the COVID-19 pandemic have brought the issue of digitalization to the fore. All forms of education and training have been affected, particularly in low-income countries and amongst the most vulnerable social groups. As a result of the great efforts of public authorities, the private sector and civil society, innovative solutions were developed as the emergency response evolved. From these arrangements have emerged promising practices and the development of more flexible learning and assessment options, including high-tech, low-tech and even no-tech solutions, dictated by local contexts and developed as the crisis unfolded.
References
The text in the article is from “Digitalization of TVET and national skills systems”, ILO, October 2021
Lucubrate Magazine January 2022
The illustration on the top of the article: Adobe Stock
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