[Special Column 1] Key Summary of the 2022 URC Workshop | ||
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Date | 2022-12-28 | |
content |
Theme 1: Innovation and the
Future of TVET -
Digital transformation is rapidly changing the
economy, society, and the way people live, and will inevitably lead to changes
in the type, form and substance of jobs. New forms of learning will appear in
education and training, and digital technology will support all elements of education
and training, from creating the content of courses to assessment of learners. -
The role of TVET in this fast-changing environment
is to provide relevant programs and competencies required in a digital
environment. Most of all, it is important to enhance learners’ competencies in
line with digital transformation. -
There needs to be a consensus that TVET is more
than mere training, but related to human resources. In addition to
strengthening technology, teaching methods, and teacher capacity, a macroscopic
and systematic approach is required on governance, curriculum development, and
partnerships between companies before training programs are developed. -
A long-term strategy at the government level is
necessary to solve problems associated with digital transformation, such as
information gaps. It is also important to identify what problems businesses face
in relation to TVET. Theme 2: Linking Skills
Development and the Labor Market -
It is necessary to guarantee that the competencies
of TVET graduates meet the standards required by the labor market and
businesses. In particular, work-based learning can only succeed with the
support of both industry/business and TVET. -
The lack of a supply of talent needed by the labor
market is a global issue. Singapore’s Ministry of Higher Education and Skills
recognizes that higher education is not just limited to education, but an
alternative that can change quality of life for students and bring innovation to
the workplace, so it has been working to develop appropriate policies for
higher education. -
Employer participation is a must to establish an
effective human resource development system. To encourage more active
participation of employers, it is necessary to motivate employers to
participate in TVET projects in the long term rather than providing funds only
in the short term.
Theme 3: Lifelong TVET -
TVET has developed differently by country and
institution, but has consistently expanded in the education sector. There are a
variety of programs all over the world, such as internship systems including
degrees or credits, on-the-job training, and two-year short-term courses exist
all over the world. While how these courses conducted are all different, what is
commonly important is that the mechanism to ensure quality must be strong. -
The Ministry of Education of Thailand has designed
a lifelong TVET module using the vocational classroom program, and provides
education programs for elementary schools to gain an interest in TVET and for middle-school
students wanting to change their future career aspirations through TVET. -
The TVET system must be more flexible so that it
becomes more relevant to the current labor market. In addition, in order to
remove barriers to entry into TVET, existing systems should be regularly
reviewed, and the education system must quickly respond to changes through close
cooperation with international vocational education and training institutions
as well as with national ministries and institutions.
Theme 4: Green TVET -
Green TVET is a concept that has been drawing particular
attention against the global trend of pursuing sustainable societies. Many
countries are aware of its importance, but have had difficulty applying the
concept universally. -
Technology development to promote a green
transition is very important to bridge the gap between green TVET, a new
paradigm, and the existing education system. TVET will play the role of providing
the knowledge and skills needed by a sustainable world for future generations
who stand at the crossroads between their education and careers. -
The problem that many countries/institutions face
in relation to green TVET is the definition of concepts and terminology, or rather
the lack of such clear definitions. UNESCO-UNEVOC has developed Greening TVET
to help users better understand what they can and should do to promote green
TVET. Adopting it with necessary modifications to local situation of the
adopting country can be an option. Special Session 1: Reference
Model for Educators’ Activities and Development -
The READY (Reference Model for Educators’
Activities and Development) Model has been developed by the European Training
Foundation as part of the Creating New Learning initiative and introduces the
competencies needed by educators in the 21st century in 6 domains and 22 practices. Special Session 2: UNESCO
Strategy for TVET 2022-2029 -
The UNESCO Strategy for TVET 2022-2029 was developed
after the COVID-19 pandemic, which brought about the largest changes in the
world ever. It contains a long-term strategy to build resilience after the
pandemic in consideration of the current and future priorities in the field of the
TVET. |