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ERASMUS+

Digital Learning to Innovate the VET Sector, Part 1

I am currently working on an ERASMUS+ project AGILE-2-VET: Abilitating DigItal Learning to Innovate VET sector 2021-1-IT01-KA220-VET-000033037. The aim is to develop the ability to implement online, blended, and distance training and learning in collaboration with digital technology providers and experts in educational technologies and pedagogical practices. I did an interview on 30 March 2023, with Chat GPT to learn somewhat more about the current development in the field.

Me: Can you shortly tell me about developing the ability to implement online, blended, and distance training and learning in collaboration with digital technology providers and experts in educational technologies and pedagogical practices?

ChatGPT: The ability to implement online, blended, and distance training and learning in collaboration with digital technology providers and experts in educational technologies and pedagogical practices is essential in today's rapidly changing world. Here are some steps to develop this ability:

  1. Identify the needs: Before implementing online, blended, or distance training and learning, it is essential to identify the needs of learners, instructors, and other stakeholders. This includes identifying the learning objectives, the target audience, and the resources required to deliver the training and learning experience.
  2. Collaborate with digital technology providers: Collaboration with digital technology providers is essential to identify the appropriate technologies to deliver the online, blended, or distance training and learning experience. It is essential to select technologies that are reliable, easy to use, and provide the necessary features to deliver an effective learning experience.
  3. Collaborate with experts in educational technologies and pedagogical practices: Collaboration with experts in educational technologies and pedagogical practices is essential to ensure that the online, blended, or distance training and learning experience is designed using the most effective pedagogical practices and educational technologies. This can include instructional design, learning analytics, and user experience design.
  4. Develop a plan: Once the needs are identified, and the collaboration with digital technology providers and experts in educational technologies and pedagogical practices is in place, it is essential to develop a plan for the implementation of the online, blended, or distance training and learning experience. The plan should include the timeline, resources required, roles and responsibilities, and evaluation criteria.
  5. Evaluate the effectiveness: Once the online, blended, or distance training and learning experience is implemented, it is essential to evaluate its effectiveness. This can be achieved by gathering feedback from learners, instructors, and other stakeholders, analyzing the learning outcomes, and assessing the effectiveness of the technologies and pedagogical practices used.

By following these steps, VET providers can develop the ability to implement online, blended, and distance training and learning in collaboration with digital technology providers and experts in educational technologies and pedagogical practices. This will enable them to provide learners with the skills and knowledge they need to succeed in the workforce.

Me: Which models are mostly used in the VET field and introducing and implementing online learning?

ChatGPT: 

There are several models that are commonly used in the VET field for introducing and implementing online learning. Here are some of the most popular models:

  1. ADDIE Model:  ADDIE is a systematic approach to instructional design that stands for Analysis, Design, Development, Implementation, and Evaluation. This model is widely used in the VET field and can be applied to the design and development of online learning courses.
  2. SAM Model:  SAM (Successive Approximation Model) is an iterative instructional design model that focuses on collaboration between designers and subject matter experts. This model is often used in the VET field for the development of e-learning courses.
  3. Kirkpatrick Model:  The Kirkpatrick Model is a widely used evaluation model that focuses on four levels of evaluation: reaction, learning, behavior, and results. This model can be used to evaluate the effectiveness of online learning courses in the VET sector.
  4. Bloom's Taxonomy:  Bloom's Taxonomy is a framework for categorizing educational goals and objectives into different levels of complexity and specificity. This model is often used in the VET sector to design online learning activities that align with specific learning objectives.
  5. Gagne's Nine Events of Instruction:  Gagne's model focuses on the nine events that are necessary for effective learning: gaining attention, informing learners of objectives, stimulating recall of prior learning, presenting the content, providing learning guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer. This model is often used in the VET sector to design online learning activities that are engaging and effective.

These models can be adapted and applied to the design and development of online learning courses in the VET sector to ensure that they are effective, engaging, and aligned with the needs of learners and the requirements of the industry.

Me: Can you write an article on Online learning within the VET sector?

ChatGPT: 

Certainly, here is an article on online learning within the Vocational Education and Training (VET) sector:

Online Learning in the VET Sector: A Growing Trend

The VET sector is an essential part of the education landscape, providing students with the skills and knowledge necessary to enter the workforce. With the rise of digital technology, online learning has become an increasingly popular way to deliver vocational education and training. In this article, we will explore the benefits and challenges of online learning in the VET sector and how it is changing the way students learn.

Benefits of Online Learning in the VET Sector

Flexibility: Online learning allows students to learn at their own pace and in their own time. This is especially beneficial for those who are working or have other commitments. With online learning, students can fit their studies around their other commitments and complete their course when it suits them.

Accessibility: Online learning has made vocational education and training more accessible to students who may not have been able to attend traditional face-to-face classes. For example, students who live in rural or remote areas, have disabilities or are unable to travel to attend classes can now study online.

Engaging Learning Experience: Online learning provides a more engaging and interactive learning experience. Many online courses include multimedia, such as videos, interactive quizzes, and simulations, which help to keep students engaged and motivated.

Cost-Effective: Online learning is often more cost effective than traditional face-to-face classes. With online learning, there are no travel costs, accommodation costs, or other expenses associated with attending classes in person. This makes vocational education and training more accessible to students who may not have the financial resources to attend traditional classes.

Challenges of Online Learning in the VET Sector

Lack of Personal Interaction: One of the main challenges of online learning is the lack of personal interaction between students and teachers. This can make it difficult for students to ask questions, receive feedback, and build relationships with their peers.

Technical Issues: Online learning requires access to reliable internet and technology. Technical issues, such as slow internet speeds, computer crashes, and software problems, can disrupt the learning experience and make it difficult for students to complete their coursework.

Self-Motivation: Online learning requires a high level of self-motivation and discipline. Without the structure of traditional classes, some students may struggle to stay on track and complete their coursework on time.

Changing the Way Students Learn

Online learning is changing the way students learn in the VET sector. It provides students with the flexibility, accessibility, and cost-effectiveness they need to complete their studies. While there are challenges associated with online learning, the benefits far outweigh them. As technology continues to evolve, online learning will become an even more important part of the vocational education and training landscape.

Me: What are crucial for learning design within the VET sector?

ChatGPT: 

Designing effective learning experiences in the VET sector is crucial to ensuring students gain the skills and knowledge necessary for success in the workforce. There are several key factors to consider when designing learning experiences in the VET sector:

  1. Industry-Relevant Curriculum: The curriculum should be developed in consultation with industry experts to ensure it reflects current industry standards and trends. This will ensure students are learning skills and knowledge that are relevant to their future careers.
  2. Learner-Centered Approach: Learning experiences should be designed with the needs of the learner in mind. This includes taking into account their prior knowledge and skills, learning styles, and individual learning goals.
  3. Active Learning: Learning experiences should be designed to encourage active learning. This can include activities such as group projects, case studies, and simulations that allow students to apply their knowledge in real-world scenarios.
  4. Assessment and Feedback: Assessment and feedback should be designed to support student learning. This includes providing timely and constructive feedback on assessments and incorporating opportunities for self-reflection and self-assessment.
  5. Technology Integration: Technology should be integrated into learning experiences to enhance student engagement and interactivity. This can include the use of multimedia, online discussion forums, and virtual simulations.
  6. Professional Development: Professional development opportunities for teachers and trainers are crucial to ensuring they are equipped with the knowledge and skills to design and deliver effective learning experiences. This can include training on instructional design, assessment and feedback, and technology integration.

Overall, effective learning design in the VET sector requires a learner-centered approach, industry-relevant curriculum, active learning, assessment and feedback, technology integration, and ongoing professional development for teachers and trainers. By considering these factors, VET institutions can create learning experiences that prepare students for success in the workforce.

Me: How to apply universal design in online learning in the VET sector?

ChatGPT: 

Universal Design is an approach to creating products, services, and environments that are accessible and usable by as many people as possible, regardless of their age, ability, or background. In the context of online learning in the VET sector, applying Universal Design principles can help ensure that learning experiences are inclusive and accessible to all learners. Here are some strategies to apply Universal Design in online learning in the VET sector:

  1. Use Accessible Technology: Ensure that the technology used for online learning is accessible to all learners. This can include providing closed captions for videos, alternative text for images, and screen reader compatibility.
  2. Provide Multiple Means of Representation: Present content in multiple formats, such as text, audio, and video, to accommodate different learning styles and preferences.
  3. Offer Multiple Means of Action and Expression: Provide opportunities for students to demonstrate their understanding in different ways, such as through written assignments, oral presentations, or multimedia projects.
  4. Design for Flexibility and Customization: Allow students to personalize their learning experience by providing options for font size, color contrast, and other preferences.
  5. Ensure Navigation and Orientation are User-Friendly: Ensure that online learning platforms are easy to navigate and orient learners to the platform's layout and organization.
  6. Provide Clear and Consistent Instructions: Provide clear and concise instructions for all learning activities, including assignments, assessments, and discussion forums.
  7. Engage with Diversity: Incorporate diverse perspectives and examples in course content to promote inclusivity and cultural responsiveness.
  8. Seek Feedback and Continuously Improve: Solicit feedback from students and faculty on the accessibility and inclusivity of online learning experiences, and use that feedback to continuously improve the learning experience.

By applying Universal Design principles to online learning in the VET sector, institutions can create learning experiences that are accessible and inclusive for all learners, regardless of their backgrounds and abilities.

Digital Learning to Innovate the VET Sector, Quality, Part 2

I am currently working on an ERASMUS + project AGILE -2- VET: Abilitating DigItal Learning to Innovate VET sector 2021-1-IT01-KA220- VET -000033037 The goal is to collaborate with digital technology providers and experts in educational technologies and pedagogical practices to develop the capacity to deliver online, blended learning and distance learning courses. I interviewed with Chat GPT on April 7, 2023, to learn a bit more about quality and VET and current developments in the field. 
Please note I have added some info myself, as for example information from EC and also some links related to EQAVET and qulity.

Me: What is quality in the VET Sector?

ChatGPT: 

Quality in the VET (Vocational Education and Training) sector refers to the degree to which the education and training provided meets the needs and expectations of learners, employers, and society. It encompasses a range of factors, including the relevance and effectiveness of the curriculum, the qualifications and experience of the trainers and assessors, the quality of the learning resources and facilities, and the overall outcomes achieved by learners.

In order to ensure quality in the VET sector, it is important to have effective systems and processes in place for monitoring and evaluating the performance of training providers and their programs. This can include mechanisms for accrediting and registering providers, conducting regular audits and assessments, and gathering feedback from stakeholders.

In many countries, there are also established frameworks for quality assurance in the VET sector, such as the European Quality Assurance Reference Framework for Vocational Education and Training (EQAVET) and the Australian Quality Training Framework (AQTF). These frameworks provide guidelines and standards for training providers to follow and are designed to ensure that learners receive high-quality education and training that is relevant to their needs and the needs of the labor market.

Me: Can you please tell me more about the EQAVET and the Australian Quality Training Framework (AQTF)?

ChatGPT:

The European Quality Assurance Reference Framework for Vocational Education and Training (EQAVET) is a framework developed by the European Union to improve the quality of vocational education and training across Europe. EQAVET provides a set of quality criteria and indicators that can be used to evaluate and improve vocational education and training systems, programs and providers. It aims to increase the transparency and comparability of VET systems and qualifications across Europe, as well as promoting the mobility of learners and workers.

EQAVET is based on a set of ten quality criteria, which include areas such as relevance, effectiveness, transparency, and responsiveness to labour market needs. The framework is designed to be flexible and adaptable, allowing national and regional authorities to tailor it to their specific contexts and needs.

The Australian Quality Training Framework (AQTF) is a quality assurance framework that applies to all providers of vocational education and training in Australia. It sets out the standards and requirements that providers must meet in order to maintain their registration and provide high-quality education and training.

The AQTF includes standards in areas such as training and assessment, learner support, and industry engagement. Providers are required to demonstrate their compliance with these standards through a process of self-assessment and external audit. The framework is designed to ensure that learners receive high-quality education and training that is relevant to their needs and the needs of the labour market, and that providers are accountable for the quality of their programs and services.

In summary, both EQAVET and AQTF are quality assurance frameworks that aim to improve the quality of vocational education and training. They provide guidelines and standards for training providers to follow, and are designed to ensure that learners receive high-quality education and training that is relevant to their needs and the needs of the labour market.

Me: What are the EQAVET indicators to assess the quality of vocational education and training?

ChatGPT:

The EQAVET framework identifies a set of indicators that can be used to assess the quality of vocational education and training. These indicators are organized around ten quality criteria, which are as follows:

  1. Relevance: The extent to which VET programs meet the needs of learners, employers, and society.

  2. Effectiveness: The extent to which VET programs achieve their stated goals and objectives.

  3. Efficiency: The extent to which VET programs make effective use of resources.

  4. Impact: The extent to which VET programs contribute to the personal, social, and economic development of learners and society.

  5. Sustainability: The extent to which VET programs are sustainable in terms of their ongoing availability, quality, and relevance.

  6. Accessibility: The extent to which VET programs are accessible to all learners, regardless of their background or circumstances.

  7. Equity: The extent to which VET programs promote equality of opportunity and outcomes for all learners.

  8. Responsiveness: The extent to which VET programs are responsive to changes in the labour market and wider economic and social trends.

  9. Transferability: The extent to which VET qualifications and skills are recognized and transferable across different sectors, occupations, and countries.

  10. Coherence: The extent to which VET programs are coherent and consistent in terms of their design, delivery, and assessment.

Each of these criteria is associated with a set of indicators that can be used to assess the quality of VET programs. For example, some of the indicators associated with the relevance criterion might include the extent to which VET programs are aligned with the needs of employers and the labour market, the extent to which they address current and future skills shortages, and the extent to which they provide opportunities for learners to progress to further education and training.

Me: Some additional info from me from the European Commission and with some links

10 EQAVET indicators to assess the quality of vocational education and training: https://ec.europa.eu/social/main.jsp?catId=1570&langId=en

  • Indicator 1: Relevance of quality assurance systems for VET providers
  • Indicator 2: Investment in training of teachers and trainers
  • Indicator 3: Participation rate in VET programmes
  • Indicator 4: Completion rate in VET programmes
  • Indicator 5: Placement rate of graduates from VET programmes
  • Indicator 6: Utilisation of acquired skills at the workplace
  • Indicator 7: Unemployment rate in the country
  • Indicator 8: Prevalence of vulnerable groups
  • Indicator 9: Mechanisms to identify training needs in the labour market
  • Indicator 10: Schemes used to promote better access to VET and provide guidance to (potential) VET learners

Find the EQAVET Indicators toolkit hereEQAVET Indicators toolkit here

Find the TVET Teachers’ and Trainers’ Digital Skills Development hereTVET Teachers’ and Trainers’ Digital Skills Development here

DIG4VET project and some Specific models

In Dig4VET-project, the Selfie was used, and then the tailored 10 additional questions focus on work-based settings. The items included questions about: 1) computers or mobile devices to use, 2) WBL tutors use digital technologies for teaching/supervision, 3) WBL tutors use digital technologies for guidance and to interact with learners, 4 ) WBL tutors use digital technologies to teach skills, 5) WBL tutors instruct students to use digital technologies to document their expertise and competences achieved, 6) WBL tutors use digital technologies for assessment and to provide feedback, 7) Teachers enable students to use digital technologies used in working life, 8) Digital technologies have helped to develop guidance partnership with working life, 9) Students use of digital technologies to plan and monitor their own learning, 10) Digital technologies have supported students in achieving learning objectives during the pandemic. Training Needs Analysis of Digital Skills of VET Teachers, Trainers and Tutors in Latvia, Lithuania and Portugal 1.1.2022 - Mäenpää Kati, Juntunen Elina https://oamk.fi/oamkjournal/2022/training-needs-analysis-of-digital-skills-of-vet-teachers-trainers-and-tutors-in-latvia-lithuania-and-portugal/

The main 8 employable digital skills for students and businesses.

  • Social Media.... 
  • Search engine marketing (SEM)... 
  • Data analytics.... 
  • Content marketing.... 
  • Email marketing.... 
  • Social selling.... 
  • Video.... 
  • Research and online resources.

Me: What are the AQTF indicators to assess the quality of vocational education and training?

ChatGPT: 

The Australian Quality Training Framework (AQTF) sets out a range of indicators that can be used to assess the quality of vocational education and training (VET) in Australia. These indicators are designed to help VET providers demonstrate their compliance with the AQTF standards, and to ensure that learners receive high-quality education and training that is relevant to their needs and the needs of industry. The AQTF indicators are organized around a number of key areas, including:

  1. Training and assessment: This area covers indicators related to the design, development, and delivery of VET programs, as well as the assessment of learner competency. Indicators might include things like the use of competency-based assessment, the development of assessment tools that are aligned with industry standards, and the use of appropriate training methods and resources.

  2. Learner support: This area covers indicators related to the provision of support services to learners, such as access to information, guidance, and counselling. Indicators might include things like the availability of learning resources and support materials, the provision of timely and accurate information about VET programs, and the provision of individualized support for learners with specific needs.

  3. Employer engagement: This area covers indicators related to the engagement of employers and industry in the design and delivery of VET programs. Indicators might include things like the involvement of industry representatives in curriculum development, the use of industry-standard training facilities and equipment, and the provision of work-based learning opportunities for learners.

  4. Quality assurance: This area covers indicators related to the quality assurance processes that VET providers use to monitor and evaluate their own performance, and to ensure that they are meeting AQTF standards. Indicators might include things like the use of internal audit and review processes, the implementation of continuous improvement strategies, and the use of external benchmarking and assessment.

  5. Continuous improvement: This area covers indicators related to the ongoing improvement of VET programs and services. Indicators might include things like the implementation of feedback mechanisms for learners and industry stakeholders, the use of data to monitor and evaluate performance, and the use of innovation and best practice to improve program design and delivery.

Overall, the AQTF indicators are designed to ensure that VET providers in Australia are delivering high-quality education and training that is responsive to the needs of learners and industry, and that meets the requirements of national quality standards.

Me: Anything else to add on quality within the VET Sector?

ChatGPT: 

In addition to the EQAVET and AQTF frameworks, there are a number of other initiatives and approaches that are used to promote quality within the VET sector. Some of these include:

  1. Recognition of prior learning (RPL): RPL is a process by which individuals can gain recognition for the skills and knowledge they have acquired through formal or informal learning, regardless of where or how that learning took place. RPL can help to ensure that VET programs are tailored to the needs of individual learners, and that they provide opportunities for learners to build on their existing skills and knowledge.

  2. Industry partnerships: Many VET providers work closely with industry partners to design and deliver training programs that meet the specific needs of employers and the labour market. Industry partnerships can help to ensure that VET programs are relevant and up-to-date, and that learners are equipped with the skills and knowledge they need to succeed in their chosen careers.

  3. Technology-enhanced learning: Technology can be used to enhance the quality and accessibility of VET programs, by providing learners with access to online resources and tools, virtual learning environments, and mobile learning solutions. Technology can also help VET providers to deliver training more efficiently and effectively, by reducing costs and improving the quality of teaching and assessment.

  4. Internationalization: Many VET providers are now offering training programs that are designed to meet the needs of learners and employers in other countries. Internationalization can help to promote quality within the VET sector by exposing learners and providers to new ideas, best practices, and international standards.

Overall, quality in the VET sector is essential to ensure that learners receive high-quality education and training that is relevant to their needs and the needs of industry. By using frameworks like EQAVET and AQTF, and by embracing initiatives like RPL, industry partnerships, technology-enhanced learning, and internationalization, VET providers can help to ensure that their programs are of the highest possible quality, and that learners are equipped with the skills and knowledge they need to succeed in their chosen careers.

SOME MODELS TO BE USED IN TRANSFOAMTION TOWARDS ONLINE LEARNING

Bates, T (2019). Teaching in a digital age. Guidelines for designing and learning. Contact North. 

CORE FEATURES OF AGILE DESIGN MODELS (Bates, 2019 pp 140-143). (Ossiannilsson, 2023).

EC four prioritized areas (Ossiannilsson, 2023).

DigComp2.2 and related frameworks as MyDigSkills, Selfie for teachers, Selfie for schools, DigCompEdu. (Ossiannilsson, 2023).

TEL Practice (Ossiannilsson, 2023).

 

MANDALA (Self-evaluation. (Ossiannilsson, 2023).

 

Digital Learning to Innovate the VET Sector, Quality, Part 2

I am currently working on an ERASMUS + project AGILE -2- VET: Abilitating DigItal Learning to Innovate VET sector 2021-1-IT01-KA220- VET -000033037 The goal is to collaborate with digital technology providers and experts in educational technologies and pedagogical practices to develop the capacity to deliver online, blended learning and distance learning courses. I interviewed with Chat GPT on April 7, 2023, to learn a bit more about quality and VET and current developments in the field. 
Please note I have added some info myself, as for example information from EC and also some links related to EQAVET and qulity.

Me: What is quality in the VET Sector?

ChatGPT: 

Quality in the VET (Vocational Education and Training) sector refers to the degree to which the education and training provided meets the needs and expectations of learners, employers, and society. It encompasses a range of factors, including the relevance and effectiveness of the curriculum, the qualifications and experience of the trainers and assessors, the quality of the learning resources and facilities, and the overall outcomes achieved by learners.

In order to ensure quality in the VET sector, it is important to have effective systems and processes in place for monitoring and evaluating the performance of training providers and their programs. This can include mechanisms for accrediting and registering providers, conducting regular audits and assessments, and gathering feedback from stakeholders.

In many countries, there are also established frameworks for quality assurance in the VET sector, such as the European Quality Assurance Reference Framework for Vocational Education and Training (EQAVET) and the Australian Quality Training Framework (AQTF). These frameworks provide guidelines and standards for training providers to follow and are designed to ensure that learners receive high-quality education and training that is relevant to their needs and the needs of the labor market.

Me: Can you please tell me more about the EQAVET and the Australian Quality Training Framework (AQTF)?

ChatGPT:

The European Quality Assurance Reference Framework for Vocational Education and Training (EQAVET) is a framework developed by the European Union to improve the quality of vocational education and training across Europe. EQAVET provides a set of quality criteria and indicators that can be used to evaluate and improve vocational education and training systems, programs and providers. It aims to increase the transparency and comparability of VET systems and qualifications across Europe, as well as promoting the mobility of learners and workers.

EQAVET is based on a set of ten quality criteria, which include areas such as relevance, effectiveness, transparency, and responsiveness to labour market needs. The framework is designed to be flexible and adaptable, allowing national and regional authorities to tailor it to their specific contexts and needs.

The Australian Quality Training Framework (AQTF) is a quality assurance framework that applies to all providers of vocational education and training in Australia. It sets out the standards and requirements that providers must meet in order to maintain their registration and provide high-quality education and training.

The AQTF includes standards in areas such as training and assessment, learner support, and industry engagement. Providers are required to demonstrate their compliance with these standards through a process of self-assessment and external audit. The framework is designed to ensure that learners receive high-quality education and training that is relevant to their needs and the needs of the labour market, and that providers are accountable for the quality of their programs and services.

In summary, both EQAVET and AQTF are quality assurance frameworks that aim to improve the quality of vocational education and training. They provide guidelines and standards for training providers to follow, and are designed to ensure that learners receive high-quality education and training that is relevant to their needs and the needs of the labour market.

Me: What are the EQAVET indicators to assess the quality of vocational education and training?

ChatGPT:

The EQAVET framework identifies a set of indicators that can be used to assess the quality of vocational education and training. These indicators are organized around ten quality criteria, which are as follows:

  1. Relevance: The extent to which VET programs meet the needs of learners, employers, and society.

  2. Effectiveness: The extent to which VET programs achieve their stated goals and objectives.

  3. Efficiency: The extent to which VET programs make effective use of resources.

  4. Impact: The extent to which VET programs contribute to the personal, social, and economic development of learners and society.

  5. Sustainability: The extent to which VET programs are sustainable in terms of their ongoing availability, quality, and relevance.

  6. Accessibility: The extent to which VET programs are accessible to all learners, regardless of their background or circumstances.

  7. Equity: The extent to which VET programs promote equality of opportunity and outcomes for all learners.

  8. Responsiveness: The extent to which VET programs are responsive to changes in the labour market and wider economic and social trends.

  9. Transferability: The extent to which VET qualifications and skills are recognized and transferable across different sectors, occupations, and countries.

  10. Coherence: The extent to which VET programs are coherent and consistent in terms of their design, delivery, and assessment.

Each of these criteria is associated with a set of indicators that can be used to assess the quality of VET programs. For example, some of the indicators associated with the relevance criterion might include the extent to which VET programs are aligned with the needs of employers and the labour market, the extent to which they address current and future skills shortages, and the extent to which they provide opportunities for learners to progress to further education and training.

Me: Some additional info from me from the European Commission and with some links

10 EQAVET indicators to assess the quality of vocational education and training: https://ec.europa.eu/social/main.jsp?catId=1570&langId=en

  • Indicator 1: Relevance of quality assurance systems for VET providers
  • Indicator 2: Investment in training of teachers and trainers
  • Indicator 3: Participation rate in VET programmes
  • Indicator 4: Completion rate in VET programmes
  • Indicator 5: Placement rate of graduates from VET programmes
  • Indicator 6: Utilisation of acquired skills at the workplace
  • Indicator 7: Unemployment rate in the country
  • Indicator 8: Prevalence of vulnerable groups
  • Indicator 9: Mechanisms to identify training needs in the labour market
  • Indicator 10: Schemes used to promote better access to VET and provide guidance to (potential) VET learners

Find the EQAVET Indicators toolkit hereEQAVET Indicators toolkit here

Find the TVET Teachers’ and Trainers’ Digital Skills Development hereTVET Teachers’ and Trainers’ Digital Skills Development here

DIG4VET project and some Specific models

In Dig4VET-project, the Selfie was used, and then the tailored 10 additional questions focus on work-based settings. The items included questions about: 1) computers or mobile devices to use, 2) WBL tutors use digital technologies for teaching/supervision, 3) WBL tutors use digital technologies for guidance and to interact with learners, 4 ) WBL tutors use digital technologies to teach skills, 5) WBL tutors instruct students to use digital technologies to document their expertise and competences achieved, 6) WBL tutors use digital technologies for assessment and to provide feedback, 7) Teachers enable students to use digital technologies used in working life, 8) Digital technologies have helped to develop guidance partnership with working life, 9) Students use of digital technologies to plan and monitor their own learning, 10) Digital technologies have supported students in achieving learning objectives during the pandemic. Training Needs Analysis of Digital Skills of VET Teachers, Trainers and Tutors in Latvia, Lithuania and Portugal 1.1.2022 - Mäenpää Kati, Juntunen Elina https://oamk.fi/oamkjournal/2022/training-needs-analysis-of-digital-skills-of-vet-teachers-trainers-and-tutors-in-latvia-lithuania-and-portugal/

The main 8 employable digital skills for students and businesses.

  • Social Media.... 
  • Search engine marketing (SEM)... 
  • Data analytics.... 
  • Content marketing.... 
  • Email marketing.... 
  • Social selling.... 
  • Video.... 
  • Research and online resources.

Me: What are the AQTF indicators to assess the quality of vocational education and training?

ChatGPT: 

The Australian Quality Training Framework (AQTF) sets out a range of indicators that can be used to assess the quality of vocational education and training (VET) in Australia. These indicators are designed to help VET providers demonstrate their compliance with the AQTF standards, and to ensure that learners receive high-quality education and training that is relevant to their needs and the needs of industry. The AQTF indicators are organized around a number of key areas, including:

  1. Training and assessment: This area covers indicators related to the design, development, and delivery of VET programs, as well as the assessment of learner competency. Indicators might include things like the use of competency-based assessment, the development of assessment tools that are aligned with industry standards, and the use of appropriate training methods and resources.

  2. Learner support: This area covers indicators related to the provision of support services to learners, such as access to information, guidance, and counselling. Indicators might include things like the availability of learning resources and support materials, the provision of timely and accurate information about VET programs, and the provision of individualized support for learners with specific needs.

  3. Employer engagement: This area covers indicators related to the engagement of employers and industry in the design and delivery of VET programs. Indicators might include things like the involvement of industry representatives in curriculum development, the use of industry-standard training facilities and equipment, and the provision of work-based learning opportunities for learners.

  4. Quality assurance: This area covers indicators related to the quality assurance processes that VET providers use to monitor and evaluate their own performance, and to ensure that they are meeting AQTF standards. Indicators might include things like the use of internal audit and review processes, the implementation of continuous improvement strategies, and the use of external benchmarking and assessment.

  5. Continuous improvement: This area covers indicators related to the ongoing improvement of VET programs and services. Indicators might include things like the implementation of feedback mechanisms for learners and industry stakeholders, the use of data to monitor and evaluate performance, and the use of innovation and best practice to improve program design and delivery.

Overall, the AQTF indicators are designed to ensure that VET providers in Australia are delivering high-quality education and training that is responsive to the needs of learners and industry, and that meets the requirements of national quality standards.

Me: Anything else to add on quality within the VET Sector?

ChatGPT: 

In addition to the EQAVET and AQTF frameworks, there are a number of other initiatives and approaches that are used to promote quality within the VET sector. Some of these include:

  1. Recognition of prior learning (RPL): RPL is a process by which individuals can gain recognition for the skills and knowledge they have acquired through formal or informal learning, regardless of where or how that learning took place. RPL can help to ensure that VET programs are tailored to the needs of individual learners, and that they provide opportunities for learners to build on their existing skills and knowledge.

  2. Industry partnerships: Many VET providers work closely with industry partners to design and deliver training programs that meet the specific needs of employers and the labour market. Industry partnerships can help to ensure that VET programs are relevant and up-to-date, and that learners are equipped with the skills and knowledge they need to succeed in their chosen careers.

  3. Technology-enhanced learning: Technology can be used to enhance the quality and accessibility of VET programs, by providing learners with access to online resources and tools, virtual learning environments, and mobile learning solutions. Technology can also help VET providers to deliver training more efficiently and effectively, by reducing costs and improving the quality of teaching and assessment.

  4. Internationalization: Many VET providers are now offering training programs that are designed to meet the needs of learners and employers in other countries. Internationalization can help to promote quality within the VET sector by exposing learners and providers to new ideas, best practices, and international standards.

Overall, quality in the VET sector is essential to ensure that learners receive high-quality education and training that is relevant to their needs and the needs of industry. By using frameworks like EQAVET and AQTF, and by embracing initiatives like RPL, industry partnerships, technology-enhanced learning, and internationalization, VET providers can help to ensure that their programs are of the highest possible quality, and that learners are equipped with the skills and knowledge they need to succeed in their chosen careers.

SOME MODELS TO BE USED IN TRANSFOAMTION TOWARDS ONLINE LEARNING

Bates, T (2019). Teaching in a digital age. Guidelines for designing and learning. Contact North. 

CORE FEATURES OF AGILE DESIGN MODELS (Bates, 2019 pp 140-143). (Ossiannilsson, 2023).

EC four prioritized areas (Ossiannilsson, 2023).

DigComp2.2 and related frameworks as MyDigSkills, Selfie for teachers, Selfie for schools, DigCompEdu. (Ossiannilsson, 2023).

TEL Practice (Ossiannilsson, 2023).

MANDALA (Self-evaluation. (Ossiannilsson, 2023).