The Global Edtech Landscape 3.0 report, published in Aug 2017 states that 'once the sole domain of academics and publishers, learning content is now democratised. Knowledge is, for the most part, freely available to anyone with internet access. It’s also never been easier to create and curate rich, engaging content through digital platforms.' Digital disruption could be defined as ‘how technology is transforming industries and how leaders and organisations can respond’ (McKinsey and Company). EU VET institutions face a range of challenges including enhancing the learning experience of students, strengthening continuing education and methodical support for teachers, differentiating teaching methods according to students’ learning needs and adapting young people’s skills to labour market needs. The VET-TEDD project aims to introduce a systematic approach to the continuous professional development of VET delivery staff across the EU by providing a skills pathway and resource library that will increase access to professional learning content and improve VET delivery through the adoption of technological and pedagogical tools that are disrupting VET education. The objectives of this project are to: 1. Increase the use of digital technologies in VET delivery within the partner institutions by 25% by February 2021. 2. Increase the knowledge & skills of 500 VET delivery staff on the use of digital technologies in their curriculum by February 2021. 3. Increase the accessibility of digital resources for VET delivery staff across the EU by creating an online platform to be accessed by 50 institutions from across the EU by February 2021. 7 partners from 6 EU states will work together to produce a self-assessment framework for analysing skills in identifying, designing, configuring and implementing technological and pedagogical tools into VET programmes and will develop joint curricula and learning programmes to upskill VET delivery staff in these skills and competences. The project team will develop VET-TEDD.eu, an open educational resources (OER) to increase the accessibility to digital support and resources in implementing a range of technological and pedagogical tools including; MOOC, Co-Design/Co-Deliver with Industry, Anytime/Anywhere Learning, Digital Accreditation (e.g. Badges), Digital Simulation, XD Visualisation, Games-Based Learning, Virtual Reality/Augmented Reality or Mixed Reality, Virtual Worlds, Social Media, Blogging/Vlogging and Digital Storytelling/Annotation/Content Curation and Bot Learning. Participants in the project will mainly be VET delivery staff across the EU. However, to realise the desired impacts of the project VET Managers, VET Senior Managers/Executives, VET Support Staff, VET Policy Makers, VET Assessors (Work-Based), Government agencies (with a focus on VET and/or skills), Skills Agencies, Industry and digital professionals will also be asked to participate. The project will have a range of quantitative and qualitative measures to assess impact. We hope that these impacts will be felt at local, regional, national and EU/international levels. These include; an upskilled, more knowledgeable and competent VET workforce, a more relevant and efficient curriculum, personalised to student needs and respondent to labour market needs, a more collaborative approach amongst VET institutions to pool resources and use digital pedagogy tools to enhance curriculum and overcome regional skills challenges and finally, an increase in R&D/innovation into new digital products related to work based learning. The project will have a strong project management governance structure to implement the project activities using a proper budget control and time management process. The outcomes/outputs of this project will support the development of measures to bring digital skills and competences to all levels of VET education and training and develop entrepreneurship education in order to develop active citizenship, employability and new business creation. Finally, this will have a positive impact on Europe’s productivity, competitiveness and position in global education.
The Global Edtech Landscape 3.0 report, published in Aug 2017 stated that 'once the sole domain of academics and publishers, learning content is now democratised. Knowledge is, for the most part, freely available to anyone with internet access. It’s also never been easier to create and curate rich, engaging content through digital platforms.' Digital disruption could be defined as ‘how technology is transforming industries and how leaders and organisations can respond’ (McKinsey and Company). Digital disruption has been intensified during the COVID-19 pandemic and as a result, post pandemic, VET-TEDD will provide college staff with access to free resources that will improve their confidence and competence in designing, implementing and enhancing digital learning. VET-TEDD – Teachers Embracing Digital Disruption, has developed free & accessible resources to support the development of digital competence in Vocational Education Teachers. The development of a digital competency framework, a self-assessment tool, 6 micro-learning programmes and a diverse range of case studies supports vocational educators and enables them to improve vocational delivery through the seamless adoption of technologies that are disrupting vocational education. The project provides a skills pathway and resource library that upskills, build capacity and increase the opportunities for future solutions around digital learning. Application of these outputs aimed to realise the following objectives: 1. Increase the use of digital technologies in VET delivery within the partner institutions by 25% by May 2021* 2. Increase the knowledge & skills of 500 VET delivery staff on the use of digital technologies in their curriculum by May 2021 3. Increase the accessibility of digital resources for VET delivery staff across the EU by creating an online platform to be accessed by 50 institutions from across the EU by May 2021 *All objectives were extended to May 2021, due to a project extension. The project partners included City of Glasgow College (Scotland), European Institute for Innovation – Technology - EIfI-Tech (Germany), TKNIKA (the Basque Country), Solski Center Nova Gorica (Slovenia), Noorderpoort (the Netherlands), SPEV (Czech Republic) and ROC A12 - Astrum College (the Netherlands). All project partners were chosen in response to a demonstrated track record of technological innovations and their experience and expertise in technology enhanced learning, professional and personal development, teacher training and curriculum development as well as experience of working on a range of EU programmes including Erasmus Plus under KA1 and KA2. Participants were primarily drawn from vocational institutions inside and outside the partnership. Key national and international organisations including; College Development Network – Scotland, the i-Coach Network – the Netherlands, the Slovenian Education Network – Slovenia and the UNEVOC Network – Germany, were engaged by the project team throughout the lifespan of the project. Additional participants included education managers, learning technologists and other educators with an interest in technology enhanced learning. The VET-TEDD partnership is aligned to the horizontal priorities; • Introducing systematic approaches to, and opportunities for, the initial and continuous professional development of VET teachers, trainers and mentors. • Further strengthening key competences in VET It also considers a range of supporting EU policies, frameworks and agendas including Europe 2020, ET 2020, Erasmus+, Riga Conclusions, EU Skills Agenda and a number of local education and labour market policies and strategies including The Digital Skills Crisis report 16/17 (UK), Digital Slovenia 2020 (Slovenia) and the strategy of the Educational Policy (Czech Republic). The longer term sustainability of the project will be ensured through the development of employer/educator/research networks and integration of project outputs into project partners core functions.