Digital Transformation - VET implications Transformation and VET - NEXA.pdfآ  Digital Transformation

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  • Digital Transformation challenges and opportunities for Vocational Education and Training (VET)

  • EU agency

    An agency of the

    European Union

  • • Based in Torino, founded in 1994 • An EU external action tool • It responds to EU Commissioner Marianne Thyssen,

    Commissioner for Employment, Social Affairs, Skills and Labour Mobility

    • It employs 130 people

    KEY FACTS

  • 4

    WHERE WE WORK

  • 5

    WHAT WE DEVELOP

    SKILLS AND VET

    GOVERNANCE

    ENTREPRENEURIAL

    LEARNING AND

    ENTERPRISE

    SKILLS

    VET PROVISION

    AND QUALITY

    ASSURANCE

    QUALIFICATIONS

    AND

    QUALIFICATION

    SYSTEMS

    EMPLOYMENT,

    SKILLS AND

    EMPLOYABILITY

    POLICY

    ANALYSIS

  • HOW WE DO IT

    COUNTRY SPECIFIC CAPACITY BUILDING

    REGIONAL NETWORKS AND PEER LEARNING

    REGIONAL AND THEMATIC ANALYSES

    SUPPORT TO THE EU DELEGATIONS

    POLICY LEARNING

    6

  • WITH WHOM WE WORK

    Ministries of

    Education,

    Labour,

    Economy

    Specialised

    agencies and

    professional

    institutions

    Employment

    services Social

    partners

    7

  • Internet of Things

    Internet

    Robotics

    Big data

    Artificial Intelligence

    Algorithm

    3D printing

    Digital Transformation pervasive, rapid and systemic

    eHealth

    Digital and Online Learning

    Open Methods and OER

  • Smart Systems Increasing convergence of physical,

    digital and biological technology

    Smart Systems

    3D Printing

    Robotic

    Artificial

    Intelligence

    Nano Technology

    Learning Machine

    Biotechnology

    4th Industrial Revolution

    Faster innovation cycles

  • Harvard Business Review, 2014: https://hbr.org/2014/11/how-smart-connected-products-are-transforming-competition

    Example: product -> smart product -> smart system

    https://hbr.org/2014/11/how-smart-connected-products-are-transforming-competition

  • Telephone: 75 years, 50m users Mobiles: 20 years, 2bn users

    Faster innovation cycles

  • Source: World Bank digital dividends overview 2016 - http://www.worldbank.org/en/publication/wdr2016

    More households in developing countries own a mobile phone than have access to electricity

    http://www.worldbank.org/en/publication/wdr2016

  • What are the implications on jobs?

  • Jobs transformation, creation but also substitution

    Job losses is the real source of concern

  • The European Skills and Jobs (ESJ) survey

    Launched in 2014, Cedefop’s survey involved 49 000 adult employees (aged 24 to 65) across all 28 Member States.

    It examined skill needs and mismatch in relation to the changing complexity of the tasks and technological change in the

    workplace over 5 years.

  • Adults employees with technological change in workplace

    in the past five years by sector, EU-28

    43% of jobs economies may be automated

    Source: European skills and jobs survey (ESJ), Cedefop http://www.cedefop.europa.eu/en/events-and-projects/projects/european-skills-and-jobs-esj-survey

    However, the amount of work is not fixed. Greater use of technology has

    created many new jobs.

    Across EU-28 47% have seen changes in working methods or tasks

    http://www.cedefop.europa.eu/en/events-and-projects/projects/european-skills-and-jobs-esj-survey

  • What are the needs for digital skills in EU workplaces?

  • Level of digital (ICT) Skills needed to do the job for adult employees

    a share of EU workers are still in an analogue world

    Source: the European Skills and Jobs (EJS) survey – Cedefop http://www.cedefop.europa.eu/en/events-and-projects/projects/european-skills-and-jobs-esj-survey

    High need for digital skills overall

    70% adult employees needs some basic+ digital skills

    As a result, 30% are at risk of digital divide

    http://www.cedefop.europa.eu/en/events-and-projects/projects/european-skills-and-jobs-esj-survey http://www.cedefop.europa.eu/en/events-and-projects/projects/european-skills-and-jobs-esj-survey

  • What skills are still necessary?

  • Complementarity between digital and non-digital skills needed

    for work, adult employees, EU-28 (estimated) Source: the European Skills and Jobs (EJS) survey – Cedefop

    http://www.cedefop.europa.eu/en/events-and-projects/projects/european-skills-and-jobs-esj-survey

    Evidence shows that to keep up with digital developments, simply improving digital skills

    and competence is not enough

    http://www.cedefop.europa.eu/en/events-and-projects/projects/european-skills-and-jobs-esj-survey http://www.cedefop.europa.eu/en/events-and-projects/projects/european-skills-and-jobs-esj-survey

  • The European Skills and Jobs survey provides evidence that jobs to keep up with the

    digital transformation will increasingly need digital skills (and not only)

  • What is the role of VET?

  • VET aims to equip people with knowledge, know-how, skills and/or

    competences required in particular occupations or more broadly on the labour market

    in a lifelong learning perspective

  • VET systems need to be flexible and efficient in responding to the digital transformation and

    emergence of new skills

  • Initial VET Formal VET programmes

    Continuing VET non-Formal VET programmes

    Basic VET EQF level 1-3

    Upper-secondary VET EQF level 4

    Post-secondary VET EQF level 5-8

    School-based Work-based

    Different levels, regulation and certification

    e.g. in company training organised by public and private providers, sectoral

    and trade organisations or commercial vendors

    VET System

  • VET Curricula

    General Subjects

    at School at schools (workshops) or in-company (workplace)

    at School

    Vocational Theory

    Vocational Practice( )

    interplay of theoretical and practical learning

    Basic digital skills Job-specific digital skills

  • Provision of VET has changed substantially since the early 1990

    Dual regulated model (e.g. in DE)

  • Formal – Informal – non-Formal Learning

    Validation of non-formal and informal learning (VNFIL) “Many of the skills Europe needs will be learned at work.

    Digital skills are among those most likely being developed on the workplace”

  • 30

    What the EU is doing to support the development of digital skills and support

    the digital readiness of educational organisations (e.g. VET schools)?

  • 31

    Role of the European Union in Education - The Lisbon Treaty - Article 165

    The Union shall contribute to the development of quality education by encouraging cooperation between Member States and, if necessary, by supporting and supplementing their action, while

    fully respecting the responsibility of the Member States for the content of teaching and the organisation of education systems and their cultural and linguistic diversity.

  • EU Digital Education Action Plan 3 Priorities - 11 Key Actions 2018-20

    January 2018

  • EU Digital education action plan

    33

    3 Priorities - 11 Key Actions 2018 – 2020

  • Teachers &Trainers Students Teachers

    & Trainers

    Schools

    The Digital Competence

    Framework for Citizens (DigComp)

    The Digital Competence Framework for Educators (DigCompEdu)

    The Digital Competence Framework for Educational Organisations (DigCompOrg)

    2

    1

    34

    Open and innovative education and training, fully embracing the digital era

  • Priority 1 Making better use of digital technology

    for teaching and learning

  • 36 Source: https://ec.europa.eu/jrc/en/digcomporg/framework interactive tool: http://ec.europa.eu/education/policy/strategic-framework/expert-groups/2014-2015/digital-competences/index_en.html

    DigCompOrg 74 Descriptors grouped in 7 areas

    The Digital Competence Framework for Educational Organisations (DigCompOrg)

    https://ec.europa.eu/jrc/en/digcomporg/framework http://ec.europa.eu/education/policy/strategic-framework/expert-groups/2014-2015/digital-competences/index_en.html

  • 37

    VET

    Specific questions for

    VETschools

    How: online questionnaire self-evaluation, reflection, anonymous free and paperless

    Who: school leaders, teachers and students

    Aim: to help schools assess their use of digital technologies for teaching and learning

    Launch in September 2018 – all EU languages

    DigCompOrg - Self-assessment online tool “SELFIE” Three questionnaires (for School leaders, Teachers, & Students)

    YouTube: https://www.youtube.com/watch?v=n_Ma0- 2f_1w&index=2&list=PLGI5zHT2w7jB2i_VBAxpoQdT8SDSuYve_ SELFIE website: https://ec.europa.