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Trends in New Qualifications and Competencies for TVET - Perspectives of the European UNEVOC Network
8:55' 6/4/2021

In 2020, as a part of the Bridging Innovation and Learning in TVET project, UNESCO-UNEVOC TVET conducted a trend mapping study which identifies nine trends related to New Qualifications and Competencies (NQC) in TVET as society, economies and labour markets evolve in ever-faster cycles. Trends one to four bring insights into the identification of NQC for relevant sectors and occupations; trends five and six concern the implementation of NQC in curricula and training regulations of different occupational profiles; and trends seven to nine bear upon the implementation of NQC in teaching and training.






Source: UNESCO-UNEVOC

The project “Bridging Innovation and Learning in TVET” (BILT) is carried out in collaboration with members of the UNEVOC Network. It is coordinated by UNESCO-UNEVOC with support of the German Federal Institute for Vocational Education and Training (BIBB) and sponsored by the German Federal Ministry of Education and Research (BMBF). BILT aims to support TVET institutions in their efforts to address challenges arising from current global trends. These include the digitalization of the workplace and the training cycle, the transition to green and sustainable economies, a growing focus on the benefits of entrepreneurial learning, and the increase in migration which is putting a greater demand on TVET stakeholders to provide relevant training solutions. The COVID-19 pandemic poses additional challenges for TVET and the world of work. Against this background, the TMS aims to:

  • Identify trends in NQC for relevant TVET sectors and occupations.
  • Compare and discuss different ways in which TVET systems introduce NQC in TVET curricula and training regulations, including the responsiveness of such processes and the flexibility of curricula.
  • Discuss teaching and learning approaches, methods, and technologies, as well as teacher and trainer training.
  • Present successful examples, such as projects, initiatives, and modules of NQC in the BILT themes of greening, digitalization, entrepreneurship, and migration

The study uses BILT’s NQC Ecosystem as a basis, which pays special attention to the different levels of stakeholders in a TVET system and their specific demands:

  • Macro-level: ministries and umbrella organizations (meta-organizations representing several organizations, including trade unions or employer organizations)
  • Meso-level: national bodies, associations (including individual trade unions and individual employer organizations), and sectorial chambers
  • Micro-level: TVET schools, companies, and other TVET providers The results revealed by the TMS mostly reflect the priorities and interests of UNEVOC Centres and other TVET stakeholders who participated in the study activities.

UNDERSTAND NEW QUALIFICATIONS AND COMPETENCIES

Trend 1: A broad range of stakeholders are involved in the identification of NQC, but NGOs, civil society organizations, youth organizations and individual experts should be more involved

Ministries and national bodies have the highest level of influence on the identification of NQC, while TVET stakeholders such as non-governmental organizations (NGOs), civil society organizations, youth organizations and individual experts are underrepresented in this process. As complex themes such as digitalization and greening become more relevant, specialised knowledge is needed for the identification of NQC in TVET. According to the survey respondents, the NQC identification process would benefit substantially from greater involvement of these underrepresented stakeholders, allowing to build on their expertise and specialised knowledge in a more direct manner.

Trend 2: Recently introduced or reformed TVET occupations particularly concern ‘digitalization’ and ‘greening’. ICT and manufacturing are the sectors with the highest demand for NQC

The TMS demonstrates how the UNEVOC Centres involved in the study identified a higher demand for NQC in sectors and occupations related to digitalization and greening, as compared to the other BILT themes. Sectors with the highest need for NQC include ICT and manufacturing, while occupations in need of NQC include robot technicians or electric vehicle technicians. The COVID-19 pandemic has further emphasised the need to explore new green and digital competencies in TVET. Other policy initiatives, such as the ‘EU Skills Agenda’, mirror this priority and equally put forward greening and digitalization as a focus for the future of TVET.

Trend 3: Each BILT theme requires a particular mix of competencies – basic and advanced-cognitive competencies rank highest across the themes

Participating UNEVOC Centres assessed the relevance of different types of competencies for the BILT themes on the basis of OECD’s typology of 21st century competencies, including basic, socio-emotional, advanced-cognitive as well as professional and technical competencies (cf. page 24). The results demonstrate how the mix of competencies differs significantly between digitalization, greening, entrepreneurship and migration. Overall, basic and advanced-cognitive competencies are given highest relevance.


Trend 4: Non-routine competencies are highly meaningful for future-oriented jobs

Participating TVET stakeholders perceive an increasing importance of non-routine and advanced-cognitive competencies, such as problem-solving and analytical skills, self-management critical thinking, for today’s learners. These types of vocational action competencies are crucial requirements of modern occupations. As jobs are changing, the self-understanding of TVET learners and professionals might also change, from staff solely executing technical tasks towards more self-determined and pro-active employees with additional and new forms of responsibilities.

INTEGRATION OF NEW QUALIFICATIONS AND COMPETENCIES

Trend 5: Occupational and cross-cutting approaches are still the most important strategies for integrating NQC in curricula and training regulations

The TMS has recognised occupational and cross-cutting strategies as the most important approaches for the integration of NQC in curricula and training regulations of different occupational profiles (for a definition of the approaches, cf. page 31). Besides these ‘traditional’ strategies, BILT proposes the ‘sectoral’ approach and ‘additional/ modular’ approach, which might be less common but have advantages such as an increased degree of flexibility. TMS participants viewed a combination of different approaches to be a valuable and flexible strategy for the implementation of NQC in TVET.

Trend 6: Other strategies for the integration of NQC in TVET can be valuable complements or alternatives

When investigating approaches to the integration of NQC in TVET, participating UNEVOC Centres have shown their interest in innovative strategies that can complement well-proven ways for the implementation of NQC. One strategy, which the BILT project had not considered before, is the localspecific approach. It allows tailoring new training content to local needs, as well as conducting more flexible and quicker tests before proceeding with implementation on a national level.

IMPLEMENTATION OF NEW QUALIFICATIONS AND COMPETENCIES

Trend 7: Innovative teaching and training methods and technologies help to improve learning significantly

Along with the implementation of NQC in teaching and training there is the need for innovative methods and technologies for TVET. Participating UNEVOC Centres highlighted the usefulness of learner-centred approaches, which significantly improve students’ and trainees’ motivation and optimally combine theory and practice. New technologies can equally contribute to improved forms of training; however, they can be costly and are not a prerequisite for successful training.

Trend 8: The roles and self-understanding of TVET teachers and trainers are changing

With new methods and NQC implemented in TVET, teachers and trainers are increasingly assuming new responsibilities in their work. TMS participants revealed how teachers and trainers are becoming ‘tutors’ -- instead of being solely ‘transmitters of skills and knowledge’-- conveying socio-emotional and other competencies relevant in the 21st century and accompanying students and trainees in their personal development. In addition, teachers and trainers must be ready to continuously attend teacher and trainer training to prepare for their new roles.

Trend 9: Modern forms of teacher and trainer training are necessary to understand and convey NQC

 TVET stakeholders participating in the TMS have underlined how important it still is to explore and share new forms of teacher and trainer training. As new training content, specifically in the fields of digitalization of entrepreneurship, becomes increasingly important and also complex, teachers and trainers must acquire the ability to convey its technical and methodological aspects. The COVID-19 pandemic and the growing importance of distance learning solutions underline the need for improved teacher and trainer training.

For more information of study, please access the source link from UNESCO UNEVOC: https://unevoc.unesco.org/home/UNEVOC+Publications/lang=en/akt=detail/qs=6429

DVET’s Office summarized and translated






 

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