In this report we connect the concept of competence with competence frameworks that provide tools to enhance professional teachers digital pedagogical competence. The concept of competence is separated, by paradigmatic difference, from the concept of competency, as competency refers to the potential of an individual as a whole. The current educational paradigm in VET suggests that the domains of knowledge, skills and abilities describe the composition of individual competence. Competence can be seen also as an achievement acquired through training and development. The European Reference Framework of Key Competences for Lifelong Learning (EU, 2007) describes “competence” as not only the required knowledge but also skills, attitudes and the ability to apply learning outcomes as is appropriate to the context (e.g., working life).
Vocational education and training (VET) policy is among top priorities in all European Union (EU) countries as the quality of our life in future to the great extent depends on the skills and competences of the workforce. Changes brought about by technologies and digitalisation demands us to learn new things every day. Situations where the majority of students digitally outperform their teachers is reality in most education systems. To improve digital competences of VET teachers and trainers and make their teaching more attractive by making use of various digital tools the National Centre for Education of the Republic of Latvia with partners from Latvia, Lithuania, Finland, Portugal and the Czech Republic in September 2020 started EU Erasmus+ project “Dig4VET – Digital Tools for Learning and Validation in VET and WBL: Training Program for VET Teachers, Trainers and Mentors”. Project consortium represented VET schools, training centres, public authority and a university of applied sciences. The variety of institutions gave an added value to the project as partners had diverse experience and expertise.
This training needs analysis presents the survey results of use of digital technologies in VET, in Dig4VET partner countries Latvia, Lithuania and Portugal. The particular focus is on digital competences of VET teachers, trainers, WBL tutors/mentors in the field of education technologies. The need analysis includes their perceptions about their digital competences. It comprises their understanding of the potential of digital tools in learning, teaching, assessment, validation, awareness of digital policies and their perception of training needs. Consistently, it includes the perceptions of VET students and VET school managers. The need analysis also covers an overview of digital tools, education technologies and apps relevant and useful for VET and WBL settings. As well, it offers an overview of how VET schools, VET teachers and school leaders in partner countries were prepared and how they succeeded during the time of Covid-19 pandemic outbreak.
© 2024 Oamk Journal — Powered by WordPress
Theme by Anders Noren — Up ↑