Non-formal Digital Learning Opportunities for Low-skilled and VET teachers
In the intricate labyrinth of modern education, we find ourselves navigating through a stream of ever-evolving challenges and prospects, much like the meandering paths of consciousness in a narrative. The very essence of this educational endeavor lies in the creation of a transformative landscape for Vocational Education and Training (VET) educators and learners. Envision, if you will, a ToolBox and Guide designed specifically for non-formal digital learning opportunities. This project, a vivid tapestry of aspiration and methodology, seeks to enrich the offerings of Partner institutions with high-quality courses, thereby weaving a narrative of awareness, orientation, and motivation for groups of VET learners. At the heart of this endeavor is the construction of a holistic framework. This framework serves as a replicable training model to manage the adoption of new skills among VET staff members and low-skilled participants, an odyssey in its own right, reflecting the journey of self-discovery and realization. However, the path is fraught with challenges. The majority of low-skilled VET learners engage in learning to propel their careers forward, yet often, the opportunities available do not fully equip them with the requisite skills for the ever-changing labor market.
The project aims to uplift VET learners with low skills, enabling them to upskill and reskill in preparation for a future of work that is productive and inclusive. Parallelly, it endeavors to empower VET educators with tools for non-formal digital learning opportunities, a subplot in this educational narrative. From the vantage point of an employer, a skilled workforce is pivotal for the development and introduction of new technologies and work practices, especially in a post-COVID-19 world where the labor market landscape has undergone a seismic shift. This project is a response to this new world, a world as complex and multifaceted. The aspiration is to forge Tools and Results such as the Guide and the Self-Test, resources that resonate with the diverse needs of VET learners, educators, labor advisors, policymakers, and other key stakeholders. These tools are envisioned to create a plethora of learning opportunities for VET learners with low skills, making VET learning more flexible and adaptable. The adoption of non-formal activities and distance learning, utilizing online self-learning and learning-by- doing methods, is integral to this vision. It is a recognition that 16% of low-skilled VET learners complete at least part of their training using non-formal and distance learning methods, highlighting the varied educational landscapes across Europe and the involved countries, much like the diverse settings and characters in literary works.