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Open Educational Resources in TVET

Open Educational Resources for Skills Development

Digital Teaching & Learning Industry 4.0 & Digitalisation

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Industry 4.0 & Digitalisation 475 Cooperation 361 21st century skills 351 Youth 229 TVET Management 219 Private Sector Cooperation 218 TVET Governance 186 Inclusive TVET 178 ASEAN 150 Digital Teaching & Learning 148 Green TVET 141 TVET Teachers 132 Labour Market Information 126 Skills Forecasting 114
COVID-19 Response 89 TVET Regulation & Policy 78 TVET Image 74 Quality Assurance & Development 65 Labour Mobility 63 Life Long Learning 60 Curriculum 59 GIZ 51 RECOTVET 49 SEAMEO VOCTECH 47 Agriculture 46 Occupation 42 Work-based learning 41 Financing 40 AI in Education 36
Teacher & Trainer Standards 35 Gender 34 ASEAN Policy 33 SEAMEO 32 Career Guidance 31 Qualification Framework 30 Pedagogy 30 In-Company Trainers 28 Southeast Asia 22 Apprenticeship 21 ASEAN TVET Council 19 AI in Teaching and Learning 16 Manufacturing 15 Certification 13 Occupational Standards 13
Assessment 9 Digitalisation 7 National TVET Report 6 Permeability 4 Services 4 UNESCO GEM ASEAN 1 ASEAN Chairmanship Laos 1 SOM-ED Workplan 1 Recognition of Prior Learning 1
Posted:
04.09.2018 by SEA-VET Content
Author:
Ehlers, Max; Schuwer, Robert; Janssen, Ben
Publisher:
UNESCO UNEVOC
Year of Publication:
2018
Country in Focus:
Global

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Description

Digital technology plays an important role not only in life and work, but increasingly in education and training. An inclusive and equitable society can be unlocked with the availability of quality educational materials that can prepare learners for work and life. A rising number of platforms with Open Education Resources (OER) provide access to high-quality educational materials relevant to skills development. In times in which the development of knowledge is increasingly dynamic, openness in itself has emerged as a quality in education. In this circumstance, it is the key in realising the advantages of OER in the area of TVET.
 
This publication provides an introduction into OER to help TVET practitioners leverage digital resources.  The paper concludes with the following recommendations:
  • Raise awareness about the understanding and relevance of OER, particularly at policy level. Governments should be encouraged to require educational resources for TVET produced with public funds to be openly licensed.
  • In the area of policy development, national strategies and policies on OER for use in TVET should be developed. UNESCOUNEVOC should encourage and support practices of development and adaption of OER in different cultural contexts. Models, frameworks and guidelines for policy formulation and implementation with regard to OER for TVET that governments and institutions can use, modify and apply should be shared.
  • Develop capacities. UNESCO-UNEVOC should provide support to TVET institutions, trainers and educators, including the development of guidelines for customizing OER to local/national contexts.
  • Get involved in defining common standards. There should be guidelines for policy formulation of governments and institutions, and mechanisms for quality assurance of OER in TVET.
  • Partnerships and cooperations should be formed, including strategic alliances with stakeholders in the public and private spheres. UNESCO-UNEVOC should encourage research on OER for TVET.
  • Systematically collect information about promising practices of OER for TVET.
  • National and international repositories of training materials and case studies of good practices can be created.
  • National and international “OER-TVET champions” should be featured to motivate, mentor and enable teachers to develop their E-learning capacities.
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