Project

Basic principles for dealing with digital forms of teaching and learning within the framework of accreditation procedures for educational programmes at professional colleges and training programmes for VET professionals

young adults in a meeting working with notebooks
Digitalisation in VET is undoubtedly not a new phenomenon. The private sector is a major driver of innovation in this area as it is often the first to embrace digital technologies. Digital forms of learning are then reflected in training content and in the way this content is taught.

Although digitalisation is widely discussed in society and is omnipresent today, we have relatively little systematic knowledge of what digital technologies are used at various levels within the education system, how important they are considered to be and how the deployment of digital technologies affects education itself. The use of digitally enhanced teaching and learning methods raises questions about quality and quality standards.

This also applies to professional colleges and training programmes for VET professionals, for which the SFBI is the responsible standards and qualifications body. The project ‘Dealing with digital teaching and learning methods in the recognition of educational pathways’ was launched as part of the Vocational Training 2030 strategy process (www.berufsbildung2030.ch) in response to the fact that recognition procedures are being required to assess a growing number of digital educational courses.  As part of this project, and mandated by the SERI, the SFIVET and PH Zurich are collaborating on a study that will enable the accreditation procedures to deal with the digital teaching and learning methods used in these courses.
The SFIVET and the PH Zurich are working on the following questions:

  • Which digital teaching and learning methods are used in the study programmes of professional colleges and in training programmes for VET professionals? How can they be described and categorised?
  • How can the suitability of digitally enhanced teaching and learning methods be assessed in terms of specific requirements?
  • What good examples can be found in each area? What is special about them?
  • What are the specific effects on accreditation practices? What adjustments to concepts, terminology and indicators may be necessary? Can digital teaching and learning methods be credited as classroom instruction/self-study or will it be necessary to create new categories where appropriate?

The aim of the study is to produce a report that identifies possible consequences for the accreditation procedures and recommends any changes that might be needed.
 

Method
  • Review of research publications on digital forms of teaching and learning, clarification of research concepts and terminology, analysis of possible developments in this area
  • Analysis of documentation describing the guidelines for recognition procedures
  • Questionnaire-based survey: Current state of digital forms of teaching and learning and assessment of suitability
  • Interviews and workshops with experts: assessment of suitability, best practices and consequences for recognition procedures 
Transfers
Format: 2020
Project-State: 
In progress
Date: 
1.11.2019 to 30.6.2020
Project manager: 
Partner: 
Customer: 
  • State Secretariat for Education, Research and Innovation (SERI)