Digital transformation could be defined as “anything from IT modernization (for example, cloud computing), to digital optimization and the invention of new digital business models” (Gartner). The Global Edtech Landscape 3.0 report states that “schools, colleges, universities and institutions are now enterprises with increasingly complex and sophisticated needs. Furthermore, “this area of transformation supports the management of the three dimensions of education as an operational business: the institution itself, students and staff and teaching the next generation of learners to think creatively, solve problems and collaborate in new ways requires immersive, engaging learning tools.” Whilst taking the above into consideration, the aforementioned surveys of VET institutes collectively gathered 180 responses and represented those within the target groups of the project. VET leaders, practitioners and support staff participated from partner countries including the Netherlands, Spain (Basque Country), Finland and the UK.
ADMIC project
The first survey was created using a sliding scale of 0-10 and asked respondents about various aspects of their institutions approach to digital transformation.
There is a need to further develop leadership driven and articulated digital strategy (6), although organizations do, to a large extent have dedicated personnel responsible for the governance and implementation of digital initiatives (8.4). There are opportunities to enhance culture and mindset that is pro digital (6.2) and develop new operating models to optimize the digital journey of students, teacher, trainers and industry (6).
Low levels of skills and capabilities amongst staff (5.6) offer the biggest opportunity to support the realisation of digital ambition, alongside the need to improve and create more flexible structures that enable scalable and digital capabilities (5.6) within VET organisations. The ability to collect and analyse trends and intelligence (6.4) requires a more focused approach to ensure any digital initiatives respond to the needs of students, teachers, trainers and industry. Nevertheless, some institutions do have the financial capacity to increase digital infrastructure investment, if and when required (7.4).
Finally, organizations have external partnerships and alliances to help accelerate digital transformation and integration (7.8), but a more formal approach to these partnerships and alliances is required to enable digital transformation and enhance digital maturity, in turn enhancing the delivery of quality and inclusive education through virtual means and supporting learners, teachers and trainers in adapting to online/distance learning.
The second survey, conducted as part of the Network of Network project (608977-EPP-1-2019-1-NL-EPPKA3-VET-NETPAR), aimed to establish the strategic focus of partner colleges (49 colleges, across 5 national networks). It was noted that whilst developing digital competence in students and teachers (66%) is currently a key strategic focus of colleges across the networks, the continuous update of VET teachers with industrial, digital or pedagogical trends (3.45/5) and developing digital competence (3.52/5) were two of the most important topics that colleges will focus on over the next 5 years, when asked to rate these amongst a variety of strategic interventions. Furthermore, developing digital competence should be a focus for transnational partnerships at a European Level (3.41/5).
This project should be carried out transnationally because the challenges around implementing digital transformation are common to all partners and their countries. We also believe this transnational approach can support the EU Digital Education Action Plan (2021-2027) by “Fostering the development a high-performing digital education ecosystem” as well as “Enhancing digital skills and competences for the digital transformation”.
We believe there is a clear benefit from using such approaches in VET education and these can lead to sustainable improvements in the delivery of education through virtual means as well as allowing the sector to better adapt to online/distance learning. In order to do so however, VET leaders, practitioners and support staff from across academic faculties, as well as key support functions including Student Support, Finance, IT & Infrastructure, Learning Technologies and Libraries are all needed to create an environment that encourages digital transformation in VET institutes across the EU.
This project should not be distracted by geographic borders, cultural expectations or language. The project’s aspiration to enhance EU VET education is reliant on a strategic, cross discipline, pan-EU approach; the innovation opportunity presented by digital technologies, supporting the CPD needs of VET staff and future proofing the VET sector to development of the key skills and competencies required of students in the labor market of the future.
