scholarly journals Transición a entornos de educación virtual en un contexto de emergencia sanitaria

2021 ◽  
Vol 21 (65) ◽  
Author(s):  
Sergio García-de-Paz ◽  
Pablo Joel Santana Bonilla
Keyword(s):  
Virtual Education ◽  
Vocational Education And Training ◽  
State Of Emergency ◽  
Health Crisis ◽  
Face To Face ◽  
The Family ◽  
Educación Virtual ◽  
Teaching Team ◽  
And Training

La declaración del estado de alarma en marzo de 2020, ocasionada por la crisis sanitaria de la COVID-19, provocó en España el cierre de todos los centros educativos. Este artículo pretende explorar el proceso de transición de la docencia presencial a lo que se ha denominado docencia remota de emergencia, y sus implicaciones para las propuestas educativas futuras. Nuestros objetivos son: explorar qué condiciones de partida han influido en el proceso de transición a la docencia remota de emergencia (DRE), qué implicaciones pedagógicas y organizativas ha supuesto la DRE y hacia qué modelo de docencia debería transitarse en el contexto actual de emergencia sanitaria. Para ello hemos realizado un estudio de caso de un equipo docente de Formación Profesional Básica de un centro. Las conclusiones principales sugieren que hay tres elementos que han facilitado el tránsito a una docencia remota de emergencia pero que también podrían contribuir a construcción de entornos de educación virtual: la existencia de una infraestructura digital en el centro para la docencia y la comunicación; un modelo de organización escolar basado en el liderazgo compartido y la autonomía de los equipos docentes; y la visión del profesorado acerca de la familia como agente educativo esencial. The declaration of a state of emergency in March 2020, due to the COVID-19 health crisis, caused the closure of all schools in Spain. This article aims to explore the transition from face-to-face teaching to what has been called emergency remote teaching, as well as its implications for future educational proposals. Our objectives are: to explore what conditions have influenced the process of transition toward emergency remote teaching (ERT), the pedagogical and organisational implications of EST and which teaching model should be transitioned to in the current heath emergency context. In order to achieve them we have conducted a case study of a teaching team in Initial Vocational Education and Training of a school. The main conclusions suggest that there are three elements that have facilitated the transit to a remote emergency teaching which could also contribute to the building of virtual education environments: the presence of a digital infrastructure at the school for teaching and communication; an educational organisation model based on leadership and autonomy of teaching teams; and the teachers' vision of the family as an essential educational agent.

scholarly journals A Case Study for Technical and Vocational Education and Training Professional Development Training in Untact Era: Focusing on Official Development Assistance Project in Botswana

2021 ◽  
Vol 13 (2) ◽  
Author(s):  
Youngmin Lee ◽  
◽  
Woocheol Kim ◽  
Heajung Woo ◽  
◽  
...  
Keyword(s):  
Professional Development ◽  
Vocational Education And Training ◽  
Design Development ◽  
Face To Face ◽  
Professional Development Training ◽  
Analysis Design ◽  
Addie Model ◽  
Training Professional ◽  
And Training

The prolonged COVID-19 pandemic has disrupted the TVET professional development training, which was planned to be carried out in a face-to-face manner. This study aims to examine TVET professional development training based on the ADDIE model and provide implications for ODA and TVET professional development training in the post-COVID era. In this case study, a TVET training program for Botswana was developed based on the ADDIE model in an untact environment. Accordingly, the performance activities for each phase of analysis, design, development, implementation, and evaluation were analyzed, and based on this, implications for ODA and TVET were provided. This study identified the applicability of non-face-to-face education in the ODA project. Also, this study explored how to develop systematic and dimensional programs based on the ADDIE model in a non-face-to-face manner. In addition, sustainability could be secured through cooperative partnerships between donor and beneficiary countries from the perspective of SDGs Goal.

SIGNIFICANCE OF FACE-TO-FACE LEARNING IN VOCATIONAL EDUCATION AND TRAINING

2019 ◽  
Author(s):  
Iris Usach ◽  
Raquel Taléns-Visconti ◽  
José Esteban Peris ◽  
Amparo Nácher ◽  
Luisa Ruano
Keyword(s):  
Vocational Education ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Face To Face ◽  
Face To Face Learning ◽  
And Training

Strategic Planning for E-Learning in a Polytechnic

2011 ◽  
pp. 47-65 ◽  
Author(s):  
Tony Bates
Keyword(s):  
Strategic Planning ◽  
Faculty Development ◽  
Performance Indicators ◽  
Strategic Plan ◽  
Key Performance Indicators ◽  
Core Values ◽  
Face To Face ◽  
E Learning ◽  
And Training

This chapter is a case study of how a polytechnic developed a strategic plan for e-learning. It describes the institution’s rationale for moving more strongly into e-learning, the processes followed by the institution to develop a plan and ensure its acceptance through the institutional community, and the factors that facilitated the process. It indicates that attention to objectives, core values and principles, and faculty development and training, are critical for the successful transition from mainly face-to-face teaching to e-learning. The development of key performance indicators will allow the success of the plan to be measured in 2010.

scholarly journals Legal Regulations for Advertising Vocational Education and Training Services: Case Study of Lithuania

2018 ◽  
Vol 14 (22) ◽  
pp. 202
Author(s):  
Vidmantas Tutlys ◽  
Genute Gedviliene ◽  
Skaiste Vaiciukyniene
Keyword(s):  
Content Analysis ◽  
Vocational Education ◽  
Qualitative Content Analysis ◽  
Education And Training ◽  
Communication Process ◽  
Vocational Education And Training ◽  
Web Pages ◽  
Good Market ◽  
And Training

The European Commission’s Europe 2020 strategy calls for the enhancement the attractiveness of vocational education and training. This article aims to disclose and critically discuss the requirements defined in legislation of Lithuania for advertising VET services with reference to the context of the improvement of the VET image in society. It seeks to determine the requirements stipulated in legislation of Lithuania for advertising VET services and to evaluate the information on admissions to institutions of vocational education and training on their web pages according to the criterion of truthfulness of advertising. The article may be useful for professionals who work or will work with marketing communication in the future. It can be used as a manual of how to inform customers about VET services properly. The methods applied in this research are content analysis of scientific literature and legal documents, linguistic, comparative, systematic and logical interpretation methods of law, and a qualitative content analysis used for the case study. The content of the training service and not the subjective image is the actual marketing object, because the content provides an advantage that ensures good market positions in increasingly competitive market of VET provision. The image of initial vocational education is determined not so much by the actions of society, but by the vocational training systems themselves, or more specifically by the targeted efforts of its participants to improve the quality of initial vocational education, responding to the public challenges and communicating this message to the interested audiences in the communication process.

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