Shaping High-Quality Inclusive TVET for Tunisia

ended

In the last years, although that the COVID-19 pandemic presented a challenge to VET system, causing it to shift rapidly toward the usage of ICT-based learning solutions, many countries in our continent still facing a number of challenges including limited access to digital technologies and resources, funding constrains, low quality of instruction, outdated curricula and inadequate infrastructure.to address these challenges, it is useful to think of the role of digital transformation in VET skills systems and the social dynamics associated with it. The process of digital transformation of vocational education implies an involvement of all the stakeholders (education and training institutions, students, labour market, social partners…), which calls for a discussion of the lessons learned from the pandemic and the innovative solutions in response to the emergency remote learning and for a search of, the modernization and realization of effective forms of teaching and learning applying digital technologies (mobile devices, internet, MOOCs, technology in the class, emerging technologies…). In a specific context, many individuals in Tunisia, particularly those in rural areas and disadvantaged communities, have limited access to traditional VET programs and opportunities. Based on programs most appropriate to their needs, digitalized VET system can play vital role in promoting inclusion by creating cost-effective opportunities for disadvantaged learners from diverse backgrounds. For example, to reduce the drivers of forced migration from rural to urban areas, it is essential to promote resilience by recovering and reusing natural and cultural assets, introducing new technologies in local industries and/or promoting tourism.