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Abstract

The major change in approaching the ICT skills acquisition process today is that instead of having a separate institutional and curriculum-based ICT training, it can now be incorporated in work and lifelong learning. As learning and work environments constantly change, the need for ICT support personnel becomes vital. Vocational education plays a crucial role in the social and economic development of a nation. The emphasis on specific objectives and tasks, however, varies among countries. ICT literacy and numeracy are necessary for TVET; the health and safety of workers, as an example, would depend on their ability to read instructions. The broader skills of scientific literacy is important for equipment maintenance and repair, while social literacy is for building harmonious relations in the workplace. Applying such skills to the world of work and active citizenship should become core dimensions of vocational education if it is to respond to the imperatives of social sustainability.

References

  1. Salminen, M. K. (2005, May 19–20). Learning goes mobile. Paper presented at the e-learning conference, Brussels.Google Scholar
  2. Varis, T. (2011, November). ICTs in TVET, UNESCO/IITE Policy Brief. http://iite.unesco.org/files/policy_briefs/pdf/en/icts_in_tvet.pdf

Copyright information

© Asian Development Bank. The book is published with open access at SpringerLink.com 2013

Open Access This chapter is distributed under the terms of the Creative Commons Attribution Non-commercial License which permits any non-commercial use, distribution, and reproduction in any medium, provided the original author(s) and source are credited.

Authors and Affiliations

  1. 1.Research Centre for Vocational EducationUniversity of TampereTampereFinland

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