Abilitating diGItal Learning to innovate VET sector

AGILE-2VET was designed to respond to a specific need of innovating the way in which training was delivered in a very critical moment for VET system. The COVID-19 pandemic has produced disruptive effects in the training sector, pushing organisations working in the field to question themselves on the way in which they were able to reach learners with their proposals in an effective manner and with high-quality offers, in comparison to the “traditional” onsite/classroom training proposals. The need to reshape training offers had to start from the conception of training iteself, in their delivery and evaluation, to this extent all VET staff had to be engaged in this innovation process, involving on one side multimedia, ICT and technology experts to support this cultural change within training organisations; while on the other experts in eLearning pedagogies and methodologies to configurate a new model to design and deliver training to adults. A further element considered in the drafting of the project was the need to make VET attractive again for learners, in a digital era that risks leaving behind the most vulnerable and the use of training contents that are sometimes of poor quality and professional all too frequent.

GENERAL OBJECTIVE AGILE-2-VET aimed at contributing to innovation of VET sector by strengthening the capacity of VET providers to deliver inclusive and high-quality digital training. Main focus has been on developing the ability to implement online, blended and distance training and learning, in collaborations with digital technology providers and experts in educational technologies and pedagogical practices. SPECIFIC OBJECTIVES 1. enriching the skills of staff of VET providers, specifically trainers and tutors, in relation to the transition from face-to-face to remote training, through the creation of a common curriculum addressing specific skills: technical (ability to use technologies and tools, instructional design, etc.); facilitation skills (pedagogical, methodological, communicative ones); managerial (definition of times and methods, feedback and monitor learners’ path through available digital technologies). 2. strengthening the collaboration between training institutions and companies providing digital technology and experts in educational and pedagogical practices, to structure training design models that can be used in the context of professional distance/online training, primarily aimed at adults and workers.