The UNESCO Chair on Digitalization in TVET is committed to advancing south-south and multi-partner cooperation based on the principles of Extensive Consultation, Joint Contribution, and Shared Benefits. Our initiatives encompass six key sub-programmes designed to transform and innovate technical and vocational education and training (TVET) in the digital age. These include:
Theoretical Development: We aim to deepen the understanding of digitalization within TVET, establishing a solid theoretical foundation for further innovations.
Educational Programmes and Resources: Our efforts will focus on developing and enhancing education programmes, alongside teaching and learning (T&L) resources, in the field of digital technologies.
Digital Transformation of TVET programmes: We are dedicated to modernizing traditional TVET programmes through digital transformation, ensuring they meet current and future demands.
Generic Digital Skills and Curriculum Updates: By establishing qualifications for generic digital skills, we will update curriculum syllabuses to reflect the latest advancements and requirements in digital competency.
Smart Campus and Virtual Ecosystem: The creation of a smart campus and a virtual training ecosystem will facilitate innovative learning and teaching environments.
New Technologies and Pedagogies: The development of novel TVET T&L technologies and pedagogies, enabled by digitalization, will further our mission.
In addition to these sub-programmes, we are committed to enhancing teachers’ capacity for digitalization. This includes training and capacity-building for digital governance and teaching methodologies in TVET.
Our overarching goals are to bridge digital divides, ensure equitable and quality education, foster lifelong learning opportunities, and contribute to global socioeconomic sustainable development.
Defining “Digitalization in TVET”
As human society is now stepping into a new historical stage, on which digitalization becomes the major power of productivity, TVET shall undergo proactive transformation to serve the digital economy and the future world of work. This UNESCO Chair defines “Digitalization in TVET” in eight dimensions:
Research on theories and practices of Digitalization in TVET to incubate and advocate the concept of “Digitalization in TVET”;
Development of the Digitalized TVET Governance Framework to facilitate digital transformation of governance in TVET institutions;
Development of the TVET Teacher Digital Competency Framework to improve capacity building and performance appraisal for teachers;
Creation of teaching & learning (T&L) resource databases for programmes in digital technologies to prepare students for the digitalized world of work;
Digital transformation of traditional TVET programmes to match sustainable development needs and future skills needs;
Development of professional and generic digital skills qualifications to facilitate digital upskilling among the workforce;
Digital transformation of T&L techniques and methods to improve the efficiency and effectiveness of TVET;
Support digitalization in developing countries to help close the digital divide for south-south cooperation, multi-partner cooperation and wider sustainable development benefit.
Sub-programmes
As shown below, the Chair will conduct six sub-programmes (a-f), which are in alignment with the corresponding UN, UNESCO and UNEVOC strategies.
No. |
Sub-programmes |
Details |
a |
Research on Theories and Practices of Digitalization in TVET |
To analyse the roadmaps for both industrialization of digital technologies and the digital transformation of traditional industries and forecast digital skills needs of the future world of work, to develop the concepts, approaches and methodologies of Digitalization in TVET, to produce the TVET-Digitalization coupling theory and practices, to eventually lead the future TVET innovation. |
b |
Development of TVET Programmes in Digital Technologies |
To develop emerging TVET programmes in digital technologies in response to the skills needs arising from the industrialization of digital technologies, to conduct studies in the field of digital technologies covering artificial intelligence, intelligent manufacturing, electronic information technology, communication technology, smart car technology, financial technology, and digital cultural creation technology and identify skills needs in the emerging digital sector, to develop syllabuses for education programmes in digital technologies and corresponding T&L resource databases, to eventually offer education and training programmes with coupling model of curricula and qualification. |
c |
Digital Transformation of Traditional TVET Programmes |
To promote the digital transformation of traditional TVET programmes in response to the skills needs arising from the digital transformation of traditional industries, to embed advanced technologies into education programmes and curricula, to iteratively update curriculum syllabuses, T&L processes, and contents, to eventually prepare students with digital and technical skills for industrial digitalization and the broader digital economy. |
d |
Development of Generic Digital Skills Qualification and T&L Solutions |
To develop generic digital skills qualification, to update curriculum syllabuses with the inclusion of skills assessment indicators in the qualification, to organize regional/international generic digital skills competitions, to eventually foster T&L and enhance TVET students’ generic digital skills. |
e |
Transformation of TVET T&L Technologies and Pedagogies Enabled by Digitalization |
To construct a smart campus with smart classrooms and a virtual training ecosystem by leveraging digital technologies such as AI, 5G, VR and AR, to promote AI-empowered innovation in T&L technologies and pedagogies, to build teacher competency for digitalized T&L, to eventually enhance efficiency & effectiveness of TVET. To share online education resources with developing countries through digital platforms, to eventually close digital divides, ensure inclusive and equitable quality TVET, contribute to lifelong learning and sustainable development. |
f |
Capacity Building for Digitalization in TVET |
To offer an annual TVET Digitalization Leadership Programme for International TVET policy makers, institution leaders and program directors, with training fees and international transportation fees financed. To annually offer 1-2 teacher training workshops on Digitalization in TVET, with training fees financed. The leadership programme and teacher training would cover the theoretical framework of Digitalization in TVET, digital transformation of TVET governance, solutions to Digitalization in TVET, development of digital skills qualification, distance learning assessment, etc. |
The UNITWIN/UNESCO Chairs Programme mobilizes expertise of higher education and research institutions to address the interdependent challenges of today’s increasingly complex world. It was established in 1992 with the vision to advance an integrated system of research, training and activities in diverse fields by building university networks and encouraging inter-university cooperation through the transfer of knowledge and expertise across borders.
The UNITWIN Programme is a unique intellectual and strategic resource of some 900 institutions from over 120 countries aimed at strengthening connections between research and development policy and practice at country, regional and global levels. It has contributed to strengthening higher education systems and fostering collaborative research partnerships and networks. Through its integrated approach that combines research, teaching and training, as well as community engagement, the Programme has proven value in advancing UNESCO’s interdisciplinary knowledge generation and the Organization’s role as global observatory and as a laboratory of ideas. It has established new teaching programmes, generated novel ideas through research and dialogue, and contributed to the enrichment of existing higher education partnerships and networks. Mostly, it has inspired generations of students and researchers to align their work with UNESCO in support of the ideals of the Organization.
A UNESCO Chair is a team led by a higher education or research institution that partners with UNESCO on a project to advance knowledge and practice in an area of common priority. The partnership is formalized through an agreement between the Director-General of UNESCO and the head of the institution hosting the UNESCO Chair (Rector, President, Vice-Chancellor). Established within a teaching or research unit/department/faculty of the higher education or research institution, the UNESCO Chair is led by an academic head referred to as the Chairholder. The Chairholder is supported by a team of faculty members, lecturers, researchers and students from the host institution(s) and personnel from other partner organizations (e.g. other institutions, NGOs, public private sector, authoroties) in the host country and in other countries who are associated with the activities of the Chair.
For more information, please see: https://www.unesco.org/en/unitwin
YANG Xinbin
Professional Experience
Positions
2019.11- President/Board Chairman, Shenzhen Polytechnic
Be in charge of Administration of Shenzhen Polytechnic, be responsible for Institutional Governance and Audit Supervision.
2019.1-2019.11 President, Shenzhen Polytechnic
Be in charge of Administration of Shenzhen Polytechnic and Auditing Supervision.
2011.10-2019.1 Vice President, Shenzhen Institute of Information Technology
Be responsible for Teaching, Research and International Exchanges in SIIT.
Positions held in Professional Organizations
2020 |
Chairman of the Steering Committee of Cultural Quality Education in Vocational Colleges of the Ministry of Education of the PRC |
2020 |
Chairman of the Steering Committee of Teaching Management of Guangdong Society of Vocational and Technical Education |
2020 |
Expert in the Expert Database of “1+X” Certificate System Pilot of the Department of Education of Guangdong Province |
Research Projects
|
Projects Independently Undertaken |
2020.3- |
“Key Intelligent Laboratory of Big Data on Vocational Education” (2019GKSYS001), Project sponsored by Department of Education of Guangdong Province |
2017.8-2020.8 |
“Guangdong Center for Research on Glasses Creative Design and Intelligent Manufacturing Engineering”,Project sponsored by Department of Science and Technology of Guangdong Province |
2016.2-2018.6 |
“Shenzhen Platform for Glasses Creative Design and Public Technical Service”,Project sponsored by Shenzhen Science and Innovation Commission |
2013.10-2015.9 |
“Research on Intelligent Semantic Mining Algorithm for Teaching Resource Database”,Project sponsored byGuangdong Natural Science Foundation |
2016.11-2019.11 |
“Construction Project for High-quality Online Open Curriculum of Guangdong Provincial Higher Vocational Education”, Project sponsored by Department of Education of Guangdong Province |
2013.9-2015.8 |
“Research on the Development Method of Teaching Resource Database”, Project sponsored by Shenzhen Institute of Information Technology |
2012.6-2013.10 |
“Research and Practice of Talent Training Mode Based on Professional Competitiveness”,Project sponsored by “Twelfth Five-year Plan” of Science of Education of Guangdong Province |
2013.7-2015.6 |
“Research on the Whole-process Multi-dimensional High-quality Course Evaluation System Based on Professional Competitiveness”,Project sponsored by Department of Education of Guangdong Province |
2013.1-2014.4 |
“Research and Practice of Talent Training Mode Based on Professional Competitiveness”,Project sponsored by Shenzhen Planned Philosophical Project |
Publications
Papers & Articles |
||
2019 |
Exploration of School-Enterprise Dual Talent Cultivation Model Based on Distinctive Industry |
|
Colleges,Chinese Vocational and Technical Education,Volume 31. |
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2019 |
How Does Shenzhen Polytechnic Become the “Tsinghua” in Chinese Vocational Education, |
|
Southern Think Tank Special Newspaper of Guangdong Social Sciences Association, |
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Volume 121. |
||
2015 |
Focus on Regional Development Needs to Build Shenzhen Characteristic Higher Vocational College,Chinese Vocational and Technical Education, Volume7. |
|
2014 |
Research on Typical Task Analysis Method Based on Delphi Method,Chinese Vocational and Technical Education. |
|
2014 |
Perception Simulation of Virtual Human in Virtual Environment,Application Research of |
|
Computers, Volume31(12). |
||
2014 |
Research on the Ability Model of High-end Skilled Professionals Based on Professional |
|
Competitiveness,Education and Vocation,Volume29. |
||
2013 |
Exploration and Practice of Engineering-case-based Teaching Mode in Higher Vocational |
|
Education,Education and Vocation. |
||
2013 |
Development and Implementation of Comprehensive Training Project,Chinese Vocational and |
|
Technical Education,Volume29. |
||
2005 |
Research on Fault Diagnosis Based on Outlier Mining,Journal of Educational Development, |
|
Volume8. |
||
2005 |
Overview of Data Mining,Scienceand Technology Information. Volume.23. |
|
2004 |
Research on Fault Identification Based on Ant Colony Algorithm,Journal of East China |
|
University of Science and Technology (Natural Science Edition),Volume30(2). |
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2003 |
A New Clustering Method Based on Evolvement,Computer Engineering and Applications, |
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Volume39 (15). |
||
2003 |
A Fast and Parallel Algorithm for Mining Association Rules Based on PC Cluster,Journal of |
|
East China University of Science and Technology (Natural Science Edition),Volume29 (3). |
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2003 |
Processing Method of Incomplete Data with Discrete Attribute,Journal of East China |
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University of Science and Technology (Natural Science Edition),Volume29(6). |
||
2003 |
Research on Fault Diagnosis Based on Outlier Mining, Computer Engineering and |
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Applications,Volume39(9). |
||
2002 |
Research on Chemical Process Fault Diagnosis Technology Based on Knowledge Sharing and |
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Reuse & Incomplete Data Processing Method Based on Bayesian Network,Journal of East |
||
China University of Science and Technology (Natural Science Edition),Volume28(SP). |
||
Monographs &Textbooks |
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2018 |
Innovative Research and Practice of the Talents Training System of Digital Media Professional Group Based on Big Data Analysis, [M], 2018, Posts and Telecom Press Co., Ltd. |
|
2017 |
Web Creative and Artistic Design, [M], 2017, Higher Education Press |
|
2015 |
Static Website Construction (4th edition), [M], 2015, Dalian University of Technology Press |
|
2010 |
Modern Procurement Management and Practice, [M], 2010, China University of Petroleum Press |
|
2008 |
Theory and Practice of the Construction of Methodology System of Higher Vocational Education, [M], 2008, China University of Petroleum Press |
|
2008 |
Basic Principle and Practice of Manufacturing Execution System (MES), [M], 2008, China University of Petroleum Press |
|
Policy Documents
2019 |
Plan for the Development of Higher Vocational College and Education Programs with Chinese Characteristics at Shenzhen Polytechnic |
2019 |
Artificial Intelligence Action Plan of Shenzhen Polytechnic |
2019 |
Opinions on the Implementation of Teaching Reformat Shenzhen Polytechnic |
2019 |
Plan for the Construction of Guangdong Provincial First-class Higher Vocational College at Shenzhen Polytechnic |
2018 |
Measures for Ideological Examination and Management of Information-based Teaching Resources |
2018 |
Further Construction Plan of Shenzhen Institute of Information Technology |
2017 |
Implementation Plan for Internal Quality Assurance System of Shenzhen Institute of Information Technology |
2016 |
Measures for the Implementation of Scientific Research and Innovation at Shenzhen Institute of Information Technology |
2015 |
Measures for the Implementation of Professional Title Appraisal at Shenzhen Institute of Information Technology |
2014 |
Implementation Plan for Personnel System Reform at ShenzhenInstitute of Information Technology |
Patents and Copyrights
2013 |
NationalInventionPatent: A Separate Display System and Its Display Method, |
Patent No.: ZL 2013 1 0086284.6 |
Awards and Honors
2019 |
Honor ofPrincipal Contributor to Talent Production for China-German Intelligent Manufacturing and Industrial Cooperation awarded by German Federal Ministry of Economy and Industry and Ministry of Industry and Information Technology of the People’s Republic of China |
2018 |
Second Prize inNational Teaching Achievement awardedby Ministry of Education |
2017 |
First Prize of Teaching Achievement in Guangdong Province awardedby Department of Education of Guangdong Province |
2014-2017 |
National Teaching Resources Database for the Digital Media Program Clusterrecognized by Ministry of Education of the People’s Republic of China |
2016 |
Excellent Open Course in Guangdong Province (“Web Creative and Artistic Design”) awarded by Department of Education of Guangdong Province |
2015 |
TVET Program in Computer Multimedia Technology awarded asCharacteristic Program in Guangdong Province (YANG Xinbin as program leader) |
2012-2014 |
National Teaching Resources Database for the Network Technology Programrecognized by Ministry of Education of the People’s Republic of China |
2012 |
Honor of The Municipal-Level Leading Talent of Shenzhen awarded by Shenzhen Municipal Government |
2011 |
Third Prize of Shandong Province Computer Application Excellence Achievement (“Research and Development of the Fault Diagnosis Expert System for Top Drive Drilling Equipment”) |
2011 |
Honor of National Prominent Teacher by Ministry of Education of the People’s Republic of China |
2011 |
Honor of Shandong Province Top Ten Morality Protector awarded by Department of Education of Shandong Province |
2010 |
First Prize of Science and Technology Advancement of Dongying (“Personality Characteristic Evaluation System for Party and Government Officials of Dongying”) |
2009 |
Second Prize of Higher Education Achievement in Shandong Province awarded by Department of Education of Shandong Province (“Design-oriented Research and Practice of Curriculum Development in the Field of Systematic Learning of Work Process”) |
2009 |
Excellent Digital Media Application Technology Teaching Team in Guangdong Province awarded by Department of Education of Guangdong Province (YANG Xinbin as team leader) |
2009 |
National Teaching Team recognizedby Ministry of Education of the People’s Republic of China (“Course Team for Installation and Debugging of Network Equipment”, YANG Xinbin as team leader) |
2009 |
National High-quality Courseawarded by Ministry of Education of the People’s Republic of China (the course “Web Design and Production”) |
2008 |
National High-quality Courseawarded by Ministry of Education of the People’s Republic of China (the course “Installation and Debugging of Network Equipment”) |
The UNESCO Chair on Digitalization in TVET is committed to advancing south-south and multi-partner cooperation based on the principles of Extensive Consultation, Joint Contribution, and Shared Benefits. Our initiatives encompass six key sub-programmes designed to transform and innovate technical and vocational education and training (TVET) in the digital age. These include:
Theoretical Development: We aim to deepen the understanding of digitalization within TVET, establishing a solid theoretical foundation for further innovations.
Educational Programmes and Resources: Our efforts will focus on developing and enhancing education programmes, alongside teaching and learning (T&L) resources, in the field of digital technologies.
Digital Transformation of TVET programmes: We are dedicated to modernizing traditional TVET programmes through digital transformation, ensuring they meet current and future demands.
Generic Digital Skills and Curriculum Updates: By establishing qualifications for generic digital skills, we will update curriculum syllabuses to reflect the latest advancements and requirements in digital competency.
Smart Campus and Virtual Ecosystem: The creation of a smart campus and a virtual training ecosystem will facilitate innovative learning and teaching environments.
New Technologies and Pedagogies: The development of novel TVET T&L technologies and pedagogies, enabled by digitalization, will further our mission.
In addition to these sub-programmes, we are committed to enhancing teachers’ capacity for digitalization. This includes training and capacity-building for digital governance and teaching methodologies in TVET.
Our overarching goals are to bridge digital divides, ensure equitable and quality education, foster lifelong learning opportunities, and contribute to global socioeconomic sustainable development.
Defining “Digitalization in TVET”
As human society is now stepping into a new historical stage, on which digitalization becomes the major power of productivity, TVET shall undergo proactive transformation to serve the digital economy and the future world of work. This UNESCO Chair defines “Digitalization in TVET” in eight dimensions:
Research on theories and practices of Digitalization in TVET to incubate and advocate the concept of “Digitalization in TVET”;
Development of the Digitalized TVET Governance Framework to facilitate digital transformation of governance in TVET institutions;
Development of the TVET Teacher Digital Competency Framework to improve capacity building and performance appraisal for teachers;
Creation of teaching & learning (T&L) resource databases for programmes in digital technologies to prepare students for the digitalized world of work;
Digital transformation of traditional TVET programmes to match sustainable development needs and future skills needs;
Development of professional and generic digital skills qualifications to facilitate digital upskilling among the workforce;
Digital transformation of T&L techniques and methods to improve the efficiency and effectiveness of TVET;
Support digitalization in developing countries to help close the digital divide for south-south cooperation, multi-partner cooperation and wider sustainable development benefit.
Sub-programmes
As shown below, the Chair will conduct six sub-programmes (a-f), which are in alignment with the corresponding UN, UNESCO and UNEVOC strategies.
No. |
Sub-programmes |
Details |
a |
Research on Theories and Practices of Digitalization in TVET |
To analyse the roadmaps for both industrialization of digital technologies and the digital transformation of traditional industries and forecast digital skills needs of the future world of work, to develop the concepts, approaches and methodologies of Digitalization in TVET, to produce the TVET-Digitalization coupling theory and practices, to eventually lead the future TVET innovation. |
b |
Development of TVET Programmes in Digital Technologies |
To develop emerging TVET programmes in digital technologies in response to the skills needs arising from the industrialization of digital technologies, to conduct studies in the field of digital technologies covering artificial intelligence, intelligent manufacturing, electronic information technology, communication technology, smart car technology, financial technology, and digital cultural creation technology and identify skills needs in the emerging digital sector, to develop syllabuses for education programmes in digital technologies and corresponding T&L resource databases, to eventually offer education and training programmes with coupling model of curricula and qualification. |
c |
Digital Transformation of Traditional TVET Programmes |
To promote the digital transformation of traditional TVET programmes in response to the skills needs arising from the digital transformation of traditional industries, to embed advanced technologies into education programmes and curricula, to iteratively update curriculum syllabuses, T&L processes, and contents, to eventually prepare students with digital and technical skills for industrial digitalization and the broader digital economy. |
d |
Development of Generic Digital Skills Qualification and T&L Solutions |
To develop generic digital skills qualification, to update curriculum syllabuses with the inclusion of skills assessment indicators in the qualification, to organize regional/international generic digital skills competitions, to eventually foster T&L and enhance TVET students’ generic digital skills. |
e |
Transformation of TVET T&L Technologies and Pedagogies Enabled by Digitalization |
To construct a smart campus with smart classrooms and a virtual training ecosystem by leveraging digital technologies such as AI, 5G, VR and AR, to promote AI-empowered innovation in T&L technologies and pedagogies, to build teacher competency for digitalized T&L, to eventually enhance efficiency & effectiveness of TVET. To share online education resources with developing countries through digital platforms, to eventually close digital divides, ensure inclusive and equitable quality TVET, contribute to lifelong learning and sustainable development. |
f |
Capacity Building for Digitalization in TVET |
To offer an annual TVET Digitalization Leadership Programme for International TVET policy makers, institution leaders and program directors, with training fees and international transportation fees financed. To annually offer 1-2 teacher training workshops on Digitalization in TVET, with training fees financed. The leadership programme and teacher training would cover the theoretical framework of Digitalization in TVET, digital transformation of TVET governance, solutions to Digitalization in TVET, development of digital skills qualification, distance learning assessment, etc. |
The UNESCO Chair on Digitalization in TVET is committed to advancing south-south and multi-partner cooperation based on the principles of Extensive Consultation, Joint Contribution, and Shared Benefits. Our initiatives encompass six key sub-programmes designed to transform and innovate technical and vocational education and training (TVET) in the digital age. These include:
Theoretical Development: We aim to deepen the understanding of digitalization within TVET, establishing a solid theoretical foundation for further innovations.
Educational Programmes and Resources: Our efforts will focus on developing and enhancing education programmes, alongside teaching and learning (T&L) resources, in the field of digital technologies.
Digital Transformation of TVET programmes: We are dedicated to modernizing traditional TVET programmes through digital transformation, ensuring they meet current and future demands.
Generic Digital Skills and Curriculum Updates: By establishing qualifications for generic digital skills, we will update curriculum syllabuses to reflect the latest advancements and requirements in digital competency.
Smart Campus and Virtual Ecosystem: The creation of a smart campus and a virtual training ecosystem will facilitate innovative learning and teaching environments.
New Technologies and Pedagogies: The development of novel TVET T&L technologies and pedagogies, enabled by digitalization, will further our mission.
In addition to these sub-programmes, we are committed to enhancing teachers’ capacity for digitalization. This includes training and capacity-building for digital governance and teaching methodologies in TVET.
Our overarching goals are to bridge digital divides, ensure equitable and quality education, foster lifelong learning opportunities, and contribute to global socioeconomic sustainable development.
Defining “Digitalization in TVET”
As human society is now stepping into a new historical stage, on which digitalization becomes the major power of productivity, TVET shall undergo proactive transformation to serve the digital economy and the future world of work. This UNESCO Chair defines “Digitalization in TVET” in eight dimensions:
Research on theories and practices of Digitalization in TVET to incubate and advocate the concept of “Digitalization in TVET”;
Development of the Digitalized TVET Governance Framework to facilitate digital transformation of governance in TVET institutions;
Development of the TVET Teacher Digital Competency Framework to improve capacity building and performance appraisal for teachers;
Creation of teaching & learning (T&L) resource databases for programmes in digital technologies to prepare students for the digitalized world of work;
Digital transformation of traditional TVET programmes to match sustainable development needs and future skills needs;
Development of professional and generic digital skills qualifications to facilitate digital upskilling among the workforce;
Digital transformation of T&L techniques and methods to improve the efficiency and effectiveness of TVET;
Support digitalization in developing countries to help close the digital divide for south-south cooperation, multi-partner cooperation and wider sustainable development benefit.
Sub-programmes
As shown below, the Chair will conduct six sub-programmes (a-f), which are in alignment with the corresponding UN, UNESCO and UNEVOC strategies.
No. |
Sub-programmes |
Details |
a |
Research on Theories and Practices of Digitalization in TVET |
To analyse the roadmaps for both industrialization of digital technologies and the digital transformation of traditional industries and forecast digital skills needs of the future world of work, to develop the concepts, approaches and methodologies of Digitalization in TVET, to produce the TVET-Digitalization coupling theory and practices, to eventually lead the future TVET innovation. |
b |
Development of TVET Programmes in Digital Technologies |
To develop emerging TVET programmes in digital technologies in response to the skills needs arising from the industrialization of digital technologies, to conduct studies in the field of digital technologies covering artificial intelligence, intelligent manufacturing, electronic information technology, communication technology, smart car technology, financial technology, and digital cultural creation technology and identify skills needs in the emerging digital sector, to develop syllabuses for education programmes in digital technologies and corresponding T&L resource databases, to eventually offer education and training programmes with coupling model of curricula and qualification. |
c |
Digital Transformation of Traditional TVET Programmes |
To promote the digital transformation of traditional TVET programmes in response to the skills needs arising from the digital transformation of traditional industries, to embed advanced technologies into education programmes and curricula, to iteratively update curriculum syllabuses, T&L processes, and contents, to eventually prepare students with digital and technical skills for industrial digitalization and the broader digital economy. |
d |
Development of Generic Digital Skills Qualification and T&L Solutions |
To develop generic digital skills qualification, to update curriculum syllabuses with the inclusion of skills assessment indicators in the qualification, to organize regional/international generic digital skills competitions, to eventually foster T&L and enhance TVET students’ generic digital skills. |
e |
Transformation of TVET T&L Technologies and Pedagogies Enabled by Digitalization |
To construct a smart campus with smart classrooms and a virtual training ecosystem by leveraging digital technologies such as AI, 5G, VR and AR, to promote AI-empowered innovation in T&L technologies and pedagogies, to build teacher competency for digitalized T&L, to eventually enhance efficiency & effectiveness of TVET. To share online education resources with developing countries through digital platforms, to eventually close digital divides, ensure inclusive and equitable quality TVET, contribute to lifelong learning and sustainable development. |
f |
Capacity Building for Digitalization in TVET |
To offer an annual TVET Digitalization Leadership Programme for International TVET policy makers, institution leaders and program directors, with training fees and international transportation fees financed. To annually offer 1-2 teacher training workshops on Digitalization in TVET, with training fees financed. The leadership programme and teacher training would cover the theoretical framework of Digitalization in TVET, digital transformation of TVET governance, solutions to Digitalization in TVET, development of digital skills qualification, distance learning assessment, etc. |
