IB_2. Digitalization of Vocational Education and Training: Cases of the Republic of Tatarstan, Belgorod and Moscow Regions

Fedor Dudyrev (), Ksenia Anisimova (), Olga Romanova () and Yevgeny Petrov ()
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Fedor Dudyrev: National Research University Higher School of Economics (Russian Federation)
Ksenia Anisimova: National Research University Higher School of Economics (Russian Federation)
Olga Romanova: National Research University Higher School of Economics (Russian Federation)
Yevgeny Petrov: National Research University Higher School of Economics (Russian Federation)

Monitoring of Education Markets and Organizations (MEMO), 2021, issue 18, 1-38

Abstract: The purpose of the present qualitative study was to identify specific features of digitalization in vocational education and training (VET) that contribute to transition to the digital economy. The sample of the research included educational officials, directors, and teachers of VET institutions in three subjects of the Russian Federation: the Moscow region, the Republic of Tatarstan, and the Belgorod region. The obtained data show that VET schools usually interpret the digitalization agenda quite broadly - as the need to prepare students for their future jobs with integration of digital technologies into the teaching and learning activities. The peculiarities of digitalization in the investigated sector are determined by the practical nature of the qualifications acquired by VET students. It is often impossible to organize practical learning experiences solely by the means of digital tools. Furthermore, the introduction of digital tools into the VET programs requires the development of high-quality educational content with engagement of employers. The all-Russian experience of distance learning during the pandemic contributed to expansion of partnerships among VET schools, VET teachers and trainers. The digital tools, which for many years were considered only as a possible supplement to traditional classroom-based learning, in the conditions of the pandemic have acquired the status of the main ones. Among the negative consequences is the increase of educational inequality related to inequal access to the contemporary technologies among students. In this context, one of the most important tasks for regional authorities is to support students from low-income households.

Keywords: education institutions; preschool education; education market (search for similar items in EconPapers)
JEL-codes: I21 I22 (search for similar items in EconPapers)
Date: 2021
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Persistent link: https://EconPapers.repec.org/RePEc:hig:moneco:v::y:2021:i:18:p:1-38

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