Digitalization of secondary vocational education in Europe: Teacher Competencies and the Practice of New Technologies

Dmitry Glushko (), Olga Romanova () and E. A. Belova
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Dmitry Glushko: National Research University Higher School of Economics (Russian Federation)
Olga Romanova: National Research University Higher School of Economics (Russian Federation)
E. A. Belova: National Research University Higher School of Economics (Russian Federation)

Monitoring of Education Markets and Organizations (MEMO), 2021, issue 9, 1-9

Abstract: The paper analyzes data on digital competencies and practices of teachers of upper-secondary vocational programs in Europe. It is based on data from the Second Survey of Schools: ICT in Education 2019, European Commission. The presented analysis allows estimating the level of digital competence of vocational education and training (VET) teachers before the COVID-19 pandemic and the urgent transition to distance learning. It covers responses from Belgium, Bulgaria, Czech Republic, Denmark, Germany, Estonia, Ireland, Greece, Spain, France, Croatia, Italy, Cyprus, Latvia, Lithuania, Luxembourg, Hungary, Malta, Netherlands, Austria, Poland, Portugal, Romania, Slovenia, Slovakia, Finland, Sweden, UK, as well as Norway, Iceland and Turkey. Self-study is a key source of digital competency for VET teachers in Europe: 65% of respondents developed their digital skills on their own. New technologies were rarely used by teachers to communicate with students and their parents before the pandemic: 46% of teachers have never or hardly ever used mobile applications (WhatsApp, Telegram) to communicate with students. Other digital tools were even less common. On average, the digital competency of European VET teachers was low before the pandemic. The overwhelming majority had only elementary ICT user skills: creating or editing texts in text programs, sending files via e-mail, saving and storing files on external hard drives or cloud platforms. More advanced tasks caused difficulties, e.g. downloading and installing new software was a challenge for 30% of the respondents. According the VET teachers in EU, the strongest constraint to the digitalization of education is the lack of digital equipment: the lack of modern and efficient tablets, laptops, interactive whiteboards.

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:9:p:1-9

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