Friday 7 February 2020
Inside Learning Technologies e-Magazine Page 18
How to ensure access to quality training for all Make this a reality in the age of Digital Learning. To place 2020 under the sign of immersion and interactivity at the service of the learning experience. How to ensure access to quality training for those who need it the most? How can we innovate in our pedagogical practices with the help of new production tools? ‘Lifelong vocational training […] aims to enable each person, regardless of their status, to acquire and update knowledge and skills conducive to their professional development, as well as to progress by at least one level of qualification during their working life’. (Article L6311-1 of the French Labour Code – Purpose of continuing vocational training) This assumption takes on its full meaning through the work of the European Center for the Development of Vocational Training (CEDEFOP), which aims to promote education and lifelong vocational training within the European Union since 1975.
Its main objectives are to support vocational training in order to reduce unemployment, integrate young people into employment and the development of learners’ skills. Only 38% of employees having access to continuing vocational training courses, 20% participating to on-job-training and 66% of companies providing training in Europe in 2016 (On the way to 2020: data for vocational education and training policies by the CEDEFOP). So, it is essential to take account of the issues of employability and matching skills required by the markets. In this context, digital learning appears to be an essential challenge to make training even more accessible to all employees, job seekers and students. Put the learner back at the heart of the training programme In France, for example, 2018’s new reform is pushing the players in the world of training to offer ever more qualitative programmes, allowing companies to focus on its relevance to improving performance. In this context, innovative and digital training is gaining ground with a view to long-term efficiency. The model of the single 3-day faceto-face session tends to be transformed to ensure sustainable skills acquisition.