FP in Spain, 7 keys for its digital transformation

The conference ‘Technologies applied to Vocational Training’ promoted by DigitalES, has served to compare experiences and recommendations so that the digital transformation of this educational modality (VT) results in an improvement in employability.

The conference was chaired by the General Secretary for Vocational Training, Clara Sanz, who highlighted the joint work she has been carrying out with DigitalES for four years “to turn VT into the training that the productive sectors of the 21st century need”.

Digital transformation of VET

The general secretary of FP has valued the new Vocational Training Regulation Law, approved last week, about which she has stated: “This law proposes an agile offer, adapted to the constant changes in the economic sectors and the need to establish continuous training models that adjust to the needs of people at different times in their lives”.

Clara Sanz has stressed that 60% of jobs in the coming years will require this preparation. “Vocational Training will be key to filling many of the jobs of the future”, confirmed Miguel Ángel Turrado, general manager of HP SCDS . At the moment, the deficit of technological specialists in Spain is around 124,000 vacancies.

About it, these are the 7 keys for a successful digital transformation of the FP in Spain;

• Create immersive content that improves face-to-face learning, Digitization fosters the creation of collaborative learning ecosystems between students and educators, which go far beyond the mere exchange of teaching resources. The integration of immersive technologies in this type of platform offers enormous possibilities for the creation of content, with an immediate benefit on student attention and on the percentage of people who complete the training. Sopra Steria proposes the creation of collaborative platforms that integrate virtual and extended reality, and that complement and add value to the training that can be delivered in face-to-face format. Its ScooP platform, aimed at engineering companies, allows the creation of procedure books and digital prototypes (mock ups) based on 3D modeling.
• Maintain the link between educators and students, One of the great advantages offered by digitization is the ubiquity of training. However, physical distance hinders socialization between educators and students, and between students and their peers. In this context and taking advantage of the opportunities offered by immersive technologies, Nokia proposes to take the step to telepresence. This company today presented an immersive communication system that combines 360º cameras, virtual reality glasses and 5G connectivity. This combination of technologies allows hybrid and remote training to be improved, as it provides an immersive experience in which a student located remotely can attend a class with other students as if they were in person, with full video and audio capacity, and interactivity. in real time with the environment.

These are the 7 keys to take into account for a successful digital transformation of VET in Spain

• Adapt spaces to the needs of the 21st century, Physical spaces must also adapt to new content, new multi-channel teaching formats and new learning methodologies. An example of success can be found in the Orange Foundation’s GarageLabs project, aimed at young people at risk of exclusion. GarageLabs is an initiative that provides Basic Vocational Training and Second Chance Schools with the necessary training and equipment so that they can develop, through the Fab Lab environment and the maker movement, a proposal for their students that transforms learning processes. teaching, learning and personal growth.
• Establish personalized itineraries that generate unique talents, Technological development makes it possible to establish personalized itineraries for students, a more effective monitoring of their progress and a specific analysis of their evolution by teachers. The IBM SkillsBuild program, for example, offers hundreds of free online training activities in different technological disciplines applied to different sectors as well as professional skills, which students can combine following predetermined learning paths, or freely. This program is available to students (ages 13-18), educators, job seekers (ages 18 and older), and organizations.
• Promote collaborative learning, 80% of the knowledge of organizations is in the minds of their employees. For this reason, Vodafone has made a digital platform available to its staff, in collaboration with Zapiens, which allows them to generate ‘micro-training’ based on collaborative intelligence. This application also allows users to ask any questions about their work within the organization. An intelligent digital assistant issues the answers it knows or forwards queries to others within the company.
• Establish quality indicators and evaluate them periodically, Precisely, in the era of data, this is presented as the best tool at the service of the training needs of people and organizations. In this context, the consulting firm Overlap has developed its own methodology to measure the impact of learning on the net promoter score (NPS) of organizations. Starting from an individualized dataset, Overlap incorporates analytical and predictive technologies to finally establish the impact of the different variables on user satisfaction, whether it is a customer or an employee. In this case, the platform also allows you to configure alerts and monitor results through a dashboard.
• Support teachers with training and technological resources, During the COVID-19 pandemic, centers and educators in Spain have made a tremendous effort to go from providing all face-to-face training online, in record time. Without prejudice to all the progress made in the provision of infrastructure and technological tools in the centers, as well as in the digital training of teachers, the new scenario -“new normality”- favors comprehensive planning to ensure that educators have the skills, skills and resources to integrate digitization into training and learning.