The first Roundtable Group Discussion was held in the morning of Day 1 of the conference, after the Keynote Addresses. 

Perhaps more than any other educational sector, TVET (Institutions and enterprises) has to react to technological, demographic and socio-economic changes, where change has become the norm: 

  • technological advancement, e.g., digitization, Industry 4.0, which is creating a shift in labour market demand
  • change of economies towards longer value chains, outsourcing
  • migration through globalization, internationalization, regionalization (expats, refugees)
  • global warming
  • green technologies, green consciousness
  • an aging population, increased female participation in the labour force

Groups:

The topics for discussion were:

In the light of the Keynote Addresses, what should TVET system leaders and the directors of TVET institutions be doing to reform applied learning in their systems and institutions? For example:

  1. What are the major global and national drivers of economic, social and environmental change impacting on TVET in Qatar (Group 1) and elsewhere in the world (Groups 2 and 3)?
  2. The Keynote speakers gave examples of various sorts of responses that TVET systems and institutions are making: (i) emphasising 21st Century skills, (ii) becoming more aware of issues of gender and disability, and (iii) forging better links with industry. How widespread are these sorts of responses?
  3. What are other possible responses, for example: 
    • TVET for sustainable development
    • Digital and IT literacy
    • New ways of organizing curriculum and courses 
    • New teaching methods and approaches to assessment

  4. How would a “typical“ TVET institute you know be changing if it adopted some or most of the responses just discussed?

Roundtable 1 Report

By way of responses and impacts, we have witnessed:

  • widespread workforce mobility, and much greater and more frequent employee turnover 
  • employer expectations for “skill” requirements being replaced by “competencies” or “generic” skills 
  • efforts made to enhance social inclusion in response to migration patterns.

In addition to existing efforts, participants identified the need for: 

  • simulation centres for training 
  • better dissemination of national research and best practices 
  • teachers to be prepared to train learners for sustainability, as well as for specific skills,

    premised on lifelong learning principles 
  • notwithstanding current initiatives for inclusion, greater efforts need to be made on inclusion

    as regards immigrants, disabled persons and women. 
  • greater collaboration and partnerships in labour market planning 
  • 21st century skills, including ethical value set and underpinned with adaptability 
  • a pathways focus for training institutions to offer clear choices to learners
  • as much as possible, industry’s future requirements need to inform TVET curriculum

    development.