ICT is a general tool in all fields of work and professions today. Consequently, ICT and Technical and Vocational Education and Training (TVET) professional education are integrated at all levels.
In the use of ICT in and for education in general, UNESCO stresses several points. Firstly, ICT is only part of a continuum of technologies, starting with chalk and books, all of which can support and enrich learning. Secondly, ICT, as is the case with any tool, must be considered as such, and used and adapted to serve educational goals. Thirdly, many ethical and legal issues intervene in the widespread use of ICT in education, such as ownership of knowledge, the increasing exchange of education as a commodity, and the globalisation of education in relation to cultural diversity.
The aim of this special issue is to concentrate on “21st century competencies” in a knowledge economy driven by technology. The efforts aim at finding indicators, criteria and benchmarks for international comparisons in order to assess the effects of ICT in education. Recent documents emphasise innovation strategy for education and training. Attention will be given to the needs and skills used by innovative firms, the working population, and also in arts and science education. In TVET there is a tendency to emphasise the “learning by doing” approach.
Suitable topics include but are not limited to:
- ICT and TVET
- TVET and lifelong learning
- Technology-enhanced education
- Skills and competences in TVET
- Skills acquisition processes
- Quality assessment
- Entrepreneurship and SMEs
- Human-computer interaction blended learning
- Distributed work
- Global networking
- Knowledge management and collaboration systems
- Global e-learning
- TVET and sustainability
- ICT and new literacies
- ICT and new humanism
- TVET and the global knowledge society
Deadlines for papers: 15 April, 2012
Notification of acceptance: 15 June, 2012
Submission of final paper: 15 August, 2012