Dr Olga Shmurygina, PhD, Associate Professor at the Department of Law of the Russian State Vocational Pedagogical University. She is a member of few research projects dealing with the evolution and development of HE/VET in Russia, their institutional perspectives, and practice of development and implementation of educational policy in accordance with Bologna and Torino processes at various levels of VET teachers education. She is a developer of the concept of distance learning and e-learning in the RSVPU for VET teachers and trainers. Since 2010, she has been a developer of several curricula and courses for professional development of vocational teachers and trainers at workplaces. Now she is a university team member of four Erasmus+ projects. Olga Shmurygina is one of the authors of the module ‘European policy and practice of Work-Based Learning in Vocational Education and Training’. The expertise areas are Law, Social Protection, VET teachers’ education.
Digital transformation of vocational pedagogical education and training: experience and practice of the Russian State Vocational Pedagogical University
Presented together with Dr Natalya Lomovtseva and Dr Vitaly Kopnov.
The report examines the experience of conducting and the impact of the RSVPU on the digital transformation of vocational pedagogical education and training in the Russian Federation, including the teaching experience in the era of the coronavirus pandemic. RSVPU in its research relies on international, federal, and regional projects developing models of digital competencies/skills. Currently, the most widespread in the Russian education are models, coupled with global trends: the Digital Skills in Vocational Education and Training proposed at the G20 Summit (2017); “Target Competency Model 2025”, prepared based on the results of BCG research “Russia 2025. From Human Resources to Talents”, and DigCompEdu adopted in 2017, which confirms that teachers need a set of special digital skills specific to their profession.
The report describes how the teacher’s roles change, transform, and expand significantly. A number of requirements are also put forward for the skills of the teacher, for the digital literacy and ability to create and apply content through digital technologies, including the skills of computer programming, search, information exchange, communication. In particular, the teacher must be willing to work in an ever-changing digital learning environment.
In Russia, government interest in teachers’ digital training is supported by several priority national projects. However, they place more emphasis on schoolteachers and university academics, and rarely mentions the digital competence of VET teachers. This is confirmed also by the peculiarities of the implementation of the educational process in the current situation. On the basis of European and Russian data obtained in the Pro-VET project, the RSVPU defined an algorithm for the digital transformation of the process of vocational pedagogical education and training, and also carried out a research, in which the readiness of teachers to use digital technologies in the educational process was analyzed.