Introduction: Digital Revolution and TVET

The rapid advancement of digital technologies is transforming economies and societies worldwide. This digital revolution presents both unprecedented opportunities and significant challenges for Technical and Vocational Education and Training (TVET). To effectively address these, TVET systems must undergo a fundamental transformation, integrating digital technologies and skills into their core.

The Concept of "Digital TVET"

This "Digital TVET" is crucial for equipping learners with the knowledge, skills, and competencies necessary to thrive in the 21st-century workforce and contribute to sustainable development. By integrating digital technologies into technical and vocational education and training programs, learners gain access to innovative learning methods, develop in-demand digital skills, and prepare for a future of work characterized by automation and technological advancements. This fosters economic growth, reduces inequalities, and promotes sustainable development.

The Role of Digital TVET in Achieving Sustainable Development Goals (SDGs)

SDG 4: Quality Education:

Enhances access to quality education, especially for marginalized groups, through online learning platforms and innovative pedagogical approaches.

SDG 8: Decent Work and Economic Growth:

Equips learners with in-demand digital skills to foster job creation and economic growth.

SDG 9: Industry, Innovation, and Infrastructure:

Promotes innovation and technological advancement by providing learners with skills to develop and utilize new technologies.

SDG 10: Reduced Inequalities:

Bridges the digital divide and reduces inequalities by ensuring equitable access to quality education and training opportunities.

Challenges in the Digital Transformation of TVET

• Digital Divide:

  • Unequal access to technology, internet connectivity, and digital literacy among learners and educators.

• Teacher Training:

  • Many educators lack the digital skills and pedagogical knowledge to effectively integrate technology into teaching.

• Curriculum Relevance:

  • TVET curricula often fail to meet the rapidly evolving demands of the digital economy.

• Infrastructure and Resources:

  • Limited access to adequate infrastructure, such as reliable internet, devices, and software.

• Sustainable Funding:

  • Challenges in securing sustainable funding for the development and maintenance of Digital TVET infrastructure.

• Data Privacy and Security:

  • Concerns about data privacy, cybersecurity threats, and the ethical use of technology in education.

• Equitable Access:

  • Ensuring equitable access to quality Digital TVET for all learners, including those from marginalized and disadvantaged backgrounds.

• The BILT Bridging Event will focus on developing and implementing effective Digital TVET policy reforms and strategies.

• The event will be held concurrently with:

  • Digital TVET Transformation Summit 2025.

  • Malaysia National TVET Day – Southern Zone under the Malaysian Ministry of Higher Education.

  • Malaysia National TVET Week from 27th May to 8th June 2025.

OBJECTIVES

1. Review the current state of Digital TVET policies and their alignment with sustainable development goals.
2. Develop evidence-based recommendations for improving existing Digital TVET policies.
3. Equip participants with the knowledge and skills necessary to effectively implement and monitor Digital TVET policies.
4. Strengthen partnerships and collaborations among key stakeholders in the TVET ecosystem.

EXPECTED OUTCOMES

1. Development of policy briefs, white papers, or action plans outlining recommendations for Digital TVET reform.
2. Refinement of existing policy frameworks to better address the needs of the digital economy.
3. Increased knowledge and skills among participants in areas such as digital skills development, policy analysis, and project management.
4. Strengthened partnerships and collaborative initiatives among stakeholders.

• BILT Representatives from Asia and the Pacific, Latin America and the Caribbean, Arab States, Africa, Europe and North America 
• TVET Policymakers and Government Officials (i.e. National TVET Council (Majlis TVET Negara, MTVET)
• TVET Educators and Trainers
• TVET Learners and Students
• TVET Institutions and Organizations (i.e. International Labour Organization, SEAMEO-VOCTECH, ASEAN TVET Council) 
• Industry and Business Leaders
• Social Partners and NGOs (i.e. Malaysian-German Chamber of Commerce and Industry, Federation of Manufacturers Malaysia, Construction Industry Development board, Malaysia Board of Technologists)

• UNESCO-UNEVOC
• Universiti Tun Hussein Onn Malaysia 

Supported by:

• Federal Institute for Vocational Education and Training Germany (BIBB) 
• Ministry of Higher Education
• Johor State Government
• National TVET Council (Majlis TVET Negara, MTVET)
• Malaysia Research Institute for Vocational Education and Training (MyRIVET)