Digital Competences of VET Trainers for SME

“Digi4SME – Digital Competences of VET Trainers for SME” is a 24-month Erasmus+ funded project that aims to extend the digital competences of VET trainers providing training to SMEs, by applying and promoting the DigCompEdu framework (EC, 2017). Many VET trainers are not ready to provide education online as they have either no or basic digital skills and the project aims to change this situation upskilling them, so that they can deliver high quality inclusive and innovative digital education benefitting SMEs.

The coordinator of the project is Diciannove Società Cooperativa (Genoa, Italy), and partner organisations are: STOWARZYSZENIE CENTRUM WSPIERANIA EDUKACJI I PRZEDSIEBIORCZOSCI (Poland), LABC S.R.L. (Italy), KAINOTOMIA & SIA EE (Greece), SC Ludor Engineering SRL (Romania), INSTALOFI LEVANTE SL (Spain) and KRAJOWA IZBA GOSPODARCZA (Poland).

What is DigCompEdu

DigCompEdu is a scientifically sound background framework which helps to guide policy and can be directly adapted to implementing regional and national tools and training programmes.

The Project

The Digi4SME partnership selected, on the basis of the competences of each partner, six elementary skills across four of the six areas of the DigCompEdu on which to develop the project Intellectual Outputs.

The Digi4SME Skills

Professional collaboration:

To use digital technologies to engage in collaboration with other educators, sharing and exchanging knowledge and experience, and collaboratively innovating pedagogic practices.

Area 1

Creating and modifying digital resources:

To modify and build on existing openly-licensed resources and other resources where this is permitted. To create or co-create new digital educational resources. To consider the specific learning objective, context, pedagogical approach, and learner group, when designing digital resources and planning their use.
Area 2

Managing, protecting and sharing digital resources:

To organise digital content and make it available to learners, parents and other educators. To effectively protect sensitive digital content. To respect and correctly apply privacy and copyright rules. To understand the use and creation of open licenses and open educational resources, including their proper attribution.
Area 2

Collaborative learning:

To use digital technologies to foster and enhance learner collaboration. To enable learners to use digital technologies as part of collaborative assignments, as a means of enhancing communication, collaboration and collaborative knowledge creation.
Area 3

Self-regulated learning:

To use digital technologies to support learners’ selfregulated learning, i.e. to enable learners to plan, monitor and reflect on their own learning, provide evidence of progress, share insights and come up with creative solutions.
Area 3

Assessment strategies:

To use digital technologies for formative and summative assessment. To enhance the diversity and suitability of assessment formats and approaches.
Area 4

Redecker, C. European Framework for the Digital Competence of Educators: DigCompEdu. Punie, Y. (ed). EUR 28775 EN. Publications Office of the European Union, Luxembourg, 2017, ISBN 978-92-79-73494-6, doi:10.2760/159770, JRC107466

The first project outcome, the Training needs detector, allows vocational trainers to test their competences related to the listed elementary skills and to obtain a customised learning path in the second project outcome, the Training e-course, where each of the six modules corresponds to a listed skill.

Intellectual Outputs

IO1 – Training needs detector

Test your digital competences in the DigCompEdu elementary skills developed by the project. Find out what to learn to improve your expertise.

IO2 – Training e-course

Follow the path that has been recommended to you or choose freely what to study. Obtain a certificate proving your progress.