Today, the national education systems are confronted with great challenges as a result of Covid-19, which has led the government and educational institutions to seek new teaching methodologies that will allow them to continue their pedagogical processes remotely.

However, not all modalities have been successful in transitioning towards remote education, being the Technical and Vocational Education Training (TVET) one of the most affected, having been prevented from its normal development, predominantly presence-based and practical modalities, as it accounts for its teachers’ wide technological gap.

The implementation of virtual educational environments for TVET is a pending debt, especially considering that 11th and 12th graders in TVET secondary schools reach a 92% average school vulnerability index (IVE) (JUNAEB 2019), while market demands increasingly require these professionals incorporated into the system with a clear focus on productivity and national development, as SOFOFA has detected in its estimates: a deficit that exceeds 600 thousand professional technicians.


What Problems Are TVET Teachers Facing Today?

  • The guidelines generally cover theoretical content, so they are of low pedagogical effectiveness for practical learning, which is essential for TVET training.

  • A significant percentage of teachers do not have effective control regarding the use of the guidelines, therefore, feedback to the students has lost effectiveness.

  • Teachers do not count with online pedagogical support strategies, thus the potential for plagiarism among students is generating a high level of frustration.

  • Currently, the heads of Technical Pedagogical Unit (TPU) must approve all the guidelines given to students, generating a greater wear and tear of this professional profile.