Fostering Digital Inclusion in TVET Teacher Training: Insights from Quadruple Helix Innovation Model

Abstract

The use of Information and Communication Technology (ICT, hereafter) has permeated almost every facet of human endeavours. In recent times, the world has seen the massive deployment of diverse technologies to facilitate work processes, and this is the thriving strength of the fourth industrial revolution (4IR). Besides, the recent outbreak of the Coronavirus (COVID-19) pandemic exacerbated the situation, as this has led to the discovery of some new technologies in the delivery of goods and services across all sectors, with education as a major beneficiary. However, some educational institutions, Technical and Vocational Education and Training Colleges (TVET, hereafter) inclusive, especially in developing countries remained closed during the lockdown period due to lack of capacity and infrastructure. Hence, this paper taps into the affordances of the multi-stakeholder collaborations framework of the Quadruple Helix Innovation Model to review published articles, policy documents and conference papers among others on possible ways to foster digital inclusion in TVET. Highlights from the review point to the following benefits of multi-stakeholder partnerships namely, collaborative designing and creation of digital policy, access to digital resources and infrastructure, and increased affordability and sustainability of digital inclusion of training programmes. Thus, it was concluded that these highlighted benefits resulting from such collaboration can be translated into the planning and implementation of digital inclusion in TVET.

Keywords

• digital inclusion
• quadruple helix innovation model
• teacher training
• tvet