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The COVID-19 pandemic has revealed countries’ different levels of preparedness for the transition to fully remote training environments. While many countries were able to put in place measures to support TVET teachers and trainers in delivering remote training – generally by providing them with digital resources and online training, sometimes complemented by technical support and help desks – the level and type of support available to TVET teaching staff differed between low-income and high-income countries.

What issues prevented TVET teachers and trainers from acquiring relevant digital skills during the pandemic?

The barriers that TVET teachers and trainers faced in acquiring relevant digital skills for delivering remote/hybrid training during the pandemic came from both the supply side (e.g. lack of TVET-specific distance learning tools and resources) and the demand side (e.g. teachers’/trainers’ lack of time or willingness to engage in training amid heavier workloads and higher training costs). Few low-income countries were able to mobilise additional human and financial resources needed to support distance learning. Further details on the barriers to TVET teachers’/trainers’ digital skills acquisition during the pandemic can be found by following the link titled Barriers to digital skills development.