Baseline Research Summary now available (Mar 2021)
Pedagogical and technological development of e-learning is one of the strategic developmental area in vocational teacher education and training in Ethiopia. With questionnaire, our aim was to map the current situation of e-learning in Ethiopian Technical University (previous Federal Technical and Vocational Education and Training Institute) and reach the strategic services and support needed for the future.
The summary of the questionnaire results is published.
MOPEDE is turned on (Feb 2021)
The Capacity Building for Modernizing TVET Pedagogy in Ethiopia (MOPEDE) – project’s official opening event was held online on 26th January 2021.
Over 50 representatives from partners and cooperatives in Ethiopia and Finland attended the event. Experts from Finnish partner universities JAMK and Centria, Federal TVET Institute and its Satellite colleges, Federal TVET Agency, Ministry of Science and Higher Education (MoSHE), and Addis Ababa University (AAU) were present, including guests from other collaborating and stakeholder organizations.
In the opening words Mr. Teshale Berecha, Director General of FTI, highlighted the importance of capacity building for distance work and education within digital tools and platforms. We need to challenge ourselves frequently for finding accessible ways to work, teach and study.
Read more on our blog!
MOPEDE project has officially started in September 2020 (Jan 2021)
Despite the challenging Covid -situation, partners were committed to the project with innovative and optional ways using the digital tools and communication channels for cooperation.
During the Inception phase key experts were organized in four sub teams following the project outputs. Each subteam created shared understanding of the aims, needs and objectives and complited the activities and project plan for next three years. The base line analysis for e-learning service portfolio, current situation of ICT related facilities and pedagogical competences was one of the key activities done in the first months of the project. This gave the guidelines for project monitoring and indicators to follow the progress during the project. Inception phase duties required over 30 meetings and two workshops online among partners. Despite the challenging situation over 50 employees of FTI and its satellite colleges joined the e-learning workshop in November. This was a meaningful event for all of us. All the work done in 3-4 months created shared understanding of the project aim and objectives, described the roles and responsibilities and most of all built up team spirit among the key experts and partners.
In the elearning workshop we discussed how the student can access the learning content and communicate with peers and teacher. These were current issues also to solve for cooperative project work in the Inception phase. Author: Pauliina Silvennoinen