RESET - Resources for Post-Pandemic Effective Training

Extensive and up-to-date training offer

Constant communication flow with surrounding companies, resulting in awareness of the new training needs of the students.

Management board is committed to the continuous learning of all VET staff (e.g., in new transversal, digital competences…).

VET teaching staff have the digital skills and resources required for e-learning.

The organisation is flexible to new teaching methodologies (e.g., flipped classroom, etc.).

Enhanced coordination between all departments of the organization (administrative staff, management, teachers…).

Existence of solid training agreements with companies and organisations in the surrounding areas.

Good use of digital communication channels between teachers and learners.

Lack of IT resources in the organisation (devices, facilities, software…).

Certifications and diplomas issued by our institution which are not recognized by other States or institutions.

VET staff outdated in the skills and knowledge required by the current market.

Poor communication with the external environment (companies, institutions…).

Limited supply of up-to-date and flexible training programmers.

Non-utilization of available resources (e.g., funding, devices, etc.).

Lack of practical workshops for VET staff (e.g., in digital skills, transversal competences, etc.).

High cost of maintaining digital infrastructure (databases, repositories, platforms…).

Existence of national and European funding programmers (e.g. Next Generation EU, Erasmus+, etc.).

The Covid-19 crisis has boosted demand for e-learning and VET training.

E-learning allows to reach more learners from different parts of the world (remote areas, distance learning…).

Demand from companies for specific job profiles driving employee qualification in VET training.

Existence of favourable regulatory frameworks/legislation for VET training (cooperation agreements with enterprises, national priorities…).

Rapid technological developments requiring updated training, i.e. more potential learners of all ages and profiles.

Growing demand for transversal competences that VET training can provide.

Existence of common frameworks for accreditation of qualifications (e.g. European Qualifications Framework).

Imbalances in VET training supply and demand.

Lack of public and/or private funding (e.g., for upgrading of IT facilities, etc.).

Rapid legislative changes in national training plans affecting VET training.

Absence of a regulatory framework for the establishment of collaboration schemes between companies and VET institutions.

Lack of knowledge and awareness of VET education among potential students.

Insufficient demand of qualified and updated VET staff for recruitment.

Excessively rapid changes in industry demand for skills, resulting in the inability to adapt the supply of training in time.

Students/potential students may not be prepared to adapt to the new e-learning teaching methods.

Swot Analysis