VocTech ideas

Digital Accessibility awareness is not taught at any level of education yet our digital society is inaccessible to many people. 

To be socially responsible, and like other subjects like online safety and data protection, we need to be teaching our next generation who enter the workplace how to be inclusive in our digital society. 

There are many everyday principles and skills for digital accessibility awareness that can be learned and applied by anyone, no matter what IT skills level, yet in this area the only focus is within the more technical and specialist discipline of web design. Creating accessible documents, presentations, video, audio and social media content is left behind and often does not get picked up until later in the workplace or when an organisation gets a complaint, yet there are many very simple things that people can do.

Our education system does not yet serve these vital educational vocational skills, yet in FE we are meant to prepare people for the 21st century workplace.

Apprenticeship education works right at the heart of vocational skills for the workplace.


 Computing education reform 14-16, and FE vocational skills for employment. 

https://www.bcs.org/articles-opinion-and-research/house-of-lords-committee-backs-bcs-call-for-reform-of-computing-qualifications-for-14-16-year-olds/

https://ufi.co.uk/grant-funding/voctech-activate/guidance-and-tips/

https://ufi.co.uk/grant-funding/voctech-activate/about/

Business Disability Forum

UKAAF

FE College - Stroud/HOW?

Apprenticeships/Skills boot camps - therefore FE vocational and adult education needs to align. 

Pilot curriculum ideas with students and the support teachers would need to introduce the basic concepts/principles.

https://ufi.co.uk/grant-funding/voctech-activate/

Accelerator program - good tech ventures 

https://www.goodtech.ventures/c/let-s-go




Comments

Post a Comment

Popular posts from this blog

Lit review sequence

  Sections : Background and context (set the scene/ rationale) Social model of disability The legal context for digital accessibility Conceptual perspectives for defining digital accessibility  The problem- the lack of accessible content causing barriers - the wider lack of knowledge AND  need for teaching about DA awareness (social responsibility and for social model to work) The teaching of digital accessibility   Not formally on the curriculum  Where is digital accessibility currently taught/how (uni and workplace) - then the gaps of knowledge prior to uni and the workplace - yet all are using and creating digital content already. Best approach found was to integrate it across the curriculum and reinforce - needs to be taught earlier in schools and then built upon - no papers in school apart from 2 The need for the primary education context and why upper KS2 - establishing the earliest opportunity to introduce and explore the topic to then build upon Cross re...
Read more

Teach Access Repository and Facebook research link

Image
 #Educators, do your students know what assistive technology means? From tactile maps to screen readers, #AssistiveTechnology includes a number of devices that enable and foster the inclusion of people with disabilities. The Teach Access Curriculum Repository (TACR) has various resources designed to build out your courses and introduce your students to these types of technologies.  Go to the TACR (https://lnkd.in/gWMxzk2e) and check out the presentation slide deck on assistive technology and the assignment for using a screen reader, under the Psychology section.    #BackToSchool #Accessibility #Inclusion #ScreenReader #AssistiveDevices #Psychology #Disability #Disabilities #A11y https://teachaccess.org/curriculum-repository/ Facebook research post: PhD Thesis Writing Process: A Systematic Approach—How to Write Your Introduction To download complete article, use the link: https://files.eric.ed.gov/fulltext/ED590321.pdf https://files.eric.ed.gov/fulltext/ED590321.pdf?f...
Read more

Notes from original proposal

Text taken from original proposal to unpack/expand: The barriers and ‘unlearning’ highlighted during SCULPT were potentially framed by prior complex  beliefs and understandings and ‘unlearning’ or ‘retrofitting’ skills (Youngblood, 2010). As Gu (2010, p.340) explains “a large part of human and professional knowledge can hardly retain its original meaning when it is divorced from the contexts in which it was constructed and produced.” This made me consider that these skills should potentially be taught at the point these original meanings are constructed and that happens at a much younger age. To understand when it would be appropriate to introduce the basics of awareness and skills in school, I considered the age when young people develop digital skills (Department for Education, 2013) as well as an understanding of what it means to be disabled and children’s perceptions for those with disabilities (Boer et al, 2012).  In a literature review Babik & Gardner (2021) found th...
Read more