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UNESCO-UNEVOC's [Coronavirus Disease 2019] COVID-19 response project was implemented from January-June 2021. This project report provides a snapshot of activities that helped [technical and vocational education and training] TVET institutions around the world address the short, medium and long-term effects of the crisis and prepare for the post-COVID-19 era. Through targeted training for employability, UNESCO-UNEVOC has supported efforts to reskill and upskill those whose livelihoods have been disrupted by the pandemic and strengthen their capacity to adapt to short and long-term changes. The project also focused on providing training to teachers, managers and technical staff to meet the urgent need for greater digital skills and competencies. The three-month training programme was backed up by a series of webinars to discuss the challenges of digitalization in TVET, bringing together leading experts and interested practitioners from the global TVET community. To ensure lessons learned along the way will not be forgotten after the crisis has subsided, a special peer-learning activity has enabled TVET institutions to pass on promising practices to other TVET stakeholders through a mix of assignments, workshops and webinars.

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This report provides a comprehensive overview of the UNESCO-UNEVOC International Centre’s activities in [technical and vocational education and training] TVET in 2008-2009. It indicates how the Centre has helped to improve TVET in UNESCO Member States and serves as an information document for those who are interested in the work of the Centre. It particularly aims to inform individuals who do not have access to or are not familiar with the format of reports submitted within the mechanisms of UNESCO. During the biennium 2008-2009, the UNESCO-UNEVOC International Centre focused its work on three key result areas: (1) fostering innovation and best practice in TVET through active and effective UNEVOC Networks; (2) strengthening TVET in UNESCO Member States to meet the goals of the Education for All (EFA) campaign; and (3) assisting UNESCO Member States in the alignment of TVET with the tenets of sustainable development. In all three result areas, the Centre undertook a broad range of activities that covered the various world regions.

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At the international conference in Tangshan in 2017, UNESCO put a spotlight on the factors shaping the future technical and vocational education and training (TVET) landscape. These included shifts in the development paradigm towards sustainable development, and changes in demography, economic trends, the labour market and migration patterns. Organized with the support of the German Federal Ministry of Education and Research (BMBF) and the Federal Ministry for Economic Cooperation and Development (BMZ), and in collaboration with the German National Commission for UNESCO and partners from the Inter-Agency Group on TVET and WorldSkills International, UNESCO-UNEVOC's TVET Learning Forum on 'Managing skills in times of disruption' convened over 100 participants representing all sectors of the TVET community, including centres from the UNEVOC Network, from all five regions of the world. The report presents highlights of UNESCO-UNEVOC's TVET Learning Forum.

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The sub-regional meeting devoted to networking and capacity building in technical and vocational education and training and education [TVET] for sustainable development in the Commonwealth of Independent States [CIS] and Ukraine was held on 19 June-1 July 2011 as a follow-up of the Bonn meeting in September 2010. The meeting brought together over 53 TVET representatives from ministries of education, [non-government organisations] NGOs in TVET, national UNEVOC centres, TVET institutions, from CIS countries such as Armenia, Azerbaijan, Belarus, Moldova, Kazakhstan, Kyrgyzstan, Russia, and from Ukraine. The meeting focused on the trends and key aspects of TVET development and modernisation in the context of enhanced interaction, sharing and mutual learning in the field of TVET across the CIS and Ukraine under the framework of the network of UNEVOC Centres.

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Technology has altered many aspects of life, including education and training. As a result of technological developments, technical and vocational education and training (TVET) has become more accessible to students, and the quality of education and training has improved too. Teachers and trainers can use digital tools to manage their tasks effectively and engage learners in digitally-rich environments. Learners can also use technology to learn new skills and to collaborate and interact with teachers and trainers. The [Coronavirus Disease 2019] COVID-19 pandemic has however underlined the current difficulties in effectively integrating technologies in the delivery of education and training. This practical guide helps TVET institutions to understand the organizational plans needed to build up their capacity to stimulate digital learning. It also guides teachers that want to develop their competencies, improve their pedagogical strategies with use of technology, and learn from existing practice.

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Global developments including the transition to greener economies, the application of digital technologies in the world of work, and the [Coronavirus Disease 2019] COVID-19 pandemic, amongst others, are changing the way we live and work. These developments are driving technical and vocational education and training (TVET) systems to improve their capacity to identify the future skills demands and to expand access to skills development opportunities. As TVET adapts itself to the impacts of significant social, environmental, and economic disruptions, innovative practices emerge with the potential to rejuvenate the future of skills development. Schools, training centres and colleges have the potential to play a leading role to drive innovation in their local skills and innovation ecosystem.

This practical guide proposes a framework for TVET institutions to increase their capacities to drive innovation. The framework is developed on the basis of UNESCO-UNEVOC's Skills for Innovation Hubs (i-hubs) initiative, which included the participation of ten pilot TVET institutions from Africa, Asia and the Pacific and Europe. The practical guide provides a systematic, institution-wide, measurable and evidence-based methodology that enables TVET institutions to streamline innovation into their strategic planning, products and services, ecosystem engagement, and teaching and learning processes. By applying the UNEVOC Innovation Framework, TVET institutions can assess their preparedness to innovate, take actions to innovate learning processes and products and services, and develop concrete outputs for improvement. In doing so, institutions can inspire other entities in their local ecosystem to pursue the path of innovation.

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The key goals of the Youth Employment Summit (YES) Campaign, launched at the Alexandria Youth Employment Summit, in Egypt in September, 2002 were to build the capacity of young people to create sustainable livelihoods and establish an entrepreneurial culture where young people will work towards self-employment. These broad goals were further developed into six key issues: Employability, Employment creation, Equity, Entrepreneurship, Environmental Sustainability and Empowerment. This paper argues that another ‘E’ is essential for the success of the YES Campaign - Education - and outlines the importance of education as a tool for young people’s participation in society. Show less