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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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This document is the final report of a symposium for policy makers in technical and vocational education (TVE) in Africa which was conducted in Dakar, Senegal from 21-24 August 1995. Participating countries were Cameroon, Congo, Cote d'Ivoire, Ghana, Kenya, Senegal and Swaziland. The report touches briefly on TVE in the national education frameworks of the countries involved, cooperation between TVE institutions and enterprises and major challenges to TVE in Africa. There is a brief country report from each of the participating countries. Guidelines for the formulation of an action plan for the development of UNESCO's International Project on Technical and Vocational Education (UNEVOC) in Africa are suggested. Show less

The World TVET Database is UNESCO-UNEVOC's endeavour to provide concise, accurate and up-to-date information on technical and vocational education and training [TVET] systems around the world, in one single place. The country reports intend to enable students and researchers of TVET as well as policy makers and TVET professionals around the world to identify trends and challenges in TVET as well as information gaps, and to encourage comparative studies of different countries' TVET systems. The scope of available information on countries' TVET systems varies as greatly in quantity and quality as the TVET systems themselves. In this light, the World TVET Database kicks off with a pilot phase during which information on key aspects that apply in all contexts will be displayed under a small number of general headings, namely: TVET mission, legislation and national policy or strategy; structure of the TVET system - formal, non-formal and informal TVET systems; governance and financing; TVET teachers and trainers; qualifications and qualification frameworks; and current and ongoing reforms, projects and challenges. In addition, the database will feature statistical information, links to TVET institutions and UNEVOC Centres in the country, as well as links to relevant documents and sources. During the pilot phase, the database will concentrate mostly on descriptive information of countries' TVET systems. It is expected that the database will in time provide more analysis, with links to relevant documents such as research papers, analytical studies, legislative documents and policy reports relevant to each country.

Excerpt from UNESCO-UNEVOC website. Show less

The aim of the Second International Congress on Technical and Vocational Education was to present UNESCO’s Member States with a forum to define technical and vocational education (TVE) policy to address the employment and other socio-economic challenges of the first few years of the 21st century. More than 700 representatives met to determine how TVE should adapt to the likely technological developments and social phenomena of the era and this document presents the recommendations under the six themes of the Congress. The themes are: The changing demands of the twenty-first century: challenges to technical and vocational education; Improving systems providing education and training throughout life; Innovating the education and training process; Technical and vocational education for all; Changing roles of government and other stakeholders; Enhancing international co-operation in technical and vocational education.

The final report of the Congress is indexed at TD/INT 59.239; individual papers are indexed from TD/INT 58.150 to TD/INT 58.180 and at TD/UNEVOC 58.02, 58.03 and TD/UNEVOC 58.06; the main working document entitled ‘Lifelong learning and training: a bridge to the future’ is indexed at TD/TNC 68.445 and the volume of reference documents is indexed at TD/TNC 68.447. Show less

This biennial report provides a comprehensive overview of the UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training's activities in this field of education during 2010-2011. It indicates how the centre has helped to improve technical and vocational education and training (TVET) in UNESCO member states. During the biennium, the centre undertook a range of activities promoting TVET development, focusing its work on skills development for employability and livelihood, and greening TVET for sustainable development. Show less

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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As part of its mission to support the global development of technical and vocational education and training (TVET) and fostering interaction and learning among TVET stakeholders from all over the world, UNESCO-UNEVOC hosts the UNEVOC e-Forum, a virtual community of TVET experts from around the world sharing information and knowledge about different aspects of TVET. From 16 to 30 April 2012 a moderator-driven discussion was held on the topic of TVET in post-conflict and post-disaster settings. The conference attracted over 180 participants from more than 65 different countries. The guest moderator for this online conference on TVET in post-conflict and post-emergency settings was Karina Veal, an international TVET advisor with a special focus on post-conflict and fragile states. Various topics were introduced and discussed over the two-week period of this e-conference. These topics provide the structure for this synthesis report: differences between post-conflict and post-disaster situations; lessons learned from establishing TVET after a tsunami or other natural disaster; how to integrate disaster risk reduction training into TVET; reintegration of ex-combatants; TVET for (post-conflict) employment; risks and benefits of providing TVET during unstable/emergency phases; components of skills programs; and personal recovery and resilience. The report lists a number of resources for those who wish to learn more.

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This biennial report provides a comprehensive overview of the UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training’s activities in this field of education during 2010-2011. It indicates how the centre has helped to improve technical and vocational education and training (TVET) in UNESCO member states. Specifically, UNESCO-UNEVOC contributed to the biennial sectoral priority in education which focused on ‘scaling up equity, inclusion and quality in education and lifelong learning for sustainable development and a culture of peace and non-violence’. UNESCO-UNEVOC contributed to the acceleration of progress towards Education for All (EFA) and education for sustainable development (ESD).

UNESCO-UNEVOC undertook a range of activities promoting TVET development in all regions of the world. In response to the Shanghai Consensus, UNESCO-UNEVOC placed emphasis on capacitating the UNEVOC Network and engaging its members to shape the Centre’s work and activities. Network members identified youth and skills, with a specific focus on school-to-work transitions and entrepreneurship, and greening TVET, with a specific focus on teacher training and curriculum development, as crucial themes for all regions and developed a plan of action for the second half of the biennium.

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While the article in the UNEVOC Forum, no. 4 focuses on the role and contribution that [technical and vocational education and training] TVET must make to sustainable development, the present article describes the background to the assessment, which will reach its culmination at the meeting in Bonn, of recent TVET policy reform in the Member States. The content of the meeting's substantive sessions devoted to the assessment is also concisely explained.

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This is the final report of the International Advisory Committee (second session) of UNESCO's International Project on Technical and Vocational Education (UNEVOC), which was held in Paris from 12-14 December 1994. The report briefly details the activities of the Committee, listing contributing organisations. Activities of regional offices and cooperation with United Nations (UN) specialised intergovernmental and non-governmental organisations are briefly described. There is a discussion of future strategies of UNESCO's International Project on Technical and Vocational Education (UNEVOC) with the following observations from the participants on the main objectives: the importance of fostering the international exchange of experiences; the importance of studies on policy issues; the need for strengthening of national research and development capabilities; and the facilitation of access to relevant databases and other information sources. Finally, recommendations for future directions are given. Show less