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Youth employability and green skills are at the core of UNESCO-UNEVOC's activities. This is why UNESCO-UNEVOC has been collecting 'promising practices' in technical and vocational education and training (TVET) from UNEVOC Network members. These promising practices illustrate how UNEVOC Network members from around the world are using technical and vocational skills to address two major global challenges that are affecting every country in the world, and are therefore high up on the post-2015 development agenda: making youth employable and achieving sustainable development. All UNEVOC Network members were invited to showcase how TVET is being oriented to the demands of greening the economy and addressing youth unemployment at the level of their school or institution, their region or their country. The aim of this exercise was to share knowledge of established innovative practices – 'success stories' – that have proven to be effective and that promote TVET in some profound way, either within a particular TVET sub-sector or at local, regional or national level. The submissions were reviewed in terms of their impact, innovation and potential for replication using a conceptual framework specifically developed for identifying and analysing promising practices. Some of the most promising, interesting and inspiring practices on each of the two themes – green skills and youth employment – are published in this booklet.

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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 brief report provides an overview of the work of the UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training. It covers: (1) the importance of technical and vocational education and training (TVET) in relation to equipping people with capabilities that can broaden their opportunities in life, preparing young people for work, providing the skills required for decent employment, supporting the economic competitiveness and prosperity of nations, and the social inclusion of its citizens; (2) information about the UNESCO-UNEVOC International Centre; (3) the global UNEVOC network; (4) advocacy and capacity development work in TVET; (5) knowledge management and resource development; (6) online services; and (7) international collaboration and partnerships. Show less

The UNESCO-UNEVOC Regional Forum for Europe and North America was co-hosted by Moscow-based National Observatory on Vocational Education/Centre for VET Studies [CVETS] with the support of the Moscow Institute for the Development of Education. It was the fourth of five regional follow-ups to the Shanghai Consensus on developing and sharing policy and promising practices on youth and skills, and greening [technical and vocational education and training] TVET. Delegates shared and discussed evidence-based examples of promising practices; challenges and advances in programs and projects on youth skills, employability and transition to the workplace; opportunities to integrate ecological considerations and sustainable development in training; and ways to identify new training profiles where green skills would be of increasing importance in the future. They also sought to enhance regional harmonization through international dialogue and aimed at making progress on these global issues.

[A number of] innovative promising practices were presented at the meeting. For the theme 'youth and skills' these are: (1) from Canada an essential workplace skills test that measures cognitive skills levels in reading and calculation and a mobile phone app that helps students develop entrepreneurial mindsets; (2) a Norwegian project for designing training modules aimed at reducing TVET dropout rates; (3) Germany's federal vocational orientation scheme, in which 480,000 school children had already participated; (4) a North American career pathways program; and (5) programs in Russia to integrate economic migrants from Central Asia and other former Soviet regions. For the theme 'greening TVET' these are: (1) Latvia's project to develop understanding about competencies needed for 'green jobs'; (2) two Canadian projects, one on greening the curriculum and the other on developing regional innovation centres; and (3) from Finland a scheme to use [information and communication technology] ICT to reduce carbon footprints in the learning environment.

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At the 2005 UNESCO General Conference, member states stressed the importance of skills development for employability and technical and vocational education and training (TVET) as a crucially important dimension of Education for All (EFA). It is not only necessary for people to be able to read and write; they also need the skills to make a decent and sustainable living. In light of the above and to fulfil its mandate to assist countries to develop and strengthen education for the changing world of work, the UNESCO International Centre for Technical and Vocational Education and Training (UNESCO-UNEVOC) undertook numerous activities around the world in 2006-2007 in the areas of vocationalisation of secondary education, formal, non-formal and informal TVET, and vocational content in higher education. They included conferences and seminars, study tours, a cutting edge publications program and much more. All activities aimed to contribute to increased opportunities for productive work, sustainable livelihoods, personal empowerment and socioeconomic development, especially for youth, girls, women and the disadvantaged. This report provides full details on the achievements of the Centre during the biennium.

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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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As a major contribution to the United Nations Decade of Education for Sustainable Development, InWEnt - Capacity Building International, in partnership with the UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training hosted an international experts' meeting in Bonn, Germany on 6-7 November 2007. The purpose of the meeting, titled 'Corporate social responsibility and education for sustainable development: advancing the partnership' was to consider examples and strategies for building global capacity for integrating education, training and capacity building Corporate Social Responsibility (CSR) programs in private and public organisations. It also considered how [technical and vocational education and training] TVET systems and institutions can ensure their students enter the workforce with knowledge, skills and aptitudes suitable for working in organisations with a strong CSR orientation. As such, the meeting was a follow-up to an international consultation on 'Education for sustainable development: engaging the corporate sector', also held in Bonn, 23-25 May 2007, and convened by UNESCO-UNEVOC and UNESCO Headquarters Paris, in close partnership with InWEnt and other partners.

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To strengthen global and regional harmonization for the advancement of [technical and vocational education and training] TVET transformation through the capacities of UNEVOC's unique global Network of specialized TVET institutions and affiliated partners, the UNESCO-UNEVOC International Centre organized a series of meetings to be held in all regions of the world. The meetings are organized following the recommendations outlined in the Shanghai Consensus, in which the role of the UNEVOC Network is highlighted as playing a key role in developing the capacities of decision-makers and practitioners, and facilitate the involvement of all stakeholders in TVET transformation and development across the globe. The Regional Forum Latin America and the Caribbean was organized in collaboration with the Instituto Nacional de Aprendizaje (INA, Costa Rica) and took place in San Jose, Costa Rica. The two-day forum provided a platform for regional and national institutions to come together and share evidence-based promising practices and initiatives that aim to tackle youth employment and address environmental challenges in the Latin America and Caribbean region.

A total of 12 promising practices were presented at the meeting, five on the topic of greening TVET and seven on the topic of youth and skills. The practices were very varied and reflected the diversity of the countries as well as the institutions represented in the forum. They included both local, small-scale initiatives sometimes initiated by tutors themselves, as well as larger-scale programmes, often rolled out at national level. The forum reinforced the view that youth and skills and greening TVET are two important areas that should have a central place in the education and training agendas of many, if not all, countries in the region. There is also a need to harness networking to promote further strategies for youth and skills and greening TVET.

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The UNESCO-UNEVOC Regional Forum Asia and Pacific provided a platform for dialogue and discussion on youth employability and the concept of sustainable development, with greening [technical vocational education and training] TVET being one of its dimensions. The forum aimed to provide a platform to address the implications of greening TVET and youth employment strategies, and to strengthen regional harmonization for the advancement of TVET through networking, partnerships and mobilization of expertise and resources. This meeting report includes summaries of sessions on: greening TVET: global and regional perspectives; greening TVET initiatives in the Asia-Pacific region; youth employment and skills development; youth and employability in the Asia-Pacific region; UNEVOC network regional coordinators’ perspectives, experiences, lessons learned and challenges; international and regional organizations’ perspectives; and development partners’ perspectives.

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The UNESCO-UNEVOC Global Forum 'Skills for Work and Life Post-2015' engaged over 200 stakeholders from 71 UNESCO Member States, including 80 participants from 62 UNEVOC Centres from across the UNEVOC Network in identifying concrete and coherent directions and interventions in the areas of youth employability, skills development and greening skills through [technical and vocational education and training] TVET. The forum aimed to: contribute to and inform the global debate on the vital topics of youth, skills and greening TVET in the context of the post-2015 development agenda; engage multiple stakeholders in identifying concrete and coherent global directions, policy measures and programmatic interventions in the areas of youth employability, skills development, and greening skills and competencies through TVET; share cross-regional, multi-stakeholder, multi-level perspectives and draw on an analysis of the results to map a global TVET outlook beyond 2015; and elaborate concrete future interventions through Network and partnership platforms, in particular the UNEVOC Network.

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