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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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The World Technical and Vocational Education and Training (TVET) Database is an online repository developed by UNESCO-UNEVOC. It aims to provide up-to-date information on TVET systems worldwide. This country profile for Sri Lanka was first published in 2012 and was updated in 2018. The 2018 profile contains: Statistics; TVET systems; TVET strategy and key policy documents; Governance and financing; TVET teachers and trainers; Qualification system and quality assurance; Current reforms and policy discussion; References and further reading. Show less

The seminar on Technical and Vocational Education and Training ‘From School to Work: Contemporary Regional Experiences’ was convened by the National Institute for Educational Policy Research (NIER) of Japan from 23-30 January 2007 in Tokyo. This seminar was co-organised with the UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (UNESCO-UNEVOC), involving members of the Centre’s international network of [technical and vocational education and training] TVET institutions - the so-called UNEVOC Network. The meeting focussed primarily on TVET as a means [for] preparing school leavers for the world of work and on policies and strategies supporting young people through the actual transition process. In line with mandates of NIER and UNESCO-UNEVOC to provide platforms for an international exchange of information and good practice, the seminar served to increase the understanding of contemporary regional experiences of transition to work issues in the Asia-Pacific region. It was attended by 13 representatives of UNEVOC Network member institutions (UNEVOC Centres) from the Asia-Pacific region: Bangladesh, Cambodia, The People’s Republic of China, Indonesia, Japan, Lao PDR, Malaysia, Mongolia, Nepal, Republic of Korea, Sri Lanka, Thailand and Vietnam. In addition, NIER had invited two resource persons to give presentations on key issues related to school-to-work in Australia and in the Pacific Island States. Several country case studies on school-to-work transition were presented, different approaches and strategies were discussed, and common concerns and issues related to school-to-work transition were identified during the seminar. Based on these key issues and as an outcome of intensive group work, the participants formulated a set of recommendations for a regional strategy on the improvement of TVET.

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This publication reports on the [education for sustainable development] ESD review-responsive and future-oriented program on ‘Reorienting TVET policy towards education for sustainable development’, jointly organized by the UNESCO-UNEVOC International Centre in Bonn, Germany, InWEnt - Capacity Building International, Germany and Colombo Plan Staff College for Technician Education in Manila, Philippines. Building on the results of the March 2009 ESD World Conference in Bonn, Germany, this international [technical and vocational education and training] TVET expert meeting aimed to be a catalyst to integrate sustainable development-focused objectives, themes, strategies and operating procedures into TVET policies, programs and practices. The aims and expected outcomes of this special program were: increased understanding of the importance of TVET for ESD in line with the goals of [Education for All] EFA; a set of lessons from leading practices in ESD; plans for further advancing TVET for ESD; and study visit of relevant institutions and industries in Germany. Moreover, the discussions focused on the following four-dimensional ESD concerns: (1) creative methods to expand awareness, meaning and scope of ESD through multistakeholder dialogue; (2) strategies for inclusion of non-formal and informal learning in the context of sustainable development; (3) means for incorporating ESD into TVET (including training of leaders in business and industry to form the values toward corporate social responsibility, etc.); and (4) ways for creating greater synergy and networking among representatives of [sustainable development] SD-related institutions of governance and learning. The contents are as follows: Preface; Introduction and summary; Keynote addresses - Major challenges in integrating substainable development in TVET / Shyamal Majumdar; TVET in ESD / Harry Stolte; VET for the second half of the United Nations Decade of Education for Sustainable Development / Naing Yee Mar; Innovative Practices in TVET for ESD: German experience / Klaus-Dieter Mertineit; Country presentations - Bagladesh / Razia Begum; Fiji / Alumeci Susu Tuisawau; India / Vijay P. Goel; Malaysia / Ani Asmah Tajul Ariffin; Maldives / Mariyam Noordeen; Mongolia / Tungalag Chimid; Myanmar / Theingi; Nepal / Devi Prasad Ghimire; Pakistan / Yousaf Kamal Malik; Philippines / Elmer K. Talavera; Papua New Guinea / Jayasundara. J. Banda; Sri Lanka / H. L. Obeyesekera; Thailand / Sirirak Ratchusanti; Country papers: Bangladesh: reorienting TVET policy towards education for sustainable development / Razia Begum; Fiji: reorienting TVET policy towards education for sustainable development / Alumeci Susu Tuisawau; India: technical and vocational education and training (TVET) system in India for sustainable development / Vijay P. Goel; Malaysia: innovative practices in TVET towards education for sustainable development: work-based learning diploma programmes at community colleges in Malaysia / Ani Asmah Tajul Ariffin; Maldives: innovative practices in TVET towards education for sustainable development / Mariyam Noordeen; Mongolia: reorienting TVET policy towards education for sustainable development / Tungalag Chimid; The Union of Myanmar: reorienting TVET policy towards education for sustainable development in Myanmar / Theingi; Pakistan: reorienting TVET policy towards education for sustainable development / Yousaf Kamal Malik; Philippines: TVET and sustainable development / Elmer K. Talavera; Papua New Guinea: reorienting TVET policy towards education for sustainable development for Papua New Guinea / Jayasundara J. Banda; Sri Lanka: innovative practices in TVET for education for sustainable development in Sri Lanka to suit the regional competitiveness / H. L. Obeyesekera; Thailand: innovative practice in TVET towards education for sustainable development in Thailand / Sirirak Ratchusanti; Annex. Show less

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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