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The poster gallery at the BILT Bridging Event Towards inclusive excellence in TVET includes submissions by UNEVOC Centres and other TVET stakeholders. They display research results, projects, initiatives, methodologies or tools, related to the conference theme of inclusive excellence, and to the focus sectors building and construction or hospitality and tourism. Visitors of the virtual gallery are welcome to reach out to the authors of the posters to learn more.
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Submitted by the Donor Committee for dual Vocational Education & Training (DC dVET)
Thematic area: Inclusion
The Donor Committee for dual Vocational Education and Training (DC dVET) is the knowledge hub for expertise, experience, and trends in dual VET in development cooperation.
We provide current, relevant & high-quality resources and offer demand-oriented services for our members, their projects and partners.
The DC dVET promotes exchange and cooperation and thus contributes to make VET projects and initiatives even more effective.
Contact: coordination @ dcdualvet.org, Website
Submitted by the International Training Centre of the International Labor Organization (ITCILO)
Thematic area: New Qualifications and Competencies
The ITCILO has been at the forefront of learning and training on labor related issues since 1964. As part of the ILO, the Centre is dedicated to achieving decent work while exploring the frontiers of the future of work by upskilling policy and decision makers, educators, business leaders and skills development professionals.
The Centre trains, guides and engages interested and vested participants through learning journeys, featuring interactive workshops, virtual collaboration tools, and the latest educational technologies.
Contact: skillsdevelopment @ itcilo.org, Website
Submitted by Omnia, the Joint Authority of Education in the Espoo region, Finland
Thematic area: Inclusion
Omnia promotes inclusion, skills and well-being of citizens boosting the vitality of municipalities, communities and enterprises of the region. Omnia is a large and modern provider of education that offers a wide range of services with a focus on supporting lifelong learning.
Contact: sari.rehell @ omnia.fi, Website
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Submitted by the Training Center for the Construction Sector, Hessen-Thuringia (Bildungswerk BAU Hessen-Thüringen e. V., BiW), Germany
Thematic area: Inclusion
Bildungswerk BAU Hessen-Thüringen e. V. (BiW) is a Germany-based non-profit provider of training measures for the construction industry and represents with its members more than 3.000 construction companies, most of them SMEs. We have been providing training for over 80 years and see ourselves as a link between all stakeholders in the construction sector with an overarching powerful network involving chambers, associations, professional educational institutes and ministries, nationally and internationally.
We are guided by the EFQM Excellence Model of the European Foundation for Quality Management, using this model to implement the most advanced knowledge of comprehensive quality development in our work, services, and qualification processes.
Strategically we have positioned ourselves internationally in vocational training and upskilling since 1999. Therefore, we can look back on more than 25 years of experience in the international education business, with a corresponding worldwide network and project implementation in 35 countries and regions, in close collaboration with universities for scientific projects. The main focusses in international projects were on technical assistance, curriculum development as well as operational implementation.
To accommodate the increasing demand for professional and managerial staff as well as key stakeholders of the building and construction industry, the Bauhaus Academy of Castle Ettersburg provides advanced training in academic fields nationally and internationally – a joint venture between BiW and Bauhaus-Universität Weimar. Regarding adult education in the sense of lifelong learning process we cooperate very close with various universities and Universities of Applied Sciences in Germany and in the European Union to also reach the academic level of upskilling – not strictly focused on construction sector.
For our national and international clients, we provide also intersectoral contents:
Submitted by the Vocational Training Centres for Construction (Bildungszentren des Baugewerbes e.V., BZB), Germany
Thematic area: Building and Construction
The Vocational Training Centres for Construction (BZB) have developed into a multifunctional training service provider for the construction industry in over 40 years. Diverse business areas range from apprentice training, further training, vocational orientation and qualification measures to international project business.
With 3 locations in Krefeld, Wesel and Düsseldorf and more than 1,350 apprentices, BZB is one of the largest training centers in Germany.
Innovation & Transfer Division (in deep): By participating in projects at national and European level, the BZB are involved in educational networks and are continuously working on improving vocational training and on topics such as digitalization, work-based learning, the image of the construction professions, energy-efficient construction, cluster formation in the trades, modern master craftsman training, BIM (Building Information Modeling) and much more.
Contact: frank.bertelmann @ bzb.de, Website
Submitted by the National Institute of Technical Teachers' Training & Research (NITTTR), India
Thematic area: Entrepreneurship
National Institute of Technical Teachers' Training & Research (NITTTR), Kolkata, Salt Lake City, India has started its journey in 1965 under the Ministry of Education, Government of India.
Focal activities of the Institute incorporate short-term training programmes, learning resources development, educational research and management, extension services, curriculum development and PG programmes. The institution is empowering the technical teachers, students and others with the requisite skills in emerging technologies, for the cultivation of teaching prowess.
Recently, NITTTR Kolkata has been conferred Deemed to be University status under Distinct Category by the Ministry of Education, Government of India. This prestigious status underscores NITTTR Kolkata's commitment to fostering technical teacher education, nurturing technical teacher capacity-enrichment initiatives, and facilitating cutting-edge research across various unique and emerging domains.
Contact: director @ nitttrkol.ac.in, subratamondal @ nitttrkol.ac.in, Website
Submitted by La Cometa s.c.s., Italy
Thematic area: Inclusion, Excellence
Founded in 2000 in Como by two foster families, Cometa has evolved from a network of foster families into an organization offering a wide array of social, health, and educational services to children, biological families, and foster families.
Its mission and aims are as follows:
Submitted by EURICSE and MILEDU, Italy
Thematic area: Inclusion, Building and Construction
EURICSE is an international research institute that studies cooperatives, social enterprises and more broadly the social economy from different disciplinary perspectives.
Miledù is a social enterprise based in Como whose aim is to facilitate the work integration of vulnerable workers, particularly migrant workers. Miledu pursues three specific goals:
Contact: giulia.galera @ euricse.eu, Website EURICSE, Website Miledu
Submitted by the Ministries of Education of Kenya, Nigeria, Zambia
Thematic area: Building and Construction
The project is supported by Commonwealth of Learning and implemented by Butere TVC (Kenya). Co-implementers are EBTVET-Yaba College of Technology, Nigeria, Luanshya Technical and Business College, Zambia, and Sabatia Technical and Vocational College, Kenya. The institutions are public middle-level colleges established under TVET Act and are conscious government’s policy of increasing opportunities for technical training, and industrialization. The colleges provide courses in the fields of building and construction, engineering, tourism and hospitality, agriculture, business studies among others. The trainings transform traditional practices into market-oriented enterprises addressing the needs of the labour market for inclusion and excellence.
Contact: sabatiatvc @ gmail.com, buteretti @ gmail.com, dte.moe2017 @ gmail.com, Website
Submitted by the Qualifications and VET Development Centre (KPMPC), Lithuania
Thematic area: Inclusion
The Qualifications and Vocational Education and Training Development Centre (KPMPC) was established on 29 February 1996 by the order of the Minister of Education and Science.
KPMPC is an educational aid institution that provides informational, expert, consulting and qualification development assistance to education providers, educational support institutions. KPMPC’s main objectives include managing the Lithuanian qualifications system; arranging methodical support for VET providers; improving VET quality; developing adult education system and implementing VET and adult education participants’ qualification development initiatives.
The main activities of the KPMPC include the formation of VET qualifications; the preparation and update of formal VET programmes; the assessment of VET institutions readiness to implement formal VET programmes; coordination of final VET graduates’ competence evaluation; promotion of apprenticeship; improvement of adult education system; VET teachers and adult educators’ qualification development; cooperation with national and international VET actors and implementation of national and international projects.
Contact: Website
Submitted by the Universiti Kuala Lumpur (UNIKL), Malaysia
Thematic area: Inclusion, Entrepreneurship
Universiti Kuala Lumpur (UNIKL) is the leading Higher TVET institution in Malaysia. Its 12 institutions offer hands-on education in the fields of Aviation. Marine technology, Chemical Engineering technology, rail technology, and many more. Since its establishment in 2002, it has produced highly skilled and marketable graduates. UNIKL has strong industrial linkages and is well recognized for its highly industry driven programs. Its students not only excel in academic but also in community services and development. Its vision is to become the leading entrepreneurial technical university in the country through excellence in research, education, training, entrepreneurship, consultancy, and community services.
Contact: Cordelia Mason: cordelia @ unikl.edu.my, Website
Submitted by the Universiti Tun Hussein Onn Malaysia (UTHM), Malaysia
Thematic area: Inclusion, Entrepreneurship, Hospitality & Tourism
Universiti Tun Hussein Onn Malaysia (UTHM) is one of the public universities in Malaysia primarily focusing on Engineering and Technology. UTHM is strategically located in green sub-urban environment in Batu Pahat, Johor.
Formerly known as Pusat Latihan Staf Politeknik (PLSP), Universiti Tun Hussein Onn Malaysia (UTHM) has a rich history dating back to its establishment on September 16, 1993. Initially, PLSP's primary focus was on training polytechnic academic staff to excel in various engineering fields. This training institute was jointly managed by Universiti Teknologi Malaysia and the Ministry of Education Malaysia.
In a significant development three years later, on April 12, 1996, PLSP was upgraded to Institut Teknologi Tun Hussein Onn (ITTHO) as a recognition of the institution's excellence in producing skilled human resources for technical education.
The journey of growth continued, culminating in another milestone on September 27, 2000, when the Malaysian government elevated ITTHO to university-college status. Renamed Kolej Universiti Teknologi Tun Hussein Onn (KUiTTHO), this move acknowledged its significant contributions to science, technology, and national development.
KUiTTHO maintained its trajectory of progress, consistently producing competitive graduates. Consequently, on September 20, 2006, the Malaysian government granted the university-college full university status, prompting a change in name to Universiti Tun Hussein Onn Malaysia.
UTHM offers a diverse range of undergraduate, postgraduate, and doctoral programs across various disciplines, including engineering, technology, business, and management. Its robust academic curriculum is complemented by state-of-the-art facilities and laboratories, providing students with a conducive learning environment to excel in both theory and practical application. One of UTHM's distinguishing features is its strong emphasis on industry collaboration and experiential learning. Through partnerships with leading corporations and organizations, students have the opportunity to engage in internships, industrial attachments, and collaborative research projects, bridging the gap between academia and industry.
Contact: Website
Submitted by the Malta College of Arts, Science & Technology (MCAST)
Thematic area: Inclusion, Excellence
The Malta College of Arts, Science & Technology (MCAST) is a post-secondary VET institution which was set up in 2001 in Malta. The Maltese archipelago is made up of 3 main islands, Malta, Gozo and Comino, and is located some 80 kms south of Sicily, Italy.
MCAST is the largest VET provider in Malta and is state-funded. MCAST offers over 200 full time courses and over 300 part-time courses ranging from EQF Level 1 to 8. MCAST is comprised of 6 institutes and 2 centres, viz. Institute of Community Services, Institute for the Creative Arts, Institute for Information and Communication Technology, Institute for Business Management and Commerce, Institute of Engineering and Transport, Institute for Applied Science (incorporating the Centre of Agriculture, Aquatics and Animal Sciences known as Agribusiness) and Centre for Learning & Employability. Meanwhile, a smaller campus in Gozo, offers a selection of courses from MQF Level 1 to 6. The main campus in Paola includes a modern library, state of the art facilities and spaces for group projects, conversations and interactive learning.
MCAST’s student population keeps growing year after year and presently stands at over 8000 full time students who come from multi-cultural backgrounds and with diverse learning profiles. To reach the academic aims and aspirations of its students, MCAST employed nearly 1000 full time and part time academics.
A dedicated unit, the Inclusive Education Unit, strives to meet a student’s learning needs by offering individual and continuous support. Student representation is encouraged and students are present in all boards including the College’s highest board, the Board of Governors. The College has a student council, Kunsill Studenti MCAST, with 13 student members.
Contact: mary.rose.formosa @ mcast.edu.mt, Website
Submitted by the Mauritius Institute of Technical Development (MITD)
Thematic area: inclusion
The Mauritius Institute of Training and Development (MITD), a body corporate established under Act 12 of 2009 has taken over the activities of the ex-Industrial and Vocational Training Board (ex-IVTB) and part of the ex-Technical School Management Trust Fund (ex-TSMTF) as from 16 November 2009. The MITD operates under the aegis of the Ministry of Labour, Human Resource Development and Training.
The objectives of MITD are:
Mission: We provide and promote innovative and quality learning and certification services for the development of a sustainable human capital
Contact: headoffice @ mitd.mu, Website
Submitted by the National Board for Technical Education (NBTE), Nigeria
Thematic area: Inclusion, Excellence
The National Board for Technical Education (NBTE) is an organ of the Federal Ministry of Education which is charged with the responsibility of regulating Technical and Vocational Education and Training (TVET) institutions in Nigeria. The Board was created by an Act of Parliament (Act No. 9 of 11 January, 1977) as a response to the federal Government of Nigeria realization of the need to develop a critical man-power base to execute the nation’s National Development Plans initiated in the 1970s. The Board currently regulates over 700 TVET institutions in Nigeria. It is responsible for setting National Minimum Standards on programmes leading to the award of National Diploma (ND), Higher National Diploma (HND), National Innovation Diploma (NID), National Vocational Certificate (NVC), National Business Certificate (NBC), National Technical Certificate (NTC), Advanced National Technical Certificate (ANTC) and Advanced National Business Certificate (ANBC) and National Skills Qualifications (NSQ). There are over 200 curricula developed by the Board and National Occupational Standards (NOS).
Contact: Website
Submitted by the National Centre for TVET Development (NCTVETD), Romania
Thematic area: Excellence
NCTVETD is a specialized body subordinated to the Ministry of Education, a public institution with legal personality established by Government Decision no. 855 of November 26, 1998.
Main responsibilities:
Submitted by Temasek Polytechnic, Singapore
Thematic area: Inclusion
Temasek Polytechnic (TP) Singapore, a UNEVOC Network Member, is a premier institute of higher learning that celebrates inclusivity and promotes life-long learning for all. Boasting a robust relationship with the industry locally and globally, TP’s innovative learning environment provides relevant and real-time workplace learning, keeping pace with global trends that are rapidly shaping and reshaping jobs and skills. TP’s mission is to prepare school-leavers and working adults for a future of dynamic change, with relevant knowledge, life-long skills, character, and a thirst for continuous improvement.
TP currently offers 36 full-time diploma courses in the areas of applied sciences, business, design, engineering, humanities & social sciences, and informatics & IT to around 12,500 students. We also offer over 30 part-time courses, up to the Advanced Diploma level. Our diploma courses are recognised by more than 200 universities, both local and overseas, for advanced standing toward degree studies.
Contact: Katherina_TAN @ TP.EDU.SG, Teng_Leng_Lim @ TP.EDU.SG Website
Submitted by the Tertiary and Vocational Education Commission (TVEC), Sri Lanka
Thematic area: Inclusion
The Tertiary and Vocational Education Commission was established in 1991 as the apex body in the technical and vocational education and training sector in Sri Lanka, under the provisions of the Tertiary and Vocational Education Act No 20 of 1990. Its primary responsibilities are policy formulation, planning, quality assurance, coordination and development of technical and vocational education and training in the country.
A disability inclusion toolkit was developed by the TVEC with the support of “Skills for Inclusive Growth” projects and it supports the effective implementation of the recently adopted circular related to reasonable adjustments, by providing practical and visual examples of adjustments. The section of the toolkit on practical assessment provides industry accepted practices and visual examples of reasonable adjustments that can be made according to the type of disability a person lives with (physical, hearing, visual and intellectual).
Contact: jayalath @ tvec.gov.lk Website
Submitted by the Swiss Federal University of Vocational Education and Training (SFUVET), Switzerland
Thematic area: inclusion
The Swiss Federal University of Vocational Education and Training (SFUVET) is Switzerland's expert organisation for vocational education. We offer training and further education for those responsible for vocational training, conduct research projects on vocational training, contribute to the development of professions and support international cooperation in the field of vocational education and training.
SFUVET is owned by the Confederation. The Federal Council defines the strategic goals of SFUVET. SFUVET is part of the Federal Department of Economic Affairs, Education and Research (EAER). It is a public-law entity with its own legal personality and legal basis.
SFUVET acts as an interface between trade associations, professional organisations and the 26 cantons (with hundreds of vocational schools and professional colleges). As a national institute, SFUVET plays an important role for these partners, acting as a central point of contact for all matters relating to development projects and the basic and continuing training of VET/PET professionals. SFUVET applies the principle of «building better practices through practice», whereby professional practices are constantly enriched by constant feedback between researchers and VET/PET professionals in the field.
R&D in VET – scientifically sound knowledge for practitioners
SFUVET's R&D Division selects its research areas on the basis of strategic objectives, which are set forth in its research agenda: «Teaching and Learning within the VPET System», «Integration in VPET and the Labour Market» and «Strategic Planning of VET». In doing so, R&D researchers pay particular attention to issues related to VPET research and practice, thereby making an important contribution to the analysis, optimisation and further development of the Swiss VPET system at both upper-secondary and tertiary level.
The newly gained knowledge is continuously fed back into SFUVET's basic and continuing training courses, and hence to practitioners. Research findings therefore benefit learners, their teachers and trainers, vocational schools, professional organisations, policymakers within the Swiss VPET system and society as a whole.
Contact: Website
Submitted by the Ministry of Technology and Science, Zambia
Thematic area: Inclusion
The Ministry of Technology and Science is responsible for formulating and reviewing Technology and Science policies in order to contribute to economic growth. It collaborates with industry and the wider private sector in developing relevant innovations; coordinates Research to promote investment in science and technology; and promotes advancement of knowledge and skills in science and technology in order to accelerate transformation into digital economy. Furthermore, the Ministry conducts science, technology and innovation as well as technical education, vocational and entrepreneurship training impact assessment and monitoring and evaluation.
The Ministry derives its mandate from Government Gazette Notice 1123 of 2021 that outlines its portfolio functions as among others: Apprenticeship Training, Communications Policy, Competence Based Training, Electronic Government, Technical Education, Vocational and Entrepreneurship Training and Technology Development.
Contact: info @ mots.gov.zm Website
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