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New Qualifications and Competencies in TVET


21 June 2022
Save the date: Mapping current trends in TVET for sustainable and digital transformation
This hybrid BILT Bridging Event from 21-23 June 2022 offers a platform to discuss emerging trends in new qualifications and competencies (NQC) in Africa, Asia-Pacific and Europe. Deep-dive discussions address sectors that are particularly affected by the green and digital transformation.
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Challenges concerning new qualifications and competencies in TVET

Global trends, such as growing societal concern about environmental sustainability and rapid technological innovation cycles accelerate the demand for up-to-date qualifications and competencies, both in the workplace and everyday life. Against this backdrop, the BILT biennial thematic cycle for 2020 and 2021 focuses on the overarching theme of ‘New Qualifications and Competencies (NQC)’. Various activities around this theme enable peer learning, partnership and knowledge generation between European, African and Asian UNEVOC Centres and other interested TVET stakeholders.

The three I's process

BILT explores solutions for challenges related to new qualifications and competencies, more specifically to the three I’s process:

The first “I” is the identification of future-oriented qualifications and competencies, since it is an ongoing challenge for TVET systems worldwide. It is a multi-stakeholder endeavour of great importance as it ensures the continued relevance of TVET for the world of work and contributes to the attractiveness of TVET for learners. Such new qualifications and competencies must serve market needs, respond to socio-economic demands and lead to promising career paths for the youth.

Besides the identification of new qualifications and competencies, an additional major challenge is their efficient integration into flexible and appealing occupational profiles, curricula, and training regulations. To ensure TVET’s responsiveness to emerging trends and industry demands, TVET systems seek new ways to integrate new qualifications and competencies into national frameworks, allowing for intermediary exits to the labour market, offering some degree of convergence to general education and recognizing prior competencies acquired by students and learners.

The third “I” relates to major challenges in ensuring the implementation of new qualifications and competencies in practice. Teachers and trainers need support for their professional development and acquaint themselves with new teaching and learning methods, including through distance learning, while pedagogical environments need to be fit to purpose.

Response: from theory to practice

Since 2020, the theme has been explored from different perspectives and complementary results have been achieved, deepening the discussions on the identification, integration and implementation of new qualifications and competencies.

The results of the Trends Mapping Study carried out between March and August 2020 laid the foundations for the development of an implementation-oriented publication on new qualifications and competencies.

“New qualifications and competencies for future-oriented TVET systems” publication

This three-volume publication is aimed to cater to the diverse needs of TVET-related institutions by exploring and understanding the three I’s process. Our main premise is that different stakeholders have different views on the three I's and therefore need different insights.

Illustrated with case studies and practical examples, the three volumes propose solutions to specific challenges. They underscore the importance of improving the crucial intersection between the world of work and education, which is now populated with new actors, new tools, dynamics and, above all, expectations from all parts involved.

To access the publication, please scroll down to NQC-related publications.

Organization Self-Reflection Tool

The New qualifications and competencies for future-oriented TVET systems publication is informing the development of a self-reflection tool. The goal of the tool is to stimulate TVET institutions to reflect on their preparedness to take part in the three I’s process in an assertive and effective manner.

A pilot phase is planned in the first quarter of 2022, when selected TVET institutions will be invited to provide feedback on the tool as well as on the self-reflection workshop. Moreover, participating institutions will be invited to develop and implement an NQC action plan in order to benefit from opportunities of improvement that were identified during the process. These institutions will also play a relevant role transferring the methodology at regional level.

NQC-related Innovation and Learning practices

TESDA Online Programme
Submitted by the Technical Education and Skills Development Authority, Philippines

Kenya Education for Employment Program - KEFEP-02
Submitted by Sigalagala National Polytechnic, Kenya

Bridging Benin’s skills gap: partnerships with private enterprises in agricultural TVET delivery
Submitted by the National Consultation Framework for the Promotion of Technical and Vocational Education and Training, Benin

Makerspace training centre project
Submitted by Gearbox Pan African Network & Machine Africa Network of Industries, Kenya

NQC-related publications

New qualifications and competencies for future-oriented TVET - Volume 3
TVET delivery: providing innovative solutions

New qualifications and competencies for future-oriented TVET - Volume 2
TVET advocacy: ensuring multi-stakeholder participation

Get in touch

UNESCO-UNEVOC International Centre
for Technical and Vocational Education and Training     
UN Campus, Platz der Vereinten Nationen 1
53113 Bonn, Germany

      unevoc.bilt @ unesco.org

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