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The identification of future-oriented qualifications and competencies 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 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 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.
A third major challenge relates to ensuring the implementation of new qualifications and competencies in practice. Teachers and trainers need access to support for their professional development and acquaint themselves with new teaching and learning methods, including through distance learning.
Global trends, such as internationalization, growing societal concern about environmental sustainability, and rapid technological innovation cycles accelerate the demand for up-to-date competencies, both in the workplace and everyday life. While TVET systems are trying to adapt to global trends by identifying and implementing new qualifications and competencies, partnerships and peer learning can serve as effective accelerators to this process.
The BILT project provides TVET institutions with a platform to explore and support the process of identification and implementation of new qualifications and competencies through an ecosystem approach.
On the demand side, emerging trends in the private sector should inform the regular update of curricula and training regulations in a quick and proactive manner. The BILT project contributes to the identification of new future-oriented qualifications and competencies for relevant TVET careers, with special attention paid to the thematic fields of digitalization, greening, entrepreneurship, and migration, taking into account labour market needs, and economic and socio-political developments.
On the supply side, BILT explores the subsequent integration of new qualifications and competencies into curricula and training regulations in accordance with the structure and requirements of national TVET systems. BILT project partners identify and discuss different approaches to the integration of new qualifications and competencies - including cross-cutting, sectoral, occupational, and modular approaches.
Finally, efficient delivery of new qualifications and competencies in the classroom requires the adoption of innovative teaching and learning practices, and providing teacher and trainer training, so that learners can benefit accordingly. In the BILT bridging events, BILT partners share and discuss successful examples of implementing new qualifications and competencies in practice. These include pilot projects in different sectors and occupational fields for different target groups.
To learn about successful initiatives dealing with the implementation of new qualifications and competencies from within and outside the European UNEVOC Network, please consult the BILT Workshop on New Qualifications and Competencies summary report.
In the framework of the overarching BILT work stream ‘New Qualifications and Competencies’ an expert group collaborates over a time-span of one year (2020-21) to produce an implementation-oriented publication. Jointly with the BILT team, the experts will launch the publication at the BILT Learning Summit in Q4 2021.
Illustrated with case studies and practical examples, the publications’ logic will be to propose solutions to challenges, which revolve around the following core question:
How can new qualifications and competencies (NQC) be identified timely, integrated into curricula and training regulations, and implemented effectively in adequate learning environments?
Addressing the diverging needs of stakeholders in a TVET system, the experts split into three sub-groups: a MACRO/Governance group (addressing statutory bodies such as ministries), a MESO/Advocacy group (addressing representatives from industry, trade unions, chambers etc.), a MICRO/Delivery group (addressing TVET schools, companies and other TVET providers). Each of these levels will produce one volume of the publication.
To assure the practical applicability of the publication and to gather feedback from the target groups, interested UNEVOC Centres will provide feedback to the publication in a validation process in 2021.
A Senior Expert, Prof Dieter Euler from the University St. Gallen (Switzerland), guides the overall process. The sub-groups, composed of members from Africa, Asia as well as the Pacific, and Europe, are each lead by one Lead Expert from a different UNEVOC Centre: Phil Loveder (NCVER, Australia) acts as MACRO Lead, Matteo Sgarzi (Céreq, France) acts as MESO Lead and Dr James Keevy (JET Education Services, South Africa) acts as MICRO Lead.
For more detailed information, please consult the publication Concept Note.
Submitted by Innove, Estonia
Within the overall framework of the European Union programme ‘Intelligent Energy Europe’, BuildEst is an Estonian-led, and EU-funded project that developed additional skills training to enhance ‘green’ competencies and promote sustainability ...
Submitted by CENFIM, Portugal
For individuals in the workforce who want to access additional or continuing training, options that allow for flexibility in terms of when, where, and how to study are increasingly sought after. Employers too seek attractive training solutions that o ...
Submitted by FIAP e.V., Greece
In order to contribute towards modernizing and strengthening the Greek TVET system, the GRÆDUCATION project conducts research, development, and testing of educational services to improve the teaching of environmental professions in Greece. Aimed spe ...
Submitted by SFIVET, Switzerland
The ongoing digital transformation of the workplace has a corresponding impact on TVET occupations, qualifications and competencies. This research project investigates the changes occurring on the Swiss labour market arising from digitalization and i ...
Submitted by Omnia, Finland
Following major TVET reforms in Finland that came into effect in January 2018, the Finnish TVET system began to offer individual learning pathways in order to enhance students’ success and make TVET more attractive. As a result, students follow a l ...
Virtual conference report
To remain relevant for the world of work, modern TVET systems need to adapt to new technologies and structural changes in the labour market and society. A main challenge of TVET is to create modern career paths which attract and integrate youth. With ...
This summary captures the key outcomes of the thematic BILT Workshop on ‘New Qualifications and Competencies in TVET’, held at SFIVET in Lausanne, Switzerland, from 12-13 November 2019.
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