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New Qualifications and Competencies in TVET

News

19 October 2021
BILT Learning Lab: Adapting and Integrating the ASEAN In-Company Trainer Standard in Thailand
BILT Learning Labs are an opportunity for TVET stakeholders to explore specific 'Innovation and Learning Practices' from Africa, Asia-Pacific, and Europe. The Lab’s focus is on the transferability of practices. This example shows the practical adaptation and integration of new competencies: what was done to adapt national competence requirements to international frameworks.
read more


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.

For more detailed information, please consult the publication Concept Note.

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


Digital competencies for the labour market
Submitted by SFIVET, Switzerland

GRÆDUCATION
Submitted by FIAP e.V., Greece

LearnIT
Submitted by CENFIM, Portugal


Other NQC-related publications


Individual Learning Pathways
Submitted by Omnia, Finland





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