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Tackling TVET challenges: New Qualifications and Competencies | Greening | Digitalization | Entrepreneurship | Migration
The identification of future-oriented qualifications and competencies, which serve the market needs, appeal to youth and lead to promising career paths is an ongoing challenge faced by TVET systems worldwide. Following their identification, the issue then becomes how to integrate these new qualifications and competencies into occupational profiles, curricula, and training regulations swiftly and effectively.
To ensure responsiveness in view of emerging trends and reflection of industry demands, TVET systems must find different ways to integrate new qualifications and competencies into national frameworks. The integration of new qualifications and competencies can take place at the national level, but also at the local level. For example, some TVET providers may have flexibility to create programs to address identified needs or fill skills gaps. Another approach to the integration of new qualifications and competencies is the creation of additional qualification modules, to be optionally introduced in TVET curricula and training regulations. However, care must be taken to ensure that any such programmes are recognized and accredited so these new TVET qualifications are relevant and attractive to learners and industry.
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. Furthermore, the process of identifying and integrating new qualifications and competencies is fostered by various enabling factors, including financial incentives to innovate and government policies aimed at filling gaps in training solutions.
The identification of new qualifications and competencies and their integration into curricula, training regulations and occupational profiles can be demonstrated in the following ecosystem model:
On the supply side, it is necessary to look into how new qualifications and competencies are integrated into curricula, training regulations or occupational profiles at the systemic level, in accordance with the structural requirements of their respective TVET systems. Secondly, systemic innovations also need to find their way into practice in the classroom, so that teacher and trainer training is provided and learners can benefit accordingly.
While every TVET system reflects its own national and local considerations, partnerships and peer learning opportunities can serve as effective accelerators to the process of innovation in the field of new qualifications and competencies. The BILT project aims to contribute towards this process by addressing the following questions:
1. Which new qualifications and competencies are relevant for modern TVET careers, with special attention paid to the thematic fields of digitalization, greening, entrepreneurship, and migration?
2. What approaches to the integration of new qualifications and competencies into curricula, training regulations and occupational profiles exist at the systemic level?
3. Which successful examples of putting new qualifications and competencies into practice can be shared by UNEVOC Centres (e.g. pilot projects in different sectors and occupational fields for different target groups)?
In regard to the integration of new qualifications and competencies into curricula, training regulations and occupational profiles, BILT is currently exploring the following approaches:
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.
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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