Focus themes: New Qualifications and Competencies | Greening | Digitalization | Entrepreneurship | Migration
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The BILT project is currently developing a Self-Reflection Tool intended to allow TVET providers to assess their preparedness to identify new qualifications and competencies, integrate them into curricula and implement them in adequate learning environments. For this purpose, the BILT project is selecting six TVET providers from Africa, Asia and Pacific as well as Europe (two from each region) to co-develop and pilot the Self-Reflection Tool, to implement a Guided Self-Reflection Workshop and to scale up the updated version of the Tool to (at least) three other TVET providers. Interested TVET providers are invited to apply through an open Call for Expression of Interest as per the deadline below:
To apply, please fill in the online application form. The deadline for submission is 04 February 2022.
The BILT project explores solutions for challenges related to new qualifications and competencies (NQC). Since 2020, this theme has been approached from different perspectives and complementary results have been achieved, deepening the discussions on the identification, integration and implementation of NQC, or the three I’s process.
One of the main results achieved by the BILT project was the launching of the “New qualifications and competencies for future-oriented TVET systems” publication on 7 December 2021. Organized in three volumes, the publication is aimed to cater to the diverse needs of TVET-related institutions by exploring and understanding the three I’s process from their unique perspectives. Exploring new paradigms and illustrated with case studies and practical examples, the publication proposes solutions to specific challenges, offers a database of inspiring experiences and of practical lessons from across the world and highlights how actors are finding solutions and sharing lessons learned.
At this stage, the BILT project is starting to turn one of the publication volumes, the one devoted to TVET providers “TVET Delivery: providing innovative solutions” into a Self-Reflection Tool. The Tool is intended to encourage TVET providers to assess their preparedness to identify new qualifications and competencies, integrate them into curricula and implement them in adequate learning environments.
A pilot phase is planned in the first quarter of 2022, when training providers will be invited to co-develop and pilot the Self-Reflection Tool, to implement a Self-Reflection Workshop with the support of the BILT team and to provide feedback on them. These TVET providers will also play a relevant role scaling up the methodology in their respective continent: they will disseminate the updated tool in the framework of multiplication workshops with further TVET providers.
TVET providers are expected to work in close collaboration with the BILT team and with the project’s consultants in order to perform the following activities:
b. Leading the implementation of the Guided Self-Reflection Workshop with the support from the BILT team and project’s consultants;
c. Guiding the scaling up of the Self-Reflection Workshop in other TVET institutions between August and December 2022 and reporting on the Workshops to the BILT team.
TVET providers will be supported by the BILT team in order to perform the expected activities. More specifically, the BILT project offers:
b. The selected TVET providers are expected to contribute to the initiative through in-kind (e.g. human resources and facilities) or/and financial contributions
c. An Implementation Partnership Agreement, covering items a. and b., will be signed between the selected TVET providers and UNESCO-UNEVOC
Due to the COVID-19 situation, all meetings are currently planned to take place online. However, depending on how the situation evolves in the respective countries of the selected TVET providers, there might be the possibility of:
Should you have any questions about this Call, please do not hesitate to contact the BILT team at unevoc.bilt (at) unesco.org
To express your interest in participating in the development of the Self-Reflection Tool, please fill in the online application form. The deadline for submission is 04 February 2022.
Submitted by the Small Enterprises’ Institute of the Hellenic Confederation of Professionals, Craftsmen and Merchants (IME GSEVEE), Greece
The main aim of the IME GSEVEE initiative titled ‘Training and certification of knowledge and skills in energy saving in selected construction sector professions’ was to train 1,500 construction industry professionals in energy saving techniques. ...
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Submitted by the Federation of Construction Industry, Nigeria
The Nigerian Federation of Construction Industry (FOCI) established the FOCI Skills Academy (FSA) in 2020 to provide hands-on training in construction skills to young people. FSA offers competency-based dual vocational and technical training to stren ...
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Submitted by Šolski Center Nova Gorica, Slovenia
Munera 3 was a national initiative of the Slovenian Ministry of Education, Science and Sport and part of the Slovenian national plan for adult education. It aimed to introduce a culture of lifelong learning in Slovenia, to increase the involvement of ...
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Youth unemployment is a huge problem in Africa that demands a bold solution. Young Africa aims to tackle this problem by training as many young people as possible. Young Africa is a confederation of independently and locally registered affiliated ...
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The H2Skills project develops a methodology on how to identify and fill local skills gaps in the field of hydrogen economy. The project is data-driven, and it first seeks to identify current market needs in the sector by gathering data through expert ...
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Submitted by SHINTA VR, Indonesia
MilleaLab is an all-in-one software platform to create 3D and virtual reality-based educational contents. The cloud-based platform offers educators hundreds of templates and 3D models to create customized virtual learning offers without coding skills ...
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Submitted by Vocational Training Council, Hong Kong, China
The Innovation & Technology Co-Creation Centre at Hong Kong’s Vocational Training Council focuses on providing young entrepreneurs with the resources and technical knowledge they need to develop innovative prototypes and concepts. The initiative al ...
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Submitted by the Technical Education and Skills Development Authority, Philippines
In the Philippines, the Technical Education and Skills Development Authority (TESDA) has leveraged the potential of information and communication technology (ICT) to increase the absorptive capacity for TVET delivery, shape future curricula in terms ...
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Submitted by Sigalagala National Polytechnic, Kenya
Sigalagala National Polytechnic is a Kenyan institution participating in the Kenya Education for Employment Program (KEFEP). The initiative seeks to equip Kenyan youth with the qualifications and competencies required to compete in the country’s wo ...
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Submitted by the National Consultation Framework for the Promotion of Technical and Vocational Education and Training, Benin
By leveraging guidance and resources from an African Union project focusing on revitalizing the continent’s agricultural sector as an avenue for employment for young people, Benin’s National Consultation Framework for the Promotion of Technical a ...
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Submitted by Gearbox Pan African Network & Machine Africa Network of Industries, Kenya
A makerspace is more than its name suggests. At the facility managed by Gearbox and operated by Machine Africa Network of Industries in Kenya, a large manufacturing makerspace is indeed used to make things, but that only scratches the surface of its ...
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Submitted by the Human Resource Development Council, Botswana
After acknowledging that TVET in Botswana did not enjoy the best reputation and was not adequately preparing learners for the world of work, the country’s Human Resource Development Council came up with a platform for stakeholders to identify and i ...
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Submitted by the Agriculture Engineering Services Directorate and the Women in Agriculture Development Directorate under the Ministry of Food and Agriculture, Ghana
The Women in the Driving Seat tractor operation initiative in Ghana literally places women behind the wheel of tractors and other machinery, providing a boost in quality, productivity and employment in the country’s important agricultural sector.
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Submitted by Cape Verde Competence Center, Cape Verde
By utilizing a digital platform with TVET content aligned with international standards and the latest industry demand, the Cape Verde Competence Center is putting the renewable energy and industrial maintenance sectors at the forefront of innovative ...
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Submitted by Department of Higher Education and Training, South Africa
In South Africa, TVET curricula are developed centrally at the national level. With the outcomes and standards already established, curriculum mapping adds new technological developments to existing curricula without the need for large-scale changes. ...
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TVET delivery: providing innovative solutions
This volume focuses on the micro-level stakeholders involved in the implementation of TVET skilling programmes and/or their components. It will suit lecturers, administrators and programme designers interested in understanding some of the challenges ...
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TVET advocacy: ensuring multi-stakeholder participation
This volume addresses the role of meso-level TVET stakeholders in the process of maintaining and updating TVET systems to ensure they remain fit for purpose. Meso-level stakeholders indicate institutions participating in the advancement of TVET syste ...
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TVET governance: steering collective action
This volume is written with the macrolevel or system-level stakeholder in mind. Macro level stakeholders can be any number of bodies with a mandate for collective action in TVET. This primarily covers ministries and statutory bodies with legally assi ...
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Submitted by College of Machinery and Irrigation, Viet Nam
In Viet Nam, the general level of environmental awareness is low, and the proportion of the economy that is devoted to green industry is relatively small. However, a willingness to shift towards a greener society is beginning to emerge, which creates ...
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Submitted by Tertiary and Vocational Education Commission, Sri Lanka
The National Skills Passport is a digital portfolio of a worker’s skills and qualifications, references and informally acquired knowledge, all conveniently located on a smart identification card. Migrant labourers and workers returning from abroad ...
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Submitted by Pandit Sunderlal Sharma Central Institute of Vocational Education, India
An initiative in India aims to enhance the status of TVET as a method for preparing the country’s youth for the future world of work. With a focus on sustainability, the initiative identifies in-demand green skills as crucial for employability and ...
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Submitted by Temasek Polytechnic, Singapore
‘Every student is a unicorn’ goes the saying at Temasek Polytechnic in Singapore. To broaden students’ entrepreneurial horizons beyond the concept of chasing ‘unicorn’ start-ups,
Temasek’s approach to innovation and entrepreneurship focu ...
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Submitted by Shenzhen Polytechnic, China
Employees equipped with qualifications and competencies relating to the information and communications technology (ICT) industry are in high demand around the world. This is particularly true in Shenzhen, a global hub of ICT companies and innovation. ...
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Submitted by TPQI, Thailand
Standardization and certification of in-company trainer competency leads to more effective cooperation between learning venues and companies in TVET. After a group of sixty experts from six countries developed the ASEAN In-Company Trainer Standard, t ...
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Trends Mapping Study
This Trends Mapping Study is part of the Bridging Innovation and Learning in TVET project. It draws on a selection of relevant literature, the data collected from the UNEVOC Network using an online survey and focus group activities, as well as on inf ...
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