UNESCO-UNEVOC Logo

Logo UNESCO-UNEVOC

UNESCO-UNEVOC Logo open menu
 

About Us

The UNESCO-UNEVOC International Centre: Who We Are | What We Do | Working With Us | Get in Touch


Our Network

The UNEVOC Network: Learn About the Network | UNEVOC Network Directory
For Members: UNEVOC Centre Dashboard


Skills for Work and Life

Thematic Areas: Inclusion and Youth | Digital Transformation | Private Sector Engagement | SDGs and Greening TVET
Our Key Programmes & Projects: BILT: Bridging Innovation and Learning in TVET | Building TVET resilience | TVET Leadership Programme | WYSD: World Youth Skills Day
Past Activities: COVID-19 response | i-hubs project | TVET Global Forums | Virtual Conferences | YEM Knowledge Portal


Knowledge Resources

Our Services & Resources: Publications | TVET Forum | TVET Country Profiles | TVETipedia Glossary | Innovative and Promising Practices | Toolkits for TVET Providers | Entrepreneurial Learning Guide
Events: Major TVET Events | UNEVOC Network News


BILT NQC

AYA images/Shutterstock.com

New Qualifications and Competencies in Tvet

Exploring future-oriented qualifications and competencies for a relevant and attractive TVET

The 3 I's

What are the Three I's?

The BILT project provides a platform to explore the process of identifying new qualifications and competencies in an efficient manner, integrating them into appealing curricula and training regulations, and implementing them through innovative pedagogical approaches. This is called the Three I's process.

Identification

The timely identification of NQC requires close involvement of multiple stakeholders, including social partners and the private sector to gain an understanding of the emerging skills needs. It also involves assessing labour market trends and other pertinent data to understand what NQC are relevant to learners and employers.

Integration

In the integration process, NQC must become part of national qualification frameworks in a flexible way that allows for intermediary exits to the labour market, converges with general education and recognizes learners' prior competencies.

Implementation

At the implementation level, teachers and trainers need to be up to date about work trends and new teaching and learning methods. They must receive professional development opportunities to ensure they are at the cutting edge.

How is the BILT project supporting the Three I's?

The publication 'New qualifications and competencies for future-oriented TVET systems' (UNESCO-UNEVOC, 2021) examines the Three I's process from the perspectives of diverse TVET-related institutions. It proposes solutions to their specific challenges, while offering a database of experiences and lessons from across the world.

Volume one, TVET governance

Volume one, TVET governance: steering collective action, addresses ministries and statutory bodies with legally assigned duties in the governance of TVET.

Download
Volume two, TVET advocacy

Volume two, TVET advocacy: ensuring multi-stakeholder participation, emphasizes the role of stakeholders operating in specific economic sectors, such as business membership organizations, trade unions, chambers of commerce, industry or crafts.

Download
Volume three, TVET delivery

Volume three, TVET delivery: providing innovative solutions, focuses on the role and contributions of TVET providers, including schools and companies.

Download

Visit the library to view more BILT publications




Share: Facebook   Twitter


 

unevoc.unesco.org

Data privacy notice | Contacts | © UNESCO-UNEVOC