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Call for Expression of Interest

NQC Self-Reflection Tool


SUMMARY

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:

KEY DATES

  • Launch of the Self-reflection Tool Call for Expression of Interest: 7 December 2021
  • Deadline for interest manifestation: 04 February 2022
  • Selected TVET providers announcement: 18 February 2022
  • Co-development and pilot of the Self-Reflection Tool: between April and June 2022
  • Update the Self-reflection Tool (responsibility of the BILT team): between July and August 2022
  • Dissemination of the Self-Reflection Tool: between August and December 2022

APPLY

To apply, please fill in the online application form. The deadline for submission is 04 February 2022.


About the BILT project and the Self-Reflection Tool

THE BILT PROJECT

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.

THE SELF-REFLECTION TOOL

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.

WHAT IS EXPECTED FROM INTERESTED 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:

  1. Hosting a (up to) five days Guided Self-Reflection Workshop between April and June 2022, including the mobilization of internal stakeholders, and other relevant players.
  2. Reporting on the Guided Self-Reflection Workshop, including feedback on the activity and on the Self-Reflection Tool.
  3. Developing and implementing an Action Plan in order to benefit from opportunities of improvement identified during the Guided Self-Reflection Workshop.
  4. Identifying and publishing an ‘Innovation and Learning Practice’ based on the strengths identified during the Guided Self-Reflection Workshop.
  5. Dissemination of the updated Self-Reflection Methodology to three other TVET providers in the same continent, between August and December 2022.
  6. Designating an English-speaking coordinator to support the Self-Reflection Tool related activities, who will be responsible for:
a. Coordinating the activities with the BILT team;

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.

WHAT IS OFFERED TO INTERESTED TVET PROVIDERS?

TVET providers will be supported by the BILT team in order to perform the expected activities. More specifically, the BILT project offers:

  1. Up to 20,000 USD for each TVET provider that will co-develop and pilot the Self-Reflection Tool, implement the Guided Self-Reflection Workshop and scale up the methodology at regional level.
a. A work plan and budget will be agreed upon between the selected TVET provider and UNESCO-UNEVOC.

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

  1. Technical and operational support in the implementation of the Guided Self-Reflection Workshop.
  2. Institutional acknowledgement in the publications related to the development of the Self-reflection Tool.
  3. Present the experience on the co-development of the Self-Reflection Tool as speaker or panelist in BILT regional and global events.
  4. Firsthand access to the final version of the Self-Reflection Tool, before it is officially launched.

COVID SITUATION

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:

  • The BILT team to attend the Guided Self-Reflection Workshops in-person.
  • TVET providers disseminating the self-reflection methodology through the facilitation of in-person Guided Self-Reflection Workshops.
In case in-person meetings are possible, an amendment to the Implementation Partnership Agreement shall be made in order to reflect travel-related costs.

QUESTIONS

Should you have any questions about this Call, please do not hesitate to contact the BILT team at unevoc.bilt (at) unesco.org

EXPRESSION OF INTEREST

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.

KEY DATES

  • Launch of the Self-reflection Tool Call for Expression of Interest: 7 December 2021
  • Deadline for interest manifestation: 04 February 2022
  • Selected TVET providers announcement: 18 February 2022
  • Co-development and pilot of the Self-Reflection Tool: between April and June 2022
  • Update the Self-reflection Tool (responsibility of the BILT team): between July and August 2022
  • Dissemination of the Self-Reflection Tool: between August and December 2022

BILT Publications and Innovative Learning Practices


Developing the skills of TVET students through immersive learning tools

Submitted by MIMBUS and NED University of Engineering and Technology
NED University, in partnership with MIMBUS, has integrated innovative virtual reality training component aimed at mitigating occupational hazards, reducing training costs, and shortening training durations. The virtual reality training component offe ...

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Learning by your doing: How Tourism Training Australia is creating flexible learning pathways in TVET through micro-credentials

Submitted by Tourism Training Australia
Tourism Training Australia, in collaboration with industry and the Victoria government, launched an online micro-credential platform and AI-based marketing tool to address local labour shortages in the tourism and hospitality sectors during the pande ...

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Digitalization readiness in the tourism and hospitality industry

Submitted by CiMSO Business Solutions, Africa
Identifying a gap between the digital skills of graduates and hospitality industry needs, CiMSO set up the ‘Digitalization readiness in the tourism and hospitality industry’ initiative. CiMSO supplies management software to hospitality providers ...

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EcoCampus Project – Green flag for TVET institutions

In 2021, through a series of green activities and actions, École d’Hôtellerie et de Tourisme Paul Dubrule (EHT) started to implement the EcoCampus programme from the Foundation of Environmental Education (FEE). The EcoCampus programme is an in ...

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e-Learning and training – the art of hospitality

In collaboration with Mainporter Vocational Online College of Hospitality, the Kambaku Hospitality College (KHC) developed an apprenticeship qualification for non-managerial staff. The qualification is based on e-Learning through customized software ...

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Digitalization and partnership with industry

The onset of the COVID-19 pandemic led to the Kenya School of TVET (KSTVET) becoming a leader in online TVET training. With support from stakeholders and partners, KSTVET created Open Distance and e-Learning (ODeL) satellite centres across Kenya aime ...

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Green training for the hospitality sector

Fifty Shades Greener is a leading educational company for sustainable development. The Fifty Shades Greener hospitality programme became a state-funded project through TVET organizations in Ireland in 2020, with over 270 hotel employees pursuing fund ...

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Training and certification of knowledge and skills in energy saving in the field of construction

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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FOCI Skills Academy

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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Munera 3

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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Bridging the social gap through TVET

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 ...

view     read more    


H2Skills: training needs in the hydrogen economy

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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MilleaLab - The all-in-one VR platform for education

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 ...

download     read more    


Innovation & Technology Co-creation Centre

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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TESDA Online Programme

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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Kenya Education for Employment Program - KEFEP-02

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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Bridging Benin’s skills gap: partnerships with private enterprises in agricultural TVET delivery

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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Makerspace training centre project

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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TVET Pitso Forum

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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Women in the Driving Seat tractor operation training

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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GAIA collaborative platform for professional training

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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DHET partnership with CISCO for aligning TVET with 4IR developments

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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New qualifications and competencies for future-oriented TVET - Volume 3

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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New qualifications and competencies for future-oriented TVET - Volume 2

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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New qualifications and competencies for future-oriented TVET - Volume 1

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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