Inclusion and Youth
SDGs and Greening TVET
Innovation and Future of TVET
Private Sector Engagement
COVID-19 response
YEM: Youth Employment in the Mediterranean
BILT: Bridging Innovation and Learning in TVET
UNESCO-UNEVOC TVET Leadership Programme
WYSD: World Youth Skills Day
Publications
TVET Forum
Virtual Conferences
TVET Country Profiles
TVETipedia Glossary
Promising & Innovative Practices
The UNESCO-UNEVOC International Centre: Who We Are | What We Do | Working With Us | Get in Touch
The UNEVOC Network: Learn About the Network | Explore the Network
For Members: UNEVOC Centre Dashboard
Thematic Areas: Inclusion and Youth | SDGs and Greening TVET | Innovation and Future of TVET | Private Sector Engagement
Our Key Programmes & Projects: COVID-19 response | YEM: Youth Employment in the Mediterranean | BILT: Bridging Innovation and Learning in TVET | UNESCO-UNEVOC TVET Leadership Programme | WYSD: World Youth Skills Day
Past Activities: i-hubs project | TVET Global Forums
Our Services & Resources: Publications | TVET Forum | Virtual Conferences | TVET Country Profiles | TVETipedia Glossary | Promising & Innovative Practices
Events: Major TVET Events | UNEVOC Network News
UNEVOC Centre (Ministry) since 1996
Vision: provide, promote and co-ordinate the training sector by assuring quality, inclusiveness and relevance for the enhancement of the national economy and global competitiveness.
to provide skilled and globally competitive employable human resource
To make TVET a destination of choice
TVET is geared to promotion of Access, Quality, Equity and Relevance. In all these there is momentous TVET reforms in construction of institution, provision of equipment, capacity building of trainers and turning Curriculum to competency based. Operationalization of TVET Act 2013 with many new agencies which will escalate TVET in Kenya. These agencies require guidance and development. Other activities relate to sustainable development, cross cutting issues of HIV, guidance and counselling and governance in institutions
| Sharing knowledge about TVET | Primary focus | ||||
| Developing knowledge | Primary focus | ||||
| Developing and building capacities | Primary focus | ||||
| Teachers | Primary focus | ||||
| Researchers | Secondary focus | ||||
| Policy makers | Primary focus | ||||
| Private sector | Primary focus | ||||
| Greening of TVET institutions and skills | Interested to contribute | |||||
| Migration | Interested to learn | |||||
| OER and Online Learning | Interested to lead | |||||
| Equity of access in TVET | Interested to lead | |||||
| Gender equality in TVET | Interested to lead | |||||
| Fostering entrepreneurship | Interested to lead | |||||
| Industry 4.0 / Smart production | Interested to lead | |||||
| Capacity development projects | Highly interested | ||||
| Policy oriented projects | Moderately interested | ||||
| Knowledge development | Highly interested | ||||
| Workshops and conferences | Moderately interested | ||||
| Within my cluster | Highly interested | ||||
| With Africa | Highly interested | ||||
| With the Arab States | Moderately interested | ||||
| With Asia and the Pacific | Moderately interested | ||||
| With Europe, CIS and North America | Moderately interested | ||||
| With Latin America and the Caribbean | Moderately interested | ||||
