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 | Explore the Network
For Members: UNEVOC Centre Dashboard


Skills for Work and Life

Thematic Areas: Inclusion and Youth | Innovation and Future of TVET | 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 | Entrepreneurial Learning Guide
Events: Major TVET Events | UNEVOC Network News


Innovation and the Future of TVET

Supporting TVET providers for a digital world

The digital transformation impacts all aspects of TVET delivery, from the integration of new digital skills and competencies into teaching and learning processes to the organization of learning itself. Learners, both young and adult, must be equipped with the digital skills needed for new and old jobs and to become digitally competent, capable, literate, intelligent citizens. TVET provision is under pressure to utilize digital technology to be more accessible, affordable and individually tailored while improving its quality and labour market relevance. The constituent elements of this transformation can be broadly categorized as:

  • Changes to teaching and learning, and delivery processes: How newly available, and constantly iterating, digital tools transform the constituent parts of the teaching and learning processes. Examples include utilizing technology to simulate, gamify and adapt to individual learner preferences while creating a safer, stimulating and practical-oriented learning environment. Another aspect of change is the capacity to deliver TVET differently through more combinations of remote and onsite learning opportunities which may take place synchronously or asynchronously.
  • Changes to the organizational management of learning within TVET providers: the use of digital tools, and the data they generate, to improve TVET providers’ organizational functions. Examples include being able to manage more learners pursuing varied bite-sized courses which can be coordinated in blended/hybrid, synchronous and asynchronous formats, financed from various sources for a range of learners and formally or informally accredited/certified. It is hoped that new digital tools and data will create an infinite combination of flexible, individualized learning pathways.
  • Changes to the role of TVET providers within their education and labour market ecosystems and communities: the ability to create digital partnerships with local organizations by creating technology hubs which provide pooled resources such as fab-labs and makerspaces accessible to business and communities and attract new local investment and research and development opportunities.
No part of the TVET system is untouched by the 'digital transformation': supporting TVET providers and practitioners in this process will be essential. UNESCO’s 2015 Recommendation concerning TVET recognizes the crucial role of teaching staff in assuring TVET quality and relevance, and states that ‘policies and frameworks should be developed to ensure qualified and high-quality TVET staff, including teachers, instructors, trainers, tutors, managers, administrators, extension agent, guidance staff and others’. The more recent UNESCO 2021 publication Reimagining our futures together: a new social contract for education states: 'curricula should support teachers and students to act together on technology and help determine how it is used and to what purposes' (page 73).

This site is constantly being updated to act as a ‘knowledge hub’ containing information, examples and discussion papers on what is happening at local, national, regional and international levels to address the challenges TVET providers face in the digital transformation of TVET provision.

Coming in 2022: Digital skills and competence frameworks for teachers and learners

What are the new digital skills?

Digital skills development of TVET teachers and trainers

Review the latest trends

Coming in 2022: TVET tookits assessing institutional readiness

Assess your institutional readiness for innovation




Other UNEVOC Projects working on Digitalization in TVET

Bridging Innovation and Learning in TVET


Europe – Africa – Asia

The Bridging Innovation and Learning in TVET (BILT) project supports TVET institutions to identify, integrate and implement new qualifications and competencies. There is a specific focus on digital and green skills required by different economic sectors. Other project themes include entrepreneurship and migration. BILT provides a platform for inter-regional and intra-stakeholder discussion. To get involved, please see the BILT project pages.


Qualifications 

Digitalization 

Entrepreneurship

 Greening

 Migration


Publications & Resources


TVET: Scaffolding digital skills to the future

While the key role of digital competence is well-acknowledged in meeting the needs of Industry 4.0 and the new demands of the digital economy and society, COVID-19 has exposed, with urgency and intensity, the importance of building digital competence ...

view     read more    


Trends mapping study

Digital skills development in TVET teacher training
Digitalization has led to extensive changes in the skills required for work and life. For technical and vocational education and training (TVET) institutions to remain relevant and attractive, they need to identify and introduce digital skills and co ...

download     read more    


Understanding the impact of artificial intelligence on skills development

Artificial intelligence has produced new teaching and learning solutions that are now undergoing testing in different contexts. In addition to its impact on the education sector, AI is substantially altering labour markets, industrial services, agric ...

download     read more    


Trends in New Qualifications and Competencies for TVET - Perspectives of the European UNEVOC Network

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 ...

download     read more    





Promising and Innovative Practices related to digitalization in TVET


Advanced Manufacturing 4.0 Lab
Submitted by Miguel Altuna, Spain

Situation-based TVET using Virtual Reality
Submitted by SFIVET, Switzerland

EXAM 4.0 HUB
Submitted by Tknika, Spain

The Learning Factory
Submitted by Fagskolen Innlandet, Norway





 

unevoc.unesco.org

Data privacy statement | Contacts | © UNESCO-UNEVOC