Qui nous sommes
Ce que nous faisons
Nous rejoindre
Nous contacter
Inclusion et jeunes
Innovation et avenir de l'EFTP
Engagement du secteur privé
Les ODD et l'écologisation de l'EFTP
Publications
Forum TVET
Profils nationaux d'EFTP
Glossaire TVETipedia
Pratiques prometteuses
Formation à l’entrepreneuriat
Le Centre International UNESCO-UNEVOC: Qui nous sommes | Ce que nous faisons | Nous rejoindre | Nous contacter
Le Réseau UNEVOC: En savoir plus sur le Réseau | Répertoire du Réseau UNEVOC
Espace Membres: Tableau de bord du Centre UNEVOC
Domaines thématiques: Inclusion et jeunes | Innovation et avenir de l'EFTP | Engagement du secteur privé | Les ODD et l'écologisation de l'EFTP
Nos programmes et projets clés: BILT: Connecter innovation et apprentissage | Renforcer la résilience de l’EFTP | Programme pour le leadership en EFTP | Journée mondiale des compétences des jeunes
Activités passées: Réponse COVID-19 | i-hubs: Former des pôles d'innovation | Forums mondiaux de l'EFTP | Conférences virtuelles | YEM Portail de connaissances
Nos services et ressources: Publications | Forum TVET | Profils nationaux d'EFTP | Glossaire TVETipedia | Pratiques prometteuses | Formation à l’entrepreneuriat
Journal et événements: Grandes Manifestations EFTP | Journal UNEVOC
 Country |
Pratique prometteuse | |
Organisation d'exécution | Published | |
 | Australia | The Australian Apprenticeships Ambassadors Programme |  | The Government of Australia | 2017 |
 | Austria | Youth Start Entrepreneurial Challenges |  | Initiative for Teaching Entrepreneurship (IFTE) | 2020 |
 | Barbados | Blended learning in TVET courses | | Samuel Jackman Prescod Institute of Technology (SJPI) | 2023 |
 | Benin | Bridging Benin’s skills gap: partnerships with private enterprises in agricultural TVET delivery | | National Consultation Framework for the Promotion of Technical and Vocational Education and Training | 2021 |
 | Burundi | Ideas Cube offline server and digital learning kit | | Bibliothèques Sans Frontières (BSF)/Libraries Without Borders | 2022 |
 | Botswana | Forum Pitso sur l’EFTP | | Human Resource Development Council of Botswana | 2021 |
 | Brazil | Mapping system response to the COVID-19 pandemic | | National Council of the Federal Network of Vocational, Scientific, and Technological Education Institutions (CONIF) | 2021 |
| Brazil | Developing innovative solutions to community problems | | Campos dos Goytacazes Innovation Hub | 2019 |
 | Brunei Darussalam | TVET Academy for teachers and trainers | | Institute of Brunei Technical Education (IBTE) | 2023 |
 | Bulgaria | Hack TUES | | TUES Alumni Association (AATUES) | 2023 |
 | Cambodia | Gamified upskilling platform | | Velocity Arcademy | 2022 |
 | Canada | FADIO: promoting distance education | | Cégep de la Gaspésie et des Îles and 17 other institutions | 2020 |
| Canada | Leading organizational transitions during COVID-19 and beyond | | Niagara College | 2021 |
 | Chile | Institutional policy for diversity and inclusion | | Instituto Profesional INACAP | 2023 |
| Chile | More Women in ICT | | Duoc UC | 2021 |
| Chile | Strengthening institutional capacities for innovation, entrepreneurship and technology transfer | | Instituto Profesional INACAP | 2023 |
| Chile | Portal Todo TP | | Duoc UC | 2023 |
 | China | Innovation & Technology Co-creation Centre | | Vocational Training Council | 2021 |
| China | Huawei Certification to ICT Programmes | | Shenzhen Polytechnic | 2021 |
| China | The TVET Industry Centre | | Shaanxi Polytechnic Institute (SXPI) | 2023 |
| China | Innovation in higher TVET |  | Shenzhen Polytechnic | 2020 |
 | Cape Verde | Plateforme collaborative GAIA pour la formation professionnelle | | Cape Verde Competence Center | 2021 |
 | Estonia | Entrepreneurship Education | | Foundation Innove | 2020 |
| Estonia | Education à l’entrepreneuriat | | Foundation Innove | 2020 |
 | Finland | Work-based learning and skills demonstrations during COVID-19 | | Omnia Education Partnerships (OEP) | 2021 |
| Finland | Projet KATE | | Otavia | 2020 |
| Finland | Pôle de compétences pour migrants | | Omnia - The Joint Authority of Education in the Espoo Region | 2020 |
| Finland | Projet KATE | | Otavia | 2020 |
 | France | Bachelor Industrie 4.0 | | Campus des Métiers et des Qualifications | 2020 |
 | Germany | Recognition in Germany | | Federal Institute for Vocational Education and Training (BIBB) | 2019 |
| Germany | Changing perceptions of TVET professions | | Berufskolleg an der Lindenstraße (BKaL) | 2020 |
| Germany | H2Skills: training needs in the hydrogen economy | | IHK Lüneburg/Wolfsburg, HWK Braunschweig-Lündeburg-Stade | 2022 |
| Germany | Spécialiste Agréé « GoGreen » | | Deutsche Post DHL Group | 2020 |
| Germany | Recognition in Germany | | Federal Institute for Vocational Education and Training (BIBB) | 2019 |
| Germany | Pro DEENLA Modules d’apprentissage | | Bundesinstitut für Berufsbildung | 2020 |
| Germany | H2Skills: training needs in the hydrogen economy | | IHK Lüneburg/Wolfsburg, HWK Braunschweig-Lündeburg-Stade | 2022 |
 | Ghana | Women in the Driving Seat tractor operation training | | Agriculture Engineering Services Directorate and the Women in Agriculture Development Directorate under the Ministry of Food and Agriculture, Ghana | 2021 |
 | Greece | GRÆDUCATION | | Institute for Innovative and Preventative Job Design | 2020 |
| Greece | Training and certification of knowledge and skills in energy saving in the field of construction | | Small Enterprises’ Institute of the Hellenic Confederation of Professionals, Craftsmen and Merchants | 2023 |
 | Grenada | Assessment of prior learning programme for vulnerable youth | | National Training Agency | 2023 |
 | Hungary | Green Wheels | | Centre for Modern Education | 2020 |
 | India | Empowering rural women through ICT in TVET | | AMMACHI Labs, Amrita University | 2017 |
| India | Advancing Vocational Education & Training in India | | Pandit Sunderlal Sharma Central Institute of Vocational Education | 2021 |
 | Indonesia | MilleaLab - The all-in-one VR platform for education | | SHINTA VR | 2022 |
| Indonesia | Training TVET instructors on the creation and delivery of online learning | | ILO’s Women in STEM Workforce Readiness and Development Programme | 2022 |
 | Italy | MiniMaster | | Cometa Formazione | 2020 |
 | Jamaica | Mobile Learning and Assessment Services | | HEART/NSTA Trust | 2021 |
 | Kenya | Centre de formation Makerspace | | Gearbox Pan African Network & Machine Africa Network of Industries, Kenya | |
| Kenya | Programme d’éducation pour l’emploi au Kenya - KEFEP-02 | | Sigalagala National Polytechnic | 2021 |
| Kenya | The Innovation Awards | | Rift Valley Technical Training Institute (RVTTI) | 2020 |
| Kenya | Entrepreneurial mentorship programme for TVET students | | Embu College of Professional Studies | 2023 |
 | Malaysia | The Digital TVET Learning Platform | | University Tun Hussein Onn Malaysia (UTHM) | 2021 |
 | Malta | Écologisation pour un environnement durable | | Malta College of Arts, Science and Technology (MCAST) | 2020 |
| Malta | Research expo in a 3D virtual campus environment | | Malta College of Arts, Science and Technology (MCAST) | 2022 |
| Malta | Promoting active citizenship in TVET institutions | | Malta College of Arts, Science and Technology (MCAST) | 2022 |
 | Maldives | Skills for a resilient workforce programme | | Maldives Polytechnic | 2023 |
 | Malawi | Preparing Malawian farmers for post-COVID-19 recovery | | Mikolongwe Vocational School (MVS) | 2021 |
 | Nicaragua | INNOVATEC – National session of innovation and technology | | National Institute of Technology (INATEC) | 2023 |
 | Nigeria | Preparing learners for real-world problems | | Yaba College of Technology (YCT) | 2020 |
| Nigeria | Yaba Green Challenge | | Yaba College of Technology (YCT) | 2023 |
| Nigeria | FOCI Skills Academy | | Federation of Construction Industry | 2023 |
 | Norway | L’usine d’apprentissage | | Fagskolen Innlandet | 2020 |
| Norway | FabLab | | Verket FabLab | 2020 |
 | Paraguay | Self-sufficient schools: turning learning into earning and saving | | Fundación Paraguaya | 2017 |
 | Peru | Centres of Excellence between SENATI and Industry | | National Training Service of Industrial Work (SENATI) | 2023 |
| Peru | Transforming lives through code training | | Laboratoria | 2017 |
 | Philippines | Programme en ligne TESDA | | Technical Education and Skills Development Authority | 2021 |
| Philippines | Developing successful entrepreneurs | | TESDA Women's Centre (TWC) | 2020 |
 | Poland | Huawei ICT Academy at ZSL | | Zespol Szkol Lacznosci (ZSL) | 2023 |
 | Portugal | LearnIT | | Vocational Training Centre of the Metal Industry (CENFIM) | 2020 |
 | Republic of Korea | Open educational resources for adult learners | | Korea Education and Research Information Service (KERIS) | 2021 |
 | South Africa | Partenariat DHET- CISCO en vue d’harmoniser l’EFTP avec les progrès de la 4RI | | Department of Higher Education and Training, South Africa | 2021 |
| South Africa | The Workplace-based Experience Programme | | Swiss South African Cooperation Initiative (SSACI) | 2017 |
| South Africa | PSET CLOUD | | JET Education Services | 2023 |
 | Seychelles | An innovation pipeline | | Seychelles Institute of Technology (SIT) | 2020 |
 | Singapore | Innovation and Entrepreneurship Initiatives | | Temasek Polytechnic | 2021 |
 | Spain | LE HUB EXAM 4.0 | | TKNIKA | 2020 |
| Spain | Modèle ETHAZI | | TKNIKA | 2020 |
| Spain | Entrepreneurial culture: Ikasenpresa | | Basque Centre of Research and Applied Innovation in VET (TKNIKA) | 2019 |
| Spain | Empleando Digital | | Fundación Secretariado Gitano (FSG) and the Spanish Red Cross | 2020 |
| Spain | Empleando Digital | | Fundación Secretariado Gitano (FSG) and the Spanish Red Cross | 2020 |
 | Sri Lanka | Sri Lanka National Skills Passport Project | | Tertiary and Vocational Education Commission | 2021 |
 | Saint Kitts and Nevis | “Smart Class” for more effective teaching and learning | | Cayon High School | 2023 |
 | Slovenia | Munera 3 | | Šolski Center Nova Gorica | 2023 |
 | Sweden | Formation et cours de langue intégré | | Centre for Flexible Learning (CFL) Söderhamn | 2020 |
 | Switzerland | Des compétences numériques pour le marché du travail | | Swiss Federal Institute for Vocational Education and Training | 2020 |
| Switzerland | Approche situationnelle de l’EFTP par l’usage de la réalité virtuelle | | Swiss Federal Institute for Vocational Education and Training | 2020 |
 | Thailand | Adaptation and Integration of ASEAN In-Company Trainer Standard | | Thailand Professional Qualification Institute | 2021 |
 | Trinidad and Tobago | Assistive technologies for TVET students and employees with disabilities | | The University of the West Indies, St. Augustine Campus | 2021 |
 | United Arab Emirates | Institutional Performance Framework and Management | | Higher Colleges of Technology | 2023 |
| United Arab Emirates | Learning from Afar | | Abu Dhabi Centre for Technical and Vocational Education and Training (ACTVET) | 2021 |
 | Ukraine | Development of female entrepreneurship | | iHUB | 2020 |
 | United Kingdom | Enhance Digital Teaching Platform | | Education and Training Foundation | 2022 |
 | Tanzania, United Republic of | Inclusion of young women in TVET and the labour market | | Arusha Technical College (ATC) | 2023 |
 | Viet Nam | Providing demand-driven skills training to disadvantaged youth | | REACH | 2017 |
| Viet Nam | Réforme de l’EFTP au Viet Nam | | College of Machinery and Irrigation | 2021 |
 | Zimbabwe | Bridging the social gap through TVET | | Young Africa International | 2023 |
En savoir plus sur les trois types de pratiques figurant dans notre base de données
En savoir plus sur les trois types de pratiques figurant dans notre base de données
Pratiques d’innovation et d’apprentissage – les pratiques d’innovation et d’apprentissage 
Pratiques innovantes i-hubs – les pratiques innovantes i-hubs sont compilées en collaboration avec les partenaires du projet "Skills for innovation hubs" et basées sur le concept d’innovation tel qu’il est décrit dans le 
Pratiques prometteuses – des pratiques d’EFTP du monde entier ont été mises en œuvre pour relever les défis émergents et contribuer à améliorer l’enseignement et l’apprentissage dans l’EFTP dans une perspective inclusive.
