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
Toolkits for TVET Providers
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 | Toolkits for TVET Providers | Formation à l’entrepreneuriat
Journal et événements: Grandes Manifestations EFTP | Journal UNEVOC
 Country |
Pratique prometteuse | |
Organisation d'exécution |  Published | |
 | Republic of Korea | Open educational resources for adult learners |  | Korea Education and Research Information Service (KERIS) | 2021 |
 | South Africa | The Workplace-based Experience Programme | | Swiss South African Cooperation Initiative (SSACI) | 2017 |
 | Australia | The Australian Apprenticeships Ambassadors Programme | | The Government of Australia | 2017 |
 | India | Empowering rural women through ICT in TVET | | AMMACHI Labs, Amrita University | 2017 |
 | Peru | Transforming lives through code training | | Laboratoria | 2017 |
 | Viet Nam | Providing demand-driven skills training to disadvantaged youth | | REACH | 2017 |
 | Paraguay | Self-sufficient schools: turning learning into earning and saving | | Fundación Paraguaya | 2017 |
 | Spain | Entrepreneurial culture: Ikasenpresa | | Basque Centre of Research and Applied Innovation in VET (TKNIKA) | 2019 |
 | Germany | Recognition in Germany | | Federal Institute for Vocational Education and Training (BIBB) | 2019 |
 | Brazil | Developing innovative solutions to community problems | | Campos dos Goytacazes Innovation Hub | 2019 |
| Spain | Modèle ETHAZI |  | TKNIKA | 2020 |
 | Malta | Écologisation pour un environnement durable | | Malta College of Arts, Science and Technology (MCAST) | 2020 |
| Malta | Écologisation pour un environnement durable | | Malta College of Arts, Science and Technology (MCAST) | 2020 |
 | Canada | FADIO: promoting distance education | | Cégep de la Gaspésie et des Îles and 17 other institutions | 2020 |
| Germany | Spécialiste Agréé « GoGreen » | | Deutsche Post DHL Group | 2020 |
| Malta | Écologisation pour un environnement durable | | Malta College of Arts, Science and Technology (MCAST) | 2020 |
 | Ukraine | Development of female entrepreneurship | | iHUB | 2020 |
 | Switzerland | Approche situationnelle de l’EFTP par l’usage de la réalité virtuelle | | Swiss Federal Institute for Vocational Education and Training | 2020 |
 | Italy | MiniMaster | | Cometa Formazione | 2020 |
 | Finland | Projet KATE | | Otavia | 2020 |
 | Estonia | Education à l’entrepreneuriat | | Foundation Innove | 2020 |
| Estonia | BuildEst | | Foundation Innove | 2020 |
 | China | Innovation in higher TVET |  | Shenzhen Polytechnic | 2020 |
 | Nigeria | Preparing learners for real-world problems | | Yaba College of Technology (YCT) | 2020 |
| Spain | Laboratoire de Fabrication de pointe 4.0 | | Miguel Altuna | 2020 |
| Spain | EXAM 4.0 HUB | | TKNIKA | 2020 |
 | Seychelles | An innovation pipeline | | Seychelles Institute of Technology (SIT) | 2020 |
| Seychelles | An innovation pipeline | | Seychelles Institute of Technology (SIT) | 2020 |
| Malta | Écologisation pour un environnement durable | | Malta College of Arts, Science and Technology (MCAST) | 2020 |
 | Austria | Youth Start Entrepreneurial Challenges | | Initiative for Teaching Entrepreneurship (IFTE) | 2020 |
 | Sweden | Formation et cours de langue intégré | | Centre for Flexible Learning (CFL) Söderhamn | 2020 |
| Germany | Changing perceptions of TVET professions | | Berufskolleg an der Lindenstraße (BKaL) | 2020 |
| Germany | NiB-Scout : le développement durable dans le secteur de la boulangerie | | Akademie Deutsches Bäckerhandwerk Nord | 2020 |
 | Kenya | The Innovation Awards | | Rift Valley Technical Training Institute (RVTTI) | 2020 |
| Switzerland | Des compétences numériques pour le marché du travail | | Swiss Federal Institute for Vocational Education and Training | 2020 |
| Finland | Parcours d’apprentissage individuel | | Omnia - The Joint Authority of Education in the Espoo Region | 2020 |
 | Norway | FabLab | | Verket FabLab | 2020 |
| Spain | LE HUB EXAM 4.0 | | TKNIKA | 2020 |
| Spain | LE HUB EXAM 4.0 | | TKNIKA | 2020 |
 | Philippines | Developing successful entrepreneurs | | TESDA Women's Centre (TWC) | 2020 |
| Estonia | Education à l’entrepreneuriat | | Foundation Innove | 2020 |
| China | Innovation in higher TVET | | Shenzhen Polytechnic | 2020 |
| Germany | NiB-Scout : le développement durable dans le secteur de la boulangerie | | Akademie Deutsches Bäckerhandwerk Nord | 2020 |
 | 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 |
| Republic of Korea | Open educational resources for adult learners | | Korea Education and Research Information Service (KERIS) | 2021 |
 | 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 |
 | Trinidad and Tobago | Assistive technologies for TVET students and employees with disabilities | | The University of the West Indies, St. Augustine Campus | 2021 |
 | Cape Verde | Plateforme collaborative GAIA pour la formation professionnelle | | Cape Verde Competence Center | 2021 |
| Viet Nam | Réforme de l’EFTP au Viet Nam | | College of Machinery and Irrigation | 2021 |
 | Malawi | Preparing Malawian farmers for post-COVID-19 recovery | | Mikolongwe Vocational School (MVS) | 2021 |
| Kenya | Kenya Education for Employment Program - KEFEP-02 | | Sigalagala National Polytechnic | 2021 |
| Philippines | Programme en ligne TESDA | | Technical Education and Skills Development Authority | 2021 |
| Finland | Work-based learning and skills demonstrations during COVID-19 | | Omnia Education Partnerships (OEP) | 2021 |
| China | Huawei Certification to ICT Programmes | | Shenzhen Polytechnic | 2021 |
 | Chile | More Women in ICT | | Duoc UC | 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 |
| Trinidad and Tobago | Assistive technologies for TVET students and employees with disabilities | | The University of the West Indies, St. Augustine Campus | 2021 |
| Canada | Leading organizational transitions during COVID-19 and beyond | | Niagara College | 2021 |
 | United Arab Emirates | Learning from Afar | | Abu Dhabi Centre for Technical and Vocational Education and Training (ACTVET) | 2021 |
| Kenya | Programme d’éducation pour l’emploi au Kenya - KEFEP-02 | | Sigalagala National Polytechnic | 2021 |
| India | Advancing Vocational Education & Training in India | | Pandit Sunderlal Sharma Central Institute of Vocational Education | 2021 |
 | Sri Lanka | Sri Lanka National Skills Passport Project | | Tertiary and Vocational Education Commission | 2021 |
 | Malaysia | The Digital TVET Learning Platform | | University Tun Hussein Onn Malaysia (UTHM) | 2021 |
 | Singapore | Innovation and Entrepreneurship Initiatives | | Temasek Polytechnic | 2021 |
 | Thailand | Adaptation and Integration of ASEAN In-Company Trainer Standard | | Thailand Professional Qualification Institute | 2021 |
 | Jamaica | Mobile Learning and Assessment Services | | HEART/NSTA Trust | 2021 |
| China | Innovation & Technology Co-creation Centre | | Vocational Training Council | 2021 |
| Malta | Promoting active citizenship in TVET institutions | | Malta College of Arts, Science and Technology (MCAST) | 2022 |
 | Burundi | Ideas Cube offline server and digital learning kit | | Bibliothèques Sans Frontières (BSF)/Libraries Without Borders | 2022 |
 | Indonesia | MilleaLab - The all-in-one VR platform for education | | SHINTA VR | 2022 |
| Germany | H2Skills: training needs in the hydrogen economy | | IHK Lüneburg/Wolfsburg, HWK Braunschweig-Lüneburg-Stade | 2022 |
| Malta | Research expo in a 3D virtual campus environment | | Malta College of Arts, Science and Technology (MCAST) | 2022 |
 | Cambodia | Gamified upskilling platform | | Velocity Arcademy | 2022 |
 | United Kingdom | Enhance Digital Teaching Platform | | Education and Training Foundation | 2022 |
| Indonesia | Training TVET instructors on the creation and delivery of online learning | | ILO’s Women in STEM Workforce Readiness and Development Programme | 2022 |
| Chile | Portal Todo TP | | Duoc UC | 2023 |
 | Namibia | Digitalization readiness in the tourism and hospitality industry | | CiMSO Business Solutions | 2023 |
 | Tanzania, United Republic of | Inclusion of young women in TVET and the labour market | | Arusha Technical College (ATC) | 2023 |
| Kenya | Digitalization and partnership with industry | | Kenya School of TVET (KSTVET) | 2023 |
 | Brunei Darussalam | TVET Academy for teachers and trainers | | Institute of Brunei Technical Education (IBTE) | 2023 |
| Peru | Centres of Excellence between SENATI and Industry | | National Training Service of Industrial Work (SENATI) | 2023 |
| Chile | Institutional policy for diversity and inclusion | | Instituto Profesional INACAP | 2023 |
| United Arab Emirates | Institutional Performance Framework and Management | | Higher Colleges of Technology | 2023 |
| Nigeria | Yaba Green Challenge | | Yaba College of Technology (YCT) | 2023 |
 | Grenada | Assessment of prior learning programme for vulnerable youth | | National Training Agency | 2023 |
| Namibia | e-Learning and training – the art of hospitality | | Kambaku Hospitality College (KHC) | 2023 |
 | Zimbabwe | Bridging the social gap through TVET | | Young Africa International | 2023 |
 | Maldives | Skills for a resilient workforce programme | | Maldives Polytechnic | 2023 |
| Cambodia | EcoCampus Project – Green flag for TVET institutions | | École d’Hôtellerie et de Tourisme Paul Dubrule Cambodia | 2023 |
 | Slovenia | Munera 3 | | Šolski Center Nova Gorica | 2023 |
| Kenya | Entrepreneurial mentorship programme for TVET students | | Embu College of Professional Studies | 2023 |
 | Poland | Huawei ICT Academy at ZSL | | Zespol Szkol Lacznosci (ZSL) | 2023 |
 | Barbados | Blended learning in TVET courses | | Samuel Jackman Prescod Institute of Technology (SJPI) | 2023 |
 | Ireland | Green training for the hospitality sector | | Fifty Shades Greener | 2023 |
| China | The TVET Industry Centre | | Shaanxi Polytechnic Institute (SXPI) | 2023 |
 | Nicaragua | INNOVATEC – National session of innovation and technology | | National Institute of Technology (INATEC) | 2023 |
| Chile | Strengthening institutional capacities for innovation, entrepreneurship and technology transfer | | Instituto Profesional INACAP | 2023 |
 | Bulgaria | Hack TUES | | TUES Alumni Association (AATUES) | 2023 |
 | Saint Kitts and Nevis | “Smart Class” for more effective teaching and learning | | Cayon High School | 2023 |
| Nigeria | FOCI Skills Academy | | Federation of Construction Industry | 2023 |
 | 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 |
| South Africa | PSET CLOUD | | JET Education Services | 2023 |
 | International / Multiple | SELFIE for work-based learning | | The European Commission | 2024 |
| Poland | Promoting the use of recycled materials in robotics and electronics | | Technical and General Education School Complex No. 3, named after Edward Abramowski in Katowice | 2024 |
| Poland | Universal Design Principles in Digital Learning for students with disabilities (SUCCESS) | | Poznan Supercomputing and Networking Centre (PSNC) | 2024 |
| Italy | Liceo del Lavoro | | La Cometa Società Cooperativa Sociale (Cometa) | 2024 |
 | Pakistan | Developing the skills of TVET students through immersive learning tools | | NED University and MIMBUS | 2024 |
| United Kingdom | The use of augmented reality in offender learning | | Shrewsbury Colleges Group | 2024 |
 | Lithuania | Digitization of training content and development of hybrid training in VET (HYBVET) | | Vilnius Technology and Engineering Training Centre | 2024 |
| Poland | Training students for the wind energy workforce | | Maritime School Complex in Darlowo | 2024 |
| Australia | Learning by your doing: How Tourism Training Australia is creating flexible learning pathways in TVET through micro-credentials | | Tourism Training Australia | 2024 |
 | Georgia | Learning practical skills through hands-on experience in robotic and drone technologies | | LEPL College “Iberia” | 2024 |
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.
