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
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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 | Entrepreneurial Learning Guide
Events: Major TVET Events | UNEVOC Network News
, and their advancement of youth employment, access to decent work, entrepreneurship and lifelong learning opportunities.
 Country |
Promising/Innovative Practice | |
Implementing organization | Published | |
 | Australia | The Australian Apprenticeships Ambassadors Programme |  | The Government of Australia | 2017 |
 | Austria | Youth Start Entrepreneurial Challenges |  | Initiative for Teaching Entrepreneurship (IFTE) | 2020 |
 | 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 |
 | Botswana | TVET Pitso Forum | | 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 |
 | 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 | More Women in ICT | | Duoc UC | 2021 |
 | China | Innovation & Technology Co-creation Centre | | Vocational Training Council | 2021 |
| China | Innovation in higher TVET |  | Shenzhen Polytechnic (SZPT) | 2020 |
| China | Huawei Certification to ICT Programmes | | Shenzhen Polytechnic | 2021 |
| China | Innovation & Technology Co-creation Centre | | Vocational Training Council | 2021 |
 | Cape Verde | GAIA collaborative platform for professional training | | Cape Verde Competence Center | 2021 |
 | Estonia | BuildEst | | Foundation Innove | 2020 |
| Estonia | Entrepreneurship Education | | Foundation Innove | 2020 |
 | Finland | Individual Learning Pathways | | Omnia - The Joint Authority of Education in the Espoo Region | 2020 |
| Finland | KATE Project | | Otavia | 2020 |
| Finland | Work-based learning and skills demonstrations during COVID-19 | | Omnia Education Partnerships (OEP) | 2021 |
| Finland | Skills Centre for Migrants | | Omnia - The Joint Authority of Education in the Espoo Region | 2020 |
 | France | Bachelor Industry 4.0 | | Campus des Métiers et des Qualifications | 2020 |
 | Germany | FOENAKO | | Berufskolleg an der Lindenstraße (BKaL) | 2020 |
| Germany | Changing perceptions of TVET professions | | Berufskolleg an der Lindenstraße (BKaL) | 2020 |
| Germany | Certified GoGreen Specialist | | Deutsche Post DHL Group | 2020 |
| Germany | Recognition in Germany | | Federal Institute for Vocational Education and Training (BIBB) | 2019 |
| Germany | NiB-Scout: sustainability in the bakery trade | | Akademie Deutsches Bäckerhandwerk Nord | 2020 |
| Germany | Pro DEENLA Learning Modules | | Bundesinstitut für Berufsbildung | 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 |
 | Greece | GRÆDUCATION | | Institute for Innovative and Preventative Job Design | 2020 |
 | 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 |
 | Italy | MiniMaster | | Cometa Formazione | 2020 |
 | Jamaica | Mobile Learning and Assessment Services | | HEART/NSTA Trust | 2021 |
 | Kenya | The Innovation Awards | | Rift Valley Technical Training Institute (RVTTI) | 2020 |
| Kenya | Makerspace training centre project | | Gearbox Pan African Network & Machine Africa Network of Industries, Kenya | |
| Kenya | Kenya Education for Employment Program - KEFEP-02 | | Sigalagala National Polytechnic | 2021 |
 | Malaysia | The Digital TVET Learning Platform | | University Tun Hussein Onn Malaysia (UTHM) | 2021 |
 | Malta | Greening for a sustainable environment | | Malta College of Arts, Science and Technology (MCAST) | 2020 |
 | Malawi | Preparing Malawian farmers for post-COVID-19 recovery | | Mikolongwe Vocational School (MVS) | 2021 |
 | Mozambique | Investing in youth through integrated skills training | | Young Africa International | 2017 |
 | Nigeria | Preparing learners for real-world problems | | Yaba College of Technology (YCT) | 2020 |
 | Norway | FabLab | | Verket FabLab | 2020 |
| Norway | The Learning Factory | | Fagskolen Innlandet | 2020 |
 | Paraguay | Self-sufficient schools: turning learning into earning and saving | | Fundación Paraguaya | 2017 |
 | Peru | Transforming lives through code training | | Laboratoria | 2017 |
 | Philippines | TESDA Online Programme | | Technical Education and Skills Development Authority | 2021 |
| Philippines | Developing successful entrepreneurs | | TESDA Women's Centre (TWC) | 2020 |
 | 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 | The Workplace-based Experience Programme | | Swiss South African Cooperation Initiative (SSACI) | 2017 |
| South Africa | DHET partnership with CISCO for aligning TVET with 4IR developments | | Department of Higher Education and Training, South Africa | 2021 |
 | Seychelles | An innovation pipeline | | Seychelles Institute of Technology (SIT) | 2020 |
 | Singapore | Innovation and Entrepreneurship Initiatives | | Temasek Polytechnic | 2021 |
 | Spain | Empleando Digital | | Fundación Secretariado Gitano (FSG) and the Spanish Red Cross | 2020 |
| Spain | EXAM 4.0 HUB | | TKNIKA | 2020 |
| Spain | ETHAZI Model | | TKNIKA | 2020 |
| Spain | Entrepreneurial culture: Ikasenpresa | | Basque Centre of Research and Applied Innovation in VET (TKNIKA) | 2019 |
| Spain | Advanced Manufacturing 4.0 Lab | | Miguel Altuna | 2020 |
 | Sri Lanka | Sri Lanka National Skills Passport Project | | Tertiary and Vocational Education Commission | 2021 |
 | Sweden | Training with integrated language learning | | Centre for Flexible Learning (CFL) Söderhamn | 2020 |
 | Switzerland | Digital competencies for the labour market | | Swiss Federal Institute for Vocational Education and Training | 2020 |
| Switzerland | Situation-based TVET using Virtual Reality | | 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 | Learning from Afar | | Abu Dhabi Centre for Technical and Vocational Education and Training (ACTVET) | 2021 |
 | Ukraine | Development of female entrepreneurship | | iHUB | 2020 |
 | Viet Nam | Providing demand-driven skills training to disadvantaged youth | | REACH | 2017 |
| Viet Nam | Reform of TVET in Viet Nam | | College of Machinery and Irrigation | 2021 |
*Disclaimer: UNESCO-UNEVOC does not endorse any of the practices included in this database and is not responsible for their management or implementation.
Learn more about the three types of practices in our database
Learn more about the three types of practices in our database.focus();)
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Promising Practices – practices selected from the global TVET community that have been implemented to address emerging challenges and contribute to improving TVET in a meaningful way.
