The UNESCO-UNEVOC International Centre: Who We Are | What We Do | Working With Us | Get in Touch
The UNEVOC Network: Learn About the Network | UNEVOC Network Directory
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Thematic Areas: Inclusion and Youth | Digital Transformation | 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
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
 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 |
 | Burundi | Ideas Cube offline server and digital learning kit | | Bibliothèques Sans Frontières (BSF)/Libraries Without Borders | 2022 |
 | 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 |
 | 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 | More Women in ICT | | Duoc UC | 2021 |
 | China | Innovation & Technology Co-creation Centre | | Vocational Training Council | 2021 |
| China | Huawei Certification to ICT Programmes | | Shenzhen Polytechnic | 2021 |
| China | Innovation in higher TVET |  | Shenzhen Polytechnic | 2020 |
 | Cape Verde | GAIA collaborative platform for professional training | | Cape Verde Competence Center | 2021 |
 | Estonia | Entrepreneurship Education | | Foundation Innove | 2020 |
| Estonia | BuildEst | | Foundation Innove | 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 |
| Finland | Individual Learning Pathways | | Omnia - The Joint Authority of Education in the Espoo Region | 2020 |
| Finland | KATE Project | | Otavia | 2020 |
 | France | Bachelor Industry 4.0 | | Campus des Métiers et des Qualifications | 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 |
| Germany | H2Skills: training needs in the hydrogen economy | | IHK Lüneburg/Wolfsburg, HWK Braunschweig-Lündeburg-Stade | 2022 |
| Germany | FOENAKO | | Berufskolleg an der Lindenstraße (BKaL) | 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 |
 | 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 | Makerspace training centre project | | Gearbox Pan African Network & Machine Africa Network of Industries, Kenya | 2021 |
| Kenya | Kenya Education for Employment Program - KEFEP-02 | | Sigalagala National Polytechnic | 2021 |
| Kenya | The Innovation Awards | | Rift Valley Technical Training Institute (RVTTI) | 2020 |
 | 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 |
| 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 |
 | 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 |
| Nigeria | FOCI Skills Academy | | Federation of Construction Industry | 2023 |
 | Norway | The Learning Factory | | Fagskolen Innlandet | 2020 |
| Norway | FabLab | | Verket FabLab | 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 | DHET partnership with CISCO for aligning TVET with 4IR developments | | Department of Higher Education and Training, South Africa | 2021 |
| South Africa | The Workplace-based Experience Programme | | Swiss South African Cooperation Initiative (SSACI) | 2017 |
 | Seychelles | An innovation pipeline | | Seychelles Institute of Technology (SIT) | 2020 |
 | Singapore | Innovation and Entrepreneurship Initiatives | | Temasek Polytechnic | 2021 |
 | 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 |
| Spain | Empleando Digital | | Fundación Secretariado Gitano (FSG) and the Spanish Red Cross | 2020 |
| Spain | EXAM 4.0 HUB | | TKNIKA | 2020 |
 | Sri Lanka | Sri Lanka National Skills Passport Project | | Tertiary and Vocational Education Commission | 2021 |
 | Slovenia | Munera 3 | | Šolski Center Nova Gorica | 2023 |
 | 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 |
 | United Kingdom | Enhance Digital Teaching Platform | | Education and Training Foundation | 2022 |
 | 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 |
Learn more about the three types of practices in our database
Learn more about the three types of practices in our database
Innovation and Learning Practices – 
i-hubs Innovative Practices – i-hubs practices are compiled in collaboration with 'Skills for innovation hubs' project partners and are based on the concept of innovation as outlined in UNESCO-UNEVOC's 
Promising Practices – TVET practices from around the world that have been implemented to address emerging challenges and to contribute to improving TVET teaching and learning in an inclusive way.
