Youth Employment
Greening TVET
Access, Equity & Quality
TVET in a Digital World
Further Themes
i-hubs: Skills for Innovation Hubs
YEM: Youth Employment in the Mediterranean
BILT: Bridging Innovation and Learning in TVET
UNEVOC TVET Leadership Programme
WYSD: World Youth Skills Day
Publications
TVeT Forum
Virtual Conferences
TVET Country Profiles
TVETipedia Glossary
Promising Practices
The UNESCO-UNEVOC International Centre: Who We Are | What We Do | Working With Us | Get in Touch
The UNEVOC Network: Learn About the Network | Explore the Network
For Members: UNEVOC Centre Dashboard
Thematic Areas: Youth Employment | Greening TVET | Access, Equity & Quality | TVET in a Digital World | Further Themes
Our Key Programmes & Projects: i-hubs: Skills for Innovation Hubs | YEM: Youth Employment in the Mediterranean | BILT: Bridging Innovation and Learning in TVET | UNEVOC TVET Leadership Programme | WYSD: World Youth Skills Day
Past Activities: TVET Global Forums
Our Services & Resources: Publications | TVeT Forum | Virtual Conferences | TVET Country Profiles | TVETipedia Glossary | Promising Practices
Journal & Events: Major TVET Events | UNEVOC Journal
Access and equityParent terms: Access to education and training, Equity  A policy or set of strategies that ensures that vocational education and training (VET) is responsive to the needs of all members of the community. Source: NCVER 2013, Australia A policy or set of strategies to make vocational education and training available to all members of the community, to increase participation and to improve outcomes, particularly focusing on those groups that have been traditionally under-represented. Source: UNEVOC/NCVER 2009, Global A policy or set of strategies to make TVET available to all members of the community, to increase participation and to improve outcomes, particularly focusing on those groups that have been traditionally under-represented, especially women, indigenous individuals, people with a disability, people from a non-English-speaking background, and people from rural and remote areas.Source: Wahba 2013, Global |
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