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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 | Toolkits for TVET Providers | Entrepreneurial Learning Guide
Events: Major TVET Events | UNEVOC Network News
Given the future perspective inherent to NQCs, there is a preference for a broader notion of competency that captures the potential of people embracing knowledge, skills and attitudes. They may be phrased in abstract terms (e. g. social competencies) or be put into more concrete terms (e. g. applying empathic attitudes in conflict resolution processes; analysing technology enhanced work-processes; creating innovative concepts to set up a business). In this volume, qualification is understood as a formal proof of successfully completed learning according to an agreed standard. We also recognize that as learners in TVET are increasingly less novices but mature and experienced adult learners, formal qualifications face competition from micro-credentials and other short course awards – some of these may also be provided by non-traditional, private providers.