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
1. How has a toolkit been defined?
A toolkit is defined as a resource or group of resources which support TVET providers to self-assess and/or to support their development in improving their organization and/or TVET provision and delivery. Toolkits comprise a range of ‘tools’ from checklists, to training resources, to assessment questionnaires. These tools may be presented in an online interactive format (such as the EU’s SELFIE) or designed for providers to work with on their own.
2. What are some similarities and differences between them?
The toolkits vary in length, target audience, theme, tools used and geographic region. Some toolkits are industry specific while others are more general and focus on various industries in TVET. The toolkits have been produced by a wide variety of publishers from around the world, some with a regional focus and others with a global focus. All the toolkits in this repository have undergone a review process using criteria related to relevance, date of publication, toolkit usability, and accessibility.
3. What are the topics and themes of a toolkit?
The toolkits are categorized by geographic region, tools, target groups, thematic areas and the UN’s Sustainable Development Goals (SDGs) as listed in the filtering menus.
4. Who are these toolkits for?
The primary target group for each of the toolkits are TVET providers and practitioners. Some are specific to a TVET pathway, for example, there are multiple toolkits for apprenticeships. Other toolkits are occupationally specific, for example, there are toolkits to identify new skills needs in the hospitality and tourism sector which may be useful for labour market partners. The database includes toolkits designed to support TVET in the absence of a strong TVET policy making sector (e.g. the toolkits created for practitioners in developing countries). The table of toolkits links to a summary description for each toolkit included.
5. What does a toolkit contain?
A toolkit contains various materials. In some examples, the toolkits are designed to be ‘diagnostic’ in their nature – to identify strengths and weaknesses of a TVET provider and its provision. Others are designed to stimulate reflection and to prepare action plans. There are also examples of toolkits which include training materials. The toolkits can contain a single tool, such as a self-assessment, or multiple tools, such as best practices, recommendations and templates. Sixteen different types of tools can be found on the online repository, including assessments, best practices, case studies, checklists, frameworks, guidelines, interviews, online resources, recommendations, research, samples, surveys, templates, website, worksheets and workshop agendas.
6. How were the toolkits selected?
The toolkits were selected using a decision matrix following the initial research and collection of TVET toolkits. Selection criteria included an assessment of their relevance for TVET, their online accessibility and their applicability to TVET target groups. Only toolkits created post 2017 were eligible for consideration.
7. How do I use this repository?
The online repository of TVET toolkits was created to be intuitive and easy to navigate, with the list of toolkits available on the homepage including filtering options on the headings of the toolkit list as well as a search bar. To filter, click the down arrow on the heading and select the applicable geographic region, tool(s), target group(s), thematic area(s), and/or SDG(s). The list will then display the relevant toolkits related to the filters selected. The search bar can also be used to find relevant toolkits by searching keywords related your needs (i.e., inclusion, skills, quality assurance, labour market, industry, etc.).
8. How do I use a toolkit?
TVET institutions and stakeholders are encouraged to find and use appropriate toolkits to help address multiple economic and societal demands which are in constant change. This toolkit platform provides TVET institutions and stakeholders with access to online resources that can provide guidance and inform changes to both organizational and managerial practices and processes in various thematic areas. The toolkits included in this repository help TVET institutions and stakeholders worldwide plan and prepare to deliver quality education with improved learning outcomes.
Once you find a toolkit(s) through the repository’s search and filter options, you can link directly to it and download the resources that are provided in a variety of formats. Watch the guided online tour on how to find the toolkits best suited to your needs and use resources posted on this site.
9. Is this repository updated?
UNEVOC will update this online repository of TVET toolkits annually. If you are interested in submitting a toolkit to be added to this online repository, please use the link below.
|Theme||Toolkit||Prepared By||Thematic Areas||SDGs|
|Guide and digital interactive assessment tool on Making TVET and skills development inclusive for all||ILO - International Labour Organization||Equity and Inclusion|
|Toolkit on Agricultural Technical Vocational Education and Training: Stakeholder Engagement & Curriculum Development||African Union Development Agency ? NEPAD||Equity and Inclusion|
|Exploring Blended Learning Approached for VET||Blend4VET, EU||Digitalization|
|Apprenticeship Benchmarking Tool||British Council||Apprenticeships|
|Inclusion of Refugees in TVET Self-Assessment Tool||British Council||Equity and Inclusion|
|Self-Assessment Toolkit for Training Institutions||British Council||TVET Management|
|Soft Skills Project Design and Delivery Toolkit||British Council||Training, Curriculum, and Qualifications|
|Train the Trainers and Cascade Models toolkit||British Council||Training, Curriculum, and Qualifications|
|Tools to integrate gender considerations in Skills programmes||British Council (and partners in the UK, Colombia, Nigeria and South Africa)||Equity and Inclusion|
|VET toolkit for empowering NEETs: Source of support for young people not in education, employment or training||Cedefop||TVET Management|
|VET toolkit for tackling early leaving||Cedefop||TVET Management|
|Circular Jobs Monitor||Circle Economy & United Nations Environment Programme||Greening|
|Mobile-Augmented Reality Dimension Kit in the construction sector||Civil Engineering Department, PSAS, Malaysia||TVET Partnership with Industry|
|Training manual on greening TVET||Colombo Plan Staff College||Greening|
|Participant Manual: Technical and Vocational Education and Training (TVET) Self-Assessment Workshop||Commonwealth Secretariat||TVET Management|
|Institutional Review Tool for Blended Learning||Commonwealth of Learning (COL)||TVET Management|
|Teaching TVET online: an online course||Commonwealth of Learning (CoL)||Digitalization|
|TVET Professional Development Toolkit for the Pacific||Commonwealth of Learning and the Pacific Centre for Flexible and Open Learning for Development (PACFOLD)||Digitalization|
|Engaging the Business Sector in Vocational Education and Training||DC dVet||TVET Partnership with Industry|
|Build4Skills Toolkit: Delivering return on investment through work-based training||Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ)||TVET Management|
|Fit for Industry 4.0 Innovative Learning and Teaching for Digitalization and Automation||Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ)||Digitalization|
|Guideline on how to Mainstream Inclusion of Marginalised People in Vocational Education and Training.||Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ)||Equity and Inclusion|
|New ways of building partnerships across sectors||Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ)||TVET Partnership with Industry|
|TVET Promotion Toolkit||Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ)||TVET Management|
|Toolkit: Learning and working in the informal economy||Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ)||TVET Management|
|Down to earth: A practitioner's guideline to work with business and industry in TVET||Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) for countries in Asia||TVET Partnership with Industry|
|Quality toolbox for better TVET delivery: Practical instruments for TVET teachers and managers||Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) for the ASEAN region||Equity and Inclusion|
|EQAVET Indicators' Toolkit (European Quality Assurance in Vocational Education and Training)||EQAVET Secretariat - European Commission||TVET Management|
|Teach for Climate Action: An Advocacy Toolkit on Climate Change Education for Educators and Their Unions||Education International Asia-Pacific Region (EIAP)||Greening|
|Apprenticeship Support: Delivering Apprenticeship Standards||Education and Training Foundation UK||Apprenticeships|
|The Dual Professional Toolkit||Education and Training Foundation UK||TVET Partnership with Industry|
|DRIVES framework||Erasmus||Training, Curriculum, and Qualifications|
|Greening the Campus - A step-by-step guidebook for schools||Erasmus+ Green VET 4sdg partners from Malta, Spain, Greece and North Macedonia||Greening|
|EU Selfie||European Commission (European Education Area)||Digitalization|
|EU Selfie Work-based Learning||European Commission (European Education Area)||Digitalization|
|EU Selfie for Teachers||European Commission (European Education Area)||Digitalization|
|Getting organised for better qualifications: A toolkit||European Training Foundation||Training, Curriculum, and Qualifications|
|Planning the Use of AR/VR for TVET – A Practical Guide||Federal Institute for Vocational Education and Training (BIBB)||Digitalization|
|Recognizing international competencies for students in vocational education and training||Finnish National Agency for Education (oph.fi)||Equity and Inclusion|
|GSMA Mobile Internet Skills Training Toolkit (MISTT)||GSMA||Digitalization|
|A framework for quality apprenticeships||ILO||Apprenticeships|
|Digitalization of national TVET and skills systems: Harnessing technology to support LLL (Lifelong Learning)||ILO||Digitalization|
|Greening TVET and skills development: A practical guidance tool||ILO||Greening|
|ILO Toolkit for Quality Apprenticeships - Vol. 2: Guide for Practitioners: For developing, implementing, monitoring and evaluating apprenticeship programmes||ILO||Apprenticeships|
|ILO Toolkit for Quality Apprenticeships - Vol. 1: Guide for Policy Makers||ILO||Apprenticeships|
|Guide and assessment tool on the inclusiveness of TVET and skills development systems for all||ILO Skills and Employability Branch||Equity and Inclusion|
|The Digitization of TVET and Skills Systems||ILO, UNESCO||Digitalization|
|Collaborative Virtual Reality (CVR) Simulation Training||Institute of Technical Education, Singapore||TVET Partnership with Industry|
|SME Performance Management Toolkit||International Labour Organization||Digitalization|
|Digital Skills Toolkit||International Telecommunications Union (ITU)||Digitalization|
|Digital pedagogy toolkit||JISC - UK||Digitalization|
|Supporting the digital experience of new students in Further Education||JISC - UK||Digitalization|
|Toolkit to benchmark online learner experience (JISC - UK)||Jisc Digital Experience Insights||Digitalization|
|A Quality Apprenticeship Toolkit: A practical perspective for Latin America and the Caribbean||LuxDev, ILO||Apprenticeships|
|Management of Education and Vocational Training Institutions? Training Manual to Identify Opportunities for Improvement in the Management||LuxDev, PARISE Education and Innovation||Equity and inclusion|
|Post secondary education and training (PSET) preparation toolkit (for young adults with disability)||National Technical Assistance Center on Transition (NTACT)||Equity and Inclusion|
|Next Tourism Generation Skills Assessment Methodology||Next Tourism Generation (NTG)||Training, Curriculum, and Qualifications|
|Next Tourism Generation Skills Matrix||Next Tourism Generation (NTG)||Training, Curriculum, and Qualifications|
|Next Tourism Sector Skills Toolkit||Next Tourism Generation (NTG)||Training, Curriculum, and Qualifications|
|Open Education Resources (OER) Toolkit: Course Design and Materials Development Guide||OER Africa and Saide||Digitalization|
|Open Education Resources (OER) Toolkits Copyright and Licensing Toolkit||OER Africa and Saide||Training, Curriculum, and Qualifications|
|Open Education Resources (OER): Policy Review and Development Toolkit||OER Africa and Saide||Digitalization|
|Open Education Resources (OER): Supporting Distance Learners||OER Africa and Saide||Digitalization|
|Syllabuses of Digital Programs in TVET (2022)||Office of Academic Affairs of Shenzhen Polytechnic and UNESCO Chair on Digitalization in TVET at Shenzhen Polytechnic, China.||Digitalization|
|Good Practice Guide: Improving Employment Opportunities Through Market Driven Vocational Education and Training||People in Need, Czech Republic||TVET Partnership with Industry|
|Engagement of the agricultural private sector in vocational education||People in Need, Czech Republic and GeoWel Goal-Oriented Research||TVET Partnership with Industry|
|Regional TVET teacher standard for ASEAN||SEAMEO VOCTECH and GIZ||Training, Curriculum, and Qualifications|
|E-Dash to Success Diagnostic Curriculum Assessment Framework for Early Intervention of At-Risk Students||School of Electronics and Info-Comm Technology (SEIT) College West||Digitalization|
|Airtable - UN Innovation Publications||UN||Digitalization|
|Best practices guidelines and toolkit on engaging the private sector in skills development||UNDP, Istanbul International Center for Private Sector in Development, and SESRIC||TVET Partnership with Industry|
|AI and Education: Guidance for Policy Makers||UNESCO||Digitalization|
|Supporting teachers and education personnel during times of crisis (UNESCO COVID-19 Education Sector Response)||UNESCO||Covid-19 response|
|The Digital Teacher||UNESCO & MGIEP||Digitalization|
|Technical and Vocational Education and Training (TVET) in times of COVID-19: Challenges and Opportunities for the Caribbean Region. Summary seminar #6 for the Caribbean||UNESCO (Santiago)||Covid-19 response|
|Covid-19 Response Modular Toolkit (Remote Learning methods; Re-enrolment; Remediation; Hybrid Learning; Organising for the Response; Health, Safety and Resurgence Protocols; Remote Learning Platforms; Recommitment and Reform)||UNESCO, McKinsey||Digitalization|
|Digital Transformation of TVET and Skills Development Systems in Africa: Guidelines for countries to undertake a strategic planning framework||UNESCO, The African Union and the African Union Development Agency (AUDA-NEPAD) through the Skills Initiative for Africa...||TVET Management|
|Gender-responsive education: Toolkit for Teachers, Teacher Educators, School Managers and Curriculum Developers in Africa||UNESCO-IICBA||Equity and inclusion|
|Entrepreneurial learning for TVET institutions: Online guide (with worksheets)||UNESCO-UNEVOC||Entrepreneurship|
|Greening Technical and Vocational Education and Training: A practical guide for institutions||UNESCO-UNEVOC||Greening|
|Handbook for Community Skills Development in Malawi: Selected management approaches for quality and demand-driven technical, entrepreneurial and vocational education and training||UNESCO-UNEVOC||TVET Management|
|Handbook for Technical Colleges in Malawi: Selected management approaches for quality and demand-driven technical, entrepreneurial and vocational education and training||UNESCO-UNEVOC||TVET Management|
|Innovating technical and vocational education and training||UNESCO-UNEVOC||TVET Management|
|Open Educational Resources for Skills Development||UNESCO-UNEVOC||Digitalization|
|Promoting quality in TVET using technology||UNESCO-UNEVOC||Digitalization|
|Skills development and climate action plans: Enhancing TVET's contribution||UNESCO-UNEVOC||Greening|
|TVET delivery: providing innovative solutions (New Qualifications and Competencies for future-oriented TVET) - Volume 3||UNESCO-UNEVOC||Training, Curriculum, and Qualifications|
|Understanding the impact of artificial intelligence on skills development||UNESCO-UNEVOC||Digitalization|
|Understanding the return on investment from TVET||UNESCO-UNEVOC||TVET Management|
|Work-based Learning Toolkit||US Department of Education||TVET Partnership with Industry|
|Youth and gender analysis toolkit: Tools for Economic Growth Activities||USAID||Equity and inclusion|
|Toolkit for Designing a Comprehensive Distance Learning Strategy||USAID Center for Education||Digitalization|
|The Entrepreneurship Toolkit: Successful Approaches to Fostering Entrepreneurship||USAID, Office of Economic Growth of EGAT||Entrepreneurship|
|WeRise Toolkit for Entrepreneurs||United Nations Entity for Gender Equality||Entrepreneurship|
|Compendium of Tools for Labour Market Assessment||VET Toolbox Coordination Hub - Belgium||Training, Curriculum, and Qualifications|
|Tools to support TVET policy makers and education providers to plan and deliver inclusive TVET provision for persons with disabilities||VET Toolbox Coordination Hub | c/o Belgian Development Agency Enabel||Equity and Inclusion|
|Digital Capabilities Knowledge Map||World Bank Group||Digitalization|
|Engendering ICT toolkit||World Bank Group||Equity and Inclusion|
|Using Digital Solutions to Address Barriers to Female Entrepreneurship: A Toolkit||World Bank Group||Entrepreneurship|
|Providing career guidance to vocational education students||WorldSkills UK and The Careers & Enterprise Company||Training, Curriculum, and Qualifications|