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Strengthening the Responsiveness, Agility and Resilience of TVET Institutions for the Post-COVID-19 Era

Key project results
UNESCO-UNEVOC’s COVID-19 response project was implemented from January-June 2021. This report of the key project results provides a snapshot of activities that helped TVET institutions around the world address the short, medium and long-term effect ...

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Assistive technologies for TVET students and employees with disabilities

UNESCO-UNEVOC Promising Practice
Temporary restrictions on movement and physical distancing measures resulting from the pandemic have led to the closure of many TVET institutions and skills development organizations in Trinidad and Tobago. As remote education and training become the ...

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Open educational resources for adult learners

UNESCO-UNEVOC Promising Practice
The Korea Open Courseware (KOCW) is the largest platform for open educational resources (OER) in the Republic of Korea. It was set up to assist individuals wishing to access higher education learning resources by providing materials from over 224 uni ...

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Mobile Learning and Assessment Services

UNESCO-UNEVOC Promising Practice
TVET can be a key driver of economic and social development within a country. In Jamaica, where there are high rates of youth un- and underemployment, there is a growing need for flexible and accessible TVET models. HEART/NSTA Trust established th ...

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Preparing Malawian farmers for post-COVID-19 recovery

UNESCO-UNEVOC Promising Practice
While the Malawian agricultural sector has expanded in recent years, production has struggled to keep pace with rising demand. To address this shortage, multiple improvements are needed to overcome existing constraints in production systems, breeding ...

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The Digital TVET Learning Platform

UNESCO-UNEVOC Promising Practice
As a result of the COVID-19 pandemic, the government of Malaysia issued a ‘Movement Control Order’ to limit interactions and prevent the spread of the deadly virus. This included closing educational institutions to face-to-face learning. Educa ...

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Work-based learning and skills demonstrations during COVID-19

UNESCO-UNEVOC Promising Practice
In Finland, TVET students learn and are assessed by a teacher and working life representative in work-based situations where they must demonstrate skills and competencies through practical tasks in order to graduate from their course. Therefore, maki ...

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Leading organizational transitions during COVID-19 and beyond

UNESCO-UNEVOC Promising Practice
A potential barrier to any post-COVID-19 recovery for TVET staff is the lengthy duration of the pandemic, throughout which they experience significant insecurity, both physical and psychological. This initiative by Niagara College enables TVET lea ...

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Mapping system response to the COVID-19 pandemic

UNESCO-UNEVOC Promising Practice
Due to the COVID-19 pandemic and the ensuing restrictions, educational institutions across Brazil had to suspend their on-site activities. TVET institutions wanted to support the fight against the pandemic. They quickly put their efforts into ma ...

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More Women in ICT

UNESCO-UNEVOC Promising Practice
The ICT sector has grown rapidly in recent decades, and with continued expansion forecast, it is an area of high employability and opportunity. In Chile, and indeed globally, however, there is a large gender gap. Just 5% of those working in ICT in Ch ...

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Learning from Afar

UNESCO-UNEVOC Promising Practice
While primarily a health crisis, the COVID-19 pandemic has had a wide-reaching impact on everyday life. This has been particularly felt in the education sector with schools closing and students around the world missing out on their education. In U ...

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Strengthening the Responsiveness, Agility and Resilience of TVET Institutions for the Post-COVID-19 Era

Project flyer
This UNESCO-UNEVOC project will help TVET institutions around the world respond to short, medium and long-term challenges, and build resilience for the post-COVID-19 era.

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