In response to the COVID-19 pandemic, ACTVET worked with teachers in order to define standards to maintain the quality of teaching in an increasingly virtual learning environment.
During the World Economic Forum Annual Meeting in Davos, Prof Dr Muhammad Mukhtar, Vice Chancellor of the National Skills University, Islamabad, urged TVET stakeholders to refine skills education policies and procedures within their countries to better align with the realities and requirements of the contemporary world.
The youth unemployment rate in Jordan for the year of 2018 stands at a staggering 37.2%, which is noted to be one of the highest figures in the past 30 years and among the highest globally. Of this group, females are the worse affected, and despite having a slightly higher ratio of educated females to males, the female labour force participation rate is at only 14%. What are the main trends and how can these trends be reversed?
UNESCO-UNEVOC is pleased to announce the appointment of Ms. Soo-Hyang Choi as its new Director. Ms. Choi has more than 30 years of experience in the field of education and previously held the position of Director of the Division for Peace and Sustainable Development within UNESCO’s Education Sector.
This discussion paper on entrepreneurial learning provides insight into the different approaches to mainstreaming entrepreneurial learning and illustrates the contribution of the key pillars that make up the entrepreneurial learning ecosystem.
The Bridging Innovation and Learning in TVET (BILT) project was launched on 2 December 2019 in Bonn, Germany, during the UNEVOC Global Forum on Advancing Learning and Innovation in TVET.
On May 16th, Cometa (UNEVOC Centre in Italy) hosted a seminar with Thulani Xhali, CEO at Stenden Hotel, a company that offers a great example of School-Enterprise approach. The seminar was an opportunity to discuss the main pillars of the pedagogical and organizational model, the pros and cons and the main challenges to tackle.
In November 2019, UNESCO Member States adopted a Recommendation on Open Educational Resources (OER)- a key tool for the achievement of SDG4. As a follow-up to this recommendation, UNESCO-UNEVOC launched its First Global OER Grant Programme for the development of such resources for TVET on 3 December 2019.
UNESCO-UNEVOC organized a Global Learning Forum on Advancing Learning and Innovation in TVET on 2-3 December 2019 in Bonn, Germany. More than 100 participants from 40 countries discussed concrete steps for designing innovative practices and solutions that promote excellence and inclusion in TVET.
Greening technical and vocational education and training (TVET) is an emerging concept that has gathered momentum in the international community in recent years. TVET is directly linked to the labour market and hence plays a key role in providing knowledge and skills to facilitate the transition to greener economies and societies.
TVET Innovation Week is a platform organized by the ACTVET that brings together key international experts and stakeholders to exchange ideas and expertise on a range of topics related to TVET in the 21st Century.
The first Guided Self-Assessment (GSA) workshop in Europe was successfully completed in cooperation with the MCAST in Paola, Malta from 10-14 June 2019. MCAST is a UNEVOC Centre and is one of the TVET institutions that agreed to test and co-develop the i-hubs Innovation Framework.
UNESCO-UNEVOC is holding a virtual conference on ‘Artificial Intelligence in education and training’. The virtual conference will be held on the TVeT Forum from 11 to 15 November 2019.
UNESCO-UNEVOC and CONIF organized a three-day capacity development programme in Rio de Janeiro on 17-19 October to engage participants from UNEVOC Centres in six countries on how to develop entrepreneurial mindsets via innovative activities such as Hackathons.
On 23-24 October 2019, UNESCO-UNEVOC’s Bridging Innovation and Learning in TVET(BILT) project held a thematic workshop in Malta on Greening TVET. The workshop was hosted MCAST and took stock of current challenges related to the growing demand for green skills and the impact of integrating green skills into the curriculum.
Start by doing what's necessary, then do what's possible.