Reforming Technical and Vocational Education and Training (TVET) in Iraq
Comprehensive TVET system reform and modernization program
Comprehensive EU-funded UNESCO TVET Reform Project implemented in strategic collaboration with Iraq's Ministry of Labour and Social Affairs and Ministry of Education to systematically enhance TVET system quality and relevance through application of DACUM methodology for occupational standards development, sector council establishment, competency-based curriculum design for NQF levels 3-7, and integration of project-based and workplace-based learning approaches that address post-conflict reconstruction workforce demands while aligning with international development frameworks.
Iraq's post-conflict reconstruction context presented acute challenges with youth unemployment rates reaching 25% for ages 15-24, limited private sector employment opportunities, and a severely degraded TVET infrastructure requiring comprehensive system-wide reform. The country's transition from a centralized, public sector-dominated economy to market-oriented development demanded urgent modernization of technical education to address critical skills gaps in construction, agriculture, and hospitality sectors. Existing TVET institutions lacked alignment with labour market demands, modern pedagogical approaches, and quality assurance mechanisms, necessitating evidence-based interventions that could simultaneously rebuild institutional capacity while establishing sustainable industry-education partnerships for long-term economic development.
Systematically reform and modernize Iraq's Technical and Vocational Education and Training (TVET) system through comprehensive application of DACUM methodology for occupational standards development, establishment of sector councils for industry-education collaboration, implementation of competency-based curricula for NQF levels 3-7 across construction, hospitality, and agriculture sectors, and integration of project-based and workplace-based learning approaches that enhance institutional quality, strengthen labour market alignment, and address post-conflict workforce development priorities while supporting sustainable economic reconstruction.
Specific Objectives:
- 1Establish comprehensive high-quality management system for TVET
- 2Implement administrative decentralization with effective private sector participation
- 3Develop modern teaching and training framework aligned with market needs
- 4Create efficient and capable TVET administrative and educational staff
- 5Establish employment support services and entrepreneurship programs
Key Activities
- Establishing comprehensive high quality management system for TVET based on administrative decentralization
- Facilitating effective participation of the private sector in TVET governance
- Developing quality assurance frameworks for TVET institutions
- Adopting general framework for certificates, qualifications, curricula and methods for modern teaching and training
- Developing national certificate programmes at 4 levels in Construction (Concreting, Masonry, Carpentry)
- Creating programmes for Hospitality sector (Chef training)
- Establishing programmes for Agriculture (Livestock farming, Crop farming)
- Aligning training programs to meet current and future market needs
- Developing competency-based training approaches
- Providing efficient, capable and high quality TVET administrative staff training
- Developing educational and training staff capabilities
- Building institutional capacity for ongoing system improvement
- Creating specialized employment offices in TVET institutions
- Providing students with career guidance and counselling services
- Helping students access better job opportunities
- Following up with graduates after completion of programs
- Training TVET graduates to set up their own businesses
- Facilitating access to funding for graduate entrepreneurs
- Developing entrepreneurship curriculum and support services
Methodology
DACUM (Developing A Curriculum) methodology for systematic development of qualifications and standard occupational profiles through industry expert panels
Sector council development and coordination approach integrating government, private sector, and education providers for sustainable industry-education partnerships
Competency-based training and assessment framework aligned with National Qualifications Framework standards and international best practices
Project-based and workplace-based learning methodology embedding practical experience and industry relevance into curriculum design
Evidence-based needs assessment and stakeholder engagement processes ensuring training programme alignment with current and emerging labour market demands
Multi-stakeholder quality assurance and institutional development approach fostering sustainable capacity building and continuous improvement mechanisms
Project Outcomes
Comprehensive DACUM-based occupational standards and qualifications developed for NQF levels 3-7 across construction, hospitality, and agriculture sectors with full industry validation and Ministry endorsement
Functional sector councils established and operationalized with sustained government-private sector-education provider collaboration mechanisms ensuring ongoing curriculum relevance and quality assurance
Competency-based modular curricula implemented with integrated project-based and workplace-based learning components, including specification of necessary training equipment and modern pedagogical approaches
Enhanced institutional capacity achieved through comprehensive Training of Trainers (ToT) programmes, strengthened school management systems, and modernized examination and assessment frameworks
Systematic integration of employment services and career guidance mechanisms within TVET institutions, providing students with structured pathways to labour market integration and entrepreneurship development
Sustainable quality assurance and continuous improvement systems established, ensuring long-term TVET system responsiveness to evolving industry demands and post-conflict economic reconstruction priorities
Assessment and Design Phase
2017-01 to 2017-06
Implementation and Development Phase
2017-07 to 2018-06
Consolidation and Handover Phase
2018-07 to 2018-12
UNESCO
Principal Client
International OrganizationEuropean Union
Funding Organization
International OrganizationMinistry of Labour and Social Affairs
National Implementing Partner
Ministry of Education
National Implementing Partner
Iraqi TVET Institutions
Primary beneficiaries for system modernization
TVET Students and Graduates
Direct beneficiaries of improved training quality
Iraqi Private Sector
Beneficiaries of skilled workforce development
Post-conflict Communities
Indirect beneficiaries through economic reconstruction