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 | Entrepreneurial Learning Guide
Events: Major TVET Events | UNEVOC Network News
Rapid technological progress, threats to environmental sustainability, and demographic transitions, are bringing about unprecedented disruptions in industries, economies, and societies globally. How can we adapt our training and educational systems for the changing world of work, that finds itself at the centre of these disruptions? UNESCO-UNEVOC International Centre organized a two day TVET Learning Forum hosting more than 100 global TVET stakeholders to understand the impact of different ongoing disruptions on skills, and discuss how their TVET systems are responding to the challenges and opportunities in the era of digital disruption, sustainable development, and displacement of people.
The opening session Forum, hosted at UN Campus in Bonn, included Ms.Elke Büdenbender – Spouse of the President of the Federal Republic of Germany, who has been an ardent proponent of TVET in Germany. As the Patron of the German Children’s and Youth Foundation, she has advocated for strengthening vocational training and encouraging prejudice-free occupational choices for the youth. Speaking at the occasion, Ms. Büdenbender stressed upon the importance of TVET in countering the challenges of youth unemployment. She also highlighted the role TVET can play in enabling productive learning & professional opportunities for migrants, and promote their social integration.
Aimed at improving the global understanding of and reinforcing ideas for skills development through TVET to counter the effect of disruptions in the world of work, experts and TVET stakeholders from over 30 countries across five regions share their insights throughout the Forum. With TVET systems distinctly responding to the requirements of the labour market, there are high expectations of TVET systems around the world to evolve and reinvent themselves to alleviate their impact on employment and promote lifelong learning.
'The first plenary session A world in flux – what we know of the impact of disruptions set the context for subsequent discussions of the Forum by shedding light on major disruptions caused by environmental, digital and demographic transitions and their impact on TVET and the world of work. Chaired by Mr. David Atchorena, Director, UNESCO Institute for Lifelong Learning, the panel included experts from UNESCO, OECD, ILO and the ETF, who shared insights on the digital, green and non-cognitive skill needs, the nature of the requirements for facilitation of youth towards labour mobility and employment. The panelists represent the Inter-Agency Group for TVET (IAG-TVET), which is a coordination mechanism to exchange knowledge and collaborate in developing policy areas in TVET.
Strategy Labs were also organized to serve as interactive platforms for discussion on practical and effective strategies to manage skill responses to the disruptions addressed by the Forum. The sessions were organized and facilitated by Members of the UNEVOC Network, UNESCO and its partners involved in recent research, capacity building and other collaboration activities. They discussed key issues and opportunities addressed by the Forum, and examined disruptions – their implications for TVET and skills development – and available tools and resources to turn these disruptions into a positive force.
The topics covered included:
1. Diversifying financing and investment in TVET Led by NCVER, Australia
2. Skills training and vocational education for migrant and displaced youth and adults led by The University of Nottingham, United Kingdom
3. Emerging models for TVET to meet the demands of green jobs and enhance local actions led by Led by CEGEP, Canada
4. TVET teacher preparation for the digital future of work led by Fontys University of Applied Sciences, The Netherlands
5. Pathways of progression between TVET and higher education led by UNESCO
6. Modelling innovative entrepreneurial learning in TVET led by Tknika - Basque Country, Spain
1. Understanding disruptions requires having an overview of developments at the global and local levels.
The Forum concluded with messages from four stakeholder groups: youth, the Private sector, skills association, and TVET Network. The messages encouraged actions responding to disruptions. A key message that resonated in this session called upon all stakeholder groups to look from within what they can contribute to minimize the negative effects of disruptions and translate them into opportunities that promise: job readiness, youth empowerment, consultative process in policy development involving all stakeholders, and multi-level participation and accountability in TVET.
The international TVET community, including the UNEVOC Network, are invited to work with UNESCO and UNESCO-UNEVOC to:
1. Develop the capacity of leaders to drive innovation and change.
The United Nations Sustainable Development Agenda 2030, also identifies TVET as one of the key action areas in pursuit of the Sustainable Development Goals for Education, and Decent Work and Economic Growth. UNESCO, as the lead UN agency for Sustainable Development Goal 4, and the Education 2030 Framework for Action, has developed a Recommendation concerning TVET, and a Strategy for TVET (2016-2021) to support the efforts of Member States to boost the relevance of their TVET systems. The world-wide UNEVOC Network, coordinated by UNESCO-UNEVOC International Centre for TVET located at UN Campus in Bonn, is the key driver for mutual learning, capacity-building and advancing international cooperation in TVET.