Content Library

With a population of 1.4 billion people spread across 54 countries, Africa contains 23 of the world’s 27 poorest countries.

African TVET systems are ill-equipped to deliver new qualifications and competencies to support digitalization, despite appreciating the value of digitalization for economic growth and employment.

Bibliothèques Sans Frontières (BSF), an international NGO founded in 2007, aims to build bridges between the information society and those excluded from it.

The Harambee Mapping of Digital and ICT Roles and Demand for South Africa initiative, through a survey, has identified the roles, functions and competencies in demand and the certifications preferred by employers.

TVET can mitigate the climate crisis in Africa. Therefore developing a skilled workforce to combat environmental degradation is a priority.

An interviewee from the Seychelles participating in the BILT scoping study said that agro-processing is a very important area of skills development focus in his country.

African countries and regional bodies are committed to improving skills anticipation systems to ensure better alignment between skills supply and skills demand.

Gambia’s Technical and Vocational Education and Training (TVET) Roadmap 2020–2024, launched in 2019, aims to ensure that the country’s TVET qualifications and courses reflect current and future labour market needs.

In responding to demands for new qualifications and competencies, African TVET systems have been more agile in updating curricula than in upgrading teachers’/ trainers’ knowledge, skills and competencies.

TVET colleges in South Africa are primarily tasked with preparing students for the workplace. However, employers noted dissatisfaction in the skills and abilities of students entering the workplace.

The DRC has identified good-quality, inclusive education as one of the most important drivers to address the country’s plentiful natural resource management skills gap.

African countries are embracing national qualifications frameworks (NQFs) to integrate new competencies in TVET and to strengthen recognition of formal, non-formal and informal learning.

South African Qualifications Authority (SAQA) has started an internal pilot project with two candidates.

To help African workers remain competitive in the face of rapid technological and climate change, TVET systems need to offer continuously updated qualifications and competencies.

This article addresses what digitalization means in the sub-Saharan African context in terms of both the digitalization of TVET delivery and the need for digital skills in sub-Saharan Africa.

This article presents a framework for the impact of the green transition on TVET systems and evidence on how countries in sub-Saharan Africa are responding (or not) to the demands of climate change.

Asia Pacific Overview

Frontier technologies such as automation, robotics, electric vehicles, renewable energy technologies, biotechnologies and artificial intelligence can foster growth, prosperity and environmental sustainability.

Reaping the benefits of IR 4.0 through appropriate strategies for TVET

To achieve sustainable economic and social development, the Asia-Pacific has to balance fast growth with protecting the environment.

Identifying, integrating and implementing new green competencies in Vietnam

To achieve sustained growth in labour productivity requires national systems that understand labour market conditions and trends, skills gaps and mismatches, and skills forecasts.

Helping TVET policy-makers and managers to identify IR 4.0 skills

Australia’s labour market information portal

In the Asia-Pacific region, as in the other parts of the globe, the trend is towards on-the-job training.

Case study: Scenario-based learning to develop 21st century skills in Singapore

Development of new qualifications and competencies in TVET for the emerging economic transformation across the Asia-Pacific must be accompanied by suitable curricula and pedagogical tools.

Case study: Achieving a Skilled India through improving TVET responsiveness industry and learner needs

A technologically advancing world of work and growing demand for green jobs in the Asia-Pacific are fuelling demand for new qualifications and competencies in TVET

This article describes the rationale to create a regional qualifications framework amongst the ASEAN member states. It presents the aims of the AQRF to support: labour market mobility; common occupational competences; quality standards; and ensuring consistent learning outcomes.

This article discusses the rationale for, and trends in, supporting competency-based training within TVET systems in sub-Saharan Africa and the reality of the challenges faced in attempting to implement it.

Europe’s economic engine is the single market that enables free movement of goods, services, people and workers.

To overcome the digital skills shortage, Europe must address the gender gap in digital access and skills and the urban-rural digital divide.

Getting ready for digital education

Moving to a low-carbon economy will create more than one million jobs in Europe by 2030.

Greening in VET – GRETA

GREENOVET: skills for a green Europe

The GreenComp initiative

The European Commission, as part of the 2020 Skills Agenda, recognizes the importance of skills intelligence as the foundation for skilling, upskilling and reskilling Europe’s workforce.

European e-Competence Framework

The recipe for successful implementation of new qualifications and competencies is employer and educator engagement, adequate personnel and financial resources, and coordination.

Skillman network for a strong learning society of tomorrow

Skillman network for a strong learning society of tomorrow

Most European countries have made significant progress integrating key competencies into national curricula and other steering documents.

Finland's flexible approach

In Europe, tertiary education is required to gain decent work.

This article discusses approaches to skills anticipation in sub-Saharan African countries and the structure of labour market dialogue. It presents four challenges and an opportunity to improve knowledge on how to develop skills in informal labour markets.

This article provides quantitative and qualitative evidence gathered through a survey of the African UNEVOC Network members on a policy implementation gap in TVET and discusses why this gap might exist.