Innovative and Promising Practices in TVET
UNESCO-UNEVOC acts as a clearinghouse for innovative and promising practices in Technical and Vocational Education and Training (TVET). Each practice shows how TVET can be designed and delivered to address contextual challenges, presents the enabling conditions for success and provides a snapshot of the positive impact on communities. You can search by keyword, region or theme.
Learn more about the three types of practices in our database
Learn more about the three types of practices in our database
Innovation and Learning Practices – 
i-hubs Innovative Practices – i-hubs practices are compiled in collaboration with 'Skills for innovation hubs' project partners and are based on the concept of innovation as outlined in UNESCO-UNEVOC's 
Promising Practices – TVET practices from around the world that have been implemented to address emerging challenges and to contribute to improving TVET teaching and learning in an inclusive way. Country |
Promising/Innovative Practice | |
Implementing organization |  Published | |
 | Kiribati | Employment Support Services (ESS) |  | Kiribati Institute of Technology | 2026 |
 | International / Multiple | EUCLASS Alliance: Bridging European Union (EU) Premios Transferencia de Conocimiento de la Formación Profesional | | ENAC ETS in Italy, together with eurocultura and the University of Trento, Luovi Vocational College (Finland), Kuressaare Ametikool (Estonia), Firda Vocational School (Netherlands), San Viator vocational school (Spain), AKMI International (Greece) | 2026 |
 | China | Hong Kong Benchmarks for Career and Life Development Toolkit | | The Education University of Hong Kong | 2026 |
 | Rwanda | Soft Skills and Career Development (SCAD) | | Rwanda Polytechnic | 2026 |
| International / Multiple | Mapping the TVET-industry ecosystem | | University of Nottingham (UK), in collaboration with Duoc UC (Chile); the University of Technology (Jamaica); JET Education Services (South Africa); and Royal Melbourne Institute of Technology (Australia) | 2026 |
 | Fiji | Enhancing TVET access in Small Island Developing States through AI and virtual reality | | Fiji National University | 2026 |
 | Jordan | The Vocational Entrepreneurship Curriculum (VEC) Programme | | Vocational Training Corporaion (VTC) | 2026 |
 | Brazil | Leveraging adaptive learning technology in TVET | | National Service for Industrial Training (SENAI) | 2026 |
 | Saudi Arabia | Revising TVET curricula towards environmental sustainability | | Technical and Vocational Training Corporation (TVTC) | 2026 |
| International / Multiple | Future Teacher Kit: Utilizing low-tech solutions | | UNESCO together with the Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH on behalf of the German Federal Ministry for Economic Cooperation and Development (BMZ) | 2026 |
| China | Incorporating Global Citizenship Education into TVET | | Shaanxi Polytechnic University | 2026 |
 | Serbia | Updating a technical vocational school to meet new skills needs | | Technical School Vlasotince | 2026 |
 | Bangladesh | Supporting sustainability in the textile sector | | Bangladesh Technical Education Board (BTEB) | 2026 |
 | Pakistan | AI in TVET: Starting small and scaling smart | | National Skills University (NSU) | 2026 |
| International / Multiple | ASSET: AI for skills, sustainability and training | | Chamber of Skilled Crafts Ostwestfalen-Lippe zu Bielefeld (HWK OWL); UNEVOC Centre “TVET for Sustainable Development”, Germany; Human Resource Development Council (HRDC), Mauritius; University of Vocational Technology (UNIVOTEC), Sri Lanka | 2026 |
| China | A new AI-powered teaching and learning ecosystem for TVET | | Shenzhen Polytechnic University (SZPU) | 2026 |
 | Spain | Vocational Education and Training Knowledge Transfer Awards for Women | | Asociación de Centros de Formación Profesional with Esprinet Group | 2026 |
 | North Macedonia | Pioneering Virtual Reality Technology in VET | | Bogdanci Vocational Secondary School | 2026 |
 | Cambodia | Basic Education Equivalency Programme (BEEP) | | The Cambodian Ministry of Education, Youth and Sport (MoEYS) and the Ministry of Labour and Vocational Training (MLVT) | 2026 |
 | Singapore | GenAI training for TVET teachers and trainers | | Temasek Polytechnic | 2026 |
| Serbia | Building a Centre of Vocational Excellence | | Svilajnac Vocational Secondary School together with the Serbian Office for Dual Education and the National Qualifications Framework (NQF) and Svilajnac municipality. | 2026 |
| Spain | EmpleaFP: An employment platform | | Asociación de Centros de Formación Profesional with CaixaBank Dualiza | 2026 |
 | United Arab Emirates | Integrating professional certificates in TVET provision | | Abu Dhabi Centre for Technical and Vocational Education and Training, Abu Dhabi’s Applied Technology Schools (ATS) | 2026 |
 | Germany | Vietnamese talent for Thüringen |  | Bildungswerk BAU Hessen-Thüringen e.V. | 2025 |
| Spain | Construye 2020+: A new boost for green jobs, growth and sustainability | | Fundación Laboral de la Construcción | 2025 |
| Germany | Pool Approach: Tackling skilled labour shortages in Germany’s construction industry | | BAUVERBÄNDE NRW e. V. | 2025 |
 | South Africa | The Innovative Engineering Curricula project | | Durban University of Technology | 2025 |
 | Ethiopia | Recognition of Prior Learning in the construction sector | | Ministry of Labor and Skills (Curriculum Development and Competency Assessment), Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) Ethiopia and the International Labour Organization (ILO) | 2025 |
| Germany | Integrating AI into teaching and learning in TVET | | Koblenz Chamber of Skilled Crafts, Germany | 2025 |
 | New Zealand | ConCOVE: Degree apprenticeships in construction and infrastructure | | Tertiary education organizations, workforce development councils, industry associations, Tertiary Education Commission, New Zealand Qualification Authority | 2025 |
 | United States of America | MATC Open Access Initiative | | Milwaukee Area Technical College | 2025 |
 | Canada | Content-integrated AI learning in TVET | | College of the North Atlantic | 2025 |
| Pakistan | Developing the skills of TVET students through immersive learning tools | | NED University and MIMBUS | 2024 |
 | Switzerland | The Lab Hotel | | Hotelfachschule Thun | 2024 |
 | Italy | Liceo del Lavoro | | La Cometa Società Cooperativa Sociale (Cometa) | 2024 |
 | Viet Nam | Digital Change Expert | | Hessian Institute for Continuing Vocational Education and Training (HLfT) | 2024 |
 | Netherlands, Kingdom of the | The FlexScan | | Centre for Innovation of Education and Training (CINOP) | 2024 |
| United States of America | Interfaith Community Forum | | Hudson Valley Community College | 2024 |
 | Poland | Universal Design Principles in Digital Learning for students with disabilities (SUCCESS) | | Poznan Supercomputing and Networking Centre (PSNC) | 2024 |
| Canada | Creating OER Champions for Colleges in Ontario | | eCampusOntario | 2024 |
| International / Multiple | SELFIE for work-based learning | | The European Commission | 2024 |
 | United Kingdom of Great Britain and Northern Ireland | The Resilience Leader Programme | | Empower Education | 2024 |
 | Georgia | Learning practical skills through hands-on experience in robotic and drone technologies | | LEPL College “Iberia” | 2024 |
| United Arab Emirates | The TVET Database | | Abu Dhabi Centre for Technical and Vocational Education and Training (ACTVET) | 2024 |
| Poland | Promoting the use of recycled materials in robotics and electronics | | Technical and General Education School Complex No. 3, named after Edward Abramowski in Katowice | 2024 |
| Germany | Digi-CVET: Support for broad-based digital skills | | Bildungszentren des Baugewerbes e.V. | 2024 |
| United States of America | Electric vehicle train-the-trainer programme | | Hudson Valley Community College | 2024 |
 | India | Green Skill for Waste to Wealth | | Govt. Industrial Training Institute Berhampur | 2024 |
| Spain | GreenGrowth: Competencies to face the circular economy challenge in the construction sector | | Fundación Laboral de la Construcción (FLC) | 2024 |
| Canada | Virtu-WIL | | Colleges and Institutes Canada (CICan) | 2024 |
 | Lithuania | Digitization of training content and development of hybrid training in VET (HYBVET) | | Vilnius Technology and Engineering Training Centre | 2024 |
| United Kingdom of Great Britain and Northern Ireland | The use of augmented reality in offender learning | | Shrewsbury Colleges Group | 2024 |
| Poland | AI for Youth | | Poznan Supercomputing and Networking Centre (PSNC) | 2024 |
 | Australia | Learning by your doing: How Tourism Training Australia is creating flexible learning pathways in TVET through micro-credentials | | Tourism Training Australia | 2024 |
 | France | Internships for students with physical disabilities and fewer educational opportunities | | Rompsay Vocational School in La Rochelle | 2024 |
| United Arab Emirates | Paramedic virtual simulation lab | | Abu Dhabi Centre for Technical and Vocational Education and Training (ACTVET), Fatima College of Health Sciences | 2024 |
| International / Multiple | MYSEA – Mediterranean Youth, NEETs and Women advancing Skills, Employment and Awareness in the blue and green economy | | CIES Onlus, Università degli Studi di Palermo, Eurotraining, LDN, UTSS, Jordan University of Science and Technology | 2024 |
| India | Qualification of vocational training specialists in energy-efficient building automation | | Hessian Institute for Continuing Vocational Education and Training (HLfT) and the German Federal Ministry of Economic Cooperation and Development (BMZ) | 2024 |
| Poland | Training students for the wind energy workforce | | Maritime School Complex in Darlowo | 2024 |
 | Nigeria | Yaba Green Challenge | | Yaba College of Technology (YCT) | 2023 |
 | Barbados | Blended learning in TVET courses | | Samuel Jackman Prescod Institute of Technology (SJPI) | 2023 |
 | Greece | Training and certification of knowledge and skills in energy saving in the field of construction | | Small Enterprises’ Institute of the Hellenic Confederation of Professionals, Craftsmen and Merchants | 2023 |
| United Arab Emirates | Institutional Performance Framework and Management | | Higher Colleges of Technology | 2023 |
| Cambodia | EcoCampus Project – Green flag for TVET institutions | | École d’Hôtellerie et de Tourisme Paul Dubrule Cambodia | 2023 |
 | Nicaragua | INNOVATEC – National session of innovation and technology | | National Institute of Technology (INATEC) | 2023 |
 | Ireland | Green training for the hospitality sector | | Fifty Shades Greener | 2023 |
 | Chile | Strengthening institutional capacities for innovation, entrepreneurship and technology transfer | | Instituto Profesional INACAP | 2023 |
 | Maldives | Skills for a resilient workforce programme | | Maldives Polytechnic | 2023 |
 | Peru | Centres of Excellence between SENATI and Industry | | National Training Service of Industrial Work (SENATI) | 2023 |
 | Kenya | Digitalization and partnership with industry | | Kenya School of TVET (KSTVET) | 2023 |
 | Slovenia | Munera 3 | | Šolski Center Nova Gorica | 2023 |
 | Bulgaria | Hack TUES | | TUES Alumni Association (AATUES) | 2023 |
| Nigeria | FOCI Skills Academy | | Federation of Construction Industry | 2023 |
 | Namibia | Digitalization readiness in the tourism and hospitality industry | | CiMSO Business Solutions | 2023 |
 | Zimbabwe | Bridging the social gap through TVET | | Young Africa International | 2023 |
 | Saint Kitts and Nevis | “Smart Class” for more effective teaching and learning | | Cayon High School | 2023 |
| Chile | Portal Todo TP | | Duoc UC | 2023 |
 | Grenada | Assessment of prior learning programme for vulnerable youth | | National Training Agency | 2023 |
| Poland | Huawei ICT Academy at ZSL | | Zespol Szkol Lacznosci (ZSL) | 2023 |
| South Africa | PSET CLOUD | | JET Education Services | 2023 |
| Kenya | Entrepreneurial mentorship programme for TVET students | | Embu College of Professional Studies | 2023 |
 | Brunei Darussalam | TVET Academy for teachers and trainers | | Institute of Brunei Technical Education (IBTE) | 2023 |
| China | The TVET Industry Centre | | Shaanxi Polytechnic Institute (SXPI) | 2023 |
| Namibia | e-Learning and training – the art of hospitality | | Kambaku Hospitality College (KHC) | 2023 |
 | Tanzania, United Republic of | Inclusion of young women in TVET and the labour market | | Arusha Technical College (ATC) | 2023 |
| Chile | Institutional policy for diversity and inclusion | | Instituto Profesional INACAP | 2023 |
 | Burundi | Ideas Cube offline server and digital learning kit | | Bibliothèques Sans Frontières (BSF)/Libraries Without Borders | 2022 |
 | Indonesia | MilleaLab - The all-in-one VR platform for education | | SHINTA VR | 2022 |
| United Kingdom of Great Britain and Northern Ireland | Enhance Digital Teaching Platform | | Education and Training Foundation | 2022 |
 | Malta | Research expo in a 3D virtual campus environment | | Malta College of Arts, Science and Technology (MCAST) | 2022 |
| Cambodia | Gamified upskilling platform | | Velocity Arcademy | 2022 |
| Indonesia | Training TVET instructors on the creation and delivery of online learning | | ILO’s Women in STEM Workforce Readiness and Development Programme | 2022 |
| Malta | Promoting active citizenship in TVET institutions | | Malta College of Arts, Science and Technology (MCAST) | 2022 |
| Germany | H2Skills: training needs in the hydrogen economy | | IHK Lüneburg/Wolfsburg, HWK Braunschweig-Lüneburg-Stade | 2022 |
| Canada | Leading organizational transitions during COVID-19 and beyond | | Niagara College | 2021 |
| Kenya | Kenya Education for Employment Program - KEFEP-02 | | Sigalagala National Polytechnic | 2021 |
| China | Huawei Certification to ICT Programmes | | Shenzhen Polytechnic | 2021 |
| Chile | More Women in ICT | | Duoc UC | 2021 |
 | Malawi | Preparing Malawian farmers for post-COVID-19 recovery | | Mikolongwe Vocational School (MVS) | 2021 |
 | Sri Lanka | Sri Lanka National Skills Passport Project | | Tertiary and Vocational Education Commission | 2021 |
 | Cabo Verde | GAIA collaborative platform for professional training | | Cape Verde Competence Center | 2021 |
 | Trinidad and Tobago | Assistive technologies for TVET students and employees with disabilities | | The University of the West Indies, St. Augustine Campus | 2021 |
| Kenya | Makerspace training centre project | | Gearbox Pan African Network & Machine Africa Network of Industries, Kenya | 2021 |
 | Republic of Korea | Open educational resources for adult learners | | Korea Education and Research Information Service (KERIS) | 2021 |
 | Finland | Work-based learning and skills demonstrations during COVID-19 | | Omnia Education Partnerships (OEP) | 2021 |
| United Arab Emirates | Learning from Afar | | Abu Dhabi Centre for Technical and Vocational Education and Training (ACTVET) | 2021 |
 | Philippines | TESDA Online Programme | | Technical Education and Skills Development Authority | 2021 |
| South Africa | DHET partnership with CISCO for aligning TVET with 4IR developments | | Department of Higher Education and Training, South Africa | 2021 |
 | Thailand | Adaptation and Integration of ASEAN In-Company Trainer Standard | | Thailand Professional Qualification Institute | 2021 |
 | Jamaica | Mobile Learning and Assessment Services | | HEART/NSTA Trust | 2021 |
| Brazil | Mapping system response to the COVID-19 pandemic | | National Council of the Federal Network of Vocational, Scientific, and Technological Education Institutions (CONIF) | 2021 |
| Singapore | Innovation and Entrepreneurship Initiatives | | Temasek Polytechnic | 2021 |
 | Benin | Bridging Benin’s skills gap: partnerships with private enterprises in agricultural TVET delivery | | National Consultation Framework for the Promotion of Technical and Vocational Education and Training | 2021 |
| China | Innovation & Technology Co-creation Centre | | Vocational Training Council | 2021 |
| India | Advancing Vocational Education & Training in India | | Pandit Sunderlal Sharma Central Institute of Vocational Education | 2021 |
 | Malaysia | The Digital TVET Learning Platform | | University Tun Hussein Onn Malaysia (UTHM) | 2021 |
 | Ghana | Women in the Driving Seat tractor operation training | | Agriculture Engineering Services Directorate and the Women in Agriculture Development Directorate under the Ministry of Food and Agriculture, Ghana | 2021 |
 | Botswana | TVET Pitso Forum | | Human Resource Development Council of Botswana | 2021 |
| Viet Nam | Reform of TVET in Viet Nam | | College of Machinery and Irrigation | 2021 |
| Finland | Skills Centre for Migrants | | Omnia - The Joint Authority of Education in the Espoo Region | 2020 |
| Greece | GRÆDUCATION | | Institute for Innovative and Preventative Job Design | 2020 |
 | Ukraine | Development of female entrepreneurship | | iHUB | 2020 |
| Philippines | Developing successful entrepreneurs |  | TESDA Women's Centre (TWC) | 2020 |
 | Seychelles | An innovation pipeline | | Seychelles Institute of Technology (SIT) | 2020 |
| Germany | Pro DEENLA Learning Modules | | Bundesinstitut für Berufsbildung | 2020 |
| Spain | EXAM 4.0 HUB | | TKNIKA | 2020 |
 | Estonia | BuildEst | | Foundation Innove | 2020 |
| Switzerland | Situation-based TVET using Virtual Reality | | Swiss Federal University for Vocational Education and Training | 2020 |
 | Norway | FabLab | | Verket FabLab | 2020 |
| Germany | NiB-Scout: sustainability in the bakery trade | | Akademie Deutsches Bäckerhandwerk Nord | 2020 |
 | Portugal | LearnIT | | Vocational Training Centre of the Metal Industry (CENFIM) | 2020 |
 | Austria | Youth Start Entrepreneurial Challenges | | Initiative for Teaching Entrepreneurship (IFTE) | 2020 |
 | Hungary | Green Wheels | | Centre for Modern Education | 2020 |
| Spain | Empleando Digital | | Fundación Secretariado Gitano (FSG) and the Spanish Red Cross | 2020 |
| Canada | FADIO: promoting distance education | | Cégep de la Gaspésie et des Îles and 17 other institutions | 2020 |
| Finland | KATE Project | | Otavia | 2020 |
 | Sweden | Training with integrated language learning | | Centre for Flexible Learning (CFL) Söderhamn | 2020 |
| China | Innovation in higher TVET | | Shenzhen Polytechnic | 2020 |
| Germany | Certified GoGreen Specialist | | Deutsche Post DHL Group | 2020 |
| Spain | ETHAZI Model | | TKNIKA | 2020 |
| Switzerland | Digital competencies for the labour market | | Swiss Federal University for Vocational Education and Training | 2020 |
| Norway | The Learning Factory | | Fagskolen Innlandet | 2020 |
| Germany | FOENAKO | | Berufskolleg an der Lindenstraße (BKaL) | 2020 |
| Spain | Advanced Manufacturing 4.0 Lab | | Miguel Altuna | 2020 |
| Finland | Individual Learning Pathways | | Omnia - The Joint Authority of Education in the Espoo Region | 2020 |
| Kenya | The Innovation Awards | | Rift Valley Technical Training Institute (RVTTI) | 2020 |
| Estonia | Entrepreneurship Education | | Foundation Innove | 2020 |
| Germany | Changing perceptions of TVET professions | | Berufskolleg an der Lindenstraße (BKaL) | 2020 |
| Nigeria | Preparing learners for real-world problems | | Yaba College of Technology (YCT) | 2020 |
| Italy | MiniMaster | | Cometa Formazione | 2020 |
| Malta | Greening for a sustainable environment | | Malta College of Arts, Science and Technology (MCAST) | 2020 |
| France | Bachelor Industry 4.0 | | Campus des Métiers et des Qualifications | 2020 |
| Spain | Entrepreneurial culture: Ikasenpresa | | Basque Centre of Research and Applied Innovation in VET (TKNIKA) | 2019 |
| Brazil | Developing innovative solutions to community problems | | Campos dos Goytacazes Innovation Hub | 2019 |
| Germany | Recognition in Germany | | Federal Institute for Vocational Education and Training (BIBB) | 2019 |
| South Africa | The Workplace-based Experience Programme | | Swiss South African Cooperation Initiative (SSACI) | 2017 |
| India | Empowering rural women through ICT in TVET | | AMMACHI Labs, Amrita University | 2017 |
| Australia | The Australian Apprenticeships Ambassadors Programme | | The Government of Australia | 2017 |
 | Paraguay | Self-sufficient schools: turning learning into earning and saving | | Fundación Paraguaya | 2017 |
| Viet Nam | Providing demand-driven skills training to disadvantaged youth | | REACH | 2017 |
| Peru | Transforming lives through code training | | Laboratoria | 2017 |
*Disclaimer: UNESCO-UNEVOC is not responsible for the management or implementation of any of the practices included in this database.
