Prácticas innovadoras y prometedoras en la EFTP
UNESCO-UNEVOC actúa como centro de intercambio de información sobre prácticas innovadoras y prometedoras en el ámbito de la Educación y Formación Técnico y Profesional (ETFP). Cada práctica muestra cómo se puede diseñar e impartir la EFTP para hacer frente a los retos contextuales, presenta las condiciones necesarias para el éxito y ofrece una visión general del impacto positivo en las comunidades. Se pueden realizar búsquedas por palabra clave, región o tema.
Obtén más información sobre los tres tipos de consultas que figuran en nuestra base de datos
Obtén más información sobre los tres tipos de consultas que figuran en nuestra base de datos
Prácticas de innovación y aprendizaje – 
Prácticas innovadoras de los i-hubs – Las prácticas de los i-hubs se recopilan en colaboración con los socios del proyecto «Skills for innovation hubs» y se basan en el concepto de innovación tal y como se describe en el documento de la UNESCO-UNEVOC.
Prácticas prometedoras – Prácticas de EFTP de todo el mundo que se han puesto en marcha para hacer frente a los nuevos retos y contribuir a mejorar la enseñanza y el aprendizaje de la formación profesional de manera inclusiva.Theme: Digitalization and future of TVET
 Country |
Promising/Innovative Practice | |
Implementing organization |  Published | |
 | India | Empowering rural women through ICT in TVET |  | AMMACHI Labs, Amrita University | 2017 |
 | Peru | Transforming lives through code training | | Laboratoria | 2017 |
 | Spain | EXAM 4.0 HUB |  | TKNIKA | 2020 |
 | Switzerland | Situation-based TVET using Virtual Reality | | Swiss Federal University for Vocational Education and Training | 2020 |
| Spain | Empleando Digital | | Fundación Secretariado Gitano (FSG) and the Spanish Red Cross | 2020 |
 | Norway | FabLab | | Verket FabLab | 2020 |
| Spain | Advanced Manufacturing 4.0 Lab | | Miguel Altuna | 2020 |
 | France | Bachelor Industry 4.0 | | Campus des Métiers et des Qualifications | 2020 |
 | Canada | FADIO: promoting distance education | | Cégep de la Gaspésie et des Îles and 17 other institutions | 2020 |
| Norway | The Learning Factory | | Fagskolen Innlandet | 2020 |
 | Finland | Work-based learning and skills demonstrations during COVID-19 | | Omnia Education Partnerships (OEP) | 2021 |
 | Republic of Korea | Open educational resources for adult learners | | Korea Education and Research Information Service (KERIS) | 2021 |
 | Philippines | TESDA Online Programme | | Technical Education and Skills Development Authority | 2021 |
 | Chile | More Women in ICT | | Duoc UC | 2021 |
 | China | Huawei Certification to ICT Programmes | | Shenzhen Polytechnic | 2021 |
 | South Africa | DHET partnership with CISCO for aligning TVET with 4IR developments | | Department of Higher Education and Training, South Africa | 2021 |
 | Trinidad and Tobago | Assistive technologies for TVET students and employees with disabilities | | The University of the West Indies, St. Augustine Campus | 2021 |
 | Malaysia | The Digital TVET Learning Platform | | University Tun Hussein Onn Malaysia (UTHM) | 2021 |
 | Cambodia | Gamified upskilling platform | | Velocity Arcademy | 2022 |
 | Malta | Research expo in a 3D virtual campus environment | | Malta College of Arts, Science and Technology (MCAST) | 2022 |
 | Indonesia | Training TVET instructors on the creation and delivery of online learning | | ILO’s Women in STEM Workforce Readiness and Development Programme | 2022 |
 | 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 |
| Chile | Portal Todo TP | | Duoc UC | 2023 |
 | Namibia | Digitalization readiness in the tourism and hospitality industry | | CiMSO Business Solutions | 2023 |
 | Saint Kitts and Nevis | “Smart Class” for more effective teaching and learning | | Cayon High School | 2023 |
 | Barbados | Blended learning in TVET courses | | Samuel Jackman Prescod Institute of Technology (SJPI) | 2023 |
| Namibia | e-Learning and training – the art of hospitality | | Kambaku Hospitality College (KHC) | 2023 |
 | Kenya | Digitalization and partnership with industry | | Kenya School of TVET (KSTVET) | 2023 |
 | Bulgaria | Hack TUES | | TUES Alumni Association (AATUES) | 2023 |
 | International / Multiple | SELFIE for work-based learning | | The European Commission | 2024 |
 | United Arab Emirates | The TVET Database | | Abu Dhabi Centre for Technical and Vocational Education and Training (ACTVET) | 2024 |
 | Australia | Learning by your doing: How Tourism Training Australia is creating flexible learning pathways in TVET through micro-credentials | | Tourism Training Australia | 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 |
| United Kingdom of Great Britain and Northern Ireland | The use of augmented reality in offender learning | | Shrewsbury Colleges Group | 2024 |
| Canada | Virtu-WIL | | Colleges and Institutes Canada (CICan) | 2024 |
 | Pakistan | Developing the skills of TVET students through immersive learning tools | | NED University and MIMBUS | 2024 |
 | Lithuania | Digitization of training content and development of hybrid training in VET (HYBVET) | | Vilnius Technology and Engineering Training Centre | 2024 |
| Poland | AI for Youth | | Poznan Supercomputing and Networking Centre (PSNC) | 2024 |
 | Viet Nam | Digital Change Expert | | Hessian Institute for Continuing Vocational Education and Training (HLfT) | 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 |
 | Georgia | Learning practical skills through hands-on experience in robotic and drone technologies | | LEPL College “Iberia” | 2024 |
| Poland | Universal Design Principles in Digital Learning for students with disabilities (SUCCESS) | | Poznan Supercomputing and Networking Centre (PSNC) | 2024 |
 | Germany | Integrating AI into teaching and learning in TVET | | Koblenz Chamber of Skilled Crafts, Germany | 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 |
 | Singapore | GenAI training for TVET teachers and trainers | | Temasek Polytechnic | 2026 |
 | Brazil | Leveraging adaptive learning technology in TVET | | National Service for Industrial Training (SENAI) | 2026 |
 | North Macedonia | Pioneering Virtual Reality Technology in VET | | Bogdanci Vocational Secondary School | 2026 |
 | Fiji | Enhancing TVET access in Small Island Developing States through AI and virtual reality | | Fiji National University | 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 |
| Pakistan | AI in TVET: Starting small and scaling smart | | National Skills University (NSU) | 2026 |
*Aviso legal: UNESCO-UNEVOC no se hace responsable de la gestión ni de la puesta en práctica de ninguna de las prácticas incluidas en esta base de datos.
