Pratiques innovantes et prometteuses dans l’EFTP
L'UNESCO-UNEVOC sert de centre d'échange d'informations sur les pratiques innovantes et prometteuses dans l'enseignement et la formation techniques et professionnels (EFTP). Chaque pratique montre comment l'EFTP peut être conçu et mis en œuvre pour relever les défis contextuels, elle présente les conditions favorables à la réussite et donne un aperçu de l'impact positif sur les communautés. La recherche peut s’effectuer par mot-clé, par région ou par thème.
*Clause de non-responsabilité : l'UNESCO-UNEVOC ne cautionne aucune des pratiques incluses dans cette base de données et n'est pas responsable de leur gestion ou de leur mise en œuvre.
En savoir plus sur les trois types de pratiques figurant dans notre base de données
En savoir plus sur les trois types de pratiques figurant dans notre base de données
Pratiques d’innovation et d’apprentissage – les pratiques d’innovation et d’apprentissage 
Pratiques innovantes i-hubs – les pratiques innovantes i-hubs sont compilées en collaboration avec les partenaires du projet "Skills for innovation hubs" et basées sur le concept d’innovation tel qu’il est décrit dans le 
Pratiques prometteuses – des pratiques d’EFTP du monde entier ont été mises en œuvre pour relever les défis émergents et contribuer à améliorer l’enseignement et l’apprentissage dans l’EFTP dans une perspective inclusive. Country |
Pratique prometteuse | |
Organisation d'exécution |  Published | |
 | South Africa | The Workplace-based Experience Programme |  | Swiss South African Cooperation Initiative (SSACI) | 2017 |
 | Australia | The Australian Apprenticeships Ambassadors Programme | | The Government of Australia | 2017 |
 | India | Empowering rural women through ICT in TVET | | AMMACHI Labs, Amrita University | 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 |
 | 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 |
 | Philippines | Developing successful entrepreneurs |  | TESDA Women's Centre (TWC) | 2020 |
 | Ukraine | Development of female entrepreneurship | | iHUB | 2020 |
 | Finland | Pôle de compétences pour migrants |  | Omnia - The Joint Authority of Education in the Espoo Region | 2020 |
 | Greece | GRÆDUCATION | | Institute for Innovative and Preventative Job Design | 2020 |
| Finland | Projet KATE | | Otavia | 2020 |
 | China | Innovation in higher TVET | | Shenzhen Polytechnic | 2020 |
 | Seychelles | An innovation pipeline | | Seychelles Institute of Technology (SIT) | 2020 |
 | Italy | MiniMaster | | Cometa Formazione | 2020 |
| Germany | Pro DEENLA Modules d’apprentissage | | Bundesinstitut für Berufsbildung | 2020 |
 | Portugal | LearnIT | | Vocational Training Centre of the Metal Industry (CENFIM) | 2020 |
| Spain | Modèle ETHAZI | | TKNIKA | 2020 |
| Spain | LE HUB EXAM 4.0 | | TKNIKA | 2020 |
| Finland | Projet KATE | | Otavia | 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 |
| Switzerland | Approche situationnelle de l’EFTP par l’usage de la réalité virtuelle | | Swiss Federal University for Vocational Education and Training | 2020 |
 | Hungary | Green Wheels | | Centre for Modern Education | 2020 |
 | Austria | Youth Start Entrepreneurial Challenges | | Initiative for Teaching Entrepreneurship (IFTE) | 2020 |
| Portugal | LearnIT | | Vocational Training Centre of the Metal Industry (CENFIM) | 2020 |
| Hungary | Green Wheels | | Centre for Modern Education | 2020 |
| Finland | Projet KATE | | Otavia | 2020 |
 | Canada | FADIO: promoting distance education | | Cégep de la Gaspésie et des Îles and 17 other institutions | 2020 |
 | Nigeria | Preparing learners for real-world problems | | Yaba College of Technology (YCT) | 2020 |
| China | Innovation in higher TVET | | Shenzhen Polytechnic | 2020 |
| Spain | Modèle ETHAZI | | TKNIKA | 2020 |
| Switzerland | Digital competencies for the labour market | | Swiss Federal University for Vocational Education and Training | 2020 |
| Norway | L’usine d’apprentissage | | Fagskolen Innlandet | 2020 |
| Switzerland | Des compétences numériques pour le marché du travail | | Swiss Federal University for Vocational Education and Training | 2020 |
| Spain | Laboratoire de Fabrication de pointe 4.0 | | Miguel Altuna | 2020 |
 | Kenya | The Innovation Awards | | Rift Valley Technical Training Institute (RVTTI) | 2020 |
| Nigeria | Preparing learners for real-world problems | | Yaba College of Technology (YCT) | 2020 |
| Germany | Changing perceptions of TVET professions | | Berufskolleg an der Lindenstraße (BKaL) | 2020 |
| Canada | Leading organizational transitions during COVID-19 and beyond | | Niagara College | 2021 |
| Kenya | Programme d’éducation pour l’emploi au Kenya - KEFEP-02 | | Sigalagala National Polytechnic | 2021 |
| China | Couplage de la certification Huawei aux programmes TIC | | Shenzhen Polytechnic | 2021 |
 | Chile | More Women in ICT | | Duoc UC | 2021 |
 | Republic of Korea | Open educational resources for adult learners | | Korea Education and Research Information Service (KERIS) | 2021 |
 | Malawi | Preparing Malawian farmers for post-COVID-19 recovery | | Mikolongwe Vocational School (MVS) | 2021 |
| Finland | Work-based learning and skills demonstrations during COVID-19 | | Omnia Education Partnerships (OEP) | 2021 |
| Finland | Work-based learning and skills demonstrations during COVID-19 | | Omnia Education Partnerships (OEP) | 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 |
 | Sri Lanka | Projet de passeport national des compétences du Sri Lanka | | Tertiary and Vocational Education Commission | 2021 |
| China | Innovation & Technology Co-creation Centre | | Vocational Training Council | 2021 |
| China | Innovation & Technology Co-creation Centre | | Vocational Training Council | 2021 |
 | Cabo Verde | Plateforme collaborative GAIA pour la formation professionnelle | | 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 |
 | Malaysia | The Digital TVET Learning Platform | | University Tun Hussein Onn Malaysia (UTHM) | 2021 |
| Kenya | Centre de formation Makerspace | | Gearbox Pan African Network & Machine Africa Network of Industries, Kenya | 2021 |
| Sri Lanka | Projet de passeport national des compétences du Sri Lanka | | Tertiary and Vocational Education Commission | 2021 |
| Sri Lanka | Projet de passeport national des compétences du Sri Lanka | | Tertiary and Vocational Education Commission | 2021 |
| Republic of Korea | Open educational resources for adult learners | | Korea Education and Research Information Service (KERIS) | 2021 |
 | United Arab Emirates | Learning from Afar | | Abu Dhabi Centre for Technical and Vocational Education and Training (ACTVET) | 2021 |
| Finland | Work-based learning and skills demonstrations during COVID-19 | | Omnia Education Partnerships (OEP) | 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 |
 | Jamaica | Mobile Learning and Assessment Services | | HEART/NSTA Trust | 2021 |
| China | Innovation & Technology Co-creation Centre | | Vocational Training Council | 2021 |
| Malaysia | The Digital TVET Learning Platform | | University Tun Hussein Onn Malaysia (UTHM) | 2021 |
 | 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 |
| 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 |
 | Bulgaria | Hack TUES | | TUES Alumni Association (AATUES) | 2023 |
 | Slovenia | Munera 3 | | Šolski Center Nova Gorica | 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 |
 | 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 |
| Namibia | e-Learning and training – the art of hospitality | | Kambaku Hospitality College (KHC) | 2023 |
| Switzerland | The Lab Hotel | | Hotelfachschule Thun | 2024 |
 | Pakistan | Developing the skills of TVET students through immersive learning tools | | NED University and MIMBUS | 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 |
| 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 Arab Emirates | The TVET Database | | Abu Dhabi Centre for Technical and Vocational Education and Training (ACTVET) | 2024 |
| Germany | Digi-CVET: Support for broad-based digital skills | | Bildungszentren des Baugewerbes e.V. | 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 |
| United States of America | Electric vehicle train-the-trainer programme | | Hudson Valley Community College | 2024 |
 | Lithuania | Digitization of training content and development of hybrid training in VET (HYBVET) | | Vilnius Technology and Engineering Training Centre | 2024 |
| Canada | Virtu-WIL | | Colleges and Institutes Canada (CICan) | 2024 |
| United Kingdom of Great Britain and Northern Ireland | The use of augmented reality in offender learning | | Shrewsbury Colleges Group | 2024 |
 | France | Internships for students with physical disabilities and fewer educational opportunities | | Rompsay Vocational School in La Rochelle | 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 | AI for Youth | | Poznan Supercomputing and Networking Centre (PSNC) | 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 |
| 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 |
 | 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 |
| Brazil | Leveraging adaptive learning technology in TVET | | National Service for Industrial Training (SENAI) | 2026 |
 | Jordan | The Vocational Entrepreneurship Curriculum (VEC) Programme | | Vocational Training Corporaion (VTC) | 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 |
 | Serbia | Updating a technical vocational school to meet new skills needs | | Technical School Vlasotince | 2026 |
| China | Incorporating Global Citizenship Education into TVET | | Shaanxi Polytechnic University | 2026 |
 | Bangladesh | Supporting sustainability in the textile sector | | Bangladesh Technical Education Board (BTEB) | 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 |
| Pakistan | AI in TVET: Starting small and scaling smart | | National Skills University (NSU) | 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 |
*Clause de non-responsabilité : l'UNESCO-UNEVOC ne cautionne aucune des pratiques incluses dans cette base de données et n'est pas responsable de leur gestion ou de leur mise en œuvre.
