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 |
 | 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 |
 | India | Empowering rural women through ICT in TVET | | AMMACHI Labs, Amrita University | 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 |
 | Finland | Pôle de compétences pour migrants |  | Omnia - The Joint Authority of Education in the Espoo Region | 2020 |
| Finland | Pôle de compétences pour migrants | | Omnia - The Joint Authority of Education in the Espoo Region | 2020 |
| Finland | Parcours d’apprentissage individuel | | Omnia - The Joint Authority of Education in the Espoo Region | 2020 |
 | Ukraine | Development of female entrepreneurship | | iHUB | 2020 |
 | Philippines | Developing successful entrepreneurs |  | TESDA Women's Centre (TWC) | 2020 |
 | Estonia | BuildEst | | Foundation Innove | 2020 |
 | Switzerland | Des compétences numériques pour le marché du travail | | Swiss Federal Institute for Vocational Education and Training | 2020 |
 | Nigeria | Preparing learners for real-world problems | | Yaba College of Technology (YCT) | 2020 |
 | Italy | MiniMaster | | Cometa Formazione | 2020 |
 | Seychelles | An innovation pipeline | | Seychelles Institute of Technology (SIT) | 2020 |
| Germany | Changing perceptions of TVET professions | | Berufskolleg an der Lindenstraße (BKaL) | 2020 |
| Finland | Pôle de compétences pour migrants | | Omnia - The Joint Authority of Education in the Espoo Region | 2020 |
| Nigeria | Preparing learners for real-world problems | | Yaba College of Technology (YCT) | 2020 |
 | Canada | FADIO: promoting distance education | | Cégep de la Gaspésie et des Îles and 17 other institutions | 2020 |
 | France | Bachelor Industrie 4.0 | | Campus des Métiers et des Qualifications | 2020 |
| Spain | LE HUB EXAM 4.0 | | TKNIKA | 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 |
| Switzerland | Approche situationnelle de l’EFTP par l’usage de la réalité virtuelle | | Swiss Federal Institute for Vocational Education and Training | 2020 |
 | Norway | L’usine d’apprentissage | | Fagskolen Innlandet | 2020 |
| Germany | Pro DEENLA Modules d’apprentissage | | Bundesinstitut für Berufsbildung | 2020 |
| Germany | Pro DEENLA Modules d’apprentissage | | Bundesinstitut für Berufsbildung | 2020 |
 | Austria | Youth Start Entrepreneurial Challenges | | Initiative for Teaching Entrepreneurship (IFTE) | 2020 |
| France | Bachelor Industrie 4.0 | | Campus des Métiers et des Qualifications | 2020 |
| Spain | Empleando Digital | | Fundación Secretariado Gitano (FSG) and the Spanish Red Cross | 2020 |
| Nigeria | Preparing learners for real-world problems | | Yaba College of Technology (YCT) | 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 |
| Estonia | Education à l’entrepreneuriat | | Foundation Innove | 2020 |
| Switzerland | Des compétences numériques pour le marché du travail | | Swiss Federal Institute for Vocational Education and Training | 2020 |
| Canada | FADIO: promoting distance education | | Cégep de la Gaspésie et des Îles and 17 other institutions | 2020 |
 | China | Innovation in higher TVET | | Shenzhen Polytechnic | 2020 |
| China | Innovation in higher TVET | | Shenzhen Polytechnic | 2020 |
 | Ghana | Formation des femmes au volant et au fonctionnement des tracteurs | | Agriculture Engineering Services Directorate and the Women in Agriculture Development Directorate under the Ministry of Food and Agriculture, Ghana | 2021 |
| Kenya | Centre de formation Makerspace | | Gearbox Pan African Network & Machine Africa Network of Industries, Kenya | 2021 |
| China | Innovation & Technology Co-creation Centre | | Vocational Training Council | 2021 |
 | United Arab Emirates | Learning from Afar | | Abu Dhabi Centre for Technical and Vocational Education and Training (ACTVET) | 2021 |
| Kenya | Kenya Education for Employment Program - KEFEP-02 | | Sigalagala National Polytechnic | 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 |
| Kenya | Kenya Education for Employment Program - KEFEP-02 | | Sigalagala National Polytechnic | 2021 |
| Kenya | Kenya Education for Employment Program - KEFEP-02 | | Sigalagala National Polytechnic | 2021 |
 | Sri Lanka | Projet de passeport national des compétences du Sri Lanka | | Tertiary and Vocational Education Commission | 2021 |
| India | Promotion de l’enseignement et la formation professionnels en Inde | | Pandit Sunderlal Sharma Central Institute of Vocational Education | 2021 |
| China | Couplage de la certification Huawei aux programmes TIC | | Shenzhen Polytechnic | 2021 |
| Canada | Leading organizational transitions during COVID-19 and beyond | | Niagara College | 2021 |
 | Malaysia | The Digital TVET Learning Platform | | University Tun Hussein Onn Malaysia (UTHM) | 2021 |
 | Trinidad and Tobago | Assistive technologies for TVET students and employees with disabilities | | The University of the West Indies, St. Augustine Campus | 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 |
 | Jamaica | Mobile Learning and Assessment Services | | HEART/NSTA Trust | 2021 |
| United Arab Emirates | Learning from Afar | | Abu Dhabi Centre for Technical and Vocational Education and Training (ACTVET) | 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 |
| Kenya | Programme d’éducation pour l’emploi au Kenya - KEFEP-02 | | Sigalagala National Polytechnic | 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 |
| Jamaica | Mobile Learning and Assessment Services | | HEART/NSTA Trust | 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 |
 | Cambodia | Gamified upskilling platform | | Velocity Arcademy | 2022 |
| Germany | H2Skills: training needs in the hydrogen economy | | IHK Lüneburg/Wolfsburg, HWK Braunschweig-Lüneburg-Stade | 2022 |
 | Indonesia | MilleaLab - The all-in-one VR platform for education | | SHINTA VR | 2022 |
 | Malta | Research expo in a 3D virtual campus environment | | Malta College of Arts, Science and Technology (MCAST) | 2022 |
 | Burundi | Ideas Cube offline server and digital learning kit | | Bibliothèques Sans Frontières (BSF)/Libraries Without Borders | 2022 |
 | United Kingdom of Great Britain and Northern Ireland | Enhance Digital Teaching Platform | | Education and Training Foundation | 2022 |
| Malta | Promoting active citizenship in TVET institutions | | 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 |
 | Maldives | Skills for a resilient workforce programme | | Maldives Polytechnic | 2023 |
 | Grenada | Assessment of prior learning programme for vulnerable youth | | National Training Agency | 2023 |
| Kenya | Digitalization and partnership with industry | | Kenya School of TVET (KSTVET) | 2023 |
 | Barbados | Blended learning in TVET courses | | Samuel Jackman Prescod Institute of Technology (SJPI) | 2023 |
| Nigeria | FOCI Skills Academy | | Federation of Construction Industry | 2023 |
| Chile | Portal Todo TP | | Duoc UC | 2023 |
 | Namibia | Digitalization readiness in the tourism and hospitality industry | | CiMSO Business Solutions | 2023 |
| United Arab Emirates | Institutional Performance Framework and Management | | Higher Colleges of Technology | 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 |
| Chile | Institutional policy for diversity and inclusion | | Instituto Profesional INACAP | 2023 |
 | Tanzania, United Republic of | Inclusion of young women in TVET and the labour market | | Arusha Technical College (ATC) | 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 |
| Peru | Centres of Excellence between SENATI and Industry | | National Training Service of Industrial Work (SENATI) | 2023 |
| Kenya | Entrepreneurial mentorship programme for TVET students | | Embu College of Professional Studies | 2023 |
 | Slovenia | Munera 3 | | Šolski Center Nova Gorica | 2023 |
 | Ireland | Green training for the hospitality sector | | Fifty Shades Greener | 2023 |
| Cambodia | EcoCampus Project – Green flag for TVET institutions | | École d’Hôtellerie et de Tourisme Paul Dubrule Cambodia | 2023 |
 | Zimbabwe | Bridging the social gap through TVET | | Young Africa International | 2023 |
| Nigeria | Yaba Green Challenge | | Yaba College of Technology (YCT) | 2023 |
 | Saint Kitts and Nevis | “Smart Class” for more effective teaching and learning | | Cayon High School | 2023 |
| Chile | Strengthening institutional capacities for innovation, entrepreneurship and technology transfer | | Instituto Profesional INACAP | 2023 |
 | Poland | Huawei ICT Academy at ZSL | | Zespol Szkol Lacznosci (ZSL) | 2023 |
| South Africa | PSET CLOUD | | JET Education Services | 2023 |
 | Bulgaria | Hack TUES | | TUES Alumni Association (AATUES) | 2023 |
 | Nicaragua | INNOVATEC – National session of innovation and technology | | National Institute of Technology (INATEC) | 2023 |
| Namibia | e-Learning and training – the art of hospitality | | Kambaku Hospitality College (KHC) | 2023 |
| Canada | Virtu-WIL | | Colleges and Institutes Canada (CICan) | 2024 |
| Poland | Training students for the wind energy workforce | | Maritime School Complex in Darlowo | 2024 |
| Switzerland | The Lab Hotel | | Hotelfachschule Thun | 2024 |
| Viet Nam | Digital Change Expert | | Hessian Institute for Continuing Vocational Education and Training (HLfT) | 2024 |
 | United States of America | Interfaith Community Forum | | Hudson Valley Community College | 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 |
| 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 |
 | Lithuania | Digitization of training content and development of hybrid training in VET (HYBVET) | | Vilnius Technology and Engineering Training Centre | 2024 |
 | International / Multiple | SELFIE for work-based learning | | The European Commission | 2024 |
| Italy | Liceo del Lavoro | | La Cometa Società Cooperativa Sociale (Cometa) | 2024 |
| France | Internships for students with physical disabilities and fewer educational opportunities | | Rompsay Vocational School in La Rochelle | 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 |
| Canada | Creating OER Champions for Colleges in Ontario | | eCampusOntario | 2024 |
| Poland | Universal Design Principles in Digital Learning for students with disabilities (SUCCESS) | | Poznan Supercomputing and Networking Centre (PSNC) | 2024 |
| Germany | Digi-CVET: Support for broad-based digital skills | | Bildungszentren des Baugewerbes e.V. | 2024 |
 | Pakistan | Developing the skills of TVET students through immersive learning tools | | NED University and MIMBUS | 2024 |
| Australia | Learning by your doing: How Tourism Training Australia is creating flexible learning pathways in TVET through micro-credentials | | Tourism Training Australia | 2024 |
 | Netherlands, Kingdom of the | The FlexScan | | Centre for Innovation of Education and Training (CINOP) | 2024 |
| India | Green Skill for Waste to Wealth | | Govt. Industrial Training Institute Berhampur | 2024 |
| United Kingdom of Great Britain and Northern Ireland | The Resilience Leader Programme | | Empower Education | 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 |
| Spain | GreenGrowth: Competencies to face the circular economy challenge in the construction sector | | Fundación Laboral de la Construcción (FLC) | 2024 |
 | Georgia | Learning practical skills through hands-on experience in robotic and drone technologies | | LEPL College “Iberia” | 2024 |
| United States of America | Electric vehicle train-the-trainer programme | | Hudson Valley Community College | 2024 |
| Spain | Construye 2020+: A new boost for green jobs, growth and sustainability | | Fundación Laboral de la Construcción | 2025 |
| Canada | Content-integrated AI learning in TVET | | College of the North Atlantic | 2025 |
| Germany | Vietnamese talent for Thüringen | | Bildungswerk BAU Hessen-Thüringen e.V. | 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 |
| 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 | Pool Approach: Tackling skilled labour shortages in Germany’s construction industry | | BAUVERBÄNDE NRW e. V. | 2025 |
| United States of America | MATC Open Access Initiative | | Milwaukee Area Technical College | 2025 |
| Germany | Integrating AI into teaching and learning in TVET | | Koblenz Chamber of Skilled Crafts, Germany | 2025 |
| 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 |
| 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 |
 | Rwanda | Soft Skills and Career Development (SCAD) | | Rwanda Polytechnic | 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 |
 | Saudi Arabia | Revising TVET curricula towards environmental sustainability | | Technical and Vocational Training Corporation (TVTC) | 2026 |
| Spain | EmpleaFP: An employment platform | | Asociación de Centros de Formación Profesional with CaixaBank Dualiza | 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 | Hong Kong Benchmarks for Career and Life Development Toolkit | | The Education University of Hong Kong | 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 |
 | Kiribati | Employment Support Services (ESS) | | Kiribati Institute of Technology | 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 |
 | Singapore | GenAI training for TVET teachers and trainers | | Temasek Polytechnic | 2026 |
| China | Incorporating Global Citizenship Education into TVET | | Shaanxi Polytechnic University | 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 |
*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.
