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.Theme: Digitalization and future of TVET
 Country |
Pratique prometteuse | |
Organisation d'exécution |  Published | |
 | Singapore | GenAI training for TVET teachers and trainers |  | Temasek Polytechnic | 2026 |
 | North Macedonia | Pioneering Virtual Reality Technology in VET | | Bogdanci Vocational Secondary School | 2026 |
 | Brazil | Leveraging adaptive learning technology in TVET | | National Service for Industrial Training (SENAI) | 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 |
 | Germany | Integrating AI into teaching and learning in TVET |  | Koblenz Chamber of Skilled Crafts, Germany | 2025 |
 | Canada | Content-integrated AI learning in TVET | | College of the North Atlantic | 2025 |
 | United States of America | MATC Open Access Initiative | | Milwaukee Area Technical College | 2025 |
| 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 |
| 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 |
 | United Kingdom of Great Britain and Northern Ireland | The use of augmented reality in offender learning | | Shrewsbury Colleges Group | 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 |
 | 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 |
 | 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 |
 | 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 |
 | Philippines | Programme en ligne TESDA | | Technical Education and Skills Development Authority | 2021 |
| Chile | More Women in ICT | | Duoc UC | 2021 |
| Philippines | Programme en ligne TESDA | | Technical Education and Skills Development Authority | 2021 |
| Chile | More Women in ICT | | Duoc UC | 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 |
 | Spain | LE HUB EXAM 4.0 | | TKNIKA | 2020 |
| Spain | LE HUB EXAM 4.0 | | TKNIKA | 2020 |
 | Switzerland | Approche situationnelle de l’EFTP par l’usage de la réalité virtuelle | | 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 |
| Norway | FabLab | | Verket FabLab | 2020 |
| Norway | FabLab | | Verket FabLab | 2020 |
| Canada | FADIO: promoting distance education | | Cégep de la Gaspésie et des Îles and 17 other institutions | 2020 |
 | India | Empowering rural women through ICT in TVET | | AMMACHI Labs, Amrita University | 2017 |
 | Peru | Transforming lives through code training | | Laboratoria | 2017 |
*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.
