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 | |
 | Peru | Transforming lives through code training |  | Laboratoria | 2017 |
 | India | Empowering rural women through ICT in TVET | | AMMACHI Labs, Amrita University | 2017 |
 | Switzerland | Situation-based TVET using Virtual Reality |  | 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 |
 | Norway | L’usine d’apprentissage | | Fagskolen Innlandet | 2020 |
| Switzerland | Approche situationnelle de l’EFTP par l’usage de la réalité virtuelle | | Swiss Federal Institute for Vocational Education and Training | 2020 |
 | Spain | Empleando Digital | | Fundación Secretariado Gitano (FSG) and the Spanish Red Cross | 2020 |
| Switzerland | Approche situationnelle de l’EFTP par l’usage de la réalité virtuelle | | Swiss Federal Institute for Vocational Education and Training | 2020 |
| Switzerland | Approche situationnelle de l’EFTP par l’usage de la réalité virtuelle | | Swiss Federal Institute for Vocational Education and Training | 2020 |
| Norway | FabLab | | Verket FabLab | 2020 |
 | Philippines | Programme en ligne TESDA | | Technical Education and Skills Development Authority | 2021 |
 | China | Couplage de la certification Huawei aux programmes TIC | | Shenzhen Polytechnic | 2021 |
 | Malaysia | The Digital TVET Learning Platform | | University Tun Hussein Onn Malaysia (UTHM) | 2021 |
 | Finland | Work-based learning and skills demonstrations during COVID-19 | | Omnia Education Partnerships (OEP) | 2021 |
| China | Couplage de la certification Huawei aux programmes TIC | | Shenzhen Polytechnic | 2021 |
 | Republic of Korea | Open educational resources for adult learners | | Korea Education and Research Information Service (KERIS) | 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 |
 | United Kingdom of Great Britain and Northern Ireland | Enhance Digital Teaching Platform | | Education and Training Foundation | 2022 |
 | Indonesia | Training TVET instructors on the creation and delivery of online learning | | ILO’s Women in STEM Workforce Readiness and Development Programme | 2022 |
 | 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 | MilleaLab - The all-in-one VR platform for education | | SHINTA VR | 2022 |
 | Burundi | Ideas Cube offline server and digital learning kit | | Bibliothèques Sans Frontières (BSF)/Libraries Without Borders | 2022 |
 | Kenya | Digitalization and partnership with industry | | Kenya School of TVET (KSTVET) | 2023 |
 | Saint Kitts and Nevis | “Smart Class” for more effective teaching and learning | | Cayon High School | 2023 |
 | Bulgaria | Hack TUES | | TUES Alumni Association (AATUES) | 2023 |
 | Namibia | e-Learning and training – the art of hospitality | | Kambaku Hospitality College (KHC) | 2023 |
| Chile | Portal Todo TP | | Duoc UC | 2023 |
 | Barbados | Blended learning in TVET courses | | Samuel Jackman Prescod Institute of Technology (SJPI) | 2023 |
| Namibia | Digitalization readiness in the tourism and hospitality industry | | CiMSO Business Solutions | 2023 |
 | Georgia | Learning practical skills through hands-on experience in robotic and drone technologies | | LEPL College “Iberia” | 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 |
 | Australia | Learning by your doing: How Tourism Training Australia is creating flexible learning pathways in TVET through micro-credentials | | Tourism Training Australia | 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 |
| Poland | Universal Design Principles in Digital Learning for students with disabilities (SUCCESS) | | Poznan Supercomputing and Networking Centre (PSNC) | 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 |
| Canada | Virtu-WIL | | Colleges and Institutes Canada (CICan) | 2024 |
 | 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 |
| 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 | 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 |
 | Germany | Integrating AI into teaching and learning in TVET | | Koblenz Chamber of Skilled Crafts, Germany | 2025 |
 | North Macedonia | Pioneering Virtual Reality Technology in VET | | Bogdanci Vocational Secondary School | 2026 |
 | Singapore | GenAI training for TVET teachers and trainers | | Temasek Polytechnic | 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.
