Innovative and Promising Practices in TVET
UNESCO-UNEVOC acts as a clearinghouse for innovative and promising practices in Technical and Vocational Education and Training (TVET). Each practice shows how TVET can be designed and delivered to address contextual challenges, presents the enabling conditions for success and provides a snapshot of the positive impact on communities. You can search by keyword, region or theme.
Learn more about the three types of practices in our database
Learn more about the three types of practices in our database
Innovation and Learning Practices – 
i-hubs Innovative Practices – i-hubs practices are compiled in collaboration with 'Skills for innovation hubs' project partners and are based on the concept of innovation as outlined in UNESCO-UNEVOC's 
Promising Practices – TVET practices from around the world that have been implemented to address emerging challenges and to contribute to improving TVET teaching and learning in an inclusive way. Country |
Promising/Innovative Practice | |
Implementing organization |  Published | |
 | 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 |
| China | Incorporating Global Citizenship Education into TVET | | Shaanxi Polytechnic University | 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 | 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 |
| Germany | Pool Approach: Tackling skilled labour shortages in Germany’s construction industry | | BAUVERBÄNDE NRW e. V. | 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 |
 | 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 |
| 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 |
 | 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 States of America | Interfaith Community Forum | | Hudson Valley Community College | 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 |
 | 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 |
 | Australia | Learning by your doing: How Tourism Training Australia is creating flexible learning pathways in TVET through micro-credentials | | Tourism Training Australia | 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 |
 | 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 |
 | Namibia | Digitalization readiness in the tourism and hospitality industry | | CiMSO Business Solutions | 2023 |
 | Chile | Portal Todo TP | | Duoc UC | 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 |
| 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 |
 | Ghana | Women in the Driving Seat tractor operation training | | Agriculture Engineering Services Directorate and the Women in Agriculture Development Directorate under the Ministry of Food and Agriculture, Ghana | 2021 |
| Kenya | Makerspace training centre project | | Gearbox Pan African Network & Machine Africa Network of Industries, Kenya | 2021 |
| China | Innovation & Technology Co-creation Centre | | Vocational Training Council | 2021 |
 | Sri Lanka | Sri Lanka National Skills Passport Project | | Tertiary and Vocational Education Commission | 2021 |
| India | Advancing Vocational Education & Training in India | | Pandit Sunderlal Sharma Central Institute of Vocational Education | 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 |
| China | Huawei Certification to ICT Programmes | | Shenzhen Polytechnic | 2021 |
 | Philippines | TESDA Online Programme | | Technical Education and Skills Development Authority | 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 |
 | Thailand | Adaptation and Integration of ASEAN In-Company Trainer Standard | | Thailand Professional Qualification Institute | 2021 |
| Kenya | Kenya Education for Employment Program - KEFEP-02 | | Sigalagala National Polytechnic | 2021 |
| South Africa | DHET partnership with CISCO for aligning TVET with 4IR developments | | Department of Higher Education and Training, South Africa | 2021 |
 | Benin | Bridging Benin’s skills gap: partnerships with private enterprises in agricultural TVET delivery | | National Consultation Framework for the Promotion of Technical and Vocational Education and Training | 2021 |
| Singapore | Innovation and Entrepreneurship Initiatives | | Temasek Polytechnic | 2021 |
 | Cabo Verde | GAIA collaborative platform for professional training | | Cape Verde Competence Center | 2021 |
 | Finland | Work-based learning and skills demonstrations during COVID-19 | | Omnia Education Partnerships (OEP) | 2021 |
 | Malawi | Preparing Malawian farmers for post-COVID-19 recovery | | Mikolongwe Vocational School (MVS) | 2021 |
 | Botswana | TVET Pitso Forum | | Human Resource Development Council of Botswana | 2021 |
 | Jamaica | Mobile Learning and Assessment Services | | HEART/NSTA Trust | 2021 |
| Viet Nam | Reform of TVET in Viet Nam | | College of Machinery and Irrigation | 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 |
| Philippines | Developing successful entrepreneurs |  | TESDA Women's Centre (TWC) | 2020 |
| Finland | Individual Learning Pathways | | Omnia - The Joint Authority of Education in the Espoo Region | 2020 |
 | Ukraine | Development of female entrepreneurship | | iHUB | 2020 |
 | Estonia | BuildEst | | Foundation Innove | 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 |
| France | Bachelor Industry 4.0 | | Campus des Métiers et des Qualifications | 2020 |
| Spain | EXAM 4.0 HUB | | TKNIKA | 2020 |
| Greece | GRÆDUCATION | | Institute for Innovative and Preventative Job Design | 2020 |
| Finland | Skills Centre for Migrants | | Omnia - The Joint Authority of Education in the Espoo Region | 2020 |
| Switzerland | Situation-based TVET using Virtual Reality | | Swiss Federal Institute for Vocational Education and Training | 2020 |
 | Norway | The Learning Factory | | Fagskolen Innlandet | 2020 |
| Germany | Pro DEENLA Learning Modules | | Bundesinstitut für Berufsbildung | 2020 |
 | Austria | Youth Start Entrepreneurial Challenges | | Initiative for Teaching Entrepreneurship (IFTE) | 2020 |
| Spain | Empleando Digital | | Fundación Secretariado Gitano (FSG) and the Spanish Red Cross | 2020 |
| Kenya | The Innovation Awards | | Rift Valley Technical Training Institute (RVTTI) | 2020 |
 | Sweden | Training with integrated language learning | | Centre for Flexible Learning (CFL) Söderhamn | 2020 |
| Nigeria | Preparing learners for real-world problems | | Yaba College of Technology (YCT) | 2020 |
| Germany | NiB-Scout: sustainability in the bakery trade | | Akademie Deutsches Bäckerhandwerk Nord | 2020 |
| Malta | Greening for a sustainable environment | | Malta College of Arts, Science and Technology (MCAST) | 2020 |
 | Hungary | Green Wheels | | Centre for Modern Education | 2020 |
| Spain | ETHAZI Model | | TKNIKA | 2020 |
| Finland | KATE Project | | Otavia | 2020 |
| Estonia | Entrepreneurship Education | | Foundation Innove | 2020 |
| Switzerland | Digital competencies for the labour market | | Swiss Federal Institute for Vocational Education and Training | 2020 |
| Germany | Certified GoGreen Specialist | | Deutsche Post DHL Group | 2020 |
 | Portugal | LearnIT | | Vocational Training Centre of the Metal Industry (CENFIM) | 2020 |
| Canada | FADIO: promoting distance education | | Cégep de la Gaspésie et des Îles and 17 other institutions | 2020 |
| Spain | Advanced Manufacturing 4.0 Lab | | Miguel Altuna | 2020 |
| Norway | FabLab | | Verket FabLab | 2020 |
| Germany | FOENAKO | | Berufskolleg an der Lindenstraße (BKaL) | 2020 |
| China | Innovation in higher TVET | | Shenzhen Polytechnic | 2020 |
| 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 |
| 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 |
*Disclaimer: UNESCO-UNEVOC is not responsible for the management or implementation of any of the practices included in this database.
