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.Theme: Digitalization and future of TVET
 Country |
Promising/Innovative Practice | |
Implementing organization |  Published | |
 | North Macedonia | Pioneering Virtual Reality Technology in VET |  | Bogdanci Vocational Secondary School | 2026 |
 | Singapore | GenAI training for TVET teachers and trainers | | Temasek Polytechnic | 2026 |
 | 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 |
 | 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 |
 | United Arab Emirates | Paramedic virtual simulation lab | | Abu Dhabi Centre for Technical and Vocational Education and Training (ACTVET), Fatima College of Health Sciences | 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 | 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 |
 | International / Multiple | SELFIE for work-based learning | | The European Commission | 2024 |
| Canada | Virtu-WIL | | Colleges and Institutes Canada (CICan) | 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 |
 | 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 |
| 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 |
 | China | Huawei Certification to ICT Programmes | | 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 |
 | South Africa | DHET partnership with CISCO for aligning TVET with 4IR developments | | Department of Higher Education and Training, South Africa | 2021 |
 | Republic of Korea | Open educational resources for adult learners | | Korea Education and Research Information Service (KERIS) | 2021 |
 | Philippines | TESDA Online Programme | | 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 |
| Canada | FADIO: promoting distance education | | Cégep de la Gaspésie et des Îles and 17 other institutions | 2020 |
 | Norway | The Learning Factory | | Fagskolen Innlandet | 2020 |
 | Switzerland | Situation-based TVET using Virtual Reality | | Swiss Federal Institute for Vocational Education and Training | 2020 |
 | Spain | Advanced Manufacturing 4.0 Lab | | Miguel Altuna | 2020 |
| Spain | EXAM 4.0 HUB | | TKNIKA | 2020 |
| Norway | FabLab | | Verket FabLab | 2020 |
| Spain | Empleando Digital | | Fundación Secretariado Gitano (FSG) and the Spanish Red Cross | 2020 |
 | France | Bachelor Industry 4.0 | | Campus des Métiers et des Qualifications | 2020 |
 | Peru | Transforming lives through code training | | Laboratoria | 2017 |
 | India | Empowering rural women through ICT in TVET | | AMMACHI Labs, Amrita University | 2017 |
*Disclaimer: UNESCO-UNEVOC is not responsible for the management or implementation of any of the practices included in this database.
