TVET Advocacy: Ensuring Multi-Stakeholder Participation. New Qualifications and Competencies for Future-Oriented TVET. Volume 2

UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training. UN Campus, Hermann-Ehlers-Strasse 10, 53113 Bonn, Germany. Tel: +49-228-8150-100; Fax: +49-228-8150-199; e-mail: info@unevoc.unesco.org; Web site: https://unevoc.unesco.org/go.php?q=UNEVOC%20Publications

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37

Federal Ministry of Education and Research (BMBF) (Germany)

Vocational Education; Technical Education; Employment Qualifications; Competence; Teacher Education; Instructional Innovation; Futures (of Society); Barriers; Governance; Identification; Program Implementation; Career Readiness; 21st Century Skills; Curriculum Development; Educational Finance; Stakeholders; Participation; Partnerships in Education; Technology Uses in Education; Foreign Countries

Mauritania; France; Switzerland; Philippines; Lithuania; Thailand; Croatia; South Africa

This document is organized in three volumes and aims to cater to the diverse needs of Technical and Vocational Education and Training (TVET)-related institutions. From their unique perspectives, the document explores and examines the three I's process: the timely and accurate identification of new qualifications and competencies (NQCs), their integration into appealing and flexible curricula, and their effective implementation through new teaching and learning methods as well as relevant teacher and trainer training. Illustrated with case studies and practical examples, the document proposes solutions to specific challenges, and offers a database of experiences and lessons from across the world. This volume addresses the role of meso-level TVET stakeholders in the process of maintaining and updating TVET systems to ensure they remain fit for purpose. This volume is intended to give meso-level TVET stakeholders a better understanding of their role in the greater TVET ecosystem; potential tools for identifying, integrating and implementing NQCs for a TVET system; and action items for closer collaboration with other stakeholders. The following contents are presented: (1) The 'three-i' approach: identification, integration and implementation of new qualifications and competencies; (2) Identification of NQCs: A meso-level perspective; (3) Integration of NQCs: A meso-level perspective; and (4) Implementation of NQCs: A meso-level perspective. [For volume 1, see ED619361. For volume 3, see ED619363.]

ERIC

2022

ED619362