Technical Vocational Education and Training

© UNESCO/M. Mimi Kuo

TVET is defined by UNESCO as “those aspects of the educational process involving, in addition to general education, the study of technologies and related sciences and the acquisition of practical skills, attitudes, understanding and knowledge relating to occupation in various sectors of economic life”. TVET thus equips people not only with vocational skills, but with a broad range of knowledge, skills and attitudes that are now recognized as indispensable for meaningful participation in work and life. Examples of the benefits include self-awareness and self-esteem, and strengthened interpersonal, citizenship, communication and entrepreneurial skills.

Through its TVET Strategy, UNESCO intends to strengthen member countries’ capacities in the field of TVET and focus on how to transform and expand TVET to ensure that all young people and adults can build the skills needed for work and life. Gender mainstreaming in TVET and heightening the quality of TVET by focusing further on TVET teacher and trainer will be additional priorities. UNESCO actions in this field will build on the conclusions of the international discussion which are reflected in the “Shanghai Consensus" document. Regarding TVET teachers and trainers, UNESCO actions will focus on reviewing TVET teachers training policies and practices.

Based on the analysis of prominent policy areas, UNESCO New Delhi is addressing six persisting challenges:

  1. Promoting skills for youth employment
  2. Ensuring access: TVET for all
  3. Improving the image and quality of TVET
  4. Financing TVET
  5. Strengthening innovation and research
  6. Advancing sustainable development
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