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This resource will help TVET stakeholders reflect upon, and share knowledge about, the challenges and opportunities facing TVET systems. The Atlas works within the BILT framework of three I’s: identification, integration and implementation of new qualifications and competencies in TVET. It has a special focus on the twin transition of greening and digitalization affecting the future of work and society.stems. 
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Given the changing policy environment in VET, NCVER considered it timely to look at the policy developments and participation trends over the last 20 years. This occasional paper examines two broad policy trends, the extension of the apprenticeship and traineeship system, and the opening up of the training market, as well as three specific policy case studies:
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
Countries with strong vocational education show lower youth unemployment rates.
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
European and national policy has set high expectations for VET modernisation. VET should be an attractive option for young people and adults to foster the acquisition of professional qualifications and their updating throughout working life. Professional competences and skills delivered through VET should be a model of excellence, while being transparent to relevant parties at individual, company and State levels.
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
This position paper presents what it considered to be the reforms required to the standards for the regulation of vocational education and training.
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
In the field of teacher training and professional development, the increasingly multi-functional roles and responsibilities of teachers and trainers have led to new learning approaches with greater autonomy for programme decisions and outreach to the world of work. In parallel, the need for greater involvement of teachers and trainers in professional development decisions has become clear. Criteria for ―good teachers that respond to increased expectations include strong knowledge bases and a range of teaching competencies for enhanced teaching practice and learning outcomes.
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Changes in work technologies, the way work is organized, and the nature, distribution and utilization of occupational skills and knowledge have always had an impact on [vocational education and training] VET practice and policy. VET research is concerned with exploring continuity as well as change. This chapter offers a reflection on how the interplay of change and continuity might require a more substantive and relational approach across the VET landscape. It questions whether VET researchers are sufficiently concerned with the life and practices of contemporary workplaces. The chapter tentatively suggests that it is time for some recalibration of the way VET research is conceived and organized in order to have a broader influence on policy and practice at both a national and international level. A focus on work might also offer a way to overcome some of the difficulties involved in comparative VET research.
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
Recent trends in ICTs and TVET put emphasis on the innovation strategy for education and training. Attention is given to skills and needs used by modern firms, working population, and also in arts and science education. In TVET there is a tendency to highlight the “learning by doing” approach. Today, managing work in which responsibilities have been distributed to a high degree among the network of workers is a major challenge. Communication between employees and their managers may be based only on virtual contacts. As a consequence, the demand for TVET is increasing, and education and learning are adopting new forms. The challenges of vocational education are quite similar in countries that vary widely in their current economic level of development. Entrepreneurship, which is closely connected with ICTs, is a very important factor in both the global and local economies.
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
Two years after the Arab Spring - What are Arab governments doing to provide opportunities for young people ?
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
Professor McGrath will explore the range of theoretical positions, often implicit, regarding VET and development and suggest where the debate could go in the next period.
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