Chile. Schools and industries producing educational-labor paths in secondary TVET in Chile: Who sets the skills agenda? (Paper)
Highlights
-This study analyzes the articulations between secondary schools and the mining industry in Chile 
-Mining companies had a profound influence on the schools’ training models and processes.
-Thus, schools were developing a strong industry-oriented curriculum implementation, reshaping their educational purposes.
-Study problematizes narrow industry-focused education, urging a broader skills approach for young people.
-Study proposes a reflection regarding the skills needed for a sustainable future.
Source: International Journal of Educational Development

France. The growing role of the Regions in unlocking career guidance in vocational education and training
Since the 2018 reform of the continuing training system, the national network of regional career guidance services (Service public régional de l’orientation – SPRO) has been responsible for public lifelong guidance services. Each SPRO organises information sessions in secondary education schools on professions and employment trends in the local economy. The national network of regional career guidance services is managed by the Regions, which are responsible for the networking of all services, structures and mechanisms in the field of lifelong guidance. 
Source: CEDEFOP – European Centre for the Development of Vocational Training

Germany. Career choice motivation, academic and social integration, and their relationship with intention to drop out of vocational teacher training (Paper)
Students dropping out of vocational teacher training is a particularly concerning trend in Germany, where there is a significant shortage of vocational education and training (VET) teachers. Against this backdrop, it is crucial to understand why students fail to complete their teacher training programs. 
Source: Empirical Research in Vocational Education and Training

Romania. The Impact of Artificial Intelligence (AI) on Students’ Academic Development (Paper)
The integration of Artificial Intelligence (AI) in education has transformed academic learning, offering both opportunities and challenges for students’ development. This study investigates the impact of AI technologies on students’ learning processes and academic performance, with a focus on their perceptions and the challenges associated with AI adoption. 
Source: Education Sciences 

South Sudan. 90 South Sudanese youths complete technical vocational education in Northern Bahr el Ghazal
Over 90 young people, primarily out-of-school youths from Aweil East and Aweil North in Northern Bahr el Ghazal, completed their technical and vocational training. Hon. Akoon Diing, the Northern Bahr el Ghazal State Minister of General Education and Instruction, presided over the graduation ceremony at the Akuem Technical Vocational Education Training (TVET) Centre.
Source: World Vision

European Union. Cedefop skills forecast 2035: the twin transition and the demographic challenge drive demand for high-level skills
The European Union faces a major demographic challenge, marked by an aging population, declining birth rates, and shifting migration patterns. By 2035, the EU labour force is expected to grow, albeit unequally across the different age cohorts, with higher annual growth expected primarily for those aged 60 and above.
Source: CEDEFOP – European Centre for the Development of Vocational Training

Europe. Technological Change and the Upskilling of European Workers (Paper)
This paper measures the relationship between technological change that automates or augments workers’ job tasks and their participation in work-related training.
Source: IZA World of Labor

AI teachers (AI-based robots as teachers): history, potential, concerns and recommendations (Paper)
This article looks at AI teachers’ history, some key cases, potential and benefits, and concerns and challenges associated with their use in classrooms. Overcoming teachers’ shortage, flexibility, transparency, unbiasedness, and improving students’ motivation were some of their key benefits; while being untested and unreliable, cost, need for specific infrastructure and technical expertise, resistance to change, ethical issues, and fears of dehumanizing and desensitizing students were the main concerns and challenges. 
Source: Frontiers in Education

TVET for the Future of Work: Rethinking Purpose, Systems, and Leadership
Today’s learners are navigating a world filled with both risk and opportunity. Many are not just seeking jobs, they are also seeking relevance, stability, and purpose. A responsive TVET system recognizes this. It offers not only technical qualifications, but pathways to meaning and contribution. By integrating real-world problem-solving, community engagement, and reflective practices, vocational education can empower learners to lead change, not just adapt to it.
Source: LinkedIn

European Union. The Union of Skills
Vocational education and training (VET) has traditionally been a path towards quality jobs and fulfilling careers in middle skilled occupations. Vocational qualifications are in high demand, notably where acute labour shortages persist. Green skills are among many much needed skills developed through VET, and are key for a successful green transition and circular economy. Overall, out of the most widespread shortages occupations in the EU, two thirds are crafts occupations that typically require vocational education and training. Shortages in these fields, and other key sectors like agriculture and fisheries, may even worsen, as the share of young workers (aged under 30) in these occupations is low, rendering the need for generational renewal more acute.
Source: European Commission

Europe. Skills empower workers in the AI revolution
The survey shows that more than a quarter of the European adult workforce is already experimenting with the use of AI at work. With 6 in 10 employees susceptible to some form of AI-related task transformation, it is obvious that upskilling, reskilling and investing in AI literacy will be crucial drivers of a human-centred AI revolution that can boost European competitiveness.
Source: CEDEFOP – European Centre for the Development of Vocational Training

AI, like previous technological innovations, will likely create more opportunities for workers than it destroys
Despite fears about mass unemployment, the adoption of artificial intelligence (AI) – like past major technological innovations – will transform economies, raise living standards, and likely contribute to net job creation.
While AI will bring about a decline in demand for specific occupations and skills, the rise of new businesses and industrial activities linked to AI will create demand for new skills and jobs complementary to AI. In other words, if the experience of previous technological breakthroughs are a guide, AI will create more new jobs than it displaces.
Source: The Fraser Institute

Curriculum Frameworks and Visualisations Beyond National Frameworks
This paper presents a compilation of visualisations from conceptual frameworks that align with the OECD Learning Framework – OECD Learning Compass 2030, developed by inter-governmental, international organisations, non-governmental associations, or at the school or local level. 
Source: OECD – Organisation for Economic Co-operation and Development

Towards a typology of curriculum policy approaches
This research study offers an in-depth analysis of various curriculum approaches and their implications for education systems worldwide.
En français. Vers une typologie des approches de politique curriculaire
Source: UNESCO

Learning for platform-based gig work: Exploring the value of micro and digital credentials
The gig economy is rapidly expanding, creating new opportunities and challenges for workers worldwide. The report provides a deep dive into the role of micro and digital credentials in shaping the future of skills and employability in platform-based work.
Source: BMZ – Federal Ministry for Economic Cooperation and Development

Effective teaching and learning: teacher perspectives on what works best for whom
This research examined VET teachers’ understanding of how people learn, and how they cater to the learning needs and preferences of their students across a range of different contexts. It found that most VET teachers use a similar overarching strategy in their teaching that aims to enable a diversity of students to learn effectively. It also describes what is needed to enable the implementation of good teaching practices, including support for new teachers, dedicated time and space to learn and use new teaching skills, and recognising the skills and human element of good VET teaching.
Source: NCVER – National Centre for Vocational Education Research