Canada/Québec. Looking into Educational Technology Training in Quebec Higher Education: Addressing the Ethical Issues
Considering Educational Technology as a research area and an ethical practice, this qualitative study aimed at exploring which and how ethical aspects are considered in Educational Technology training. The results show that that there are topics clearly more present than others, but some were clearly considered relevant to address in Educational Technology training offerings despite not being so right now. Others are still quite new. Spotlighting practitioners' perspectives about these issues an important contribution of the study.
Source: Université TELUQ

Ethiopia. How to optimise the private sector’s engagement in TVET
A system that aims at quality skills development through a combination of classroom-based training and practical experience in the workplace demands greater cooperation with the private sector as such an arrangement could yield a multitude of benefits. Quality TVET, obtained through enhanced collaboration with the private sector, not only helps trainees to acquire the necessary skills, but can also lower the likelihood of mismatching qualifications with labour-market demands.
Source: University World News

Palestine.Can higher education in Gaza survive Israel’s war on Hamas?
On 24 January – International Education Day, which this year had a theme of ‘learning for lasting peace’ – the UN said in a joint statement that learning had been “devastated” in the “catastrophic conditions” of war in the Gaza strip.
“Education is a fundamental human right and critical lifeline for the millions of children and young people affected by the war, and it must be sustained even throughout this crisis. Ending the conflict is imperative to enable Palestinian students and educators to begin to rebuild the foundations for a safe return to learning.”
Source: University World News

Europe. Mechanisms of Participation in Vocational Education and Training in Europe
This article aims to analyze vocational education and training in Europe and to model mechanisms of educational and vocational choice. First, we expose the differences between VET approaches in Europe. Secondly, a sociological analysis is provided. Thirdly, we present a psychological approach of the educational and vocational choice which draws on a process where profession images are compared with one’s own self-image. Finally, we present an integrated explanatory model of the vocational choice, based on sociological and psychological dimensions. In conclusion, we propose several plans of action in order to support and inform students regarding educational choice and to improve valorization of the VET track.
Source: Frontiers

TVET infuses a much-needed dose of relevance into education
By contrasting the global education agendas under both the Millennium Development Goals (MDGs, 2000-15) and the Sustainable Development Goals (SDGs, 2015-30), it becomes evident that technical and vocational education and training (TVET) and skills development have taken on a more significant role within the SDG frameworks, especially in connection with SDG 4 (quality education). This pivotal position has led to the allocation of global attention and resources towards TVET and skills development.
Source: University World News 

Teachers in technical and vocational education and training are critical for successful workforce development
Technical and vocational education and training (TVET) teachers play a crucial role in equipping individuals with practical skills for the workforce, yet their significance is often overlooked and underappreciated. TVET focuses on providing youth and adults with relevant knowledge and skills for work and life. Thus, TVET teachers possess the most broad and complex mandate among all teaching levels. They need a diverse set of skills and industry knowledge to carry out their various responsibilities and maintain a high professional profile.
Source: Workd Bank

Canada. Navigating labour market information: Challenges faced by career development professionals
 By beginning to understand the labour market information (LMI) use by career development professionals, the Labour Market Information Council (LMIC) and partners in the LMI landscape can work to address the needs of these employment specialists. As a result, they will be better equipped to serve all people in Canada.
En français. Canada. Le monde complexe de l’information sur le marché du travail : Quels défis pour les professionnels du développement de carrière?
Source: Labour Market Information Council

Saudi Arabia. Tracing Labor Market Outcomes of Technical and Vocational Training Graduates in Saudi Arabia: A Study on Graduates from the Technical and Vocational Training Corporation
The analysis finds positive returns to technical and vocational education are sustained over time. However, program orientation and economic conditions at the time of graduation appears to impact wages.
Source: World Bank

OECD countries. Understanding Higher Vocational and Professional Tertiary Education Systems
This report compares this sector across OECD countries, drawing on quantitative and qualitative data. It describes types of programmes across countries and assesses data quality. The report zooms in on pathways leading into vocational and professional programmes and transitions into further learning or the labour market, as well as the profile of learners served by these programmes and links to the labour market.
Source: OECD – Organisation for Economic Cooperation and Development

New qualifications and competencies for future-oriented TVET
Volume 1: TVET governance: steering collective action
Volume 2: TVET advocacy: ensuring multi-stakeholder participation
Volume 3: TVET delivery: providing innovative solutions
En français
En français. Nouvelles qualifications et compétences pour un EFTP axé sur l’avenir
Tome 1: Gouvernance de l’EFTP – Piloter l’action collective
Tome 2: Plaidoyer en faveur de l’EFTP : Assurer la participation de parties
Tome 3: Prestation de l’EFTP : Apporter des solutions innovantes
Source: UNESCO-UNEVOC

Global inventory of national and regional qualifications frameworks 2022
Volume I. Thematic chapters
Volume II. National and Regional case studies
Source: CEDEFOP – European Centre for the Development of Vocational Training

PISA 2022 Results
Volume I. The State of Learning and Equity in Education
Volume II. Learning During – and From – Disruption
Source: OECD – Organisation for Economic Cooperation and Development

Monitoring the implementation of the Lisbon recognition Convention
This second monitoring report on the implementation of the Convention focuses on articles related to the right to appeal, information provision and transnational education, as well as automatic recognition and digital solutions which are not directly part of the convention. It is based on survey data from 2020 and provides a set of recommendations for national recognition authorities and education policy-makers on how to improve these areas.
The Lisbon Recognition Convention
En français. Suivi de la mise en oeuvre de la Convention de Lisbonne sur la reconnaissance des qualifications
Source: UNESCO