Myanmar. Awareness, Perception and Preparation of TVET Students, Teachers and Managers for Industry 4.0 in Myanmar
Today, every industry is calling for their workforce to develop new skill sets due to the dynamic of technological change. Every country needs to prepare its Technical and Vocational Education and Training (TVET) sector for providing the required skills in the new industrial revolution (IR4.0). It is vitally important to assess TVET academics’ awareness and perceptions of IR4.0 and to ascertain how prepared they are to strategically and effectively manage work-based learning. Which factors have an influence on the situation?
Source: TVET@Asia

South Africa. TVET qualification no golden highway to a job, students say
TVET colleges in South Africa are viewed as the Cinderella of the post-school education and training sector with reports of poor infrastructure, high failure rates and incoherence in the qualifications of lecturers plaguing them. Furthermore, there is a stigma of low standards attached to these colleges with calls for the recapitalisation of the sector.
Source: University World News

Development of Assessment Forms for Vocational Education
Development of assessment forms in vocational education helps educators to plan the education, teach and evaluate their students. Assessment is also essential for helping students to develop their professional and personal skills. Assessing students’ progress, success and competency in vocational education are essential for educators and employers.
Source: Lucubrate Magazine

International Curriculum Comparison in Vocational Education and Training: A Collaborative Development of an Analysis Instrument
Developing an analysis framework for a cross-cultural comparative investigation of such a diffuse and heterogeneous construct as the competence-based approach, can pose a methodological challenge for an international team of researchers. However, an effective application of own team resources such as proficiency in different languages, insider and outsider perspectives, along with continuous intensive communication and a flexible, iterative research process, allows development of a well-adapted analysis instrument for international comparison.
Source: IJRVET –  International Journal for Research in Vocational Education and Training

Health worker education during the COVID-19 pandemic: global disruption, responses and lessons for the future—a systematic review and meta-analysis
The COVID-19 pandemic has severely disrupted health worker education, inflicting a substantial mental health burden on learners. Its impacts on career choices, volunteerism, pedagogical approaches and mental health of learners have implications for educational design, measures to protect and support learners, faculty and health workers, and workforce planning. Online learning may achieve learner satisfaction as part of a short-term solution or integrated into a blended model in the post-pandemic future.
Source: Human Resources for Health

Profiles of TVET teachers and trainers across the globe: Perspectives and reflections of a TVET practitioner
This article examines different profiles of TVET teachers and trainers at a global level and provides an insight into the TVET teachers at the centre of the ongoing discussions and reforms. It provides a context for the important discussions on these key actors in TVET. The article presents some data on the population of TVET teachers and trainers according to criteria such as: job title; gender; age; career stage; global region; vocational area; level of education; pre-service training; in-service training; involvement in industry; and dual professionalism.
Source: TVET Journal

Canada/Ontario. The future is micro: Digital learning and microcredentials for education, retraining and lifelong learning
eCampusOntario has developed, in collaboration with its partners, the Micro-credential Principles and Framework as a foundation for building microcredential projects in Ontario. This work has played an important part in efforts to build a consensus of definition in Canada and to address current needs in the emerging Canadian microcredentials ecosystem. The Principles and Framework is designed to bridge gaps in stakeholder understanding and create a unified microcredential ecosystem in Ontario.
En français.Canada/Ontario. L’avenir est dans les micro-titres de compétences : apprentissage numérique et micro-titres de compétences pour l’éducation, la rétention et l’apprentissage permanent
Source: Future Skills Centre

Asia-Pacific Countries. Learner-centred teaching in technical and vocational education and training: perspectives and reviews of six Asia-Pacific Countries
Extensive prior research explores how to develop good TVET systems. However, while a learner-centred pedagogy is promoted in primary, secondary and higher education systems, there is limited information on how to implement the specificities of this pedagogy in TVET institutions, especially in Asia-Pacific. To address this gap and to support the preparation of its 2022–2024 work plan, the UNESCO Asia-Pacific Regional Bureau for Education implemented a study on learner-centred TVET teaching in Asia-Pacific.
Source: UNESCO

Europe. The future of vocational education and training in Europe
This report presents a holistic approach to understanding and comparing vocational education and training (VET) systems.  The framework introduces 50 dimensions for analysing VET systems, as well as parts of them, structured according to three overlapping main perspectives: epistemological and pedagogical, education system, and socioeconomic or labour market. The framework is particularly suited to ‘clearing the ground’ for policy work and provides a model for how research can support policy. This model can be flexibly adapted and applied in any comparative research or international policy learning activity related to VET.
Source: CEDEFOP 

Sub-Saharan Africa. Education and skills for women’s integration into the labour market: a comparative analysis of eight sub-Saharan African countries
This paper seeks to shed light on the current challenges faced by eight selected sub-Saharan African countries, namely Burkina Faso, Chad, Mali, Mauritania, Mozambique, Niger, Nigeria, and Sierra Leone, in achieving the integration of women into the labour market through education and training.
This paper aims to present a diag-nosis of women’s situation in terms of their integration into the labour market. It will focus mainly on the role played by educa-tion and training in attaining gender parity and identify practices that will potentially address the marginalization of women in the labour market.
Source: UNESCO

Equipping Health Workers with the Right Skills
The COVID-19 pandemic further exacerbated the long-standing skills shortages in the health workforce across countries. Equipping health workers with the right skills is essential to respond to future health crises, to prepare for increasing use of digital technologies, and to plan for demographic change. The report provides a comparative overview of practices in 16 countries to anticipate future skill needs in the health workforce, and of how such information is used by policy makers and social partners to foster a better alignment with labour market needs. Analysis is based on interviews with institutions that are responsible for anticipating skill needs in the health workforce, a virtual peer-learning workshop and desk research.
Source: OECD – Organisation for EconomicCo-operation and Development