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Canadian Vocational Association / Association canadienne de la formation professionnelle
onto Vocational education and training - VET April 23, 3:26 PM
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From
mailchi
Selections Supporting Jordan’s TVET Reforms: CVA-ACFP Partners with ILO to Advance Competency-Based Training through DACUM
As part of a technical partnership with the International Labour Organization (ILO), the Canadian Vocational Association – Association canadienne de la formation professionnelle (CVA-ACFP) supported a key phase of Jordan’s vocational training reform by delivering two DACUM I training workshops in March 2025. These workshops were designed to strengthen the capacity of the Technical and Vocational Skills Development Commission (TVSDC) and align with Jordan’s National Human Resources Development Strategy (NHRDS), which emphasises competency-based learning, labour market relevance, and employability. ________________________________________________________________
___________________________________________________________________ The Newsletter Interested in receiving the CVA/ACFP free bi-monthly Newsletter? Sign up here Our #DACUM training calendar 2025 For more information on DACUM or write to dacum@cva-acfp.org Join our online community - Facebook https://web.facebook.com/cvaacfp - X @cva_acfp https://twitter.com/CVA_ACFP - LinkedIn group https://www.linkedin.com/groups/3603028/ Our VET online database - Scoop.It! @Canadian Vocational Association / Association canadienne de la formation professionnelle Become a member of the Canadian Vocational Association https://cva-acfp.org/membership/
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This joint Cedefop-ETF policy brief provides an overview of vocational education and training (VET) policy developments from 2021 to 2025 in the EU-27, Norway, Iceland and five candidate countries (Albania, Montenegro, North Macedonia, Serbia, and Türkiye).
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The Artificial Intelligence revolution is transforming higher education at an unprecedented pace, offering innovative opportunities to personalize university learning experiences, support professors and researchers in their daily tasks, and optimize the management of educational institutions.
Our new report, “Artificial Intelligence Revolution in Higher Education: What You Need to Know,” brings together the main advances driven by artificial intelligence (AI), a powerful tool that offers practical solutions:
• For university students: Personalized tutoring systems, adaptive learning platforms, and immediate feedback tools tailored to the needs of each degree program and specialization. • For faculty and researchers: Academic planning assistants, automated assessment tools, and advanced research resources that enhance scientific production and teaching quality. • For higher education institutions: Early warning systems, resource optimization, and institutional management platforms that improve efficiency, student retention, and educational quality.
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From
unevoc
Migration is increasing due to political and economic instability, with the Arab States experiencing a substantial rise in refugees, migrants, and internally displaced persons. In response, this study, initiated by UNESCO-UNEVOC in collaboration with UNRWA, examines the barriers to accessing Technical and Vocational Education and Training (TVET) for migrants and refugees, while also exploring promising practices and interventions in the region that support their inclusion.
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From
www
In Mozambique, where violence and displacement have upended countless lives, a new initiative is harnessing the power of technical and vocational education and training (TVET) to foster peace and social cohesion. Cabo Delgado, Mozambique (ILO News) – As violence and displacement continue to disrupt lives in northern Mozambique, a new effort is taking shape to turn technical and vocational education and training (TVET) into catalysts for peace. Working in a fragile context, the International Labour Organization (ILO), in collaboration with the National Directorate for Local Economic Development (DNDEL) and with funding from Sida (Swedish cooperation) and the International Fund for Agricultural Development (IFAD), has launched a process to adapt its global guide "Promoting Social Cohesion and Peaceful Coexistence in Fragile Contexts through TVET" to the Mozambican reality. The project comes in response to the ongoing insurgency that has gripped Cabo Delgado since 2017, displacing over one million people, many of whom are now living in precarious conditions in neighbouring provinces like Nampula, Niassa, and safer districts within Cabo Delgado. Youth and women among the internally displaced populations (IDPs) are particularly vulnerable—facing not only limited access to livelihoods but also trauma, discrimination and social exclusion. The adaptation of the guide is rooted in the urgent need to respond to the consequences of displacement and social fragmentation in northern Mozambique. As IDPs settle in new communities, tensions can arise from competition over resources, cultural misunderstandings, and lack of integration mechanisms. Without targeted interventions, these tensions risk undermining social fabric and stability. Turning TVET into a tool for healing
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From
cva-acfp
Spring 2025 marks the culmination of an exceptional human and professional adventure: the completion of the competency framework for French-speaking peer support workers specializing in eating disorders (PA-TCA): the Référentiel de compétences pair-aidante TCA.
📚 For more information on #DACUM here and here
Please share this information on to any interested parties in your organization.
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From
cva-acfp
CVA’s PICK OF THE MONTH
The Newsletter Interested in receiving the CVA/ACFP free bi-monthly Newsletter? Sign up here Our #DACUM training calendar 2025 For more information on DACUM or write to dacum@cva-acfp.org Join our online community - Facebook https://web.facebook.com/cvaacfp - X @cva_acfp https://twitter.com/CVA_ACFP - LinkedIn group https://www.linkedin.com/groups/3603028/ Our VET online database - Scoop.It! @Canadian Vocational Association / Association canadienne de la formation professionnelle Become a member of the Canadian Vocational Association https://cva-acfp.org/membership/
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From
edquip
Explore competency-based education and its impact on modern learning. This post delves into key concepts, terminology, and real-world applications. We'll examine nationwide implementation, successful models, and strategies for educator development. Gain insights into how this approach is reshaping education for today's learners.
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Advances in artificial intelligence (AI) promise to improve productivity significantly, but there are many questions about how AI could affect jobs and workers.
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From the AI boom to the 2024 Budget, employees in 2025 will need to be more strategic than they’ve ever been to get, and stay ahead, in their respective industries. According to a report by Telegraph Money, job vacancies in 2024 have fallen to pre-pandemic levels, by 13.5% to be specific, the lowest since March-May 2021.
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Amidst war, Ukraine’s resilience is evident not only in its ability to withstand external challenges but also in its commitment to rebuilding from within. Vocational education, once overlooked, is now at the forefront of the country’s recovery, playing a crucial role in reconstructing and stabilising the economy.
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Based on an analysis of Bangladesh and Switzerland, and focusing on vocational education and training, the article discusses why qualifications frameworks often do not have the impact that policymakers expect them to have. Drawing on an historical-institutionalist reading of the literature, it argues, in general terms, that this lack of effective implementation stems from existing institutions and from key actors in the respective VET systems who cling to and benefit from these existing institutions. On a more specific level, the article adds to this institutionalist reading by arguing that ineffective implementation of NQFs needs to be interpreted in the broader context of educational expansion and the social conflicts manifested in this process. Particular attention should be paid to the phenomenon of academic drift, which, as the two case studies suggest, affects the implementation of NQFs in different ways.
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From industry trends to competencies within TVET
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From
www
Abstract
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The UNESCO AI competency framework for students aims to help educators in this integration, outlining 12 competencies across four dimensions: Human-centred mindset, Ethics of AI, AI techniques and applications, and AI system design. These competencies span three progression levels: Understand, Apply, and Create. The framework details curricular goals and domain-specific pedagogical methodologies.
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Canadian Vocational Association / Association canadienne de la formation professionnelle's insight:
This study explores the potential impact of generative AI on the Canadian workforce over the next five years. Through two novel approaches — using ChatGPT to evaluate the generative AI automation risk of occupations and employing the recently established Occupational and Skills Information System (OaSIS) database — we analyze how generative AI might transform work activities and skill requirements across different sectors and regions of the Canadian economy.
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In vocational education (VE), as in other forms of education, teachers’ assessment competence is considered an integral part of their teaching competence and is, therefore, critical for the quality of assessment practices (Brookhart 2011; Popham 2009). This implies that competent teachers perform adequately within authentic assessment situations (Mulder 2014; Vitello et al. 2021). Assessment competence includes both practical skills and knowledge, as well as attitudes and perceptions that influence teachers’ behaviour (Xu and Brown 2016). It therefore includes teachers’ perceptions of what is important to know and be able to do to act competently in assessment practices. For example, when teachers perceive incorporating new assessment methods into their practice as highly important, they may actively engage in activities to update and adapt their assessment competence.
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From
cva-acfp
Amman, The Hashemite Kingdom of Jordan – May 2025 – As part of a technical partnership with the International Labour Organization (ILO), the Canadian Vocational Association – Association canadienne de la formation professionnelle (CVA-ACFP) supported a key phase of Jordan’s vocational training reform by delivering two DACUM I training workshops in March 2025. These workshops were designed to strengthen the capacity of the Technical and Vocational Skills Development Commission (TVSDC) and align with Jordan’s National Human Resources Development Strategy (NHRDS), which emphasises competency-based learning, labour market relevance, and employability.
“This project exemplifies the role of DACUM as a globally recognized tool for workforce transformation,” said John Avery, President of CVA-ACFP. “It has been an honor to work with such dedicated professionals in Jordan as they move toward a more agile, responsive, and standards-based training system.” Building capacity through DACUM I and facilitator certificationUnder the leadership of John Avery, President of CVA-ACFP and Certified DACUM Trainer, the mission delivered:
The training was preceded by two targeted information sessions: one for senior executives and technical advisors at TVSDC, and another for the prospective DACUM facilitators. These sessions introduced participants to the DACUM approach as a cornerstone of demand-driven workforce development. Milestones ahead
These deliverables directly support the implementation of the ILO-Jordan agreement and pave the way for the upcoming DACUM II workshop and related coaching sessions later this year. In Support of Jordan’s National Workforce VisionJordan is transforming its Technical and Vocational Education and Training (TVET) system through the implementation of the National TVET Strategy 2023–2027 (in Arabic only), developed by the Technical and Vocational Skills Development Commission (TVSDC). This strategy focuses on three main pillars: enhancing governance and institutional development, improving the quality and relevance of TVET provision, and facilitating the transition to employment. These efforts are aligned with Jordan’s Economic Modernisation Vision 2022–2033, aiming to better match TVET outcomes with labour market demands and socio-economic development goals.
The CVA-ACFP’s DACUM methodology directly supports these national priorities by providing a structured approach to occupational analysis, ensuring that training programs are closely aligned with the competencies required in the workforce. A Partnership Anchored in Shared ValuesThe CVA-ACFP’s collaboration with ILO and the Government of the Hashemite Kingdom of Jordan demonstrates a shared commitment to quality training, professional certification, and inclusive workforce development. As the project enters its next phase, this partnership will continue to support Jordan in achieving its national TVET goals and delivering long-term benefits for both learners and employers.
These photos showcase the participatory energy of the workshops.
Bruno Chauvel chauvel@cva-acfp.org
For more information on DACUM https://cva-acfp.org/training-and-workshops/ & https://cva-acfp.org/dacum-plus-services/ or write to dacum@cva-acfp.org
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Micro-credentials (MCs) are regarded as one of the most significant developments in global higher education in the post-pandemic era. Unlike traditional academic qualifications earned over a longer period of time, MCs are based on outcomes acquired through a short, transparently assessed course or module over a few weeks.
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The VET Practitioner Resource draws on VOCEDplus, NCVER products and external links to present a range of information designed to support vocational education and training (VET) practitioners in their teaching and assessment practice and in undertaking research.
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From
www
In a globalized world, education, especially vocational education and training, is becoming increasingly important for economic growth and social stability. Internationalization has become a central topic in this field and can be considered a key aspect for a sustainable education system.
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Artificial intelligence has become the new geopolitical fault line – and universities now sit squarely on it. Washington’s export-control regime blocks sales and technical support for advanced AI chips to China; Beijing, for its part, requires recommendation algorithms and generative-AI models to be filed with – and in some cases to be licensed by – state regulators; and Brussels has approved the world’s first cross-sector ‘trustworthy AI’ act.
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For many young women in construction, their journey begins with uncertainty. The physically demanding tasks and the male-dominated industry can feel overwhelming and challenging. Daria Mahera, a third-year student training to be a painter-plasterer and tiler, was no exception. "The first year of training was tough. I doubted my choice and thought, 'Why am I doing this?'" she recalls.
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Before our show starts today, I just wanna take a minute to note the passing of Professor Claire Callender, OBE. For the last two and a half decades, she’s been one of the most important figures in UK higher education studies, in particular with respect to student loans and student finance. Holder of a joint professorship at UCL Institute of Education and Birkbeck University of London, she was also instrumental in setting up the ESRC Centre for Global Higher Education, of which she later became deputy director. I just want to quote the short obituary that her colleague Simon Marginson wrote for her last week after her passing from lung cancer. He said, “What we’ll remember about Claire is the way she focused her formidable capacity for rational thought on matters to which she was committed, her gravitas that held the room when speaking, and the warmth that she evoked without fail in old and new acquaintances.”
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