The main focus of the Remote Assessment Survey was on the effect of the health crisis on the ability of the student to continue being assessed and the ability of the Assessor to assess remotely.
WorldSkills Members and Partners are sharing resources — reports, papers, videos, and other useful material — focusing on activities in 2020 and 2021 (during the pandemic).
If you wish to contribute content or have an enquiry, please email email@example.com.
- AE - EmiratesSkills
- BE - WorldSkills Belgium
- CH - SwissSkills
- DE - WorldSkills Germany
- FI - Skills Finland
- FR - WorldSkills France
- HK - WorldSkills Hong Kong
- NL - WorldSkills Netherlands
- PL - WorldSkills Poland
- RU - WorldSkills Russia
- UK - WorldSkills UK
- WorldSkills Americas
- WorldSkills International
This report considers the response to COVID 19, over an eight week period, from the regulator, parent, teacher and student points of view. This report arrives at lessons learnt, guidance for parents, standards for teachers and tips for students to cope with virtual learning.
The purpose of this report is to consider how ACTVET has innovated change to provide an efficient and effective service to meet the government’s aims, whilst meeting customer expectation and improving customer happiness.
NewsSkills TV c'est une émission hebdomadaire sur les compétences, les filières qualifiantes et les métiers.
This workbook explores the importance of developing your psychological robustness in order to perform to the standard required as a competitor in WorldSkills events. This manual was developed and translated in cooperation with Skills Finland.
Ghana was welcomed as the 81st member of the WorldSkills International (WSI) family in 2019. As part of the partnership program, a long-standing WorldSkills Member accompanies a new member. In this case is was Germany that took on this role, and helped build the WorldSkills movement in Ghana.
Skills Finland's Vision 2030 outlines the benefits of pursuing high-quality vocational education and training.
This publication by HAMK presents the wide range of activities carried out in vocational skills competitions and coaching for people with special needs in recent years in Finland.
This publication is meant as a tool for all vocational institutions and companies who are interested in training and competition activities and will generate new ideas for international partners.
Skills Finland’s comprehensive report on the WorldSkills Competition that was held in Helsinki in 2005.
This workbook explores the importance of developing your psychological robustness in order to perform to the standard required as a competitor in WorldSkills events.
Comprehensive report on how Vocational and Professional Education and Training (VPET) provides the platform for Hong Kong's economic growth and development. It equips businesses with the skilled workforce that are essential to succeed and prosper. Businesses which form the cornerstone of Hong Kong's economy are dependent on VPET to provide the skills that they require.
The paper Igniting Education is about the use of competition-based activities in VET and in secondary education. The paper focuses on what you can do with national and international competitions if you are a teacher, staff member or manager in education. In the X‐factors project, research and good practices were shared and discussed to determine if, and how, Skills Competition instruments, content and methods can be more integrated in VET.
The Toolkit collates the shared documents, the exchange of resources, research, country audits, discussed topics and presumptions and identified good practices. This toolkit can be used by VET colleges and their stakeholders, to initiate their own ‘igniting education’, applying and optimizing Skills Competition activities in their VET programs on a structural basis.
These concept of the 4th Industrial Revolution, also named Industry 4.0, has been thoroughly and extensively discussed, analysed, and researched by experts within various scientific disciplines such as management, economy, psychology, education, human resources, informatics, and systemics. Due to the relevance of the Industry 4.0 concept in relation to current socioeconomic challenges worldwide, the growing interest on the part of researchers and the proliferation of the terms in the literature, a network of patterns and relations has formed constituting a scientific landscape of the whole phenomenon.
Pavel Luksha (Global Education Futures) presents the results of the international research and discusses it with Ekaterina Loshkareva and invited experts.
Research projects initiated by WorldSkills Russia, executed by BCG with a support of Rosatom prior to WorldSkills Kazan 2019. The report addresses the challenge of skills gap and suggests solutions for different types of economies.
Website of the WorldSkills Russia International Research and Development Alliance with all recent researches of WSR and partner network.
A reflection of the first experience of having and planning online and hybrid competitions with and all the related activities moved to online environment.
The results of the survey of 600 Russia companies working with WorldSkills on various project - how do they evaluate efficiency of cooperation
The development of VET systems is one of the central issues on the educational reform agenda in developed and developing countries. However, how to determine the effectiveness of VET within a country and what are its advantages and disadvantages? One of the most effective tools to determine the effectiveness of a system is a benchmark - a tool to compare systems with each other based on objective data. The aim of this project is to analyze how WorldSkills approach can be used for this purpose.
Research project initiated by WorldSkills Russia with a support of WorldSkills International, and executed by partner organisation Global Education Futures, using the Rapid Foresight methodology in order to gather knowledge and expectations of ~800 top level experts from across the world. The purpose of the project : "Future Skills for the 2020s: A New Hope” was to gain insight in the future and reduce uncertainty about this future by creating "maps of the future”, in terms of upcoming technologies and business models, but moreover in terms of the skills that will be required in 10 years from now in 7 economy sectors.
Joint research project of WorldSkills Russia and Global Education Futures. The results of this research provided a basis for a FutureSkills zone at WorldSkills Kazan 2019.
This project aims to identify the impact of transformation of skills across industry sectors, and explore the implications this has on vocational education and training.
A research paper, by economist Dan Popov, to evaluate the work of WorldSkills UK and how it creates value for the taxpayer and UK plc.
This digital toolkit is a guide to supporting young people with employability skills and careers information.
These demos will inspire young people to think about exploring different skills and how that skill and interest can become their career.
This collection shares international best practice, explores global trends in skills development, and benchmarks the UK’s skills systems with other countries.
The recently-launched WorldSkills UK Centre of Excellence aim to mainstream excellence in skills development across the UK.
The summit explored how new opportunities in technical education for young men and women from all backgrounds could drive economic recovery across the UK.
Students at Gower College Swansea demonstrated their world-class electronics skills when they took part in a virtual training event with students from across China and won Gold and Silver awards.
These talks bring together the UK’s leading employers and apprentices to inspire even more young people, from all walks of life, to take up technical career routes and apprenticeships.
The Skills Development Hub will use insights from WorldSkills UK’s international work to help mainstream excellence in training across the UK.
The WorldSkills Americas Vocational Education and Training Committee coordinates contribution of articles on Technical Education and Vocational Training from Member countries.
Webinars on a variety of topics covering the Americas.
In the fields of industrial automation and technical training, Festo has set standards from its beginnings and has thus contributed to sustainable development in terms of the environment, business and society.
The factory of the future is a network of cyber-physical systems with the aim of achieving a very high degree of resilience to changing market and customer requirements and the resulting turbulence in the production area.
Mechatronics includes mechanics, pneumatics, electronically controlled systems, programming, and robotics and systems development. The task of a mechatronics technician is to combine these areas to design, build, maintain, and repair automated equipment, and to program equipment control systems.
Festo Didactic is a leading provider in technical education, offering educational institutions and industrial companies around the world state-of-the-art training solutions for many areas of technology to train people the right skills for highly dynamic and complex industrial environments.
Across the OECD, approximately half of young people follow vocational education and training (VET) programmes, designed to enable easy access to the world of work. Yet enrolment rates and emphasis on work-based learning, vary widely from country to country. This series of country reports examines the development and growth of VET programmes for young people and adults.
Every month Studica puts together a schedule of webinars designed for educators. Topics address a variety of solutions for education.
This blog publishes articles on new technology, software, robotics, and education solutions.
A Support Forum for various topics for the WorldSkills Mobile Robotics Competitions.
This is a vocational training resource sharing and exchange platform. It is open to the global vocational education institutions and all skills practitioners; you can find your interests in the skills of the course, including the World Skills Competition related courses. You can also upload your quality course and let the world see it.
This case study examines how technical and vocational education and training (TVET ) was organized during the COVID-19 pandemic in Finland, and it is largely based on the experiences of TVET providers, teachers and students.
The annual progress report which showcases the innovative responses that have been achieved through the unique partnership over the past year, through the Covid-19 pandemic.
UNESCO have launched a global coalition committed to maintaining educational equity and inclusion as governments seek to provision teaching and learning opportunities to students through alternative means during periods of school closures.
In the wake of COVID-19 and the European Union Green Deal, there is a renovated spirit to act greener and act now. The LKDF Forum hosted a series of lively debates and a design thinking workshop where experts gathered to propose solutions.
This is a briefing paper that explores the subject of remote assessment for competitions and for work competence. The purpose of this document is to outline the opportunities and implications for WSI (and its Members and Partners) with online and hybrid competitions and related activities.