The Outcome Book is the grand summary of the debates among high-level speakers and industry-leading experts on a series of topics concerning digital skills and its role in social inclusion.
Our contributions to global research shape the future of skills, driving innovation in vocational education.
WorldSkills Global Research Council
The WorldSkills Global Research Council will advise on and shape the WorldSkills global research agenda to help build an independent evidence base on the impact, value, and return from developing skills excellence by:
- Monitoring the changing global world of work, its demands and impact on VET, and the implications (issues and opportunities) for WorldSkills International and its Members and Partners.
- Maximizing the use of the experience and expertise of WorldSkills and its Members to contribute to policy and practice in skills development to boost employment and skills economy development;
- Contributing to the impact of WorldSkills activities through action research that is credible and valuable for Members, governments, business, young people, and education partners.
The WorldSkills Global Research Council is chaired by Dr Neil Bentley-Gockmann (WorldSkills Honorary Member, CEO of Whitehall & Industry Group) and are made up of representatives from the following organizations: UNESCO-UNEVOC, World Back, ILO, OECD, Oxford University, Adelaide University, and ibw Austria - Research & Development in VET.
Research from Members and Partners
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.
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.
Youth Voice for the Future of Work report
Learning and Assessment
This document presents an overview of the implementation of Workplace Learning and Assessment in the Vocational Training Council of Hong Kong. The experience and practices of the Design Discipline are used as an example for illustration.
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.
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.
Mental Health and Fortitude
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.
This workbook explores the importance of developing your psychological robustness in order to perform to the standard required as a competitor in WorldSkills events.
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.
Successfully launched the Skills Taskforce for Global Britain final report ‘Wanted: skills for inward investment’ at their International Skills Summit. The independent Taskforce report calls on the UK government to make high quality skills a key part of a new UK inward investment strategy and suggests ways in which it could make international investment a more explicit part of current reforms towards a more employer-led skills system to help create more high-quality jobs across the UK.
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 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.
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.
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 WorldSkills Americas Vocational Education and Training Committee coordinates contribution of articles on Technical Education and Vocational Training from Member countries.
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.
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.