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World Federation of Colleges and Polytechnics

Relevant Research & Resources

The members of WFCP disseminate and exchange knowledge and information to strengthen and inform their work. The following resources are provided by members. If you wish to have your resources posted on our site please fill out the resource form.

Skills Development as a Means to Women´s Empowerment: Integrating Gender Equality in TVET

The paper and its executive summary are available for download at the following address:

[Full Report]: https://www.collegesinstitutes.ca/file/skills-development-as-a-means-to-womens-empowerment-integrating-gender-equality-in-tvet/?wpdmdl=39946

[Exec. Summary]: www.collegesinstitutes.ca/file/skills-development-as-a-means-to-womens-empowerment-integrating-gender-equality-in-tvet-executive-summary/?wpdmdl=39951

Colleges and Institutes Canada commissioned this research piece to take stock of the work its members have done to strengthen women’s economic empowerment and gender equality through its international projects. Our Education for Employment programs in Latin America, the Caribbean and Africa, Mulheres Mil in Brazil, and initiatives in other countries, have worked to build education sector capacity in the developing world. Responding to local partners’ needs, these initiatives have scored some significant gains in advancing women’s inclusion.

The paper looks at recent research about the Technical and Vocational Education and Training (TVET) sector and the role TVET institutions can play in advancing women’s social and economic inclusion. It also takes a critical look at how TVET institutions sometimes put up barriers that prevent women from accessing and completing technical education and achieving improved economic outcomes. Based on a review of lessons CICan has learned from its international projects as well as international research sources, this paper offers a number of recommendations with respect to program design and strategies to bring down barriers to access, strengthen women’s participation in TVET and ensure better transitions to decent work.

Higher Apprenticeships: a real alternative to full-time study?

Higher Apprenticeships deliver higher technical skills, higher earnings, increased innovation, improved productivity and greater social inclusion. We explore the contextual requirements for successful Higher Apprenticeships, namely Government commitment, employer support and industry-standard teachers.

This paper was produced following research amongst members of the Mixed Economy Group of English FE colleges (MEG.)  MEG represents 43 FE colleges which deliver significant volumes of HE in addition to FE. Each college has a minimum of 500 FTE HE students and relies on a partner university or universities to validate all or part of their Prescribed HE offer. A number of other FE colleges deliver HE to smaller numbers of students, bringing the total number of public FE colleges offering HE across England to 244, compared with 160 public universities. Collectively, FE colleges provide just under 10% of English undergraduate HE, or almost 160,000 students in 2016 (AoC, 2016), which is largely delivered by 52 FE colleges. (Parry et al, 2012)

Read more here: MEG_WFCP 7 February 2017


Shanghai Consensus: Recommendations of the Third International Congress on Technical and Vocational Education and Training “Transforming TVET: Building skills for work and life” – Shanghai, People’s Republic of China, 14 to 16 May 2012

The third UNESCO International Congress on Technical and Vocational Education and Training (VET) meeting in Shanghai, PR China (14-16 May 2012) reviewed major trends and policy developments in TVET, since the second international Congress held in 1999.

The Congress discussed challenges faced by TVET systems and explored appropriate responses, aimed at building a better understanding of the contribution of TVET to sustainable development and at defining strategic directions for cooperation among countries with the international community to support TVET for all, within the framework of the overall efforts in favour of access, inclusion and equity, education for sustainable development and a culture of peace.

This document can be accessed at the following link : SHANGHAI CONSENSUS‎


The Bonn Declaration – Bonn, Germany, March 31 to April 2 2009.

The Bonn Declaration resulted from a UNESCO meeting of international experts on technical and vocational education and traning.  Conference participants exchanged best practices on Education for Sustainable Development (ESD) from all world regions. They developed mechanisms for enhanced cooperation in the implementation of the UN Decade, especially focusing on the exchange between developing countries, those in transition and industrialized countries.The conference followed four objectives: to highlight the relevance of ESD to all of education; to promote international exchange on ESD, especially between the North and the South; to carry out a stock-taking of the implementation of the UN Decade and to develop strategies for the way ahead.The Bonn Declaration reflects the discussions held during the Conference and provides a strategic orientation for the second half of the Decade. It attests the importance of ESD in the current world situation. It calls for making a compact with the global DESD movement aimed at improving knowledge, skills and competencies and strengthening values and attitudes oriented towards a transition to a more just, fair and viable world.The Bonn Declaration, adopted by the participants of the UNESCO World Conference on Education for Sustainable Development (Bonn, Germany) is now available in eight languages, namely in English, French, Spanish, German, Arabic, Russian, Chinese, Danish.  Visit site for download in the language of your choice.


Nine principles of good practice for assessing student learning

As a systematic process of gathering, interpreting and using information about student learning, assessment is a powerful tool for educational improvement.  This article, developed by the American Association of Higher Education, presents 9 principles of good practice for assessing student learning.  Download the full article (pdf).


La formation continue et l’accompagnement du personnel enseignant du collégial

This first book of the PERFORMA Collection presents a collection of Faculty research and Innovation projects, and identifies key lessons to support teachers in their research and innovation efforts.This book is first and foremost intended towards those in position to support and mentor teachers.

Ce premier ouvrage de la Collection PERFORMA fait état de résultats de recherches ou de projets d’innovations portant sur le personnel enseignant et en dégage les principales leçons pour l’accompagnement des équipes d’enseignantes et d’enseignants. Il s’adresse donc d’abord à celles et à ceux qui ont pour mandat d’accompagner ou d’encadrer le personnel enseignant.


For more information / Pour plus d’information:

The Association of Colleges (AoC) International Charter

The Association of Colleges (AoC) is proud of the excellence and commitment Colleges bring to their international work. The AoC International Charter embodies the unique qualities of UK Colleges, presenting the sector’s work to key domestic and international stakeholders and ensuring Colleges maximise their international opportunities…Association of Colleges International Charter [PDF]



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