Quality of technical and vocational education and training (TVET)

The projects from Theme 3: “Quality of Technical and Vocational Education and Training (TVET)” are those that focus on aligning supply and demand, from a competency-based approach that facilitates a meaningful response to an increasingly changing labour market.

Another thing that contributes greatly to the quality of people’s training is the gender equality approach, since this enables the identification not only of the needs of the market but also those of individuals. Adapting programs according to these needs, to a culture of non-violence, to breaking down stereotypes within programs and in teacher training, for improved delivery of new technical programs, is all part of quality education. One example was the development of specific training modules on entrepreneurship, which can be implemented at a later stage, aimed at women at risk of exclusion and in some cases Indigenous women.
Discover the projects that improved the quality of Technical and Vocational Education and Training (TVET)
Project B01 – Curriculum development in electricity and energy efficiency, entrepreneurship, and gender equality initiatives in the extractive sector
Project B02 – Curriculum development in mining plant operation, basics of mining plants, and relationships with companies
Project B03 – Strengthening institutes to serve the productive sector in mining supervision
Project B05 – Leadership and change management in industrial mechanics and industrial electromechanics
Project B06 – New paradigm for curriculum development in renewable energy and alternative energy sources
Project B07 – Supporting curriculum design in heavy machinery maintenance and metallurgy


It's something to be proud of!

More than

1,349 students (43% women)

enrolled in the training courses developed by the PA-EFE Program

16 training programs

that cover both labour market needs in the extractive sector and challenges around gender equality and environmental sustainability

91% employers

have a positive view of the level of employability of students at the end of their placement

(Canadian dollars)

More than CAN$1 million

invested in teaching equipment or materials

20% more extractive companies

were satisfied with the quality of the programs created and/or adapted

(Canadian dollars)

CAN$ 240,000

of funding in response to the COVID-19 pandemic


All projects under this theme were aimed at creating or adapting training programs that were suited to the needs of the labour market. As such, these programs were developed jointly by local partners (institutes and universities) and Canadian colleges, in collaboration with the productive sector, through a labour situation analysis (LSA).
The programs were created using a competency-based approach (CBA), which recognizes the importance of practice in learning. As such, a budget of CAN$100,000 has been allocated to each project for the purchase of state-of-the-art equipment to help students to be better prepared to enter the labour market. Gender equality and environmental sustainability perspectives were taken into account throughout the process of creating or improving programs. Technical and pedagogical training was also provided to trainers from local partner institutes on the use of the new tools in an instructional setting.
Finally, due to the COVID-19 pandemic, several distance learning courses—both synchronous and asynchronous—were developed and delivered to compensate for travel bans. However, when the situation allowed, exchanges and visits were held on both sides, both in Canada and in the partner country.

Lessons learned

The lessons learned from the theme 4 projects focus on aligning supply and demand, competency-based education, and the quality of TVET.



Hear what they say about it
Felipe Efraín Cutipa Villalba
Coordinator of the Metallurgy Studies Program, Instituto de Educación Superior Tecnológico Público Honorio Delgado Espinoza (IESTP-HDE), Peru

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