A Methodology for TVET Colleges to Map Actual and Potential Connections to Industry and Work, funded by the 2025 UNESCO UNEVOC Network Coaction Initiative
UNEVOC TVET-Industry Roadmap (PDF)
Liu, Z. (2024). What is the gap between China and the UK’s Higher Vocational Education And Training (HVET) students’ post-college transition after Covid-19?
Manzeke-Kangara, M.G., Muwaniki, C., Siziba, S., Chamboko, T., Mtambanengwe, F., & Wedekind, V. (2024). Evolution of Agricultural Extension in Zimbabwe: Emerging Technologies, Training Needs and Future Possibilities. South African Journal of Agricultural Extension , 52(2), 21-55.
Zhang, X., Zhang, D., & Li, X. (2024). The Functions, Framework System, and International Reference of China’s Skill Formation System. Vocational Education Forum, 40(07), 23-31.
Wedekind, V., Russon, J., Liu, Z., Zungu, Z., & Li, M. (2024). What is a ‘quality TVET lecturer’? Problematising the concept of quality in vocational education. Journal of Vocational, Adult and Continuing Education and Training, 7(2), 22
Esmond, B. and Wedekind, V. (2023) Theorising VET without ‘VET theory’? Foundations and fragmentation of Anglophone VET research. In: bwp@ Spezial 19
VET Africa Collective 4.0 (2023). Transitioning Vocational Education and Training in Africa: A Social Skills Ecosystem Perspective, Bristol: Bristol University Press. ISBN: 978-1529224634
Zhang. X., Li, X., Chen. Y., & Liu, X. (2022). The logical starting point and institutional system of the construction of a skilled society. China Vocational and Technical Education, (25), 5-11.
Wedekind, V., Russon, J., Ramsarup, P., Monk, D., Metelerkamp, L. & McGrath, S. (2021) Conceptualising regional skills ecosystems: Reflections on four African cases. International Journal of Training and Development, 25(4), pp.347-362. DOI:
Springer Handbook of Vocational Education and Training (2019)
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