UNESCO’s Global Skills Academy (GSA) is an initiative under the Global Education Coalition, aiming to support ten million youth and adults globally in building essential skills for improved employability by 2029. The GSA offers free, high-quality online training courses, addressing pressing labor skills gaps and empowering individuals for a future-ready workforce. UNESCO

The European Commission’s Union of Skills initiative focuses on building skills for quality jobs, upskilling and reskilling an agile workforce, and facilitating the circulation of skills across EU member states. This comprehensive effort aims to improve skills development, workforce mobility, and job quality across the European Union. European Commission

WICHE has explored the relationship between Recognition of Prior Learning (RPL) and employers, highlighting how RPL can be leveraged to reskill existing employees in a rapidly changing labor market. The initiative emphasizes the importance of aligning RPL practices with employer needs to enhance workforce development. WICHE

The American Association of Collegiate Registrars and Admissions Officers (AACRAO) has been a leader in advancing Learner and Employment Records (LERs). LERs enable individuals to own, manage, and share their learning and employment data across educational institutions, employers, and other stakeholders. AACRAO’s LER Accelerator coalition aims to increase awareness and reduce obstacles to the adoption of digital credentials in post-secondary education. AACRAO

America Succeeds is a nonprofit organization dedicated to advancing the development and recognition of “Durable Skills”—a set of competencies that include critical thinking, communication, collaboration, creativity, leadership, growth mindset, and fortitude. These skills are increasingly demanded by employers across various industries and are essential for long-term career success and economic mobility. Through its research and advocacy, America Succeeds has identified that seven out of the ten most requested skills in job postings are Durable Skills, highlighting their importance in the modern workforce. America Succeeds

Evolving from the early work on the Industry Skills Accelerator, TAFE NSW, with matched funding from the Australian and New South Wales governments under the National Skills Agreement, has established Manufacturing Centres of Excellence to help address skills shortages in high-priority sectors. Through this initiative, they deliver a spectrum of microskills (very short, often 2-hour modules) and microcredentials (8-week courses) focused on topics such as generative design, digital manufacturing integration, robotics, hydrogen technologies, and sustainable manufacturing. These offerings are fully subsidised (fee-free) and open to a broad range of learners — from school students and apprentices to existing workers — with the goal of upskilling individuals in emerging technologies and enabling smoother transitions into advanced manufacturing roles. TAFE NSW

New Zealand has adopted the SFIA framework to define the digital skills, knowledge, and behaviors needed across the public sector workforce. This standardized framework supports consistent career pathways, skills assessment, and strategic workforce planning, facilitating the recognition and development of digital competencies. SFIA

The African Union’s Digital Transformation Strategy emphasizes the development of digital skills and human capacity as a foundational pillar. The strategy aims to enhance digital literacy and competencies across the continent, thereby improving access to digital jobs and fostering economic growth. African Union

Launched in September 2021 following endorsement by the Council for Human and Social Development (COHSOD), the CARICOM Digital Skills Task Force unites Member States, regional bodies and international partners to advance digital literacy and workforce readiness across the Caribbean. Since its inception, it has produced a regional workplan, held public consultations and begun drafting a Digital Skills Strategy aligned with the Caribbean Vocational Qualification framework. Its work underpins the CARICOM Digital Resilience Strategy, endorsed in July 2024, which established a Digital Skills Fund, a Digital Skills Training & Learning Network and the “Digi-Smart” initiative to train 10,000 youths in targeted digital skills. A proposed Digital Skills Commission, discussed at the February 2025 Heads of Government meeting, will further scale and institutionalize these efforts. As an illustration and effective September 2025, four member states (Barbados, Trinidad and Tobago, Jamaica and Grenada) are modernising TVET education through a pilot digitalization project. 

The Inter-American Development Bank (IDB) has developed a Digital Credential Framework to guide the creation and issuance of digital credentials in Latin America and the Caribbean. This framework aims to enhance the recognition of knowledge acquisition and continuous learning, facilitating mobility and access to employment opportunities across the region. IDB

The Association of Southeast Asian Nations (ASEAN) has initiated efforts to establish a digital credential recognition system. This system aims to create a unified approach to recognizing and transferring digital credentials across member countries, enhancing workforce mobility and access to learning and employment opportunities. ASEAN

The C-BEN vision is to revolutionize education and workforce development to better meet the needs of both learners and employers, ultimately creating skills-based systems that recognize people for what they know and can do. C-BEN

This framework is designed for teachers, education leaders, education policymakers, and learning designers. It outlines competences and learning scenarios to inform learning materials, standards, school-wide initiatives, and responsible AI policies for primary and secondary education settings. The AILit Framework for primary and secondary education is a joint initiative of the European Commission (EC) and the Organization for Economic Cooperation and Development (OECD). 

AILit Framework

This publication aims to help educators integrating artificial intelligence learning objectives into official school curricula to prepare students to be responsible and creative citizens in the era of AI. UNESCO AI Competency Framework