The participant is at the centre of the creation of his/her pathway, as he/she can choose to:

• Attend only one module and obtain the corresponding ECTS. In the following four years, he/she can complete the certificate by attending the remaining courses;
• Attend all the three modules and obtain the Certificate of Advanced Studies (CAS - 10 ECTS) on the Intervention in Skills Development Systems;
• Before starting the training, try to obtain credits without going through one or more of the CAS training modules: non-formal training and informal learning outcomes can be recognised and exempt the participant from one or more modules.

The CAS Intervention in skills development systems is structured around three hybrid modules on topics related to vocational pedagogy, the management of vocational training centres and socio-professional integration systems, and the digitalisation of skills development systems.

At the end of the training course, the CAS will enable participants to develop the competences presented below.

Professional pedagogy

• Develop skills to improve the role of the instructor in guiding young people in the acquisition of skills;
• Analyse the work process and define relevant work situations in order to deduce the associated knowledge, skills and transversal competences;
• Master the tools and transversal competences to implement efficient training at the workplace in the company and in particular to know how to analyse the different possibilities to strengthen informal vocational learning systems;
• Plan, implement and evaluate teaching sessions;
• Capture the attention of learners to the didactics adopted;
• Ability to innovate in pedagogy and didactics to ensure learners' attention and interest.

Management of Vocational Training Centres and Socio-professional Integration Schemes

• To understand the different aspects of the autonomy of Vocational Training Centres and to reflect on their level of autonomy in the national contexts;     
• To be aware of the different mechanisms and tools for anticipating competences and to choose those applicable to the level of the Vocational Training Centres;     
• Be able to identify the stakeholders of the VET Centres and reflect on the links and strategies to engage with them, including PPPs;         
• Be able to map the internal processes within the VET Centres;   
• Be able to clearly define the functions and tasks of a Vocational Training Centre Manager, reflecting on the general and specific competences he/she should possess;  
• Define funding diversification strategies for Vocational Training Centres in order to improve their financial sustainability in their specific context;
• To develop concrete ideas on how to improve the social inclusion of a Vocational Training Centre;
• To be aware of different models of integration schemes inside or outside a VET centre and to reflect on actions to facilitate the transition of TVET graduates to the work world.  

Digitalisation of skills development systems

• Analyse current labour market needs for digitalisation and develop suitable, competence-based curricula to meet new industry/sector demands and trade/skills frameworks;
• Define effective hybridisation strategies in the process of digitalising TVET provision in their industry/sector;
• Establish effective, accessible and inclusive hybrid pedagogical and educational approaches to develop digital competences of TVET personnel in a collaborative and participatory manner;
• Develop sustainable digital competences to realise the hybridisation of vocational training, assessment tools and VAE certification packages;
• Know how to moderate and/or facilitate hybrid learning experiences;
• Know the key principles of digital inclusion and their application to hybrid TVET pathways;
• Know how to use instruments for continuous evaluation of the digital training material offered and to evaluate course outcomes in order to better meet the needs of the participants;
• Develop quality digital resources to enable replication through TVET professions and countries.

Participants who complete all three modules will complete their CAS course.

The accreditation of the training path and the certification of the learners' competences for the delivery of the CAS are carried out by the SFUVET and the ITCILO in a co-certification logic.

Learners who validate a training module obtain a Module Certificate worth between 3 and 4 ECTS depending on the case. Learners who have successfully completed the CAS will be awarded the related certification by the SFUVET and the ITCILO.

The admission to the CAS continuing education programme requires the following cumulative conditions:

• a tertiary level qualification - i.e. university level - such as those accessible through the following routes: university, vocational examination, higher vocational examination, university of applied sciences or university of teacher education, or an equivalent certification;
• a proven thematic link with vocational training, e.g. through current or past professional activities;
• a professional experience that lasted several years.

Or admission by application

The Centre can rely on the expertise of the ILO, which is rooted in a century of standard setting and technical assistance in skills development. This experience has provided a deep understanding of how TVET/Skills Development systems can become effective and sustainable in the long term, as well as a set of proven tools and models that can be adapted to national contexts.

The ILO's leading role in international cooperation on skills development also means that the Centre is able to draw on a wide network of expertise within the UN system, the technical partners, the academic world and beyond.