Emerging Trends in TVET, Pedagogy and Collaboration for Global Relevance TVET aims to address perennial trends that pose challenges to TVET delivery thereby inhibiting the attainment of its mandate globally.

Despite attempts in creating awareness at international level using UNESCO-UNEVOC as strong agents of the role of TVET, it is worrisome the low response by individual nations in the area of investment in TVET education. Emanating from the foregoing is poorly equipped TVET programmes across the world, except for a few nations among the Asian Tigers, and in Europe. Africa, Latin America and other parts of the world have grappled over the years with no remarkable feat. This is compounded with emerging trends such as internationalisation, virtual classroom, and multicultural nature of the business environment, modern work-related skills, knowledge economy, information superhighway and the nanosecond speed at which communication thrive beacons on TVET programmes to follow suits otherwise, its graduates and even instructors would be going in opposite direction. These and other related issues need be reported after rigorous research to feed the entire TVET community globally. The new millennium which equally coincides with the 21st century, it is widely noted is witnessing very challenging social phenomena like poverty, climate change, and pandemic and slow pace of development among third world and emerging economies.

The realisation of the evil and chronic effect of poverty across the world and the need to fight vigorously its monstrous multiplier antecedents in dehumanising the human race had been in the agenda of world assemblage. The dawn of the present millennium therefore, has to witness more concerted efforts by nations of the world and relevant international and professional bodies to tackle poverty using TVET.

Therefore this special issue aims to achieve the following aims/specific objectives:

Aims and Scope: