TVET stays relevant when it keeps evolving. Labour markets change fast, learners expect training that fits real life, and employers need graduates who can perform from day one. This module helps institutions avoid “guessing solutions” and instead build improvements based on what people actually need—then test ideas quickly before investing time and money.
Innovation here doesn’t mean “big tech” or expensive change. It means solving real problems in smarter ways—through better teaching, better internal practices, and better collaboration with the community and industry.
What participants learn in Module 3
By the end of this module, participants should:
- Use a human-centred problem-solving process to tackle a real TVET challenge
- Turn insights from stakeholders into a clear, focused problem statement
- Generate many ideas quickly and select the most promising ones
- Build a simple prototype and test it with real feedback
- Transform a tested idea into a short, structured project proposal (ready to pitch)
Module 3: Materials for trainers
What participants actually do (hands-on activities)
This module is highly practical and built around group work.
Activity 1: Empathy interviews (listen first)
Participants interview each other (or simulate interviews) to capture:
- what the challenge is
- who it affects (learners/employers)
- how it feels in daily work
- what would make things easier or more effective
- Key rule: no solutions yet—just listening and capturing insights.
Activity 2: Define the problem (make it usable)
Teams turn insights into one clear sentence using a simple structure:
“Learners/employers need ___ because ___.”
This helps avoid vague problems (“we need better equipment”) and focuses on real needs (“students need faster computers because slow systems waste learning time”).
Activity 3: Ideation (generate options fast)
Teams brainstorm at least 20 ideas quickly, cluster similar ideas, then vote for the top 3.
To push creativity, they use prompts like:
- replace something
- combine ideas
- adapt what already exists
- improve/modify
- reuse for another purpose
- remove what’s unnecessary
- reverse the process
Activity 4: Quick prototyping (make it visible)
Teams select one idea and create a prototype in 30 minutes:
- a sketch, mock-up, role-play, or simple digital concept
- Then they present it and receive feedback using a constructive format: “I like…” / “I wish…” / “What if…?”
Activity 5: From prototype to project proposal (make it fundable and doable)
Finally, teams turn their prototype into a short proposal answering five questions:
- What problem are we solving?
- What is the solution?
- Who needs to be involved / who benefits?
- How will we implement it (timeline, roles, resources)?
- What change do we expect, and how will we know it worked?
A practical way to apply Module 3 in your institution (quick start)
Try a “one-week innovation sprint” with your team:
-
Day 1 (60 min): Interview 2 learners + 1 employer (or internal staff) about one real issue
-
Day 2 (45 min): Write one clear problem statement
-
Day 3 (60 min): Brainstorm 20 ideas and vote for the top 1–2
-
Day 4 (60 min): Prototype the best idea (sketch/role-play/mock-up)
-
Day 5 (45 min): Test it with 3 people, collect feedback, and write a 1-page proposal
This is enough to move from “we have problems” to “we have a tested solution and a plan”.
What’s next
Module 3 is where creativity becomes action: listening, designing, testing, and turning ideas into proposals that can be implemented. In the next module, the focus shifts to making innovation and collaboration sustainable—so improvements don’t depend on individual effort, but become part of how the institution works. Stay tuned for the next post.
Co-funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
