Based on the conclusion from the first research analysis on whether WorldSkills is a catalyst for system-level change in 2024, conducted by the WorldSkills Global Research Council (WSGRC), it is evident that WorldSkills has the potential to drive broader impact for its Members. Following this key research agenda, the WSGRC is supporting WorldSkills Vision 2035 through its long-term plan, which outlines four phases of research to create compelling evidence and insights into how WorldSkills can be a catalyst for positive changes in national skills systems. In addition, the findings will be a practical tool for Members to advocate for system-level change with their governments and funders.

The aim of the project between 2025 and 2026 is designed for two parts. First, it is essential to develop a better understanding and mapping of policy actors’ engagement with WorldSkills International and to define system-level change in the WorldSkills context. Building on the findings of this report, the next part in Phase I aims to tap into more details of the changes in technical and vocational education and training (TVET) policy across national systems and the impact of such changes at the global level for a skills movement.

In order to achieve this aim, this project aims to answer three research questions:

• What does ‘system-level change’ mean in TVET and in the WorldSkills context – in public policy and professional practice?
• How do policy actors (broadly defined) engage with WorldSkills?
• What evidence exists of WorldSkills shaping national TVET policies?