At Fundación Chile we are convinced that the growth and development of the country depends on the advancement of its people. Therefore, we have taken to heart the purpose of expanding the opportunities of those who currently see training as a gateway to development, in a more dynamic, ever-changing, and digitalized environment. This positively impacts their technical vocational education and training (TVET) pathways by boosting for a training system for life that is increasingly inclusive and interrelated with the local productive and service sectors.

Considering both formal training and the training acquired in the work environment, TVET pathways involve all the learning experiences that people achieve throughout their lives. In order to position this new training conception, it will be fundamental to articulate all the stakeholders, allowing people to acquire, consolidate, and certify their skills in an incremental way throughout their lives.

We believe and work for:

Pathways that provide a fluid and continuous mobility between peoples’ formal training opportunities and work experiences, articulating employers, opportunities of formal learning within the companies and educational institutions.

Contributing to the development of highly competitive productive and service sectors. By incorporating technicians and professionals who are capable of taking on the challenges posed by the 4.0 industry.

Promoting a quality TVET system with a relevant education and training offer that responds to the needs and opportunities of the territories.

What problems are we facing?

  • Chile is among the OECD countries with the greatest mismatch between educational level, skills, and area of study. One third of workers are employed in a position that requires a different skills set that they really have, , and half are in a different field of work than the one they studied for.

  • There is a lack of consistency in the effective connection between levels of TVET, and work experience. Thus, making training inefficient as well as hindering job transitions.

  • There is a technological gap cutting across the training and work space, that requires constant updating and modifications, both in the skills acquisition process and for the individuals involved in the different roles

  • The recent OECD study “Automation, skills use and training” (2018), places Chile among the countries with greater risk of automation of their job offerings, close to Germany and Japan.

  • TVET programs, courses and curriculum, in general, are not sufficiently connected to the productive context, revealing a gap between the training and the necessary performance in the workplace. 45% of the Technical-Vocational Secondary Education graduates, who work, do so in the service sector. Only 28.4% claim to work in a company in the specialty they studied.

  • The teaching-learning methodologies applied do not necessarily provide a better acquisition of work skills, reproducing outdated and scarcely dynamic models.


Fundación Chile’s distinguishing attributes lie in working with a comprehensive approach towards people’s training, which includes the training and labor scope. We have acquired extensive experience over the years developing quality standards in training such as skills and qualifications, based on the work conducted with education and training institutions, regulatory entities, unions, and companies, among others.

We hace developed public-private inititatives over the past 15 years, both in Chile and in and the Latin-American region, implementing quality training programs and promoting high standards in employment in companies in various productive and service sectors (P&S). We  have also contributed to improving quality in the Technical-Vocational Secondary and Higher Education field, in addition to developing public policy instruments to promote the articulation of the system.

Our methodology is based on a three-step value chain  comprised by: diagnosis and prospectiontraining quiality standards and proposal of territory improvement initiatives always focusing on the strategic productive sectors such as mining, energy, logistics, commerce, among others.


What are the jobs of the future? What does the industry require in terms of human talent? How does the industry adapt to new technologies? We seek to forecast the future demand for human talent in line with the current needs of the industries.


Labor standards allow to establish criteria to evaluate the performance of workers, and are used to determine gaps and adjust the training offer with the requirements of the industry.


Improvement initiatives with a territorial and sectoral approach seek to promote relevant and quality training with results that are replicable and sustainable over time. The collaboration between public and private stakeholders is crucial.

We are currently working with a wide range of stakeholders: public agencies such as ministries and services offices; training institutions and do tanks, among other. We engage to foster the creation of a virtuous cycle between the worlds of education and workforce, and to develop high-impact innovations to model political, institutional, and social conditions that facilitate the continuous learning of individuals throughout their lives.


TP Digital

Our commitment is global. This initiative contributes to:

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