In this discussion paper, we explore the role of vocational education and training (VET) in preparing people for the current and future workforce.
https://www.ncver.edu.au/research-and-statistics/publications/all-publications/workforce-ready-challenges-and-opportunities-for-vet
The virtual conference discussed the identification and implementation of new qualifications and competencies in curricula and training regulations.
https://unevoc.unesco.org/home/Virtual+Conference+on+New+Qualifications+and+Competencies+in+TVET
This discussion paper aims to highlight the reasons why in developing and emerging economies, TVET in agriculture differs to TVET in other sectors, and explores seven key challenges faced in implementing effective agricultural TVET programmes.
https://unevoc.unesco.org/home/UNEVOC+Publications/lang=en/akt=detail/qs=6317
This report provides evidence in support of the development of indicators of a benchmark to monitor work-based learning in formal VET.
https://ec.europa.eu/jrc/en/publication/building-evidence-work-based-learning-vet
Analytical synthesis of the 2nd Regional Workshop for Exchange between Vocational Training Actors in Africa and their Mutual Strengthening, held in Nairobi from 18-20 June 2019.
http://www.iiep.unesco.org/en/quality-tvet-successful-training-employment-transition-africas-youth-13358
En français. Afrique. Des systèmes d’EFTP de qualité pour une transition formation-emploi réussie des jeunes en Afrique
This note provides guidance on reducing the adverse impact of the pandemic on TVET provision and enhancing the contribution TVET can make to mitigating the health, social, and economic impact of COVID-19.
https://openknowledge.worldbank.org/handle/10986/33759
The four countries surveyed differ widely in terms of educational traditions and the position of VET at upper secondary level. Regarding the integration of disadvantaged youth into education and work, the differences concerning access to upper secondary education, the importance of VET at upper secondary level and the recognition of training programmes for youth at risk may be of particular relevance. Further research is needed to empirically investigate the effectiveness of the identified education and training models as a means of integrating youth at risk into upper secondary education.
https://journals.sub.uni-hamburg.de/hup2/ijrvet/article/view/380
We argue that there are five key policy themes in building a vocational skilled workforce: (1) the dedication of the government in increasing the quantity of vocational skilled workforce, (2) encouraging collaboration between vocational colleges and industries, (3) fostering a greater role for private vocational providers, (4) promoting a positive reputation for vocational education, and (5) maintaining the continuity of policy implementation.
https://journals.sub.uni-hamburg.de/hup2/ijrvet/article/view/372
Despite recent advances in technology, distance learning, be it online or offline, is not a long-term substitute for face-to-face teaching and practical skills training. In low- and middle-income countries, there are many issues impeding the wider and permanent diffusion of distance learning. These involve socio-economic and cultural aspects beside the limited ICT infrastructure that contributes to the digital divide.
https://gemreportunesco.wordpress.com/2020/04/28/tvet-and-skills-development-in-the-time-of-covid-19/
Changes in the qualification profiles of workers is one indicator of changes in the supply and demand for education and training. The emerging need for flexible reskilling and upskilling based on skill sets or micro-credentials may drive future demand for VET; the sector is already well placed to provide this efficient and cost-effective training.
https://www.ncver.edu.au/research-and-statistics/publications/all-publications/the-dynamics-of-qualifications-implications-for-vet
Resources for TVET Managers and Policy-Makers.
https://www.ilo.org/skills/Whatsnew/WCMS_742672/lang–en/index.htm
There has been a growing emphasis on providing students in vocational education and training (VET) with workplace experiences. School-based VET and apprenticeship training have been parallel routes in the Finnish VET system, but relatively little is known of their characteristics regarding students’ experiences.
https://link.springer.com/article/10.1007/s12186-019-09229-w
This book provides a rich collection of research and practice perspectives around central topics in the field of work-based learning (WBL). The research approaches presented in this book are meant to support everyone in meeting their TVET objectives, regardless of region and scale.
https://www.bibb.de/veroeffentlichungen/en/publication/show/9861
Different forms of online learning and collaboration have become the focus of attention in an effort to ensure continuity of learning.
https://unevoc.unesco.org/home/COVID-19+disruptions
This guide presents an analytic framework that summarizes some of the main elements and issues that need to be considered in measuring ROI.
https://unevoc.unesco.org/home/UNEVOC+Publications/lang=en/akt=detail/qs=6309
TVET in Poland has a long tradition and distinctive features set in Polish geographic, economic and social context. Even though there is no unique and specific TVET low in Poland like for example the Vocational Training Act in Germany, numerous educational reforms conducted in Poland have been instrumental to shaping the contemporary form of this type of education. The last educational reform from 2017 introduced changes that profoundly influenced the structure of TVET in Poland.
http://www.tvet-online.asia/issue/13/dolinska-et-al
One-fifth of the global population under the age of 25 now resides in Sub-Saharan Africa (SSA), the world’s youngest region, which is growing at a rapid rate. The region’s working age population is expected to reach 600 million in 2030, with a youth share of 37 percent—bigger than that in China. However, Africa already faces high and rising unemployment rates, with youth particularly vulnerable. Across Africa, youth unemployment (10.9 percent) is essentially double that of adults (5.6 percent).
https://acetforafrica.org/publications/future-of-work/implications-for-secondary-education-and-tvet-systems/
There are needs for didactical development and scientific research in vocational pedagogies in Thailand. To enhance quality of TVET and for further development of TVET-systems, it is necessary to continuously exchange knowledge between scientists and practitioners from different countries and to do research in TVET especially on Work-related Learning.
http://www.tvet-online.asia/issue/13/phalasoon-et-al
The European Union’s economic recovery has strengthened. But the economic downturn has accelerated long-term trends of globalisation and digitalisation that demand new skills. Forecasts of a smaller available workforce due to demographic trends are also becoming a reality. Vocational education and training (VET) can help tackle these issues, especially as part of a comprehensive policy approach.
https://www.cedefop.europa.eu/en/publications-and-resources/publications/9126
En français. UE. Améliorer l’enseignement et la formation professionnels grâce aux données, aux analyses et aux échanges
While high quality apprenticeships are recognized as a successful pathway for young people in the transition from school-to-work, there have been limited opportunities for apprentices to be represented and contribute to policy discussions at European level.
https://ec.europa.eu/social/main.jsp?catId=738&langId=en&pubId=8245&type=2&furtherPubs=no
This paper provides experimental evidence on the effects of vocational and entrepreneurial training for Malawian youth, in an environment where access to schooling and formal sector employment is extremely low. It tracks a large fraction of program drop-outs — a common phenomenon in the training evaluation literature — and examines the determinants and consequences of dropping out and how it mediates the effects of such programs.
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2298483
The study revealed that the country lacks a participatory monitoring and evaluation (M&E) framework that allows private-sector and other stakeholders to participate in the M&E of TEVET programmes. Because of this lack of a participatory framework, the country faces a situation where there is a mismatch between the range of TEVET programmes provided by training institutions and the needs of industry.
https://unesdoc.unesco.org/ark:/48223/pf0000371409
The role of VET in developing entrepreneurship has experienced increasing attention internationally. This research draws together international literature on teaching and learning for entrepreneurialism with the goal of informing potential Australian developments in this area.
https://www.ncver.edu.au/research-and-statistics/publications/all-publications/the-role-of-vet-in-the-entrepreneurial-ecosystem
Technical and vocational education and training (TVET) in China aims to enhance the employability of its labour force and to contribute to China’s social and economic development. The policy documents aim to support the development of a world-class modern vocational education system that meets China’s needs by 2020.
https://unevoc.unesco.org/wtdb/worldtvetdatabase_chn_en.pdf
Communities hold technical and vocational training in disdain and this has resulted in an influx of individuals who are enrolled in universities ultimately resulting in high unemployment. The study sought to understand why communities are shunning technical and vocational training with the ultimate aim of finding lasting solutions to building confidence in technical and vocational training.
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3454429
Although governments and development partners have noticeably improved skills development across eastern and southern Africa over the past decade, reforming the TVET sector is critical to address the scale of youth unemployment and to meet the demand for new skills in a changing global economy.
https://www.idrc.ca/en/research-in-action/policy-relevant-lessons-help-african-youth-develop-workplace-skills
This study aims at investigating the extent to which public-private-civil society partnership (PPCSP) can help in establishing good governance practices of vocational education programme in Federal Universities in South-South geopolitical region of Nigeria.
https://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/3287
The education sector is affected as only qualified, highly skilled and educated employees are required. IR4.0 technologies have created new jobs in meeting the needs of the existing market, as such more services and unique products will be introduced. Therefore, this study identifies the technical competency needed by industries towards future industrial revolution for TVET graduates.
https://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/3208
Progress has been made in recognizing the value of core skills for the world of work, building them into curricula and ensuring some measure of professional development for teachers and trainers.
https://magazine.lucubrates.com/develop-the-core-skills-in-tvet-to-enhance-the-employability-of-learners-and-jobseekers/
This report seeks to increase understanding of how to improve girls’ and young women’s participation in TVET and to help strengthen the bridge between their education and employment.
https://www.brookings.edu/research/girls-transitions-to-work-through-higher-quality-tvet-programs-in-nepal/
This publication is a useful starting point for work by policy makers, social partners, experts and researchers. It provides orientation to a range of other actors involved in VET-related activities: VET providers, teachers and trainers; guidance, qualifications and validation staff; and other readers who want to familiarise themselves with VET systems across and beyond Europe.
https://www.cedefop.europa.eu/en/publications-and-resources/publications/4168
This timeline helps understand the scale of change and the individual policies, programs or initiatives that have shaped VET at both the national and state and territory levels. The comprehensive resource also includes economic events that may have influenced enrolments and completions of VET courses, apprenticeships and traineeships.
https://www.voced.edu.au/vet-knowledge-bank-timeline-australian-vet-policy-initiatives
Understanding the return on investment (ROI) in VET provides governments with information on the performance of the system and justification for public expenditure. This report introduces a conceptual framework for defining what is involved in the ROI calculation and provides a guide to what type of information and data are required to calculate the returns to training for government, employers and individuals.
https://www.ncver.edu.au/research-and-statistics/publications/all-publications/a-framework-to-better-measure-the-return-on-investment-from-tvet
The glossary is a source for terms and definitions which are used in the field of vocational education and training. Emphasis is placed on its usage in the context of the German dual system. The VET Glossary is a work in progress and updated and expanded on an ongoing basis.
https://www.bibb.de/en/80996.php
In developing countries and emerging markets, a large share of the people work in the informal economy. Women are even more likely to do so than men. From a developmental viewpoint, relevant questions include: How can informal work be made more decent and productive? And how can the transition to formal employment be facilitated?
https://www.dandc.eu/en/article/more-education-crucial-create-less-informal-and-more-formal-work
The paper explores the relationship between vocational education and training (VET), the labour market and social justice in the current conjuncture.
https://journals.sub.uni-hamburg.de/hup2/ijrvet/article/view/290
This research examines parallel multilevel political entities as they competitively position education within a global education policyscape.
https://www.voced.edu.au/content/ngv%3A81300
Education programs that focus on job-specific skills facilitate the school-to-work transition, but in dynamically changing economies specific skills may rapidly become obsolete. Education programs focused on general skills and competences transcending specific occupations may prepare workers better to adapt to changing environments. This creates a basic trade-off over the life-cycle; vocationally educated individuals have early employment advantages over generally educated individuals, but this pattern reverses later in life.
http://www.eenee.de/dms/EENEE/Policy_Briefs/PolicyBrief1-2019.pdf
Building on detailed national case studies, the report demonstrates the expansion and diversification of vocationally oriented education and training offered at higher levels in European countries and the variations in how countries use the higher levels: there is evidence for strengthening vocational principles at higher levels in various ways as well as for strengthening academic principles.
https://www.cedefop.europa.eu/en/publications-and-resources/publications/5570?NL=88
See also Volumes 1 to 5
We wanted to kick start a real debate about the underlying principles and philosophy of English vocational education so that we can move away from instability towards a more settled and focused vision.
http://www.edge.co.uk/VEDebate
This book provides a rich collection of research and practice perspectives around central topics in the field of work-based learning (WBL). Based on an extensive prior literature review of the current state of research on WBL in TVET contexts on a global scale, key themes of interest for a competence-based perspective were chosen to call for contributions from researchers and experts in VET from all around the world.
https://www.bibb.de/veroeffentlichungen/en/publication/show/9861
Learning through scenario training and live simulation in vocational education is generally regarded as an effective tool for developing professional knowledge. However, previous research has largely overlooked the learning of students in secondary roles in scenario training. The objective of this study is to explore learning for students who act in secondary roles during scenario training in vocational educational settings.
https://journals.sub.uni-hamburg.de/hup2/ijrvet/article/view/319
Our results show that initially higher earnings observed for people achieving higher vocational education disappear when people are in the mid-twenties. Depending on the type of university attended, male degree holders earn up to 18% more by age 30, while female graduates earn around 40% more. However, there is considerable heterogeneity by gender and subject area. There are high returns related to higher vocational/technical education in STEM subjects, which remain significantly above those of many degree holders by age 30.
https://www.niesr.ac.uk/publications/comparison-earnings-related-higher-level-vocationaltechnical-and-academic-education
Vocational education has not always had the best reputation. Vocational programmes are often technical in nature, and their graduates typically expect lower incomes relative to those who complete general or academic tracks. As a result, vocational education is generally perceived as a track for low-achieving students, or an alternative for those who drop out.
But this reputation is not entirely deserved.
http://oecdeducationtoday.blogspot.com/2019/04/why-vocational-education-matters.html
The author used social research method qualitative Interview to sketch out professional profile, which could be applied to design an adaptive training course for newcomers and also used as standards for recruitment new workforce in the future.
http://www.tvet-online.asia/12/issues/issue12/vo
The objectives of CAF-FCA’s work were to create awareness among apprenticeship stakeholders about the FIATT initiative, enhance connections between the pilot administrators and develop and implement an evaluation framework. This report summarizes the evaluation results.
http://caf-fca.org/wp-content/uploads/2019/01/CAF-FIATT-Report_EN_F.pdf
En français. Canada. Souplesse et Innovation dans la formation technique des apprentis (SIFTA)
