Australia. Vocational Voices Podcasts
Listen to leading experts discuss current trends in vocational education and training.
https://www.ncver.edu.au/news-and-events/podcasts/vocational-voices-podcast
Promoting quality in TVET using technology
This practical guide helps TVET institutions to understand the organizational plans needed to build up their capacity to stimulate digital learning. It also guides teachers that want to develop their competencies, improve their pedagogical strategies with use of technology, and learn from existing practice.
https://unevoc.unesco.org/home/UNEVOC+Publications/lang=en/akt=detail/qs=6404
Guide and digital interactive assessment tool on Making TVET and skills development inclusive for all
The guide aims to help skills decision-makers and practitioners assess to what extent their TVET system is currently excluding certain individuals or groups, identifies underlying reasons, and provides practical ideas on what could be done to redress inequalities.
https://www.ilo.org/skills/areas/skills-for-youth-employment/WCMS_755869/lang–en/index.htm
En français. Guide pour rendre l’EFTP et le développement des compétences inclusifs pour tous
Indonesia. Evaluating competence-based vocational education in Indonesia
This paper investigates the realisation of competence-based education (CBE) in vocational education in Indonesia. It examines the extent to which CBE design principles of the Comprehensive Competence-Based Education Framework developed in a Western context exist in Indonesian policy documents and school practices.
https://www.tandfonline.com/doi/full/10.1080/13636820.2019.1635634
Does the vocational curriculum have a future?
In this paper, we discuss the possible directions that vocational education might take in the contemporary social, economic and technological context of the early 21st century. Taking account of the unresolved debates around vocational education internationally and future global economic demands for expertise we discuss tensions and dichotomies that continue to shape the character of vocational education by questioning definitions of the ‘vocational’ historically and in current policy.
https://www.tandfonline.com/doi/full/10.1080/13636820.2020.1833078
England. Closing the Gap between Vocational and General Education? Evidence from University Technical Colleges in England
For students who enter at a more conventional transition age of 16, University Technical Colleges (UTCs) boost vocational achievement without harming academic achievement. They also improve achievement in STEM qualifications, and enrolment in apprenticeships. By age 19, UTC students are less likely to be unemployed and more likely to study STEM at university.
https://www.iza.org/publications/dp/13837/closing-the-gap-between-vocational-and-general-education-evidence-from-university-technical-colleges-in-england
Germany. Does tertiary vocational education beat academic education? A matching analysis of young men’s earnings developments
This paper shows that young men who completed an apprenticeship education plus a tertiary vocational education have considerably higher earnings during the first half of their career than those who obtained an academic education in addition to their apprenticeship education.
https://ervet-journal.springeropen.com/articles/10.1186/s40461-020-00104-w
COVID-19. TVET systems and labour markets
UNESCO COVID-19 Education Response
https://unesdoc.unesco.org/ark:/48223/pf0000373274
En français. COVID-19. Systèmes d’EFTP et marchés du travail
Finland. Vocational Education and Learners’ Experienced Workplace Curriculum
The study implies that the two VET pathways, school-based VET and apprenticeship training, have significant differences. However, in the construction sector, differences between students’ experiences of workplace learning seem to be less visible.
https://link.springer.com/article/10.1007/s12186-019-09229-w
Entrepreneurial learning in TVET
This discussion paper aims to inspire the introduction of entrepreneurial learning in TVET. It provides insight into the different approaches to mainstreaming entrepreneurial learning and illustrates the contribution of the key pillars that make up the entrepreneurial learning ecosystem.
https://unevoc.unesco.org/home/UNEVOC+Publications/lang=en/akt=detail/qs=6292
Colombia. Hard and Soft Skills in Vocational Training: Experimental Evidence from Colombia
The paper shows that
-providing vocational training that either emphasizes social or technical skills increases formal employment for both men and women
– admission to a vocational program that emphasizes technical relative to social skills increases overall employment and also days and hours worked in the short term.
https://www.nber.org/papers/w27548
Glossary of VET
This glossary is a compilation of Australian vocational education and training (VET) terms and acronyms. It includes both current and historical terms, concepts, acronyms and other abbreviations found in Australian VET research, policy and data.
https://www.voced.edu.au/vet-knowledge-bank-glossary-vet
Young African migrants are pushed into uni, but more find success and happiness in vocational training
For disadvantaged people with disrupted educational trajectories, such as refugees, vocational qualifications can widen access to paid jobs and enhance economic independence. But many still consider vocational education and training (VET) qualifications not as prestigious as university degrees. This is a widespread issue, especially in African communities.
Many African parents push their children to go to university regardless of their preparedness or interest. The outcome is dispiriting. Most of them leave university without a degree. They drop out.
https://theconversation.com/young-african-migrants-are-pushed-into-uni-but-more-find-success-and-happiness-in-vocational-training-145026
Switzerland. General or Vocational Education? The Role of Vocational Interests in Educational Decisions at the End of Compulsory School in Switzerland
Many educational systems are characterized by segregation between a general and vocational educational track. When adolescents must decide on their postcompulsory education at the end of lower secondary school, the different programs are typically embedded in one of these two main tracks. This paper examines the impact of vocational interests on the choice of Baccalaureate School (BAC, general track), Vocational Education and Training (VET, vocational track) or the Federal Vocational Baccalaureate (FVB), a hybrid qualification that links elements of both tracks.
https://link.springer.com/article/10.1007/s12186-020-09256-y
Australia. Workforce-ready: challenges and opportunities for VET
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
New Qualifications and Competencies in TVET virtual conference, 1 to 12 June 2020
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
Agricultural TVET in developing economies: Challenges and possibilities
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
EU. Building up evidence on Work-Based Learning in VET
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
Africa. Quality TVET for the successful training to employment transition of Africa’s youth
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
COVID-19. TVET Systems’ response to COVID-19 : Challenges and Opportunities
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
Upper secondary education for youth at risk: A comparative analysis of education and training programmes in Austria, Norway, Sweden and Switzerland
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
Thailand. Building a skilled workforce: Public discourses on vocational education in Thailand
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
COVID-19. TVET and skills development in the time of Covid-19
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/
Australia. The dynamics of qualifications: implications for VET
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
COVID-19. Managing TVET during COVID-19
Resources for TVET Managers and Policy-Makers.
https://www.ilo.org/skills/Whatsnew/WCMS_742672/lang–en/index.htm
Finland. Vocational Education and Learners’ Experienced Workplace Curriculum
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
Work-based Learning as a Pathway to Competence-based Education
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
COVID-19. TVET peer support in response to COVID-19 – Resources and Services
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
Understanding the return on investment from TVET. A practical guide
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
Poland. Research Design and Preliminary Results of an Exploratory Study on Technical and Vocational Education and Training in Poland
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
Africa. Implications for Secondary Education and TVET Systems
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/
Thailand. Approaches and Structures of Work-related Learning in TVET in Thailand
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
EU. Improving vocational education and training through data, analyses and exchanges
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
Thailand and Malaysia. Comparing Employability Skills of Technical and Vocational Education Students of Thailand and Malaysia: A Case Study of International Industrial Work-Integrated Learning
This study suggested that, in order to effectively prepare students for professional work and careers in ever-changing workplaces, TVE institutions should carefully assess the quality of the work-integrated learning (WIL) environment, especially international WIL.
https://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/4280
https://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/4280
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Europe. Representation of apprentices in vocational education and training (VET)
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
Malawi. Gender Differences in the Effects of Vocational Training: Constraints on Women and Drop-Out Behavior
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
Malawi. Analytical report on the consultative monitoring and evaluation framework for involving employers, workers and other stakeholders in TEVET programmes in Malawi
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 the entrepreneurial ecosystem
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
China. TVET Country Profile
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
The Role of Technical and Vocational Training in Developing Countries
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
Africa. Policy-relevant lessons to help African youth develop workplace skills
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
Nigeria. Public-private-civil society partnership: a gateway to ensuring good governance practices of vocational education programme in south-south Nigerian federal universities
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
Technical Competencies in Digital Technology towards Industrial Revolution 4.0
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
Develop the Core Skills in TVET to Enhance the Employability of Learners and Jobseekers
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/
Nepal. Girls’ transitions to work through higher-quality TVET programs in Nepal
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/
Europe. Spotlight on VET – 2018 compilation
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
Australia. Timeline of Australian VET policy initiatives 1998-2018
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