The study aimed to identify and understand practices and strategies for enhancing learning through collaboration among a master’s degree in vocational pedagogy (MVP) program, vocational teacher training institutions (VTIs), and workplaces.
https://ervet-journal.springeropen.com/articles/10.1186/s40461-021-00117-z
The report is intended to help all those concerned to address current and future crises in their delivery of TVET and to manage the learning and training process effectively and to a high standard. Lessons may also be drawn for the post-crisis period, to strengthen the resilience and responsiveness of TVET systems and to inform broader reform efforts.
https://www.ilo.org/skills/areas/skills-training-for-poverty-reduction/WCMS_766557/lang–en/index.htm
TVET institutions are entrusted with the task of delivering subject-specific or theoretical knowledge that contributes toward the theoretical comprehension of the occupational requirements set. the Ethiopian TVET system claims to allocate 70% of training time to work-based practical training that should occur at companies and enterprises while 30% of the training is supposed to take place at TVET institutions.
https://www.universityworldnews.com/post.php?story=20210302074948964
This research paper investigates three key competences: digital, multilingual and literacy. It analyses the extent to which they are included in initial upper secondary VET in the EU-27, Iceland, Norway and the UK, as well as national policies supporting their development since 2011. It focuses on four areas of intervention: standards, programme delivery, assessment and teacher/trainer competences.
https://www.cedefop.europa.eu/en/publications-and-resources/publications/5578
The development of wireless and mobile technologies has contributed to the use of mobile devices as a teaching medium in teaching and learning process. The purpose of this study is to explore Mobile Learning elements based on Competency-Based Education (CBE) in Technical and Vocational Education (TVET) field.
https://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/7876
Based on the findings of the study, we identified three key policy discourses regarding vocational education in Thailand during 1992-2014: (1) increasing the vocational skilled workforce, (2) the minor role of private vocational providers, and (3) collaboration between vocational providers and industry.
https://journals.sub.uni-hamburg.de/hup2/ijrvet/article/view/372
This research provides a contemporary view of how online learning is used to deliver entire qualifications in the Australian VET sector. It estimates the extent that entire qualifications are delivered online, investigates what this online delivery looks like and whether online training is providing students with similar experiences and outcomes as face-to-face training. It culminates with identification of what makes for good practice in online delivery.
https://www.ncver.edu.au/research-and-statistics/publications/all-publications/online-delivery-of-vet-qualifications
Despite the ongoing debate about how much academic versus vocational upper-secondary education is favorable for a country and large differences across countries of those two types of education exist, the interplay of vocational and academic education on upper-secondary level and its consequences for the entire education system remain under-researched.
https://ervet-journal.springeropen.com/articles/10.1186/s40461-020-00095-8
The survey, which collected data from 126 countries captured the main challenges faced by TVET institutions during this crisis and brought to light innovations in teaching and learning. The report is intended to help all those concerned to address current and future crises in their delivery of TVET and to manage the learning and training process effectively and to a high standard.
https://www.ilo.org/skills/areas/skills-training-for-poverty-reduction/WCMS_766557/lang–en/index.htm
The paper addresses the impact of Covid-19 on vocational education and training, seeking to discern the outline of possible directions for its future development within the debates about VET responses to the pandemic.
https://www.tandfonline.com/doi/full/10.1080/13636820.2020.1861068
The results show clearly that the demands of the rural population varied, and their participation in the training course was highly influenced by access to a training centre, the duration of the training, economic returns and socio-cultural factors. The demand-driven approach works best in vocational training when it involves the relevant stakeholders and the target groups in the planning and designing process.
https://journals.sub.uni-hamburg.de/hup2/ijrvet/article/view/443
This summary explores the benefits and challenges associated with work-based education that have been identified in prior research. It also sets out best practices for training providers, employers and policy makers to support quality work-based education across the VET system.
https://www.ncver.edu.au/research-and-statistics/publications/all-publications/work-based-education-in-vet
This report examines the key issues concerning girls and women’s participation and achievement in STEM-related TVET programmes and their transition STEM related careers.
https://unevoc.unesco.org/home/UNEVOC+Publications/lang=en/akt=detail/qs=6430
Listen to leading experts discuss current trends in vocational education and training.
https://www.ncver.edu.au/news-and-events/podcasts/vocational-voices-podcast
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
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
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
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
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
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
UNESCO COVID-19 Education Response
https://unesdoc.unesco.org/ark:/48223/pf0000373274
En français. COVID-19. Systèmes d’EFTP et marchés du travail
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
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
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
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
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
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
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
