The report presents the results of the trends mapping study on the future of technical and vocational education and training (TVET) teaching. The study aimed to engage the international TVET community to: (i) improve the understanding of the implications of global disruptions; (ii) gather knowledge, insights, experiences; and (iii) highlight promising practices in preparing TVET teaching staff to deliver the skills needed in the 21st century and beyond.
The aim of the project is to improve our understanding of how VET is changing in the European Union countries (including Norway and Iceland).
Australia. Jobs are changing, and fast. Here’s what the VET sector (and employers) need to do to keep up
The VET sector requires increased collaboration between industry, educators and governments. It also needs responsivess and flexibility in delivering skills, from formal qualifications to micro-credentials or non-formal education to reflect the needs of rapidly changing technologies.
This book takes stock of contextual demands and recent policy trends from around the world and identifies an expanding disconnect between the external demands of economic growth, social equity and the sustainability of development and the skills being supplied.
This occasional paper examines two broad policy trends, the extension of the apprenticeship and traineeship system, and the opening up of the training market, as well as three specific policy case studies:
-incentive payments for employers of apprentices and trainees
The paper also examines the high-level trends in VET participation and the labour market, and in doing so, reflects on how the changing policy environment has influenced participation trends over the past 20 years. The paper concludes with some observations and reflections about the policy trends in VET, the tensions in the system created by these developments, and some thoughts about the future direction of VET policy.
Common European priorities in training have had a positive effect. It’s time to reach levels of implementation that help people and enterprises.
Countries with strong vocational education show lower youth unemployment rates.
This position paper presents what it considered to be the reforms required to the standards for the regulation of vocational education and training.
Recent trends in ICTs and TVET put emphasis on the innovation strategy for education and training. Attention is given to skills and needs used by modern firms, working population, and also in arts and science education. In TVET there is a tendency to highlight the “learning by doing” approach. Today, managing work in which responsibilities have been distributed to a high degree among the network of workers is a major challenge. Communication between employees and their managers may be based only on virtual contacts. As a consequence, the demand for TVET is increasing, and education and learning are adopting new forms. The challenges of vocational education are quite similar in countries that vary widely in their current economic level of development. Entrepreneurship, which is closely connected with ICTs, is a very important factor in both the global and local economies.
European and national policy has set high expectations for VET modernisation. VET should be an attractive option for young people and adults to foster the acquisition of professional qualifications and their updating throughout working life. Professional competences and skills delivered through VET should be a model of excellence, while being transparent to relevant parties at individual, company and State levels.
Building new approaches to thinking about vocational education and training and development: Policy, theory and evidence
This is a particularly pertinent moment to be writing about the current state and likely future directions of vocational education and training in developing countries. VET is not just a backwater of the education system, populated by those who are unable to learn or teach successfully in more mainstream institutions and pathways. Rather, it is an integral part of our being as learners, workers and humans.