Technical And Vocational Education And Training (TVET)
Inter-Agency Group onTechnical and VocationalEducation and Training (TVET)Newsletter - November 20201
Inter-Agency Group on Technical andVocational Education and Training (IAG-TVET)NOVEMBER 2020What is the IAG-TVET group?The Interagency Group on Technical and Vocational Education and Training (IAG-TVET) was convened byUNESCO in 2008 to ensure a good coordination of activities by the key international organisations involvedin the delivery of policy advice, programmes and research on TVET. It enhances knowledge-sharing and acommon understanding of key issues. Ultimately, the group seeks to better leverage the work of each memberorganisation to help countries design and implement more effective TVET policies to improve productivity,economic prosperity, sustainable development and employment opportunities.The IAG-TVET comprises the United Nations Educational, Scientific and Cultural Organization (UNESCO), theInternational Labour Organization (ILO), the Organisation for Economic Co-operation and Development (OECD),the United Nations Industrial Development Organization (UNIDO), the World Health Organization (WHO) andthe World Bank (WB). Regionally-based members include the African Development Bank (AfDB), the AsianDevelopment Bank (ADB), the European Commission (EC), the European Training Foundation (ETF), the EuropeanCentre for the Development of Vocational Training (Cedefop) and the Inter-American Development Bank (IADB).IAG-TVET’s cooperationThe IAG-TVET has proved to be an effective mechanismfor strengthening international and regional cooperation: facilitating consultations on UNESCO’s TVET Strategy; providing inputs to the Human ResourceDevelopment pillar of the G20 Multi-Year Action Planon Development; conducting a review of global TVET trends and issues; organizing the Third International Congress on TVET;and positioning TVET and skills in the 2030 Agenda forSustainable Development.Working GroupsWorking Groups are convened by the IAG-TVET as amechanism to carry forward work on specific prioritythemes, most notably: The Working Group on TVET Indicators wasestablished to make recommendations on a set ofindicators that would support countries in assessingthe efficiency and effectiveness of their national TVETsystems. A report on Proposed Indicators for AssessingTVET has been prepared and the indicators are beingpiloted. Additionally, the working group is addressing2the issue of skills mismatch by considering mappingcurrent policy measures and their effectiveness acrosscountries. The Working Group on Work-based Learning (WBL)has agreed on a common understanding of WBL (thatis, as referring to all forms of learning that takes placein a work environment which provides individualswith the knowledge, skills and competencesneeded to obtain and keep jobs and progress intheir professional careers) and has been conductingcollective work in three areas: (i) develop a policyframework for identifying and promoting policylevers for quality WBL and related improvementof employability of learners, (ii) establish analyticalframework of agencies’ methodologies on countryreviews of WBL (iii) create advocacy tools to promotejoint key messages on WBL and on career guidanceand (iv) develop a set of indicators to measure accessand quality of WBL. The Working Group on “Skills Mismatch in DigitizedLabor Markets” has been set-up in late 2018 asa sub-group of the umbrella IAG on TVET, and iscoordinated by Cedefop (the rotating coordinator)now. The Working Group is composed of OECD, EC,ETF, Cedefop, ILO and UNESCO and aims to share anddiscuss relevant activities conducted by its membersand develop joint products and enhance cooperationin this field.
Aiming to provide a balanced assessment of theadvantages and disadvantages of big data analyses,the IAG-TVET working group on ‘Skill mismatchin digitalised labour markets” is preparing a newthematic report targeted to experts and policymakerswho wish to explore their potential for the designof faster and more reactive skills policies. The report,led by the European Centre for the Developmentof Vocational Training (CEDEFOP), is being preparedwith invaluable contributions by all IAG-TVET groupmembers (UNESCO, ILO, European Commission, OECD,ETF). The policy brief will be available in 2021.Joint activities1. PublicationsThe digitization of TVET and skills systems(ILO, UNESCO)This joint ILO-UNESCO report provides a global, high-leveloverview of how digitalization is affecting TVET and skillssystems. It draws on consultations with key stakeholdersin a set of countries and international organizations toprovide insights into the nature and scope of digitalizationand how it is likely to affect the management, delivery,assessment and certification of technical and vocationaleducation and training. The study draws on developmentsin Brazil, Ghana, India, Kenya, Malaysia, Malta, Mauritius,New Zealand, Slovenia, Turkey and the United States.https://bit.ly/2Io9CEsA review of entitlement systems for lifelong learning(ILO, UNESCO)This joint ILO-UNESCO paper presents the results of aninternational literature review of how countries haveintroduced systems and initiatives to provide individualswith an entitlement to lifelong learning. It seeks toestablish what is meant by an ‘entitlement’, and how thatcan be interpreted in the context of lifelong learning.The report responds to the growing international policyinterest in the implementation of lifelong learning andreviews national policies and practices that attempt toapply that principle. Link to report.https://bit.ly/2IeQY1YSkill mismatch in digitalised labour markets(Cedefop, UNESCO, ILO, European Commission, OECD,ETF). Policy brief on digitized labour markets.Growing uncertainty in labour markets, underpinnedby structural economic and societal mega-trends andaccentuated by the COVID-19 pandemic, is drivingthe need for faster and more granular collection ofinformation on skills to inform timely decision-making.Information available on the internet - “web-based bigdata”– is a rich and underexploited reserve capable ofproviding information about skills wanted and supplied inlabour markets at (quasi) real-time and its use is thereforecurrently high on the policy agenda. With such highinterest in big data and artificial intelligence analysis, it isimportant for policymakers to carefully consider its meritsand constraints relative to other traditional sources oflabour market information.Aiming to provide a balanced assessment of theadvantages and disadvantages of big data analyses, theIAG-TVET working group on ‘Skill mismatch in digitalisedlabour markets’ is preparing a new thematic reporttargeted to experts and policymakers who wish to exploretheir potential for the design of faster and more reactiveskills policies. The report, led by the European Centrefor the Development of Vocational Training (CEDEFOP),is being prepared with invaluable contributions by allIAG-TVET group members (UNESCO, ILO, EuropeanCommission, OECD, ETF). The policy brief will be availablein 2021.Three analytical reports on the joint IAG surveys on theresponses to the COVID-19 pandemic are currently underpreparation:Taking the temperature of TVET during early stages ofCOVID-19 pandemic(working title) (ILO, UNESCO, the World Bank)The ILO, the UNESCO and the World Bank launched aninteragency survey on the effects of the COVID-19 onthe provision of TVET and skills development. It wasadministered online from 5 April until 15 May 2020in eight different languages (Arabic, Chinese, English,French, Portuguese, Russian, Spanish and Vietnamese)to understand the challenges faced by TVET institutionsduring this crisis and to identify emerging innovationsimplemented in different contexts in order to facilitatethe sharing of information among TVET providers,policymakers and social partners. This publication is basedon the information collected via this survey on policies,training measures, challenges faced, and resourcesdeveloped. The information can help countries to addressthe impacts of current and future crises in their delivery ofTVET, to manage the learning and training process moreeffectively and to ensure that quality training continuesto be provided to students and trainees. Lessons willalso be useful for the post-crisis period, to strengthenthe resilience and responsiveness of TVET systems andto inform broader reform efforts. Expected date ofpublication: December 20203
Global Survey on the Impact of the COVID-19 Pandemicon the Training and Development of Employees,Apprentices and Interns in Public and PrivateEnterprises(ILO, UNESCO, the World Bank, OECD, Asian DevelopmentBank, ETF, Cedefop, European Commission, AfricanDevelopment Bank, Global Apprenticeship Network)In view of the significant interruption to skillsdevelopment activities due to the pandemic, a globalonline survey has been launched to examine the impactof COVID-19 on training and development of employees,apprentices and interns in enterprises and otherorganizations.This final report will present the findings based on the901 responses received from 27 April to 5 June 2020. Itwill outline the impact of the COVID-19 pandemic onenterprises and other organizations, as well as mitigationmeasures and good practices adopted by them to ensurethe continuation of the training of employees, apprenticesand interns. Based on the survey analysis and the inputsfrom development partners, policy recommendationsfor addressing the challenges both during and after thepandemic will be identified. Finally, the report will alsopresent information about the publications and initiativesundertaken by various countries and developmentpartners in this context. Expected date of publication:January 2021Report on Career guidance(by Cedefop, ILO, OECD, ETF, European Commission,UNESCO).In light of the growing negative impact of the COVID-19on national labour markets and people’s lives andlivelihoods, the role of career guidance has become evermore important to individuals, families, communities, theworkforce, employers and society. This report is basedon a flash joint international survey, designed to providea snapshot of how career guidance policies, systemsand services were adapting and coping, following thedeclaration of the world Covid-19 pandemic in March2020. The survey, launched on 8 June 2020 and closed on3 August 2020, included an exploration of the policies,systems, and practices (focusing on remote and ICT-baseddelivery) in the context of the early phase of governmentreactions to the pandemic, the extent to which thepandemic and its social consequences triggered adebate on career guidance reform, and the role forcareer guidance in pandemic recovery measures. It alsoconsidered the support role of international and donorbodies. A tentative date for the finished report is midDecember.42. EventsIndustry experience of TVET teachers in time of crisis’.(resrouces from webinar that took place in October)A joint OECD-UNESCO webinar in partnership with theWorld Bank, ETF and ILO on World Teachers’ Day on 8October 2020 Agenda and Concept note Synthesis report Recording3. InitiativesGlobal Skills Partnership on MigrationJointly with IOM, ILO, IOE, ITUC, UNESCO has becomean active member of to the Global Skills Partnership onMigration. Following several working sessions duringthe months of September and October 2020 a mappingof activities has been developed. The partnership aimsto mobilize technical expertise towards supportinggovernments, employers, workers and their organizations,educational institutions and training providers, andother stakeholders to develop and recognize the skills ofmigrant workers with a particular focus on women andyouth.WHO Academy and UNESCO World Reference LevelsCollaboration: Recognition of Qualifications Basedon Learning Outcomes Delivered through DigitalCredentials and Interoperable Learner RecordsThe WHO Academy and UNESCO have embarked ona strategic collaboration to determine how the WorldReference Level (WRL) tool could support developmentof the Academy’s Learner Achievement and RecognitionSystem, specifically for leveling the Academy’s digitalcredentials. A WHO Academy – UNESCO working groupcomprised of technical experts and advisors are currentlyreviewing the WRL tool and determining how to align theWRL tool to the Academy competency-based approachto learning outcomes. Once the analysis of the tool andapproach is completed, the working group will devise amethod for integrating the WRL tool into the Academy’sdigital course issuing system. The Academy’s open-sourcelearning experience platform will house the course issuingsystem, which will issue interoperable digital credentialsand learner records.UNESCO and WRL: ualifications-frameworks
Building Better TVET Systems: From Principles toPractice - a collaboration by the World Bank, ILO, andUNESCO to support improved performance of TVETsystems in low- and middle-income countriesThis interagency initiative, currently in itsconceptualization stage, aims to inform the decisionmaking of key TVET stakeholders by providing lessonslearned and good practices from reforms in priority areasof TVET systems that are key to determining access,equity, quality, and relevance.5
Recent and future publications, events and initiativesADB1. PublicationsADB. 2020. Viet Nam: Technical and VocationalEducation and Training Sector Assessment. ADB: Manila.ADB. 2020. Education, Skill Training, and LifelongLearning in the Era of Technological Revolution. ion-skilltraining-technological-revolutionADB. 2020. Enhancing Gender Responsiveness ofTechnical and Vocational Education and Training in VietNam. ADB: ponsivenesstvet-viet-namADB. 2020. Returns to Education of ManufacturingWorkers: Evidence from the People’s Republic of ChinaEmployer–Employee Survey. ADB: ucationmanufacturing-workers-evidence-prcADB. 2020. COVID-19, Technology, and Polarizing Jobs.ADB: echnologypolarizing-jobsXu, Jeffrey Jian, Sungsup Ra, and Brajesh Panth. 2020.Lessons learned from the massive shift to onlinelearning due to COVID-19. 9Panth, Brajesh and Jeffrey Jian Xu. 2020. Blendingeducation and technology to help schools through thepandemic. mic6ADB and The HEAD Foundation (THF). 2020. Advancingthe K-12 Reform from the Ground: A Case Study in thePhilippines. ADB: k12-reformphilippinesADB and Springer. 2020. Anticipating and Preparing forEmerging Skills and Jobs: Key Issues, Concerns, andProspects. ADB. ng-preparingemerging-skills-jobsADB. 2020. Tackling the COVID-19 Youth EmploymentCrisis in Asia and the Pacific. ADB: outhemployment-crisis-asia-pacificADB. 2020. The Impact of Vocational Training on LaborMarket Outcomes in the Philippines. ADB: -traininglabor-market-outcomes-philippinesADB. 2020. COVID-19 and Education in Asia and thePacific: Guidance Note. [Forthcoming in December 2020].ADB: Manila.2. Events9th International Skills Forum. 2021[Actual format-virtual/face-to-face; and dates will bedetermined on Q2 2021.Meeting the Challenges of the New Normal in SchoolEducation: An Online Workshop for Policymakers,Teacher Educators, and School Leaders[ADB-THF Event]. nline-workshop-policymakers-teacher
BMZ1. PublicationsKrichewsky-Wegener, Léna (2020), Backgroundmaterials on TVET – Volume 1: Digital transformationin the informal economy, Bonn, Federal Ministry forEconomic Cooperation and Development (BMZ)On behalf of BMZ, the GIZ Sector Program TVET haslaunched a new series of publications: “Backgroundinformation on TVET in development cooperation”. Thefirst issue is dedicated to the digital transformation in theinformal economy: Nearly 70 per cent of all employees inemerging economies and developing countries work inthe informal economy. The digital transformation of laborhas an effect on the extent and quality of employmentin the informal economy. Technology-based innovationprocesses in the informal economy can enhanceproductivity and the working conditions of those workingthere. The platform economy creates new employmentopportunities, but it can also mean new dependenciesand discrimination. There are still a large number of blindspots in research on these issues and in appropriateand effective approaches for TVET in developmentcooperation. The publication “Digital transformationin the informal economy” provides selected practicalexamples as a source of inspiration and identifies keyrecommendations for the future.https://mia.giz.de/qlink/ID 247110000Contact: Julia.Schmidt1@giz.deSkills development for womenThe BMZ campaign “Equal learning opportunities –Bridging the gender gap in education” presents videosfeaturing empowered women who speak about theirlearning opportunities provided by approaches of theGerman development cooperation. Among others, thecampaign videos cover a story of a Rwandan woman whoreceived training through the G20 #eSkills4Girls initiativeand became a successful software tester.Watch the campaign to gain insights about genderresponsive education planning, teacher trainings,entrepreneurial and digital skills development for women.https://www.youtube.com/watch?v rRG4MBtkUzI&feature youtu.beContact: Lukas.Hilgers@giz.de; Lilja.Rossmannek@giz.deTurad, Nicole & Gradler, Benjamin (2020), Materials onDevelopment Finance: Vocational training has a future.It is most effective as part of a broader educationalcampaign – findings from Kenya, Frankfurt, KfWDevelopment Bank.On behalf of BMZ, the KfW Development Bank supportsthe development of market oriented vocational educationand training in Kenya. The publication illustrates KfW’sengagement in TVET and general education in Kenyaas well as German Financial Cooperation in the TVETsector on a global level. KfW’s support to TVET in Kenyaamongst others focusses on scholarships for (pre)vocational training courses and the development ofvocational training institutions into centers of excellencewith modern technological equipment which meets theindustry requirements. In order to support the transitionto (self-)employment for TVET graduates, KfW funds thesetting up of business incubators as one-stop-shops foryoung people who want to start or expand a business.2020 Nr.10 Berufsbildung Kenia EN.pdf (kfwentwicklungsbank.de)Contact: Nicole.Turad@kfw.deThe Build4Skills Toolkit (To be released soon)By combining TVET measures, inspired by the Germandual training system, and ADB’s strong engagementin infrastructure, “Build4Skills” demonstrates how interagency cooperation addresses the prevalent lack ofindustry-driven, practical vocational training – beyondsectoral boundaries.Nearly two years into implementation, the projectis sharing its learnings in the Build4Skills’ Toolkit - acomprehensive and practical guideline advocating for thepotential of construction sites for work-based training.The Toolkit will be available soon on the projects Contact: teresa.toepfer@giz.de2. EventsOnline workshop series on digital trends and howto enhance digital skills in Africa - the Digital SkillsAccelerator Africa (DSAA) of the BMZ-Special Initiativeon Training and Job CreationConducted by Elvis Melia, University Duisburg-Essen,this series of open consultative workshops informs onthe role and a
TVET, to manage the learning and training process more effectively and to ensure that quality training continues to be provided to students and trainees. Lessons will also be useful for the post-crisis period, to strengthen the resilience and responsiveness of TVET syste
Technical Education (CVTE) recognized the significance of including career/vocational technical education in the system and developed a comprehensive plan for including vocational technical education. The plan was designed in a Two Phase Process. Phase One included the revision of strands two, three, and six, of all of the Vocational Technical .
A. Technical and Vocational Education and Training Governance and Management 65 B. Responsiveness of Technical and Vocational Education and Training System 66 C. Quality and Relevance of Technical and Vocational Education and Training 66 D. Shortage of Jobs 67 E. School-to-Work Transition 68 F. Distance Education and E-learning 68
Office for Career/Vocational Technical Education . Vocational Technical Education Framework Manufacturing, Engineering & Technology Services . Occupational Cluster . Engineering Technology (VENGR) CIP Code 150000 . June 2014 . Massachusetts Department of Elementary and Secondary Education Office for Career/Vocational Technical Education
DOCUMENT RESUME. VT 018 017. Trends in Vocational; Education. Bureau of Adult, Vocational , and Technical Education . The tables and graphs show that vocational education has experienced significant growth, particularly after the Vocational Education Act . dental labora-tory technician, medical laboratory
Technical and Vocational Education and Training: Clarification of terminology and correlations in the EU context Annex 3 36 Technical and vocational education and training provision. More detailed explanation of Section 5.2.2 of the Strategy Paper Annex 4 37 Multilateral and European cooperation in the technical and vocational education
1. REGULATION-I TECHNICAL EDUCATION AND VOCATIONAL Chapter-1 (Preliminarv) Short Title. Application and Commencement:- This Regulation may be called " the Technical Education and Vocational Training Authority (Functions) Revised Regulation, 2017 " Except as otherwise provided by the Act, it shall apply to all persons in the service of Technical Education and Vocational Training Authority and .
Vocational and Technical Education: Vocational education or technical and vocational education is a term used comprehensively to refer to the educational process to which involves, in addition to general education, the study of technologies and related sciences, skills and knowledge relating to occupations in various sectors of economic and .
vocational education into high school curriculums as part of its policies to develop vocational education, the employment rate of vocational high school graduates has 4 Comprehensive high school is a high school which general education course and vocational education course are both established.
