Transferable skills in technical and vocational education and training (TVET): Policy implications

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Document

Content Type:

															Transferable skills in technical and vocational education and training (TVET): Policy implications
													

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Information is gathered from other international organizations that promote skills development and the transition from education and training to work. The Interagency Group on Technical and Vocational Education and Training (IAG-TVET) was established in 2009 to share research findings, coordinate joint research endeavours, and improve collaboration among organizations working at the international and national levels.

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skpIntOrg

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international-organizations

Topics:

Lifelong learning

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There is a critical need for a greater overall investment in education and training, particularly in developing countries. Education and training investments should be closely linked to economic and employment growth strategies and programmes. Responsibility should be shared between the government (primary responsibility), enterprises, the social partners, and the individual. To make lifelong learning for all a reality, countries will need to make major reforms of their vocational and education and training systems. School-to-work schemes for young people should integrate education with workplace learning. Training systems need to become more flexible and responsive to rapidly changing skill requirements. Reforms should also focus on how learning can be facilitated, not just on training for specific occupational categories.

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skpPSLLL

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lifelong-learning

Knowledge Products:

Research papers

Working papers, reports, and other publications from international organizations, academic institutions and bilateral agencies. Research findings to stimulate informed debate on skills, employment and productivity issues.

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skpRPS

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research-papers

Publication Date:

11 Dec 2014

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wcmstest4_127851.pdf

Asia-Pacific Education System Review Series The Asia-Pacific region is changing. These changes have many underpinnings some of which include demographic, economic, technological and environmental factors. For countries in the region to cope with these changes and compete regionally and globally, they need to address emerging skill needs taking into account their respective economic strengths and potential. Employer surveys indicate that occupation-specific skills are no longer sufficient for workers to meet the needs of national labour markets (OECD, 2013). In addition to basic and specialized knowledge and skills, workers are expected to have an additional set of skills – referred to here as ‘transferable skills’ – that go beyond their occupation.

This study focuses on skills development in pre-service formal technical and vocational education and training (TVET) settings across different educational levels in the Asia-Pacific region. It explores the extent to which transferable skills are being promoted and integrated in TVET policies and practices. Key policy recommendations offered include the need to provide evidence on transferable skills in TVET, ensure teacher preparedness in fostering transferable skills in TVET, and develop appropriate and context-specific ways of measuring transferable skills in TVET.

Subject Tags:

Employability

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employability

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643

Lifelong learning

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lifelong-learning

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400

Skills and training policy

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skills-and-training-policy

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666