Unleashing the potential: Transforming technical and vocational education and training

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Document

Content Type:

															Unleashing the potential: Transforming technical and vocational education and training 
													

Language:

English

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english

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skpEng

Sources:

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:

Anticipating and matching skills needs

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Anticipating and building skills for the future is essential to a rapidly changing labour market. This applies to changes in the types and levels of skills needed as well as in occupational and technical areas. Effective methods to anticipate future skills needs and avoid potential mismatches include: sustained dialogue between employers and trainers, coordination across government institutions, labour market information systems, employment services and performance reviews of training institutions.

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skpAFSN

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anticipating-and-matching-skills-needs

Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

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:

01 Jul 2015

Open

wcmstest4_147061.pdf

Part of the Education on the Move series Technical and vocational education and training (TVET) is steadily emerging as a winner in the ‘race to the top’ of global debates and government priorities for education and national development agendas. TVET also features high in strategic and operational priorities of regional economic communities (RECs) such as the African Union, the Caribbean Community (CARICOM) and the European Union; of other multinational groups such as the G20, the Organisation for Economic Co-operation and Development (OECD), and of multilateral organizations such as the International Labour Organization (ILO) and UNESCO. The African Union’s Second Decade of Education defines TVET as a high priority area for investment for Africa. The European Union is noteworthy for its sustained and influential work and initiatives in TVET, within and beyond Europe.

Therefore, this book will be of interest to the broad TVET community and beyond. It is intended as a resource for policy-makers to analyse contextual trends and intersecting demands on education and training systems.

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