TVET systems

The UNEVOC TVET Leadership Programme

Kind:

Event

Start Date:

25 Jun 2018

End Date:

08 Jun 2026

Event Location:

UN Campus, Bonn, Germany

EventType:

Language:

Spanish

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spanish

Identifier

skpEsp

Language Version:

Sources:

Technical and vocational education and training (TVET) institutions play an important role in equipping young people to enter the world of work and in improving their employability throughout their careers. The Global KSP collects and shares information from TVET institutions on how they respond to changing labour market needs, adopt new training technologies, expand the outreach of their training, and improve the quality of their services including in the areas of governance, financing, teacher education, and industry partnerships.

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Identifier

skpTVET

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tvet-institutions

Topics:

Access to training

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Access for all to good quality education, vocational training and workplace learning is a fundamental principle of social cohesion and economic growth. Some groups of people may require targeted attention if they are to benefit from education, training and employment opportunities.

This is particularly the case for disadvantaged youth, lower skilled workers, people with disabilities, and people in rural communities. The attractiveness of vocational education and training is enhanced when combined with entrepreneurship training and when public policies encourage utilization of higher skills by business.

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skpATSU

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access-to-training

Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

Knowledge Products:

The Programme seeks to build the capacity of international TVET experts to become change agents in their institutions and countries.

In an era characterized by fast-paced technological change and growing competition, it is evident that the ‘world of work’ keeps changing at a fast rate. It is also evident that as economic, technological and social developments constantly evolve and diversify, so do the skill requirements in the workplace. For economies to become or stay competitive, it is essential that national TVET leaders are aware of such developments, and have the required management and leadership skills to translate their understanding into action. Worldwide, many TVET institutions are struggling to make the necessary changes to stay connected to global developments. A perceived bottleneck in effecting change in TVET institutions relates to the lack of change leaders, and a lack of capacity to develop a vision and implement change. The UNEVOC TVET Leadership Programme seeks to address this bottleneck by building the capacity of international TVET experts to become change agents in their institutions and countries. For transformative TVET leaders to be effective, they need to have a clear vision, a sound thematic knowledge base to support and defend their vision, and the leadership and management skills to drive change.

The UNEVOC TVET Leadership Programme addresses these three key elements – ‘vision for change’, ‘knowledge for change’, and ‘skills for change’ – in 9 modules over the course of 10 days. The Programme brings together TVET experts and participants in a highly engaging environment, including practical exercises, intense group work, and the sharing of experiences and case studies. International experts lead the modules and special lectures, explaining the latest developments in policy and practice, and present the latest knowledge in their respective fields. A field trip will allow participants to link theory and practice.

The UNEVOC TVET Leadership Programme

Subject Tags:

Access to training

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access-to-training

Identifier

683

Skills and training policy

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skills-and-training-policy

Identifier

666

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tvet-systems

Identifier

661

Youth

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youth

Identifier

319

Regions:

Countries and territories:

Economic groups:

Major achievements of the Bangladesh Skills for Employment and Productivity (B-SEP) project

Type:

Document

Content Type:

															Major achievements of the Bangladesh Skills for Employment and Productivity (B-SEP) project
													

Language:

English

Slug

english

Identifier

skpEng

Sources:

Bilateral organizations

The development agencies of many countries make skills development a pillar of their Official Development Assistance – from the perspective of education systems, employment promotion, poverty reduction, and private sector development. Documentation of their experience, evaluations and impact assessments, mission statements, and other knowledge products are made available through the Global KSP.

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skpBiOrg

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bilateral-organizations

ILO

The International Labour Organization is the tripartite U.N. agency that promotes Decent Work through employment, social security, labour standards and social dialogue. Its work on skills development is guided by the conceptual framework on Skills to improve productivity, employment growth, and development agreed in 2008 by representatives of Governments, Employers’ Associations and Workers’ Associations. Research, policy advice, and pilot projects and technical cooperation programmes to apply good practices in different circumstances across its 185 member States aims to boost the employability of workers, the productivity and competitiveness of enterprises, and the inclusiveness of economic growth. The ILO Secretariat in offices in 40 countries works with Ministries of Labour, employers’ organizations, and trade unions to integrate skills development into national and sector development strategies in order to better meet current labour market needs and to prepare for the jobs of the future; to expand access to employment-related training so that youth, persons with disabilities and other vulnerable groups are better able to acquire skills and secure productive and decent work; and to improve the ability of public employment services to provide career guidance, maintain labour exchange services, and deliver active labour market programmes.For more information regarding the ILO’s work on skills and employability go to: http://www.ilo.org/skills/lang--en/index.htm; for ILO/Cinterfor's Knowledge Management Plarform, see: http://www.oitcinterfor.org

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Identifier

skpILO

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ilo

Topics:

Access to training

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Identifier

skpATSU

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access-to-training

Career guidance and employment services

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Career guidance and counselling, career education and lifelong development of skills for employability are key for success in learning activities, effective career transitions, livelihood planning, entrepreneurship and in increasing labour market participation. They are instrumental in promoting skills utilization, recognition (RPL), as well as in improving enterprise human resource management.

Career development activities encompass a wide variety of support activities including career information and advice, counselling, work exposure (e.g. job shadowing, work experience periods), assessment, coaching, mentoring, professional networking, advocacy, basic and employability skills training (curricular and non-curricular) and entrepreneurship training. It is often an area which is fragmented across different ministries (e.g. education, TVET, employment, youth) requiring an effort to achieve the necessary coordination to provide adequate support to individuals during learning, employment and unemployment/inactivity periods.

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skpLMIES

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career-guidance-and-employment-services

Training quality and relevance

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Identifier

skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Promotional material

Presentations, discussion papers, meeting reports, promotional materials, videos, fact sheets, brochures and newsletters on skills development for employment.

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Identifier

skpAIM

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promotional-material

Publication Date:

14 Feb 2018

Open

edmsp1_209020.pdf

The B-SEP project is funded by the Government of Canada with the support of the Government of Bangladesh. Every year almost two million young people enter the Bangladesh workforce. There is an urgent need to provide opportunities for skills training that matches the growing needs of industry. The Bangladesh Skills for Employment and Productivity (B-SEP) project is a skills project implemented by the International Labour Organization and funded by the Government of Canada with the support of the Government of Bangladesh. B-SEP project is supporting Government efforts to strengthen and deepen skills reform in Bangladesh for improved productivity and economic growth. B-SEP project addresses the challenges facing the Technical and Vocational Education and Training (TVET) sector by developing institutional capacity of the skills system as well as building industries capacity for improved productivity. In addition, B-SEP project creates linkages between institutions and industries, matching supply and demand for skilled workers as well as promoting social inclusion.

Through its actions B-SEP project contributes to the creation of a stronger skills system that provides better employment opportunities for young men and women while meeting the needs of industry. This in turn contributes to the attainment of Decent Work, sustainable economic development, poverty reduction and social inclusion in Bangladesh. This publication captures the key achievements of the B-SEP project to date as it works to create a stronger foundation upon which Bangladesh can build the skilled workforce it needs for the future.

Subject Tags:

Access to training

Slug

access-to-training

Identifier

683

Competency standards

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competency-standards

Identifier

642

People with disabilities

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people-with-disabilities

Identifier

323

Private sector

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private-sector

Identifier

229

TVET systems

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tvet-systems

Identifier

661

Regions:

Asia and the Pacific

Region Image

Countries and territories:

Bangladesh

Bangladesh has a strong track record of growth and development, even in times of elevated global uncertainty. A robust demographic dividend, strong ready-made garment exports, resilient remittance inflows, and stable macroeconomic conditions have supported rapid economic growth over the past two decades. A strong recovery from the COVID-19 pandemic continued in FY22, although a recent surge in commodity prices has presented new headwinds.

Bangladesh reached lower-middle income status in 2015. It is on track to graduate from the UN’s Least Developed Countries list in 2026. Poverty declined from 43.5 percent in 1991 to 14.3 percent in 2016, based on the international poverty line of $1.90 a day (1).

Like many of its Asian neighbours, Bangladesh faces a major challenge trying to develop modern, employability skills for tens of millions of young women and men. It has a large informal sector, which accounts for 94.7 percent of the total employment in 2017 (2). Youth continue to be highly affected by the lack of opportunities, with the share of youth aged 15-24 not in employment, education or training (NEET), estimated at 27.8 percent in 2020 (3).

TVET has a huge role to play in equipping the vast young labour force of 15-29 years referred to as the country’s “demographic dividend” with employability skills and providing enhanced support services to ensure a better transition from school to work. TVET may also contribute to reducing poverty by providing employability skills, particularly to those who drop out of school early and to a large number of unemployed and underemployed adults.

Despite many reform initiatives by the government, the TVET sector needs further strengthening through reform of policies and systems in the labour market. Enhancing industry-relevance of TVET qualifications will furthermore require closer Government cooperation with the private sector. For one and a half decade, the ILO has worked closely with the Government of Bangladesh and its Social Partners to reform the TVET sector and to improve access for people to increase their skills and employability, in particular youth, women and people from other marginalized groups.

The impact of the COVID-19 pandemic had detrimental effects on the TVET sector, due to the nation-wide closure of all educational institutes for one and a half years, starting on 17 March 2020. Most students’ learning was effectively abolished for this duration, and learning and certification was only possible through limited online learning facilities in existence at the time. Only recently has the TVET returned to its prior activity level.

The ILO landmark programmes aim to strengthen and improve the environment for industry skills development, address the mismatch between the supply and demand for skills training, and drive the increased employability of millions of young women and men. ILO’s support to develop the skills system in Bangladesh has focused on skills system governance, development of skills policies and qualifications frameworks; delivery of quality skills training, expanding access to TVET, and involvement by the private sector.

Sources

(1) https://www.worldbank.org/en/country/bangladesh/overview

(2) https://ilostat.ilo.org/topics/informality/

(3) https://ilostat.ilo.org/topics/youth/

Country Assessment and Priority (CAP) – Bangladesh strategy for skills and lifelong learning (2022)

Situation Analysis of Bangladesh TVET Sector (2019) https://www.ilo.org/wcmsp5/groups/public/—asia/—ro-bangkok/—ilo-dhaka/documents/publication/wcms_735704.pdf_

Innovations in Knowledge and Learning: Postsecondary Education Reform to Support Employment and Inclusive Growth

Type:

Document

Content Type:

															Innovations in Knowledge and Learning: Postsecondary Education Reform to Support Employment and Inclusive Growth
													

Language:

English

Slug

english

Identifier

skpEng

Sources:

Other sources

Experts from many international, regional and national agencies generously share their views, experiences and findings on skills, helping policy-makers among other stakeholders to understand the linkages between education, training and the world of work, and how to integrate skills into national development planning to promote employment and economic growth.

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skpOSource

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other-sources

Topics:

Training quality and relevance

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Identifier

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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Identifier

skpRPS

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research-papers

Publication Date:

25 Jan 2018

Open

edmsp1_208016.pdf

As demand for post-secondary education increases and more nontraditional service providers emerge, education service delivery also needs to evolve.

To meet modern-day challenges of improving quality and relevance, responding to new knowledge, and strengthening teaching and learning, the post-secondary education space must revise system structures, content designs, and delivery strategies, i.e., engage in disruptive thinking. Governments need to implement effective regulatory processes to ensure quality and equitable access by all students. Education programs must be in sync with workplace needs and built around 'knowledge clusters' rather than specialized fields. Diverse and multiple disruptions will become the norm.

Subject Tags:

TVET systems

Slug

tvet-systems

Identifier

661

Regions:

Asia and the Pacific

Region Image

Global

Financing TVET in the East Asia and Pacific Region: current status, challenges and opportunities

Type:

Document

Content Type:

															Financing TVET in the East Asia and Pacific Region: current status, challenges and opportunities 
													

Language:

English

Slug

english

Identifier

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

Other sources

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Identifier

skpOSource

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other-sources

Topics:

Financing of training

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Initial education and training and lifelong learning benefit individuals, employers and society as a whole. Economic principles dictate that the costs for services with public and private benefits should be shared between public and private funding, or else too little training will be provided or taken up. Effective mechanisms for financing skills development vary according to countries’ economic and political circumstances and the degree and level of social dialogue established.

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skpFinanT

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financing-training

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

19 Dec 2017

Open

Financing TVET in the East Asia and Pacific Region: current status, challenges and opportunities

This brief has been produced under the Korea - World Bank Partnership Facility

The East Asia and Pacific (EAP) region is very diverse and there is a wide range in the extent to which firms across these countries identify the education level of their work force as being a major constraint. However, developing skills, including vocational and technical skills, and enhancing employability are clear strategic objectives in the EAP region. Countries in the region face strong pressures to expand their technical and vocational education and training (TVET) systems and enhance their quality, while also facing spending pressures on basic and higher education. As this demand increases, the need for sustainable financing for TVET becomes more urgent; this is not only about ensuring that sufficient and predictable revenue streams exist to fund training programs, but perhaps just as importantly about how financing mechanisms themselves can be strongly linked to achieving policy objectives of making TVET systems more accessible, equitable, efficient, demand-driven, responsive and relevant.

This brief aims to address the following key questions with regard to TVET financing in the EAP region:

• Where does TVET funding come from?
• How are TVET funds spent?
• How are TVET funds currently allocated?
• What role can TVET financing play in achieving TVET and national policy objectives?
• How can countries create the right environment for TVET financing?

Subject Tags:

Financing of training

TVET systems

Slug

tvet-systems

Identifier

661

Vocational training

Slug

vocational-training

Identifier

124

Regions:

Asia and the Pacific

Region Image

Identifying work skills: international approaches

Type:

Document

Content Type:

Identifying work skills: international approaches

Language:

English

Slug

english

Identifier

skpEng

Sources:

Governments

Governments hold a wealth of knowledge on skills development, and are increasingly realizing the value of learning from each others’ experiences. Their policy documents, programme evaluations, and research findings contain their experience and ideas on how to better link skills to employment

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Identifier

skpGov

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governments

Topics:

Access to training

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Identifier

skpATSU

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access-to-training

Training quality and relevance

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Identifier

skpTrainQR

Slug

training-quality-and-relevance

Knowledge Products:

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

18 Dec 2017

Open

Identifying work skills: international approaches

The digital revolution and automation are accelerating changes in the labour market and in workplace skills, changes that are further affected by fluctuations in international and regional economic cycles and employment opportunity. These factors pose a universal policy challenge for all advanced economies and governments. In the workplace, people seek to acquire contemporary and relevant skills to gain employment and retain transferable skills to maintain employment.

The central purpose of this paper is to investigate how other nations or regions are dealing with these issues. What approaches are they taking to understanding the mix and dynamics of the skills attained by individuals and, more broadly, the totality of skills that in aggregate constitute a highly capable and adaptable labour force, one that supports firm viability and greater national productivity.

This research has examined a range of initiatives and approaches being developed or in use in selected countries, including the United States, Singapore and New Zealand, and agencies/organisations; for example, the European Commission and the Skills for the Information Age Foundation. In doing so, it showcases the good practices used to ensure that occupational-level skills information remains current and widely accessible.

Subject Tags:

Inclusion

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inclusion

Identifier

665

Skills and training policy

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skills-and-training-policy

Identifier

666

Skills anticipation

Slug

skills-anticipation

Identifier

677

Skills utilization

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skills-utilization

Identifier

685

TVET systems

Slug

tvet-systems

Identifier

661

Regions:

Global

ITC/ILO: Management of Vocational Training Centres

Kind:

Event

Start Date:

09 Jul 2018

End Date:

08 Jun 2026

Event Location:

Turin, Italy

EventType:

Course

Language:

English

Slug

english

Identifier

skpEng

Language Version:

Sources:

ILO

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Identifier

skpILO

Slug

ilo

Topics:

Training quality and relevance

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Identifier

skpTrainQR

Slug

training-quality-and-relevance

Knowledge Products:

Promotional material

Presentations, discussion papers, meeting reports, promotional materials, videos, fact sheets, brochures and newsletters on skills development for employment.

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Identifier

skpAIM

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promotional-material

This course provides insight into and practical skills for creating a conducive environment for the management of vocational training centres.

Deadline for application: 09 July 2018

Target audience

Policymakers and technical advisors of Ministries of Employment/Labour, Ministries of Education, Members of skills councils, national TVET authorities or similar institutions; representatives of workers' and employers' organizations involved in sectoral, regional or national skills anticipation; experts and technical staff working in the field of TVET planning.

Objectives

By the end of the programme, participants will have strengthened their technical knowledge as well as their analytical and managerial capacity to improve the functioning of vocational training centres. In particular participants will have:

In particular participants will have:
• strengthened their understanding of management concepts;
• reviewed management of vocational training centers from a systemic perspective;
• examined management problems related to the different aspects of operating a vocational training center;
• analysed bottlenecks and challenges at the level of their own training centres;
• identified the main elements for an adequate and enabling environment for vocational training centres.

ITC/ILO: Management of Vocational Training Centres

Subject Tags:

TVET systems

Slug

tvet-systems

Identifier

661

Vocational training

Slug

vocational-training

Identifier

124

Regions:

Countries and territories:

Italy

Economic groups:

Blog: Multi-level governance for cooperation and coordination in skills systems

Type:

Blog

Language:

English

Slug

english

Identifier

skpEng

Sources:

Other sources

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Identifier

skpOSource

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other-sources

Authors:

Taurelli, S.

Topics:

Training quality and relevance

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Identifier

skpTrainQR

Slug

training-quality-and-relevance

Publication Date:

14 Dec 2017

Vocational Education and Training (VET) reforms and governance in partner countries. Article by Siria Taurelli, Strategic Project Leader, VET Governance, European Training Foundation (ETF).

Governance matters when reforming VET and skills systems

The ETF’s work on VET governance is centred on the outcomes of public policies in the field of VET and skills in partner countries with which the agency cooperates.

Within the context of this article and its focus on skills systems, governance refers to the institutional settings devised to steer the planning, implementation and review of national offers of education and training. This is a role primarily attributed to the state; however, contemporary definitions of governance take into account a wider range of factors and stakeholders.

According to Oliver (2010:262) , governance can be defined “as the interactions among institutions, processes and traditions that determine how power is exercised, how decisions are taken on issues of public and private concern, and how stakeholders, including citizens, have their say”.

VET and skills form a complex sector, which intersects economic and social policies, competitiveness and social cohesion. This complexity is often reflected in the range of actors involved in the sector’s governance. VET and skills stakeholders include representatives of government, with typically Ministries of Education in the lead, national agencies, social partners, other employers and employees’ organisation, civil society, and VET providers.

These actors operate at national and sub-national level, while their role in policy-making and implementation is also influenced by international agreements and guidelines. This is the case, for example, of the sustainable development goals (SDG)......

To read the rest of this article, click on the PDF below.

Blog: Multi-level governance for cooperation and coordination in skills systems

Subject Tags:

Governance

Slug

governance

Identifier

283

Productivity

Slug

productivity

Identifier

188

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

TVET systems

Slug

tvet-systems

Identifier

661

Youth

Slug

youth

Identifier

319

Regions:

Europe and Central Asia

Region Image

Countries and territories:

Economic groups:

Ensuring a dynamic skills-training and life-long learning system in Switzerland

Type:

Document

Content Type:

Ensuring a dynamic skills-training and life-long learning system in Switzerland

Language:

English

Slug

english

Identifier

skpEng

Sources:

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Identifier

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.

Identifier

skpPSLLL

Slug

lifelong-learning

Training quality and relevance

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Identifier

skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Research papers

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Identifier

skpRPS

Slug

research-papers

Publication Date:

12 Dec 2017

Open

Ensuring a dynamic skills-training and life-long learning system in Switzerland

OECD Economics Department Working Papers No. 1444

Switzerland makes more use of its human resources than most other OECD countries. Labour force participation is high and the unemployment rate low for most segments of society. This ensures a high standard of living for most Swiss people. Nevertheless, productivity growth is relatively slow. While this may in part be attributable to already being an advanced economy, it also means that Switzerland cannot be complacent with regard to education and skills. Its admirably low youth joblessness suggests that the transition from education to work is functioning soundly. However, there is mounting evidence that as the structure of industry is changing, due to globalisation and digitalisation for instance, vacancies and skills mismatches are spreading. The mix of skills being taught differs from those taught in most other high income OECD countries in which a common secondary school track predominates and the emphasis is on equipping young adults with academic tertiary qualifications. In this context, it is important that the system is flexible enough to respond to shifts in the demand for skills and that workers continue to learn. While the participation of women and immigrants in the economy compares relatively well, more can still be done to improve equity in the accumulation of skills.

This Working Paper relates to the 2017 OECD Economic Survey of Switzerland.

http://dx.doi.org/10.1787/438423d9-en

Subject Tags:

Lifelong learning

Slug

lifelong-learning

Identifier

400

School-to-work transition

Slug

school-to-work-transition

Identifier

652

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

TVET systems

Slug

tvet-systems

Identifier

661

Regions:

Europe and Central Asia

Region Image

Countries and territories:

Switzerland

Global inventory of regional and national qualifications frameworks 2017

Type:

Document

Content Type:

Global inventory of regional and national qualifications frameworks 2017

Language:

English

Slug

english

Identifier

skpEng

Sources:

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Identifier

skpIntOrg

Slug

international-organizations

Other sources

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Identifier

skpOSource

Slug

other-sources

Topics:

Lifelong learning

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Identifier

skpPSLLL

Slug

lifelong-learning

Training quality and relevance

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Identifier

skpTrainQR

Slug

training-quality-and-relevance

Knowledge Products:

Case studies and good practices

Case studies that document good practices and illustrate the benefits and lessons learnt of particular approaches or methods in real practice.

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Identifier

skpCaseStdy

Slug

case-studies-and-good-practices

Research papers

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Identifier

skpRPS

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research-papers

Publication Date:

01 Dec 2017

Open

wcmstest4_194956.pdf

Volume I: Thematic chapters

The global inventory 2017 further strengthens the knowledge base on developments in national and regional qualifications frameworks, as implemented by countries and regions, by end of 2016. It acts as an observatory of progress in establishing NQFs, as well as the challenges and success factors in implementation. The thematic chapters (Volume I) discuss key trends and policy issues emerging from qualifications frameworks and learning outcomes reforms and developments. Volume II consists of NQF case studies of 100 countries from all continents and seven regional qualifications frameworks (RQF).

The case studies look at the educational, social, economic and political context in which an NQF is embedded, main policy objectives, implementation of learning outcomes, stakeholder involvement and institutional arrangements. They also show how NQFs open for and link to validation arrangements, support recognition and learning pathways. They conclude with important lessons and future plans.

The global inventory draws on inventories from four agencies: the European Centre for the Development of Vocational Training (Cedefop), the European Training Foundation (ETF), the United Nations Educational, Scientific and Cultural Organisation (UNESCO) and the UNESCO Institute for Lifelong Learning (UIL), working and communicating with country officials and experts. It also draws on extensive international research in qualifications reforms, comparability of qualifications, and use of learning outcomes.

Subject Tags:

Qualification frameworks

Slug

qualification-frameworks

Identifier

651

Recognition of prior learning

Slug

recognition-of-prior-learning

Identifier

675

Skills and training policy

Slug

skills-and-training-policy

Identifier

666

TVET systems

Slug

tvet-systems

Identifier

661

Vocational training

Slug

vocational-training

Identifier

124

Regions:

Global

Vocational education and training institutions: A management handbook and CD-ROM

Type:

Document

Content Type:

															Vocational education and training institutions: A management handbook and CD-ROM
													

Language:

English

Slug

english

Identifier

skpEng

Sources:

ILO

Thumbnail

Identifier

skpILO

Slug

ilo

Topics:

Training quality and relevance

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Identifier

skpTrainQR

Slug

training-quality-and-relevance

Knowledge Products:

Other knowledge products

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Identifier

skpOProduct

Slug

other-knowledge-products

Publication Date:

13 Nov 2017

Open

wcmstest4_194494.pdf

This Handbook has been produced under the aegis of the International Labour Organization (ILO) and the Asia and Pacific Skill Development Programme (APSDEP) with the aim of increasing the professionalism of managers and administrators in the vocational education and training (VET) sector. For this purpose, the Handbook provides general benchmarks for the management practices of responsive, flexible and efficient vocational education and training (VET) institutions. The countries and institutions willing to bring about management reform in their VET sectors will find in this instructional material a considerable knowledge base.

Subject Tags: