Vocational training

Technical vocational education and training in Xinjiang

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Document

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Technical vocational education and training in Xinjiang

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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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international-organizations

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Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Other knowledge products

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skpOProduct

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other-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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research-papers

Publication Date:

12 Mar 2015

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wcmstest4_135262.pdf

The mismatch between labor supply and demand for higher workforce skills provision has constrained Xinjiang’s economic development. So skill development and TVET policies are at the center of the response required to promote continuing development. This report documents progress, analyzes strengths and weaknesses of the Xinjiang Technical and Vocational Education and Training system, and proposes recommendations that can be used to enrich policy dialogue and open opportunities for future cooperation between Xinjiang and the World Bank.

The first section provides a brief overview and analysis of the Xinjiang setting, including economic trends, status of the workforce and TVET system. This is followed by a summary of the Systems Approach for Better Education Results (SABER)-Workforce Development (WfD) results including three dimensions, nine policy goals and 27 policy actions. Lastly, a brief policy analysis along with recommendations reflect upon the results of the SABER-WfD study by addressing key challenges and weaknesses of the Xinjiang TVET system in the context of Xinjiang's medium to long-term education and talent development plans.

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TVET systems

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tvet-systems

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661

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vocational-training

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124

Regions:

Asia and the Pacific

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Countries and territories:

China

Developing Skills for Employability with German Partners

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Document

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Developing Skills for Employability with German Partners

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English

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english

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skpEng

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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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governments

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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:

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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skpCaseStdy

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case-studies-and-good-practices

Publication Date:

12 Mar 2015

Open

wcmstest4_135261.htm

Vocational education and training established the direction of travel for companies, regions and entire countries. The availability of skilled workers determines the level of performance and the ability to innovate within a globally competitive environment. This has an effect both on the economic power of a country and on the kind of social stability which is able to offer the foundations of prosperity for broad sections of the population.

Each of the ‘Developing Skills for Employability with German Partners’ brochures presents eight vocational education and training success stories of German and international partners. With its wide range of training offers and its strong emphasis on employability, ‘Training – Made in Germany’ has the potential to successfully support and promote on-going transformation processes of training systems in these regions through transnational cooperation projects.

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TVET systems

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tvet-systems

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661

Vocational training

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vocational-training

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124

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Skills development in Sub-Saharan Africa

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Document

Content Type:

Skills development in Sub-Saharan Africa

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English

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english

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skpEng

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International organizations

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skpIntOrg

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international-organizations

Topics:

Access to training

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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:

Research papers

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skpRPS

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research-papers

Publication Date:

10 Mar 2015

Open

wcmstest4_135054.pdf

At the close of the 1980s, considerable doubts had begun to emerge among international donor agencies regarding the cost-effectiveness of publicly owned and managed technical and vocational education and training (TVET). Based on extensive analysis, a 1991 World Bank Policy Paper on TVET found a diverse market for skills development globally with national training systems consisting of public training, private training, and enterprise-based training. The paper’s recommendations called for a strategic policy role for governments, the opening of markets to private provision of TVET, and the diversification of sources of training finance. The study found weaknesses in public provision of TVET, but it also found that such provision could be cost-effective when accompanied by new forms of organization, management, and financing.

A decade later, this review of TVET in Sub-Saharan Africa in the 1990s reinforces many of the findings of the 1991 policy paper. It comes at a critical time in African development. Economies are weak. Wage employment in the modern sector is largely stagnant, and unemployment among educated youth is substantial and increasing. The impact of HIV/AIDS on the work force, although yet to be documented, is huge, with much of the impact falling on the ranks of the educated and skilled work force. In this context, what can African governments do to ensure that the skills required for growth and equity are developed in a cost-effective way?

This study provides new documentation of the extensive scope and characteristics of, and the constraints upon, private TVET. The finding that African enterprises provide a substantial amount of formal and informal training in patterns similar to those found in middle-income and developed countries could provide comfort to African leaders faced with opportunities to change government’s role in training, focusing more on policy and less on provision. Private TVET is not without problems, however, as the study shows, drawing attention to issues of promoting equity and quality in private training. Addressing these issues and building on the potential of the private sector as a partner is recommended as part of a more strategic role for the public sector in the provision and financing of TVET.

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TVET systems

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tvet-systems

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661

Vocational training

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vocational-training

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124

Regions:

Africa

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Skills development in Sudan: The Formal and the Informal Reality

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Document

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Skills development in Sudan: The Formal and the Informal Reality

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English

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english

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skpEng

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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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ilo

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Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Research papers

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skpRPS

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research-papers

Publication Date:

03 Mar 2015

Open

wcmstest4_133854.pdf

The development challenges facing Sudan are enormous, but at the heart of the problem is how to continue and accelerate economic growth, and translate this into improved employment opportunities for the vast majority of the country’s population. Employment creation and investments in skills represent one of the most efficient means of distributing incomes equitably in developing countries, and one of the most sustainable ways of fighting poverty. However, the process of human capital formation in Sudan is alarmingly low by regional and international standards, and provision of technical and vocational education and training (TVET) plays a marginal role compared to general and academic education.

This report provides the baseline information required to understand how young women and men, the unemployed and other vulnerable groups gain the skills needed for productive employment, leading to improved standards of living and ultimately decent work. It is paramount to understand the processes, institutions, and approaches that underpin skills development both in formal TVET and in the informal economy, in order to develop and improve systems in place, particularly in a relatively new nation.

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Apprenticeships

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apprenticeships

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639

Skills mismatch

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skills-mismatch

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654

Vocational training

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vocational-training

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124

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Countries and territories:

Sudan

Education and training monitor 2014. Volume II

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Document

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Education and training monitor 2014. Volume II

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English

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english

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skpEng

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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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other-sources

Topics:

Access to training

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skpATSU

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access-to-training

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Research papers

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skpRPS

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research-papers

Publication Date:

02 Mar 2015

Open

wcmstest4_133657.htm

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School-to-work transition

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school-to-work-transition

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652

Skills and training policy

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skills-and-training-policy

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666

Vocational training

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vocational-training

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124

Regions:

Europe and Central Asia

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Education and training monitor 2014. Volume I

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Document

Content Type:

Education and training monitor 2014. Volume I

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English

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english

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skpEng

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Other sources

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skpOSource

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other-sources

Topics:

Access to training

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skpATSU

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access-to-training

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Research papers

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skpRPS

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research-papers

Publication Date:

02 Mar 2015

Open

wcmstest4_133653.pdf

The Education and Training Monitor is an annual series that reports on the evolution of education and training systems across Europe, bringing together the latest quantitative and qualitative data, recent technical reports and studies, plus policy documents and developments.

This report consists of two separate Volumes, of which this is Volume I. This Volume features the cross-national analysis and is divided into three parts. Part 1: ‘The case for education’ discusses the most prominent reasons why Member States should invest in their education and training systems. Part 2: ‘Qualifications and competences’ covers the key outcomes of education and training systems. Part 3: ‘Education policy leavers for building growth’ presents the evidence on policy drivers that can transform education investments into stronger impact by focussing on specific areas to improve the efficiency and effectiveness of European education and training systems.

Volume II consists of twenty-eight individual country reports that provide a more in-depth analysis of each Member State’s specific situation.

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Apprenticeships

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apprenticeships

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639

Skills and training policy

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skills-and-training-policy

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666

Vocational training

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vocational-training

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124

Regions:

Europe and Central Asia

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Vocational and professional education and training in Switzerland

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Document

Content Type:

Vocational and professional education and training in Switzerland

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English

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english

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skpEng

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Governments

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skpGov

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governments

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Knowledge Products:

Research papers

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skpRPS

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research-papers

Publication Date:

27 Feb 2015

Open

wcmstest4_133455.pdf

The Swiss VPET system enables young people to enter the labour market and ensures that there are enough qualified workers and managers in the future. The VET and PET sectors are closely correlated with the labour market and are an integral part of the education system.

This brochure provides information about the structure and organization of VET and PET training arrangements in Switzerland and at the same time it offers an insight on the labour and apprenticeship market in the country to finally deliver statistical data on professional education and training.

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Apprenticeships

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apprenticeships

Identifier

639

TVET systems

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tvet-systems

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661

Vocational training

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vocational-training

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124

Regions:

Europe and Central Asia

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Countries and territories:

Switzerland

Technical and vocational education and training in the Socialist Republic of Viet Nam: an assessment

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Document

Content Type:

															Technical and vocational education and training in the Socialist Republic of Viet Nam: an assessment
													

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English

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english

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skpEng

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Other sources

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skpOSource

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other-sources

Topics:

Training quality and relevance

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skpTrainQR

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training-quality-and-relevance

Knowledge Products:

Research papers

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skpRPS

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research-papers

Publication Date:

25 Feb 2015

Open

wcmstest4_132857.pdf

This publication is an assessment of major trends, strengths, and issues in the technical and vocational education and training subsector, focusing on formal skills development programs operated by the General Department of Vocational Training of the Ministry of Labor, Invalids and Social Affairs of the Socialist Republic of Viet Nam. It analyzes the country’s technical and vocational training system as well as subsector policies and strategies.

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TVET systems

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tvet-systems

Identifier

661

Vocational training

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vocational-training

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124

Regions:

Asia and the Pacific

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Countries and territories:

Viet Nam

Resource guide on gender mainstreaming into TVET in Bangladesh

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Document

Content Type:

Resource guide on gender mainstreaming into TVET in Bangladesh

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English

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english

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skpEng

Sources:

ILO

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skpILO

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ilo

Topics:

Access to training

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skpATSU

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access-to-training

Knowledge Products:

Research papers

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skpRPS

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research-papers

Publication Date:

25 Feb 2015

Open

wcmstest4_132853.pdf

The TVET Reform Project is an initiative of the Government of Bangladesh, executed by the ILO and funded by the European Union. The guide, developed under this project, provides guidance and practical tools on how to tackle the challenges and barriers to female participation in training and provides information on available technical resources.

This Guide focuses on three objectives:

-To facilitate a clear understanding of key barriers to female participation from a gender perspective and analyze their implications in women’s employment and economic empowerment;
-To provide practical tools and guidance on how to mainstream gender effectively into the TVET institutional structures, systems, programmes and activities; and
- To provide information on available technical resources to strengthen the capacity of TVET gender focal points in mainstreaming gender equality concerns.

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Gender

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294

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294

Gender and development

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gender-and-development

Vocational training

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vocational-training

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124

Regions:

Asia and the Pacific

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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_

Dual vocational training: a Swiss success story

Type:

Document

Content Type:

Dual vocational training: a Swiss success story

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English

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english

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skpEng

Sources:

Governments

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skpGov

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governments

Topics:

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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skpCaseStdy

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case-studies-and-good-practices

Publication Date:

24 Feb 2015

Open

wcmstest4_132654.htm

Every year, thousands of young people have to decide what they want to do once they have finished their compulsory education. Many in Switzerland choose the academic route – higher secondary school and a pre-university qualification (“Matura”). However, the majority opt for vocational education and training (VET). In Switzerland, this is a dual-track system whereby students attend classes at a VET school or college on a part-time basis, while the remaining time is spent doing an apprenticeship at a host company, allowing them to acquire on-the-job experience and practical skills.

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