France and the Netherlands

The baccalauréat professionnel in France, and the middelbaar beroepsonderwijs (MBO) count work experience in the area they are specializing in.^[11]

Germany and Austria

Apprenticeships enhanced content within occupational training courses and considerable emphasis has been placed on personal skills.^[11]

India

Work education has been included in the primary standards (grades 1–8) to make the students aware of work. At the lower secondary level (grades 9–10) pre-vocational education has been included with the aim to increase students’ familiarity with the world of work.^[11]

Iran

The Iran Technical and Vocational Training Organization or in brief I.R.T.V.T.O is one of the organizations affiliated to the Ministry of Cooperatives, Labour, and Social Welfare, which was formed from the merger of three educational institutions in 1980 in order to provide technical and vocational education.^[12] In addition to the central headquarters, this organization has 31 general administrations in provinces of Iran, an instructor training center, 552 Learning Center and over 11700 free technical and vocational schools. In order to achieve the latest science and technology news and to comply with international standards, the organization always tried to expand international relations, including with the International Labour Organization (ILO) and the International Organization for Vocational Training in other countries. In this regard, the organization, regardless of the interpretation of the overall organizational structure, carries out its activities only in the field of education, with the support of the research field.^[13][14][15] TVET is mostly presented by TVTO which is the most pervasive skill training body in Iran, which attempts to meet the skill needs of the labor market and also updates the skills of employees with the latest technologies. It functions as the provider and executor of informal technical and vocational training in agriculture, industry, services, culture, and art. TVTO has headquarters in the capital city of Tehran, an instructor training center(ITC) in Karaj city, 31 provincial head offices, 641 public training centers, 4710 public workshops, and over 12000 private institutions across the country. ^[16]

The Technical and Vocational University (TVU) (Persian: دانشگاه فنی و حرفه‌ای, Danushgah-e Feni-ye Herfehai) includes higher education that runs all technical/vocational colleges across the country.^[17] The main objective of this University, training technicians in the majors technical. 4/5 of majors are belongs to Associate degree and 1/5 belongs to Bachelor's degree.^[18] The university has more than 176 schools and colleges across the country, and with more than 180 thousand students, it is one of the largest universities in Iran. there are all of the technical and vocational Majors.^[19] To achieve the goals, TVTO holds 3-18-month training courses for job seekers and employees in different sectors. Along with training programs, there are activities of research, construction, equipment and development of human resources, most importantly including: codifying training standards based on international codes, research, updating training standards, research in training programs, training aids, audiovisuals, setting up and equipping workshops of training centers, setting up new workshops, guilds’ skill testing ,determining the technical competence of applicants of private institutions, holding specialized conferences, issuing skill certificates for construction workers.

Iraq

It is a new experiment in Iraq about TVET, there are three ministries related to TVET in Iraq, the Ministry of Higher Education and scientific research which is represented by the technical universities, the Ministry of Education which is represented by the vocational education foundation, and the Ministry of Labor and Social Guaranty which is represented by vocational training centers. These associations are trained by UNESCO for the last three years on the main topics and fields of TVET, so they are now waiting for the Iraqi Perelman to put a suitable law for the TVET Council in Iraq to start its system and control these associations with the required outputs of TVET.

Russian Federation

A new approach to vocationalization of secondary schooling has been introduced within the framework of general educational reform. This has been guided by the Ministry of Education's strategy of modernization. Vocationalization in the Russian Federation refers to the introduction of profile education at the upper-secondary level (the last two years of schooling, grades 10 and 11) and the process of preparation for profile selection. Profile education provided students with the opportunity to study a chosen area in depth, usually one that would be related to their further study (TVET or academic). Schools could design their own profiles, e.g. science, socio-economics, humanities, and technology, or keep a general orientation curriculum. In preparation for the upper-secondary specialization, a ′pre-profiling′ programme in grade 9 has been introduced to help students make their choices in grade 10.^[11]

South Korea

Around 40% of secondary students are currently enrolled in TVET education, in some schools, academic and vocational students share almost 75% of the curriculum.^[11]

United States

Tech-prep programmes in the United States of America are examples of how the ′blending′ approach was used to help students make the connections between school and work. In year nine, programmes in broad occupational fields such as the health professions, automotive technology, computer systems networking are offered within general technology studies. The programmes continue for at least two years after the end of secondary school, through a tertiary education or an apprenticeship programme, with students achieving an associate degree or certificate by the end of the programme.^[11]

Labour market demands and trends

Following the global financial crisis in 2008, labour markets across the world experienced structural changes that influenced the demand for skills and TVET. Unemployment worsened and the quality of jobs decreased, especially for youth. Gender differentials in labour force participation placed men ahead of women, and skill mismatches deepened. The crisis impacted labour markets adversely and led to deepening uncertainty, vulnerability of employment, and inequality.^[23] Furthermore, measures to improve efficiency and profitability in the economic recovery have often led to jobless growth, as happened in Algeria, India and post-apartheid South Africa.^[11]

In seeking to address the level of vulnerable employment, TVET systems have focused on increasing the employability of graduates and enhancing their capacity to function effectively within existing vulnerable labour markets and to adjust to other labour market constraints. This has meant enhanced coordination among government departments responsible for TVET and employment policies. It has also created the need for TVET systems to develop mechanisms that identify skills needs early on and make better use of labour market information for matching skills demands and supply. TVET systems have focused more on developing immediate job skills and wider competencies. This has been accomplished by adopting competency-based approaches to instruction and workplace learning that enable learners to handle vulnerable employment, adjust to changing jobs and career contexts, and build their capacity to learn and agility to adapt.^[11]

Migration flows

Increasing migration are significant challenges to the national character of TVET systems and qualifications. TVET qualifications are progressively expected not only to serve as proxies for an individual's competencies but to also act as a form of a currency that signals national and international value.^[24] TVET systems have been developing mechanisms to enable credible and fair cross-border recognition of skills. In 2007, the ILO identified three types of recognition that TVET system may use: unilateral (independent assessment by the receiving country), mutual (agreements between sending and receiving countries), and multilateral (mostly between a regional grouping of countries). The most prevalent of these is unilateral recognition, which is mostly under the control of national credential evaluation agencies. Countries have been slow to move from input-based skill evaluations to outcome-based methodologies that focus on competencies attained.^[25][11]

TVET systems are responding to migration by providing qualifications that can stand the rigour of these recognition systems and by creating frameworks for mutual recognition of qualifications. Regional Qualifications Frameworks such as those in Southern Africa, Europe, Asia and the Caribbean aim to significantly support the recognition of qualifications across borders.^[26] These efforts are further supported through the introduction of outcome-based learning methodologies within the broader context of multilateral recognition agreements.^[11][25]

Providing broader competencies alongside specialist skills

Skills for economic development include a mix of technical and soft skills. Empirical evidence and TVET policy reviews conducted by UNESCO suggest that TVET systems may not as yet sufficiently support the development of the so-called soft competencies.^[27][28][29] Many countries have, however, adopted competency-based approaches as measures for reforming TVET curricula.

The HEART Trust National Training Agency of Jamaica adopted this approach, with a particular emphasis on competency standards and balanced job-specific and generic skills. Competency standards aimed to ensure that the training was linked to industry and was up to date, and that competences were integrated into training programmes, along with the needed knowledge, skills and attitudes. The balancing of skill types was to ensure adequate attention was given to job-specific skills as well as the conceptual and experiential knowledge necessary to enable individuals to grow and develop in the workplace, and more generally in society.^[30][11]

Promoting social equity and inclusive workplaces

Preparing marginalized groups of youths and adults in with the right skills and helping them make the transition from school to work is part of the problem faced by TVET in promoting social equity. Ensuring that the workplace is inclusive poses numerous policy challenges, depending on the contextual dynamics of inclusion and exclusion, and the capabilities of individuals. For example, the experiences of exclusion by people with disabilities and disadvantaged women may be similar in some ways and different in others. Many individuals experience multiple forms of disadvantage in the workplace, to different degrees of severity, depending on social attitudes and traditions in a specific context or organization. Approaches to inclusiveness in the workplace will therefore vary according to population needs, social diversity and context. To give one example, the Netherlands set about the task of making workplaces more inclusive for low-skilled adults by offering programmes that combine language instruction with work, and in certain cases on-the-job training.^[31][11]

A review of employer surveys in Australia, the Netherlands, the United Kingdom and the United States of America, reported that employers valued people with disabilities for their high levels of motivation and their diverse perspectives, and found their attendance records to be the same or better than those of other employees.^[32] Many employers mentioned that being seen as pro-inclusion was positive for the company or organization's image, an advantage that goes well beyond providing employment opportunities to disadvantaged groups. In many cases, however, social and cultural perceptions are an obstacle to making workplaces more inclusive, and this will require sensitive and concerted attention. Some low- and middle-income countries have sought to address this through legislation. In Tanzania the Disabled Persons (Employment) Act of 1982 established a quota system that stipulates that 2 per cent of the workforce in companies with over fifty employees must be persons with disabilities.^[33][11]

The 2012 Education for All Global Monitoring Report concluded that 'all countries, regardless of income level, need to pay greater attention to the needs of young people who face disadvantage in education and skills development by virtue of their poverty, gender or other characteristics'.^[34] The report found that several barriers and constraints reduced the success of TVET in meeting social equity demands. First, national TVET policies in most cases failed to address the skills needs of young people living in urban poverty and in deprived rural areas. Second, additional funds were needed to support TVET learning opportunities on a much larger scale. Third, the training needs of disadvantaged young women were particularly neglected. The 2012 EFA Global Monitoring Report also noted that skills training alone was not sufficient for the most disadvantaged of the rural and urban poor.^[34] Coherent policies that link social protection, micro-finance and TVET are considered critical for ensuring better outcomes for marginalized groups.^[11]

Gender disparities

Recent years have seen rising numbers of young women enrolling in TVET programmes, especially in service sector subjects. At times the challenge is to bring more males into female-dominated streams. However, beyond number games, the real gender parity test that TVET systems are yet to pass is balancing the gender participation in programmes that lead to employability, as well as to decent and high-paying jobs. Gender disparities in learning opportunities, and earnings, are a cause for concern. The persistent gender-typing of TVET requires concerted attention if TVET is to really serve a key facilitative role in shared growth, social equity and inclusive development.^[35]

The absence of work, poor quality of work, lack of voice at work, continued gender discrimination and unacceptably high youth unemployment are all major drivers of TVET system reforms from the perspective of social equity. This is an area where TVET systems continue to be challenged to contribute proactively to the shaping of more equitable societies.^[35]

Gender equality has received significant international attention in recent years, and this has been reflected in a reduction in gender participation gaps in both primary and secondary schooling. Efforts to analyse and address gender equality in TVET are relevant to other aspects of equity and dimensions of inclusion/exclusion. In almost all parts of the world, the proportion of girls to total enrolment in secondary education defined as TVET is less than for 'general' secondary education.^[36][35]