global
Contrasting the global education agenda based on both the Millennium Development Goals (MDGs, 2000-15) and the Sustainable Development Goals (SDGs, 2015-30), there is a strong focus on technical and vocational education and training (TVET) and skills development. It becomes clear that it is taking time. For a more important role within the SDG framework, especially in relation to SDG 4 (quality education).
This pivotal position has led to the allocation of global attention and resources to TVET and skills development.
The rationale for this transition is clear and convincing. TVET and skills development have the potential to inject much-needed relevance into the education systems of most developing countries as they develop beyond the previous education-for-all movement focused on literacy and numeracy. It hides its sexuality.
Now that we have passed the halfway point towards the Education 2030 agenda, it is essential to reflect on the current state of TVET and skills development and identify existing gaps and potential solutions to move forward.
Promotion of investment
Investment in education, especially by governments according to international standards, requires an allocation of at least 4% to 6% of a country's GDP (gross domestic product) and at least 15% to 20% of public spending on education. included. These benchmarks serve as standard guidelines to ensure adequate funding for the development and strengthening of education systems around the world.
The allocation of education budgets across different levels and types of education varies widely across countries. While some governments still prioritize basic or compulsory education, both pre- and post-compulsory levels have emerged as new areas of focus for many governments.
This shift highlights the growing importance of allocating resources to early childhood care and education, as well as higher education, TVET and skills development. Such initiatives can strengthen an individual's right to education and meet the changing demands of the workforce and society.
Encouraging TVET schools and institutions to leverage human and financial resources from external partners such as the private sector, industry, and diverse stakeholders requires increased government investment, as well as favorable and innovative innovations. It is important to develop policies that
Compared to other education pathways and subsectors, TVET and skills development exhibits more diversity and is in a better position to mobilize multiple human and financial resources. This includes opportunities such as staff secondment, in-kind donations and cost-sharing arrangements from external partners.
bridge the status gap
Compared to other study routes, especially academic tracks, the social status of TVET programs still needs improvement in many countries. These status gaps pose challenges to the recognition and acceptance of TVET programs, preventing them from reaching their full potential as valuable and equally valued educational options.
Advocacy is critical to raising awareness among parents and students about the importance of TVET and skills development. It is important to create new stories based on the different aptitudes of the students. Some people are better at abstract academics, while others are better at operational skills, and many people benefit from recognizing that they fall between these two directions.
It is essential to establish a unified national qualifications framework that covers academic, professional and vocational learning pathways. Implementing these frameworks allows you to compare and transfer different types of study programs, increasing access and flexibility, and preventing potential learning impasses.
The improved social status of TVET programs depends, in part, on improved career prospects, salaries and conditions for graduates. Equipped with relevant skills and competencies, her TVET graduates can confidently pursue fulfilling careers, contribute to the development of society and recognize her TVET as an important pillar of education.
Overall learning indicators
What kind of curriculum is best for TVET students remains a matter of debate. Nevertheless, TVET curricula often focus on clinic-style courses aimed at developing practical, hands-on skills, especially for lower-level he TVET programs. Of course, such an approach can effectively increase the immediate relevance of TVET programs.
But TVET should not only foster practical skills, but also engage and develop students' hearts and minds. By adopting a holistic approach, TVET helps students achieve balanced growth, maintain work-life balance, promote the economic and social progress of their countries, and develop an international and global perspective. can do.
This means that comprehensive learning indicators for TVET students, indicators that cover preclinical and clinical style courses, need to be developed to ensure appropriate allocation of study time and credits for each course. To do. Such indicators can provide an important framework to enhance TVET program design and direct course development and delivery.
Such a holistic approach should resonate within the framework of national qualifications and direct its implementation across different academic, professional and vocational fields. Countries currently developing qualifications frameworks need to accelerate their efforts in this particular direction.
Empowering demand-side stakeholders
Many TVET systems have historically operated in a supply-driven manner, highlighting the need to strengthen skill forecasting and predictive mechanisms. This ensures that TVET programs are more closely aligned with industry requirements and evolving trends in the job market.
Stakeholder engagement is not a new concept, as related practices have been around for quite some time. However, a central challenge lies in the capability gap between demand-side stakeholders, who often need assistance in articulating industry and labor market needs clearly and accurately.
Demand-side stakeholders must move from a siled approach to a collaborative effort to consistently define skills requirements centrally under a shared qualifications framework. Such collaborative efforts can translate skill predictions and projections into clear learning outcomes and guide the development of TVET programs.
Professional bodies are strategically placed to bridge the gap between the supply and demand sides of the TVET system, spearheading the development of professional quality standards and ensuring effective support in both TVET program development and the course planning process. We ensure good integration.
Synchronization with industry
TVET systems need to establish strong relationships with industry at national, local and institutional levels. The development of TVET systems should not be the sole responsibility of governments. Instead, these systems need to be actively shaped and nurtured by the industries they serve.
TVET providers and programs need to work closely with industry to ensure an efficient supply of skilled talent. At the same time, industry must actively support his TVET system through cooperative efforts. This includes co-designing TVET programs, sharing program costs, developing infrastructure, and participating in shared staffing initiatives such as secondments and external mentoring programs.
TVET institutions should position themselves as training partners for large, medium and small businesses. They should take the initiative to collaborate on joint training menus, create customized programs, and offer micro-certification courses to reskill and upskill employees.
Collective ownership of TVET systems, facilitated by a shared pool of human and financial resources from both the supply and demand sides, could ensure the quality and relevance of TVET provisions. This will also help address the long-standing challenge of skills mismatch, which is currently prevalent in many countries.
Promoting entrepreneurship
The TVET system must do more than just create job seekers for diverse industries. We also need to develop entrepreneurship skills to enable graduates to become job creators. In the field of TVET, the promotion of entrepreneurship is even more important than in other types of education.
The Trincomalee Declaration, an outcome document presented at the 7th UNESCO-APEID Conference on Entrepreneurship Education in 2018, states: . They can be nurtured and developed through different levels of education. ”
In line with this very important declaration, TVET institutions should consider integrating qualities and attributes related to entrepreneurship directly into the curriculum of multiple TVET programs, alongside complementary extra-curricular and outreach activities. need to do it.
TVET institutions need to adopt an entrepreneurial approach to organizational governance and management. This allows us to develop an ecosystem that fosters collaboration with external partners and fosters entrepreneurship among faculty and students.
To ensure that all innovative ideas are nurtured and developed, leverage sustainable and supportive funding mechanisms such as angel funds and venture capital to create a solid foundation for continued growth and success. must be provided.
holistic approach
In conclusion, in the context of SDG 4, TVET and skills development are central themes, prompting governments, the international education community and stakeholders to strengthen financial and professional support to advance TVET policies and practices. Masu.
To revitalize TVET and skills development, it is important to improve the social status of TVET programs and at the same time strengthen public and private investment in TVET. Furthermore, to promote the all-round development of TVET students, empower demand-side stakeholders, establish linkages with industry, and foster an entrepreneurial culture among TVET students to promote future job creation. is needed.
Libin Wang is the Director of Education at the UNESCO Regional Office in Bangkok, Thailand.
