Publication:
Building Better Formal TVET Systems: Principles and Practice in Low- and Middle-Income Countries

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dc.contributor.authorWorld Bank
dc.contributor.authorUNESCO
dc.contributor.authorILO
dc.date.accessioned2023-07-25T15:14:25Z
dc.date.available2023-07-25T15:14:25Z
dc.date.issued2023-07-25
dc.description.abstractReform of formal technical and vocational education and training (TVET) is urgently needed in most low- and middle-income countries. Demographic trends, coupled with higher rates of students completing lower levels of education, can lead to an exponential increase in the number of secondary TVET students in the next 20 years, particularly in low-income countries (LICs). However, there are significant risks attached to expanding a system that is often considered a second-tier educational track and to which challenged learners are often directed. Because of a broken link between TVET systems and labor markets in low- and middle-income countries (LICs and MICs, together: L/MICs), TVET cannot deliver on its promise. The urgency is compounded by megatrends associated with globalization, technological progress, demographic transformation, and climate change, which affect both skills demand and the distribution of economic opportunities. This report offers guidance to policymakers designing and implementing TVET reforms, emphasizing core principles and practical considerations for L/MICs. There is much to be learned from recent L/MIC reform experiences like those in Bangladesh, El Salvador, and Mongolia, about identifying effective reform strategies and the likely impact of megatrends on future demand for TVET. The report focuses on secondary and post-secondary non-tertiary formal TVET, defined as TVET obtained within the formal education system that leads to diplomas, degrees, or other formal certifications. This overview, summarizing the main messages from the report, has three parts. The first, the TVET Promise, looks at the potential of TVET systems to deliver access to equitable, quality, and relevant training and contribute to employment and productivity. The second, the TVET Challenge, articulates the main limitations in practice for L/MIC TVET systems. The third, the Way Forward to Better TVET, proposes three interrelated transformations (three E’s) and six policy priorities to help TVET deliver on its promise in L/MICs.en
dc.identifierhttp://documents.worldbank.org/curated/en/099071123130516870/P175566037a5e20650a657068b5152205bf
dc.identifier.doi10.54675/RVDM3811
dc.identifier.doihttps://doi.org/10.1596/978-92-2-039357-4
dc.identifier.isbn978-92-2-039357-4
dc.identifier.isbn978-92-2-039358-1 (electronic)
dc.identifier.urihttps://openknowledge.worldbank.org/handle/10986/40072
dc.languageEnglish
dc.language.isoen_US
dc.publisherWashington D.C., Paris, Geneva: The World Bank, UNESCO, and ILO
dc.rightsCC-BY-SA 3.0 IGO
dc.rights.holderWorld Bank, UNESCO and ILO
dc.rights.urihttps://creativecommons.org/licenses/by-sa/3.0/igo/
dc.subjectTVET
dc.subjectTECHNICAL AND VOCATIONAL EDUCATION AND TRAINING
dc.subjectLOW-INCOME COUNTRIES
dc.subjectMIDDLE-INCOME COUNTRIES
dc.subjectEVOLVING SKILLS
dc.subjectLABOR MARKETS
dc.titleBuilding Better Formal TVET Systemsen
dc.title.subtitlePrinciples and Practice in Low- and Middle-Income Countriesen
dc.typeReport
dspace.entity.typePublication
okr.date.disclosure2023-07-25
okr.date.doiregistration2025-04-14T11:50:13.803247Z
okr.date.doiregistration2025-04-15T02:45:40.883756Z
okr.date.doiregistration2025-04-16T04:09:23.012876Z
okr.date.doiregistration2025-04-17T03:27:21.963272Z
okr.date.doiregistration2025-04-19T02:07:38.267969Z
okr.date.lastmodified2023-07-11T00:00:00Zen
okr.doctypeEconomic & Sector Work::Other Education Study
okr.docurlhttp://documents.worldbank.org/curated/en/099071123130516870/P175566037a5e20650a657068b5152205bf
okr.guid099071023170038531
okr.guid099071123130516870
okr.identifier.docmidP175566-37a5e2bd-0d44-4665-a657-68b5152205bf
okr.identifier.doi10.54675/RVDM3811
okr.identifier.externaldocumentum34115913
okr.identifier.internaldocumentum34115913
okr.identifier.report183938
okr.import.id1239
okr.importedtrueen
okr.language.supporteden
okr.pdfurlhttp://documents.worldbank.org/curated/en/099071123130516870/pdf/P175566037a5e20650a657068b5152205bf.pdfen
okr.region.geographicalWorld
okr.sectorWorkforce Development/Skills
okr.themeEducation,Human Development and Gender,Skills Development,Access to Education,Disease Control,Pandemic Response,Labor Market Policy and Programs
okr.topicEducation::Education Reform and Management
okr.topicSocial Protections and Labor::Labor Markets
okr.unitEducation Global (HEDGE)
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