Improve Technical and Vocational Education and Training (TVET) to meet skills and labour mismatch

Building Better Formal TVET Systems: Meeting the Skills Needs for Sustainable Development

Introduction

The World Bank, the International Labour Organization (ILO), and UNESCO have conducted a joint study on technical and vocational education and training (TVET) systems in low- and middle-income countries. The study reveals that these systems are ill-equipped to meet the demands of the labor market and the rising need for TVET in the coming years. This report, titled “Building Better Formal TVET Systems: Principles and Practice in Low- and Middle-Income Countries,” is the first comprehensive global analysis of TVET challenges and reforms in developing economies.

The Importance of Well-Performing TVET

In the face of rapidly changing labor markets and evolving skills needs due to globalization, technological progress, demographic transformation, and climate change, the need for well-performing TVET systems is crucial. It is especially important to ensure smooth job transitions, as global youth unemployment stands at 16 percent in 2022, significantly higher than the overall unemployment rate. However, training often falls short of expectations in low- and middle-income countries due to various challenges faced by learners, unsupported teachers, and weak incentives for providers.

The Role of TVET in Sustainable Development

Mamta Murthi, World Bank Vice President for Human Development, highlights the importance of good TVET systems in investing in skills and jobs for young people. She emphasizes that well-performing TVET systems can help countries benefit from the demographic dividend and navigate climate, demographic, and technological changes. Mia Seppo, Assistant Director-General for Jobs and Social Protection at the ILO, stresses that effective skills and lifelong learning systems are crucial for tackling inequalities, advancing social justice, and empowering individuals to aspire to better jobs and better lives. Borhene Chakroun, Director of the Division for Policies and Lifelong Learning Systems at UNESCO, emphasizes that TVET equips youth with the skills and knowledge needed to excel in today’s job markets and adapt to a rapidly changing world.

Challenges and Reforms in TVET

The report identifies several factors that affect the performance of TVET systems, including access, equity, quality, and relevance. Many institutions focus on providing technical skills, but fail to address the cognitive, digital, and entrepreneurship skills needed by students and firms. Under-prepared teachers and outdated equipment also hinder the delivery of quality TVET. Additionally, TVET is often considered a second-tier educational track, discouraging potential students from enrolling and firms from hiring TVET graduates.

Recommendations for Reform

While reform priorities for TVET vary across countries, the report encourages countries to prioritize the needs of learners and enterprises and realign financing to reward reforms. Quick wins, such as starting with priority sectors, should also be pursued alongside long-term reforms. The report highlights the potential of leveraging new data and technologies, as well as lessons learned from the COVID-19 pandemic, to transform TVET systems in low- and middle-income countries. Mobilizing private financing can also provide additional resources for TVET, as these countries currently spend less than 0.2 percent of GDP on TVET compared to 0.46 percent in high-income countries.

The Future of TVET

Demographic trends and higher completion rates at lower levels of education are expected to lead to a significant increase in the number of TVET students over the next two decades. Countries like Burundi, Mali, Uganda, and Niger will experience a substantial rise in the number of secondary TVET students. However, these countries already face pressure from high shares of youth not in education, employment, or training. The report emphasizes that well-functioning TVET systems can equip graduates with the skills needed for today’s jobs and prepare them for future skills needs. Strong TVET systems play a crucial role in helping countries meet the Sustainable Development Goals by supporting employment and productivity in a sustainable and efficient manner.

Conclusion

The joint study by the World Bank, the ILO, and UNESCO highlights the urgent need for better TVET systems in low- and middle-income countries. By addressing the challenges faced by learners, teachers, and providers, and by implementing reforms that prioritize the needs of learners and enterprises, countries can ensure that their TVET systems contribute effectively to sustainable development. With the right investments and reforms, TVET can empower young people, bridge skills gaps, and create opportunities for inclusive and accessible lifelong learning and upskilling.

SDGs, Targets, and Indicators

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education
• SDG 8: Decent Work and Economic Growth
• SDG 10: Reduced Inequalities
• SDG 17: Partnerships for the Goals

The article discusses the challenges and reforms needed in technical and vocational education and training (TVET) systems in low- and middle-income countries. These issues are directly connected to SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The article also mentions the importance of TVET in addressing youth unemployment, which is relevant to SDG 8 on decent work and economic growth. Additionally, the article highlights the inequalities and disparities in access to education and employment, aligning with SDG 10 on reduced inequalities. Finally, the collaboration between the World Bank, ILO, and UNESCO mentioned in the article reflects the importance of partnerships for achieving the Sustainable Development Goals, as emphasized in SDG 17.

2. What specific targets under those SDGs can be identified based on the article’s content?

• SDG 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational, and tertiary education, including university.
• SDG 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs, and entrepreneurship.
• SDG 8.6: By 2020, substantially reduce the proportion of youth not in employment, education, or training.
• SDG 10.3: Ensure equal opportunity and reduce inequalities of outcome, including by eliminating discriminatory laws, policies, and practices and promoting appropriate legislation, policies, and action in this regard.
• SDG 17.17: Encourage and promote effective public, public-private, and civil society partnerships, building on the experience and resourcing strategies of partnerships.

Based on the article’s content, the specific targets that can be identified are related to ensuring equal access to quality technical and vocational education (SDG 4.3), increasing the number of individuals with relevant skills for employment (SDG 4.4), reducing the proportion of youth not in employment, education, or training (SDG 8.6), reducing inequalities of outcome (SDG 10.3), and promoting partnerships for sustainable development (SDG 17.17).

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Indicator for SDG 4.3: Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
• Indicator for SDG 4.4: Proportion of youth and adults with skills needed for employment, decent jobs, and entrepreneurship
• Indicator for SDG 8.6: Proportion of youth (aged 15-24 years) not in education, employment, or training
• Indicator for SDG 10.3: Proportion of population reporting having personally felt discriminated against or harassed in the previous 12 months on the basis of a ground of discrimination prohibited under international human rights law
• Indicator for SDG 17.17: Number of countries that have national statistical legislation that complies with the Fundamental Principles of Official Statistics

The article does not explicitly mention indicators, but based on the identified targets, these indicators can be used to measure progress towards achieving the targets. These indicators reflect the need to assess the proportion of individuals with specific skills, the proportion of youth not in education, employment, or training, the prevalence of discrimination, and the existence of statistical legislation.

Table: SDGs, Targets, and Indicators

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Source: ilo.org

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