Vocational education and training - VET

Vocational education and training (VET) is an important part of education systems around the world. VET systems differ widely between countries in how programmes are designed and delivered. Moreover, countries differ in terms of the types of providers that deliver VET. This report looks at the VET provider landscape in Australia, Denmark, Germany, the Netherlands and Sweden. It provides insights into the number of different providers by country, their focus areas and target populations. It describes how providers are different and how they overlap, as well as structures and initiatives to foster co-ordination between them.

VET (vocational education and training) is a highly complex, multidimensional worldwide phenomenon with diverse structures. Additionally, very different actors define the functions of a national (or even a regional) VET system. The paper contributes to a better understanding of the policy frameworks and current states of such systems. Therefore, we focus on selected VET systems in order to understand their specifics and thus, their market conditions. A qualitative approach is used to answer the research question regarding which conditions create or support market-based opportunities for the provision of commercial vocational training services. We find that the liberalism and deregulation of the VET sectors, as well as the marketisation of VET practices, lead to incentives to internationalise VET offers. Thinking in terms of skills, the kind of education system does not play a role. This is the case in liberal market-driven VET approaches (here, the UK, the USA and Australia) and is mirrored in the micro-analysis categories of curricula, learning location, content, and learning process.

The objective of this report is to assess the impact of the career guidance services provided throughout the past years on enhancing the employability of technical secondary school graduates, their employment status, and their perception of the labour market and career opportunities. In addition, this report assesses the beneficiaries' satisfaction with career guidance services provided by the GIZ and the ILO as a first step towards the institutionalization of career guidance services and including them in the regular curriculum of technical secondary schools.

This Guide aims to assist ILO constituents and technical and vocational education and training (TVET) practitioners to strengthen the role of skills development policies and programmes in peacebuilding efforts through inclusive learning methodologies and the training of relevant core skills.

The number and type of providers delivering vocational education and training (VET) in Australia is almost as varied as the types of students they serve and the training they deliver. Given the number of small VET providers in the system, we wanted to get a better understanding of the role and function of the small VET providers and how they meet the needs of their students.