PRINCIPLES AND STRATEGIES

OF A SUCCESSFUL TVET PROGRAM

October 2010
ACKNOWLEDGEMENTS

Principles and Strategies of a Successful TVET Program

The Institute is very grateful to various staff that provided input, improving the document. Their participation has
enhanced the value of the information for elected officials, policy makers, NGO,s, international donors and program con-
tractors.

We also extend thanks to the various MTC Executive staff who contributed their understanding and knowledge to the
project. Finally, we recognize the valuable guidance and feedback of this project from Roberts T. Jones, President, MTC
Institute as well as comments and observations from Jill Elkins, Director, International Development and MTC Vice
Chairman of the Board, Jane Marquardt, whose input helped make this document stronger.

Published by MTC Institute. Copyright October 2010

Principal Authors: Stephen MacDonald, Carl Nink, and Stephen Duggan

Comments are appreciated and should be directed to Carl Nink, Executive Director at:

MTC Institute

500 North Marketplace Drive P.O. Box 10

Centerville, UT 84014 (801) 693-2870

Fax: (801) 693-2900 institute@mtctrains.com www.mtcinstitute.com

Management & Training Corporation (MTC) is an international corporation dedicated to helping people realize their
learning potential. MTC creates nurturing environments in which education is encouraged and rehabilitation is recog-
nized. MTC manages and operates 21 Job Corps centers in 19 states for the U.S. Department of Labor, preparing disad-
vantaged youth for meaningful careers. MTC also operates 20 contracted correctional facilities across the US with ap-
proximately 25,000 beds under contract. In addition, MTC has expanded its education and vocational expertise into the
international arena, working in countries such as Iraq, Sudan, Mongolia, Jordan, and Palestine. The MTC Institute is the
research division of MTC, which is dedicated to promoting innovations and exemplary practices and projecting trends
that are relevant to job training and corrections. The work of the Institute is geared toward a broad audience including
policy makers, educators, researchers, practitioners, state and federal officials, workforce development entities, correc-
tional agencies, Job Corps centers, international donors and operators.
Principles and Strategies of a Successful TVET Program

within the
next
decade1,

Those 15 to
25 years of
INTRODUCTION age in
developing
countries
represent
As the world emerges from the 85% of the
current economic downturn, the worlds
ability of a country to increase
population2,
the skills of its workforce is a
and
significant concern to business
and government. The need to
increase employment opportuni-
ties and to enhance the
workforces social mobility
through improved employability is
particularly pressing in those
countries where a full school
education followed by university
may not lead to employment.
Recovery from the latest
economic meltdown is not being
evenly experienced globally, but
there are some troubling
consistencies.

Some of the consistencies

include an ever apparent youth
bulge as youth unsuccessfully
seek entry to formal employment,
and an ever increas-ing
expansion of the 15-30 year old
group (in terms of the total
workforce population) has not
provided the fuel for reducing a
global skills shortage. As the
global demand for skilled workers
has strengthened, the capacity of
national economies to meet that
demand has declined. This is
particularly true given these
important facts:

An extra one billion people in the

world will become of working age
 An extra one
billion
people in the
world will
become of
working age
within the
next decade

Collectively,
an approach
that increases
employment,
Conservatively, 89 million more improves
secondary training places are employ-ability
needed by 20153. and social
mobility, and
stimulates
trade and
In response to the growing commerce will
demand and need for skilled steadily
labor and tech-nicians across a reduce
wide range of sectors, a poverty and
comprehensive, up-to-date, and improve both
effective Technical and personal and
Vocational Educational and national
Training (TVET) program is income levels.
essential to a countrys effort to:4

It is well
Expand levels of education and recognized
training cooperation between that the
public and private sector development
employers, or re-
development
Increase productivity, of a relevant
market and
responsive
TVET system
Reduce poverty through is not an exact
comprehensive and productive science.
activities, Histori-cally,
different
countries,
particularly
Build trade capacity, and those with a
strong industry
base and
infrastructure,
Further develop priority sectors have
including energy and the articulated
environ-ment. quite distinct
TVET systems.
In some
countries,
higher education and TVET are of readiness
structured as a dual-sector with an with
overarching national qualifications
and training framework. In other
countries, TVET is quite separate
from the formal school education Conservative
system and is often regarded as a ly, 89 million
deficit system that leads to poorer more sec-
employment opportunities and low ondary
income. Indeed, in some training
countries, former Soviet places are
economies for instance, TVET needed by
teachers are paid more poorly 2015
than primary school teachers and
TVET colleges are in a poor state

Management&TrainingCorporation1
Principles and Strategies of a Successful TVET Program

systems, religions and

customs, and different
(particularly in relation to
gender and social dimensions
in training and employment)
regional and indeed climatic
variations between regions
within a country.

tools and equipment well past

their usefulness. While some
TVET systems are complex,
dynamic and heavily driven by
private sector/industry en-
gagement, such systems may
not easily be replicated.5
Others are poorly developed,
fragmented, and unresponsive
to employment demand and
should not be replicated.

It is generally agreed that a

modern and responsive TVET
system needs to take into
account current and expected
socio-economic conditions
including labor market
demand, the needs of both the
formal and informal sector in
relation to employment, and
the professional capacity of
TVET teachers and
instructors.6 Further, TVET
TVET must must attend to the specific em-
attend to the ployment needs of both rural
specific and urban situations and take
employment account of belief and value
needs of systems, religions and
both rural customs, and different
and urban (particularly in relation to
situations gender and social dimensions
and take ac- in training and employment)
count of regional and indeed climatic
belief and variations between regions
value within a country.
 the quality of the national
government and education
Management governance.
& Training
Corporation
(MTC) has
learned, as MTC recognizes that a TVET
have most in- system that works well in
ternational Indonesia may not work as well
TVET in Zambia. Since each country
contractors, and economic situation is
through our different, it is important to
experiences search, identify, define, and
working in apply what can be considered
the U.S. and the basic principles of an
diverse effective TVET system. The top
countries six (6) principles inherent in a
such as Iraq, successful TVET system are:7
Sudan,
Mongolia,
Jordan,
Relevance to the labor market
Palestine,
(one that meets employers
that it is
needs and expectations),
crucial to
make careful Access for trainees,
distinction
about the
structure and
function of Quality of delivery,
TVET. This
holds
especially
true as more Standardization,
developing
countries
consider
Inclusion of soft skills, and
adopting or
adapting
TVET
reforms, Funding for the system is
particularly secure and uninterrupted.
when
borrowing
ap-proaches
to TVET from A country or regional
other contextualized and customized
countries. approach to TVET is best as it
This includes permits one to validate skill
an sets and adjust the approach
appreciation of learning as it best fits the
of uneven country or region.
levels of
numeracy
and literacy
and
interestingly,
MAIN and Vocational Education and
PRINCIPL Training system within a
country is a critical pillar of any
ES OF A successful economy. It can
SUCCESS serve as the impetus to boost
FUL TVET the value of the nation and its
SYSTEM GDP in the global marketplace.
Effective TVET also rec-
ognizes that education and
training in any country needs to
1. Relevance be based on reliable labor
to the Labor market information and
Market: An demand and employer needs,
effective par-ticularly in priority trades
Technical and occupations.

Management&TrainingCorporation
Principles and Strategies of a Successful TVET Program

part of a dual
education
system that
enables
students to
follow a
pathway of
formal
To illustrate, this is the focus of academic
the partnership between Koreas school
Samsung Corporation and the education
Korea University of Technology leading to a
(KUT). In 2005, the KUT tertiary
established a KUT-Samsung education or
Electronics High-technology a TVET
Education Center (KSHEC) in program
cooperation with Samsung for equivalent to
the purpose of human resource the senior
development and human talent years of
management through high-tech- secondary
nology education. A key task of education
KSHEC is to develop and launch that leads
programs for job skills training either to
including high-technology employment
education. or tertiary
education.
The TAFE
approach is
The KUT provides buildings,
linked directly
facilities, and faculties, and in
to employ-
general a physical and
ment.
institutional TVET infrastructure
Although
for training and education. While
students
Samsung funds the purchasing
undertake a
of essential equipment,
certificate
instructional technology and
level training
learning materials. KUT and
program, they
Samsung jointly drafted curricula
must
and courses of study, which are
undertake an
designed to meet the demand of
apprenticeshi
clients. This partnership has
p or work
been developed to lessen the
placement
mismatches between the
throughout
outcomes of the technical
their training.
education system and the
The TAFE
demands of the labor market.
training is
based on
senior
Another example of this secondary
arrangement is found within the school and
TVET system in Australia. TVET university
in Australia is organized under equivalence,
Technical and Further Education but the
and Training, or TAFE. TAFE is majority of
TAFE graduates are employed developed
immediately or are already countries
employed. This training is heavily have had to
demand driven and aims to meet overcome,
both the immediate and long- particularly in
term requirements of industry. the reliable
The emphasis on training is funding of
preparing work-ready graduates, TVET.
meaning graduates who are not
only employable but who do not
require further on-the-job
training. Industry is highly 2. Access for
Trainees: One
involved in TAFE. For
of the
fundamental
aspects of a
instance, the industry forums successful
enabling National Skills Councils TVET system
is the access
provide the key expertise and the
that it provides
knowledge and skill sets for
to trainees. It
certification of training and the
is important
provision of academic awards to for trainees to
trainees/students on graduation. be able to
enroll easily in
training and
have
It is evident from these examples
adequate
that market-driven training trans-
requires col-laboration and
coordination with employers to
determine the educational and
training needs in order to satisfy
unmet demand.8 This is a
dynamic process as demand and
employer need must keep pace
with changes in technology and
the rise of new skill sets. To this
end, a responsive TVET system
will include methods to
gauge/survey employers to
gather labor market information.
This information will guide
changes in the training of school
graduates, employees in need of
upskilling, and students
attending TVET colleges and
similar training organizations.
Government can implement the
appropriate steps needed so that
training meets the profes-sional
demands and future growth of
the workforce. Developing
countries are well poised to train
their citizens in industries that
best fit a countrys needs while
avoiding many obstacles which
 Developing
countries are
well poised to
train their
citizens in
industries that
best fit a
countrys
needs while
avoiding
many ob-
stacles which
developed
countries
have had to
overcome,
particularly in
the reliable
funding of
TVET.

Management&TrainingCorporation3
Principles and Strategies of a Successful TVET Program

productivity levels and to

facilitate mobility and
progression within training
and career paths.

The SANQF provides a

mechanism for awarding
qualifications based on the
achievement of specified
learning outcomes prescribed
by industry. The national
qualifications framework (NQF)
allows for accu-mulation of
credits and recognition of prior
learning, which promotes the
culture of life-long learning.

Source: International Journal of

Vocational Education and Training. Vol.
17, number 2

portation to TVET schools

Access also involves ensuring
that there are sufficient
populations in close proximity
to a training facility, so that an
The South adequate number of trainees
African are available to ensure the
National school/college is fully enrolled
Qualifi- and has strong retention and
cations participation rates. Access,
Framework
affordability, and proximity are
(SANQF)
therefore important
considerations for

The SANQF
was
TVET expansion activity.
implemented
with the Taking account of this, it is also
intention of necessary for the training
integrating facilities to be near employers.
educa-tion Staff from key industries need
and training to be able to regularly visit the
in order to schools/colleges to ensure that
boost skill training and equipment is up-
and to-date and relevant, thereby
addressing they serve larger student
employer populations than major
needs. universities in the same cities
These and towns. Many of the technical
attributes programs (courses of study and
underpin qualifications) are based on
graduate recognized employer needs and
demand. This training to
pathways to
employment pathway is essential
relevant and
to the success of the community
quality em-
colleges, graduate and employer
ployment satisfaction.
opportunities
.

The community colleges are a

central ingredient for more
Within the
citizens being able to take
education
advantage of a wide range of
system of the
available training and univer-
United
sity programs, thus providing a
States,
community greater potential for real and
colleges were sustained local and regional
founded economic development and
based upon growth. Training must be
these guiding provided within the resources
principles for allotted, but all efforts need to
ensuring be made to make TVET open
access. to as many people as possible.
These
colleges
typically offer
two-year Increasing access can be
degrees, better achieved by integrating
many of or mainstreaming TVET into
which the traditional and compulsory
incorporate school education system. Inte-
technical grating TVET within the
training. The national school education
community system will provide greater
college opportunities for students to
system was
know that TVET is the next
developed to
step beyond compulsory
be as
education. Many students in
accessible as
developing nations do not have
possible, to
serve all ages the means to attend tertiary
of students higher education but would
and be able gladly participate in more
to customize affordable TVET programs if
training. they were available. This type
Community of system would mirror what
colleges are takes place in Germany, which
much easier has multiple tracks of learning
for students after compulsory school
to gain education.9 Fur-thermore, this
admission; in integration could also provide
many cases
dropouts of formal school
education students are unaware of the
the ability to benefit TVET opportunities give
gain work them. An entrenched and largely
skills, historically-biased outlook that a
enabling TVET system reflects a deficit
better direct approach to education and
access to training still prevails
formal and
well-paid
employment. in many countries. New TVET
This in turn activity in developing countries
would allow such as the former Soviet
for such Republics of Central Asia,
students to Vietnam, and Indonesia
make a more remains constrained by an
effective outlook that TVET is inferior to
contribution a university education. This
to their outlook prevails despite skill
communities shortages in key industries,
and society including mine operations,
in general. transport infrastructure, civil
construction, plumbing, and
automotive technologies. This
In many situation is not necessarily the
cases, fault of

Management&TrainingCorporation
Principles and Strategies of a Successful TVET Program

industrial and
commercial
capacity of
that rural
area. It is in
rural settings
that decisions
regarding the
the TVET program or the country, mix and
but in many cases is due to balance of
history and geography. formal and
informal
TVET must
be carefully
Many TVET programs are
considered.
established in urban areas owing
to the cen-trality of industry
linkages in vocational education
and training and the overall 3. Quality of
advantages of a larger Delivery:
population. Rural and remote The quality of
areas are often left out of the a TVET
TVET mix, and as a result of this, system is
rural TVET colleges become largely deter-
under-resourced and lose mined by the
relevance. Frequently, rural youth industry
move to urban areas seeking partners; they
further education and are the key
employment. Not having the drivers of the
required skill base, such youth system who
face lengthy periods of work in
unemployment or under- collaboration
employment and cannot with the
contribute to a developing operators of
economy. This situation the countrys
aggravates the ever present TVET
youth bulge which eventually system.
leads to a continual cycle of Linking
poverty including inter- training to
generational poverty, and illegal certification
activities. requires a
uniform
framework
based on:
By encouraging TVET to be
delivered in both strategic urban
and rural areas, a developing
country will see that a trained Competencie
workforce can thrive in both s (including
urban and rural settings, competency
enabling more even and development
equitable economic growth. Still, frameworks),
TVET instructional programs
delivered in rural settings must
be well-targeted and reflect the
Standardization of competencies
(as quality standards),
ties of these
countries
TVET
Occupational standards (that systems limit
define competencies and which what can be
describe good work practice) and
adopted by a
National Occupational Standards
devel-oping
(NOS),
nation.

The development of a National

Qualifications Framework (NQF)
as a result of NOS, and

Certification of competencies
(which brings competency-based
training and competency-based
assessment into a
comprehensive national,
regional, and international
framework).

Competencies qualifications and

standards may be a conceptual
area that some donor groups
struggle with as far as inclusion
and implementa-tion. However,
once this is spelled out and the
benefits of vocational skills
development (VSD) are
recognized, the payback is clear.
In TVET, VSD is what makes a
decisive contribution to poverty
reduction, increased incomes,
and more robust social mobility. It
is recognized throughout the
international TVET community
that some of the best examples
of TVET systems are found in
Australia, Canada, Germany, and
the United States. Each system
has stood the test of time and
over the years, often through
robust industry engagement, has
developed highly responsive
TVET systems that have the
potential to modernize according
to training and technological
developments throughout
industry. However, the complexi-
 In TVET, VSD
is what
makes a
decisive
contribution
to poverty
reduction,
increased
incomes, and
more robust
social
mobility.

Management&TrainingCorporation5
Principles and Strategies of a Successful TVET Program

the national qualifica-tions

framework and quality assur-
ance provisions. Industry is the
nuts and bolts of a quality and
effective TVET system.

The Japanese model of TVET

takes place at the high school
level with schools developing
relationships with local
employers who can pick from
the best and the brightest.
Countries such as South
Korea, Malaysia and Singapore
are more focused on a Human
Resource, workforce Develop-
ment model where all entities,
private, public and social,
contribute to the training and
employment of an individual.

Some countries may also

employ an International
Standards Organization (ISO)
certification. ISO is the
International Standards Board,
which certifies organizations
that create quality controls and
internal standards in a variety
of areas. Such certification is
Industry is sought as a qualitative
more than a measure and ultimately will
partner in the
enhance the ability of the TVET
TVET system;
graduate to have a portable
in fact, it is
the key certifica-tion/credential.
driver.
Industry
plays the
major role in Certifications backed by
the setting of specific competencies and
occupational standards and a NOS make
and them more valuable than
competency training that is not supported by
standards; it industry leaders. By aligning
is the curriculum and training, a
underbelly of
country will inevitably attract
business on its natural resources and
partners and needs, so as to create goods
foreign and services in demand within
investment, and without the country. Local
as well as industries need to play a part in
economic any TVET system so that
growth due in training is aligned with needs.12
large part to In Australia, industry provides
the well- considerable leadership though
trained National Skills Councils (which
workforce. set occupational standards,
The use of define competency sets, and
industry- prepare courses of study for
recognized each trade/trade cluster).
certification Effectively, the TVET providers
of workers purchase Training Packages
also from the National Skills
promotes the Councils. This is not the case
concept of in the US, where a single
lifelong corporation (Ford, Caterpillar,
learning.10 Microsoft) prepares the training
People with a packages which are not meant
certification to be sold on the national
will seek to market. In most developing
maintain that countries, it is hoped that
certifica-tion industry will take the lead and
and keep up be the key driver.
their skills in
the
techniques
and methods 4. Standardization: While
of their trade increasing access to the TVET
or system it is important to
remember that there is also a
profession.11
need for standardized training.
This all adds
Though seemingly daunting, if
relevance to
a TVET system is adopted at a
the trainees
national or regional level, the
and their
cost and time needed to train
successful
instructors and trainers will be
integration
greatly reduced. By adopting
into the
TVET in this manner, training
workforce.
can be coordinated so that all
trainees receive the same
training, making all trainees
It is vital to a more marketable to employers
countrys no matter where they are within
ongoing the country or region. Uniform
success to standards also help countries
invest in its adapt their systems to match
citizens by global standards more closely,
stra-tegically making the country and its
implementing workforce more globally
a TVET competitive. India is a good
system that example of stan-dardization.
capitalizes While the country is
proliferated institutions, the public TVET
by many systems have adopted
private run international standards and
TVET curricula to ensure quality and
uniformity.

Management&TrainingCorporation
Principles and Strategies of a Successful TVET Program

entering the
labor market.
The private
sector assists
in validating
skills prior to
work.

By adopting TVET at a national

or regional level allows for use
of economies of scale and However,
consistency when training there is much
trainers. Trainers can be taught to be said
the same curricula, using the about the
same standards, and teaching informal
techniques. This consistent and training that
systemic training lends takes place
credibility to the courses offered. throughout
Employers will then know that developing
the training received was of a nations. Many
certain standard and caliber. of these
Further, employers would know informal
that even if an systems
applicant/employee comes from mirror an
a different part of the country or apprentice
region, the training they received model, with
was the same as those from the hands-on
employers area. This was training being
reason for creating the the majority of
European Qualifica-tions learning.
Framework (EQF). Though not People
regionally or country focused, trained in this
the EQF links different country informal
qualification systems together, atmosphere
acting as a way to make tend to have
qualifications more readable and an adequate
understandable across different base of
understanding
about a trade,
but are limited
systems and countries in by a lack of
Europe. One of EQFs main education and
goals was to allow for more ability to
mobility of citizens from country expand that
to country.13 base, unless
they are able
to access a
formal training
After experiencing a severe
school or
economic crisis in the 1970s-
somehow
1980s, Ireland developed social
able to
partnership programs that
become
include an accountability
involved in a
structure to ensure that students
distance
master the skill sets before
learning
environment. However, in the skills will take
developing world, non-formal time to be
education can have as high ROI inculcated due
as formal schooling.14 Because to customs or
other regional
of the importance of the informal
issues and a
sector of training there is a push
movement
to formalize it this is taking place
towards global
in the form of Vocational
norms.
Education Centers (VEC). The
United Nations Educational,
Scientific, and Cultural
Organization (UNESCO), the
United Nations Childrens Fund
(UNICEF), and other
organizations monitoring best
practices in TVET have
identified VEC as an effective,
practical, and relevant mode of
training delivery, particularly in
remote rural areas. A VEC
serves as part adult learning
center, part day-care center, and
part primary school, and
already-literate or skilled adults
are responsible for much of the
teaching.15

5. Inclusion of Soft Skills. The

global economy demands much
more from people than it has in
the past. Competition is no longer
just local, and this drives up the
demands on employees, focusing
employers on develop-ing
employees that are more engaged
in work, that local customs or
norms might have hindered in the
past.16 This demand might be
seen in time at work, type of work,
or different interactions. These
demands may clash with local
customs or beliefs. Instead of
trying to eliminate these customs
TVET students need to be trained
in the demands that their industry
may require. This will help both
industry and employers to adapt
their customs and beliefs to what
might be a new way of doing
business. In many cases this type
of training is categorized as soft
skills. These are the skills that all
employers say they want (i.e.
timeliness, productivity, teamwork,
etc.). In many countries, some soft
 trainers.
Trainers can
be taught the
same
curricula,
using the
same
By adopting TVET at a national or
standards,
regional level allows for use of
and teaching
techniques.

economies of scale and

consistency when training

Management&TrainingCorporation7
Principles and Strategies of a Successful TVET Program

policies and an infra-structure

which enables an effec-tive and
efficient TVET system.

6. Funding for the System Is

Secure and Uninterruptable:
For a TVET system to become a
success, it needs to have
government support in the way
of a continual funding stream.
Many TVET systems in
developing nations are funded
by outside entities.17 These
entities may include USAID,
World Bank, or the UN. Though
these organizations provide
needed funding for TVET, the
funds are typically not available
over a long span of time.
However, the funding provided
by outside organizations gives
developing nations the initial
investment, and once
established as a value-added
system to employers, policy
makers find ways to continue the
funding. State Training Fund
(STF) instruments are the most
common; in the US, STFs exist
but are different from state to
state. In Australia and other
small population countries, the
State Training Fund is nationally
managed. This model is often
cited as an example (by World
Bank for instance) for use in
other countries.18
Several
conditions
seem to be
necessary for South Korea is an example of a
achieving the
country which has had rapid
re-turn on
economic growth. But, the
investment
Korean TVET system today is
that everyone
still very government developed
desires
through and run, despite their efforts to
TVET; include the private sector.
supportive
government
Policies are
still written
and enforced Once begun, developing
at the nations need to implement
national level strategies that more developed
and local nations have used to fund not
administratio only education but vocational
ns have training as well.19 These may
relatively little include, but are not limited to,
autonomy. payments from students,
The same is levying taxes, employer
true in financing, grants and donations
Mongolia from international organizations
where the and foundations.
government
is still
working
under the Some TVET schools also include
mindset of entrepreneurial programs where
students produce a product and
the old
learn how to market and sell the
Soviet Union.
product, thus providing another
funding source for the schools.

Indonesia
has a TVET
system that
has benefited
TVET PROVIDES
from multiple
donors and POSITIVE RETURN ON
programs INVESTMENT
over the
years and
includes
comprehensi No matter how aligned a TVET
ve policies system is with employer needs,
and or how well-equipped the
regulations. trainers and educators are, or
However, how many training facilities are
most of the available, there are some
schools very conditions which need to be
sporadically present to help make TVET
follow the successful. Several conditions
regulations seem to be necessary for
which results achieving the return on
in a non- investment that everyone
uniform desires through TVET;
approach supportive government policies
even though and an infrastructure which
the enables an effective and
government efficient TVET system. In
believes that Jamaica, for instance, a study
the schools of their national TVET system
are all in reported a positive return on
alignment. investment.20
Management&TrainingCorporation
Principles and Strategies of a Successful TVET Program

Some of the key findings of this report were that:

TVET has a high impact on the countrys productivity growth. If countries wish to develop
economically beyond their current
circum-stances, governments need
to ensure that the appropriate rules,
TVET makes its recipients relatively secure from poverty and extends and regula-tions, and laws are in place
sustains this security into retirement years. to ease the development of
programs, perpetu-ate funding
TVET reduces inequality, filling income gaps that would otherwise exist
streams, establish a framework for
between the rich and the poor.
uniform standards, and encourage
Through the reduction of inequality and its direct effects in increasing the or incentivize employer involvement.
average number of years of schooling, TVET reduces crime and the high Furthermore govern-ments need to
costs of crime. establish funding mechanisms,
whether from outside orga-nizations
or from tax and levy policies, that
will be adopted to pay for the TVET
TVET reduces migration and offsets the high costs of the brain-drain. system and any supportive
infrastructure.

More TVET leads to moderated family size, reduced vulnerability, and

higher security of living conditions for the family of the TVET graduate. In In addition, there needs to be
many cases, the results generated by, say, Level 1 occupa-tional training is consistent tracking and measuring of
better than those generated by secondary Grade 11 education. effec-tiveness in the TVET system.
The global economy requires
attentiveness to success factors, and
a country must be willing and able to
TVET perpetuates its benefits into retirement by maintaining or raising see what is effective and what is not,
income during retirement years.21 and adapt their training system
accordingly.

POLICY RECOMMENDATIONS TO GOVERNMENT OFFICIALS

Governments play a critical role in
the success or failure of these
systems. Governments need to be
Though many TVET systems have seen a return on their investment, there invested in the TVET system
is nothing that can hinder TVET more than government rules, regulations, enough to provide what the TVET
and laws which detract from the support needed for an effective education system may require. Therefore,
and training system. If the costs, both financial and non-financial, are too government policy makers must
high, not many people will seek out a TVET program to help improve their ensure their TVET system:
situation. Restrictive laws that allow only the wealthiest of society to access
higher education do nothing for a developing country but marginalize the
lower class.
Is aligned to current and future labor market demands;

Engages the business community;

Has policies, regulations, and laws which support TVET;

If countries wish to develop eco-

nomically beyond their current cir-
cumstances, governments need to
ensure that the appropriate rules,
regulations, and laws are in place to
ease the development of pro-grams,
perpetuate funding streams,
establish a framework for uniform
standards, and encourage or incen-
tivize employer involvement.

Management&TrainingCorporation9
Principles and Strategies of a Successful TVET Program

Has a funding source to maintain the TVET system; and

Includes the ability to track and measure the effectiveness of the training so that improvements and changes can be made
when needed.

Sustainability

CONCLUSION

The global economy demands much more from people than it has in the
past. Competition is no longer just local, driving up the demands on
employees, focusing employers on creating employees that are more fully
engaged in the work.22 An effective TVET system needs to take into
account not only principals and standards, but also the socio-economic
conditions, informal sector needs and TVET capacity, and labor market

demands.23 Further, TVET needs to address the needs of both the rural
and urban; different beliefs, religions, and customs as well as different
regions of the country. While increasing access to the TVET system, there
is also the need for standardized training. Though seemingly daunting, if a
TVET system is adopted at a national or regional level, the cost and time
An effective Technical and Vo-
needed to train instructors and trainers will be greatly reduced.
cational Education and Training
system within a country is a
critical pillar of any successful
economy. It can serve as the
For a TVET system to become a success, it needs to have government
impetus to boost the value of the
support in the way of a continual funding stream. Whether from interna-
nation and its GDP in the global
tional groups or by utilizing a State Training Fund, this policy decision is
marketplace.
essential to a long term effective TVET system. Without proper funding
even the best TVET system cannot be sustained in a manner which
supports business and growth in the country.
Finally, to sustain the system and
produce the quality of employees that
businesses need, students must have
an educational foundation which While the quality of any TVET is greatly determined by the industry
enables them to take advantage of partners, the TVET system needs to provide access to its trainees. It is
the offerings of the formal TVET important for trainees to be able to enroll easily in training facilities.
system.

Access also involves ensuring that there are sufficient populations in close
proximity to a training facility so that an adequate number of trainees are
available to maximize the use of key to this success is that the TVET system be adapted to a specific
resources. An effective Technical country.
and Vo-cational Education and
Training system within a country is
a critical pillar of any successful
economy. It can serve as the No one will be able to take what works in one country and transpose to
another. There are too many variables involved in that for success.
impetus to boost the value of the
nation and its GDP in the global
marketplace. TVET success can be
found anywhere in the world under However, different pieces can be used from a variety of TVET systems that
many different circumstances. The when put together, like a puzzle, any country can find success. It is a
matter of finding the right pieces and using basic principles for success.

10 Management&TrainingCorporation
ENDNOTES

Kurt D. Moses, Vice President & Director AED, YOUTH & ICT The Emerging Challenge. Presentation at the IVETA Confer-ence
November 18, 2009.

Ibid.

Ibid.

M. Alie Pussah, II (2009). Using Information Communication Technologies to Deliver TVET: The Liberia TVET Platform as a Case Study.
Presentation at the IVETA Conference November 18, 2009.

Abrik I. Valishev, Director of High College IT of NSU. Training of IT specialists in the system of continuous education at High College of
Information Technology of Novosibirsk State University, Presentation at the IVETA Conference November 18, 2009.

Lee, Jeongwoo (2010). Partnerships with Industry for Efficient and Effective Implementation of TVET. International Journal of Vocational
Education and Training. Vol 17 No 2. p. 40.

K. Sodemann. IVETA President, German Agency for Technical Cooperation, personal communication, November 18, 2009) and
informal survey of a select group of IVETA members. Kurt D. Moses, Vice President & Director AED, YOUTH & ICT The Emerging
Challenge. Presentation at the IVETA Conference November 18, 2009. B. Ogwo, personal communication, January 16, 2010. P. K.
Nkanza, personal communication, January 20, 2010.

Field, Simon, Hoeckel, Kathrin, Kis, Viktoria, and Malgorzata Kuczera. (2009) Learning for Jobs:OECD Policy Review of Voca-tional
Education and Training. Organization for the Economic Co-operation and Development. Retrieved Febraury 4. 2009 from
http://www.oecd.org/dataoecd/36/24/43926141.pdf

Schnarr, Alexander, Ynag, Sun, Gleibner Kai. (2008). Vocational Education and Training and the Labor Market-a Comparative Analysis
of China and Germany. International Center for Technical and Vocational Education and Training. Retrieved February 5, 2010 from
http://www.unevoc.unesco.org/fileadmin/user_upload/pubs/VETandLabourMarket.pdf

Lee. (2010) p. 49

Lee. (2010) p. 49
Lee, Jeongwoo (2010). Partnerships with Industry for Efficient and Effective Implementation of TVET. International Journal of Vocational
Education and Training . Vol 17 No 2. p. 40.

European Commission on Education and Training. Retrieved Sept. 22, 2010 from http://ec.europa.eu/education/lifelong-learning-
policy/doc44_en.htm

Kurt D. Moses, Vice President & Director AED, YOUTH & ICT The Emerging Challenge. Presentation at the IVETA Confer-ence
November 18, 2009.

World Bank. (2009) Afghanistan Gender Mainstreaming Implementation Note Series, No. 4. Retrieved Sept. 22, 2010 from
http://siteresources.worldbank.org/AFGHANISTANEXTN/Resources/305984-1264608805475/VocationalEducation.pdf

Mercer. (2007) Engaging Employees to Drive Global Business Success: Insights from Mercers Whats Working Research. Retrieved
February 5, 2010 from http://www.mmc.com/knowledgecenter/Engaging_Employees_To_Drive_Business.pdf

It was estimated by World Bank that $11 billion was spent on education and training during 2006-2007. http://info.world-
bank.org/etools/docs/library/244289/PhaseIILSCLesley%20Davies17%20June%202008.pdf

World Bank. (2002) Financing Vocational Training to Meet Policy Objectives: Sub-Saharan Africa http://siteresources.world-
bank.org/INTAFRICA/Resources/Financing_VET_SSA.pdf

Many financial strategies can be found in the report by the German Technical Cooperation found at http://www2.gtz.de/
dokumente/bib/07-0296.pdf

Heart Trust/ National Training Agency Annual report (2005-2006). Retrieved May 19, 2010 from http://www.heart-nta.org/
documents/annualReports/annualreport2005-2006.pdf

Heart Trust/ National Training Agency Annual report (2005-2006). Retrieved May 19, 2010 from http://www.heart-nta.org/
documents/annualReports/annualreport2005-2006.pdf

Mercer. (2007) Engaging Employees to Drive Global Business Success: Insights from Mercers Whats Working Research. Retrieved
February 5, 2010 from http://www.mmc.com/knowledgecenter/Engaging_Employees_To_Drive_Business.pdf

Lee, Jeongwoo (2010). Partnerships with Industry for Efficient and Effective Implementation of TVET. International Journal of Vocational
Education and Training . Vol 17 No 2. p. 40.

Berryman, S., Natsios, A., Elkins, J., & Marquardt, J. (2008). Critical elements of international workforce training DEVEX. Re-trieved
from http://www.mtctrains.com/workforce/publications/pdf/The%20White%20Paper07_09.pdf