The Transforming Education Summit, called by the United Nations Secretary-General in 2022, recognized the importance of a transformed investment in skills in all countries but especially low- and middle-income countries. TVET that is accessible, equitable, of high quality and relevance can further provide lifelong learning opportunities, address skills needs of enterprises, including the needs of the self-employed, and support countries’ sustainable development and resilience. Following the COVID-19 pandemic and multiple crises of recent years, it is time to review the current state of TVET systems and learn from recent reform experiences in low- and middle-income countries for the recovery and beyond. The World Bank, ILO, and UNESCO have a long history of supporting TVET reforms around the world. Thus, they formed a partnership to combine their knowledge and experience in developing new guidance for reforming TVET systems.
The initial focus of this partnership has been on formal TVET, defined as TVET obtained within the formal education system that leads to diplomas, degrees, or other formal certifications. The outcome of this joint effort is this report “Building Better Formal TVET Systems: Principles and Practice in Low- and Middle-Income Countries” that provides guidance to policymakers and practitioners on designing and implementing TVET reforms with a focus on core principles and practical considerations for low- and middle-income countries.
The report brings together the global knowledge on TVET reform to develop a joint understanding of the main challenges and the lessons learned from TVET reforms, including the experience gained during the COVID-19 pandemic. Based on this understanding, the report offers a joint way forward towards better TVET and can be the basis for more impactful and coordinated support of TVET systems in the future. With TVET playing a central role in preparing learners for the changing world of work, the report’s call for transforming TVET is very timely.
