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| > TVET Issues: Developing TVET Systems
-2004-12-01 3:57 pm |
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Developing TVET Systems
The development of an effective TVET system is at the heart of education reform efforts. The chosen system establishes a framework which influences such important matters as access to, and the quality of, TVET. |
TVET systems can have very different faces, some of the main parameters that determine this being:
- TVET can be the prime responsibility of Ministries of Education or Ministries of Labour (or Employment or Social Affairs). Often it is the responsibility of two Ministries.
- Both theoretical and practical learning can be important components of TVET. It is through TVET that specialised knowledge and skills can be acquired at school, at specialised training centres and in the workplace.
- TVET can be part of secondary, post-secondary and higher education.
- TVET may involve initial training for beginners as well as further, career-long training for the workforce. TVET can also open the doors to post-secondary and higher education.
- TVET, as described here, can be part of the formal education system, but it is also often learned informally in the workplace, and through non-formal means.
The UNESCO-UNEVOC International Centre and its networks help UNESCO Member States develop TVET systems that best suit their particular needs and requirements.
For further information, see also the article on  Revitalization of TVET Systems of the TVE Section of UNESCO HQ, Paris. |
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