EDUCATION TVET Issues: Assuring Quality of TVET

Assuring Quality of TVET

During the World Education Forum another key goal agreed to by those attending was “to improve all aspects of the quality of education…” (Goal 6). This is particularly important since quality mainly affects the value and success of education programmes.

TVET is often seen as "last choice education" because of a lack of quality. High-quality TVET, on the other hand, leads to a higher status and improved attractiveness of TVET. Also, high quality TVET programmes guarantee a strong link between what is learnt and the needs of the labour market, with the result that graduates are more likely to find suitable employment. Quality assurance is therefore essential at all levels throughout the TVET system.


Quality assurance in TVET also helps ensure that:

• The education system – and the TVET system, as part of it – is developed in ways that allow enough flexibility for the individual to move from one educational strand to another (“articulation”);
  
• There is coordination among the Ministries involved with TVET, because responsibilities for TVET are often split between Ministries of Education and Ministries of Labour. This has resulted in the establishment of special TVET Authorities in many countries;
  
• Standards are set in order to guarantee a minimum quality for every aspect of TVET;
  
• Quality is monitored both at the institutional level and among the teaching and training staff;
  
• Curricula are in line with the requirements of the labour market;
  
• Training institutions interact closely with the world of work;
  
• The learner benefits from sufficient practical and theoretical elements throughout the training;
  
• Teaching and training staff are well-qualified, knowledgeable about the world of work, and available in sufficient numbers;
  
• Facilities correspond with latest requirements and technologies, are well-maintained and available in sufficient numbers;
  
• The delivery methods allow for a maximum learning effect;
  
• Vocational guidance is available from the beginning of the learner’s training (the right choice of programme), during the training (learning matters, personal problems, financial difficulties, etc.), and at the end of the training (finding employment).

The introduction of some of these "quality-related" elements in TVET can contribute to additional costs. However, the long-term benefits for society and the economy are such that the initial costs related to the upgrading of quality are well-justified. Nevertheless, high-quality TVET might be seen as unaffordable by many governments, enterprises and training providers. It is therefore particularly important that institutions in countries that have already developed and improved certain elements of quality assurance in TVET share their best practices and innovations with other countries.

The UNESCO-UNEVOC International Centre supports and actively promotes such an exchange of best and innovative practices. It also provides UNESCO Member States with special expertise, where needed, and assists in attracting relevant external funding and technical cooperation assistance.

Fur futher information, see also the webpage on  Relevance and Quality of the TVE Section of UNESCO, Paris.

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