Vocational skills development and vocational education training systems

Since the 1960s, vocational skills development has evolved from a focus on technical training to a broader strategy addressing employability, informal sectors, and system-wide reforms.

• Evolution of VSD and system development

  Already in the 1960s and 1970s, professional education (technical and vocational education and training - TVET) was an important field of activity in international cooperation. The principal objective was to introduce modern, high-quality vocational training schemes, most often in the domain of traditional occupations in construction and trade as well as in the healthcare sector. These project investments may have successfully achieved the desired outputs but without necessarily leading to lasting reforms of the education sector or even to the sustainability of project outputs. As a result, the approach had limited effects in terms of systems development because donor-supported model schools rarely served as role models and, in the majority of cases, were not replicated.

  In the 1980s and 1990s, a shift of perspective in international cooperation in the area of TVET occurred. The input-oriented approach - involving substantial investment in infrastructure or curriculum development, for example - gave way to a wider focus on the impact of TVET on employability and labour market development. In addition, more emphasis was put on target groups in the informal sector and, as a result, on non-formal types of training schemes and a broader range of partner organisations. Simultaneously, attention was also directed toward the development of new financing arrangements, support to NGOs as flexible and efficient training providers, and programmes in entrepreneurial and income-generating skills for special needs groups. The emphasis is not primarily on formal professional qualification but rather on increasing sustainable access to vocational skills through labour-market relevant training and the resulting employability of participants and graduates.

  While this trend led a considerable portion of the development programmes to continuously diminish their reference to the formal vocational education systems, bilateral and international programmes to support the reform of national education systems continue to exist in some states, particularly in the post-socialist countries in the western Balkans and the CIS. In this context, the major international programmes of the World Bank, the ADB, the EU, the ILO, the UNSECO, etc., aim at reforming and modernising the entire VET system.

Core functions of the VET system

Systems development aims at strengthening the capacities of the VET system in order to facilitate the achievement of its core tasks. The basic inputs demanded from the VET system for establishing high-quality TVET comprise:

• Conducive environment / legal and institutional framework: Development of the normative framework such as laws and regulations as well as training and examination standards and practically viable financing mechanisms
• Good trainers: Systematic basic and advanced training of instructors and trainers
• Modern teaching material: Provision of the VET system with up-to-date teaching and learning media that correspond to the state of the art.
• Strengthening the national VET system with respect to these three key functions requires a mix of different instruments that need to be reconciled with the specific situation and the programme's objective.

Informality

Informality is an important reality in many contexts, including the economy, labour market, and education systems. While the informal sector is often viewed negatively, it plays a significant role in job creation and income generation.

SDC acknowledges that informal employment is a diverse and enduring aspect of many economies, particularly in regions like Sub-Saharan Africa. Therefore, SDC’s VSD approach includes strategies to enhance skills for self-employment and improve productivity within the informal sector. By investing in the skills of informal workers, SDC aims to foster their transition into formal systems and support broader economic development. This approach involves adapting VSD tools to local contexts and integrating these efforts with private sector and financial system development to achieve meaningful and sustainable outcomes.

Current VSD system reforms and National Qualifications Frameworks NQF

One key feature of current reforms in the VSD domain is the development of National Qualifications Frameworks NQF. Unlike traditional skills standards, NQFs focus on training outcomes. However, there is still limited evidence on the impact of this model. Bilateral initiatives by smaller donors are increasingly scrutinized for their relevance to the system.

To ensure sustainability, SDC emphasizes that projects should not only lead to selective improvements at the delivery level but also expand capacities at the system level. Whether these efforts generate a real impact and contribute to system development is debatable, as true systems development involves interventions targeting the entire system, not just selected trainings, courses, or schools.

Building the capacity of the education system requires more than just staff training and curriculum development. It necessitates the entire organization being well-integrated into the system to implement policy priorities and employ effective management practices. This may also require institutional change and reform. SDC's approach ensures that VSD projects contribute to these broader goals, fostering a comprehensive and sustainable development of national VET systems.

Key documents

Further resources