Building Better

Formal TVET
Systems:
Principles and Practice
in Low- and Middle-
Income Countries
Yoko Nagashima
October 2022
Inter-Agency team behind the report

World Bank UNESCO ILO

Victoria Levin Hiromichi Katayama Ashwani Aggarwal
Senior Economist, Programme Specialist, Section of Youth, Senior Skills and Employability Specialist,
Education Global Practice Literacy and Skills Development Skills and Employability Branch

Indhira Santos Paul Comyn

Senior Economist, Former Senior Skills and Employability Specialist,
Social Protection and Jobs Global Practice Skills and Employability Branch

Michael Weber
Senior Economist,
Human Capital Project

Independent consultant
Margo Hoftijzer
 Objective and value added of the report

Objective: to inform the design and implementation of reforms to improve the

performance of formal TVET systems in low- and middle-income countries

Value added Dissemination strategy

 Joint work with ILO and UNESCO  Joint launch event
development of a common understanding on challenges and
way forward, following earlier work on TVET and Covid-19  Follow-up regional workshops

 Focus on low- and middle-income countries

no global report with comprehensive analysis of formal TVET
in LICs and MICs in the last 10-15 years

 Bringing new analysis

using the limited data (including SABER-WfD and TAP) and
careful review of the evidence, including impact evaluations,
to make new inferences
TVET can contribute to addressing skills constraints while
supporting a response to megatrends

Unique focus on work-related skills  important role in

facilitating better alignment of skills supply and demand
Improve access to more productive employment, But achieving
including higher quality jobs in the digital and greening this potential
economies through:
 green skills development,
would require
 work-based learning,
significant
 more flexible skills certification and recognition investment
and reform
Facilitate the upskilling or reskilling of workers and
jobseekers
COVID-19 has increased the urgency of and opportunity
for TVET reforms
The differences in the ability to switch from in-person to remote instruction in TVET
demonstrated the extent of the digital divide across countries

HIC

UMIC

LMIC

LIC

O 20 40 60 80 100
% of TVET provider respondents

Fully remote No online or offline distance learning offered

(online and/or offline distance learning, no face-to-face contact) (all training cancelled due to COVID-19 pandemic)
Partially remote I don’t know
(a mixture of face-to-face, online and/or offline distance learning)
No online or offline distance learning offered (face-to-face training only)

Source: ILO-UNESCO-World Bank, 2021. Skills development in the time of COVID-19: Taking stock of the initial responses in technical and vocational education and training - Key findings. Geneva.
Building Better Formal TVET
Systems: Principles and
Practice in Low- and Middle-
Income Countries

Thank you!