The transformative power of TVET Borhene Chakroun Presentation prepared for the IVETA International Conference in St. Petersburg (Russia) 22 - 23 August. - презентация

1 The transformative power of TVET Borhene Chakroun Presentation prepared for the IVETA International Conference in St. Petersburg (Russia) August 2014

2 How to Characterize TVET in the 21 st Century: 4Vs

3 Volume Velocity Variety Validity TVET in many forms TVET for Mass TVET in motion TVET in Doubt At secondary At tertiary Skills development Initial/continuing School-based Work-based On-line Economic demands Social demands Lifelong learning imperatives Responsiveness imperatives Rapidely changing labour markets Policy pressures Uncertainty due to quality/relevance/ attractiveness data inconsistency & ambiguities, Past deception

4 What is driving the 4 Vs? 4

5 BEFORE AND BEYOND THE REFORM TOOL BOX: Economic growth imperative Social equity imperative Sustainable development imperative 5

6 Prepared based on ILO Global Employment Trends 2014 database Skills for economic growth

7 Around 200 million new jobs are needed over the next five years to keep pace with the growing working-age population in emerging and developing countries …(ILO, 2014)

8 8 Source: ILO 2014

9 Skills Are important Constraint for businesses Source: Enterprise Surveys,

10 Skills for equity Ensure balanced income developments to avoid harmful inequalities…. Labour is the main asset of the poor…Widening the base of skilled people through TVET is a promising redistributive strategy. 10

11 Capital in the 21st Century 11 Source: Piketty 2014

12 12 Source: Piketty 2014

13 Skills for sustainable development: In 2014 in less than 8 Months, Humanity exhausts Earth's budget for the year Source: Global Footprint Network

14 Source:

15 Corporate high expectations on TVET The expectations of TVET are not misplaced Current levels of access to TVET learning opportunities are too low relative to the demands for learning opportunities and the demand for contextually relevant skills However scaling up TVET provision in its current forms is unlikely to prove adequate or feasible TVET expansion should be led and accompanied by a fundamental transformation of TVET systems The transformation of TVET systems will require key enablers that are both inside and outside the systems themselves 15

16 TVET relation with the cross-sectoral nature of Development Development problems are rarely contained within one or other sector cross-sector approaches are seen as a prerequisite for the sustainable development of society Structures that facilitate inter- ministerial cooperation and dialogue between all stakeholders Deep transformation of public policies and governance are needed 16

17 TVET relation with Education for All EFA agenda : Have we made it? 17

18 Quality of basic education Source: GMR 2014

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21 UNESCOs instruments for transforming TVET and linking it with Development The Shanghai Consensus TVET normative instruments currently under revisions Post-2015 education agenda 21

22 Shanghai Consensus Human Development perspective TVET for work and life Transforming power of TVET 22

23 UNESCO Recommendation on TVET: Proposal for Scope, Vision, aims Scope Refers to all forms of learning of knowledge, skills and attitudes relating to the world of work. TVET comprises education, training and skills development activities relating to occupational fields, production and livelihoods. Transversal skills, citizenship skills and skills that enable lifelong learning are integral components of TVET Vision TVET empowers individuals for their fulfilment and the sustainability of their societies. Aims TVET help individuals to achieve their own aspirations for work and life. TVET will contribute to meeting the collective needs of society and the demands of the world of work. 23

24 Post-2015 Education agenda: Universal goal, national targets Overarching goal: Ensure equitable and inclusive quality education and lifelong learning for all by 2030

25 Target 4: Skills for work and life By 2030, at least x% of youth and y% of adults have the knowledge and skills for decent work and life through technical and vocational, upper secondary and tertiary education and training, with particular attention to gender equality and the most marginalized.

26 Post-2015 call for data revolution: challenges for TVET Source: OECD, World Bank, UNESCO, ILO 2013