The trends of current Vocational Education and Training reforms: a study commissioned from DEVCO B3

In 2013 DEVCO - Unit B3 - decided to take stock of the Commission's support for TVET and Skills development in partner countries in preparation for reformulating strategy in this increasingly important field. For this purpose the Unit commissioned a study which produced an accurate mapping and assessment of current and recent interventions in this field. It is now available in English and French.

The overall objective of this study is to provide a comprehensive picture of Vocational Education and Training (VET) and Skills Development (SD) across the European Commission’s Development Cooperation with partner countries to provide a set of recommendations obtained from lessons learnt and best practices in programming and coordinating vocational education and training interventions and reforms in developing countries.

A mapping/stocktaking exercise and a classification of 32 bilateral projects and 22 projects funded under the ‘Investing in People’ thematic initiative were undertaken for the 2000-2013 period in selected countries. These projects (corresponding to funding in excess of EUR 500 million) at different implementation stages - from closed to ongoing - provide an objective comparison of the modalities through which Commission cooperation is embodied in concrete interventions. The trends of VET reforms were analysed with the aim of identifying a common framework and using a holistic approach to the reforms’ life cycles, whilst recognising the diverse realities and paces of implementation.

The study provides also a more in depth analysis of VET in 11 countries (Egypt, Georgia,Morocco, Benin, Botswana, Ivory Coast and NigerBangladesh,Pakistan Nicaragua and Peru) out of those listed by DEVCO, for which observations could focus on the status of VET reform. They were considered as significant sample to extract information and data from the project documentation and a wide range of sources including VET policies and strategies, reports and studies from partner governments, international development partners, NGOs and academic sources.

Thanks to this study, it was possible to observe how VET reforms in the countries supported by the Commission tackled the issues of governance through the involvement of key stakeholders, coordination, decentralisation, and the opening up of government-controlled VET institutions to closer links with private providers and companies. The assessment also revealed which active labour market measures and follow-up services supporting the transition from school to work or self-employment better respond to economic and social demands. It shed light on the efforts towards increasing VET quality, through assurance mechanisms, training of trainers, often with the introduction of National Qualifications Frameworks (NQF), the shift from input-based to outcome-based and competence-based programmes, training of trainers and teachers, occupational standards, new curricula and programmes, accreditation, certification mechanisms and recognition of prior learning and credit systems.

The study is complemented by several annexes describing methodology and tools, mapping and assessment criteria, and an overview of the approaches used to support VET and Skills Development by the most important development partners and cooperation agencies.