Changing patterns in World Bank investments in vocational education and training: Implications for secondary vocational schools

Abstract

The economic efficiency of vocational secondary schools in improving the employment prospects for graduates has been questioned, leading to policy recommendations in favor of enterprise-based training and training in non-formal training centers. The role of secondary education would be to impart basic skills, perhaps through reformed curricula that, while falling short of vocationalism, better prepare graduates for adult life. This paper examines trends in World Bank investments in vocational education and training for the period 1963–86 to answer three questions. Is there evidence to suggest that educational authorities in developing countries, as well as in the World Bank, have moved away from investments in secondary vocational schools? What does the record suggest about the patterns through which alternative training systems evolve in developing countries? Is there any evidence that a ‘new educational vision’ is emerging for secondary education? The paper concludes that investment in secondary vocational schools has declined substantially in favor of non-formal training systems. Nine characteristics of effective non-formal systems are identified. Diversified secondary schools, as one model of a ‘new vision,’ have not succeeded, raising important questions regarding possible directions for improved secondary education.