Abstract
Global statistical monitoring of [technical and vocational education and training] TVET is faced with several particular challenges: (1) improving coverage by ensuring that all forms of TVET are included: education and training; formal education; non-formal education; informal learning; public and private sector or community provision; (2) distinguishing TVET from other types of education, such as general and prevocational education, or adult education. A related challenge would be clarifiying sponsorship of TVET programmes by ministry, public or private provision, etc.; (3) classifying TVET programmes by [International Standard Classification of Education] ISCED level and type of subsequent education or destination; (4) counting enrolments in these programmes, while bearing in mind the issue of part-time and short courses in order to avoid the double counting of those involved in several part-time courses simultaneously or several short courses back to back in the same year; and (5) developing indicators (such as gross enrolment ratios and net enrolment rates) or other appropriate indicators for monitoring participation in TVET. This chapter will assess our readiness to face each of these challenges in the current stage of development of TVET monitoring.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call