In an era where technological advancements, sustainability, and equity are at the forefront of educational reforms, Technical and Vocational Education and Training (TVET) systems across the globe are being restructured to align with these evolving demands. UNESCO's latest report, "Recommendation on Technical and Vocational Education and Training (2015). Results of the Second Consultation of Member States on the Implementation of the UNESCO TVET Recommendation, 2019–2022", sheds light on both the progress and challenges that Member States face as they adapt TVET systems to meet these new realities.
The report, based on feedback from 87 Member States, reveals a global effort to improve TVET systems, underscoring the role of TVET in promoting decent work, fostering social equity, and enabling sustainable development. Between 2019 and 2022, TVET systems worldwide have seen changes driven by digitalisation, the need for lifelong learning, and the disruptions caused by the COVID-19 pandemic. As nations recover and rebuild, the role of TVET has never been more critical.
The report's findings reflect an evolving educational landscape, calling for more investments in TVET systems that prioritise equity, sustainability, and quality. Through enhanced governance, expanded digital learning opportunities, and a stronger focus on inclusion, UNESCO's recommendations provide a roadmap for countries to better align their TVET strategies with today’s labour market demands.
Strengthening TVET Governance and Raising Its Public Profile
One of the key highlights of the report is the significant improvement in governance within TVET systems. A well-governed TVET system is essential for delivering quality education that meets industry needs and supports national economic objectives. The report shows that around 79% of Member States have made strides in strengthening the governance of their TVET systems, particularly through enhanced inter-ministerial cooperation. This collaborative approach has helped align TVET programmes with labour market demands, ensuring that students are better prepared for their careers upon graduation.
Governance improvements have also been supported by stronger stakeholder participation, including private sector entities, trade unions, and civil society organisations. These collaborations ensure that TVET programmes are informed by real-time industry requirements, enhancing their relevance and effectiveness. The participation of employers in the design and delivery of TVET curricula has been particularly crucial in ensuring that training aligns with current and future labour market needs, including the growing demand for skills in green and digital industries.
Moreover, about 90% of Member States have policies related to TVET, many of which focus on raising the public profile of TVET as a legitimate and attractive educational pathway. Historically, TVET programmes have been viewed as secondary to more academic forms of education, but this perception is slowly shifting. Member States are reforming curricula to make them more demand-driven, thereby improving the alignment between education and industry requirements. In addition, governments are working to increase access to TVET for marginalised communities, particularly through scholarships, free training programmes, and specific incentives for women and girls to pursue traditionally male-dominated fields.
Addressing Equity and Access in TVET
Equity and access remain central to UNESCO’s TVET recommendations. A significant finding from the report is the progress made by Member States in expanding access to TVET for disadvantaged populations. Approximately 78% of the Member States have implemented measures such as free training or scholarships to ensure that TVET is accessible to all, regardless of socio-economic background. These measures are especially vital in bridging gaps for underrepresented groups, such as rural populations, out-of-school youth, and workers in the informal economy.
One of the most noteworthy improvements in equity comes in the area of gender inclusion. Historically, women and girls have faced significant barriers in accessing TVET, particularly in male-dominated sectors such as engineering, technology, and manufacturing. However, the report highlights that 66% of countries have introduced gender-focused initiatives aimed at promoting female participation in TVET. These include providing female-friendly infrastructure, implementing quota systems, and offering scholarships for women to pursue careers in STEM (science, technology, engineering, and mathematics) fields.
Despite these gains, challenges remain in some regions, particularly in the Global South. In many low-income countries, TVET systems are still struggling with issues related to funding, governance, and inclusion. For these regions, targeted investments in infrastructure, teacher training, and digital resources will be essential for ensuring that TVET systems can meet the needs of all learners.
The Role of Digitalisation and ‘Industry 4.0’
The rapid pace of digitalisation and the emergence of ‘Industry 4.0’ have had a profound impact on the way TVET systems operate globally. Nearly 85% of the countries included in the report have adopted policies aimed at digitising their TVET systems, integrating Information and Communication Technologies (ICT) into both teaching and administration. The shift to digital platforms has not only transformed traditional classroom-based learning but has also enabled greater flexibility in how, when, and where learning takes place.
Countries in North America and Western Europe have been particularly proactive in aligning their TVET systems with the needs of ‘Industry 4.0’, which refers to the integration of advanced technologies such as artificial intelligence (AI), robotics, and the Internet of Things (IoT) into industries. By developing policies that prepare learners for these digitalised labour markets, countries are ensuring that their workforce is equipped with the necessary skills to thrive in an increasingly tech-driven economy.
One of the key aspects of these reforms has been the integration of work-based learning opportunities, such as apprenticeships, into digital industries. This approach allows students to gain practical, hands-on experience in cutting-edge industries while still completing their formal education. As a result, TVET graduates are more prepared for the realities of the modern workplace, and employers benefit from a pipeline of highly skilled workers who can contribute to the growth of their industries.
However, digitalisation has not been without its challenges. The COVID-19 pandemic exposed significant gaps in digital infrastructure, particularly in low-income countries where access to online learning platforms remains limited. To address this, the report calls for greater investment in digital infrastructure, especially in regions where the digital divide threatens to exclude large segments of the population from accessing quality education.
Promoting Lifelong Learning and Flexibility in TVET
Lifelong learning has become a key focus of TVET reforms in recent years. As the labour market evolves and new technologies emerge, workers are increasingly required to upskill and reskill throughout their careers. This shift has led to a growing demand for flexible learning pathways that enable individuals to access education at different stages of life.
The report reveals that around 74% of countries have introduced reforms aimed at promoting lifelong learning, making education more accessible to workers at all stages of their careers. These reforms include the development of modular learning pathways that allow learners to gain qualifications incrementally, as well as the incorporation of work-based learning and continuing professional development (CPD) into TVET systems.
Flexibility has also been a key factor in improving access to TVET for marginalised communities. By offering part-time, online, and blended learning options, TVET programmes are becoming more accessible to individuals who may not be able to attend traditional full-time courses. For example, working adults, parents, and those living in remote areas can now access high-quality training that fits around their other commitments.
Challenges and Opportunities Moving Forward
While the report highlights significant progress in the implementation of UNESCO’s TVET recommendations, it also identifies several challenges that need to be addressed. One of the primary challenges is the uneven distribution of resources and opportunities across regions. In particular, countries in the Global South continue to face significant barriers related to governance, funding, and inclusion.
The pandemic further exacerbated these challenges, exposing gaps in digital infrastructure and highlighting the need for more resilient education systems. In many low-income countries, the shift to online learning was hindered by a lack of access to digital devices and reliable internet connections, leaving many learners unable to continue their education during lockdowns.
Another challenge is the lack of recognition for informal apprenticeships, which play a crucial role in many regions, particularly in the informal economy. Despite their importance, informal apprenticeships are often overlooked in formal TVET strategies, meaning that workers in these sectors are unable to access the same opportunities for training and development as their counterparts in formal employment.
To address these challenges, the report calls for increased investments in TVET systems, with a focus on equity, quality, and sustainability. This includes not only financial investments but also efforts to strengthen governance, improve teacher training, and ensure that TVET systems are aligned with the needs of both formal and informal labour markets.
A Path Toward a More Inclusive and Sustainable Future
UNESCO’s mission is grounded in the belief that education is a fundamental human right and a key driver of inclusive and sustainable development. Through its TVET initiatives, UNESCO aims to empower individuals, broaden access to education, and equip people with the skills they need to succeed in an evolving global job market.
The findings from the latest report provide valuable insights into the progress made by Member States in implementing UNESCO’s TVET recommendations. While there have been significant gains in areas such as governance, digitalisation, and lifelong learning, challenges remain—particularly in terms of equity, inclusion, and access to digital resources.
As countries continue to navigate the post-pandemic recovery, the role of TVET in fostering sustainable development and social equity will be more important than ever. By investing in TVET systems that prioritise quality, inclusivity, and adaptability, governments can help ensure that all individuals—regardless of their background—have the opportunity to succeed in today’s rapidly changing labour market.
Looking forward, the challenge will be to sustain the momentum of these reforms while addressing the gaps that remain. With the right investments and policies in place, TVET has the potential to play a transformative role in building a more inclusive and sustainable future for all.
