Reaching the marginalized: EFA global monitoring report, 2010; 2010

PROGRESS TOWARDS THE EFA GOALSYouth and adult skills — expanding opportunities in the new global economyStrengthen basic education. Effective andequitable skills will not be developed incountries where a majority of the populationdoes not reach secondary school. Strengtheningbasic education is a key element in providingtechnical and vocational training.Work towards greater equity. In many countries,technical and vocational education fails to reachlarge numbers of marginalized young people,notably young women. Far more could be doneto broaden vocational education opportunities,by offering ‘second chance’ programmes andby better integrating vocational training intonational poverty reduction strategies. Designingflexible programmes for young people who havenot completed secondary school or gone beyondprimary education can help combat youthunemployment.This section is divided into five parts. Part 1 outlinesthe diverse ways in which countries approach thetask of supplying technical and vocational educationand provides a bird’s-eye view of global participationin vocational education at the secondary schoollevel. Part 2 looks at one of the most sensitivebarometers of the mismatch between trainingand the economy – youth unemployment. Whilethe global economic crisis is leaving its mark onpeople across the world, marginalized youngpeople are often bearing the brunt.Part 3 examines what can happen to technicaland vocational programmes when good intentionsare undermined by lack of finance, poor designand weak linkage to labour markets. It highlightsthe particular challenges governments face in theArab States, India and sub-Saharan Africa. Part 4explores how vocational education can help youngadults avoid marginalization by offering them asecond chance to acquire the skills they need. Part 5considers what kinds of policies lead to effectivetechnical and vocational education programmes thatfacilitate the transition from school to employment.Technical and vocational educationThe fundamental purpose of technical andvocational education is to equip people withcapabilities that can broaden their opportunitiesin life, and to prepare youth and young adults forthe transition from school to work. Skilldevelopment in technical and vocational educationmatters at many levels. For individuals, the skillscarried into the labour market have a majorinfluence on job security and wages. For employers,skills and learning play a key role in raisingproductivity. For society as a whole, raising theoverall level of skills, ensuring that young peopleare not left behind and aligning the supply of skilledlabour with the demands of industry are criticalto social cohesion. This section focuses principallyon the role of vocational education, rather thanon training provided by companies, in thegeneration of skills and capabilities.Vocational programmes vary across countriesTechnical and vocational education programmesemerged in developed countries during thenineteenth century to support industrialdevelopment. Their subsequent evolution and theiradoption in developing countries reflect complexinstitutional relationships between educationand economic systems.There are many models of provision. While somecountries provide general education in schools,with companies or special training institutesoffering vocational options, other countries offerdistinctive vocational options in secondary school.Apprenticeship programmes are an importantpart of technical and vocational education provision,though here, too, arrangements vary. Several broadapproaches can be identified:Dual systems. Some countries combineschool-based and work-based training in dualsystems, integrating apprenticeships into theformal education structure. OECD countriesthat typically offer this option include Denmark,Germany, Switzerland and, more recently,Norway (OECD, 2007a). The well-known Germandual system, which has been widely copied indeveloping countries, creates opportunities forstudents to combine school-based classes within-company training (Barabasch et al., 2009).Four key stakeholders are involved: the federalgovernment, the state government,representatives of employer organizationsand trade unions (German Federal Ministryof Education and Research, 2006). Benefits ofthe German system include firm-based trainingthat equips students with skills suitable for thejob market, an assured pool of skilled workersand private sector contributions to financing.Vocational training has played an importantrole in combating youth unemployment andreducing wage inequalities. On a less positivenote, early tracking into vocational educationhas contributed to deep inequalities inFor individuals,the skills carriedinto the labourmarket have amajor influenceon job securityand wages77