people and planet

12
A typology of TVET recognizes three main means of
provision: at an institution, at the workplace or through a
combination of the two (Table 12.1).
Institution-based provision includes formal programmes,
which provide students with an official diploma or
certificate that is recognized by industry or corporations.
Some of these programmes are not supervised by
education ministries and enrolment in those may not be
recorded in the data reported to the UNESCO Institute
for Statistics (UIS). Institution-based provision also
includes non-formal programmes, which are often not
taken into account even when they result in certification.
TABLE 12.1:
A typology of technical and vocational education and
training provision
Domain
Indicator
1. Institution-based (i) In formal education
• Supervised by the Ministry of Education
• Not supervised by the Ministry of Education
(ii) Outside formal education
2. Institution- and workplace-based Multiple types (e.g. dual systems)
3. Workplace-based (i) Training before employment (e.g. apprenticeships)
(ii) Training during employment
Source: Adapted from IAG-TVET Working Group (2014).
Workplace-based provision can be prior to employment,
as in apprenticeships, or during employment. The
question is whether participation in workplacebased
training should be included in a measure of
TVET participation.
Given the variety of policy frameworks, institutional
arrangements and organizational approaches, data
collected through national statistical systems may
only capture a partial picture, making TVET provision
difficult to compare across countries.
ACCESS
About 62 million of all secondary school students,
or 11%, were enrolled in some formal technical and
vocational programme in 2014. There was a gender
gap of two percentage points at the expense of
females. On average, TVET students account for
1.5% of lower secondary and 23% of upper secondary
enrolment. The highest share of technical and vocational
education in secondary education is observed in Eastern
and South-eastern Asia (17%) and the Pacific (26%), as
a result of high enrolment levels in China and Australia,
respectively. The lowest share is observed in Southern
Asia (2%) (Figure 12.1).
FIGURE 12.1:
Only 2% of secondary school students were enrolled in technical and vocational programmes in Southern Asia
Technical and vocational programmes as a share of secondary education enrolment, 2014
Share of technical and vocational education in total secondary
enrolment (%)
50
40
30
20
10
Source: UIS database.
0
Southern Asia
Iran, Isl. Rep.
15%
Afghanistan
1%
Sub-Saharan
Africa
Cameroon
22%
Swaziland
0%
Ecuador
32%
Peru
1%
Latin America and
the Caribbean
Turkey
21%
Oman
0%
Nothern Africa
and Western Asia
Azerbaijan
20%
Tajikistan
1%
Caucasus and
Central Asia
Netherlands
48%
Canada
4%
Europe and
Northern America
China
22%
Lao PDR
1%
Eastern and
South-eastern
Asia
Pacific
Australia
33%
Fiji
1%
2016 • GLOBAL EDUCATION MONITORING REPORT 223