TECHNICAL VOCATIONAL EDUCATION AND TRAINING INDEX - KNOWLEDGE4ALL
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Technical Vocational Education and Training Index
Technical Vocational
Education and
Training Index
29Introduction have stressed the importance of TVET in
adapting to emerging development challenges
and achieving sustainable human development.
Technical vocational education and training
(TVET) plays an important role today in Of particular note is the International Centre
harmonizing the outputs of the education for Technical and Vocational Education and
VHFWRUZLWKWKHHPHUJLQJQHHGVRI WKHODERXU Training (UNEVOC), UNESCO’s specialized
market. It prepares and equips individuals centre for TVET. UNEVOC’s mission is to assist
ZLWKWKHVNLOOVQHHGHGWRDGDSWWRWKHFKDQJHV United Nations member states in developing
RFFXUULQJ LQ PRGHUQ HFRQRPLHV² VSHFLÀFDOO\ policies and programmes related to education
LQWKHODERXUPDUNHW²DQGUHSUHVHQWVDJDWHZD\ IRUWKHZRUOGRI ZRUNDQGVNLOOVGHYHORSPHQWIRU
ERWK IRU EXLOGLQJ NQRZOHGJH HFRQRPLHV DQG employability and citizenship. It sets the basis for
societies, and achieving sustainable human methodological approaches to the development
development. RI WKLV VHFWRU HVSHFLDOO\ YLD WKH GHÀQLWLRQ DQG
introduction of key performance indicators
Given that economic prosperity is closely .3,V DQG LQ HPSKDVL]LQJ WKH OLQN EHWZHHQ
Technical Vocational Education and Training Index
UHODWHG WR NQRZOHGJH DFFXPXODWLRQ DQG WR TVET and sustainable human development.
the level of technological advancement in the These efforts have helped to shape a global plan
SURGXFWLRQ SURFHVV ZKLFK DUH LQ WXUQ UHODWHG IRU GHYHORSLQJ DQG LPSURYLQJ 79(7 WKDW ZDV
to the outputs and development of skilled adopted as part of the Shanghai Consensus in
labour, it is vital to create highly skilled human DQGZDVIXUWKHUGHYHORSHGE\81(6&2
capital by promoting sustainable TVET and the to form a draft strategy for TVET for the period
related institutional development. TVET plays ²
an essential role in addressing unemployment
and underemployment, especially among In a similar context, the European Training
youth, as individuals spend more time in Foundation (ETF) is the European
the production system, resulting in better Commission’s centre of expertise for human
adaptation to its activities and needs. TVET resource development in partner countries
therefore constitutes a means for individuals to outside the European Union (EU). It focuses
transition from training and unemployment to RQ 79(7 DQG ODERXU PDUNHW H[SHUWLVH ZKLOH
SURGXFWLRQDQGZRUN VWUHVVLQJWKHLPSRUWDQFHRI LQGHSWKNQRZOHGJH
of concerned countries. The ETF has launched
$UDEFRXQWULHVWRGD\IDFHDPDMRUFKDOOHQJHLQ several initiatives to develop the TVET sector in
revising their TVET policies and better aligning partner countries7DQGLWVZRUNLVGLVWLQJXLVKHG
WKHP ZLWK HPHUJLQJ WUHQGV LQ NQRZOHGJH by its innovation and high standards of quality,
HFRQRPLFV DQG GHYHORSPHQW 7KH WZR PDLQ in addition to its perspective that takes into
REMHFWLYHV RI WKLV UHYLHZ LV WR LGHQWLI\ DQG FRQVLGHUDWLRQ WKH VSHFLÀFLWLHV RI HDFK ORFDO
analyse imbalances at the structural level (such context and sector.
DVWKHUHODWLRQEHWZHHQ79(7V\VWHPVDQGWKH
requirements of the labour market) and the The World Bank has also led several initiatives to
contextual level (such as traditionally negative support the development of the TVET sector,
VWHUHRW\SHVDVVRFLDWHGZLWK79(7HGXFDWLRQDQG VXFKDVWKH6NLOOV'HYHORSPHQW6XSSRUW3URMHFW
DVVRFLDWHGSURIHVVLRQV WKDWOLPLWWKHHIÀFLHQF\ in developing countries, and it has produced
and social importance of TVET. In this context, DQXPEHURI IUDPHZRUNVWXGLHVRQDGYDQFLQJ
the private sector plays an important role and the TVET sector and youth skills.8 7KLV ZRUN
should be more involved in formulating public has been instrumental in developing the concept,
policies, identifying requirements and priorities, structures, and inputs of the TVET index.
and developing training programmes.2
At the regional level, interest in the TVET
7KH 8QLWHG 1DWLRQV (GXFDWLRQDO 6FLHQWLÀF sector has risen as a result of increasing levels
and Cultural Organization (UNESCO) and RI \RXWK XQHPSOR\PHQW DQG D JURZLQJ JDS
the European Training Foundation (ETF) are EHWZHHQ \RXWK TXDOLÀFDWLRQV DQG WKH QHHGV RI
among several international organizations that WKH ODERXU PDUNHW ,Q LWV ÀUVW UHSRUW LQ
the Arab Labor Organization (ALO) concluded considered as support to traditional (primary,
that Arab countries are facing the challenge of secondary and tertiary) education systems.
VWUXFWXUDO XQHPSOR\PHQW RZLQJ WR D UDWH RI In this regard, many developed countries
GHPRJUDSKLFJURZWKWKDWH[FHHGVWKHDGDSWDWLRQ have already formulated revised strategies for
capacity of their systems of production.9 This GHÀQLQJ UHJXODWRU\ IUDPHZRUNV ZLWK FOHDU
ZDV FRQÀUPHG LQ WKH $UDE (FRQRPLF VKRUW PHGLXP DQG ORQJWHUP REMHFWLYHV
5HSRUW ZKLFK DGGHG WKDW WKH ² \HDUROG and indicators to assess levels of progress and
age group is the most vulnerable in this cycle of success. International organizations examining
PLVDOLJQPHQWHVSHFLDOO\ZLWKWKHLQFUHDVLQJUDWHV the TVET sector are simultaneously expanding
of educational attainment. Similarly, reports by their datasets in order to consolidate indicators
WKH,QWHUQDWLRQDO/DERXU2IÀFH ,/2 REVHUYHG DQGGHÀQLWLRQVDQGSURGXFHDQDO\VLVLGHQWLI\LQJ
an increase in unemployment rates among youth PDUNHGJURZWKRUXQGHUGHYHORSPHQWDQGWKHLU
LQ0LGGOH(DVWHUQFRXQWULHVIURPSHUFHQW respective causes.
LQWRSHUFHQWLQDQGIURP
WR SHUFHQW GXULQJ WKH VDPH SHULRG IRU Literature related to TVET remains limited
North African countries. in the Arab region as is emphasized in the
Arab strategy for TVET adopted by the Arab
These observations point out the need for Arab /DERU2UJDQL]DWLRQLQ Additionally, the
countries to develop a more comprehensive JHQHUDOO\GHÀFLHQWVWDWLVWLFDOGDWDLVQRWXSGDWHG
approach to TVET. Although many Arab UHJXODUO\ H[FHSW LQ FRXQWULHV ZRUNLQJ FORVHO\
countries have attempted such reforms, the ZLWK LQWHUQDWLRQDO RUJDQL]DWLRQV VXFK DV WKH
Arab Knowledge Index 2016
effectiveness of these actions remain limited in ILO, UNESCO and the World Bank that require
WKHDEVHQFHRI FOHDUREMHFWLYHVV\VWHPDWLF.3,V VSHFLÀFLQIRUPDWLRQIRUEXLOGLQJWKHLUGDWDEDVHV
and tools for the monitoring and evaluation of set up for studying the sector.
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current status of the TVET sector, its inputs, 7KLV ODFN RI GDWD DOVR UHÁHFWV D VKRUWDJH LQ
processes, institutions, and outputs, and even the human resources needed to gather the
harder to develop evidence-based policies to UHTXLUHG LQIRUPDWLRQ DV ZHOO DV WKH QDWXUH
take appropriate corrective actions. Thus, this of the governance of this sector. In fact, in
LQGH[RQ79(7LVWKHÀUVWUHJLRQDO$UDEDWWHPSW WKH PDMRULW\ RI $UDE FRXQWULHV WKH VHFWRU
to establish such a system of KPIs and apply it is governed by a subsidiary authority falling
V\VWHPDWLFDOO\DVSDUWRI DZLGHUYLVLRQEDVHGRQ under a ministry such as that of education
WKH FRPSOH[ UHODWLRQVKLS EHWZHHQ NQRZOHGJH (Egypt), higher education (Sudan, Yemen and
and development. the United Arab Emirates) or labour (Algeria,
Morocco and Tunisia).
Comparative approaches in the study of TVET
V\VWHPV JDLQHG LQFUHDVLQJ UHOHYDQFH ZKHQ Formulation process and initial
advanced economies began to enhance labour structure of the index
FRQGLWLRQV DQG ZRUN VHWWLQJV DV WZR PDLQ
conditions for quality improvement processes.
This led many countries to revisit their TVET 7KLV VHFWLRQ EULHÁ\ RXWOLQHV WKH PHWKRGRORJ\
sector policies, enriching their practices, and used in the construction of the AKI TVET
GLUHFWLQJHIIRUWVWRZDUGPDNLQJWKHVHFWRUPRUH ,QGH[ RI 7KH PHWKRGRORJ\ LQYROYHG
capable of attracting and retaining talent. several stages, including:
&RQVHTXHQWO\ QDWLRQDO DXWKRULWLHV ZHUH 6\VWHPDWLFUHYLHZRI OLWHUDWXUHDYDLODEOHIURP
established to better align the training system local, regional and international sources
ZLWK HPHUJLQJ ODERXU PDUNHW UHTXLUHPHQWV on TVET and various related indicators,
ZKLOH FUHDWLQJ PRUH MRE RSSRUWXQLWLHV IRU SDUWLFXODUO\LQWKHFRQWH[WVRI NQRZOHGJHDQG
\RXQJSHRSOHDQGHQDEOLQJWKHPWRHIÀFLHQWO\ sustainable human development. The focus
contribute to the production system. This has ZDV FHQWUHG RQ LGHQWLI\LQJ WKHRUHWLFDO DQG
had a positive effect on the general perception statistical concepts and standards that could
of the role of TVET systems, no longer simply be applied in the Arab context.
Figure 7:
The structure of the 2015 TVET Index
TVET Index
Labour demand Labour supply Entrepreneurship
Economic returns Social justice
Social returns Expenditure
Governance
Technical Vocational Education and Training Index
Enrolment
2) The establishment of a preliminary Revisions
WKHRUHWLFDO DQG VWUXFWXUDO PRGHO ZLWK DQ
ideal set of desired KPIs that could be used
to regularly monitor and evaluate the TVET )ROORZLQJ WKH UHOHDVH RI WKH ,QGH[
sector in Arab countries and inform future DUHYLVLRQSURFHVVEHJDQWRUHÀQHWKHTXDOLW\RI
policies and reform plans. The suggested the index based on another round of literature
PRGHOZDVHYDOXDWHGDJDLQVWH[LVWLQJPRGHOV UHYLHZ 7KLV SURFHVV LGHQWLÀHG WKUHH PDLQ
at the international level, especially in terms trends in the TVET literature for the Arab
of TVET indicators from UNESCO– region:
81(92& ZLWKRXW FRPSURPLVLQJ WKH
VSHFLÀFLWLHV RI WKH ORFDO FRQWH[W IRU $UDE *HQHULF DSSURDFKHV WKDW FRYHU WKH $UDE
countries. UHJLRQDVDZKROHDQGWKXVSUHVHQWDJHQHUDO
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evaluated by a select group of experts (regional average).
and stakeholders from the Arab region 2) Constructive approaches that introduce
DQG EH\RQG XVLQJ FROOHFWLYH ZRUNVKRSV DV D EULHI RYHUYLHZ DW WKH UHJLRQDO OHYHO EXW
ZHOODVWKURXJKSHUVRQDOGLUHFWDQGYLUWXDO WKHQPRYHWRSUHVHQWVSHFLÀFGHWDLOVDWWKH
[electronic] consultations. FRXQWU\OHYHO ³ IRU FRXQWULHV ZKHUH GDWD LV
available.
At the application stage, the lack of reliable and &RPSDUDWLYH DSSURDFKHV DPRQJ VSHFLÀF
updated data on the Arab region constituted country-level practices and analysis. This
DPDMRUFKDOOHQJH7KHYDULDEOHVXVHGWRSRSXODWH approach is mainly visible in the literature
WKH LQGLFDWRUV ZHUH WKXV PRGLÀHG LQ OLJKW RI produced by UNEVOC and the Torino
the statistics available for the Arab region, Process.
ZKLOH FHUWDLQ FRQVWLWXHQWV ZHUH WHPSRUDULO\
suspended and kept at the theoretical level for The revision process focused on the second
potential use at a later stage. and third approaches – i.e. the constructive
and comparative approaches – to take into
This process resulted in the development of consideration the local contexts to a better
D79(7,QGH[FRQVLVWLQJRI WKUHHPDLQ extent (enabling environment, direct and indirect
pillars and six sub-pillars (Figure 7). economic factors in addition to the TVET
V\VWHPVDQGRXWSXWVZLWKHPSKDVLVRQIDFWRUV 7KHÀUVWSLOODURI WKH79(7,QGH[LVQRZWKH
UHODWLQJWRWKHNQRZOHGJHHFRQRP\ education and training pillar. In addition to focusing
on the systems and structures of training, this
Because the TVET Index revision involved pillar considers the dynamism of human capital
VLJQLÀFDQW FKDQJHV WR WKH YHUVLRQ WKH in order to assess the reception structures and
AKI team sought a further round of expert TXDOLÀFDWLRQVRI 79(7LQVWLWXWLRQVDVZHOODV
consultations for the revised structure, WKH UHODWLRQ EHWZHHQ 79(7 DQG WKH ODERXU
ZKLFK LQFOXGHG FRQVXOWDWLRQ ZLWK WKH market.
UNESCO–UNEVOC headquarters in Bonn.
This process: 7KURXJKLWVWZRVXESLOODUV enrolment and relation
with the labour market), this pillar focuses on the
&RQÀUPHG WKDW WKH WKHRUHWLFDO DQG capacity of TVET institutions, their ability
methodological conceptualizations of the to attract and retain talent, and the training
AKI TVET Index are realistic and relevant of teaching and managerial/administrative
to the current development needs and staff. It also takes into consideration the
challenges facing the Arab region. geographical distribution of TVET students,
- Re-emphasized the need for the Arab TVET education tracks, and TVET education
countries to be more involved in international patterns.
efforts to monitor, evaluate, and develop the
TVET sector, including at the level of data 7KH UHYLVLRQV PDGH WR WKH ,QGH[ DLPHG
collection. to enrich this pillar, particularly in terms
Arab Knowledge Index 2016
- Recommended the use of quantitative of placing more emphasis on both human
LQGLFDWRUV ZKHQHYHU SRVVLEOH EHFDXVH FDSLWDO DQG LQWHUDFWLRQ ZLWK WKH ODERXU
these indicators better facilitate analysis and market. UNESCO–UNEVOC, among other
constructive comparison across time and LQWHUQDWLRQDORUJDQL]DWLRQVKDVDOZD\VQRWHGWKH
countries. critical role of the human factor in improving
- Recommended that the index results be the quality of this sector and achieving better
read and analysed in relation to UNESCO’s DOLJQPHQWZLWKWKHODERXUPDUNHW
Education 2030 Framework for Action (based
RQWKH,QFKHRQ'HFODUDWLRQDQG)UDPHZRUN The relation with the labour market sub-pillar
for Action). ZDV LQWURGXFHG LQ OLJKW RI WKH UHYLHZ RI
- Recommended that greater emphasis be international literature; it links the inputs
given to the indicators relating to the general RI WKH 79(7 VHFWRU ZLWK LWV RXWSXWV DQG
DVVHVVPHQWRI WKH79(7VHFWRUXVHRI QHZ FRPSDUHVWKHPLQWHUPVRI DOLJQPHQWZLWKWKH
technologies, entrepreneurship, lifelong UHTXLUHPHQWVRI WKHODERXUPDUNHWUHÁHFWLQJ
learning, green learning, self-employment, a collaborative perspective.
and other relevant variables in the context
of TVET and sustainable human Another conceptual indicator under this pillar
development. is the ability of the TVET sector to compete
ZLWK RWKHU VHFWRUV RI IRUPDO HGXFDWLRQ
In addition to these consultations, statistical 7KH SLOODU DWWHPSWV WR UHÁHFW WKH FDSDFLW\
DSSOLFDWLRQFRQÀUPHGWKHFDSDFLW\RI WKHLQGH[ of this sector to attract youth, at least at the
WRUHÁHFWVRPHRI WKHPDLQIHDWXUHVRI WKH79(7 quantitative levels of enrolment, completion,
sector in the Arab region. The main challenge, and graduate employment. This capacity
KRZHYHU UHPDLQV WKH QHHG WR FROOHFW UHOLDEOH JRHVKDQGLQKDQGZLWKHQKDQFLQJWKHYLVLELOLW\
and credible data, and enhance mechanisms of the TVET sector in the policymaking
of cooperation through the involvement of process.
relevant stakeholders.
Reference here should be made to the balanced
Revisions applied to the main structure UHODWLRQVKLS EHWZHHQ WKH VHFWRU·V FDSDFLW\ WR
attract youth and talent, its institutional capacity,
7KH PDLQ VWUXFWXUH RI WKH LQGH[ XQGHUZHQW and its budget. The latter is often a challenge,
FRQVLGHUDEOHFKDQJHVUHÁHFWLQJPRUHGDWD especially in light of the rising number of
VWXGHQWVDQGDGPLQLVWUDWLYHFRVWVZKLFKOHDYH Revisions applied to the variables
little or no budget for quality improvement, the
revision of the education process and curricula, 1HZ YDULDEOHV ZHUH DGGHG WR WKH ÀUVW SLOODU
and capacity building. education and trainingZKLFKLQFOXGHWKHIROORZLQJ
inadequately educated workforce, extent of training for
The second structural change in the index is the TVET students, availability of specialized training
introduction of the second pillar organizational VHUYLFHV SHUFHQW RI ÀUPV RIIHULQJ IRUPDO WUDLQLQJ
framework that seeks to assess the organizational TVET involvement in entrepreneurship, participation of
IUDPHZRUN RI 79(7 VHFWRU LQVWLWXWLRQV DQG TVET authorities in the organising body for the TVET
the economy in relation to TVET. It consists of examinations, DQG ÀQDOO\ participation of TVET
WZRVXESLOODUV economic policies and labour market authorities in the committees responsible for setting the
features. TVET curricula.
7KH UHJXODWRU\ IUDPHZRUN RI WKH ODERXU The organizational framework pillar also consists
market contributes to the establishment of RI QHZYDULDEOHVWKDWSUHVHQWDQRYHUYLHZRI WKH
a production environment that can adapt VRFLDO HOHPHQW RI WKH ZRUN HQYLURQPHQW DQG
Technical Vocational Education and Training Index
to the increasing number of graduates and RI WKH H[WHQW WR ZKLFK $UDE FRXQWULHV DGKHUH
provide more opportunities, especially to to the requirements of international labour
educated youth. In this context, UNESCO– rights. These variables include: availability of
UNEVOC has continuously highlighted the a government authority to regulate labour to supply and
LPSRUWDQFH RI GHYLVLQJ DQG XVLQJ VFLHQWLÀF demand, percentage of labor force not contributing to
indicators to assess the quality of the regulatory social security, disputes rate per 1000 workers, mean
environment for the TVET sector, including weekly hours actually worked per employed person, and
pedagogical assessment of TVET institutions, female participation in the labor force as a ratio to men.
WKH HIIHFWLYHQHVV DQG HIÀFLHQF\ RI DYDLODEOH
SURFHVVHV DQG IUDPHZRUNV VHFWRUVSHFLÀF 7KH SLOODU DOVR LQFOXGHV RWKHU QHZO\ DGGHG
strategies, and regulatory authority. variables: total investment as percentage of GDP, tax
incentives for young businesses, number of procedures for
Also under the organizational framework pillar, starting a business, ease of doing business, high-skilled
D QHZ VXESLOODU ZDV LQWURGXFHG RQ quality employment share, poor work ethic in national labor force,
regulations +RZHYHU WKLV VXESLOODU KDV EHHQ labor force with less than primary education as a percentage
temporarily suspended given a general lack of of the total labor force, total tax rate as a percentage of
data. FRPPHUFLDOSURÀWVUDWLRRI PLQLPXPZDJHDVDVKDUH
of value added per worker, pay and productivity, labor
The third change at the level of the main PDUNHWHIÀFLHQF\UHVWULFWLYHODERUUHJXODWLRQVand labor
structure consisted of a third pillar focusing on regulations.
the contextual factors that affect the technical
vocational education and training sector. It )LQDOO\ WKH QHZ YDULDEOHV FRQVWLWXWLQJ WKH
includes three sub-pillars – education, demography, development context LQFOXGH WKH IROORZLQJ
and state of development ² DQG D ZLGH DUUD\ RI government expenditure per primary and secondary
variables that help create a clear picture of the student as a percentage of GDP per capita, higher
general development context. education and training, adult literacy rate, gender parity
index for gross enrolment ratio in primary education,
7KH ZHLJKWV RI WKH PDLQ SLOODUV ZHUH DOVR rate of out-of-school children of primary school age, net
UHYLVHG DIWHU DOO VWUXFWXUDO FKDQJHV ZHUH enrolment rate in secondary education, net enrolment
DSSOLHG D ZHLJKW RI ZDV JLYHQ WR WKH rate in primary education, percentage of employment in
education and training SLOODU ZDV DWWULEXWHG agriculture, percentage of population growth rate, AKI
to the organizational framework SLOODU DQG 2015 Economy Index, Human Development Index and
to the development context SLOODU 7KHVH ZHLJKWV ÀQDOO\*'3SHUFDSLWD
ZHUH WKHQ HTXDOO\ GLYLGHG DPRQJ WKHLU
respective sub-pillars and subsequent 7KH YDULDEOHV WKDW ZHUH DGGHG WKLV \HDU XQGHU
FRQVWLWXHQWVDVVKRZQLQGHWDLOVLQ7DEOH$LQ WKHQHZSLOODUVRI WKH79(7,QGH[DUHVKRZQ
the Annex. in Table 2.
Table 2:
Changes applied to variables in the 2015 TVET Index*
Variable 0RGLÀFDWLRQ
Education and training pillar
Percentage of students in secondary education enrolled in vocational programmes, both Added
VH[HV
3HUFHQWDJHRI VWXGHQWVLQVHFRQGDU\YRFDWLRQDOHGXFDWLRQZKRDUHIHPDOH Added
,QDGHTXDWHO\HGXFDWHGZRUNIRUFH Added
Extent of training for TVET students Added
Availability of specialized training services Added
3HUFHQWRI ÀUPVRIIHULQJIRUPDOWUDLQLQJ Added
TVET involvement in entrepreneurship Added
Participation of TVET authorities in the organising body for the TVET examinations Added
Participation of TVET authorities in the committees responsible for setting the TVET Added
curricula
Organizational framework pillar
7RWDOLQYHVWPHQW RI *'3 Added
Tax incentives for young businesses Added
Starting a business, procedures (number) Added
Arab Knowledge Index 2016
Ease of doing business Added
+LJKVNLOOHGHPSOR\PHQWVKDUH DJHJURXS Added
3RRUZRUNHWKLFLQQDWLRQDOODERUIRUFH Added
/DERUIRUFHZLWKOHVVWKDQSULPDU\HGXFDWLRQ RI WRWDOODERUIRUFH Added
7RWDOWD[UDWHRI FRPPHUFLDOSURÀWV Added
5DWLRRI PLQLPXPZDJHDVDVKDUHRI YDOXHDGGHGSHUZRUNHU Added
'LVSXWHVUDWHSHUZRUNHUV Added
0HDQZHHNO\KRXUVDFWXDOO\ZRUNHGSHUHPSOR\HGSHUVRQ Added
Pay and productivity Added
)HPDOHSDUWLFLSDWLRQLQWKHODERUIRUFHUDWLRWRPHQ Added
Labor force not contributing to social security (percent) Added
/DERUPDUNHWHIÀFLHQF\ Added
Restrictive labor regulations Added
Labor regulations Added
Availability of a government authority to regulate labour supply and demand Added
Development context pillar
*RYHUQPHQWH[SHQGLWXUHSHUSULPDU\DQGVHFRQGDU\VWXGHQWDVRI *'3SHUFDSLWD Added
*RYHUQPHQWH[SHQGLWXUHRQHGXFDWLRQDVRI *'3 Added
Higher education and training Added
$GXOWOLWHUDF\UDWHSRSXODWLRQ\HDUVERWKVH[HV Added
Gross enrolment ratio, primary, gender parity index (GPI) Added
5DWHRI RXWRIVFKRROFKLOGUHQRI SULPDU\VFKRRODJHERWKVH[HV Added
1HWHQUROPHQWUDWHVHFRQGDU\ERWKVH[HV Added
1HWHQUROPHQWUDWHSULPDU\ERWKVH[HV Added
(PSOR\PHQWLQDJULFXOWXUHERWKVH[HV Added
3RSXODWLRQJURZWKUDWH $YHUDJHDQQXDO Added
$.,(FRQRP\,QGH[ AddedFigure 8:
The revised structure of the TVET Index
TVET Index
Education and training Organizational framework Development context
Enrolment Economic policies Education
Relation with the Labour market Demography
labour market features
State of
Technical Vocational Education and Training Index
development
Revised structure (2016 version) For the organizational framework pillar, the scores
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The revision process led to the adoption of disparity in efforts made by Arab countries
D UHÀQHG VWUXFWXUH IRU WKH 79(7 ,QGH[ to modernize their legal and administrative
(Figure 8). structures, including those related to
employment and labour markets. The United
Results $UDE (PLUDWHV UDQNHG ÀUVW ZKLFK LV D QDWXUDO
result of its efforts over the years to reform its
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7KH79(7,QGH[UHVXOWVVKRZZLGHGLVSDULWLHV TXDOLÀFDWLRQRI KXPDQFDSLWDODQGHQVXUHWKDW
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EHWZHHQWKHKLJKHVWVFRUH IRUWKH8QLWHG RI LWVFRPSHWLWLYHQHVV4DWDUFDPHVHFRQGZLWK
$UDE (PLUDWHV DQG WKH ORZHVW VFRUH IRU DVFRUHRI IROORZHGE\0RURFFRDW
6RPDOLD 7ZHOYHFRXQWULHVVFRUHGDQGDERYH 7KHVHWKUHHFRXQWULHVZHUHDEOHWRG\QDPLFDOO\
7KHVHLQFOXGHDOORI WKH*&&VWDWHVDVZHOODV modernize their administrative structures and
Algeria, Egypt, Jordan, Lebanon, Morocco, and develop their investment sectors.
Tunisia. Four countries (Comoros, Somalia,
6XGDQDQGFigure 9:
Results of Arab countries on the TVET Index
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Arab Knowledge Index 2016
rather than qualitatively. The scores achieved $ UHYLHZ RI WKH VFRUHV RQ WKH organizational
under the relation with the labour market sub-pillar frameworkSLOODUVKRZVWKDWFRXQWULHVVFRUHG
indicate important progress in some Arab PRUHWKDQ7KHLUVFRUHVZHUHDOPRVWLGHQWLFDO
countries in terms of building a training system for both constituting sub-pillars, except that
that meets the requirements of employers and WKUHH FRXQWULHV 'MLERXWL 0DXULWDQLD DQG
takes into account the general conditions of the 0RURFFR VFRUHGEHORZRQWKHlabour market
labour market. They also indicate a mismatch features sub-pillar, and four countries (Libya,
EHWZHHQ HGXFDWLRQWUDLQLQJ DQG HPSOR\PHQW Oman, State of Palestine and Syria) scored
ZKLFKFDQDOVREHVHHQLQRWKHUVHFWRUVVXFKDV EHORZRQWKHeconomic policies sub-pillar. Scores
economy, higher education, and pre-university RI WKHUHPDLQLQJFRXQWULHVZHUHEHORZIRU
education. both sub-pillars.
Figure 10:
Results of Arab countries on the main pillars of the TVET Index
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Education and training Organizational framework Development context
5HJDUGLQJ WKH WKLUG SLOODU ZKLFK UHODWHV WR WKH state of development sub-pillar. In fact, these eight
development context and consists of three sub- (comprising the six GCC countries plus Lebanon
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demography sub-pillar, and eight countries on the ZLWKLQWKH79(7V\VWHP
Technical Vocational Education and Training Index
Endnotes
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The European Training Foundation initiatives include Europass, Skills for Progress, the
Open Method of Coordination, the Community of Practice cooperation platform model
for TVET teachers and educators in South Eastern Europe, and the Skills for Poverty
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