Skills for Productivity: Vocational Education and Training in Developing Countries. John Middleton , Adrian Zimmerman , Arvil van Adams

1995 ◽  
Vol 39 (1) ◽  
pp. 158-160
Author(s):  
K. M. Lillis
Keyword(s):  
Developing Countries ◽  
Vocational Education ◽  
Education And Training ◽  
Vocational Education And Training ◽  
And Training

scholarly journals The relevance of dual model of TVET system for the developing world

2019 ◽  
Vol 14 (4) ◽  
pp. 299-315
Author(s):  
Abhishek Abhishek
Keyword(s):  
Developing Countries ◽  
Vocational Education ◽  
Value Chain ◽  
Labour Force ◽  
Education And Training ◽  
Training System ◽  
Vocational Education And Training ◽  
Dual Model ◽  
Global Value Chain ◽  
And Training

Under the Global Production Networks (GPN) / Global Value Chain (GVCs), the MNCs usually locate their units in accordance with the skill of the labour force which they get. If some of the Asian countries managed to attract huge amount of foreign direct investment, initially in labour-intensive manufacturing and then in other sectors, moving up the global value chain. It is because their education in general and Technical and Vocational Education and Training system in particular was well-suited at the time. As, for developing countries, skilling at a mass-level will not only help to attract Foreign Direct Investments by increasing the productivity of the labour force but also to mitigate inequality and reduce poverty as it will up to an extent solve the crisis of employability. For the developing countries the dual-corporatist, Technical Vocational Education and Training (TVET) system of Germany offers so many things to learn. The paper which is divided in three parts argues that, instead of having the wages as low as possible and engaging in a race to bottom, a country with a well-functioning TVET system can make itself a favourite manufacturing destination. The first part of the paper looks at the opportunities provided by GPNs/GVCs to developing countries and the issue of skills. The second part of the paper gives a brief account of the German TVET system. The last part of the paper highlights some of the lesson which the developing countries can draw from the German model.

Social-economic contribution of vocational education and training: an evidence from OECD countries

2018 ◽  
Vol 50 (4) ◽  
pp. 172-184 ◽  
Author(s):  
Muhammad Ali Asadullah ◽  
Aamir Zafar Ullah
Keyword(s):  
Economic Growth ◽  
Developing Countries ◽  
Vocational Education ◽  
Social Inclusion ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Policy Makers ◽  
Content Type ◽  
National Investment ◽  
And Training

Purpose The purpose of this paper is to examine the impact of national investment in vocational education and training (VET) on the economic growth through the mediating role of social inclusion. Design/methodology/approach This study is based on a panel data of 31 Organisation for Economic Co-operation and Development countries for 15 years collected through secondary sources. Findings The statistical results of the study have supported the entire hypotheses. Particularly, the results demonstrate that the social inclusion strengthens the contribution of VET in the economic growth. Practical implications This study offers various policy implications for the policy makers of developing countries. Particularly, the policy makers of developing countries need to emphasize on social inclusion to enhance the contribution of national investment in VET while following the vocational education models of developed nations. Originality/value This study offers its theoretical contribution in the literature of VET by highlighting a mediating mechanism to explain how national investment in VET can contribute in economic growth through social inclusion.

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