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The purpose of this paper is to discuss the formal workplace learning situation in Nepal and argue that workplace learning is not in priority in Nepali Technical and Vocational Education and Training (TVET) despite a regular policy emphasis.

Data were gathered using both desk-based review of pre-diploma and diploma-level curricula and semi-structured interviews with eight employers and six technical school principals. Coded themes were interpreted in the meaning-making process.

Workplace skills learning in Nepal has remained a neglected agenda. Despite some successful implementation practices and policy recognition, it is stagnated. Employers expect skills in graduates relevant to their demands. However, unfortunately, there needs to be more trust for a culture of shared responsibilities among employers and TVET providers for arranging the provisions so that the learners can acquire the skills that the employers need. There is a blaming game between them, which has ultimately resulted in the poor arrangement of workplace learning.

TVET providers’ and employers’ engaged participation in recognizing and developing workplace learning for making the learning as per the needs of the world of work could benefit them and also support students to upgrade and acquire employability skills.

This paper is based on empirical data and contributes new knowledge in academia which is still rare in the context of Nepal.

Aims to bring a new angle to, in fact to complete the triangle of, industrial training studies, which have focused on training institutions and the firms. The third angle, the trainees, has often been neglected, appearing only as figures, enrolment, drop‐outs, graduates, etc. A comprehensive policy on industrial training would be incomplete without appraising experience of trainees and taking their views seriously. Examines research based on three surveys among potential, current and past trainees. The experience and views of the trainees should be taken as a major parameter in technical and vocational education (TVET) strategy, planning and programme implementation. Finds that trainees have expressed clear views on the relevance of the TVET programmes they have attended/are attending, and on the quality of public and private training. Findings of the surveys have some relevance to labour market policy, specifically on mobility, labour turnover, labour market information and employment of women.

Increasingly driven by the global education industry (GEI), a neo-liberal perspective dominates education reform agendas in transitioning economies (Ball, 2012; Steiner-Khamsi, 2016; Verger, Steiner-Khamsi, & Lubienski, 2017). The drive to equip a competitive workforce for a knowledge economy frames efforts to build stronger pathways between education and work. These efforts tend to be led by global consultancies and often overlook local challenges. Although recent literature on policy borrowing in education has highlighted the drawbacks of analyzing education out of context, countries in the Global South continue to import education models across contexts (Steiner-Khamsi, 2016). The case of Saudi Arabia, a transitioning economy with agendas heavily influenced by international management consultancies highlights the challenges faced by a profit-driven GEI. This essay argues that current approaches to education reform in the Global South fail to address existing social and cultural challenges in the local context. The standardization of education policies and provision has led to several negative consequences in education reform efforts. Through presenting the case of technical and vocational education and training (TVET) reforms in Saudi Arabia, the essay argues that engaging international education consultants in the process of education reform fails to address the local concerns of TVET and instead imports a new set of challenges to implementing a thriving further education sector in the Kingdom.

This chapter is part of a larger project that examines recent educational expansion efforts in the Republic of Trinidad and Tobago, a nation that provides a valuable case study of challenges shaping higher educational expansion efforts in developing countries. The initial goal of the project was to identify supply and demand issues in postsecondary training. Though we did not collect data with the intent to examine neo-institutional or status competition dynamics, this theme emerged inductively from a series of interviews conducted with individuals and focus groups, making it an ideal case study for this volume.

This study presents an innovative approach to Information and communication technology (ICT) skill training and employment generation for out-of-school and disadvantaged youths in Africa. With technical and policy assistance from the World Bank, ICTs can be used to revitalize technical and vocational training to meet skill and employment needs of disadvantaged youths in the region. The deplorable conditions of out-of-school youth and the state of secondary education in Africa underscore the urgency to engage disadvantaged youth in productive economic activities. An ICT-enhanced technical and vocational training program in Africa provides both private and social gains: it provides economic prospects for disadvantaged youth and; it adds to the development of the knowledge economy in Africa. The NairoBits Digital Design School in Kenya is presented as a model of a vocational and training school that uses ICTs to improve skill formation among disadvantaged youths in informal settlements in urban Africa. Meeting the objectives of an ICT-based training and employment generation program for underprivileged youth in Africa require strong regulatory frameworks and contributions from the World Bank. The involvement of the bank, particularly through private sector grants for ICT skill train in Africa will help to revitalize technical and vocational education and training in the region. Above all, the collaboration of government agencies, private businesses, other international development agencies and civil society groups in ICT skill training will help to meaningfully engage African youths in the development of their communities in the emerging knowledge economy.

This study examines whether students graduating from SSC-VOC perform better in diploma engineering programs.

This study uses quantitative and qualitative methods to examine how secondary school certificate-vocational (SSC-VOC) graduates perform in their subsequent vocational programs.

Despite having vocational training orientation, this study finds that graduates from SSC-VOC receive lower grades than their public counterparts by 0.109 cumulative grade points average (CGPA).

Findings imply that policymakers should increase teachers' numbers, salaries and laboratory facilities. In addition, collaboration between SSC-VOC institutions and polytechnics would allow them to offer a quality engineering education. In such a way, technical and vocational education and training (TVET) programs prepare human resources to promote economic development and employment, expand production opportunities and improve employment quality.

This is the first piece of work conducted in Bangladesh that has examined the quality of VET graduates for furthering their studies. This study added value by providing some pragmatic suggestions for practical implications.

The purpose of this paper is to examine factors that could explain the difference in entrepreneurial intention (EI) among technical-vocational education and training (TVET) program students. Centered on the theory of planned behavior (TPB), the paper aims to contribute to the understanding of factors that affect EIs of students and offer some important insight into unique aspects of TVETs to empower youth and adults to actively engage in entrepreneurial initiatives.

A survey with a sample size of 107 TEVT students, taking part in four key programs, participated in this study using Entrepreneurial Intention Questionnaires. Linear and hierarchical regression were applied to test the hypotheses.

The findings indicate that the two most predictable variables of EI were personal attitude toward behavior and perceived behavioral control. Hence, it was suggested that proper care should be taken in the way curricula and content are designed. It is also highlighted that the educational practice needs adjustment to include course contents like decision making, effective communication, entrepreneurial negotiation, leadership, effective and efficient use of sources, new product development, creativity and critical thinking, and service-based and technological innovation.

Policy makers in developing countries are trying to address the critical developmental concerns of unemployment, rural-urban imbalance, industrialization, capital formation, and labor utilization. Vocational education is seen as a policy instrument to promote economic and social progress using entrepreneurship education. However, in order for institutions to play this key role, their skill formation process needs to be geared toward enhancing and developing traits associated with entrepreneurial success. This study has confirmed that TVET programs are required to reach a balanced spectrum of delivering entrepreneurial skills through intensive engagement with partners and effective mobilization of interest groups if they are to boost economic and social change.

This study applies the TPB in an effort to understand determinants of EI on technical and vocational education. It invites academics and policy makers to rethink the approach adopted in entrepreneurship education in the vocational set up. It questions TVET programs’ roles in preparing students for self-employment, networking or partnership efforts, and the design of curricula as a process and entrepreneurial skill as an outcome of entrepreneurial education.

The purpose of this paper is to reflect on the adequacy of UNESCO policy in the UN Decade of Education for Sustainable Development. People working in the informal economy in the Global South are looked at as a starting point.

The paper examines UNESCO/UNEVOC documents, the UNIFEM report on the “Progress of the World's Women”, development literature, and case scenarios from Southern Africa.

There is a mismatch between policy and the reality on the ground. Changes in policy and provision are necessary if a social justice agenda is to be met.

The approach to TVET planning and provision should shift in three ways: from an emphasis on the formal to the informal economy; from work defined as employment to work as livelihood activities; and from sustainable development to sustainable livelihoods. The paper argues that five conditions should be met so that TVET can begin to include workers from the informal economy.

The paper defines “work” more inclusively, focuses on education and learning in the informal economy, and challenges notions of sustainable development in favour of sustainable livelihoods.

Malaysia has shifted from a labor-intensive, agriculture-based economy since its independence in 1957 to a knowledge and innovation-based economy. Human capital development (HCD) is a key enabler for driving and sustaining Malaysia's socioeconomic growth. The education and training system is the main platform for HCD intervention. To sustain and achieve goals, long-term survival, competitive advantage, and sustainability, the workforce is optimized through comprehensive HCD interventions to provide the necessary knowledge, skills, and competencies needed to work effectively in a rapidly changing and complex environment. Numerous efforts have been made by the government to ensure that the education and training system has the capacity to enhance the quality and availability of intellectual and skilled human capital to support the transition toward knowledge-intensive activities, sustain economic growth, and compete in the global market. The country's development plans and policies as well as the economic development which lead toward a knowledge-based economy with a knowledge-based workforce have charted out clear transformation journeys for the development of the human capital ecosystem. This chapter presents an overview of the landscape of HCD in Malaysia. Relevant reports, plans, policies, and strategies to strengthen human capital through education and training is reviewed. Finally, a few issues and challenges that Malaysia experiences are discussed.

In Africa, the community college model, catered to nontraditional college aspirants, has been increasingly seen as an important alternative to respond to the growing demand for postsecondary education. By highlighting the case of Ethiopia, this chapter explores the implications of the community college model through the examination of the system, teacher training, and perspectives of students and employers. Some education and training can be more efficiently delivered at the community college level by means of focused and high-quality teaching, rather than through a long duration of bachelor's program.