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This study attempts to investigate the interrelationship between choice-based educational achievement and employability prospects across the skill-based occupations amongst the youth in India.

This study relies on the use of National Sample Survey (NSS) data on employment and unemployment for the 68th round (2011–2012) and the Periodic Labour Force Survey (PLFS) (2017–2018). To estimate the relative contributions of choice-based educational attainment affecting the skill-based employment of youth in a different category of occupations ( high/medium/low skilled), the multinomial logistic regression and its marginal effects have been used.

The study finds educational attainment both as an opportunity (improvising employability in the high and medium skill occupation) and a challenge (highest unemployment amongst the educated) while ensuring skill-based youth employability. Despite the growing enrolment of youth in education, youth from a general education background does not find sustained employability prospects in high-skill occupations.

Vocational education highlights a brighter employability prospect but the acceptability of the same amongst the youth needs a policy intervention.

Educational choices need an intervention based on market-driven apprenticeships and training.

The decline of overall employability in the low-skill occupation raises a threat to inclusive development as such youth results to Not in Employment, Education or Training (NEET), better identified as the unproductive economic youth.

This study attempts to investigate that “how far the choice of educational attainment (general/technical/vocational) is able to make youth a fit in the world of work?” in the Indian context, where the youth constitute the highest share in the population.

The purpose of this paper is to identify the determining factors in the performance of integrated vocational education schools, in addition to management characteristics and specificities.

By means of a descriptive study with a qualitative approach, a case study was conducted in two schools located in the cities of Cotia and São Roque.

The following factors were identified: engagement and commitment of teachers; motivation and focus of teachers and students; team of professionals; commitment and focus of students; family involvement; leadership and climate and selection of students. The following characteristics were observed: participative leadership associated with the use of management tools; pedagogical leadership in partnership with the school community; monitoring of student performance; performance assessment and training of teachers related to career plan; selection of students and actions along the community.

The results reflect the vision of the schools' managers and teachers and not that of the managing institution. There is no intention whatsoever to obtain generalization to other ETECs but rather inferences that could shed light on future studies.

This research ratifies what has already been proven in the literature, showing that there are no isolated factors that interfere with performance, but an interrelationship among them, given the characteristics and peculiarities of each school.

This study is expected to contribute to guiding school managers and teachers in the search for quality education, whether vocational or regular basic education.

Despite the growing emphasis on revitalizing the technical and vocational education and training (TVET) sector in Bangladesh, very little discussion has taken place on reforming the current inflexible transition pathways, from TVET to the universities. This paper aims to reflect critically on the existing literature on TVET, in the global and national context, and the experiences of students and TVET experts, to develop a model of collaboration between the polytechnic institutes and the universities in Bangladesh.

This paper follows a qualitative strategy of enquiry, using a mix of critical reflection on literature on TVET and higher education and unstructured interviews with two TVET experts, four TVET students and four students from a public university. It draws on the theories of collaboration and uses exemplary cases to illustrate and support the line of reasoning.

This paper identifies that there is resource dependency between the polytechnic institutes and universities in Bangladesh, and their institutional environment necessitates them to form collaboration to ensure flexible transition pathway, from polytechnic institutes to universities; this paper proposes a model for such collaboration.

This paper offers a guideline for forming collaboration among the relevant stakeholders.

Collaboration between polytechnic institutes and universities in Bangladesh is likely to address the inequitable nature of TVET, by improving its social status and acceptance, as well as allowing higher income opportunity and greater mobility for the TVET graduates, coming especially from humble socio-economic backgrounds.

This paper contributes in the recent discussions on how collaboration among different stakeholders can contribute in achieving the sustainable development goals, with special emphasis on TVET.

There is no consensus on the most effective way to foster entrepreneurship in educational institutions, and educational policies on entrepreneurial activity differ significantly amidst organizations and contexts. Thus, the objective of this research is to analyze influence of the college environment and entrepreneurial characteristics on the entrepreneurial intention of Brazilian high school/technical students.

The empirical research used partial least squares structural equation modeling (PLS-SEM) and a sample of 384 students of technical courses, such as Administration, Systems Development, Chemistry, Secretariat, among others.

The proposed model was validated, and the hypotheses were confirmed, proving suitable for high school/technical education. Assessing the high school environment with this model can help determine each organization's strengths and weaknesses and, indeed, the impacts on the ecosystems in which it operates. The results of the multi-group analysis indicate differences concerning the courses as well.

The main limitations involve non-probabilistic sampling procedures and the collection having been carried out with a single cross-section.

For managers and teachers, this article presents indicators to qualify the activities of the educational environment, considering teaching activities, extracurricular activities, fairs, actions of teachers and students, among other initiatives.

The article contributes to high school managers, particularly in technical schools, so that they understand the factors that influence the profile and entrepreneurial intention of students; in other words, something that can impact the lives of thousands of students, teachers and the community itself.

This research presents a novel analysis of the antecedents that drive student entrepreneurship in an underexplored educational context in a developing country. The results show the necessary conditions for technical schools to foster entrepreneurial activity, feeding innovation ecosystems with entrepreneurial talent.

The Group of Twenty (G20) has substantial influence in global economic policy but has been peripheral in global education governance. There is intensification of education policy-relevant engagement within the Think 20 (T20), the “ideas bank” and official engagement group of the G20. The authors analyse the evolution of education as a policy domain within the T20, the ideas and discursive framing of education and global education policy “solutions” and assumptions about the G20 in education policy engagement.

The authors view the T20 as an external actor that can mobilise policy-relevant ideas to G20 actors responsible for internal policy selection and translation. The analysis covers the period 2018–2021 when education became an explicit T20 policy area. The authors screened all 461 T20 policy briefs across all domains. Of these, 32 briefs and four final T20 Summit communiqués were reviewed using critical discourse analysis. Data were supplemented via organisational websites and tacit professional knowledge.

Three assumptions on the G20 as an actor prevailed: (1) policymaker, (2) policy shaper and (3) knowledge mobiliser. The framing ideas on education were linked to assumptions on drivers of education system reform as intertwined with, or to enable: (1) economic adaptation, (2) technical adaptation and (3) socio-political adaptation of individuals and societies.

Accelerated education engagement within the T20 and its direct reach to G20 leaders makes it, and the G20, analytically unique and new unexamined actors of potential influence. The authors conclude that the T20 is positioned as a unique actor, both that can mobilise education policy-relevant ideas to G20 leaders, and legitimised as the actor from which G20 leaders and policymakers should adopt ideas.

Extending the theory of planned behaviour and the perspective of available resources, the purpose of this study is to expatiate the influence behavioural antecedents of available resources on electrical installation and maintenance work students’ (EIMW) entrepreneurial intentions (EIs) in technical colleges.

The study adopted a multistage sampling technique to select samples for the study. Data collected were analyzed using structural equation models in the empirical analysis.

The study showed that attitude, subjective norms, perceived behavioural control and perceived efficacy are behavioural antecedents that can be manipulated by exogenous factors to enhance EIMW students’ EIs.

This study stirs the government and other education agencies on the need to strengthen the technical institutions through adequate funding, employment of skilled personnel and provision of up-to-date types of machinery and equipment to help the students to compete globally. Therefore, adequate application of available resources will foster positive behaviours of EIMW students towards establishing their business venture.

The South African vocational education and training (VET) sector is required by legislation to redefine postsecondary education, advance industrialisation and expand the job market to address unemployment in the country. Yet, VET leaders' heterogenous educational and occupational backgrounds do not enable them to address the needs of the VET sector. Continuous professional development of leaders in the education sector needs to include support structures such as mentoring.

The present study sought to investigate how VET managers in South Africa perceive three different types of mentoring – individual, peer group and expert-based key performance area (KPA) mentoring – during a part-time professional leadership development programme. Using interactive qualitative analysis (IQA), the authors collected and analysed data from focus group discussions (n = 24) and individual interviews (n = 21) from two cohorts of the programme.

The results revealed that individual mentoring represented the most important driving mechanism, followed by peer group mentoring and expert-based KPA mentoring. Participants identified leadership as a prerequisite for their development. Emotions formed the final outcome of the mentoring framework.

Based on the findings, the authors suggest investigating the role played by leaders' interpersonal competences such as emotional competence in the workplace. Additionally, research needs to clarify if and how mentoring can support leaders to develop interpersonal competences in formal and informal settings.

The study offers empirical evidence on a three-pillar mentoring framework adopted in a professional development programme for leaders in VET in South Africa. It highlights the importance of individual, social and emotional factors.

This paper aims to identify the factors affecting the implementation of Public-Private Partnerships (PPPs) in the education sector.

Based on Scopus and adopting the protocol of Staples and Niazi (2007), this systematic literature review examined 21 articles on PPPs in the education sector. Content analysis is adopted to identify research gaps and provide information on critical issues in the cases.

The findings have identified the critical success factors of PPPs in the education sector in 12 countries, revealing varying degrees of success and implementation challenges. They reflect the importance of clear objectives, effective communication, and robust partnerships between the public and private sectors to achieve success. These insights contribute to an in-depth understanding of PPP implementation in education, which can guide future projects.

The critical success factors identified in PPPs implementation in education across various countries may provide a comprehensive worldwide perspective for researchers, practitioners and policymakers.