Do We Have to Enhance the Attractiveness of TVET?
This article highlights some views around the role of TVET for the individual and for society. Do we find changes in these views over the last ten years? Is it correct that TVET suffers from low esteem, appreciation and appeal? TVET (Technical and Vocational Education and Training) is an education and training which provides knowledge and skills for employment. TVET uses formal, non-formal and informal learning. TVET is recognised as a crucial vehicle for social equity, inclusion and sustainable development.
The attractiveness of TVET ten years back
A study published ten years back pointed out that the capacity to demonstrate and communicate results of different TVET projects in Europa could be increased at the institution and at the single programme and project level. Building a corporate communication culture and shifting from the visibility-only emphasis requires a strong TVET player identity. [1] The following year (2013), Christopher Winchyear discussed ‘attractiveness’ concerning TVET [2]. He meant ‘attractiveness’ as the preferability of TVET compared with alternatives. He pointed out ‘attractiveness’ on different levels. He said that for individuals, it means the preferability of TVET instead of direct engagement in the labour market or the pursuit of higher education. This is also the case for parents’ preferences for their children. For employers and trade unions, it relates to considering the alternatives of not providing TVET or hiring individuals who have already received TVET elsewhere. Winchyear (2013) gave recommendations for improving the attractiveness of TVET in the short term to improve the ‘attractiveness’ of TVET:...
The content of the article:
- The attractiveness of TVET ten years back
- Do we need to improve the attractiveness of TVET today?
- Conclusion
