PROTOCOL: Post‐basic Technical and Vocational Education and Training (TVET) Interventions to Improve Employability and Employment of TVET Graduates in Low‐ and Middle‐income Countries

Tripney, Janice; Newman, Mark; Hovish, Kimberly; Brown, Chris

doi:10.1002/cl2.93

Cited by 6 publications

(3 citation statements)

References 41 publications

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“…Turbin describes lessons learned from attempts to transfer VET from an advanced to an advanced country context, as well as from an advanced to a developing country context [38]. Tripney et al, as well as Tripney and Hombrados, summarized the evidence about the effects of VET interventions for young people in lowand middle-income countries, especially in Latin America [39,40]. However, in the context of educational transfer, it is generally important to consider the specific concepts and requirements of the target country of implementation.…”

Section: Introductionmentioning

confidence: 99%

Transfer of the German Vocational Education and Training System—Success Factors and Hindrances with the Example of Tunisia

Oeben

Klumpp

2021

Education Sciences

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As the German vocational education and training (VET) system, with its dual learning environment in both firms and vocational schools, is an international benchmark, many concepts and projects are aiming to transfer this approach to other countries and education systems. In such contexts, it is important to consider the specific concepts and requirements of educational transfer. This paper outlines success factors and hindrances for such endeavors. Therefore, a literature review is combined with empirical survey results from Germany. This is directed at a specific project regarding a transfer of the dual VET system from Germany to Tunisia, but it also exemplifies general factors for any such concept transfer. As important success factors, “quality assurance” and “perspectives for graduates”, for example, are identified.

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Section: Introductionmentioning

confidence: 99%

Transfer of the German Vocational Education and Training System—Success Factors and Hindrances with the Example of Tunisia

Oeben

Klumpp

2021

Education Sciences

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“…In an earlier publication McKenzie (2010) reviews a few finance evaluations (all pre-2009) in which the results not only raise questions about the appropriateness of many existing micro-finance programs but also where the pure quantity of studies also suggests that many more impact evaluations need to be conducted to close the relevant knowledge gaps. Tripney et al (2013) conducted a systematic review of post-basic technical and vocational education and training (TVET) interventions to improve employability and employment of TVET graduates in Low and Middle Income Countries (LMICS). While the authors are concerned with the same outcome as this systematic review, they do not explicitly focus on employment creation in MSMEs.…”

Section: Introductionmentioning

confidence: 99%

Do Interventions Targeted at Micro-Entrepreneurs and Small and Medium-Sized Firms Create Jobs? A Systematic Review of the Evidence for Low and Middle Income Countries

Grimm

Paffhausen

2014

SSRN Journal

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Worldwide 600 million jobs are needed over the next 15 years to keep employment rates at their current level. Governments, non-governmental organizations and donors spend on targeted programs and broader policies to enhance employment creation and the creation of new firms. Because most employment in low and middle income countries is in micro, small and medium-sized enterprises, these firms are especially targeted by such interventions. Despite these efforts, not much is known about which of these interventions are really effective and under which conditions particular interventions work. This systematic review synthesizes the existing evidence on the impact of these programs. Overall the review shows that creating employment is a very complex challenge. Many conditions have to be met before interventions in favor of individual enterprises do not only improve business practices and performance but also lead to additional jobs. A striking finding is that the study design matters for the impacts found; randomized controlled trials find systematically smaller effects than quasi-experimental studies. A significant shortcoming of the literature is that almost nothing is known about long term effects and cost effectiveness.

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“…Hilton hotels and resorts, the weblog continued, operates its own training facility (The Hilton vocational training centre) in the Myanmar capital, Naypyidaw. However, while education serves to improve economic conditions and social cohesion(Tripney et al, 2013) Hilton's Naypyidaw training facility is directly focused on the hospitality segment of the tourism industries.Additionally, Tilak (2002) quoted in Agrawal (2016, p. 17) postulates technical vocational training and education (TVET) in Myanmar is "patchy", suggesting improvements may be required. This is supported byBernhardt et al (2017) who having stated (in relation to Myanmar) the importance of there being "… clear evidence that the limited supply of skilled labour is a major impediment to corporate competitiveness" (p.35) also concluded the importance of Myanmar (in the longer term) enhancing education at all tiers to secure the skills required by "priority sectors" (p. 35)".…”

mentioning

confidence: 99%

The Effectiveness of the Tourism Master Plan (TMP 2013-2020) – Perceptions of Myanmar’s Tourism Stakeholder

Ayoub

2020

ajht

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This paper is a work-in-progress that aims to assess the evaluation of the 2013-2020 Myanmar Hotel and Tourism Ministry (MHT) Tourism Master Plan (TMP 2013-2020) from the perceptions of the country's tourism stakeholders. The TMP aims to improve tourism outcomes through sustainable practices such as more practical education and training of industry staff as opposed to traditional rote learning methods which was a major concern discussed during the Australia-Myanmar Institute (AMI) conferences in Yangon and Mandalay in January 2020. Currently, much of Myanmar’s tourism infrastructure, namely accommodation, is limited to the Mandalay-Naypyidaw-Yangon corridor. A further challenge to the TMP will be the Covid-19 epidemic which has inhibited tourism activity. The research assessed the perceptions of Myanmar tourism stakeholders, including peripheral communities and international tour operators, using the extracted data to suggest calls-to-action in order to improve professional practice and lead to more sustainable tourism outcomes for Myanmar including its various remote and indigenous ethnicities.

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PROTOCOL: Post‐basic Technical and Vocational Education and Training (TVET) Interventions to Improve Employability and Employment of TVET Graduates in Low‐ and Middle‐income Countries

Cited by 6 publications

References 41 publications

Transfer of the German Vocational Education and Training System—Success Factors and Hindrances with the Example of Tunisia

Transfer of the German Vocational Education and Training System—Success Factors and Hindrances with the Example of Tunisia

Do Interventions Targeted at Micro-Entrepreneurs and Small and Medium-Sized Firms Create Jobs? A Systematic Review of the Evidence for Low and Middle Income Countries

The Effectiveness of the Tourism Master Plan (TMP 2013-2020) – Perceptions of Myanmar’s Tourism Stakeholder

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