Vocational education and training - VET

European and national policy has set high expectations for VET modernisation. VET should be an attractive option for young people and adults to foster the acquisition of professional qualifications and their updating throughout working life. Professional competences and skills delivered through VET should be a model of excellence, while being transparent to relevant parties at individual, company and State levels.
http://www.cedefop.europa.eu/EN/Files/3043beta_en.pdf

The TVET Reform Project will strengthen economic development by ensuring that technical and vocational education and training in Bangladesh is of a consistently high quality, accessible to students, internationally recognized and relevant to the needs of industry. By introducing new approaches such as competency-based training and assessment, structured apprenticeships and recognition of priorearning, quality vocational training will create pathways to decent work for all.
http://www.unevoc.unesco.org/e-forum/Design%20an%20inclusive%20skills%20development%20program%20-%20TVET%20Reform%20Project%20Replication%20Guide%201%20(English).pdf

This National TVET Strategy replaces the former edition adopted in 1999. It reflects an important paradigm shift of recent years which places quality and relevance of TVET as its priority.

This position paper presents what it considered to be the reforms required to the standards for the regulation of vocational education and training.
http://www.nssc.natese.gov.au/__data/assets/pdf_file/0020/74063/NSSC_Position_Paper.pdf

The report sets out the reforms needed to focus training on job outcomes, transform skills investment, renew Technical and Further Education (TAFE) Queensland and strengthen trade skill pathways in order to revamp and modernise Queensland's vocational education and training sector.
http://training.qld.gov.au/resources/industry/pdf/government-response.pdf