Vocational education and training - VET

Technical and Vocational Education and Training (TVET) system policy review for Lao PDR. The skills base among the workforce in Lao PDR is low, due in large part to the low quality of education and high dropout rates at the level of basic education. Migration of skilled workers to neighbouring countries adds to the difficulties for Lao enterprises in finding such workers. Lao enterprises, in particular small, non-export oriented and domestic-owned firms, rarely provide training opportunities for staff. System-wide education reforms are necessary to provide a competent workforce for future inclusive and sustained socio-economic development.
http://unesdoc.unesco.org/images/0022/002211/221146e.pdf

Mid-term review of the implementation of the Strategy for Technical and Vocational Education and Training, including implications for programming for the period of 2013-2015; as well as on the status of documentation of best practices for wider dissemination by electronic means.
Item 7 of the provisional agenda for the upcoming UNESCO Executive Board meeting, 10 - 25 April 2013.
http://unesdoc.unesco.org/images/0022/002200/220048e.pdf

Reaction of the Australian Workforce and Productivity Agency to the Consultation Paper written by the National Skills Standards Council (NSSC).
http://www.awpa.gov.au/publications/documents/NSSC-Review_of_standards_for_VET_regulation.pdf

The proposed outcome of this review will be a single national set of standards for the regulation of VET that is appropriate for ensuring quality outcomes, clearly documented, capable of being consistently interpreted by registered training organisations (RTOs) and regulators, and effectively implemented through nationally consistent regulation.
http://www.nssc.natese.gov.au/__data/assets/pdf_file/0009/68931/Review_of_the_standards_for_the_regulation_of_VET_-_Consultation_Paper_-_June_2012.pdf

This report contains a critical review of the literature on field studies of vocational education and training (VET) related issues for learners with special educational needs, covering two priority areas: (1) the key factors that facilitate VET for learners with special education needs; and (2) the relationship with the labour market and key challenges.
http://www.european-agency.org/agency-projects/vocational-education-and-training/vet-files/VET-LiteratureReview.pdf

It has been acknowledged that students may wish to include VET in their senior secondary program as a means of career exploration, a mechanism for achieving senior secondary graduation or to become more competitive in the workplace, further education, training or employment. Schools may view VET as a strategy for retaining and/or engaging students in senior secondary education or to ‘value add’ to a senior school program. Alternatively, industry may factor VET in schools as a part of an overall workforce development strategy providing students with basic skills for a future within the industry.
http://www.curriculum.wa.edu.au/internet/_Documents/Publications/VET_report_VET_in_schools_activity_%20report_2010_04052011_pdf.pdf

Review of the standards for the regulation of vocational education and training (VET) in Australia. http://www.nssc.natese.gov.au/__data/assets/pdf_file/0006/71646/NSSC_-_Review_of_Standards_for_the_Regulation_of_VET_-_Analysis_of_Submissions.pdf