Int Rev Educ (2016) 62:823–825 DOI 10.1007/s11159-016-9589-y BOOK REVIEW
Unleashing the potential: Transforming technical and vocational education and training By P. T. M. Marope, B. Chakroun and K. P. Holmes. UNESCO, Paris, 2015, 225 pp. Education on the move series. ISBN 978-92-3-100091-1 (pbk and open access PDF)
Fred Gennings Wanyavinkhumbo Msiska1
Published online: 3 September 2016 Ó Springer Science+Business Media Dordrecht and UNESCO Institute for Lifelong Learning 2016
This book is a retrospective review of the transformation and revitalisation of Technical and Vocational Education and Training (TVET) between the Second International Congress on Technical and Vocational Education held in Seoul in 1999 and the Third International Congress on TVET held in Shanghai in 2012, both of which sought to find ways and means of unleashing the potential for responding to the triple external demands placed on TVET systems the world over. The review reveals the major strides which TVET systems across the world have made in responding to (1) the external demands for economic growth, (2) social equity and inclusion, and (3) the sustainability of development (p. 192). The authors observe that while there are success stories to be found and examples of strengthened TVET systems, in general it appears that in their present form most systems cannot meet these triple external demands in a balanced and strategically weighted manner (p. 146). The book notes remarkable progress in Singapore, Australia, Germany, and the Nordic countries where TVET systems are viewed as part of the broader learning system rather than a stand-alone subsector. In this regard, the book convincingly argues that modern TVET has become as robust as general secondary and higher education due to social and economic imperatives, thereby blurring the divide between the two categories of education systems, consequently enhancing TVET’s acceptability among school leavers. On the other hand, this book reports uneven and weak progress, especially in the developing world, which is most in need of TVET1 (p. 193). The authors insist that TVET has immense potential which has yet to be realised in a good majority of 1
The book reminds the reader that ‘‘the triennal meeting of the Association for the Development of Education in Africa (ADEA) made an urgent call on Africa to expand its investment in technical and vocational skills development if Africa is to generate the internal growth capable of addressing the
& Fred Gennings Wanyavinkhumbo Msiska
[email protected] 1
Centre for Open and Distance Learning, Mzuzu University, Private Bag 201, Luwinga, Mzuzu 2, Malawi
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countries and that TVET is steadily emerging as a winner in the race to the top of global debates and government priorities for education and national development agendas (p. 11). While in the 1970s and 1980s discourse centred on the separation of TVET from general education, the emerging trend today is to treat it as part of the broader learning system offering both technical and soft skills as necessities of the labour market. The book comprises 6 chapters, as well as an Introduction which presents a fine argument for the need to transform and revitalise TVET systems. Chapter 1 (‘‘The contextual drivers of TVET development’’) identifies eight factors2 within the context of the triple external demands of economic growth, equity and inclusion, and sustainability of development, which have shaped the development of TVET between 1999 and 2012 in an interpretative expose´ between context and specific driving factors. Chapter 2 (‘‘Improving TVET’s contextual responsiveness’’) acknowledges efforts of TVET systems to respond to contextual factors through policy reforms and introduction of new programmes. The chapter presents the policies and associated measures in accordance with the grouping of the contextual factors. The entry argument is that TVET systems’ policy responses tended to focus mainly on economic demands, less on social equity and even less on sustainability of development. The chapter advises that the use of policies and policy measures borrowed directly from other contexts without much adaptation will continue to fail to advance the relevance of TVET programmes to their immediate contexts. The message is that policies, policy measures and programmes seem to have emerged in a reactive and spontaneous way rather than in a carefully orchestrated proactive manner. Chapter 3 (‘‘Strengthening TVET systems’ capacities’’) outlines policies and policy measures which have been instituted to strengthen the capacity of TVET systems to be more responsive to contextual demand. The book reports that while a majority of countries have already developed or are developing TVET strategies and policy frameworks, some countries are finding it challenging to move from design to implementation due to limited institutional and individual capacities to implement reforms (p. 144). The argument is that these changes are necessary for improving the image, status and reputation of TVET. Chapter 4 (‘‘An analytical approach for transforming TVET systems’’) elaborates the three contextual factors which encompass a demand on TVET systems to support economic growth, social equity and inclusion, and sustainability of development. The chapter proposes an analytical approach to underpin and guide the transformation and expansion of TVET systems, and suggests that this analysis must bring into focus all three contextual demands while at the same time allowing Footnote 1 continued unemployment and underemployment of youths and adults, and of creating businesses, jobs and substantial economic revenue (p. 11). 2
The eight factors include (1) shift in the development paradigm; (2) demographic trends; (3) global education policies; (4) migration; (5) labour market trends and demands; (6) technological advancement and innovation; (7) changing modes of work; and (8) shifts in the political landscape which have led to hidden and open crises.
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for biasing focus depending on the geographical and temporal contexts (p. 148). The argument is that unleashing the potential of TVET systems requires a transformation which seeks to make them optimally responsive, while at the same time shaping the nature of these demands which are diverse, complex, unpredictable and rapidly changing. On the other hand, the chapter bemoans the absence of a suitable, shared and intersectoral approach which could help to connect the analysis of TVET systems with intended development outcomes (p. 147). It proposes a new, integrated, analytical approach which combines economic growth, social equity and sustainability concerns in a balanced and strategic manner for TVET systems to be proactive. Chapter 5 (‘‘Enablers of TVET transformation’’) discusses the broader environment and enablers of the transformation process.3 The argument is that the potential of TVET depends on building sustainable strategic multisectoral and multistakeholder partnerships where each partner brings to bear their comparative advantage (p. 172)4, with each partner themselves requiring a culture of learning, capacity strengthening and strategic policy choices supported by a strong analytical knowledge base. Chapter 6 (‘‘Transforming TVET’’) presents conclusions and recommendations for transforming TVET to meet the triple demands of economic growth, social equity and sustainability of development. The book ends with an indication of steps which governments and decision-makers could take if TVET systems are to make an optimal contribution to this transformation. This book is timely and very valuable in that it synthesises the various strands of discourse on technical and vocational education and training since the 1970s. It has successfully argued the case for TVET and illustrated its contribution to economic growth, social equity and sustainable development. Equally important is that the book ably illustrates how the poor image of TVET has changed through the appropriate transformation and revitalisation which has ensued since 1999. I commend the authors for boldly arguing that TVET need not be an inferior standalone sub-sector focusing only on technical skills, but can be part of the broader learning system teaching a full range of knowledge, skills, values and attitudes as required by the current labour market. The only irritating aspect of the book is that it falls apart as you read because of poor binding.
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The four fundamental enablers discussed are: (1) Importance of building alliances, partnerships and networks for the transformation of TVET; (2) Putting culture of learning at the core of TVET transformation – TVET systems and its individuals must embrace a culture of continuous learning (the learning organisation/individual); (3) Creating a knowledge base for evidence-based policies; and (4) Incentives and accountability (whether or not TVET is delivering quality and relevant programmes and graduates, is TVET effective?).
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Table 3 on page 172 summarises possible partners under each of the three demand areas.
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