One of the factors responsible for the high rate of youth unemployment across the globe is skill gaps – the gap between school graduates and the skills needs of the labour market. However, research has found that countries with well-working dual Technical and Vocational Education systems (Dual VET-systems) have a low rate of youth unemployment. A dual VET-system combines both vocational education at a vocational school or training and apprenticeships in a company in one course. Having two learning venues differentiates the system from other forms of education. Dual VET systems enhance learners’ transition experience from learning to employment while meeting the skills needs of the labour market at the same time.

Worldwide, the development of Technical and Vocational Education and Training (TVET) systems is increasingly aiming at strengthening the cooperation between the formal TVET-systems and employers. Vocational schools often represent the formal TVET-system while employers, on their part, provide work-based training at the in-company workplace. Toward the enhancement of the cooperation between the former TVET systems and employers, the dual systems function as a type of system for implementing various forms of practical and systemic related programs in the TVET sector practically. As a result of this, diverse forms of were established across countries. The forms also differ within a country. For instance, diverse forms of dual TVET-systems were established in Germany.

The common feature in dualized systems is that the systems promote an improvement in transitioning from school to work from the perspectives of the learners and an increase in orientation towards labour-market. Employers also benefit from this feature. The existing diverse dualized approaches in TVET is raising quality of work. This has been increasing the attractiveness of the dual TVET-systems.

However, the introduction and enhancement of dualized TVET-systems come with its associated systemic-challenges. Researches are now researching challenges arising and best practices in dual TVET-systems. Every country that may want to introduce or enhance dual TVET-systems will also need to design well-working environments or systems that will facilitate successful implementation in order to achieve its objective.

(Adefolake Adeniyi)

References:

Vladimir B. & Ekaterina E. (2019). Dual VET in Russia: Progress, Problems and Perspectives. Federal Institute for Development of Education, Russia. Retrieved from http://www.tvet-online.asia/
Editorial (2019). TVET @ Asia Issue 13: Dual TVET systems, Employer Engagement and Modern Apprenticeship Schemes. Editorial. Retrieved from http://www.tvet-online.asia/
https://journals.sub.uni-hamburg.de/hup2/ijrvet