KSA: KINGDOM OF SAUDI ARABIA

THE MEANING OF TVET

VP-TKS-TKS Course
Written by: Sultan Muffereh
4/4/2016

NE-7-1
Directed by: Dr. Volker Paul

This is an essay about the meaning of TVET. This essay is a part of VP-TKS-TKS Course from trimester 7
at TTC in Riyadh.

Course

Class

Name

ID

TKS-TSA-VFP

NE-7-1

Sultan Al-Mokhalas

420

Introduction:
Technical and vocational education and training (TVET) refers to education and training that
prepares students for a useful employment (Finch and Crunkilton 1999). In other words, TVET
would make people more productive in designated areas of financial activity (e.g., economic
sectors, occupations, specific work tasks). It has the possible to enhance trainers capabilities
and increase people choices. Also, the TVET opportunities should be distributed fairly between
all the community spectra. However, the general education and training began in pre-history
with the transmission of knowledge and culture from one generation to the next. In ancient
times, using tools began with those made from stones, and then they evolved as humans
evolved. In the pre-historic hunting, gathering society, and skills were passed from parent to
child and from migratory groups to native groups. The transition from this stage to the settled
farming of crops marks the beginning of the humanity development and with it the history has
recorded. The education and training that occurred is best embodied in the Chinese proverb:
Give a man a fish and he will eat for a day. Teach him how to fish and he will eat for a lifetime.
In most Developing Countries, the TVET refers to non-academic technical education and
practical training that develop the skills and knowledge of trainees (learners of trades or crafts)
working in different sectors of industry and trainees / students trained in different technical
vocational institutes, centers and schools. The TVET is that part of the education system that
provides courses and training programmers related to employment with a view to enable the
transition from Secondary Education to work for young trainees / students (social objective) and
supply the labor market with competent apprentices (economic objective).
What is TVET?
TVET stands for 'Technical and Vocational Education and Training'. TVET is defined as a
inclusive term referring to those aspects of the educational process involving, in addition to
general education, the study of technologies and related sciences, and the acquisition of
Knowledge, Practical Skills, and Attitudes relating to professions in different sectors of financial
and social life.
Education for All:
TVET particularly contributes to EFA goals 3 and 6 as they relate to life skills:
i.
ii.

For ensuring that the learning needs of all young people and adults are met through
equitable access to appropriate learning and life skills programs (Goal 3).
Improving all aspects of the quality of education, and ensuring excellence of all so that
recognized and measurable learning outcomes are achieved by all, especially in literacy,
numeracy, and essential life skills (Goal 6).

UNESCOS TVET MISSION:

i.
ii.

TVET Strategy: Ensuring that learning needs of all young people and adults are met
through equitable access to appropriate learning and life skills.
TVET at UNESCO: Support member states in reforming TVET systems and informing
the global debate in the field.

Technical and vocational education and Training:

TVET is defined by UNESCO as those aspects of the educational process involving, in addition
to general education, the study of technologies and related sciences and the acquisition of
practical skills, attitudes, understanding and knowledge relating to occupation in various sectors
of economic life. Thus, TVET equips people not only with vocational skills, but with a broad
range of knowledge, skills and attitudes that are now recognized as indispensable for
meaningful participation in work and life. Examples of the benefits include self-awareness and
self-esteem, and strengthened interpersonal, citizenship, and entrepreneurial skills.
Through its TVET Strategy, UNESCO intends to strengthen member countries capacities in the
field of TVET and focus on how to transform and expand TVET to ensure that all young people
and adults can build the skills needed for work and life. Gender mainstreaming in TVET and
heightening the quality of TVET by focusing further on TVET teacher and trainer will be
additional priorities. UNESCO actions in this field will build on the conclusions of the
international discussion which are reflected in the Shanghai Consensus" document. Regarding
TVET teachers and trainers, UNESCO actions will focus on reviewing TVET teachers training
policies and practices.
Based on the analysis of prominent policy areas, UNESCO New Delhi is addressing six
persisting challenges:
I.
Promoting skills for youth employment
II.
Ensuring access: TVET for all
III.
Improving the image and quality of TVET
IV.
Financing TVET
V.
Strengthening innovation and research
VI.
Advancing sustainable development

References
http://planipolis.iiep.unesco.org/upload/Guyana/Guyana_TVET_policy_20092014.pdf
http://www.unevoc.unesco.org/fileadmin/user_upload/pubs/bulletin/Supplement01-e.pdf
http://www.equip123.net/docs/e3-TVET.pdf
http://unesdoc.unesco.org/images/0023/002303/230349e.pdf
http://www.tvetoman.net/Papers/1180000555_PDF_EN_2.pdf
http://www.qucosa.de/fileadmin/data/qucosa/documents/7391/thesis.pdf
http://www.unevoc.unesco.org/eforum/TVET_Challenges_and_Priorities_in_Developing_Countries.pdf
http://www.unevoc.unesco.org/fileadmin/user_upload/pubs/UNEVOC-NetworkManual_ar.pdf