International support for TVET interventions in developing countries: approaches, consequences and implications

Based upon recent evaluations, 31 donor-funded TVET interventions in a range of developing countries were classified in terms of their relative ‘success’ or ‘un-success’, taking account of results achieved on schedule,... [ view full abstract ]

Based upon recent evaluations, 31 donor-funded TVET interventions in a range of developing countries were classified in terms of their relative ‘success’ or ‘un-success’, taking account of results achieved on schedule, indicators met, and stakeholder approval. [None of the 31 evaluations was ex post.] From this evidence it appears that TVET projects tend to have been less successful than those in the broader educational and social sector areas generally, often due to a lack of stakeholder readiness, irrelevant components and the unavailability of suitable resources.

Analyses also suggest that the absence of up-to-date, research-based data, especially on the labour market and the careers of TVET graduates, hinders successful planning and management and, consequently, TVET is unresponsive to labour market demands; training programmes are supply-driven; non-targeted skills development is a widespread and major weaknesses

The more successful projects appear, from the evaluations, to be those with good quality LogFrames, involving participative planning with stakeholders, clear monitoring and financial arrangements and where coherent TVET governance and a ‘National Skills Strategy’ already existed. Providing infrastructure and equipment is often a ‘quick win’, despite tendering and maintenance challenges).

‘Unsuccess’ tended to be linked with projects involving poor-quality LogFrames – worse than no LogFrames at all; ‘Calls for Proposals’; private TVET providers; working with NGOs in relation to the informal sector; the ‘vocationalisation’ of secondary education; and inappropriate international specialists.

Moves into Labour Market Information Systems, Competency Based Training, National Qualification Frameworks and TVET Sector-Wide Approaches may, unless carefully planned, often be associated with un-success.