Evaluating the Technical Excellence of Global TVET System
Qualitative Research, Evaluative, Report
Duration
5 months
Role
Researcher
Recognizing the need to boost economic productivity and growth, the UK government decided to strengthen the further education sector, especially in technical and vocational training (TVET). In response, WorldSkills UK aimed to enhance its TVET strategies by adopting global insights and best practices.
To achieve this, this project conducted an international comparative study of seven countries’ TVET systems, gathering insights from stakeholder interviews to identify best practices. It then provided recommendations for WorldSkills UK on how to integrate these practices into their strategies, with a focus on improving teacher training, curriculum standards, and leveraging skills competitions.
Full report: www.worldskillsuk.org/wp-content/uploads/2021/09/SKOPE-final.pdf
Project Background
As a non-profit educational organization, WorldSkills UK is in the second year of its Centre of Excellence pilot, which aims to implement international-level practices in UK technical education to improve outcomes for 40,000 learners over three years. To expedite success and achieve this goal, it was essential to evaluate the current strategy and make improvements to better serve students.
Susan James Relly Research Lead
James Robson Director
Andrea Laczik Director of Research
Kat Emms Senior Researcher
Ashmita Randhawa Researcher
Kuya Aizawa Researcher
Laura Dong Researcher
Sejin Hwang Researcher
Vania Pinto Researcher
Lena Zlock Researcher
I led the case study for one of the seven countries we examined.
Research Design
- How do stakeholders perceive the core elements that contribute to the success of TVET systems in the selected countries?
- In what ways do stakeholders ensure and experience high standards of teaching and learning in vocational education within these countries?
- How do employers and industry stakeholders influence and support the quality of TVET in these countries?
- How can insights from international TVET systems be applied to enhance the UK’s vocational education strategies, according to stakeholders?
- What challenges and opportunities do stakeholders identify for the UK in adopting global best practices in TVET?
1. Analyzing strategies from top-performing WorldSkills countries will reveal deficiencies and improvement areas in the UK’s programs.
2. Adapting vocational education strategies to each country's cultural context can enhance educational quality.
3. Understanding WorldSkills' role in different countries will guide the UK's vocational education development, highlighting the importance of collaboration between educators, policymakers, and WorldSkills.
Literature Review
Before any fieldwork, the team conducted an extensive review of policy documents, academic papers, and grey literature to establish a foundational understanding of each country's TVET system. This review helped to frame the research questions and identify key themes and issues that would be explored further during interviews.
Stakeholder Interview
Our team adopted a snowball sampling methodology to conduct semi-structured interviews. Initial contacts were established with key stakeholders, who then introduced the researchers to other relevant participants. This approach ensured that the research captured a wide range of perspectives, including educators, policymakers, and industry representatives.
Data Collection
Data collection was in three different phases:Phase 1
A desk-based literature review
Phase 2
Semi-structured interviews with key stakeholders
Phase 3
Cross-country analysis
Phase 1: A desk-based literature review
Based on an evaluation of their TVET systems and participation in the WorldSkills Competition, seven countries were selected for the project: France, Hungary, Austria, Brazil, India, Japan, and South Korea.
The literature review revealed that successful TVET systems are deeply integrated with their respective economic needs and cultural contexts.
It highlighted the importance of a well-supported and respected technical teaching workforce, strong employer involvement in curriculum development, and continuous professional development (CPD) for educators.
The review also underscored the role of WorldSkills in driving excellence and innovation in vocational education by setting international benchmarks and facilitating the exchange of best practices.
Phase 2: Semi-structured interviews with key stakeholders
Participant Groups
- Educators
- Employers
- Policymakers or WorldSkills delegates
Question Focus
- Educators: questions related to continuous professional development (CPD) and their collaboration with employers.
- Employers: their involvement in curriculum development
- Policymakers or WS delegates: their roles and the role of WS in enhancing the vocational education system within their countries.
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A total of 56 interviews were conducted.
- Semi-structured interviews, approximately 45 minutes each, were conducted via MS Teams
Phase 3: Cross-country analysis
1. Data Coding: transcribed interview data were coded systematically to identify recurring themes.
2. Thematic Categorization: The coded data were grouped into broader thematic categories, such as the role of employers, teaching practices, and policy structures.
3. Cross-Country Comparison: These themes were then compared across the different countries to understand the unique and shared drivers of technical excellence in their TVET systems.
Results
WorldSkills plays a crucial role in bringing world-class standards into national skills systems, making the integration of these standards a key task.
WorldSkills fosters close relationships between unions, trade organizations, and employers, ensuring a responsive connection between skills supply and demand.
WorldSkills Competitions provide a safe space for trainees to experiment with skills and processes, bridging work-based innovations into the training process.
Close collaboration between education and industry is essential for training professionals to meet business needs, as seen in reforms in Hungary and India
A "third space" for trainees to explore their skills is crucial, with employer involvement playing a key role in developing this concept to drive technical excellence.
Successful TVET systems embed employers in a broader global network, with WorldSkills acting as a vital connector between organizations.
Recommendations
- Establish a robust relationship between world-class teaching/training standards and employer needs to boost productivity and economic growth.
- Treat the UK's tertiary landscape as a connected ecosystem with embedded excellence and standards at all levels.
- Require TVET educators to be subject matter experts and pedagogical leaders, with a mandate for continuous professional development (CPD) hours in the industry to ensure up-to-date knowledge and skills.
- Create a "third space" within WorldSkills UK for trainers and trainees to experiment with skills and pedagogy, bridging work-based innovations into the training process.
- Ensure strategic alignment among key players in the tertiary education landscape to provide clear messaging around the purpose of TVET.
- Develop high-quality qualifications that are internationally benchmarked and closely tied to industry needs, with active employer involvement.
- Use WorldSkills UK to support the adaptation of the curriculum and training standards to keep pace with technological changes and economic needs.
- Offer CPD for teachers to stay current with best practices and evolving demands, ensuring ongoing relevance in skills competitions, curriculum content, and standards.
Impact
The results contributed to program innovations at the Center of Excellence in ‘Global Community Networking’ and ‘World-Class Teacher Training.’