National and subnational approaches to regulating non-state technical and vocational education and training: comparative insights from Asia and Africa

Nesterova, Y. and Capsada-Munsech, Q. (2021) National and subnational approaches to regulating non-state technical and vocational education and training: comparative insights from Asia and Africa. Documentation. UNESCO.

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Fast-growing cities in Africa and Asia face increasing poverty, inequality and insecurity. One way to partly address these challenges is to facilitate skilled employment for work-ers in cities. Technical and vocational education and training (TVET) can clearly contrib-ute towards this objective. However, one key issue is the governance of the TVET system, which has become more complex in recent years due to the participation of both state and non-state actors. This paper focuses on the role of non-state actors, drawing on an analysis of TVET regulations and governance in seven countries across Africa and Asia: Bangladesh, China, India, the Philippines, Rwanda, South Africa and Tanzania. In particu-lar, we look at how non-state providers of TVET are regulated and governed by states to ensure their citizens receive quality and effective training that equips them with skills and knowledge relevant for their local labour markets. Our analysis indicates that the ex-isting governance regimes in all countries are ‘statist’ in nature, meaning that they are characterized by a low degree of non-state actors’ engagement combined with a compar-atively high degree of state commitment. To improve efficacy in the governance of non-state TVET actors in particular, we recommend that regulations are streamlined, with clear guidelines, incentives, and targeted financial and capacity-building support is pro-vided to strengthen the non-state system. Cooperation should also be encouraged across TVET actors to serve marginalized groups and those in disadvantaged areas.

Item Type:Research Reports or Papers (Documentation)
Additional Information:Paper commissioned for the 2021/2 Global Education Monitoring Report, Non-State Actors in Education. This report was written as part of the work of the Centre for Sustainable, Healthy and Learning Cities and Neigh-bourhoods (SHLC). SHLC is funded via UK Research and Innovation, and administered through the Economic and So-cial Research Council, as part of the UK Government’s Global Challenges Research Fund. Project Reference: ES/P011020/1.
Glasgow Author(s) Enlighten ID:Capsada-Munsech, Dr Queralt and Nesterova, Dr Yulia
Authors: Nesterova, Y., and Capsada-Munsech, Q.
College/School:College of Social Sciences > School of Education
College of Social Sciences > School of Education > Educational Leadership & Policy

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Project CodeAward NoProject NamePrincipal InvestigatorFunder's NameFunder RefLead Dept
300882GCRF Centre for Sustainable, Healthy, and Learning Cities and Neighbourhoods (CSHLH)Ya Ping WangEconomic and Social Research Council (ESRC)ES/P011020/1S&PS - Urban Studies