Duale Berufsbildung: Internationale Trends, Analysen Links und Publikationen

Hinweise:

In der folgenden Tabelle finden Sie eine Auswahl von externen Publikationen zum Thema Berufsbildung (die Publikationen widerspiegeln nicht zwingend die Meinung des Geberkomitees und seiner Mitglieder).
Nutzen Sie die Such-Funktionen: Beim Feld “Suchen” rechts oberhalb der Tabelle handelt es sich um eine Volltextsuche. Die Suchfunktion oberhalb der Tabelle erlaubt Ihnen innerhalb der Spalten zu filtern.

Externe Publikationen

Jahr	Titel		Herausgeber	Autor(en)	Sprache	Beschreibung	Art des Dokumentes
Jahr	Titel	Download / Link	Herausgeber	Autor(en)	Sprache	Beschreibung	Art des Dokumentes
2009	Dual-track VET: a success story- also for host companies		Universität Bern	Mirijam Strupler Stefan C. Wolter	English	Abstract of their book "Die duale Lehre: eine Erfolgsgeschichte auch für die Betriebe - Ergebnisse der dritten Kosten-Nutzen-Erhebung der Lehrlingsausbildung aus Sicht der Betriebe"	Studies & Tools
2009	Costs and Benefits of Apprenticeship Training. A Comparison of Germany and Switzerland.		Applied Economics Quarterly	Regina Dionisius, Samuel Muehlemann, Harald Pfeifer, Günter Walden, Felix Wenzelmann, Stefan C. Wolter	English	For the first time it has been made possible to merge a German and a Swiss firm-level data set that include detailed information about costs and benefits of apprenticeship training. Previous analyzes based only on aggregate data showed that the net costs of training apprentices are substantial in Germany, whereas apprenticeship training is on average profitable during the training period for firms in Switzerland, even though the two training systems are rather similar. This paper analyzes the reasons for these differences with matching methods. We simulate the impact of changes in certain parameters such as wages, apprenticeship system-related factors and allocation of tasks to apprentices on the cost-benefit ratio using the counterfactual values of the other country. The results show that most of the difference in the net costs of training between the two countries can be explained by a higher share of productive tasks allocated to apprentices in Switzerland and the differences in relative wages.	Studies & Tools
2010	The Implementation and impact of National Qualifications Frameworks: Report of a study in 16 countries		International Labour Organisation (ILO)	Stephanie Allais	English	This is the report of an international research project conducted by the Skills and Employability Department of the ILO on the implementation of National Qualifications Frameworks (NQFs) and their use and impact.The research aimed to produce empirical evidence and analysis of countries’ experiences as a basis for advising countries on whether, and if so, then how, to introduce a qualifications framework as part of a strategy to achieve their wider skills development and employment goals.	Studies & Tools
2012	Transforming TVET: Building skills for work and life - Main working document		United Nations Education, Scientific and Cultural Organisation (UNESCO)		English	The UNESCO study looks in depth at the major trends and policy developments in TVET since the second international Congress held in Seoul in 1999. This work has two main objectives. The first is to analyse world trends in TVET in the context of wider development trends since the second International Congress. The second is to advance conceptual and policy debates on TVET to address persisting challenges and to proceed towards future frontiers.	Studies & Tools
2012	Synthese und Meta-Evaluierung Berufliche Bildung		Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH	Reinhard Stockmann, Stefan Silvestrini	Deutsch	Ziele der Studie sind die Analyse der Ergebnisse der Einzelevaluierungen hinsichtlich ihrer Verallgemeiner und Übertragbarkeit auf zukünftige Vorhaben, die Identifikation wiederkehrender Stärken und Schwächen bzw. Erfolgs und Misserfolgsfaktoren sowie ggf. die Entwicklung eines darauf aufbauenden Erklärungsmodels.	Studien & Arbeitshilfen
2012	Upgrading informal apprenticeship - A resource guide for Africa		International Labour Organisation (ILO)	Christine Hofmann	English	This publication promotes a policy learning approach to build on the strengths of informal apprenticeship systems and reap their potential. It provides an overview of what we know about upgrading informal apprenticeship for decision- makers in ministries, trade unions and employers’ organizations, ILO skills and employment specialists in the eld, and training experts in other interna- tional or national development agencies who are dealing with or envisage dealing with the training system of the informal economy.	Articles & Factsheets
2013	Overcoming the work-inexperience gap through quality apprenticeships – the ILO’s contribution		International Labour Organisation (ILO)	Michael Axmann, Christine Hofmann	English	The ILO works with constituents on improving transitions from school and training to decent work. Apprenticeship systems in the formal and informal economy are important means to smooth transitions and provide quality skills that are of relevance to labour markets. Work on upgrading informal apprenticeship focuses on building on local traditions and practices, improving the quality of training, skills recognition, decent work and the participation of women.	Articles & Factsheets
2013	Towards a model apprenticeship framework - a comparative analysis of nationals apprenticeship systems		International Labour Organisation (ILO)		English	The ILO and World Bank in 2012 jointly conducted a study to review international experience in apprenticeships and identify good practice principles based on the cross-country analysis. This report contains case studies on eleven countries’ apprenticeship systems, a cross-case analysis and the development of a framework for a model apprenticeship system.	Studies & Tools
2013	Revisiting global trends in TVET: Reflections on theory and practice		United Nations Education, Scientific and Cultural Organisation (UNESCO)		English	The essays presented in this publication are complementary to the UNESCO forthcoming volume on global TVET trends and issues in UNESCO’s new Education on the Move series.	Studies & Tools
2013	OECD Skills Strategy Spotlight Better Skills, Better Jobs, Better Lives: Apprenticeships and workplace learning		Organisation für wirtschaftliche Zusammenarbeit und Entwicklung (OECD)		English	How do apprenticeships and other forms of workplace learning help people to make a successful transition from school to work?	Studies & Tools
2013	Das duale System in Deutschland - Vorbild für einen Transfer ins Ausland?		Bertelsmann Stiftung	Dieter Euler	Deutsch	Die vorliegende Expertise zeigt, woran ein differenzierter Transfer anknüpfen kann. Das duale Berufsbildungssystem wurde zu diesem Zweck in elf Komponenten zerlegt, die sich auch einzeln betrachten lassen: Wie steht es mit der Finanzierung des dualen Systems? Wie lassen sich Theorie und betriebliche Praxis sinnvoll kombinieren? Wie werden Prüfungen abgenommen?	Studien & Arbeitshilfen
2013	Skills development in middle level occupations: the role of apprenticeship training		IZA Policy Paper	Robert I. Lerman	English	This paper examines the diversity of approaches to apprenticeship and related training for middle-level occupations and highlights empirical and policy research results concerning the advantages of apprenticeship training for intermediate level skills, jobs, and careers.	Studies & Tools
2013	Work-based Learning in Europe - Practices and Policy Pointers		European Commission (EC)		English	This policy handbook is one of the European Commission contributions to strengthen work-based learning (WBL) in initial vocational education and training (IVET) . The aim of the Commission was to produce policy guidance illustrated by concrete practices from the Member States which can be used by policymakers and practioners to introduce or reinforce workbased learning elements in vocational education and training (VET).	Studies & Tools
2013	Imageverbesserung beruflicher Bildung - Synthesebericht		Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH	Ute Clement	Deutsch	Die berufliche Bildung wird im Vergleich zur allgemeinen bzw. akademischen Bildung ausnahmslos als second-best-option wahrgenommen. Dies führt dazu, dass die berufliche Bildung in deutlich geringerem Umfang als Bildungsweg und damit auch als Karrierebaustein nachgefragt wird. Dieses Bildungswahlverhalten hat eine ganze Reihe kritischer Implikationen auf der individuellen, betrieblichen und gesamtgesellschaftlichen Ebene.	Studien & Arbeitshilfen
2013	Vocational Education and Training - Evaluation results, findings and conclusions		Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH	Martina Vahlhaus	English	In 2010/2011, GIZ’s Monitoring and Evaluation Unit focused its activities on the subject area of vocational education and training on behalf of BMZ. To determine the effectiveness of programmes in partner countries, the findings of 12 independent, individual evaluations were compiled in an evaluation synthesis in 2012.	Studies & Tools
2014	Work-based learning: a handbook for policy makers and social partners in ETF partner countries		European Training Foundation (ETF)	Richard Sweet	English	This handbook has been written to help policy makers and social partners to understand some of the ways in which learning in the workplace can be encouraged and how its quality can be improved. It is also intended to help them to understand some of the ways that such learning can be organised in a structured way so that it benefits learners, enterprises and employees, and so that it provides wider benefits for the labour market and the economy as a whole.	Studies & Tools
2014	Success factors for the Dual VET System - Possibilities for Know-how-transfer - Report		Institut für Bildungsforschung der Wirtschaft (ibw)	Wolfgang Bliem, Alexander Petanovitsch, Kurt Schmid	English	The study is dedicated to identifying central success factors, and thus forms the support structure for any further work or decision process. The study purposely does not give any recommendations for the actual design of a vocational training system in individual countries; it is intended rather to only show the relevant approaches and the different possibilities for designing apprenticeship.	Studies & Tools
2014	Erfolgsfaktoren der dualen Ausbildung Transfermöglichkeiten		Institut für Bildungsforschung der Wirtschaft (ibw)	Wolfgang Bliem, Alexander Petanovitsch, Kurt Schmid	Deutsch	Die vorliegende Studie widmet sich der Identifizierung dieser zentralen Erfolgsfaktoren und bildet damit eine Unterstützung für den weiteren Arbeits- und Entscheidungsprozess. Die Studie gibt dezidiert keine Empfehlung für die tatsächliche Ausgestaltung des Berufsbildungssystems in einzelnen Ländern, sondern will relevante Ansatzpunkte und unterschiedliche Möglichkeiten für die Ausgestaltung einer Lehrlingsausbildung aufzeigen.	Studien & Arbeitshilfen
2014	Attractiveness of vocational education and training: Permeability, successful school-to-work transition and international mobility		Bundesinstitut für Berufsbildung (BiBB)	Markus Linten, Sabine Prüstel, Christian Woll, Uta Roth, Alix Wurdak	English	Selected bibliography: Interesting and relevant publications from around the world that showcase the different approaches countries have taken to this topic.	Studies & Tools
2014	Improving the Image of Technical and Vocational Education and Training - A synthesis		Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH	Ute Clement	English	Technical and Vocational Education and Training (TVET) is perceived in developing, emerging and even in industrial countries as a ‘second-best option’ in comparison to general or academic education. As a consequence, TVET is less seen as an educational option therefore as a step back on the career path. This educational choice has a range of critical implications on the individual, business and societal levels. Since this situation has been recognised for quite a while, it is remarkable that there has hardly been any empirical research done on this topic.	Studies & Tools
2014	Guidelines: Vorhaben Beruflicher Bildung gestalten		Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH	Michaela Baur, Klaus-Dieter Przyklenk, Ute Clement	Deutsch	Die Guidelines bieten Informationen zu Grundsätzen, Erfahrungen und Wissensbeständen der Arbeit der GIZ im Bereich Berufsbildung. Sie zeigen die Reichweite der Aufgaben, beschreiben mögliche Leistungen in diesem Bereich und illustrieren diese anhand von konkreten Fallbeispielen.	Studien & Arbeitshilfen
2014	Using Benefit Cost Calculations to Assess Returns from Apprenticeship Investment in India: Selected SME Case studies		International Labour Organisation (ILO)	Sandra Rothboek	English	This document presents a method, a social marketing tool, which gives the empirical evidence that there is a business case for apprenticeshipps and can be utilized to promote apprenticeships. The method was adapted to the Indian SMEs environment, where usually data collection at enterprise levels is very limited and is bosed on five case studies from various industries (light and heavy manufacturing, the retail and hotel industry).	Studies & Tools
2014	Diagnóstico Igualdad de género en los Institutos de Formación Profesional de América Central y República Dominicana		CINTERFOR		Spanish	Este estudio permite una aproximación a la situación y tendencias en materia de igualdad entre géneros en el seno de los institutos de formación profesional de América Central y República Dominicana.	Studies & Tools
2015	The German VET System: Exportable Blueprint or Food for Thought?		Bertelsmann Stiftung	Dieter Euler, Clemens Wieland	English	The article offers an approach where the dual system is broken down into 11 distinct elements, each of which can be described and examined with regard to its transferability.	Studies & Tools
2015	Governance and Financing of cooperative Technical Vocational Education and Training (TVET) - Strengthening the role of private actors and associations		Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH	Volker Bank, Marius Busemeyer, Dieter Dohmen, Dietmar Frommberger	English	This study deals with key features and approaches of governance and financing of Technical Vocational Education and Training (TVET) between state and market in the development work.	Studies & Tools
2015	Governance und Finanzierung kooperativer Berufsbildung – Die Rolle von privaten Akteuren und Verbänden stärken		Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH	Volker Bank, Marius Busemeyer, Dieter Dohmen, Dietmar Frommberger	Deutsch	In dieser Studie geht es um zentrale Merkmale und Ansätze der Steuerung und Finanzierung beruflicher Bildung zwischen Staat und Markt in der Entwicklungszusammenarbeit.	Studien & Arbeitshilfen
2015	Aufbau und Funktion nationaler Berufsbildungsagenturen - Eine explorative Untersuchung unter Einbezug von Fallbeispielen		Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH	Dietmar Frommberger	Deutsch	In der vorliegenden Untersuchung wird auf der Basis einschlägiger Literatur und unter Berücksichtigung diverser Fallbeispiele der Frage nachgegangen, mit welchen Governanceprinzipien nationale Berufsbildungsstrukturen weiterentwickelt werden und welche Aufgaben und Funktionen in diesem Zusammenhang Nationalen Berufsbildungsagenturen zukommen können.	Studien & Arbeitshilfen
2015	Apprenticeship Training in Spain – a cost-effective model for firms?		Bertelsmann Stiftung	Stefan C. Wolter, Samuel Mühlemann	English	This study simulates the costs and benefits for Spanish firms that would train Swiss-style dual model in ten occupations in very different economic sectors under. To be able to simulate these outcomes, we use data from Switzerland, where, over a decade, more than twenty thousand training and nontraining firms have provided extensive data on their investments, benefits of training, and reasons for either training or refraining from doing so. We use this data as the base for our simulations, combining it with labour market data from Italy. The advantage of simulating, rather than measuring cost and benefits, is that we can choose different models and parameters and, therefore, measure the sensitivity of outcomes for these assumptions. This allows us not only to make a statement about whether training is beneficial but also to define both the framework and the parameters of a hypothetical model that would work.	Studies & Tools
2016	Vocational and Professional Education and Training in Switzerland: Success factors and challenges for sustainable implementation abroad		hep verlag ag	Rudolf H. Strahm, Bruno H. Geiger, Cornelia Oertle, Erik Swars	English	Why Swiss dual track education system has an excellent reputation throughout the world? What success factors we have to consider and why they play a pivotal role in its implementation abroad? Various examples, enumerated from all over the world show how to start sustainable implementation. This book is written for the English speaking foreign delegates, executives’ professionals in the field of education, skill development and entrepreneurship.	Studies & Tools
2016	Exportartikel Berufsbildung? Internationale Bildungszusammenarbeit zwischen Armutsreduktion und Wirtschaftsförderung		hep verlag ag, Bern	Matthias Jäger, Markus Maurer, Martin Fässler	Deutsch	Berufsbildung ist seit den 1950er-Jahren ein wichtiges Standbein der schweizerischen Entwicklungszusammenarbeit. Nun verleiht ihr die in jüngster Zeit weltweit zunehmende Jugendarbeitslosigkeit neue Popularität. Entwicklungspolitische Zielvorgaben, internationale Megatrends und unterschiedliche Konzepte stellen die Berufsbildung vor grosse Herausforderungen. Die Autoren diskutieren Praxis und Potential bezüglich der Bildungszusammenarbeit im Spannungsfeld zwischen Armutsreduktion und Wirtschaftsförderung. Dabei schlagen sie den Bogen von den ersten internationalen Berufsbildungsprojekten bis zu einer nächsten Projektgeneration.	Studien & Arbeitshilfen
2016	Tertiary Vocational Education in Europe – Examples from Six Education Systems		Bundesinstitut für Berufsbildung (BiBB)	Ute Hippach-Schneider, Verena Schneider	English	This publication summarises the most important results from the first phase of the research project “Arbeitsbasiertes Lernen im tertiären Bildungsbereich – eine international vergleichende Analyse von Modellen und Funktionen” [“ Work-based learning in the tertiary education sector – an international comparative analysis of models and functions”] (https://www.bibb.de/en/24108.php; accessed 14.10.2015)	Studies & Tools
2016	The Employer’s Dilemma: Employer engagement and progress in vocational education and training reforms		KOF Swiss Economic Institute	Ursula Renold, Katherine Caves	English	Employer engagement is a critical part of vocational education and training (VET). However, we know little about forms of employer engagement in the implementation of VET reforms. Employers can be advisors, or can be given roles and responsibilities throughout the cycle of VET processes. We follow eight international VET reforms through their first year.	Studies & Tools
2016	Rolle und Qualifizierung des betrieblichen Ausbildungspersonals in der Entwicklungszusammenarbeit		Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH	Andreas Dernbach, Fritz Feder, Julia Schmidt	Deutsch	Die Handreichung richtet sich an Praktiker und Entscheidungsträger, die mit Rolle, Aufgaben und Qualifizierung von Lehr- und Ausbildungspersonal im Rahmen der EZ befasst sind. Das Lehr- und Ausbildungspersonal spielt bei der Gestaltung arbeitsmarktorientierter Berufsbildung, aber auch bei der Umsetzung von Reformen in Berufsbildungssystemen eine entscheidende Rolle.	Studien & Arbeitshilfen
2016	Berufliche Bildung und Qualifizierung im Kontext von Flucht und Migration		Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH		Deutsch		Strategy & Policy Paper
2016	Lehrlingswesen braucht keine Subventionen		Swiss Coordination Centre for Research in Education (skbf/csre)	Stefan C. Wolter	Deutsch	Die Schweizer Erfahrungen mit der Berufsbildungs-Finanzierung verdienen grössere internationale Beachtung.	Artikel & Factsheets
2017	The Role of the Private Sector in Vocational and Educational Training - Developments and Success Factors in Selected Countries		Economic Policy Forum (EPF)		English	This Policy Paper analyses the VET system in four selected countries – namely India, the Republic of Korea, South Africa and Vietnam. The study focuses on the private sector engagement in the four selected countries. It identifies developments and good practices and derives transnational policy recommendations to strengthen the role of the private sector.	Studies & Tools
2017	Meet the Need – The Role of Vocational Education and Training for the Youth Labour Market		KOF Swiss Economic Institute	Thomas Bolli, Maria Esther Egg, Ladina Rageth	English	To fight negative trends in the youth labour market, policymakers around the world foster vocational education and training programmes (VET). We therefore investigate how the share of three upper secondary education programmes, i.e. general education, school-based VET, and dual VET, affect the labour market of 15- to 24-year-olds.	Studies & Tools
2017	Skills Development in Economic Development Cooperation		State Secretariat for Economic Affairs (SECO)		English	This position paper explains SECO’s approach to skills development within its economic development cooperation and is addressed to a broader public and partners in Switzerland and abroad.	Strategy & Policy Paper
2017	The New Constitution and its Impact on TVET Governance in Nepal: A report in support of developing understanding and finding the way forward for federalizing the TVET sector in Nepal		KOF Swiss Economic Institute	Ursula Renold, Katherine Caves	English	This report maps out how Nepal’s new constitution (NC) explicitly and implicitly foresees the federalization of the technical vocational education and training (TVET) sector, and outlines how that sector can best be federalised. Our goal is to broaden the understanding of key stakeholders in the Nepali TVET sector on the issues of equitable, effective and efficient TVET services in a federalised context. The insights in this report are based on consultation with key leaders and stakeholders in Nepal’s TVET system, along with current research and scholarship on TVET governance plus the expert’s own experiences with constitutional reforms and TVET federalization in Switzerland and Germany.	Articles & Factsheets
2017	Swiss Style Vocational Education and Training		Accenture Swiss American Chamber of Commerce GAN ETH Zurich - KOF		English	In the following pages, you will learn what “apprenticeship” means in in the Swiss education system (we are aware that there are many different understandings of “apprenticeship”), you will read stories from great companies with great success in training the right people for the right jobs—at no cost to the young people (even with a small salary!) and with a positive business case for the companies (IRR 7-10% on average). In the following pages, you will read from seven visionary governors who plan to make great strides in closing the skills gap and providing high-quality, high-skilled jobs to the next generation. And you will read intimate personal stories from very successful businesspeople who started their careers as apprentices.	Study & Tools
2017	WEBINAR on ‘What is the Business Case of Investing in Vocational Education and Training (VET)?’ Peter Rechmann November 30, 2017		GO.VET	Peter Rechmann, BIBB	English	German companies contribute extensively towards the training of apprentices annually. The Dual System of Training - to its merit - addresses the issue by bringing Industry and Government together as co-partners & co-funders of VET programmes. There is lots to gain from their success especially for complex VET systems in emerging and developing countries. This Webinar discusses the following questions: 1) How Apprenticeships in Germany works? 2) What is the business case for companies to invest in vocational education & training? 3) What kind of short term and long term benefits do German companies gain from VET? 4) How is this relevant for non dual based VET systems?	Webinar
2017	So Similar and Yet So Different: A Comparative Analysis of a Firm’s Cost and Benefits of Apprenticeship Training in Austria and Switzerland.		IZA Institute of Labour Economics	Luca Moretti, Martin Mayerl, Samuel Muehlemann, Peter Schlögl, Stefan C. Wolter	English	The authors compare a firm’s costs and benefits of providing apprenticeship training in Austria and Switzerland, using two original micro data sets. While both countries share a number of similarities, including an extensive vocational education and training (VET) system, and a common border, there are some important institutional differences. On average, a Swiss firm generates a net profit of 3400 Euro per apprentice and per year of training, while an Austrian firm incurs net costs of 4200 Euro. Applying matching models, we find that this difference is largely driven by a higher relative apprentice pay in Austria, which in turn is associated with collective bargaining agreements and competition with alternative school-based VET pathways. However, Austrian firms can still generate a return on their training investment, partly due to wage subsidies, but mostly by retaining a high share of apprentices as skilled workers, and thereby save on future hiring costs.	Studies & Tools
2017	Incentives for apprenticeship		OECD	Małgorzata Kuczera	English	While an apprenticeship is potentially very beneficial to students, employers and economies, many countries face difficulties in encouraging companies to provide apprenticeship places, and individuals to enter apprenticeship programmes. To encourage companies to provide apprenticeships, the government, and sometimes social partners, promote apprenticeships through a wide range of incentives, including financial incentives, such as subsidies and tax breaks, and non-financial incentives, such as adjustments in apprenticeship design to make it more attractive to employers. While financial incentives are common, their effect is often modest and depends on the amount of financial support and allocation criteria. Schemes that target specific sectors and are supported by social partners tend to be more successful. However, nonfinancial measures, which are often less costly than financial incentives, can also be helpful in increasing the provision of apprenticeships and merit further consideration.	Studies & Tools
2018	Apprenticeship Training in Italy – a cost-effective model for firms?		Bertelsmann Stiftung	Samuel Mühlemann, Stefan C. Wolter, Eva Joho	English	This study simulates the costs and benefits for Italian firms that would train Swiss-style dual model in ten occupations in very different economic sectors under. To be able to simulate these outcomes, we use data from Switzerland, where, over a decade, more than twenty thousand training and nontraining firms have provided extensive data on their investments, benefits of training, and reasons for either training or refraining from doing so. We use this data as the base for our simulations, combining it with labour market data from Italy. The advantage of simulating, rather than measuring cost and benefits, is that we can choose different models and parameters and, therefore, measure the sensitivity of outcomes for these assumptions. This allows us not only to make a statement about whether training is beneficial but also to define both the framework and the parameters of a hypothetical model that would work.	Studies & Tools
2018	Apprenticeship Training in England – a cost-effective model for firms?		Bertelsmann Stiftung	Stefan C. Wolter, Eva Joho	English	This study simulates the costs and benefits for English firms that would train Swiss-style dual model in ten occupations in very different economic sectors under. To be able to simulate these outcomes, we use data from Switzerland, where, over a decade, more than twenty thousand training and nontraining firms have provided extensive data on their investments, benefits of training, and reasons for either training or refraining from doing so. We use this data as the base for our simulations, combining it with labour market data from Italy. The advantage of simulating, rather than measuring cost and benefits, is that we can choose different models and parameters and, therefore, measure the sensitivity of outcomes for these assumptions. This allows us not only to make a statement about whether training is beneficial but also to define both the framework and the parameters of a hypothetical model that would work.	Studies & Tools
2018	Does it Pay for Firms? Costs and Benefits of the Skills Future Earn and Learn Programme in Singapore		KOF Swiss Economic Institute	Ursula Renold, Thomas Bolli, Stefan C. Wolter	English	The SkillsFuture Earn and Learn Programme (ELP) targets graduates from the Institute of Technical Education (ITE) and Polytechnics. During the programme’s 12-to-18-month duration, ELP participants spend about 20% of their time in classroom education at the ITE and Polytechnics and 80% in structured workplace training. In order to introduce the programme in 2015, participation of both students and firms was subsidized. This raises the question of whether these subsidies are necessary in the long run, so this research project aims to measure the costs and benefits of the ELP from the perspective of firms. The methodology uses a mixed-method design that combines quantitative surveys of both participating and non-participating firms with qualitative interviews among firms that participate in the ELP.	Studies & Tools
2018	Creating New Positions? Direct and Indirect Effects of a Subsidized Apprenticeship Program			Bruno Crepon, Patrick Premand	English	Evaluations of employment programs usually focus on direct impacts on participants, but potential indirect eﬀects are rarely quantiﬁed. This paper analyzes the impact of a subsidized apprenticeship program in Côte d’Ivoire. The experiment simultaneously randomized whether apprenticeship positions opened by ﬁrms were ﬁlled by the program, and whether interested youths were assigned to a formal apprenticeship. This design allows for estimating whether individuals forgo other apprenticeship opportunities (windfall eﬀects), and whether ﬁrms replace other apprentices with program participants (substitution eﬀects). We ﬁnd both eﬀects to be moderate. A framework shows howtheycombine: overall, 0.74 to 0.77 apprenticeship position is created per subsidized apprentice. Short term impacts on youth earnings were not signiﬁcant. However, the net value of work provided by apprentices in ﬁrms increased, pointing to large indirect eﬀects of the program.	Studies & Tools
2018	Financing work-based learning as part of vocational education reform - A handbook for policy makers and social partners		ETF	Richard Sweet	English	This handbook will help policy makers and social partners to look at the issues involved in financing work-based learning, and to make better choices between the policy options that face them when designing and improving programmes. Effective financing is a key way to achieve goals such as improved access and quality. Topics covered: direct and indirect costs, raising and distributing of funds, costs and benefits of programs, management and steering the financing.	Studies & Tools
2018	How and Why Does the Private Sector Participate in Vocational Education and Training? A Descriptive Case Study of VET Projects in Albania and Kosovo			Linda Wanklin	English	In recent years, there has been a return in policy interest for innovative approaches in vocational education and training (VET). In the less theoretical, more pragmatic world of development cooperation, the most relevant directives for the development of successful VET building blocks include, among others, the engagement with the private sector, work-based learning, and the inclusion of all relevant stakeholders. By analysing the two cases of Albania and Kosovo, this thesis aims to answer the questions of how and why the private sector participates in VET projects. To achieve this, VET projects financed by donor countries with dual VET systems, namely Austria (ADA), Germany (BMZ), and Switzerland (SDC), are used as the central units of analysis. The research question is answered by using a qualitative research method and reference frameworks elaborated by Euler (2017) and Byers et al. (2016). This descriptive study seeks to systematically present the activities carried out within each area of engagement with the private sector and to outline the motivations and objectives of the private sector to participate in VET projects. The findings should broaden the “big picture” understanding of how the private sector can be incorporated as a strategic partner in VET projects and create momentum for further research projects.	Studies & Tools
2019	Local Norms Describing the Role of the State and the Private Provision of Training		Swiss Leading House on the Economics of Education, Firm Behaviour and Training Policies	Andreas Kuhn, Jürg Schweri, Stefan C. Wolter	English	Apprenticeship systems are essentially based on the voluntary participation of firms that provide (and usually also finance) training positions, often incurring considerable net training costs. One potential, yet under-researched explanation for this behavior is that firms act in accordance with the norms and expectations they face with in the local labor market in which they operate.	Studies & Tools
2019	Implementation of the Serbian Law on Dual Education First Report on Drivers and Barriers in the Pre-Implementation Phase - Executive Summary		KOF Swiss Economic Institute	Ursula Renold, Katherine M. Caves, Karina Maldonado-Mariscal, Maria Esther Oswald-Egg, Jasminka Markovic, Zaklina Veselinovic, Dejan Stankovic, Ivana Ceneric, Milica Todorovic	English	Implementation of the Serbian Law on Dual Education; First Report on Barriers and Drivers in the Pre-Implementation Phase; Executive Summary	Studies & Tools
2019	Implementation of the Serbian Law on Dual Education First Report on Drivers and Barriers in the Pre-Implementation Phase - Executive Summary Serbian		KOF Swiss Economic Institute	Ursula Renold, Katherine M. Caves, Karina Maldonado-Mariscal, Maria Esther Oswald-Egg, Jasminka Markovic, Zaklina Veselinovic, Dejan Stankovic, Ivana Ceneric, Milica Todorovic	Serbian	Implementation of the Serbian Law on Dual Education; First Report on Barriers and Drivers in the Pre-Implementation Phase; Executive Summary; Serbian	Studies & Tools
2019	Implementation of the Serbian Law on Dual Education First Report on Drivers and Barriers in the Pre-Implementation Phase		KOF Swiss Economic Institute	Ursula Renold, Katherine M. Caves, Karina Maldonado-Mariscal, Maria Esther Oswald-Egg, Jasminka Markovic, Zaklina Veselinovic, Dejan Stankovic, Ivana Ceneric, Milica Todorovic	English	Implementation of the Serbian Law on Dual Education; First Report on Barriers and Drivers in the Pre-Implementation Phase; interviews; schools; students and parents; companies	Studies & Tools
2019	Return on investment or an investment without return? Long version		Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH	Basil Schläpfer, Roman Troxler	English	A cost-benefit ratio analysis of in-company training in Pakistan; Build4Skills; costs and benefits	Studies & Tools
2019	Return on investment or an investment without return? Short version		Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH	Basil Schläpfer, Roman Troxler	English	A cost-benefit ratio analysis of in-company training in Pakistan; Build4Skills; costs and benefits	Studies & Tools
2019	Future ASEAN Agenda for TVET Developed by the regional working group “Business and industry cooperation in TVET”		Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH	Adrianus Yoza Aprilio, Bui Thi Ninh, Wanna Dulyasittiporn, Eng Sopheap, Palaniappan Joseph, Le Viet Hai, Carlo C. Mendoza, Bahrin Mohammed, Pech Bolene, Soukhapangna Phengthalangsy, Siti Rozaimeriyanty DSLJ Hj Abd Rahman, Xaybandith Rasphone, Bharkbhum Skolpap, Aung Kyaw Soe, Aung Kyi Soe, Phouxay Thepphavong, Manop Thongsaeng, Maria Amalia Tiglayao-Cayanan, Yunus Triyonggo, Fook Keong Stephen Yee	English	Over the course of 5 workshops between June 2018 and March 2019 the regional working group “Business and industry cooperation in TVET” discussed how to make TVET in the ASEAN region fit for the future. The group agreed on 45 recommendations across nine thematic headers, which are at the heart of the Future ASEAN Agenda for TVET: Enhancing the relevance and quality of TVET regulations and strategies; Establishing public-private models for skill standard development and assessments; Strengthening the leadership of business membership organisations in TVET; Rebranding TVET; Mobilizing companies to engage in TVET; Ensuring sufficient funding for TVET; Improving the quality of training delivery; Deepening the collaboration of TVET schools with business and industry; Intensifying research on TVET and future skills needs	Strategy & Policy Paper
2019	Meeting in the middle TVET programs’ education-employment linkage in developing contexts		KOF Swiss Economic Institute	Katherine Caves, Andrea Ghisletta, Johanna Kemper, Ursula Renold	English	Technical and vocational education and training (TVET) programs are most successful at supporting youth labor markets when they combine education and employment. Education-employment linkage theory describes this combination in terms of power-sharing between actors from the education system and their counterparts in the employment system over key processes in the curriculum value chain of curriculum design, curriculum application (program delivery), and curriculum updating. The KOF Education-Employment Linkage Index measures linkage at every function in a TVET program where actors from the two systems interact, aggregating those into processes and phases and eventually an index score. We apply that index to the largest upper-secondary TVET programs in Benin, Chile, Costa Rica, and Nepal. We find that Benin has relatively high education-employment linkage, while the other three countries score very low. Benin’s situation is unique because its TVET program is moving from employer-led to linked, rather than the typical employer integration into an education-based program. Other countries with large informal economies, low formal education and training rates, and existing non-formal employer-led training may be able to implement similar approaches using functionally equivalent institutions. Furthermore, we summarize the results of discussions with policy-maker focus groups in the four case study countries.	Studies & Tools
2019	Theoretical and Methodological Framework for Measuring the Robustness of Social Institutions in Education and Training		KOF Swiss Economic Institute	Ursula Renold, Ladina Rageth, Katherine Caves, Jutta Buergi	English	Social institutions, new institutionalism, education and training, vocational education and training programs, functional equivalents	Studies & Tools
2019	Has the Relationship between Formal Education and the Formal Employment Sector in Nepal changed between 1995 and 2014?		KOF Swiss Economic Institute	Thomas Bolli, Mahesh Nath Parajuli, Ursula Renold	English	This paper analyses the relationship between formal education and the formal employment sector in Nepal. The analysis of several individual-level surveys between 1995 and 2014 shows that completed tertiary education increases the probability to be wage-employed in the nonagricultural sector, while primary and secondary education has little relationship with wageemployment. However, primary, secondary and tertiary education all increase an extended measure of formal sector employment that accounts for company registration and size. This highlights the relevance of choosing the appropriate measure of formal sector employment. The strength of the relationship between completed primary and secondary education and formal sector employment has decreased over time. This decrease provides suggestive evidence that the relative returns to formal education in the informal sector have increased, implying that the informal employment sector provides relatively more opportunities in 2014 than 20 years earlier. The relationship between tertiary education and wage-employment has also decreased but the relationship between tertiary education and the extended measure of formal sector employment has remained stable. This might reflect the large share of tertiary educated working in government related sectors.	Studies & Tools
2014	Return on investment of apprenticeship systems for enterprises: Evidence from cost-benefit analyses		IZA Journal of Labor Policy	Samuel Mühlemann, Stefan C. Wolter	English	A firm’s decision to engage in apprenticeship training is to a large extent determined by the cost-benefit ratio of such an investment compared to other alternatives of securing skilled workers. Empirical evidence shows that in a well-functioning apprenticeship training system, a large share of training firms can recoup their training investments by the end of the training period. As training firms often succeed in retaining the most suitable apprentices, offering apprenticeships is an attractive strategy to recruit their future skilled work force. In addition – as long as skills are standardised and nationally certified – those apprentices leaving the training firm after graduation ensure that other firms can recruit a sufficient number of skilled workers from the labour market. Firms themselves can influence the cost-benefit ratio of training to some extent, but an equally important or even bigger part of this ratio is determined by public policy: the educational system, training regulations and labour market institutions. To assess the efficacy and efficiency of such framework conditions in regard to the apprenticeship training system, their impact on the cost-benefit ratio of training for firms needs to be assessed ex ante as well as ex post. Unfortunately, so far only two countries (Germany and Switzerland) provide representative and periodic data on the costs and benefits of apprenticeship training that are suitable for such an analysis. Given the importance of adequate data to guide public policy, there is first of all a need for a stronger investment in data collection and data analyses.	Studies & Tools
2015	La FP Dual en España - ¿Un modelo rentable para las empresas?		Fundación Bertelsmann	Samuel Mühlemann, Stefan C. Wolter	Spanish	Simulación de costes y beneficios de empresas en la formación profesional dual para diferentes sectores y profesiones en España.	Study & Tools
2015	Vocational teachers and trainers in a changing world: the imperative od high-quality teacher training systems		ILO	Michael Axmann, Amy Rhoades, Lee Nordsturm	English	This paper presents an analytical framework for assessing TVET teacher training systems. It takes a holistic approach, providing a conceptual framework that government agencies and TVET institutions can use to examine the internal efficiency and coherence of their teacher preparation programmes, as well as assess the dynamic capability of the system to anticipate and respond to the needs of both employers and students.	Studies & Tools
2015	KOF Factbook Education System Costa Rica		KOF Swiss Economic Institute		English	This Factbook contains a description of the education system in Costa Rica with a focus on the VET system including an analysis of reforms in the past and problems for the future.	Articles & Factsheets
2015	KOF Factbook Education System Nepal		KOF Swiss Economic Institute		English	This Factbook contains a description of the education system in Nepal with a focus on the VET system including an analysis of reforms in the past and problems for the future.	Articles & Factsheets
2017	KOF Factbook Education System Benin		KOF Swiss Economic Institute		English	This Factbook contains a description of the education system in Benin with a focus on the VET system including an analysis of reforms in the past and problems for the future.	Articles & Factsheets
2017	KOF Factbook Education System India		KOF Swiss Economic Institute		English	This Factbook contains a description of the education system in India with a focus on the VET system including an analysis of reforms in the past and problems for the future.	Articles & Factsheets
2017	KOF Factbook Education System Peru		KOF Swiss Economic Institute		English	This Factbook contains a description of the education system in Peru with a focus on the VET system including an analysis of reforms in the past and problems for the future.	Articles & Factsheets
2017	KOF Factbook Education System Serbia		KOF Swiss Economic Institute		English	This Factbook contains a description of the education system in Serbia with a focus on the VET system including an analysis of reforms in the past and problems for the future.	Articles & Factsheets
2017	KOF Factbook Education System South Africa		KOF Swiss Economic Institute		English	This Factbook contains a description of the education system in South Africa with a focus on the VET system including an analysis of reforms in the past and problems for the future.	Articles & Factsheets
2018	Study of dual vocational education and training (VET) in Burkina Faso (Translation of the final report)		ADA / KEK Consultants	Franz Kehl, Roman Troxler, Rachel YE-Sawadogo	English	Study of dual vocational education and training (VET) in Burkina Faso (Translation of the final report)	Studies & Tools
2018	Etude de la formation professionnelle duale au Burkina Faso (Rapport final)		ADA / KEK Consultants	Franz Kehl, Roman Troxler, Rachel YE-Sawadogo	French	Etude de la formation professionnelle duale au Burkina Faso (Rapport final)	Studies & Tools
2018	Aprendizaje de Calidad - Una perspective práctica para América Latina y el Caribe		CINTERFOR	Michael Axmann	Spanish	Guía práctica sobre conceptos y elementos, herramientas y buenas prácticas en el ámbito del aprendizaje de calidad con ejemplos de Australia, Dinamarca, India, Turquía, Egipto, Etiopía, Indonesia, Brasil, Jamaica, la República Dominicana y Uruguay.	Studies & Tools
2019	Quality apprenticeship toolkit - A practical perspective for Latin America and the Caribbean		CINTERFOR	Michael Axmann	English	Practical guide about concepts and elements, tools and good practices of quality apprenticeships with examples from Australia, Denmark, India, Turkey, Egypt, Ethiopia, Indonesia, Brasil, Jamaica, the Dominican Republic and Uruguay.	Studies & Tools
2018	TVET Personnel in ASEAN - Investigation in five ASEAN states		GIZ	Dieter Euler	English	This study provides a comparative analysis of the current state of TVET personnel development in five ASEAN countries (Cambodia, Lao PDR, Myanmar, Thailand, and Vietnam). Beyond, it proves existing assumptions and critical findings derived from a literature review. The study strives for identifying patterns but also exploring differences and promising areas for taking further action.	Studies & Tools
2019	New work and its impacts on vocational education and training in German development cooperation - Proposition Paper		GIZ	Marius R. Busemeyer, Lars Gaede Melanie Stilz	English	This proposition paper presents propositions about the 10 following topics: The challenges of digitalisation, digitalisation and social inclusion, digital upskilling through vocational training, digital teaching and learning methods, skills in tomorrow's working world, new training courses - opportunity or challenge?, training for vocational school staff, platform economy and digital agents, harnessing the opportunities offered by digitalisation for disadvantaged groups, governance in vocational training.	Studies & Tools
2019	KOF Factbook Education System Albania		KOF Swiss Economic Institute		English	This Factbook contains a description of the education system in Albania with a focus on the VET system including an analysis of reforms in the past and problems for the future.	Articles & Factsheets
2019	KOF Factbook Education System Bolivia		KOF Swiss Economic Institute		English	This Factbook contains a description of the education system in Bolivia with a focus on the VET system including an analysis of reforms in the past and problems for the future.	Articles & Factsheets
2019	KOF Factbook Education System Bosnien-Herzegovina		KOF Swiss Economic Institute		English	This Factbook contains a description of the education system in Bosnien-Herzegovina with a focus on the VET system including an analysis of reforms in the past and problems for the future.	Articles & Factsheets
2019	KOF Factbook Education System Macedonia		KOF Swiss Economic Institute		English	This Factbook contains a description of the education system in Macedonia with a focus on the VET system including an analysis of reforms in the past and problems for the future.	Articles & Factsheets
2019	KOF Factbook Education System Vietnam		KOF Swiss Economic Institute		English	This Factbook contains a description of the education system in Vietnam with a focus on the VET system including an analysis of reforms in the past and problems for the future.	Articles & Factsheets
2019	Are Informal Skills Learning valued? Positioning informal skillslearners in the TVET system of Nepal		LELAM-TVET4INCOME Policy Briefs (KOF Swiss Economic Institute)	Durga Prasad Baral	English	More than eighty percent of all employees in Nepal works in the informal sector. These workers generally lack formal skills training and acquire skills while performing the work under the guidance of skilled workers. Despite the long history of TVET, the system rarely recognizes such informally learnt skills at work. The paper explores the position obtained by informal skills learners in the existing TVET system of Nepal. It concludes that informal skills learners are not getting appropriate position and the main reason for this situation is the prevalence of a phenomena called Pervasive Loitering Syndrome (PLS) across different layers of the society.	Articles & Factsheets
2019	Benin dual apprenticeship: Strategic actors and roles		LELAM-TVET4INCOME Policy Briefs (KOF Swiss Economic Institute)	Rubain Bankole, Guy Noutain, Esaïe Gandonou	English	Benin dual apprenticeship or certificate of professional qualification (CQP program) is an innovation which has been introduced in the TVET sector in order to improve the informal apprenticeship. In informal or traditional apprenticeship, the major actors are master craftsmen and trade unions at the local level, apprentices, their parents and local community. The government did not play significant role due to its limited control on the informal sector. In the implementation of the CQP, many other actors from public and private institutions are involved. The study identified CQP actors, analyze their roles and provides some recommendations for improving the governance of this program.	Articles & Factsheets
2019	Financial Flow in TVET in Nepal - Transiting from the Old to the New Constitution		LELAM-TVET4INCOME Policy Briefs (KOF Swiss Economic Institute)	Mahesh Nath Parajuli, Ursula Renold, Usha Bhandari, Hari Prasad Lamsal	English	Ten years (2007/08 – 2016/17) data show that public sector investment in TVET has been substantially low despite policy priority to the sector. Owing to weak institutional development in the country, provisions made in the new constitution of 2015 regarding TVET governance has not been fully adopted. This show that Nepal has yet to experience and develop a coordinated system of governance among three political levels.	Articles & Factsheets
2019	Implementation Research: Drivers and Barriers of Scaling-Up the Dual VET-Apprenticeship Programme in Nepal		LELAM-TVET4INCOME Policy Briefs (KOF Swiss Economic Institute)	Thomas Bolli, Johanna Kemper, Mahesh Nath Parajuli, Ursula Renold, Binayak Krishna Thapa	English	Scaling up a Dual VET-Apprenticeship programme is challenging because the com-bination of classroom education and workplace training requires coordination among several actors from the education and employment system. Therefore, this project analyses the drivers and barriers of scaling-up a new Dual VET-Apprentice-ship in Nepal.	Articles & Factsheets
2019	Social Institutions in VET - Identifying and measuring the driving forces behind robust TVET programs		LELAM-TVET4INCOME Policy Briefs (KOF Swiss Economic Institute)	Ursula Renold, Ladina Rageth, Katherine Caves, Jutta Buergi	English	Social institutions help overcome fundamental problems and perform a function in society. For comparison across contexts, analysis needs to focus on social institu-tions with equivalent functions. Robust institutions achieve their functions more effectively, but robustness is difficult to assess. This project develops a framework for assessing social institutional robustness. This framework combines institu-tions’ key properties—function, structure, culture, and sanctions—with their scope of influence and level of institutionalization.	Articles & Factsheets
2019	Country Case Study on Technical Vocational Education and Training (TVET) in Benin		LELAM-TVET4INCOME Working Papers (KOF Swiss Economic Institute)	Guy Noutain, Rubain Bankole, Esaïe Gandonou, Johanna M. Kemper, Karina Maldonado-Mariscal	English	This country case study provides an overview of the landscape of Benin’s formal and non-formal technical vocational education and training (TVET) programmes. In particular, it will provide a more detailed insight of four of these TVET programmes, its actors and institutions in the form of case studies. The selection of TVET programmes for the case studies was based on a theoretical framework that classifies TVET pro-grammes in six categories of formal and non-formal TVET programmes in employment and education sys-tems. Thereby, we aimed to choose at least one TVET programme per category per country to be described in a case study, in case there was a TVET programme available for the respective category.	Studies & Tools
2019	Country Case Study on Technical Vocational Education and Training (TVET) in Costa Rica		LELAM-TVET4INCOME Working Papers (KOF Swiss Economic Institute)	Silvia Camacho-Calvo, Jacqueline García-Fallas, Johanna M. Kemper, Karina Maldonado-Mariscal, Alicia Vargas-Porras	English	This country case study provides an overview of the landscape of Costa Rica’s formal and non-formal technical vocational education and training (TVET) programmes. In particular, it will provide a more detailed insight of four of these TVET programmes, its actors and institutions in the form of case studies. The se-lection of TVET programmes for the case studies was based on a theoretical framework that classifies TVET programmes in six categories of formal and non-formal TVET programmes in employment and edu-cation systems. Thereby, we aimed to choose at least one TVET programme per category per country to be described in a case study, in case there was a TVET programme available for the respective category.	Studies & Tools
2020	Benin TVET reforms: An exploration of social anthropological field		LELAM-TVET4INCOME Policy Briefs (KOF Swiss Economic Institute)	Guy Nouatin, Esaïe Gandonou, Rubain Bankole, Ursula Renold	English	Despite the substantial resources traditional or informal apprenticeships has provided for work-based training in developing countries, the structure of the system has shown some weaknesses to provide equitable learning conditions. In most in West African countries, public institutions have introduced reforms to improve the traditional system through the upgrading apprenticeship schemes. This policy brief summarizes the reforms undertaken in Benin TVET system, presents the actors and their interactions and provides some recommendations.	Articles & Factsheets
2020	Meeting in the Middle - VET Programs’ Education-Employment Linkage in Developing Contexts		LELAM-TVET4INCOME Policy Briefs (KOF Swiss Economic Institute)	Katherine Caves, Andrea Ghisletta, Ursula Renold, Johanna Kemper	English	Technical and vocational education and training (TVET) programs are most suc-cessful at supporting youth labor markets when they combine education and em-ployment. We apply the KOF Education-Employment Linkage Index to the largest upper-secondary TVET programs in Benin, Chile, Costa Rica, and Nepal. We find that Benin has relatively high education-employment linkage, while the other three countries score very low. Benin’s situation is unique because its TVET pro-gram is moving from employer-led to linked, rather than employer integration into an education-based program.	Articles & Factsheets
2020	Youth Labor Market Index for Africa and Asia		LELAM-TVET4INCOME Policy Briefs (KOF Swiss Economic Institute)	Bartlomiej Kudrzycki, Erwin Lefoll, Isabel Günther	English	In decades to come, the youth working-age population is expected to boom in lower-middle and low-income countries. This phenomenon demands a better understanding and measurement of the situation of the youth labor market holistically. The aim of this paper is to propose a new youth labor market index tailored to developing countries, which we name the Youth Labor Index for Low Income Countries (YLILI). The index combines 12 indicators into three dimensions: transition (quantity adjustments in the labor market), working conditions and education. The index suggests that the strength of the youth labor market is the highest in (low-income) Europe and Central Asia and lowest in South Asia and sub-Saharan Africa. Working conditions and education remain important issues in all of sub-Saharan Africa, while the picture is more mixed for South Asia. Transition scores are high in developing countries, suggesting that many workers are unable to withstand extended periods of inactivity. Finally, the index highlights the urgent need to address the scarcity of data on the youth demographic.	Articles & Factsheets
2019	The Contribution of Vocational Education and Training to Innovation – The Case of Switzerland		SERI (State Secretariat for Education, Research and Innovation)	Uschi Backes-Gellner, Curdin Pfister	English	The study discusses in detail the systemic, operational and individual components of the VET system and their importance for innovation. At the same time, however, challenges are also pointed out. These are, for example a better systemic coordination of the profiles of higher vocational education and training, Universities of Applied Sciences and traditional Universities, the involvement of international companies in the VET system or the positioning of VET for highly qualified young people as an attractive alternative to an academic education.	Studies & Tools
2019	Country Case Study on Technical Vocational Education and Training (TVET) in Nepal		LELAM-TVET4INCOME Working Papers (KOF Swiss Economic Institute)	Durga Prasad Baral, Johanna M. Kemper, Karina Maldonado-Mariscal	English	The aim of this country case study is to provide an overview of Nepal’s formal and non-formal technical vocational education and training (TVET) landscape. In particular, it aims to provide detailed descriptions of some TVET programmes, its actors and institutions, which were selected based on a conceptual frame-work classifying TVET programmes into four categories. Such categories show whether the TVET pro-grammes are formal or non-formal and whether they involve workplace-based training in the formal or in-formal labour market.	Studies & Tools
2020	Projection of Net Benefits for Companies in the Dual VET-Apprenticeship Programme in Nepal		LELAM-TVET4INCOME Working Papers (KOF Swiss Economic Institute)	Thomas Bolli, Johanna Kemper, Mahesh Nath Parajuli, Ursula Renold, Binayak Krishna Thapa	English	A new Dual VET-Apprenticeship programme in Nepal faces the challenge that companies have no experience regarding the benefits and costs of providing apprenticeship places. This uncertainty represents a potential barrier to convincing companies to participate in the programme. Therefore, this project presents an estimate of projected benefits and costs for companies, thereby providing preliminary first empirical evidence for the net benefit of companies.	Studies & Tools
2019	Dual Vet-Apprenticeship Programme in Nepal: Formative Assessment of the First Cohort		LELAM-TVET4INCOME Working Papers (KOF Swiss Economic Institute)	Thomas Bolli, Johanna Kemper, Mahesh Nath Parajuli, Ursula Renold, Binayak Krishna Thapa	English	This working paper presents a formative assessment of the Dual VET-Apprenticeship in Nepal. Hence, the working paper presents an evidence-based analysis of the processes to motivate participation of schools, companies and apprentices as well as the matching process of companies and apprentices. Thereby, the analysis based on interviews with the stakeholders aims to provide early insights into what works well and what might represent roadblocks for the further development of the programme.	Studies & Tools
2020	Students’ Perspective on the Master in Technical and Vocational Education and Training Program in Nepal		LELAM-TVET4INCOME Working Papers (KOF Swiss Economic Institute)	Prakash Kumar Paudel, Laxman Acharya, Mahesh Nath Parajuli	English	The effective performance of the TVET sector has been a challenge in many countries, particularly in developing countries. Lack of a strong pool of competent human resources who could lead and manage the sector is one explanation for this problem. Hence, Kathmandu University, School of Education in collaboration with LELAM-project team began a two-year degree program Master in Technical and Vocational Education and Training in 2018 to prepare a competent pool of TVET educators, TVET researchers, and TVET leaders and managers. After the end of the first and second semesters, the 15 first batch students filled-up a questionnaire sharing their opinion on different aspects of the program like its design, expectations from the program, and the contribution of the program on their professional enhancement. This paper presents a descriptive analysis of students' perspectives on different aspects of the program. Analyses of students' opinions indicate that, overall, they found that this program is very much helpful to improve their confidence, pedagogical competence, research skills, and leadership and management capacity. They have also provided important feedback for further enhancing the quality of the program.	Studies & Tools
2019	The economics of apprenticeship training - Seven lessons learned from cost-benefit studies and simulations		J.P. Morgan, Bertelsmann Stiftung	Stefan C. Wolter, Samuel Mühlemann	English	Seven lessons from derived from detailed cost-benefit surveys of apprenticeship training programmes in various countries and subsequent cost-benefit simulations for other countries over the last 20 years: Ratio of costs and benefits influences firms‘ willingness of providing apprenticeship training; similar apprenticeship training systems do not necessarily produce similar outcomes; returns on apprenticeships after training are maybe more important than during; flexible but coherent training parameters are key for a functioning apprenticeship training system; variable apprentices’ salaries prevent distortions in the apprenticeship market; apprentices‘ benefits are a relevant factor that must also be considered for a functioning apprenticeship system; training quality and scope may reduce net costs and increase the returns on education.	Studies & Tools
2019	Los aspectos económicos de la FP Dual Siete lecciones aprendidas a partir de estudios y simulaciones de coste-beneficio		J.P. Morgan, Fundación Bertelsmann, Bertelsmann Stiftung	Stefan C. Wolter, Samuel Mühlemann	Spanish	Siete lecciones claves extraído a partir de detallados estudios de coste-beneficio de los modelos de FP Dual de distintos países y de subsiguientes simulaciones de coste-beneficio sobre otros países a lo largo de los últimos veinte años: La relación coste-beneficio influye en la disposición de las empresas a ofrecer plazas de FP Dual; los modelos de FP Dual parecidos no necesariamente brindan resultados parecidos; la rentabilidad de las plazas de FP Dual ofrecidas puede que sea mayor después de la formación que durante; la aplicación de unos parámetros de formación flexibles pero coherentes es clave para garantizar un modelo de FP Dual eficaz; la variabilidad de los salarios de aprendiz evita que se produzcan distorsiones en la oferta y la demanda de FP Dual; los beneficios para los aprendices son un factor relevante que también debe tenerse en cuenta para garantizar un modelo de FP Dual eficaz; la calidad y el alcance de la FP Dual pueden reducir los costes netos e incrementar la rentabilidad de la educación.	Studies & Tools
2011	The Development of a Strategy for Vocational Education and Training: experiences from Montenegro		Research in Comparative and International Education, Vol. 6 No. 3	Melanie Hoppe, Jeanette Burmester, Jan Ebben	English	This article addresses the problem that many countries lack a strategic orientation in reforming their vocational education and training (VET systems, and therefore refers to the added value of a distinct VET strategy within an overall education sector strategy. To start with, the authors provide an answer to the questions ‘What is strategy?’ and ‘What is strategy in education?’ They argue that the ‘resource-based view of strategy’ is a suitable understanding of strategy because it has a developmental perspective and underpins the building of capacity and systems while making the most of core competences by stretching and leveraging them. Using core competences of social partners and other stakeholders is of crucial importance in VET development. By describing the process of developing a VET strategy in Montenegro, the authors provide a case study of putting strategy theory into practice. Concluding with lessons learned, they formulate recommendations.	Studies & Tools
2018	Duale Berufsbildung in Benin: Wie messen wir ihren Erfolg?		ODEC-Bulletin 4/2018	Ursula Renold	Deutsch	Seit mehr als zehn Jahren investieren Entwicklungshilfe-Organisationen wie die Schweizer DEZA oder die deutsche GIZ in die Verbesserung der Berufsbildung in Benin. Man hofft, die Startchancen der Jungen ins Berufsleben zu verbessern. Im Zentrum steht das seit rund 10 Jahren in 13 Berufen entwickelte CQP, das Certificat de Qualification Professionnelle. Wirkungsmessung; randomisiertes Experiment; RCT; Einkommenseffekte; Job-Qualität; nachhaltige Beschäftigung.	Articles & Factsheets
2018	Goal-Setting for TVET Reform: A Framework for Identifying the Ideal System in Nepal		Journal of Education and Research, Vol. 8, No. 1	Katherine Marie Caves, Ursula Renold	English	Technical and vocational education and training; TVET reform; Good governance; Education-employment linkage; Nepal; new constitution; input-oriented governance model.	Studies & Tools
2017	¿Son efectivos los programas de aprendices?: Lecciones para América Latina y el Caribe		IDB Inter-American Development Bank	Rafael Novella, Yocelyn Samatha Perez-Davila	Spanish	El objetivo de este documento es brindar información que contribuya a la decisión de implementación de programas de aprendices en la región. Para esto, presentamos evidencia de la efectividad de los programas de aprendices a nivel global. En particular, presentamos una revisión de las evaluaciones de los efectos de estos programas sobre resultados laborales, tomando en cuenta las diferentes metodologías aplicadas y su nivel de rigurosidad. En general, los resultados apuntan a que los programas de aprendices - ya sea que estén integrados a los sistemas educativos de los países o no – tienen efectos positivos para los individuos y las firmas. Sin embargo, la evidencia de evaluaciones rigurosas es escasa, particularmente en los países de Latinoamérica y el Caribe. Si bien implementar sistemas de aprendices en la región es potencialmente beneficioso, en especial si se integran los aprendizajes de los países con larga tradición en estas políticas, existe la necesidad de generar mayor evidencia sobre su efectividad.	Studies & Tools
2017	Are Apprenticeships Programs Effective?: Lessons for Latin America and the Caribbean		IDB Inter-American Development Bank	Rafael Novella, Yocelyn Samatha Perez-Davila	English	The purpose of this paper is to provide information that contributes to the decision to implement apprenticeships in the region. To this end, we present global evidence of the effectiveness of apprenticeships. In particular, we present a review of the impact evaluations of these programs on labor outcomes, taking into account the different applied methodologies and their according level of rigor. Overall, the results suggest that apprenticeships –whether integrated into the country's education systems or not- show positive effects on individuals and firms. However, the evidence of rigorous evaluations is scarce, particularly in Latin American and the Caribbean countries. While the implementation of apprenticeships in the region is potentially beneficial, especially if the lessons learned from other countries with a long tradition of implementing these programs are integrated, there is a need to generate more evidence regarding their effectiveness.	Studies & Tools
2020	Toolkit - Learning and Working in the informal economy		Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH	Sector Project TVET	English	This toolkit provides a structured overview on current research, actors as well as practial examples on learning and working in the informal economy. The toolkit consists of project descriptions, lessons learnt and further reading recommendations. With project examples from Laos, Ethiopia, Kosovo, Bosnia and Herzegovina, Palestine, UK, Ghana, Uganda, Cambodia.	Studies & Tools
2020	Toolkit - Lernen und Arbeiten in der informellen Wirtschaft		Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH	Sektorvorhaben Berufliche Bildung	Deutsch	Das Toolkit bietet einen strukturierten Überblick zum Stand der Forschung, zu den Akteuren und zur aktuellen entwicklungspolitischen Praxis auf diesem Gebiet. Es enthält Einführungstexte und Projektbeschreibungen mit lessons learnt sowie zahlreiche Hinweise zu weiterführender Literatur. Mit Projektbeispielen aus Laos, Äthiopien, Kosovo, Bosinien und Herzegowina, Palästina, UK, Ghana, Uganda, Kambodscha.	Studien & Arbeitshilfen
2020	Economics and Governance of Vocational and Professional Education and Training (including Apprenticeship) – Theoretical and Empirical Results for Researchers and Educational Policy Leaders		hep verlag	Uschi Backes-Gellner, Ursula Renold, Stefan C. Wolter	English	The research presented in the book covers the role and functions of the three most important actors in VPET: firms, individuals, and the state/institutional frameworks. Given that the decisions and interactions of these three players are critical for a successful VPET system, this book addresses both decision makers at all VPET levels and researchers interested in the economics and the management of VPET systems.	Book
2020	The impact of the COVID-19 crisis on the provision of apprenticeships in Switzerland		Swiss Leading House on the Economics of Education, Firm Behaviour and Training Policies	Samuel Luethi, Stefan C. Wolter	Englisch	According to the first long-term forecast for the apprenticeship market by the Leading House for the Economics of Education, the COVID-19 crisis is expected to have significant consequences. Depending on the scenario, the apprenticeship market will lose cumulatively between 20-35% of the new apprenticeships allocated in a given year over the period 2020-2025. Depending on the economic scenario, the effects may be felt up to the year 2025. Only if it were possible to stabilise unemployment next year can we expect to see compensation for the downturn after 2023. In view of the historically deep recession, and despite the gloomy outlook, it can be expected that the apprenticeship system will prove to be quite robust overall.	Short Report
2020	Der Einfluss der COVID-19 Krise auf den Schweizer Lehrstellenmarkt		Swiss Leading House on the Economics of Education, Firm Behaviour and Training Policies	Samuel Luethi, Stefan C. Wolter	Deutsch	Gemäss der ersten Langzeitprognose des Leading House for the Economics of Education für den Lehrstellenmarkt wird erwartet, dass die COVID-19-Krise erhebliche Folgen haben wird. Je nach Szenario wird der Lehrstellenmarkt im Zeitraum 2020-2025 kumulativ zwischen 20-35% der in einem bestimmten Jahr neu geschaffenen Lehrstellen verlieren. Je nach Wirtschaftsszenario könnten die Auswirkungen bis zum Jahr 2025 spürbar sein. Nur wenn es gelingt, die Arbeitslosigkeit im nächsten Jahr zu stabilisieren, ist mit einer Kompensation für den Abschwung nach 2023 zu rechnen. Angesichts der historisch tiefen Rezession und trotz der düsteren Aussichten ist zu erwarten, dass sich das Lehrstellensystem insgesamt als recht robust erweisen wird.	Kurzbericht
2020	Projektion von Kosten und Nutzen für Firmen mit einer dualen Berufslehre in Nepal		KOF Swiss Economic Institute	Thomas Bolli, Johanna Mirka Bolli-Kemper, Mahesh N. Parajuli, Ursula Renold, Binayak Krishna Thapa	Deutsch	Im Herbst 2018 wurde in Nepal im Rahmen eines Pilotprojektes eine duale Berufslehre eingeführt. Die Lehrlinge dieses Pilotprojektes verbringen 1 Tag pro Woche in der Schule und 5 Tage pro Woche in einer Firma. Die Einführung der dualen Berufslehre bringt die Herausforderung mit sich, dass die teilnehmenden Firmen keine Erfahrung bezüglich der anfallenden Kosten und Nutzen haben, was sie daran hindern könnte, Ausbildungsplätze anzubieten. Um die Unsicherheit der Firmen zu reduzieren, analysiert dieser Beitrag die Kosten und Nutzen der dualen Berufslehre auf Grundlage einer Telefonbefragung am Pilotprojekt teilnehmender Firmen. Die Resultate dieser Simulationsstudie zeigen, dass Firmen einen kleinen Nettonutzen haben, da der von Lehrlingen produzierte Wert leicht höher ist als die für Firmen entstehenden Kosten. Der Lehrlingslohn ist die wichtigste Kostenkomponente, gefolgt von den Kosten für Ausbildende, während die Kosten für Zusatzleistungen für Lehrlinge vergleichsweise tief sind. Der Nettonutzen ist höher für Elektrikerlehrlinge als für Maschinenbaulehrlinge.	Kurzbericht
2020	Return on investment or an investment without return? A cost-benefit ratio analysis of in-company training in Mongolia		Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH	Basil Schläpfer, Roman Troxler	English	A cost-benefit ratio analysis of in-company training in Mongolia; Build4Skills; costs and benefits	Studies & Tools
2017	Striking the right balance: Costs and benefits of apprenticeship		OECD	Małgorzata Kuczera	English	For students, apprenticeships are an attractive form of learning as they simultaneously enhance skills and prepare them for jobs and careers. Typically, public authorities organise and fund off-the-job education and training, while employers take responsibility for the supervision and training of apprentices during their work placements. The involvement of both public authorities and employers in the design and provision of apprenticeships is a key strength, however, the successful involvement of various stakeholders in apprenticeships can be a challenge as it requires the reconciliation of different interests and the careful distribution of costs and benefits from apprenticeships. Well-designed apprenticeship systems are attractive to students, create value for employers, and support economic growth. This paper contributes to the existing stock of evidence on the costs and benefits of apprenticeships by: Presenting a novel analysis of international data on apprenticeships from the Survey of Adult Skills (PIAAC) and establishing and discussing in detail links between various elements of apprenticeship design (such as apprentice wage, duration of work placements, apprentice status) and the distribution of the costs and benefits of apprenticeships.	Studies & Tools
2018	Seven Questions about Apprenticeships - Answers from International Experience		OECD	OECD	English	This paper poses seven questions commonly asked by governments seeking to either introduce or reform apprenticeship systems for young people and/or older workers: 1) can apprenticeships provide a useful contribution in every country? 2) Should employers receive financial incentives for providing apprenticeships? 3) What is the right wage for apprentices? 4) How long should an apprenticeship last? 5) How can a good learning experience at work be ensured? 6) How apprenticeships can be made to work for youth at risk? and 7) How to attract potential apprentices?	Studies & Tools
2020	VET in a time of crisis: Building foundations for resilient vocational education and training systems		OECD	OECD	English	This policy brief examines the impact of the COVID-19 crisis on vocational education and training (VET) systems and how VET systems are responding in OECD countries. The brief also presents steps that governments can take in the context of this crisis to build foundations for tomorrow’s strong and resilient VET systems.	Short Report
2020	Compendium of Tools for Labour Market Assessment		VET Toolbox	GIZ, Prospera Consulting	English	This Compendium is intended to serve as a “compass” on labour market assessments and analysis, in order to facilitate the commissioning of such assessments in the future. To respond to different challenges, this Guide seeks to support staff in the VET Toolbox partner organisations, other development agencies and relevant stakeholders in partner countries in the process of commissioning and conducting labour market assessments.	Studies & Tools
2020	Recueil des outils d’évaluation du marché de l’emploi		VET Toolbox	GIZ, Prospera Consulting	French	Ce recueil a vocation à servir de « boussole » dans le cadre des analyses et des évaluations du marché de l’emploi, afin de faciliter leur réalisation à l’avenir. Pour répondre à ces problématiques, ce Guide est destiné à accompagner le personnel des organisations partenaires de la VET Toolbox, d’autres agences de développement et les parties prenantes concernées dans les pays partenaires dans le cadre du processus de commande et de réalisation d’évaluations du marché de l’emploi.	Studies & Tools
2020	Permeability of dual VET - Comparative study including Austria, Germany, Switzerland, Italy, France and Slovenia		Interreg Alpine Space - DuALPlus	Alexander Petanovitsch, Kurt Schmid (on behalf of Technical University of Applied Sciences Rosenheim)	English	Horizontal permeability; vertical permeability; international permeability; RPL (recognition of prior learning); Austria; Germany; Switzerland; Italy; France; Slovenia; dual VET	Studies & Tools
2020	Trends mapping - Future of TVET teaching		UNESCO	Gita Subrahmanyam	English	The following report presents the results of the trends mapping study on the future of technical and vocational education and training (TVET) teaching, conducted by UNESCO-UNEVOC. The study aimed to engage the international TVET community to: (i) improve the understanding of the implications of global disruptions; (ii) gather knowledge, insights, experiences; and (iii) highlight promising practices in preparing TVET teaching staff to deliver the skills needed in the 21st century and beyond.	Studies & Tools
2017	ILO Toolkit for quality apprenticeships - Volume 1: Guide for policy makers		ILO	ILO	English	The ILO Toolkit for Quality Apprenticeships is a resource to improve the design and implementation of apprenticeships systems and programmes. It provides a comprehensive but concis set of key information, guidance and practical tools for policy-makers and practioners who are engaged in designing and implementing Quality Apprenticeships.	Studies & Tools
2020	ILO Toolkit for Quality Apprenticeships Volume 2: Guide for Practitioners		ILO	ILO	English	Developing, implementing, monitoring and evaluating apprenticeship programmes; quality apprenticeships; Toolkit; practitioners; quality apprenticeship training life cycle; developing, preparing, organizing quality apprenticeship programmes; post-training transitions and evaluation; innovations and strategies in apprenticeships; Norway; Germany; Zanzibar; Switzerland; Australia; South Africa; Jordan; Bosnia and Herzegovina; Canada; England; India; South Korea; Austria; Viet Nam; USA; Tanzania; Brazil; Egypt; Ghana; Kosovo; Mexico; Pakistan; Saudi Arabia; Thailand; Netherlands; Asia; France; Bhutan; Denmark	Studies & Tools
2019	Measuring the costs and benefits of apprenticeship training		ILO	ILO	English	This policy brief provides an overview of the current debate and research efforts to measure cost and benefits of apprenticeship training. It introduces the methods and challenges associated with collecting data and attaching a monetary value to apprenticeships, for enterprises, learners and society. Despite the limited number of studies that exist, the policy brief shows that apprenticeships, if of a certain quality and regulated, are not only profitable for enterprises, but significantly increase employability and employment perspectives for apprentices, and in doing so, reduce the overall risks of unemployment and therefore potential social costs. In addition, it discusses how the findings of cost-benefit analysis can be used as an effective marketing tool by governments, trade unions and employers associations to boost the overall attractiveness of apprenticeships.	Policy Brief
2020	The Digitization of TVET and Skills Systems		ILO, UNESCO	ILO, UNESCO	English	This report provides a global, high-level snapshot of the digitalization of TVET and skills systems in a set of countries and international organizations. Insights into TVET and skills systems in Brazil, Ghana, India, Kenya, Malaysia, Malta, Mauritius, New Zealand, Slovenia, Turkey and the United States.Views of the labour market and representatives from global organizations such as the Commonwealth of Learning (COL), ILO, UNESCO, UNHCR. Development a conceptual framework for digital transformation in TVET, using elements of the 2015 UNESCO recommendation concerning TVET and interfacing these with the three core concepts of digital innovation, adaptation and acceleration.	Studies & Tools
2020	The effect of business cycle expectations on the German apprenticeship market: estimating the impact of Covid‑19		Empirical Reasearch in VET (Springer Open Journal), Vol. 20, Iss. 8	Samuel Muehlemann, Harald Pfeifer, Bernhard H. Wittek	English	A firm’s expectation about the future business cycle is an important determinant of the decision to train apprentices, especially as German firms typically offer apprenticeships to either fill future skilled worker positions, or as a substitute for other types of labor. The current coronavirus crisis will have a strong and negative impact on the German economy, according to the current business cycle expectations of German firms. To the extent that the training decisions of firms depend on these perceptions, we expect a downward shift in firm demand for apprentices and consequently also a decrease in the equilibrium number of apprenticeship contracts. To assess the impact of changes in business cycle expectations, we analyze German data on the apprenticeship market at the state-level and at the occupation-level within states from 2007 to 2019. We identify the association between changes in business cycle expectations and subsequent changes in the demand for apprentices, the number of new apprenticeship contracts, unfilled vacancies and unsuccessful applicants. We find that the German apprenticeship market prior to the current crisis can be characterized by excess demand for apprentices. Taking into account the most recent data on business cycle expectations up to June 2020, we estimate that the coronavirus-related decrease in firms’ expectations about the business cycle can be associated with a predicted 8% decrease in firm demand for apprentices and a 6% decrease in the number of new apprenticeship positions in Germany compared to 2019.	Studies & Tools
2020	Build4Skills Toolkit Delivering Return on Investment through work-based training		Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH	Friedemann Gille, Helen Osborne	English	This Toolkit has the objective of summarising the Build4Skills implementation experience from Pakistan and Mongolia in a comprehensive and practical document that facilitates the collaborative development and scaling of this innovative approach. It is presented as a living document, which can evolve in line with the ongoing implementation experience of key partners over time. This initial version is based on learnings by GIZ. It summarises the implementation practice, offers guidance on how Build4Skills can be applied in additional construction projects in the future and provides an outlook on how this Toolkit and the project’s approach can be further developed. The Toolkit presents a Delivery Framework to design and deliver a Build4Skills project.	Studies & Tools
2018	Assessing the impact on employability and quilty of employment of non-formal apprenticeships in agriculture-related trades in Egypt		IFAD, ILO	Zeinab Khadr	English	This report presents the findings of the impact assessment of the “Combating Worst Forms of Child Labour by Reinforcing Policy Response and Promoting Sustainable Livelihoods and Educational Opportunities in Egypt Programme”, with particular concentration of the programme’s apprenticeship component. The report explores net effects of the upgraded apprenticeship project on the beneficiaries’ ability to secure decent work, improve working conditions and increase retention rates. In evaluating the apprenticeship project, a quasi-experimental design relying on propensity score matching (PSM) is employed. The quantitative analysis is further supported by a qualitative study drawn from focus group discussions with beneficiaries’ parents and interviews with officers in participating companies.	Studies & Tools
2019	Disability-inclusive Employment Promotion: Lessons learned from five GIZ projects		Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH	Victor Chudal-Linden, Rudolf Czikl, Bettina Schmidt	English	Collection and evaluation of GIZ's best practices in promoting employment for people with disabilities is the belief that there should be better practices in future. The publication contains different approaches that describe how to support job creation for entrepreneurs or employees who live with disabilities. The interventions are often initiated by the readiness to find and pick the right opportunities, such as an engaged entrepreneur or an open-minded TVET school. Opportunities are good, a strategy, which enables to work for an inclusive environment that creates many more opportunities, is better. The following case studies from Bangladesh, Rwanda, Togo, Indonesia, and Namibia build and set cornerstones for a disability-inclusive employment strategy and guidelines for GIZ supported programmes of German Development Cooperation. Target groups: partner organisations from public and private sector as well as representatives from the civil society. Discussions topics: If and How to introduce quotas, the introduction of financing mechanisms and incentives or the use of ICT solutions for wider accessibility.	Studies & Tools
2019	Theoretical approach on PPP for universities and training institutes in TVET		Regional Cooperation Platform for Vocational Teacher Education and Training in Asia, GIZ-RECOTVET, German Coorporation		English	This conceptual framework has been developed to serve as a guide for the Regional Public- Private Partnerships Model development, especially given that it was created based on the national existing practices of PPPs. Also, the framework provides a vision on how to engage the industry, TVET institutions and the government based on the concept of public-private partnerships. ASEAN; Malaysia; Indonesia; Vietnam; Thailand; Lao PDR; Cambodia; Philippines.	Studies & Tools
2019	Partnerships for Skilling ASEAN’s Workforce Business and industry collaboration in technical and vocational education and training in Cambodia, Lao PDR, Myanmar, the Philippines, Thailand and Viet Nam		Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH	René Lenssen, Barbara Trzmiel	English	Business and industry collaboration in technical and vocational education and training in Cambodia, Lao PDR, Myanmar, the Philippines, Thailand and Viet Nam; How can collaboration go beyond the signing of memorandums of understanding (MOUs) to become long-term partnerships that lead to improved employability of learners? What are the policy measures that can facilitate business and industry engagement in shaping polices and improving the overall relevance of training? What good practices can be shared among ASEAN Member States (AMS) and beyond?; RECOTVET	Studies & Tools
2019	Actors and partnerships in vocational education and training		UNESCO - IIPE-Pôle de Dakar		English	Partnerships; analysis of the economic environment and labour market demand; analysis and planning of the VET system; certification and training design; management of skills acquisition and certification; evaluation of the effectiveness of the VET system; VET financing; quality assurance; public actors; private social and economic partners; private training institutes; civil society: NGOs/CSOs; parents’ associations; learners; development partners	Studies & Tools
2019	Acteurs et partenariats dans le secteur de la formation professionnelle		UNESCO - IIPE-Pôle de Dakar		French	Partenariats; analyse du marché de l’emploi et veille sur l’environnement économique; analyse et planification de l’offre de formation; ingénierie de certification et de formation; gestion de l’acquisition et de la certification des compétences; évaluation de l’efficacité du dispositif de FP; financement; démarche qualité dans la FP; acteurs publics; partenaires sociaux et économiques privés; établissements privés de formation; société civile : ONG/OSC; association des parents; apprenants; partenaires techniques et financiers	Studies & Tools
2018	Making public-private partnerships in vocational training a powerful lever for economic emergence in Africa		UNESCO - IIPE-Pôle de Dakar		English	Making public-private partnerships in vocational training a powerful lever for economic emergence in Africa Summary note from the regional sharing and mutual reinforcement workshop on public-private partnerships in vocational training in Africa – Dakar, March 2018	Short Report
2018	Faire des partenariats publics-privés dans la formation professionnelle un levier fort de l’émergence économique en Afrique		UNESCO - IIPE-Pôle de Dakar		French	Faire des partenariats publics-privés (PPP) dans la formation professionnelle un levier fort de l’émergence économique en Afrique; Synthèse des travaux de l’atelier régional de partage et de renforcement mutuel sur les partenariats publics-privés dans la formation professionnelle en Afrique – Dakar, 19-21 mars 2018	Studies & Tools
2020	Developments in vocational education policy in Serbia		ETF		English	This report presents vocational education and training (VET) policy developments in the Republic of Serbia (hereinafter Serbia) between 2015 and 2019. It covers all five Europe-wide priority areas or medium-term deliverables (MTDs) agreed at Riga in June 2015. The report has been drafted within the terms of the mandate given to the European Training Foundation (ETF) by the Riga Conclusions to monitor and analyse progress made by the EU candidate countries towards the MTDs. This document is based on the annual monitoring reports submitted by Serbia to the ETF.	Report
2020	Policies for human capital development MONTENEGRO - An ETF Torino process assessment		ETF		English	Montenegro; VET system; VET governance; human capital development; skills mismatch; inclusion; quality; efficiency; access and participation; contrasted labour market context	Report
2020	Auswirkungen der „Corona-Krise“ auf die duale Berufsausbildung - Risiken, Konsequenzen und Handlungsnotwendigkeiten		BiBB	Tobias Maier	Deutsch	Auswirkungen der „Corona-Krise“ auf die duale Berufsausbildung - Risiken, Konsequenzen und Handlungsnotwendigkeiten; Wirtschaftseinbrüche und der Ausbildungsmarkt; Prognosen des Ausbildungsstellenmarktes zum 30.09.2020; Betroffene Branchen und Berufe durch die Corona-Krise; Handlungsnotwendigkeiten; COVID-19	Studie
2020	Ausbildung in Deutschland – eine Investition gegen den Fachkräftemangel Ergebnisse der BIBB-Kosten-Nutzen-Erhebung 2017/18		BiBB	Gudrun Schönfeld, Felix Wenzelmann, Harald Pfeifer, Paula Risius, Caroline Wehner	Deutsch	Der Fachkräftemangel belastet seit einigen Jahren weite Teile der Wirtschaft. Eine Möglichkeit, diesen zu decken, ist die eigene betriebliche Ausbildung. Doch welche Kosten - und welcher Nutzen - sind mit einer betrieblichen Ausbildung verbunden? Rechnet sich die eigene Ausbildung, oder ist der Zugriff auf Fachkräfte auf dem Arbeitsmarkt eine weniger kostspielige Möglichkeit der Fachkräftedeckung? Um diese Fragen beantworten zu können, sind Informationen zu den Kosten und dem Nutzen der eigenen Ausbildung und der externen Fachkräftegewinnung von zentraler Bedeutung; 2/3 der Bruttokosten werden durch Erträge gedeckt; je 50% der Erträge werden durch einfache bzw. schwierige Tätigkeiten erbracht; Ausbildung in Grossbetrieben und im öffentlichen Dienst sind mit hohen Investitionen verbunden; geringe Unterschiede bei Bruttokosten nach Ausbildungsjahren, aber starker Anstieg der Erträge; leichter Anstieg der Nettokosten zwischen den Ausbildungsjahren 2012/2013 und 2017/2018; durchschn. Personalgewinnungskosten entsprechen knapp 2/3 der gesamten Nettoausbildungskosten; regionale Fachkräftesituation schwieriger vor allem für SME.	Kurzbericht
2020	Training in Germany - an investment to counter the skilled worker shortage		BiBB	Gudrun Schönfeld, Felix Wenzelmann, Harald Pfeifer, Paula Risius, Caroline Wehner	English	Since a number of years, the German economy suffers from a lack of skilled workers in the labour market. Two of the most important options to cover the skill demand of firms are apprenticeship training and the recruitment of already trained workers from the external labour market. The costs of each of these options are important determinants for the choices made by firms. The Federal Institute of Vocational Education and Training examines the costs involved in each of the options based on a firm-level survey of 3,049 training firms and 996 non-training firms. This report informs about the apprenticeship training costs of the year 2017/2018 and the development of these costs over the past ten years. It further approximates the long-term benefits of apprenticeship training by calculating the firms’ recruitment costs and by describing the retention behaviour. Overall, the analysis confirms that firms have strong financial incentives to cover their skill demand through the provision of training and the retention of the former apprentices.	Kurzbericht
2019	Gender und Berufswahl		skilled - Das Magazin des Eidgenössischen Hochschulinstituts für Berufsbildung (EHB), No. 2/2019	EHB	Deutsch	Frauen und Männer lernen andere Berufe; gender; Berufswahl; typisch; Traumberuf; berufliche Sozialisation; Gleichstellung; gendergerechte Berufbildung	Zeitschrift
2019	Genre et choix du métier		skilled - La revue de lʼInstitut fédéral des hautes études en formation professionnelle, No. 2/2019	IFFP	French	Genre et choix du métier; Femmes et hommes n’apprennent pas les mêmes métiers; typiquement; métier de rêve; socialisation professionnelle; Égalité des chances; formation professionnelle non genrée	Zeitschrift
2018	Work-Based Learning and Cooperation between Schools and Companies in Bosnia and Herzegovina		ibw	Kurt Schmid, Benjamin Gruber	English	Work-Based Learning and Cooperation between Schools and Companies in Bosnia and Herzegovina; Company Survey Findings and Resulting Courses of Action/Reform Options; initial vocational education	Report
2020	Bericht zur Situation der Jugendbeschäftigung und Lehrlingsausbildung in Österreich 2018-2019		öibf, ibw	Helmut Dornmayer, Roland Löffler	Deutsch	Der Schwerpunkt des hier vorliegenden Berichts zur Situation der Jugendbeschäftigung und Lehrlingsausbildung in Österreich liegt aber auf den Jahren 2018 und 2019 und vermittelt einen Gesamtüberblick über die Rahmenbedingungen, Strukturdaten und politischen Maßnahmen am Arbeitsmarkt für Jugendliche und in der (dualen) Berufsausbildung und zeigt, dass sich grundsätzlich folgende zentralen Entwicklungen in den Jahren 2018 und 2019 in Österreich beobachten lassen, die sowohl im Bereich der Jugendarbeitslosigkeit als auch in der Teilnahme an der dualen Berufsausbildung 2018 und 2019 eine überwiegend positive Tendenz aufweisen.	Bericht
2016	Apprenticeships for the XXI Century - A Model for Latin America and the Caribbean?		IDB Inter-American Development Bank	María Victoria Fazio, Raquel Fernández-Coto, Laura Ripani	English	Apprenticeships; Labor Markets; Skills Development; Employability; Labor Market Institutions; Labor Market Policies; Regulations; Workers; Employment Creation; Employment Data; What are apprenticeships?; Are they already present in LAC?; Why are they appealing to LAC countries?; What are the main challenges for developing apprenticeship programs in LAC?; What are the key characteristics of apprenticeship programs?; What are the core elements and guiding principles of apprenticeship programs?; Bridging theory and practice: how to design an apprenticeship program?	Studies & Tools
2016	Aprendices para el siglo XXI ¿Un modelo para América Latina y el Caribe?		BID Banco Interamericano de Desarrollo	María Victoria Fazio, Raquel Fernández-Coto, Laura Ripani	Spanish	Aprendices; Mercados Laborales; Desarrollo de habilidades; Empleabilidad; Instituciones laborales; Políticas de mercados laborales; Regulaciones; Trabajadores; Creación de empleo; Datos de empleo; ¿Qué son los programas de aprendices?; ¿Ya existen en América Latina y el Caribe?; ¿Por qué son atractivos para los países de ALC?; ¿Cuáles son los principales desafíos para desarrollar programas de aprendices en ALC?; ¿Cuáles son las características clave de los programas de aprendices?; ¿Cuáles son los elementos esenciales, principios guía y mejores prácticas de los programas de aprendices?; De la teoría a la práctica: ¿Cómo diseñar un programa de aprendices?	Studies & Tools
2018	A Review of Methodologies for measuring the costs and benefits of in-company apprenticeship training		JP Morgan, ILO	Ursel Hauschildt	English	Understanding the costs and benefits of apprenticeship training, as well as its outcomes, is an important factor for enterprises to make decisions relating to the skills development of current and future employees. Existing studies on this topic paint a mixed picture, some reveal net benefits to employers and others net costs. Apart from observed variances in apprenticeship systems and practices across countries, a proper international comparison of cost-benefit analysis is hampered by differences in research methods. This report reviews research methods and findings of major existing studies with the aim of helping advance discussions on research methods, and suggests areas where knowledge gaps exist. It also proposes innovations in future research, and provides methodological options for the research into benefits from apprenticeships in South Africa under the Skills that Work Project.	Studies & Tools
2019	Beitrag der Berufsbildung zu Innovation - Studie im Rahmen des Berichtes «Forschung und Innovation in der Schweiz 2020»		SBFI (Staatssekretariat für Bildung, Forschung und Innovation)	Uschi Backes-Gellner, Curdin Pfister	Deutsch	Die Studie erörtert ausführlich die systemischen, betrieblichen und individuellen Komponenten des dualen Berufsbildungssystems und deren Bedeutung für Innovationen. Zugleich wird aber auch auf Herausforderungen hingewiesen. Diese sind z.B. eine bessere systemische Abstimmung der Profile von höherer Berufsbildung, Fachhochschulen und traditionellen Universitäten, die Einbindung internationaler Unternehmen in das Berufsbildungssystem oder die Positionierung der Berufsbildung für hochqualifizierte Jugendliche als attraktive Alternative zu einer akademischen Ausbildung.	Studien & Arbeitshilfen
2014	Do firms benefit from apprenticeship investments? Why spending on occupational skills can yield economic returns to employers		IZA World of Labor, Vol. 55	Robert I. Lerman	English	Economists once believed firms do not pay to develop occupational skills that workers could use in other, often competing, firms. Researchers now recognize that most firms benefit from investing in apprenticeship training. Evidence indicates that financial returns to firms vary. Some recoup their investment within the apprenticeship period, while others see their investment pay off only after accounting for reduced turnover, recruitment, and initial training costs. Generally, the first year of apprenticeships involves significant costs, but subsequently, the apprentice’s contributions exceed his/her wages and supervisory costs. Most participating firms view apprenticeships as offering certainty that all workers have the same high level of expertise and ensuring a supply of well-trained workers during sudden increases in demand and to fill leadership positions.	Studies & Tools
2017	Poaching and Firm-Sponsored Training		Swiss Leading House on the Economics of Education, Firm Behaviour and Training Policies	Jens Mohrenweiser, Thomas Zwick, Uschi Backes-Gellner	English	A series of seminal theoretical papers argues that poaching of employees may hamper company-sponsored general training like apprenticeship training in Germany. Empirically however, the existence and extent of poaching still remains an open question. We provide a novel empirical strategy to identify poaching and investigate its causes and consequences. We find that only a few apprenticeship training firms in Germany are poaching victims or raiders. Poaching victim firms are more likely to be in a temporary downturn and raiding firms are more likely to increase their workforce. Poaching victims hardly change their training strategy after poaching. Thus, poaching is a transitory event and not a general threat to apprenticeship training. This is an important result for countries that intend to introduce apprenticeship type of training and need to convince firms to participate in their endeavour. Published Version (For pay): https://onlinelibrary.wiley.com/doi/abs/10.1111/bjir.12305	Studies & Tools
2017	Contextualising the Dual Vocational Education and Training System: A Review of Approaches and Challenges		Cambodia Development Review – December 2017, Vol. 21, Iss. 4	CHHEM Rethy, MD, PhD (edu), PhD (his), HENG Sambath, KHIENG Sothy, PhD, LENG Phirom, PhD, PON Dorina, SONG Sopheak, PhD, TEK Muy Tieng, VEN Seyhah, PhD	English	Contextualising the Dual Vocational Education and Training System: A Review of Approaches and Challenges (from page 8)	Studies & Tools
2018	Getting there from here: A literature review of VET reform implementation		KOF Swiss Economic Institute	Katherine Caves, Severin Baumann	English	Despite huge incidence of vocational education and training (VET) reforms, we know more about good VET systems than how to implement them. In this review, we develop a determinant framework for VET implementation that combines theories and frameworks related to policy and general education reform, plus VET theory and the few existing VET implementation frameworks. We review 1,835 sources on VET reform implementation and code 177 for 1,538 framework-item mentions. Key success factors are employer, intermediary, and educator involvement; human, financial, and research resources; cooperation and coordination; clear strategy with political will and context fit; and accountability. There is a bias towards Europe, though it does not drive results. The sample equally represents developed and developing countries. Future research should test our framework, examine item interactions, and develop theory. VET reform implementation is distinct from general education reform implementation, and its evidence base is bigger than expected but less systematic than it should be. Published Version (For pay): https://www.tandfonline.com/doi/abs/10.1080/13636820.2019.1698643?journalCode=rjve20	Studies & Tools
2010	Les coûts de formation et d’insertion professionnelles - Les conclusions d’une enquête terrain au Burkina Faso		AFD (Agence Française de Développement)	Richard Walther, Boubakar Savadogo	French	Les coûts de formation et d’insertion professionnelles - Les conclusions d’une enquête terrain au Burkina Faso; l’Enseignement et de la formation techniques et professionnels (EFTP); pluralité des coûts fonctionnels; investissements matériels et immatériels; coûts de la non insertion; coût de la non pertinence de la formation; coûts de formation et d'insertion professionnelle; formation de type dual;	Studies & Tools
2007	An empirical analysis of the decision to train apprentices		Labour: Review of Labour Economics and Industrial Relations, Vol. 21, Iss. 3	Samuel Mühlemann, Juerg Schweri, Rainer Winkelmann, Stefan C. Wolter	English	It is a widely held belief that apprenticeship training represents a net investment for training firms, the cost of which needs to be recouped after the training period. A new firm-level dataset for Switzerland reveals large variation in net costs across firms and, remarkably, negative net costs for 60 percent of all firms. We use these data to estimate the e↵ect of net costs on the number of apprentices hired by a firm. The results show that the costs have a significant impact on the training decision but no significant influence on the number of apprentices, once the firm has decided to train. For policy purposes, these results indicate that subsidies for firms that already train apprentices would not boost the number of available training places.	Articles & Factsheets
2008	Why do firms train apprentices? The net cost puzzle reconsidered		Labour: Review of Labour Economics and Industrial Relations, Vol. 16, Iss. 6	Jens Mohrenweiser and Thomas Zwick	English	This paper analyses the impact of replacing unskilled or semi-skilled employees by apprentices on establishment performance. We use representative matched employer–employee panel data and correct for different sources of estimation biases. We show that an increase of the proportion of apprentices in trade, commercial, craft or construction occupations has a positive impact on firm performance. In contrast, companies that increase the share of apprentices in manufacturing occupations face a negative impact on performance, however. These results shed a new light on the popular stylised fact that apprenticeship training always leads to net costs during the apprenticeship period: we argue that firms only hire apprentices at a cost if their skills are relatively specific, their retention rate is high and skilled employees are hard to hire.	Articles & Factsheets
2008	Returns to apprenticeship training in Austria: evidence from failed firms		Scandinavian journal of economics, Vol. 110, Iss. 4	Fersterer, Josef and Pischke, Jörn-Steffen and Winter-Ebmer, Rudolf	English	Little is known about the payoffs to apprenticeship training in the German speaking countries for the participants. OLS estimates suggest that the returns are similar to those of other types of schooling. However, there is a lot of heterogeneity in the quality of apprenticeships offered, and institutional descriptions suggest that there might be an important element of selection in who obtains an apprenticeship, and what type. In order to overcome the resulting ability bias we estimate returns to apprenticeship training for apprentices in small firms in Austria, which cease to operate. When a firm fails, current apprentices cannot complete their training in this firm. Because apprentices will be at different stages in their apprenticeship at that time, the failure of a firm will manipulate the length of the apprenticeship period completed for some apprentices. The time to the firm failure therefore serves as an instrument for the length of the apprenticeship completed both at the original firm and at other firms. We find instrumental variables returns which are similar or larger than the OLS returns in our sample, indicating relatively little selection.	Articles & Factsheets
2012	An Architecture for Modern Apprenticeships – Standards for Structure, Organisation and Governance		The International Network on Innovative Apprenticeship	INAP Commission	English	Apprenticeship, the oldest type of vocational education, has experienced a revival in recent years. Many new countries are newly adopting apprenticeships based on what is termed the ‘dual system’ of vocational education, so called because it combines workplace learning in an enterprise with classroom teaching in an educational institute. The ‘dual system’ will be explained in detail throughout this text. The Memorandum addresses the following points: 1) Criteria for modern dual vocational education and training systems including the establishment of a solid and reliable dual VET track (Chapter 1) 2) Standards for the governance of dual VET systems ( Chapter 2) 3) Structure and development of occupational curricula (Chapter 3)	Memorandum
2019	Berufsbildung für eine digitale Arbeitswelt - Fakten, Gestaltungsfelder, offene Fragen		Bertelsmann Stiftung	Dieter Euler, Eckart Severing	Deutsch	Das Schlagwort Digitalisierung ist auch in der beruflichen Bildung in aller Munde. Zudem herrscht Einigkeit darüber, dass dies eines der zentralen Themen für die Zukunft der beruflichen Bildung ist. In diesem Text geht es um die Frage, welchen Beitrag Digitalisierung leisten kann, um diese Ziele zu erreichen. Die Möglichkeiten sind vielfältig und es gilt, diese Vielfalt sinnvoll zum Einsatz zu bringen – für ein chancengerechtes und leistungsfähiges System der beruflichen Bildung.	Studien & Arbeitshilfen
2019	Factsheet Lehrlingsausbildung Deutschland - Österreich		Institut für Bildungsforschung der Wirtschaft	Institut für Bildungsforschung der Wirtschaft	Deutsch	Dieses Factsheet gibt einen Überblick über wichtige Eckpunkte der Lehrlingsausbildung in Deutschland. Ein Vergleich mit dem österreichischen System soll Unterschiede und Gemeinsamkeiten aufzeigen.	Artikel & Factsheets
2019	Governance im Berufsbildungssystem Schweiz: Systemische Steuerung des schweizerischen Berufsbildungssystems		ETH Zürich	Caves, Katherine M.; Oswald-Egg, Maria Esther; Renold, Ursula	Deutsch	Die vorliegende Untersuchung bezieht sich auf die Erkenntnisinteressen des SBFI im Zusammenhang mit dem Leitbild 2030 insbesondere auf Aspekte der Thematik 10, d.h. der «Optimierung der Governance und Stärkung der Verbundpartnerschaft ». Aus dem vom SBFI vorgeschlagenen Governance-Aspekten hat sich die vorliegende Studie auf die Überprüfung und das allfällige Anpassen der verbundpartnerschaftlichen Organe hinsichtlich Wirksamkeit konzentriert. Im Zentrum stehen die Fragen: a) Wie gut ist die Governance innerhalb des Berufsbildungssystems Schweiz und b) wie gut ist die Governance von System-Schnittstellen.	Studien & Arbeitshilfen
2020	Digital transformation in the informal economy - Opportunities and challenges for technical and vocational education and training in development cooperation		GIZ	GIZ	English	This publication series provides background materials on TVET in development cooperation which are published on an ad hoc basis. Each of these papers examines a specific aspect of the issues described above. The aim is to compile concise, relevant information, to illustrate this with good practices, and then to make practical recommendations for both development advice and implementation based on this. The intention is to provide decision-makers and practitioners with inspiration for their own tasks so as to help TVET in development cooperation to respond to the challenges of new work and to make use of the opportunities it affords.	Articles & Factsheets
2020	The effects of the digital transformation on technical and vocational education and training and the labour market		GIZ	GIZ	English	This publication series provides background materials on TVET in development cooperation which are published on an ad hoc basis. Each of these papers examines a specific aspect of the issues described above. The aim is to compile concise, relevant information, to illustrate this with good practices, and then to make practical recommendations for both development advice and implementation based on this. The intention is to provide decision-makers and practitioners with inspiration for their own tasks so as to help TVET in development cooperation to respond to the challenges of new work and to make use of the opportunities it affords.	Articles & Factsheets
2020	Skills development – what the dual approach can achieve		Rural 21 - The International Journal for Rural Development	Winfried Heusinger	English	Traditional apprenticeship training should again be given more significance in development cooperation, ideally via the dual training approach, our author maintains. In the article below, he explains why this concept is so promising and how it can be applied in the Global South.	Articles & Factsheets
2020	Launching and developing an apprenticeship system in Albania		Skills for Jobs (S4J)	Skills for Jobs (S4J)	English	Developing and implementing the apprenticeship system started in 2016, initially in one vocational school and in one sector, but has since grown to 6 vocational schools where 1138 apprentices are hosted by 436 companies in 5 regions and in 9 sectors (2018 – 2019 Academic Year). This case study describes how ‘Skills for Jobs’ launched and developed an apprenticeship system that meets the requirements of the private sector and describes the results in terms of graduates being more employable. This case also highlights how the program developed an appropriate monitoring system and how the program assesses the impact of this intervention, while dealing with attribution in this challenging context.	Studies & Tools
2020	The future is now		Skills for Jobs (S4J)	Erka Çaro, Fation Dragoshi	English	The revolution in education has started, in March 2020. It has no leading character. Force majeure dictated it. It embraced the entire planet with the speed of the pandemic. The hymn borrows lines from Plato’s Republic: “Necessity is the mother of invention”. At some point we need to find the equilibrium so evolution takes over. This time, at a different level. Future-proofing educational institutions is the imperative. NOW! While we do that, we also must ensure business continuation for Academic Year 2020-2021 and the year to come. This position paper provides some ideas to feed a country-wide debate that must take place at full swing. We hope it can help a little.	Studies & Tools
2021	APPRENTISSAGE DE QUALITÉ - Une perspective pratique pour l’Amérique Latine et les Caraïbes		ILO	Michael Axmann	French	L’apprentissage (formel et informel) est un terme largement usité. D’aucuns le considèrent comme une façon d’acquérir, de manière structurée, des compétences professionnelles sur le lieu de travail. D’autres voient l’apprentissage de manière duale -dispositif de formation en alternance – càd comme une façon d’associer l’acquisition de connaissances théoriques, dispensées dans un cadre scolaire, à la formation pratique délivrée en entreprise. Le terme « apprentissage » est souvent utilisé à tort pour désigner des modes ou des concepts de formation qui semblent similaires. Or, ils ne le sont pas. On cherche une transition réussie vers les systèmes modernes d’apprentissage. Pour mettre au point le cadre institutionnel, il importe de renforcer les mesures incitatives en faveur de la formation par apprentissage et d’en multiplier les retombées positives, d’améliorer le volet du travail décent et de trouver des fonds publics pour financer son amélioration. Afin de bien faire comprendre ce concept, le manuel de Michael Axmann permet de visualiser le chemin à parcourir par les pays en développement afin d’arriver à des apprentissages de qualité. À juste titre, il importe de rajouter que le processus d’établissement des apprentissages de qualité est aussi intéressant que le résultat final. Il s’agit donc souvent dans les pays du sud d’une amélioration permanente des apprentissages informels.	Studies & Tools
2021	Governance of technical and vocational education and training (TVET) and new work in development cooperation: strengthening TVET systems to meet new requirements Development prospects of TVET – expert report and theses		GIZ	GIZ	English	This publication series provides background materials on TVET in development cooperation which are published on an ad hoc basis. Each of these papers examines a specific aspect of the issues described above. The aim is to compile concise, relevant information, to illustrate this with good practices, and then to make practical recommendations for both development advice and implementation based on this. The intention is to provide decision-makers and practitioners with inspiration for their own tasks so as to help TVET in development cooperation to respond to the challenges of new work and to make use of the opportunities it affords.	Articles & Factsheets
2021	Dual TEVT education in Chile: Why do companies train students?		LELAM‐TVET4INCOME	José de Amesti, Paola Bordòn, Thomas Bolli	English	This paper analyses the costs and benefits of dual training programmes for companies in Chile. Using an online survey, we estimate that Chilean companies that participate incur net costs of US$3,200 per student per year in training; however, most companies declared to be satisfied with dual training. We simulate two scenarios under which dual training is cost effective. The first scenario simulates a subsidy equal to the net costs for each student companies receive. The second scenario assumes an increase of 25% in the productivity of apprentices, which reduces the students time in practicing and increases the productivity of the workers in charge, decreasing their time dedicated to train the students by 50%. Public policies to promote early adjustment such that students arrive at companies better prepared and can allocate more time to productive tasks should be considered to decrease the net cost of training.	Studies & Tools
2021	The costs of standardized apprenticeship curricula for training firms		Empirical Research in Vocational Education and Training, Vol. 13, Iss. 16	Schweri, J., Aepli, M. & Kuhn, A	English	Standardized curricula define the set of skills that must be trained within a training occupation and thus are a key regulatory element of apprenticeship systems. Although clear economic rationales support the usage of such curricula, they necessarily impose costs, especially on firms that train apprentices, but do not use the full set of skills in their productive process and/or train other skills that are not covered by the curriculum. In this paper, we identify the trade-offs involved in setting up training curricula and use data from the most recent survey on the costs and benefits of apprenticeship training among Swiss firms to quantify the associated costs to training firms. On average, training firms state that they do not use 17% of the training content prescribed by the relevant curriculum, and 11% of the companies train additional skills not covered by the curriculum. We show that both kinds of misfit are associated with higher training costs and lower productive output from apprentices. This shows that the regulator imposes costs on firms in order to guarantee broad skills development for apprentices. It also cautions against overly broad curricula that may impose disproportionate costs on firms.	Articles & Factsheets
2020	Lohnt sich höherqualifizierende Berufsbildung		BiBB	Elisabeth Krekel, Carolin Böse, Britta Nelskamp	Deutsch	In Germany, higher vocational education offers a career path to senior professional and management positions, which in many other countries are only accessible through academic degrees. Previous studies about the benefit of higher vocational education do not differentiate between master craftsman, technician and commercial training qualifications and usually focus on income. This BIBB-Report analyses returns on higher vocational education not only based on objective success dimensions such as income and occupational positioning but also considering respondents‘ own assessments of benefits. The descriptive and multivariate analyses use data from the 2018 BIBB/BAuA Employment Survey.	Bericht
2020	Gestaltung nachhaltiger Lernorte - Leitfaden für ausbildende Unternehmen auf dem Weg zu mehr Nachhaltigkeit		BiBB	Rolf Feichtenbeiner, Heiko Weber, Robert Hantsch	Deutsch	Nachhaltigkeit ist eine der größten gesellschaftlichen Herausforderungen unserer Zeit. Klimaschutz, faire Arbeitsbedingungen oder verantwortliche Nachbarschaft werden auch für Unternehmen zu immer wichtigeren Themen. Ein nachhaltiger betrieblicher Lernort unterstützt die Entwicklung nachhaltigkeitsbezogener Kompetenzen bei Mitarbeitenden. Diese Kompetenzen sind für das Handeln im Sinne der Leitidee der Nachhaltigkeit mitentscheidend. Auf betrieblicher Seite wird oft schon einiges in Sachen Nachhaltigkeit unternommen. Jedoch gibt es noch viel offenes Potenzial, das es zu nutzen gilt. Der vorliegende Leitfaden beschreibt vier Bereiche zur Gestaltung nachhaltiger Lernorte mit insgesamt 13 Handlungsfeldern. Er gibt praxisorientierte Anregungen zur betrieblichen Umsetzung. Damit liefert der Leitfaden nicht nur neue Impulse für die Berichterstattung, er trägt auch dazu bei, nachhaltige Entwicklung noch stärker strukturell in der Aus- und Weiterbildungspraxis von Unternehmen zu verankern.	Articles & Factsheets
2020	Betriebliche Ausbildungskooperationen Analysen zu Kooperationsbereichen und -mustern auf Grundlage des Referenz-Betriebs-Systems (RBS)		BiBB	MARGIT EBBINGHAUS, REGINA DIONISIUS	Deutsch	Viele Betriebe haben über die letzten Jahre ihr Ausbildungsengagement re-duziert oder gänzlich eingestellt. Gründe sind veränderte Bedingungen im Betrieb und auf dem Ausbildungsmarkt. Gleichzeitig besteht ein hoher Be-darf an gut ausgebildeten Fachkräften. Damit sind Konzepte gefragt, wie sich Betriebe trotz veränderter Rahmenbedingungen weiterhin an Ausbildung beteiligen können. In diesem Zusammenhang wird auch über betriebliche Ausbildungskooperationen diskutiert. Im Beitrag wird auf der Grundlage ei-ner Betriebsbefragung vorgestellt, in welchen Ausbildungsbereichen Betriebe aktuell kooperieren.	Articles & Factsheets
2020	Berufsbildungsbegriffe Deutsch – Spanisch Terminologiesammlung für Berufsbildungsfachleute		BiBB	Gisela Batzel	Deutsch, Spnaisch	In der internationalen Zusammenarbeit des Bundesinstituts für Berufsbildung (BIBB) wird immer deutlicher, dass auch in Lateinamerika das Interesse an Berufsbildung made in Germany steigt. Besonders Kolumbien, Mexiko, Paraguay und Uruguay sind an der Einführung dualer Ausbildungsstrukturen nach deutschem Vorbild interessiert. Entsprechend intensiv ist daher die Beratung, die das BIBB in diesen Ländern durchführt. Was kann da nützlicher sein als die vorliegende deutsch-spanische Sammlung von Begriffen der Berufsbildung? Diese zweisprachige Zusammenstellung der im Bereich der Politik der allgemeinen und beruflichen Bildung verwendeten Fachwörter ist für Forscherinnen und Forscher sowie für Akteurinnen und Akteure der allgemeinen und beruflichen Bildung gleichermaßen relevant. Denn sie liefert eine begründete Auswahl von aktuellen Schlüsselbegriffen, die für das Verständnis der allgemeinen und beruflichen Bildung in Europa und darüber hinaus unerlässlich sind.	Artikel & Factsheets
2020	Garantía de calidad de la formación en la empresa del sistema dual en Alemania - Resumen para personal en práctica y especialistas en formación profesional		BiBB	Chokri Guellali	Spanish	Para explicar la red de competencias, interacciones y procesos de los diferentes actores de la garantía de calidad en la formación en la empresa, el DEQA-VET identificó once pilares de garantía de calidad de la formación en la empresa (véase Ilustración 1). Estos pilares nacieron después de un proceso de compactación y en diálogo con expertos y expertas en formación profesional. La base para el desarrollo son las disposiciones legales (Ley de formación profesional, Ley de protección de la juventud, etc.), así como las recomendaciones del Comité Central del Instituto Federal de Formación Profesional. De los elementos inmanentes del sistema, fueron elegidos en primer lugar aquellos que tienen una relación directa con la garantía de calidad, para que, en un segundo paso, estos se reduzcan a lo esencial. Después de la recopilación de las fuentes correspondientes se intentó presentar los mecanismos de la garantía de calidad en forma simplificada. La simplificación significa también que se trataron lo menos posible las reglamentaciones de excepción.	Articles & Factsheets
2020	Ausbildung in Zeiten von Corona - Ergebnisse einer empirischen Studie zu Auswirkungen der Corona-Pandemie auf Ausbildungsbetriebe		BiBB	Hendrik Biebeler, Daniel Schreiber	Deutsch	Die Corona-Pandemie mit ihren vielfältigen wirtschaftlichen Folgen ist eine große Herausforderung für die duale Berufsausbildung. Nicht zuletzt mussten auch die Berufsschulen bzw. die meisten ihrer Klassen aufgrund der Kontaktbeschränkungen während der ersten Corona-Welle 2020 schließen. Eine Befragung von Ausbildungsleitungen zeigt, wie sehr und mit welchen Mitteln sich die Betriebe in dieser Zeit der Lage stellten. Die Auszubildenden gingen zu großen Teilen weiter in die Betriebe, wenn es möglich war, dort auf die Einhaltung der Abstandsregen zu achten. Auch Homeoffice wurde für die Weiterführung der betrieblichen Ausbil- dung genutzt, jedoch seltener. Teilweise fehlte hierfür die technische Ausstattung. Insgesamt betrachtet zeigen die Ergebnisse der Betriebsbefragung jedoch, dass trotz der massiven Einschränkungen in den Betrieben die Ausbildung grundsätzlich weitergeführt werden konnte.	Articles & Factsheets
2020	Betriebe für die Ausbildung gewinnen - Grundlagen und Ideen aus der Projektpraxis		BiBB, JOBSTARTER Arbeitshilfe – Nummer 4	Benjamin Dresen, Virginia Gerard, Dr. Dagmar Gielisch, Judith Ramrath, Lisa Rotthowe	Deutsch	Wie kann man Betriebe, die nicht (mehr) ausbilden, für die Ausbildung gewinnen? Diese Arbeitshilfe gibt Tipps und zeigt in zahlreichen Praxisbeispielen auf, wie Betriebe für die Ausbildung fit werden und auf dem Weg zum Ausbildungsbetrieb unterstützt werden können. Die einzelnen Kapitel bieten dabei die wichtigsten Informationen, um Betriebe für Ausbildung zu motivieren und sie auf dem Weg in die Ausbildung zu begleiten – angefangen mit guten Gründen für die Ausbildung, über die Voraussetzungen, um auszubilden zu können, bis hin zu den Rechten und Pflichten der Ausbildungsbetriebe. Wer konkrete Handlungsempfehlungen sucht, findet in den Praxisbeispielen eine Auswahl an Maßnahmen und Lösungsansätzen, um kleine und mittlere Unternehmen zu unterstützen.	Articles & Factsheets
2020	Ausbildung ökonomisch betrachtet - Sieben Lektionen zu Kosten und Nutzen beruflicher Bildung aus Sicht von Unternehmen		Bertelsmann Stiftung	Samuel Mühlemann, Stefan C. Wolter	Deutsch	Die Erkenntnisse aus den Kosten-Nutzen-Messungen und den entsprechenden Simulationen werden in sieben Lektionen zusammengefasst: 1) Das Kosten-Nutzen-Verhältnis beeinflusst die betriebliche Ausbildungsbereitschaft 2) Ähnliche Ausbildungssysteme führen nicht unbedingt zu ähnlichen Ergebnissen 3) Die Rentabilität nach der Ausbildung kann wichtiger sein als die während der Ausbildung 4) Flexible, aber kohärente Ausbildungsparameter sind der Schlüssel zu einem funktionierenden Ausbildungssystem 5) Variable Ausbildungsvergütungen verhindern Verzerrungen auf dem Ausbildungsmarkt 6) Für ein funktionierendes Ausbildungssystem ist auch der Nutzen aus Sicht der Auszubildenden ein relevanter Faktor 7) Qualität und Dauer der Ausbildung können die Nettokosten senken und die Rentabilität der Berufsausbildung erhöhen Die ersten drei Lektionen beziehen sich fast ausschließlich auf die tatsächlichen Messungen von Kosten und Nutzen der Berufsausbildung, während die Lektionen 4–7 hauptsächlich aus den Ergebnissen der Simulationen abgeleitet werden.	Study & Tools
2018	Qualitative Evaluation of VET Partner Schools - SUMMARY OF 6 REPORTS		Swisscontact	Swisscontact	English	This report presents the main findings of the qualitative evaluation conducted at 6 VET partner schools aiming to explore and understand in depth the opinions, feelings and behaviors of the beneficiaries of the S4J Project and to have a clear view on the outcomes of the interventions of S4J.	Report
2017	Qualitätssicherung der betrieblichen Ausbildung im dualen System in Deutschland - Ein Überblick für Praktiker/-innen und Berufsbildungsfachleute		BiBB	Chokri Guellali	Deutsch	Um das Geflecht von Zuständigkeiten, Interaktionen und Prozessen der verschiedenen Akteure der Qualitätssicherung in der betrieblichen Bildung zu erklären, identifizierte DEQA-VET elf Eckpfeiler zur Qualitätssicherung der betrieblichen Ausbildung (siehe Abbildung 1). Diese Eckpfeiler entstanden nach einem Verdichtungsprozess und im Dialog mit Berufsbildungsexpertinnen und -experten. Grundlage für die Entwicklung sind die gesetzlichen Bestimmungen (Berufsbildungsgesetz, Jugendschutzgesetz etc.) sowie die Empfehlungen des Hauptausschusses des Bundesinstituts für Berufsbildung. Aus den systemimmanenten Elementen wurden zunächst solche ausgewählt, die einen direkten Bezug zur Qualitätssicherung haben, um diese dann in einem zweiten Schritt auf das Wesentliche zu reduzieren. Nach Zusammenstellung der entsprechenden Quellen wurde der Versuch unternommen, die Qualitätssicherungsmechanismen in vereinfachter Form darzustellen. Die Vereinfachung bedeutet auch, dass so wenig wie möglich auf Ausnahmeregelungen eingegangen wurde.	Articles & Factsheets
2020	Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape.		BiBB	Haßler, B., Haseloff, G., Adam, T., Akoojee, S., Allier-Gagneur, Z., Ayika, S., Bahloul, K., Changilwa Kigwilu, P., Da Costa, D., Damani, K., Gordon, R., Idris, A., Iseje, F., Jjuuko, R., Kagambèga, A., Khalayleh, A., Konayuma, G., Kunwufine, D., Langat, K., Lyimo, N., Marsden, M., Maseko, V., McBurnie, C., Orji, C., Powell, L., Schaffer, J., Simiyu, J., Stock, I., Tawene, E., Watson, J., Winkler, E.	English	This report reviews the state of research on technical and vocational education and training in sub-Saharan Africa (SSA). It is an extended and updated version of an earlier German report.2 The original report features a systematic review of both academic and grey literature as well as other sources of information, such as other internet research. The present report extends the sources of information further by including interviews, focus groups and reflective artefact analysis. While both academic and grey literature offer significant insights, such other sources of information need to be considered, especially where sectors are under-researched. Our literature-based approach is, therefore, complemented by interviews, reflective artefact analysis — in the form of a structured community review — and focus groups. Overall, this report contributes to a deeper understanding of TVET research in SSA with a focus on the improvement and the development of TVET systems and research; ultimately it seeks to contribute to the achievement of the human development outcomes associated with technical and vocational education and training.	Study & Tools
2020	Financing apprenticeships in the EU		European Centre for the Development of Vocational Training (Cedefop)	European Centre for the Development of Vocational Training (Cedefop)	English	The study Financing apprenticeships in the EU adds to a series of research and policy activities carried out by Cedefop to support development of apprenticeships and to inform on financing vocational education and training (VET). It presents the first systematic attempt to collect and analyse financing information on all apprenticeship schemes identified in the EU countries and the UK. The results of the study are presented in two forms: the online database (6) which provides detailed information on financing arrangements (7) for each apprenticeship scheme covered by the study; and this report, which focuses on the main findings, offers comparisons of the financing arrangements for apprenticeships and proposes an analytical typology.	Study & Tools
2020	DUAL EDUCATION IN MONTENEGRO Practical training in three-year educational programmes		European Training Foundation (ETF), ILO	European Training Foundation (ETF), ILO	English	In the context of its aspirations to join the European Union, Montenegro has made the alignment of vocational education with labour market needs one of the main objectives of its education reform. In the Strategy for the Development of Vocational Education in Montenegro (2015–2020), the introduction of practical training with employers has been defined as one of the prominent measures for boosting the efficiency and effectiveness of vocational education (Ministry of Education, 2014). The follow-up Draft Strategy for the Development of Vocational Education in Montenegro (2020–2024) has given a new impetus to the development of work-based learning, particularly the dual model of three-year secondary VET, by clearly defining the measures and objectives that Montenegro is to implement and attain in this area (Ministry of Education, 2019). The main purpose of the evaluation was to assess the capacities and capabilities of all the stakeholders who are involved in planning, developing and implementing three-year dual VET. It was carried out by means of online questionnaires and focus group discussions. A specific set of indicators was established for each group of stakeholders on which their capacities for participation in dual VET were assessed.	Study & Tools
2020	Verloren in der Multioptionsgesellschaft? Jugendliche zwischen Berufsausbildung und Studium		Berufs- und Witschaftspädaogik	Dieter EULER & Nicole NAEVE-STOSS	Deutsch	Jugendlichen mit Hochschulzugangsberechtigung (HZB) stehen eine Vielzahl an Optionen für die Gestaltung ihres Bildungs- und Berufswegs nach der Schulzeit zur Verfügung. Zwei wesentliche Optionen bestehen in der Entscheidung für die Aufnahme eines Studiums oder einer Berufsausbil-dung. Die Herausforderung liegt darin, dass die Schulabsolventen sich zu einem Zeitpunkt entschei-den sollen, zu dem sie weder über konkrete Erfahrungen mit einem Studium noch mit einer Ausbil-dung verfügen. Dieser Beitrag stellt unterschiedliche Angebote zur Unterstützung der Jugendlichen vor und fokussiert dabei auf das innovative „Modell der studienintegrierenden Ausbildung“. Ein konstitutives Element des Modells bildet das Bildungs- und Berufswegcoaching. Der Beitrag beschreibt dieses Coaching-angebot und skizziert, wie im methodologischen Rahmen eines Design-Based Research (DBR) die praktische Implementierung mit einer systematischen Erkenntnisgewinnung verbunden werden kann.	Study & Tools
2020	Situating Vocational Learning and Teaching Using Digital Technologies - A Mapping Review of Current Research Literature		International Journal for Research in Vocational Education and Training (IJRVET) 2020, Vol. 7, Issue 3, 344–360	Martin Dobricki, Alessia Evi-Colombo, Alberto Cattaneo	English	Context: The ongoing change of work life by digital technologies requires vocational education and training (VET) to adapt constantly. This "digital transformation" of work life gives therefore rise to the question how to advance the use of digital technologies in VET. A possible answer may be found by considering that VET should be transferable to work life. This goal may be achieved by coupling educational activities with examples of work situations. Such situated education may be accomplished by using digital technologies. Until five years ago this mainly consisted in using digital photos, videos, and the internet for educational scaffolding or learning tasks. In research this situated digital VET taxonomy is currently expanding. Hence, the use of digital technologies in VET may be advanced by considering current research literature on situated digital VET. Method: Here, we have searched and reviewed scientific publications on situated digital VET published in the past five years. In the peer-reviewed publications that we had selected, we first identified which digital technologies were used for situated VET and which educational activities were coupled with work situation examples. Subsequently, we identified the categories to which the publications could be grouped together by analyzing the content of their full texts.	Study & Tools
2020	Guideline on how to Mainstream Inclusion of Marginalised People in Vocational Education and Training		VET Toolbox	VET Toolbox	English	The guidelines that you are holding in your hands shall help the reader to get a holistic understanding about inclusive development related to VET.	Study & Tools
2020	Being dual-organised with work-based learning - How to involve the private sector in VET?		GIZ	GIZ	English	This short brochure has presented an overview of VET in our five partner countries and some results of our Challenge Fund project workshop on enhancing pri-vate sector involvement in work-based learning as part of vocational education and training.	Study & Tools
2020	Compendium of Tools for Labour Market Assessment		VET Toolbox	VET Toolbox	English	This Compendium is intended to serve as a “compass” on labour market assessments and analysis, in order to facilitate the commissioning of such assessments in the future. To respond to the above-mentioned challenges, this Guide seeks to support staff in the VET Toolbox partner organisations, other development agencies and relevant stakeholders in partner countries in the process of commissioning and conducting labour market assessments.	Study & Tools
2020	Distance Learning: Best Practices from 'Skills for Jobs' Partner VET Schools		Swisscontact	Swisscontact	English	This report presents the best practices from 'Skills for Jobs' Partner VET Schools	Report
2020	Employer organizations in the governance of TVET and skills systems		International Labour Organisation (ILO)	International Labour Organisation (ILO)	English	This report is Phase II of the “Employer Organizations and the Governance of TVET and Skills Systems” project which represents a collaboration between the Skills and Employability G498 Branch (SKILLS) and the Bureau for Employers’ Activities (ACT/EMP) of the International Labour Organization (ILO). SKILLS is actively engaged in research and technical assistance to strengthen skills development systems and promotes tripartite approaches to skills development through its work. ACT/EMP is responsible for maintaining direct relationships with the employer constituency in the ILO member States, with a role in facilitating the reflection of employer priorities in ILO policies and programmes on one hand, and to promote the ILO agenda among employers’ organizations on the other. ACT/EMP’s function involves supporting the ILO governance bodies as well as technical cooperation to strengthen policy influence, and services to respond to members’ needs. Skills policy is one such area. This report follows a Phase I literature review on the involvement of national employer organizations (EOs)1 in the governance of skills systems conducted in 2017 (ILO 2019a). The findings of the research could assist the ILO in developing a guide to support the active involvement of employer organizations in skills development issues. These knowledge products would contain the outcomes of the research along with concise fiches and training materials, developed in conjunction with the International Training Centre of the ILO in Turin, to support employers’ organizations.	Study & Tools
2020	Etude sur les apprentissages de qualité dans cinq pays d’Afrique de l’Ouest: Bénin, Côte d’Ivoire, Mali, Niger et Togo		International Labour Organisation (ILO)	International Labour Organisation (ILO)	French	L’étude sur les apprentissages de qualité dans les cinq pays d’Afrique de l’Ouest consiste en une étude de cas pour chacun des pays suivants: le Bénin, la Côte d’Ivoire, le Mali, le Niger et le Togo. Le dispositif d’apprentissage existant dans chaque pays a été comparé aux six éléments clés d’un apprentissage de qualité au sens de l’OIT. Tous ont des dispositifs d’apprentissage dual (formel) avec 75 à 80 pour cent de pratique en atelier/entreprise et 20 à 25 pour cent de formation complémentaire dans un centre de formation professionnelle (CFP) ou un établissement d’enseignement technique et professionnel.	Study & Tools
2020	Study on quality apprenticeships in five countries of West Africa: Benin, Côte d’Ivoire, Mali, Niger and Togo		International Labour Organisation (ILO)	International Labour Organisation (ILO)	English	The Global Initiative for Decent Jobs for Youth seeks to facilitate increased action and impact on youth employment in the framework of the 2030 Agenda for Sustainable Development. It aims to bring together local, national, regional and international partners in a strategic and inclusive alliance to ensure policy convergence, stimulate innovative thinking and mobilize resources for more and better investments in youth employment. This initiative is led and managed by the International Labour Organization (ILO) in accordance with a strategy endorsed by the United Nations System Chief Executives Board for Coordination.	Study & Tools
2020	The gender divide in skills development: Progress, challenges and policy options for empowering women		International Labour Organisation (ILO)	International Labour Organisation (ILO)	English	Gender gaps persist globally in women’s access to skills development and participation in the labour market. The main challenges women face include gender biases in occupational choices; barriers to education and training, especially in rural and informal economies; sociocultural and economic constraints; and low representation of women in STEM subjects. To address these challenges, countries need to: i) include a gender focus in national skills development policies and strategies; ii) create gender-sensitive training environments; iii) create opportunities for women in technology-intensive areas; iv) create opportunities for men in social and care work; v) promote role models; and vi) encourage and enable women to participate in lifelong learning opportunities. In light of the COVID-19 pandemic, women and girls are bearing the brunt of care responsibilities during school closures. Overcoming the gender digital divide is essential to allow women to participate equally in digital learning and teleworking where possible – in addition to challenging traditional gender roles.	Policy Brief
2021	Note d’orientation sur l’apprentissage professionnel informel : Organiser sans formaliser		VET Toolbox	Patrick Werquin	French	Cette Note d’orientation vise à dégager des éléments structurants pour une analyse de l’apprentissage professionnel informel et des possibilités d’en améliorer la pertinence, la performance et donc la qualité. À cet effet, l’analyse porte sur deux des grandes dimensions à décrire et analyser : la création et la reconnaissance de compétences, dans le cadre de l’apprentissage professionnel informel, c’est-à-dire sur le lieu de travail chez des employeurs relevant de l’économie informelle.	Study & Tools
2021	VET POLICY DEVELOPMENT - Process, lessons learned & recommendations		VET Toolbox	VET Toolbox	English	This guiding note gives advice on how to approach the challenge of VET policy development. It takes up practical experiences and lessons learned from VET stakeholders and inspires the discussion on VET policy development in the global VET community.	Study & Tools
2021	Guiding Note on Informal Apprenticeship: Organise without formalising		VET Toolbox	Patrick Werquin	English	The aim of this Guiding Note is to identify structuring elements for an analysis of informal apprenticeship and the possibilities for improving its relevance, performance and thus quality. To this end, the analysis focuses on two of the main dimensions to be described and analysed: the creation and recognition of competences, in the context of informal apprenticeship, i.e., in the workplace with employers in the informal economy.	Study & Tools
2021	The costs of standardized apprenticeship curricula for training firms		Empirical Research in Vocational Education and Training, Vol. 13, Iss. 16	Jürg Schweri , Manuel Aepli and Andreas Kuhn	English	Standardized curricula define the set of skills that must be trained within a training occupation and thus are a key regulatory element of apprenticeship systems. Although clear economic rationales support the usage of such curricula, they necessarily impose costs, especially on firms that train apprentices, but do not use the full set of skills in their productive process and/or train other skills that are not covered by the curriculum. In this paper, we identify the trade-offs involved in setting up training curricula and use data from the most recent survey on the costs and benefits of apprenticeship training among Swiss firms to quantify the associated costs to training firms. On average, training firms state that they do not use 17% of the training content prescribed by the relevant curriculum, and 11% of the companies train additional skills not covered by the curriculum. We show that both kinds of misfit are associated with higher training costs and lower productive output from apprentices. This shows that the regulator imposes costs on firms in order to guarantee broad skills development for apprentices. It also cautions against overly broad curricula that may impose disproportionate costs on firms.	Articles & Factsheets
2021	Impilactions of t he COVID-19 pandemic for Vocational Education and Training		Organisation für wirtschaftliche Zusammenarbeit und Entwicklung (OECD)	Organisation für wirtschaftliche Zusammenarbeit und Entwicklung (OECD)	English	This document explores the implications of the COVID-19 Pandemic for Vocational Education and Training	Study & Tools
2021	Evidence in Development Policymaking and Practice		NADEL Center for Development and Cooperation ETH Zurich	Kimon Schneider	English	Decision-makers in development want to ensure that they put resources into strategies and projects that make the biggest difference. And for that, they need evidence. But what is evidence? Much of the focus is on scientific evidence, which can be very valuable and useful, but also has its limitations. Different kinds of evidence exist without a general hierarchy to evaluate them. The choice of method, and hence the type of evidence, follows from the questions being asked and the context. The crux is not so much what evidence is, but how it is approached. Decision-makers should employ an inclusive approach to defining evidence. The evidence principles developed by Bond are a promising approach.	Policy Brief
2021	Dual TEVT education in Chile: Why do companies train students?		LELAM‐TVET4INCOME Working Paper Series, No. 22, April 2021	José de Amesti Paola Bordòn Thomas Bolli	English	This paper analyses the costs and benefits of dual training programmes for companies in Chile. Using an online survey, we estimate that Chilean companies that participate incur net costs of US$3,200 per student per year in training; however, most companies declared to be satisfied with dual training. We simulate two scenarios under which dual training is cost effective. The first scenario simulates a subsidy equal to the net costs for each student companies receive. The second scenario assumes an increase of 25% in the productivity of apprentices, which reduces the students time in practicing and increases the productivity of the workers in charge, decreasing their time dedicated to train the students by 50%. Public policies to promote early adjustment such that students arrive at companies better prepared and can allocate more time to productive tasks should be considered to decrease the net cost of training.	Articles & Factsheets
2021	Case Study: The role of apprenticeships in the informal economy for skills development in Tanzania		International Labour Organisation (ILO)	International Labour Organisation (ILO)	English	This case study explores the role of apprenticeships in the informal economy for skills development in Tanzania	Case study
2021	Mädchen in technischen Lehrberufen: Berufswahl und Kindheitserfahrungen		ibw - Institut für Bildungsforschung der Wirtschaft	ibw - Institut für Bildungsforschung der Wirtschaft	Deutsch	Eine Online-Befragung von mehr als 1.300 BerufsschülerInnen in Niederösterreich zeigt die herausra-gende Bedeutung unmittelbarer praktischer Erfahrungen für die Berufswahl auf vielen Ebenen. Der Grundstein dafür wird bereits in der Kindheit gelegt: Lehrlinge, die als Kinder häufiger mit Baustei-nen/Baukästen gespielt haben oder mehr bei Reparaturen (am Haus etc.) mitgeholfen haben, haben überproportional oft einen technischen Lehrberuf ergriffen. Und noch immer zeigen diese Kindheitserfahrungen ein stark geschlechtsspezifisches Muster. Der Mangel an frühen, unmittelbaren, technisch-handwerklichen Er-fahrungen lässt sich später – darauf deuten die weiteren Ergebnisse der Untersuchung hin - durch spezifisches Berufsmarketing (z.B. bestimmte bildliche Darstellungen von Berufen) nur mehr schwer kompensieren.	Articles & Factsheets
2021	Governance beruflicher Bildung und Neue Arbeit in der EZ: Berufsbildungssysteme stärken für neue Anforderungen		GIZ	GIZ	Deutsch	Aufgrund der großen Bedeutung der beruflichen Bildung in der EZ, widmet sich diese Analyse der Frage, mit welchen Herausforderungen die Berufsbildungspolitik in den Partnerländern im Zusammenhang mit der digitalen Transformation von Arbeit konfrontiert wird. Wie kann die berufliche Bildung dazu beitragen, diesen Wandel sinnvoll mitzugestalten? Der Fokus liegt dabei auf Aspekten der politischen Steuerung („Governance“) von beruflicher Bildung in Partnerländern. Kooperativ ausgerichtete Steuerungsansätze von beruflicher Bildung können die Governance des Bildungssystems als Ganzes verbessern: Sie stärken einerseits die Handlungsfähigkeit der staatlichen Institutionen und die Gestaltungsfähigkeit der Hauptakteure in einem kooperativen System, andererseits aber auch die Qualität und Praxisorientierung der beruflichen Bildung. Dabei ist soziale Inklusion die Voraussetzung dafür, dass die „Neue Arbeit“ zu keinen neuen Spaltungslinien innerhalb der Gesellschaft führt.	Articles & Factsheets
2021	The next steps for apprenticeship		European Centre for the Development of Vocational Training (Cedefop), Organisation für wirtschaftliche Zusammenarbeit und Entwicklung (OECD)	European Centre for the Development of Vocational Training (Cedefop), Organisation für wirtschaftliche Zusammenarbeit und Entwicklung (OECD)	English	The recent Covid-19 pandemic showed how important it is for education and training systems to be prepared and agile to respond to external pressures. The combination of the emerging economic crisis together with long-term structural trends that affect our economies will entail a profound transformation of the world of work and require effective policy responses in the years to come. In this context, the joint Cedefop-OECD symposium on the next steps for apprenticeship, held in Paris in October 2019, could not have been timelier. The symposium brought policy-makers, practitioners and researchers from around the world to Paris to explore the future of apprenticeship from the perspective of a number of external megatrends – such as sociodemographic changes, the accelerated adoption of emerging technologies and new forms of work organisation – and consider how they have affected, and will continue to affect, the design and delivery of apprenticeship in European and OECD countries. The symposium included 24 speakers from eight countries across three continents. They were joined by experts in vocational education and training (VET) from six international organisations: Cedefop, the European Commission, the European Training Foundation (ETF), the International Labour Organization (ILO), the OECD and UNESCO. This publication includes 16 selected papers submitted following the call for papers for the symposium, nine of which were presented during the event.	Report
2021	Volkswirtschaftliche Effekte einer Ausbildungsgarantie - Simulation einer Übertragung der österreichischen Ausbildungsgarantie nach Deutschland - Kurzfassung		Bertelsmann Stiftung	Susanne Forstner, Zuzana Molnárová, Mario Steiner	Deutsch	Ziel der Studie ist es, die möglichen gesamtwirtschaftlichen und fiskalischen Auswirkungen einer Ausbildungsgarantie nach österreichischem Vorbild in Deutschland zu konkretisieren und zu quantifizieren.	Study & Tools
2021	Volkswirtschaftliche Effekte einer Ausbildungsgarantie - Simulation einer Übertragung der österreichischen Ausbildungsgarantie nach Deutschland		Bertelsmann Stiftung	Susanne Forstner, Zuzana Molnárová, Mario Steiner	Deutsch	Ziel der Studie ist es, die möglichen gesamtwirtschaftlichen und fiskalischen Auswirkungen einer Ausbildungsgarantie nach österreichischem Vorbild in Deutschland zu konkretisieren und zu quantifizieren.	Study & Tools
2020	Empirische Revolution in der Verwaltung		Die Volkswirtschaft	Dina Pomeranz	Deutsch	Heutzutage werden bei Wirkungsanalysen präzisere Methoden und umfangreichere Datenquellen verwendet. Dies stellt eine große Chance für öffentliche Verwaltungen, internationale Organisationen und Unternehmen weltweit dar. Die neuen Werkzeuge ermöglichen es den Institutionen, ihre Entscheidungen auf immer verlässlichere und evidenzbasierte Grundlagen zu stützen. So hat beispielsweise die Direktion für Entwicklung und Zusammenarbeit (DEZA) einen "Impact Award" eingeführt, der Schweizer Nichtregierungsorganisationen dazu motiviert, eigene Wirkungsanalysen durchzuführen.	Artikel
2020	Career Ready? How schools can better prepare young people for working life in the era of COVID-19		OECD	Mann, Anthony Denis, Vanessa Percy Chris	English	The focus of this working paper is on how secondary schools can optimise young people’s preparation for adult employment at a time of extreme labour market turbulence (COVID-19). By reviewing academic analysis of national longitudinal datasets from predominantly English-speaking countries identifies indicators of teenage career readiness in relation to how student think about, explore and experience their potential futures. Data-driven career guidance will take such indicators into account within delivery. Analysis of the Programme for International Student Assessment (PISA) 2018 illustrates substantial variation in the extent of such career readiness between and within countries. Variation in career readiness is particularly associated with disadvantage. More effective education systems will ensure schools systematically address inequalities in teenage access to information and support in preparing for working life.	Studien und arbeitshilfen
2020	The Effects of Working While in School: Evidence from Uruguayan Lotteries		IZA Institute of Labor Economics	Thomas Le Barbanchon Diego Ubfal Federico Araya	English	The study provide evidence by leveraging a one-year work-study program that randomizes job offers among students in Uruguay.	Study & Tools
2020	The feasibility of using big data in anticipating and matching skills needs		ILO	ILO	English	This publication collects together the contributions presented during the ILO workshop “Can we use big data for skills anticipation and matching?”, which took place on 19–20 September 2019 at ILO headquarters in Geneva, Switzerland, and the discussions during the workshop considered the feasibility of using big data in the context of skills anticipation and matching, and both the potential and the limitations of big data in skills analysis.	Report
2020	Guidelines on Rapid Assessment of reskilling and upskilling needs in response to the COVID-19 crisis		ILO	ILO	English	These Rapid Assessment guidelines aim to inform timely and practical action within the constraints of public health and workplace OSH policies. The guidelines focus on three broad types of impact on the labour market, and hence on demand for skills and opportunities for workers, with implications for reskilling and upskilling needs.
2020	Guide on making TVET and skills development inclusive for all		ILO	Ralf Lange, Christine Hofmann, Manuela Di Cara	English	The ILO guide on making TVET and skills development inclusive for all, including for forcible displaced populations, aims to support governments, employers’ and workers’ organisations to improve skills development systems in their countries with the objective of eliminating barriers to make TVET ‘inclusive for all’. The guide includes a digital interactive self-assessment tool to be used by policy-makers and practitioners help them determine the level of inclusiveness or exclusiveness of TVET systems.
2020	Applying labour law to micro, small and medium-sized enterprises: A comparative study of 16 countries		ILO	ILO	English	This study considers the ways in which different countries regulate labour rights for MSME workers, its main purpose being to improve understanding of current trends and developments in this area. The 16 countries covered by the study are Brazil, China, Colombia, Costa Rica, Egypt, Germany, Mexico, Nepal, Peru, the Russian Federation, South Africa, Spain, Sri Lanka, Sweden, Turkey and the United Republic of Tanzania.
2020	A Review of Skills Levy Systems in Countries of the Southern African Development Community		ILO	Robert Palmer	English	This reports details the findings of research into national training funds linked to employer levies in eight countries of the Southern African Development Community (SADC): Botswana, Malawi, Mauritius, Namibia, South Africa, United Republic of Tanzania,Zambia and Zimbabwe. The report includes an international literature review of levy systems globally to inform the country research which involved secondary data analysis, an online survey, and in-depth interviews with key stakeholders in the eight countries involved. The research drew on the views of representatives from government, the organizations managing the training funds, workers’ organizations and employers’ organizations.
2020	Helvetas Skills and Knowledge for Youth Project: A Case Study of Results-Based Financing for Vocational Education and Training		Norrag	Lea Zanola, Markus Maurer, Chalachew Gebeyehu, Sabrina Würmli, Bettina Jenny	English	The Skills and Knowledge for Youth (SKY) project is an example of results-based financing (RBF) in education, where performance-based contracts and financial incentives are used to focus service providers’ attention on quality vocational training, leading to long-term gainful employment of the beneficiaries. Accordingly, the vocational training institutions supported through the project only receive partial payments for the beneficiaries completing the training and full payment once the trainees have found steady and gainful employment (meaning earning at least the minimum wage) or have successfully established their own business. Helvetas has been implementing the SKY project since 2015 in Ethiopia. The main aim of the SKY project is to increase employability and labour market insertion of disadvantaged youth, to create more jobs (self-employment), and to empower youth in order to escape the ‘low/no skill – no job – no income’ poverty trap.
2020	Lessons from Evaluations: Support and Financing to the Formal Private Sector in Response to COVID-19		IEG World Bank	Andrew Stone, Anjali Kumar, Stephan Wegner, Mitko Grigorov	English	This note identifies core lessons for the Bank Group on addressing the impact of the crisis on busi- ness and enterprises, based on evaluative evidence from the Independent Evaluation Group (IEG). It particularly draws on Bank Group experiences in addressing earlier crises, including the global economic crisis of 2008–10, the food crisis of 2007–8, and the East Asian crisis of 1998. It also reviews evidence from responses to other systemic shocks, such as natural disasters and crises arising from conflict. However, it does not reinterpret past findings in light of subsequent developments. Lastly, it incorporates IEG’s broader evaluative findings on instruments that support business and market development. It complements other IEG notes on crisis response topics under preparation, including those on distressed assets and trade finance.