This BarCamp of the series ‘Informality and dual VET’ focused on integrating informal and non-formal Technical and Vocational Education and Training (TVET) with formal systems to promote inclusive skills development, especially for vulnerable groups like women, refugees, and rural youth. Furthermore, it explored holistic and community-based approaches to vocational training, including life skills, mentoring, literacy, and recognition of prior learning, to enhance employability and social cohesion.

A keynote was provided by Inga Schallau, Welthungerhilfe (WHH), on the role of non-formal TVET as a flexible, needs-based alternative to formal education, aimed at empowering marginalized individuals like youth and women with practical skills for inclusive growth. She clarified conceptual differences on the types of learning in the informal economy as well as challenges, solutions and good practices.

This subpage summarises the practical lessons from four organisations innovating at the intersection of informality, non‑formal training, and pathways to formal TVET. The sessions explored how marginalised groups (e.g. youth, women, refugees, school dropouts, and informal workers) can access meaningful learning and better livelihoods through adapted, community‑based and labour‑market‑oriented training.

Combining Informal Apprenticeships with Structured Learning

Welthungerhilfe Uganda – Skills Up

Key messages:

• Successful non‑formal TVET blends work‑based learning in micro‑enterprises with structured modules on life skills, health, OSH and entrepreneurship.
• Programs intentionally include pregnant girls, young mothers, refugees and vulnerable youth—supported by social workers who address literacy, psychosocial needs and health/safety challenges.
• Recruitment and awareness use local channels (radio, worship spaces, local governments), increasing community trust.
• A 2–3 week testing phase in small enterprises ensures proper matching before training begins.
• Retention of business partners is a challenge in some countries, while contracting micro‑enterprises in Uganda reduces drop‑outs and increases commitment.

→ Blended approaches that respect informal learning realities while injecting structured content are effective, especially when combined with strong social support mechanisms.

Recognition of Prior Learning (RPL) Opens Doors to Formal TVET

Swisscontact NVQS Nepal

Key messages:

• RPL creates pathways from informal/non‑formal skills to formal certification, increasing opportunities for decent work.
• Nepal has developed a comprehensive RPL process, including self‑assessment, evidence collection, written & practical tests, and interviews.
• Target groups include informal workers, returnee migrants, women, traditional artisans, school dropouts, people with disabilities, and others typically outside formal systems.
• Sector Skills Councils ensure that occupational standards reflect labour‑market needs, and employers’ involvement boosts acceptance.
• Key barriers:
  • low awareness among workers and employers
  • slow legal processes for full NVQF implementation
  • lack of accredited assessment centres
  • funding constraints

→ What this means: RPL is a powerful bridge, but it requires institutional commitment, employer engagement, and awareness-raising to become a true engine of mobility.

Beyond Technical Skills: Holistic Training Boosts Employability and Social Cohesion

Helvetas YES Project Tanzania

Key messages:

• A strong feature is Result‑Based Financing (RBF): providers receive instalments only when trainees attend, graduate, and reach income benchmarks, which ensure relevance and quality.
• YES works through local artisans (MSMEs) as training partners. Their proximity matters: youth must reach them easily.
• Modular training + soft skills + mentoring = quick assimilation into self‑employment, especially in sectors like bicycle repair.
• No formal certificates remain a barrier; RPL is possible but too long for short donor‑funded cycles.
• Sustainability challenges exist, but artisans often retain trainees because they recognise their value, creating local labour-market absorption beyond donor support.
• Strong monitoring through tracer studies after two years ensures accountability and system learning.

→ Non‑formal TVET must include emotional, social and economic dimensions (not just technical skills) to ensure resilience, labour‑market entry and long‑term motivation.

Holistic Literacy as a Foundation for Skills Pathways

SEWA Academy – Literacy & Non‑formal TVET in Urban Slums

Key messages:

• Tailor‑made literacy programs with community-based teachers have very low drop‑out rates—trust and local relevance are key.
• These programs combine reading, writing, digital skills, financial literacy, health, and life skills, helping learners make sense of everyday tasks like banking, wages, or mobile usage.
• Literacy centres act as gateways to vocational training, linking directly to Kaushalya Kendras offering tailoring, beauty services, catering, baking, digital literacy and more.
• Community support helps women enter even male‑dominated sectors, especially when combined with local mentoring and safe learning spaces.
• Certification remains a challenge, but SEWA collaborates with external training centres to provide recognised credentials.

→ Basic literacy and confidence-building are often the first bridge to skills development, employability and long-term empowerment for women and vulnerable groups.