Weitzenegger's Vocational Education and Training Report

Public-Private Partnership Models in TVET and their Impact on the Role of Government
http://www2.gtz.de/wbf/doc/2.206GTZENG.pdf
This paper by Edda Grunwald looks at how public private partnerships (PPP) in Technical and Vocational Education (TVET) have been used in developing countries such as Egypt and Chile with support from the German Development Cooperation. The emphasis is on the gains that can be made from such partnerships and the governance frameworks that need to be in place in order for them to work optimally. The processes through which each of these countries went in order to implement such systems are described in some detail. The PPPs build on the experience of the German dual system of vocational education and encompass the changing focus of donor support as articulated, for example, in the Paris Declaration, to emphasise the need to support the policies of partner countries. The most interesting aspect of the approach is the way in which it combines an educational paradigm and an economic or pro-poor paradigm with the intention of ensuring that traditionally marginalized groupings are able to earn a reasonable income, contribute to economic growth and social cohesion.

Financial Arrangements in Informal Apprenticeships: Determinants and Effects
Findings from Urban Ghana
http://www.ilo.org/public/english/employment/finance/download/wp49.pdf
This ILO paper uses quantitative and qualitative data collected through a survey among entrepreneurs and apprentices in micro and small enterprises in Accra, Ghana, to analyse the financial arrangements in informal apprenticeships. It discusses the relationship between the financing of apprenticeships and the financing of enterprises in which the training takes place. It also examines the way apprentices finance apprenticeship training. The findings suggest that masters commonly charge fees for the training, either at the beginning (commitment fees) and or at the end (graduation fee) of the training. The payment of an allowance to the apprentices (chop money) is a widespread practice. Even if the amount of this allowance in the majority of cases exceeds the amount of fees paid for the training, it would appear that the financing costs of the apprenticeship (fees and living expenses) restrict poor youth from entering and completing an apprenticeship. Finally, the paper presents potential entry points for microfinance institutions to support and improve the quantity and quality of apprenticeship training and ensure its positive contribution to youth employment.

Developing women's entrepreneurship
http://www.unescap.org/icstd/pubs/stescap2468.pdf
This UN document explores the potential for women in entrepreneurship and e-business in the niche area of green or ''organic'' cooperatives. It seeks to promote women's entrepreneurship and e-business development by providing policymakers and entrepreneurs with background on this niche area, potential entrepreneurship and e-business development opportunities, and a discussion of its implications for rural development.

Individual Entrepreneurship Capacity and Performance of SMEs
http://mpra.ub.uni-muenchen.de/8179/1/MPRApaper8179.pdf
This paper analyses the importance of human capital and organizational capital on the determination of SME’s performance, by proposing and testing a conceptual model about Individual Entrepreneurship Capacity, and its impact both on non-economic and economic performance.

Vocational education and training in Germany
http://tinyurl.com/5mowgd
This Cedfop overview of vocational education and training in Germany has been produced to mark Germany’s Presidency of the Council of the EU. It forms part of the series of short descriptions regularly published by Cedefop on national VET systems.

What Makes an Entrepreneur?
http://www.doingbusiness.org/documents/WhatMakesanEntrepreneur.pdf
The World Bank authors tests two competing hypotheses on what makes an entrepreneur: nature - attitude towards risk, I.Q., and self-confidence; or nurture - family background and social networks. The results are based on data from a new survey on entrepreneurship in Brazil, of 400 entrepreneurs and 540 non-entrepreneurs of the same age, gender, education and location in 7 Brazilian cities. We find that family characteristics have the strongest influence on becoming an entrepreneur. In contrast, success as an entrepreneur is primarily determined by the individual’s smartness and higher education in the family. Entrepreneurs are not more self-confident than non-entrepreneurs; and overconfidence is bad for business success.

What Makes an Entrepreneur? World Bank
http://www.doingbusiness.org/documents/WhatMakesanEntrepreneur.pdf
We test two competing hypotheses on what makes an entrepreneur: nature - attitude towards risk, I.Q., and self-confidence; or nurture - family background and social networks. The results are based on data from a new survey on entrepreneurship in Brazil, of 400 entrepreneurs and 540 non-entrepreneurs of the same age, gender, education and location in 7 Brazilian cities. We find that family characteristics have the strongest influence on becoming an entrepreneur. In contrast, success as an entrepreneur is primarily determined by the individual’s smartness and higher education in the family. Entrepreneurs are not more self-confident than non-entrepreneurs; and overconfidence is bad for business success.

Skills for work? From skills development to decent livelihoods in Ghana's rural informal economy
http://www.norrag.org/dbreadarticle.php?id=1020&PHPSESSID=0b70ead71408405fe0ad1f3a0b48a214
In developing countries, skills development has been neglected. Skills development does not appear in the Millennium Development Goals (MDGs) or in many poverty reduction strategies and has been side-lined in favour of investment in primary education. However, it is hoped that recent discussion of skills development will refocus attention on skills. Also in Ghana skills development has received too little support on the ground.

Free and Affordable Distance Learning
http://www.docnmail.com
You will find lots of resources on this site, many of them free of charge. Business Education, Money, Science, Careers, Professional, Life, Art/Entertainment, Fitness/Health, Fun and Games; these are some of the categories, and each one has many subtopics from which to choose. If you don't see your interest right away, be sure to browse all drop down navigation boxes to find the profession or vocation that you're interested in. There online tests and exams as well, to help you assess your baseline knowledge and give you an idea of the things you will be expected to know in any given field of work. Contributor: Cally Robyn Wolk

Seven Training modules for Entrepreneurs
http://www.bds-forum.net/training-modules/
Training module for business start-ups in French and English. Introducing the four steps of business implementation including practical exercises (action planning, business idea generation, analyse your competencies, SWOT analysis of the business idea (Strengths-Weaknesses-Opportunities-Threats). These training modules are published without copyright and free for use. Modules: 1 on Steps of business implementation, 2 on Marketing, 3 on Accounting, 4 on Administrative procedures, 5 on Financing your business, 7 on International Trade Promotion.

Girls Count: A Global Investment & Action Agenda
http://www.cgdev.org/content/publications/detail/15154
The wellbeing of adolescent girls in developing countries shapes global economic and social prosperity -- yet girls' needs often are consigned to the margins of development policies and programs. This new CGD report describes why and how to provide adolescent girls in developing countries a full and equal chance in life. Offering targeted recommendations for national and local governments, donor agencies, civil society, and the private sector, Girls Count provides a compelling starting point for country-specific agendas to recognize and foster girls' potential.

ETF Yearbook 2007: Quality in Vocational Education and Training and Modern Learning Processes
http://www.etf.europa.eu/web.nsf/pages/EmbedPubEN?OpenDocument&emb=/pubmgmt.nsf/(WebPublications%20by%20yearR)/99A3FE3CFCB5F455C125736200526A24?OpenDocument
The ETF Yearbook 2007 identifies qualification as the pivot connecting national qualification frameworks, schools, headmasters, teachers and trainers, and learning processes. Different components of quality development are analysed in six chapters that assess how they contribute to increased quality learning.

Participation in formal technical and vocational education and training programmes worldwide: an initial statistical study
http://unesdoc.unesco.org/images/0014/001496/149652e.pdf
There is a common perception that technical and vocational education and training (TVET) is diversifying and expanding in terms of its supply and demand. Practitioners and policymakers often believe that educational systems are offering a wider array of programmes at different levels and in various fields of study. They also assume that these programmes are attracting larger and more diverse populations. Yet, there has been a shortage of comparable quantitative data and indicators on global TVET participation. There are several reasons for this void: lack of data for a vast number of countries; comparability issues; methodological difficulties in defining relevant indicators; and even the misrepresentation of TVET as being less relevant than other forms of education. Fortunately, comparable data are becoming increasingly available as these programmes become more visible and justly valued. In addition, the reported data, which are provided to the UIS by education ministries or their equivalents, refer solely to formal education programmes. As a result, this study provides only a cross-sectional view: additional monitoring will be required to track trends over time.

Skills Development Trust Fund, Port Moresby, Papua New Guinea
http://www.sdtf.org.pg
SDTF is an autonomous institution providing sustainable finance for community-based, short-term, income oriented and demand-driven skills training delivered by training providers. The SDTF encourages training providers already active in the field of non-formal skills training, as well as those wishing to become active in delivering approved training.

Teaching Entrepreneurship: Impact of Business Training on Microfinance Clients and Institutions
http://www.ruralfinance.org/servlet/BinaryDownloaderServlet/52442Teachingentrepreneu.pdf?filename=1188460177066TeachingEntrepeneurshipImpactofbusine-1241219163.pdf&refID=52442
This study measures the impact of a business training program for female micro entrepreneur clients of a group banking program in Peru. The study shows strong benefits for the microfinance institution, as well as improved business processes and knowledge by the clients. Also, there are strong positive impacts on repayment rates and client retention for FINCA, the lender.

Approaches to Action Learning in Technical and Vocational Education and Training http://www.unevoc.net/2.0.html?&txdrwikipi1[keyword]=Approaches%20to%20Action%20Learning%20in%20TVET
This publication by Frank Buenning outlines the principles of action learning as a discipline and explores implications for this approach to teaching in TVET. It introduces action-theoretical models and provides an overview of selected action-learning teaching concepts. Action learning provides a method of accelerating learning that enables people to handle difficult situations more effectively. Action learning advocates questioning and reflection to prompt a deeper level of analysis, to test assumptions, and to explore possibilities.

GTZ: Planung, Organisation und Betrieb von Qualifizierungseinrichtungen
http://www2.gtz.de/wbf/doc/Handreichung-Pl-Or-Be-Qualifizierungs-Einrichtungenkorr-ec.pdf
Qualifizierungseinrichtungen sind Stätten, in denen neben Beratung und Informationstransfer in besonderem Maße Qualifizierung im Sinne des ''lebenslangen Lernens'' durchgeführt werden. Sie sollten multifunktional geplant werden, damit sie durch Modifizierungen flexibel auf Änderungen des zukünftigen Bedarfs an Qualifizierungs-, Informations- und Beratungsleistungen reagieren können. Dieser Leitfaden ist als praxisorientierte Handreichung entstanden, um notwendige Planungs- und Managementprozesse in der Aufbauphase unterstützend zu begleiten.

Skills Development Policies and International Cooperation in East and South-East Asia
http://www.norrag.org/wg/papers.php
Paper on the Hong Kong Meeting, hosted by the Comparative Education Research Centre (CERC) of the Faculty of Education, University of Hong Kong. It focused on skills development policies and international cooperation in East and South-East Asia, with particular attention to Asian approaches to skills development. , TVET System Development, Skills Development for (Self-)employment

Technical and Vocational Skills Development
http://www.norrag.org/issue.php?id=38
Technical and Vocational Skills Development (TVSD) seems to be on the rise again. This appears particularly to be the case in South Asia and Sub-Saharan Africa. Amongst factors that may have sparked the renewed interest is a sense that high quality technical and vocational skills have played a critical role in East and South East Asia’s dramatic rise. Precisely what the contribution of labour force skills has been is still debated, and we carry the debate forward in this special issue. Equally in Latin America and in Europe, technical and vocational skills remain a key element in the discussions about sustaining the moves towards a knowledge economy.

Handreichung: Aufbau und Einführung eines Kostenrechnungssystems an Berufsbildungseinrichtungen
http://www2.gtz.de/wbf/doc/D-Leitfaden-komplett-18-12-2006.pdf
Andreas Joerk / GTZ 2006. Wirtschaftliches Wachstum durch technologisch-industrielle Entwicklung benötigt qualifizierte Fachkräfte. Bei der Ausbildung dieses Humankapitals nehmen Berufsbildungseinrichtungen eine Schlüsselfunktion ein. Im Rahmen von Vorhaben der technischen und finanziellen Zusammenarbeit werden deshalb in vielen Partnerländern Reformprozesse im Sektorbereich der beruflichen Bildung begleitet.

Career Guidance. A resource handbook for low- and middle-income countries
http://www.ilo.org/public/english/employment/skills/career/download/careerguidance.pdf
The dual purpose of this ILO Handbook is to focus the attention of policy-makers and programme administrators in low- and middle-income countries (LMIC) upon the core issues in the reform of career guidance services in those countries; and to provide programme planners and practitioners at the national and local levels with a wide variety of country examples and practical career guidance tools to use as models for possible adaptation and use.

The Role of education and training in sustainable development: social, economic and environmental dimensions
http://unesdoc.unesco.org/images/0014/001459/145929m.pdf
This paper aims at: Analyzing the status quo of TVET in some Arab states is relation to their role in sustainable development. Pinpointing some important factors, that contributes to the failure of some systems of TVET in implementing their role in sustainable development. Highlighting recommended approaches to develop a better and affective role of Arab TVET in sustainable development. English and Arabic version