This study is a joint collaboration of the United Nations High Commissioner for Refugees (UNHCR), International Labour Organization (ILO), Deutsche Gesellschaft fur Internationale Zusammenarbeit (GIZ) and Finn Church Aid (FCA) to identify good practices related to access to Technical and Vocational Education and Training (TVET) programmes for refugees and internally displaced people (IDPs), as well as their host communities, and their transition to the labour market. The study reviews TVET systems and programmes implemented by national ministries, private sector actors, development agencies an
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This study is a joint collaboration of the United Nations High Commissioner for Refugees (UNHCR), International Labour Organization (ILO), Deutsche Gesellschaft fur Internationale Zusammenarbeit (GIZ) and Finn Church Aid (FCA) to identify good practices related to access to Technical and Vocational Education and Training (TVET) programmes for refugees and internally displaced people (IDPs), as well as their host communities, and their transition to the labour market. The study reviews TVET systems and programmes implemented by national ministries, private sector actors, development agencies and non-governmental organizations (NGOs) across five countries - Ethiopia, Jordan, Kenya, Sudan and Uganda - prior to and during the [Coronavirus Disease 2019] COVID-19 pandemic, which has created additional challenges for the livelihoods and inclusion of forcibly displaced people around the world.
With regard to emerging practices and recommendations, this study identified: (1) solutions to overcoming barriers in accessing TVET for refugees and host communities; (2) success factors regarding access to, retention in, and completion of TVET programmes; (3) the conditions for an effective transition to the labour market; and (4) programmatic approaches that seem most successful and innovative and can be replicated. The analysis considers a number of dimensions such as: inclusion of refugees in the national TVET system, market orientation of programmes, support services from TVET actors, accreditation of completed courses, teacher training and professional development, life/core skills, technological innovations, bridging to labour market, gender equality and inclusion of vulnerable groups, and successful partnership models. For each of these dimensions, a number of global recommendations are proposed. To conduct the analysis in each country, two or three flagship programmes were chosen to illustrate some of the main considerations relating to TVET programmes and to what extent they enable a transition to the labour market for those aspiring to find decent work.
Edited excerpts from publication and publisher's website.
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