What Could Be the Best TVET Model? A Narrative by Muhammad Tayyab Mir

Technical and Vocational Education and Training (TVET) or Career & Technical Education (CTE) is not just a foundation but a catalyst for the prosperity of any thriving economy. The history of nations that have achieved sustainable development is based on the transformative power of investing in the workforce's skills and ensuring their productive engagement. The direct link between national prosperity and economic growth with the technical capabilities of the labor force is undeniable. Even resource-scarce countries like Singapore, once considered part of the developing world, have transformed into global economic leaders by prioritizing continuous advancements in their TVET/CTE systems. These success stories underscore the critical role of TVET/CTE in national development and should inspire all.

Having had the privilege of entering this field at the onset of my professional career, I have worked extensively with leading national donor organizations, including the Punjab Skills Development Fund (PSDF) and the National Vocational and Technical Training Commission (NAVTTC). My experience expanded to include collaborations with prestigious international organizations such as the ILO, JICA, GIZ, and UNESCO-UNEVOC. These experiences have provided me with deep insights into technical training systems, their socioeconomic impact, and their role in shaping economies.

In pursuing an ideal TVET/CTE system capable of addressing the diverse needs of society, I was fortunate to explore successful models implemented in countries like Japan, Singapore, Finland, Sweden, Germany & the United States. No doubt, institutions like ITE-Singapore, Omnia-Finland, have set remarkable benchmarks. While these TVET/CTE frameworks have demonstrated long-term success, a persistent gap often exists between policy planning and on-the-ground implementation. This gap is particularly evident in developing countries, where even the most dedicated efforts usually fail to achieve their intended outcomes. Despite significant efforts from national and international institutions, I have frequently observed a disconnect between TVET/CTE initiatives and the realities their intended beneficiaries face.

A fundamental challenge is the failure to fully understand the circumstances of those who stand to benefit from these programs. The primary goal of any technical training system is to equip individuals with the skills necessary to secure sustainable livelihoods. For individuals from disadvantaged backgrounds, access to quality education is often limited, leaving them reliant on TVET/CTE as a pathway to economic stability. However, many of these individuals face socioeconomic challenges that prevent them from fully benefiting from such programs.

Many societies acknowledge the need for skill development but hesitate to address the underlying issues trainees face. Some countries attempt to mitigate these barriers through financial aid programs, such as stipends for transportation and tuition support. While this approach has yielded positive results in many cases, it often fails to account for individuals' diverse and complex needs. One-size-fits-all solution risks excluding those who require more tailored support, leading to inefficiencies and wasted resources. As a result, some individuals successfully transition into the workforce, while others enroll in training programs merely for temporary financial relief but remain unable to complete their training or enter the professional field due to personal hardships. This leads to a loss of valuable resources and prevents the intended economic impact.

It is urgent to take a more effective approach to ensuring that TVET/CTE programs are accessible to those who genuinely need them and that they are equipped to overcome the obstacles that impede their progress. This realization crystallized for me upon discovering the Illinois Works Pre-Apprenticeship Program (ILWPP) and its innovative concept of Wraparound Services. This model represents a paradigm shift in addressing systemic gaps and is a step towards a more holistic and individualized approach to support in TVET/CTE programs.

Wraparound Services, a key component of the Illinois Works Pre-Apprenticeship Program (ILWPP), go beyond traditional stipends and tuition reimbursements. They involve a comprehensive assessment of each candidate's circumstances to identify and address their specific barriers. Training institutions are tasked with evaluating applicants for their suitability for the program and ability to overcome personal challenges. Once admitted, candidates receive tailored support to resolve issues such as transportation, childcare, or housing, ensuring they can fully commit to their training. The State assumes responsibility for covering these costs, provided the challenges are substantiated and directly impact the individual's ability to participate in the program. This innovative approach ensures no individual is left behind due to personal hardships, maximizing the workforce's potential.

The ILWPP model also extends its benefits beyond training completion. The State offers incentives like bid credits to companies that hire program graduates to facilitate employment. This creates a win-win scenario, encouraging private sector participation while ensuring graduates transition smoothly into the workforce. By integrating these elements, the ILWPP exemplifies a comprehensive TVET/CTE system that addresses individual and systemic challenges, paving the way for inclusive economic growth. The private sector's involvement benefits not only the graduates but also the businesses, as they gain access to a skilled workforce and contribute to the country's economic development.

The key principles of the Wraparound Services model include:

1. Individualized Needs Assessment - Before enrollment, training institutes thoroughly review each candidate's challenges to determine if they are genuine and significantly impact their ability to complete training.

2. Comprehensive Support System - If an individual's challenges are legitimate and a direct barrier to training, the institution is responsible for addressing them, regardless of cost. Support may extend beyond stipends and tuition reimbursement, including transportation, childcare, mental health services, or other necessary interventions.

3. Institutional Responsibility – Training providers must ensure that admitted individuals receive the necessary support to complete their training and transition into sustainable employment.

4. Employer Incentives – To further enhance employability, the ILWPP provides incentives like bid credits for businesses that hire program graduates, ensuring long-term workforce integration.

This holistic approach fills the gaps that have long existed in traditional TVET/CTE systems. It ensures that financial resources are utilized effectively, leading to tangible and lasting benefits for individuals and society. By adopting such models, countries can bridge the disconnect between vocational training and workforce integration, ultimately fostering economic growth and social mobility.

The ILWPP's integration of Wraparound Services presents a compelling case for rethinking how TVET/CTE programs are structured. Rather than providing financial aid, this model prioritizes long-term success by addressing trainees' unique challenges. If widely implemented, such an approach could revolutionize technical education and vocational training, making it a powerful tool for sustainable development worldwide. In conclusion, integrating Wraparound Services into TVET/CTE systems represents a transformative approach to workforce development. By addressing the unique needs of each individual and fostering collaboration between training institutions, governments, and employers, we can create a more equitable and effective pathway to economic empowerment. This model maximizes the return on investment in skills development and ensures that the benefits of TVET/CTE reach those who need them most, ultimately contributing to a more prosperous and inclusive society.

ABOUT THE AUTHOR

Muhammad Tayyab Mir is a certified TVET (Technical and Vocational Education and Training) leader recognized by UNESCO-UNEVOC and ITE Singapore. With a strong background in skills development and workforce training, he serves as a Fundraising Specialist at RR Trade School, Melrose Park, IL, USA. Previously, he was Principal at the Pakistan Knitwear Training Institute, Lahore, Pakistan, from 2010 to 2023, where he played a pivotal role in advancing vocational education in the textile sector.

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