Vocational education and training - VET

We focus on mobile workers because of forced displacement and study how their occupational skills match skills in other occupations and how this commonality of skills relates to labor outcomes following displacement. Using large-scale register data from Brazil, we find that a higher occupational skills commonality shortens unemployment spells and increases the probability of transiting to another occupation. In addition, event-study analyses show that a one standard deviation increase in our measure of occupational skills commonality leads to a decrease of 1 to 3% in the probability of continuing unemployed after displacement or 10 to 20% of the overall variation in unemployment. However, although facing short periods out of the formal labor market, these individuals do not experience larger wages upon re-employment. Lastly, we explore the impact of skills mismatch on wages and find that transiting to occupations that are more similar in their skills content reduces the adverse effects of displacement.

Technological advancements and digitalization are profoundly reshaping our work and lifestyle, business models and operations, and government policy choices. Digital transformation in technical and vocational education and training (TVET) is the planned and structured introduction of automated and streamlined processes within institutions and national technical and vocational education and training (TVET) systems through digital technology, with the goal of enhancing their scope, scale, efficiency and effectiveness and ultimately, driving their more sustainable development.

This document provides overall perspective and five country case studies on digital transformation in TVET. Most countries studied face similar enabling factors: the digital infrastructure available; legal and policy frameworks; focused institutional change to improve the acquisition of digital skills; and the promotion of equality and inclusivity. To understand how digital transformation in TVET is occurring, the report analyses it at four levels: technical and technological development; curriculum and qualifications; teaching and learning using technology; and its contribut

Colleges and Institutes Canada (CICan) is the national and international voice of Canada’s publicly supported colleges, institutes of technology, cégeps, polytechnics and universities with a college mandate.