The Invisible Contribution of TVET to SDGs - Palestine Case

Randa Hilal

doi:doi:10.11648/j.ijvetr.20220802.14

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The Invisible Contribution of TVET to SDGs - Palestine Case

Randa Hilal

Published in International Journal of Vocational Education and Training Research (Volume 8, Issue 2)

Received: 26 August 2022 Accepted: 26 September 2022 Published: 28 October 2022

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Abstract

The contribution of Technical, Vocational Education and Training (TVET) to development has been widely referenced in the research literature. Various studies have indicated its contribution to human development, others have indicated its contribution to economic and social development, social justice, poverty reduction, to equality and reducing marginalisation. Hence, its link to poverty reduction, inclusive education, gender, employment and reducing inequality sets VET within Sustainable Development Goals (SDG) 1, 4, 5, 8 and 10, although SDG targets and indicators related to TVET are only limited to SDG 4. The invisible impact and effects of TVET and its invisible link to the other SDGs are linked to definitions and reflected in data collection. The author’s research has pointed out the limitation of data collection for TVET indicators to the vocational schools only, which presents only a small part of the TVET provision in Palestine and other countries. Although, the Global TVET Strategy for 2016-2021 has specified the link to employment, decent work, green skills and gender equality, and called for TVET that would support the realization of the SDGs. The paper will investigate the monitoring tools and collected data that limit the exhibition of TVET to SDGs. It will argue against limiting TVET to SDG 4, based on an evident case study of Palestine (with data from the author’s doctoral research project and other national reports), and presents tools and indicators that can be used in monitoring TVET globally, hence will present alternatives for current limitations.

Published in	International Journal of Vocational Education and Training Research (Volume 8, Issue 2)
DOI	10.11648/j.ijvetr.20220802.14
Page(s)	60-68
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

TVET, Marginalisation, SDG, Equality, Human Development, Rights-Based-Approach

References

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Randa Hilal. (2022). The Invisible Contribution of TVET to SDGs - Palestine Case. International Journal of Vocational Education and Training Research, 8(2), 60-68. https://doi.org/10.11648/j.ijvetr.20220802.14

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Randa Hilal. The Invisible Contribution of TVET to SDGs - Palestine Case. Int. J. Vocat. Educ. Train. Res. 2022, 8(2), 60-68. doi: 10.11648/j.ijvetr.20220802.14

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Randa Hilal. The Invisible Contribution of TVET to SDGs - Palestine Case. Int J Vocat Educ Train Res. 2022;8(2):60-68. doi: 10.11648/j.ijvetr.20220802.14

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@article{10.11648/j.ijvetr.20220802.14,
  author = {Randa Hilal},
  title = {The Invisible Contribution of TVET to SDGs - Palestine Case},
  journal = {International Journal of Vocational Education and Training Research},
  volume = {8},
  number = {2},
  pages = {60-68},
  doi = {10.11648/j.ijvetr.20220802.14},
  url = {https://doi.org/10.11648/j.ijvetr.20220802.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijvetr.20220802.14},
  abstract = {The contribution of Technical, Vocational Education and Training (TVET) to development has been widely referenced in the research literature. Various studies have indicated its contribution to human development, others have indicated its contribution to economic and social development, social justice, poverty reduction, to equality and reducing marginalisation. Hence, its link to poverty reduction, inclusive education, gender, employment and reducing inequality sets VET within Sustainable Development Goals (SDG) 1, 4, 5, 8 and 10, although SDG targets and indicators related to TVET are only limited to SDG 4. The invisible impact and effects of TVET and its invisible link to the other SDGs are linked to definitions and reflected in data collection. The author’s research has pointed out the limitation of data collection for TVET indicators to the vocational schools only, which presents only a small part of the TVET provision in Palestine and other countries. Although, the Global TVET Strategy for 2016-2021 has specified the link to employment, decent work, green skills and gender equality, and called for TVET that would support the realization of the SDGs. The paper will investigate the monitoring tools and collected data that limit the exhibition of TVET to SDGs. It will argue against limiting TVET to SDG 4, based on an evident case study of Palestine (with data from the author’s doctoral research project and other national reports), and presents tools and indicators that can be used in monitoring TVET globally, hence will present alternatives for current limitations.},
 year = {2022}
}

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TY  - JOUR
T1  - The Invisible Contribution of TVET to SDGs - Palestine Case
AU  - Randa Hilal
Y1  - 2022/10/28
PY  - 2022
N1  - https://doi.org/10.11648/j.ijvetr.20220802.14
DO  - 10.11648/j.ijvetr.20220802.14
T2  - International Journal of Vocational Education and Training Research
JF  - International Journal of Vocational Education and Training Research
JO  - International Journal of Vocational Education and Training Research
SP  - 60
EP  - 68
PB  - Science Publishing Group
SN  - 2469-8199
UR  - https://doi.org/10.11648/j.ijvetr.20220802.14
AB  - The contribution of Technical, Vocational Education and Training (TVET) to development has been widely referenced in the research literature. Various studies have indicated its contribution to human development, others have indicated its contribution to economic and social development, social justice, poverty reduction, to equality and reducing marginalisation. Hence, its link to poverty reduction, inclusive education, gender, employment and reducing inequality sets VET within Sustainable Development Goals (SDG) 1, 4, 5, 8 and 10, although SDG targets and indicators related to TVET are only limited to SDG 4. The invisible impact and effects of TVET and its invisible link to the other SDGs are linked to definitions and reflected in data collection. The author’s research has pointed out the limitation of data collection for TVET indicators to the vocational schools only, which presents only a small part of the TVET provision in Palestine and other countries. Although, the Global TVET Strategy for 2016-2021 has specified the link to employment, decent work, green skills and gender equality, and called for TVET that would support the realization of the SDGs. The paper will investigate the monitoring tools and collected data that limit the exhibition of TVET to SDGs. It will argue against limiting TVET to SDG 4, based on an evident case study of Palestine (with data from the author’s doctoral research project and other national reports), and presents tools and indicators that can be used in monitoring TVET globally, hence will present alternatives for current limitations.
VL  - 8
IS  - 2
ER  -

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Author Information

Randa Hilal

Optimum for Consultancy and Training, Ramallah, Palestine

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Randa Hilal. (2022). The Invisible Contribution of TVET to SDGs - Palestine Case. International Journal of Vocational Education and Training Research, 8(2), 60-68. https://doi.org/10.11648/j.ijvetr.20220802.14

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ACS Style

Randa Hilal. The Invisible Contribution of TVET to SDGs - Palestine Case. Int. J. Vocat. Educ. Train. Res. 2022, 8(2), 60-68. doi: 10.11648/j.ijvetr.20220802.14

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Randa Hilal. The Invisible Contribution of TVET to SDGs - Palestine Case. Int J Vocat Educ Train Res. 2022;8(2):60-68. doi: 10.11648/j.ijvetr.20220802.14

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@article{10.11648/j.ijvetr.20220802.14,
  author = {Randa Hilal},
  title = {The Invisible Contribution of TVET to SDGs - Palestine Case},
  journal = {International Journal of Vocational Education and Training Research},
  volume = {8},
  number = {2},
  pages = {60-68},
  doi = {10.11648/j.ijvetr.20220802.14},
  url = {https://doi.org/10.11648/j.ijvetr.20220802.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijvetr.20220802.14},
  abstract = {The contribution of Technical, Vocational Education and Training (TVET) to development has been widely referenced in the research literature. Various studies have indicated its contribution to human development, others have indicated its contribution to economic and social development, social justice, poverty reduction, to equality and reducing marginalisation. Hence, its link to poverty reduction, inclusive education, gender, employment and reducing inequality sets VET within Sustainable Development Goals (SDG) 1, 4, 5, 8 and 10, although SDG targets and indicators related to TVET are only limited to SDG 4. The invisible impact and effects of TVET and its invisible link to the other SDGs are linked to definitions and reflected in data collection. The author’s research has pointed out the limitation of data collection for TVET indicators to the vocational schools only, which presents only a small part of the TVET provision in Palestine and other countries. Although, the Global TVET Strategy for 2016-2021 has specified the link to employment, decent work, green skills and gender equality, and called for TVET that would support the realization of the SDGs. The paper will investigate the monitoring tools and collected data that limit the exhibition of TVET to SDGs. It will argue against limiting TVET to SDG 4, based on an evident case study of Palestine (with data from the author’s doctoral research project and other national reports), and presents tools and indicators that can be used in monitoring TVET globally, hence will present alternatives for current limitations.},
 year = {2022}
}

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TY  - JOUR
T1  - The Invisible Contribution of TVET to SDGs - Palestine Case
AU  - Randa Hilal
Y1  - 2022/10/28
PY  - 2022
N1  - https://doi.org/10.11648/j.ijvetr.20220802.14
DO  - 10.11648/j.ijvetr.20220802.14
T2  - International Journal of Vocational Education and Training Research
JF  - International Journal of Vocational Education and Training Research
JO  - International Journal of Vocational Education and Training Research
SP  - 60
EP  - 68
PB  - Science Publishing Group
SN  - 2469-8199
UR  - https://doi.org/10.11648/j.ijvetr.20220802.14
AB  - The contribution of Technical, Vocational Education and Training (TVET) to development has been widely referenced in the research literature. Various studies have indicated its contribution to human development, others have indicated its contribution to economic and social development, social justice, poverty reduction, to equality and reducing marginalisation. Hence, its link to poverty reduction, inclusive education, gender, employment and reducing inequality sets VET within Sustainable Development Goals (SDG) 1, 4, 5, 8 and 10, although SDG targets and indicators related to TVET are only limited to SDG 4. The invisible impact and effects of TVET and its invisible link to the other SDGs are linked to definitions and reflected in data collection. The author’s research has pointed out the limitation of data collection for TVET indicators to the vocational schools only, which presents only a small part of the TVET provision in Palestine and other countries. Although, the Global TVET Strategy for 2016-2021 has specified the link to employment, decent work, green skills and gender equality, and called for TVET that would support the realization of the SDGs. The paper will investigate the monitoring tools and collected data that limit the exhibition of TVET to SDGs. It will argue against limiting TVET to SDG 4, based on an evident case study of Palestine (with data from the author’s doctoral research project and other national reports), and presents tools and indicators that can be used in monitoring TVET globally, hence will present alternatives for current limitations.
VL  - 8
IS  - 2
ER  -

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