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Technical and Vocational Education and Training (TVET)

The purpose of technical and vocational education and training (TVET)  is to provide knowledge and skills required in the world of work. TVET systems tend to vary from country to country and reflect specific national socio-economic situations. Effective TVET programs must be embedded in the socio-economic context, encompass various policy areas and be sufficiently flexible to ensure graduates, successful transition from school to work. Skills are vital for poverty reduction, economic recovery and sustainable development. Therefore, policy attention to technical and vocational education and training (TVET) is increasing worldwide.

In light of the 2030 education agenda, vocational studies development needs a fundamental rethink and transformation to respond to the current and future skills requirements, including for example transversal and entrepreneurial skills in the education training policies and strategies.. TVET thus equips people not only with vocational skills, but also with a broad range of knowledge, skills and attitudes recognized as indispensable for meaningful participation in work and life.

Teaching and learning aids are constantly being developed and presented in almost every convention on vocational training. On the other hand, the translation of this innovation into the educational process is a very hard task, especially when it concerns youth programs like Apprenticeship and Industrial Vocational schools. 

In Israel, TEVT takes two distinct forms – technological-scientific education and the vocational-technical training. The scientific and technological tracks constantly modernized through Pedagogical Vocational Development Training Centres, which promote educational innovation up-to-date educational technologies and the acquisition of independent study skills in an e-learning environment.

The course designed by The Aharon Ofri MASHAV International Educational Training Center is aimed at directors of education departments in education Ministries, Principals and supervisors of  primary and secondary schools; Educational staff at schools ,Training institutions, whose responsibilities involve the allocation of resources and development of educational policies. It is based on the vast experience the Israeli education system has acquired over the years in working towards an educational environment contributive to sustainability and globalization. 

Among the main issues in the training course are

-Encouraging a wide dialogue and analysis of policy-making processes, of didactic and administrative aspects and of teacher training programs in the TVET field

-Analyzing the place and role of TVET  within national development

-Acquainting the participants with new concepts, methods, and tools regarding different skills towards TVET

-Presenting various educational projects and curriculum models used in Israel 

-Sharing and exchange experiences and knowledge gained in the participants’ countries of origin

-Adapting the teaching environment to new approaches of technologies

-Acquainting participants with a variety of learning methods and applications

-Enabling the participants to maximize the pedagogical tools in teaching and learning into TVET