By Mr. Muhammad Tayyab Mir, Certified TVET leader by UNESCO-UNEVOC, & ITE – Singapore
Technical and Vocational Education and Training (TVET) or Career & Technical Education (CTE) serves as the foundation of any thriving economy. No nation has achieved sustainable development without investing in the skills of its workforce and ensuring their productive engagement. The progression of economic growth is directly dependent on the technical capabilities of the labor force. History has demonstrated that 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. This underscores the critical role of TVET/CTE in national development.
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 further expanded to collaborations with esteemed 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 my pursuit of 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 the institutions like ITE-Singapore, Omnia-Finland, BFC-Tokyo & JVSDC-Japan have set remarkable benchmarks. While these TVET/CTE frameworks have demonstrated long-term success, I sensed a persistent gap often exists between policy planning and on-the-ground implementation. This gap is particularly evident in developing countries like my own, where even the most dedicated efforts often fall short of achieving their intended outcomes. Despite significant efforts from both national and international institutions, I have frequently observed a disconnect between TVET/CTE initiatives and the realities faced by their intended beneficiaries.
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 socio- economic 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 faced by trainees. 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 the diverse and complex needs of individuals. A one-size-fits-all solution risks excluding those who require more tailored support, leading to inefficiencies and wasted resources. As a result, while some individuals successfully transition into the workforce, others enroll in training programs merely for temporary financial relief but remain unable to complete their training or enter into professional field due to personal hardships. This leads to a loss of valuable resources and prevents the intended economic impact.
A more effective approach is needed—one that ensures TVET/CTE programs are accessible to those who genuinely need them while also addressing the real barriers preventing their successful participation. The question then arises: How can we ensure that TVET/CTE programs are accessible to the right individuals and that they are equipped to overcome the obstacles that impede their progress? The answer lies in adopting a more holistic and individualized approach to support. 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 the systemic gaps I have observed throughout.
Wraparound Services go beyond traditional stipends and tuition reimbursements. They involve a comprehensive assessment of each candidate’s circumstances to identify and address the specific barriers they face. Training institutions are tasked with evaluating applicants not only for their suitability for the program but also for their 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.
The ILWPP model also extends its benefits beyond training completion. To facilitate employment, the State offers incentives like bid credits to companies that hire program graduates. This creates a win-win scenario, encouraging private sector participation while ensuring that graduates’ transition smoothly into the workforce. By integrating these elements, the ILWPP exemplifies a comprehensive TVET/CTE system that addresses both individual and systemic challenges, paving the way for inclusive economic growth.
The key principles of the Wraparound Services model include:
- Individualized Needs Assessment – Before enrollment, training institutes conduct a thorough review of each candidate’s challenges to determine if they are genuine and significantly impact their ability to complete training.
- Comprehensive Support System – If an individual’s challenges meet the criteria of being both 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 to include transportation, childcare, mental health services, or any other necessary interventions.
- Institutional Responsibility – Training providers must ensure that admitted individuals receive the necessary support to successfully complete their training and transition into sustainable employment.
- 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 both 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 simply providing financial aid, this model prioritizes long-term success by addressing the unique challenges faced by trainees. If widely implemented, such an approach could revolutionize technical education and vocational training, making it a powerful tool for sustainable development worldwide.
In conclusion, the integration of 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 not only maximizes the return on investment in skills development but also ensures that the benefits of TVET/CTE reach those who need them most, ultimately contributing to a more prosperous and inclusive society.