In most developing countries, Technical and Vocational Education Training (TVET) still constitutes
a marginal sub-sector in the education system. The TVET sector tends to generate little attention
or budget provision, resulting in poor infrastructure and facilities, and a low status overall. Poverty
Reduction Strategies (PRSPs) and donor policies have preferred to focus on primary and higher
education, with the implication that youngsters, in particular those from marginalized groups, who
complete primary education have limited access to relevant further secondary or vocational
schooling.
The poor link between formal or non-formal vocational education and the labour market means that
education is not perceived to be highly relevant. Moreover, youngsters who do complete their
education encounter difficulties when integrating into the labour market, as their qualifications and
skills do not match companies’ requirements. Vocational education as such thus provides no
guarantee of employment, and developing countries are struggling with high youth unemployment
rates as a result. Instead of contributing to economic development, these youngsters bear a high
risk of ending up in crime or prostitution. It is particularly difficult for marginalised groups (e.g.
malnutrition, HIV/AIDS) to access the labour market or to find a decent job. Vocational education
has enormous potential to contribute to development and poverty alleviation, even though its
potential has not yet been realised.