Basic education and VSD interactions

The discourse on sustainable development reflects an expanded vision for universal education: it places substantial emphasis on education and training that supports broader socio-economic development. Sustainable Development Goal 4 envisages “Inclusive and equitable quality education and the promotion of lifelong learning opportunities for all”, with targets specific to technical and vocational skills development (TVSD). In this context, continuity between basic education under state frameworks and the provision of TVSD opportunities is vital to ensuring access to lifelong learning. NORRAG’s work in this sector focuses on the education-training continuum in Africa and other regions of the global South in an effort to encourage and support local knowledge production on the current TVSD system and the possibilities for increased synergy between the basic education and TVSD systems.

Find below the most recent NORRAG content on the topic of basic education and VSD interactions:


31 mai 2018, Genève : Les tables rondes de la FGC – Formation et coopération : un «plus» pour les jeunes (May 2018)


Celebrating Young Women’s Economic Empowerment for International Women’s Day 2018 by Tara Stafford Ocansey (March 2018)

“Creating Productive Jobs for Africa’s Youth: A Huge Challenge with Global Implications by Birger Fredriksen” (June 2017)

Skin in the Game: Employer’s Ownership in Skills Training for an Emerging Workforce by Santosh Mehrotra (June 2017)

Is the Meister Vocational High School More Cost-Effective in South Korea? By Kye Woo LEE and Dae Hong KIM (November 2016)

Why Skills Development? In Asia, a Basic Education is Not Enough Anymore by Sungsup Ra (September 2016)

UNESCO Institute for Statistics Charts a Course to Monitor the Education 2030 Agenda by Silvia Montoya (August 2016)

ICTs in Technical and Vocational Skills Development: Reaching the Poorest Populations? (July 2016)

China’s New Pledges with Africa: 2016-2018 Multi-dimensional Support to Human Resource Development? (March 2016)

Vocational Training – Crucial, But Not Everything (March 2016)

Workplace-Based Learning in South Africa: Towards System-Wide Implementation (February 2016)

Expanding the Conception of Vocational Education and Training: Why the Reorganisation of South Africa’s Post-Schooling System offers New Opportunities (February 2016)

The Glass is Half Full! Technical and Vocational Education and Training and the Sustainable Development Goals (February 2016)

Emerging Donor Finance to Technical and Vocational Education and Training (February 2016)

NEET: “Time to Look at the Whole Picture of Youth” (January 2016)

Rebranding TVET to Attract Youth in Ghana: The Use of Competency-Based Training and the National TVET Qualification Framework (December 2015)

Vocational Education and Training, Human Rights, Human Development and Equality in the Occupied Palestinian Territory (November 2015)

What is New for TVET and TVSD in the SDGs’ Agenda? (November 2015)

What does it mean in Curriculum Terms for Education to Prepare People for Work? (October 2015)

Technical Vocational and Skills Development and the Sustainable Development Goals: Implications for Developing Countries and for Research (October 2015)

Technology for Sustainable Development: Towards Innovative Value Driven Solutions (August 2015)


Resource Library:

COMPENDIUM REPORT: A Compendium of African Experiences in Promoting the Implementation of the Education and Training Continuum: A State-of-the Art Cross-National Analysis of Policy and Practice in 16 Countries (December 2016)

PROJECT SUMMARY: Reaching the Unreached: Skills Development Policies and the Promise of ICT: A Scoping Study from India and South Africa (October 2016)

NORRAG NEWS #37: Education and Training Out of Poverty? A Status Report (May 2006)

NORRAG NEWS #32: Critical Perspectives on Education and Skills in Eastern Africa on Basic and Post-Basic Levels (August 2003)

Documents on the topic of basic education and VSD interactions are available at the NORRAG Resource Library.

For information about related activities and knowledge products, see our resources

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