International Vocational Education and Training Association


  • 30 Aug 2016 6:33 AM | IVETA (Administrator)

    IVETA Election ballot results are as follows:

    ·       President Elect: Baha Abdullah from Malaysia
    ·       Vice President, Eastern and Western Africa: Shirley Ayonmike Chinyere from Nigeria
    ·       Vice President East Asia and the Pacific: Javier Amaro from Australia
    ·       Vice President East Europe and Central Asia: Hakan Kahramaner from Turkey
    ·       Vice President Europe: Dr Brenden Tempest-Mogg from the United Kingdom
    ·       Vice President Latin America and the Caribbean: Nigel Forgenie from Trinidad and Tobago
    ·       Vice President Middle East and North Africa: Jaafar Abdulla from Bahrain
    ·       Vice President North America: Dr John Gaal from the USA
    ·       Vice President Southern Africa: Dr Ndione Chauluka from Malawi
    ·       Vice President South Asia: Dr P T Rajan
    ·       General Secretary: Margo Couldrey from Australia  

    Terms begin Jan. 1, 2017 for the elected Executives.

    For more information on the newly elected officers, click here.

    Nominations Chair: Olga Oleynikova, IVETA Past President and Nominations Chair.

  • 08 Aug 2016 8:10 AM | IVETA (Administrator)

    International Vocational Education and Training Association (IVETA)

    Annual Business Meeting Monday 22 August 2016

    Time: 4pm to 5.30pm

    Venue: Tiri Conference Hall, Fiji National University, Suva Fiji

    IVETA will hold its Annual Members Meeting in conjunction with the International Conference in Fiji.  The meeting will take place Monday, 22 August at 4:00 - 5:30 pm, in the FNU Tiri Conference Hall.

    Members who can’t attend  are welcome to make any comments to be considered and t draft meeting outcomes will be made available on the website after the meeting.

    Access the Meeting Agenda by clicking here.

    For more information and to register for the Fiji Conference, visit

  • 19 Jun 2016 9:27 AM | IVETA (Administrator)

    The IVETA Executive has recently reviewed the IVETA Constitution and bylaws. Over time the documents which are very important because they govern the way IVETA is run, had become large and detailed and many aspects of the Constitution were duplicated in the bylaws.

    The amendments are based on model Constitutions and bylaws from organisations in the USA where IVETA is incorporated as a non-profit organisation.

    The current Constitution requires that amendments may be made by a two thirds vote of Association members present at the Association’s annual business meeting which is to be held in August during the international conference in Fiji (The conference is from 23 to 25 August and the time of the annual business meeting is yet to be finalised but is likely to be on 22 August).

    The Constitution also requires that members are provided with proposed amendments at least 60 days before the annual business meeting in order for members to have plenty of time to consider them.

    The revised Constitution and bylaws are accessible by clicking here for your consideration and voting at the annual business meeting. If you wish to compare the proposed Constitution to the current version you can find the current version on the IVETA website here

    If you are unable to attend the annual business meeting in Fiji and have any comments on the proposed Constitution and bylaws you can send comments by email to one of the members of the IVETA subcommittee who undertook the review. Please send comments to Margo Couldrey at

    Any comments will be provided to members at the annual business meeting prior to the vote on the amendments.


    Margo Couldrey, IVETA General Secretary

  • 19 Jun 2016 7:34 AM | IVETA (Administrator)

    Dear Colleagues,

    We inform you that this year Non-commercial Joint Stock Company ‘Holding ‘Kasipkor’ continues developing educational programs in technical and vocational education and training.

    NC JSC ‘Holding ‘Kasipkor’ is a leading organization in Kazakhstan in TVET field. To this day we developed 45 educational programs with experts from SAIT Polytechnic (Canada), Pearson Education (UK), TAFE (Australia), GIZ (Germany), TVET UK (UK), LD DIDACTIC (Germany). These programs are based on modular-competence approach and cover several education levels (working qualifications, mid-level specialists, applied bachelors).

    This year we plan to develop TVET educational programs by next 8 technical specialties:

    1)   Maintenance and repair of telecommunications equipment and household appliances;

    2)   Production of canned food and food concentrates;

    3)   Standardization, metrology and certification;

    4)    Automation and control;

    5)    Production of concrete and metal products;

    6)    Furniture manufacturing;

    7)    Farming;

    8)    Electrification and Automation of Agriculture.


    To the development of educational programs we plan to involve competent foreign experts. Selection process consists of 2 consecutive stages:

    1) selection of competent organizations;

    2) selection of experts.

    Note: competent experts with more than 5 years experience in well-known international or foreign TVET organization can apply to our selection process and right to participate in the 2nd stage of selection process.

    We are very flexible here. I mean, we may sign a contract with EXPERT (directly) or COMPANY (that provides competent expert).

    However, in both cases we have budget restrictions – 5 546 418 KZT (maximum). The allocated budget includes air tickets, transportation and etc. During the project we expect to organize a couple of meetings with foreign experts here in Kazakhstan within our contract.


    Please, share this message with your friends who are competent and have huge experience in development of TVET educational programs.

    Note: 1 expert may apply to 1 or 2 (max) specialties. We also need the form for the experts.


    At this stage, please, fill the forms and send the scanned copies.

    If you have any questions, please, welcome!


    Kind regards

    Yernar Mynzhanov

    Academic management department

    NC JSC ‘Holding ‘Kasipkor’


  • 18 May 2016 6:24 AM | IVETA (Administrator)

    Greetings fellow IVETA members!

    ACTE will be holding its 2016 CareerTech Vision Conference in Las Vegas, NV from Wednesday, NOV 30 thru Saturday DEC 3, 2016. For a couple of years now, members from both ACTE and IVETA have been attempting to jointly share in each other’s conferences. This year IVETA will be approaching the US Annual Conference in a more collaborative manner with ACTE. To this end, ACTE’s New and Related Services (NRS) Division’s International Section has agreed to provide five workshop slots for IVETA members to present their research, etc. during the Vision conference.

    IVETA members are encouraged to register for and participate in ACTE’s Vision 2016. Please see the link below for more information on how to register:

    Thank you!

    Dr. John Gaal

    IVETA VP – North America

  • 10 May 2016 5:55 AM | IVETA (Administrator)

    View/download the latest issue of the IVETA Journal by clicking here.

    You must be an IVETA member to access the Journal. Members will need to log-in with  email and password. If you forgot your password, use the "forgot password" function and it will be emailed to you.

  • 03 Jan 2016 10:08 AM | IVETA (Administrator)

    IVETA, by definition and charter, is an association for VET practitioners the world over. In other words, it is international. But, is there such a thing as international VET? Or, to put it another way, is it possible that VET is an international, rather than a national or local, phenomenon?

    Depending on what measure you use, there are around 190 countries on this planet today. However, there are more than 200 VET systems meaning that in some countries workplace and vocational trainers and assessors must operate under two or more of them simultaneously. Given that the same vocational skills can be found in just about every country, the question of why there are so many systems, and why there are so many differences between these systems, is an intriguing one.

    The answer lies in the notion of contextualisation. The purpose (as opposed to the objective) of all VET systems is the achievement of economic, community and industry outcomes, not just learning outcomes. And the quality of such systems is evaluated based on measurements taken of how well this purpose is being achieved. While most are capable of meeting the immediate needs for trained and qualified staff, in the main their ability to achieve higher level economic, national and business objectives are limited in just about every case. This means that the value of VET in my countries is limited to how well it may be applied in the context of where and how it is applied. But with so many systems in the world today it is difficult to understand which, if any, is capable of achieving such a purpose on a national or global scale. Evidence from some countries shows that despite having such a system in place for nearly a quarter of a century, economic outcomes and productivity is either static or declining. But, on the other hand, there are systems being applied in some countries which are extremely effective, even though there are certain aspects of all VET systems which are the same wherever they are applied.

    What appears to limit the internationality of some systems is that they are so tightly regulated that their relevance outside of their own bureaucracy is virtually non-existent. This is even true within some countries where the VET system is ideal for urban or large industry employees but cannot be contextualised to the needs of regional and rural workers. As a result, a high degree of training may be carried out, but the skills and knowledge being imparted - and, more importantly, the competency that individuals gain - are often unrecognised outside of the immediate environment in which the training was conducted. Qualifications and credentials are not recognised between industries (and, in some cases, workplaces) or in other states and regions, competencies are not transportable across borders, and individuals must relearn skills and knowledge they already possess in order to meet new and often fast-changing regulations and standards.

    But, is this the reason why we do not have an 'international' VET system, or even a system which is ideal for all workers and industries in a country or region? The fact is that we actually do have such a system, and it has been with us ever since the first generation systems were created in the 1990s.

    When all of the peripheral aspects of most VET systems are peeled back, when the bureaucracy and regulations systems are scraped away, it is possible to see that at the heart of all VET systems there are many similarities. by defining all of the positive aspects of every VET system, and their potential to achieve both individual and organisational/industry objectives, it has been possible to create one single VET system which is appropriate to the needs of all countries. The InVETS (International VET System) has been created In order to better understand the potential of VET to be more than traditional adult and work-related training and education, and to bring some sanity to the skills and knowledge that trainers and assessors must apply if they are to meet the needs of their clients (ie, trainees and current/future employers) and the communities, industries and workplaces within which they work or seek employment. Organisations, industries, and associations such as IVETA can employ the InVETS as a benchmark against which trainers and assessors can demonstrate their competence not just against the standards demanded of their own VET system but of all others. And, at the same time, bring world best-practice in VET to the systems in which they operate.

    More importantly, recognition that their skills and knowledge are at a level commensurate with world best-practice gives trainers and assessors the confidence that the outcomes they are achieve are at a higher level than those whose  training is designed simply to meet learning outcomes.

    The InVETS is based on many years' research and over two years' development, and its global relevance has been tested with experts and practitioners the world over. It is currently taken up by VET trainers and assessors the world over.

    Phil Rutherford Ph.D


  • 18 Dec 2015 7:11 AM | IVETA (Administrator)

    Article by Margo Couldrey General Secretary IVETA

    IVETA’s Vice-President for North America John Gaal organised and chaired IVETA’s annual conference in New Orleans on 18 and 19 November 2015. The conference program allowed for enthusiastic discussions after each presentation with conference participants attending from 11 countries.

    One of my favourite parts of the program was the tours especially visits to Café Hope and YaYa Arts.

    Café Hope was inspirational. There young people from all sorts of backgrounds learn skills in cooking, customer service, business management and growing produce.  In a fully equipped kitchen and restaurant they prepare and serve delicious food and along the way work with their instructors and each other to resolve other challenging life issues and learn a range of life and work skills.

    What I like most about this program is that it takes a ‘whole-of-person’ approach, offering what I saw as ‘wrap-around’ support for each individual that is not time-limited. All of the student’s individual needs are recognised and considered and the learning goes far beyond work, setting the young people up with the skills to live a fulfilling work and personal life. In a study I undertook for the Australian Workforce and Productivity Agency in 2014 about issues in labour force participation for youth at risk, we found that holistic, long-term programs that involve individualised and wraparound services are critical, as they identify and respond to all the person’s barriers to workforce participation, both personal and work/learning related.

    We also found that there are no quick fixes. It takes perseverance and requires stability and flexibility of funding to achieve good outcomes and that while the approaches may seem costly the social and economic costs of not doing it are greater.  Café Hope is putting all this into practice and can offer a learning model for others to look at.

    I loved their garden where students, many for the first time, experience what it means to till the soil and to grow and harvest their own food. I also really appreciated seeing the students’ daily reflections posted on the walls outside the kitchen about what they feel grateful for and what their challenges of the day have been. We could all learn from that.  Here is Café Hope’s website if you want to see what they are doing.

    YaYa Arts Centre in New Orleans is also an inspiration, particularly for me as I’ve always longed to develop a creative side. YaYa’s mission is:

    To empower creative young people to become successful adults. We provide educational experiences in the arts and entrepreneurship to New Orleans-area children and youth, fostering and supporting their individual ambitions.

    After school programs and classes are offered to young people in a range of art forms but the holistic learning not only includes creative skills but skills in production, marketing, business, problem solving and entrepreneurship, aiming to use the power of creativity to unleash young people’s potential. Once again we met enthusiastic instructors passionate about their art and the opportunities they have to pass on their skills and knowledge to young people. 

    Have a look at YaYa’s website and their impressive statistics which include:

    • 98% of students who participate in YAYA graduate high school on time.
    • 93% say they plan to attend college.
    • 83% say art makes them feel good about themselves.
    • 75% say art helps express themselves and their thoughts.

    I’ve long had a view that art, music and culture have the power to engage people (and not just young people) in learning and our visit to YaYa confirmed that view.

    I bought a little piece of glass art from the gallery at the centre and it sits on my desk as a reminder of a great visit in a wonderful city.

  • 29 Nov 2015 11:35 AM | IVETA (Administrator)

    Thanks to all the presenters and attendees who participate in the 2015 IVETA Annual Conference in New Orleans, LA, USA on 18-19 November!

    Click here for a link to the presentations that were shared during the Meeting.

    Conference participants heard from presenters from around the globe and participated in tours, including Cafe Hope, Mardi Gras World and YaYa Arts. Participants also heard presentations in conjunction with ACTER and participated in networking events.

    Thanks to Conference Chair John Gaal for providing the content of the meeting and IVETA President Carmel Thompson for leadership of the Executives.

  • 26 Nov 2015 7:40 AM | IVETA (Administrator)

    Nick Wyman was a featured speaker at the 2016 IVETA Annual Conference in New Orleans, LA, USA.

    If you weren't able to hear his presentation at the conference, here is a review of his book.

    Wyman, N. (2015). Job U: How to find wealth and success by developing the skills companies actually need. New York: Crown Business, U.S. $15.00/$18.00 CAN (softcover), 276 pp. (ISBN 978-0-8041-4078-2)

    Reviewed by Farid Safarmamad[1]

    Nicholas Wyman’s Job U: How to find wealth and success by developing the skills companies actually need (hereafter, Job U) discusses one of the major concerns both youths and adults have in today’s difficult economy – how to land decent employment. The author challenges the conventional perception that the best way to find a good job is by attaining a four-year college degree.  In this book he offers “a new and different way of looking at the path to a fulfilling and successful work life” (p. 1) and “hopes to debunk” the college degree-focused mindset (p. 31) by providing “practical tools and inspiration” (p. 255).  

    Mr. Wyman, a former culinary apprentice and a graduate of Harvard Business School and the Kennedy School of Government, is currently CEO of the Institute for Workplace Skills and Innovation. He is an expert in workforce development and “a hands-on leader” who designed and developed mentorship and apprenticeship programs to help people match their skills with the demands in the labor markets (Skillsresearch, para. 2). In particular, he is passionate about helping young people to make their school-to-work transition less challenging through partnership with schools, industries, educational institutions, and governments.

    Job U was published at a time when the gap between the people’s skills and the labor market’s demands is continuously becoming wider. As a result, the number of unemployed and underemployed young people is increasing. The paradox, however, is that while millions of people are struggling to find jobs, companies are complaining about lack of skilled workers. This trend, the author says, will continue in the near future, because the baby boomers will soon retire.

    Mr. Wyman argues that one of the major contributing factors to the current job-skills gap is the “college for everyone” mindset that misleads parents, school counselors, and educators. As a result, these groups see four-year college degrees as the only way to a successful future. Employers, too, subscribe to this traditional notion, and most of the time they believe that skilled workers can only come from four-year institutions. In addition, he states that the “college for everyone” notion leads to stigmatizing other viable options and pathways to successful employment, including vocational/career and technical education (CTE), apprenticeship, community colleges, and other occupational certificate programs.

    The author then discusses the value and importance of these alternative pathways in the dedicated three chapters (3-5). In these chapters, Mr. Wyman convincingly disputes the myth about college education as a single path and provides extensive quantitative and qualitative evidence to support his advocacy for the above-mentioned alternative pathways.

    Referencing to different studies, reports, and his own interviews with various stakeholders and beneficiaries and visits to CTE high schools, community colleges, and apprenticeship programs, the author claims that non-baccalaureate education provides a broader range of skills development and employment opportunities than baccalaureate. In addition, Mr. Wyman discusses the economic aspect of these alternative pathways saying that enrolling, for example, in a technical community college will result in students and families incurring less short-term financial burden and long-term loan debt.

    The author asserts that not only is apprenticeship free of charge, but it also provides students with the opportunity to earn an income while learning a skill. At the same time, apprenticeships often represent a win-win situation by guaranteeing a future job for the students and skilled workers for the companies that organize such programs. Finally, Job U presents various successful models of skill development and partnership between educational institutions, employers, and government in Australia, U.K, and the U.S. The author advises both young people and adults to seek as much information and guidance as possible before career decision-making. To combat unemployment and skills mismatch, he recommends other employers and education providers to replicate the successful practices of partnership mentioned. Indeed, as Ashford (2014) states, “[t]he most successful organizations, as we move toward 2025, will be those that seek innovative partnerships across multiple stakeholders in order to source and develop the talent they need” (p. 109). 

    Job U is an informative book for all, but it has particular relevance for secondary students, parents, school administrators, career counsellors, educators, researchers, and employers The book is inspiring, based on quantitative and qualitative research, and written in a plain English that makes it easy to understand for readers from different backgrounds. In addition, the book provides numerous online resources that are especially helpful for high school graduates who are transitioning to labor market for the first time and older adults who might be thinking of changing career. Given that the book focuses on the experiences of countries with advanced economies and technology, it will be less helpful for students from developing countries.  Job U, however, can be a helpful guide for CTE community worldwide to promote and develop similar vocational programs and partnership models by adapting the recommendations to their local needs. In sum, by writing this book Mr. Wyman has made a valuable contribution to the global effort of promoting and improving CTE image.      


    Farid Safarmamad ( is a doctoral student in the Occupational and Technical Studies Program, Department of STEM and Professional Studies, Darden College of Education, Old Dominion University, Norfolk, VA

© 2017-2020 - International Vocational Education and Training Association

Powered by Wild Apricot Membership Software