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Skills training in the informal economy, known as informal apprenticeship, caters to the skills needs of millions of young people in the Global South. While it predates the development of formal Technical and Vocational Education and Training (TVET) systems, it was not until the ‘discovery’ of the informal economy in the 1970s that attention was drawn to this important system of training. Despite the importance of informal apprenticeship, it is striking that there has been a paucity of academic research on education and training and the informal economy this millennium. Whilst there have continued to be papers written by staff of international development agencies, academic accounts are now rare. This paper explores the role of informal apprenticeship in the human development of informal apprentices. It presents new data on informal apprenticeship and engages with earlier academic and international policy papers on informal apprenticeship, in an attempt to open new ways of theorising and understanding informal apprenticeship.

Aim/Purpose The aim of this paper is to explore trends and motivations for doctoral students’ participation in domestic and international conferences. We draw on doctoral students’ perceptions and experiences from four contexts (USA, Scotland, England, Australia) to further explore variations across different global contexts. Background There is increased recognition of the importance of conferences within doctoral education. Yet very little is known or understood about doctoral students’ participation and motivations for participating in conferences. Methodology Our sample includes doctoral students from four institutions studying in a School of Education. We used an online survey and follow-up focus group interviews to investigate doctoral students’ perceptions and experiences of conferences. Contribution There are few studies on doctoral students’ participation in conferences. This study contributes to the literature on doctoral students as it investigates the trends and rationale for doctoral students’ participation in national and international conferences. We highlight the importance of conferences as learning sites for doctoral students. Furthermore, our research highlights dissimilarities and ambiguities in the provision of support for doctoral students’ regarding what we describe as the social aspect of their researcher learning and development, in this case, in networking activities. Findings Our findings show that a) at both the individual (doctoral students) and institutional level, there is an implicit understanding of the importance of networking and yet programs rarely formally require conference attendance; b) students’ motivations to attend conferences may be mediated by their career aspirations and supportive structures (i.e., funding); and c) conferences support doctoral students’ learning and confidence in future n

Due to its close links to the labour market, technical and vocational education and training (TVET) can play an important role to improve job opportunities and livelihoods for young people, and in particular for disadvantaged youth. However, this potential is not always fully realized, and relatively little research and evidence has been collected about the barriers disadvantaged youth face when accessing to and progressing through TVET. This paper maps some of the main barriers disadvantaged youth face in TVET and examines available evidence on strategies and approaches that are being used or can be used to meet the needs of disadvantaged youth. The paper discusses these barriers using a framework that looks at ‘4As’: availability, accessibility, acceptability, and adaptability. The report is the outcome of a study conducted in collaboration with the University of Nottingham and other members of the UNEVOC Network.

In the context of increased international migration, the importance of education and training and a global governance of migration is widely acknowledged in academic and international development debates. However, immigration debates and the governance of migration are plagued with divisions and disagreements regarding the benefits and the costs of migration for migrants, origin and host countries. Although some are of the view that migration needs to be prevented, others note the need to better manage migration to minimise the costs while maximizing the benefits. Irrespective of these arguments, migration will continue to be prominent with increased conflicts, natural disasters, strained economies and development. An analysis of the relationship between migration and technical and vocational education and training (TVET) is therefore needed to enhance the role that TVET can play in mitigating the causes and tackling the effects of migration. The first part of this discussion paper describes the scale of migration and distinguishes between three types of migration: forced, labour and environmental migration. The underlying causes of the three types of migration, in addition to the peculiar issues that pertain to each are analysed. The main findings in this section are: • Migration is multi-causal and needs to be addressed holistically. However, an understanding of the drivers pertaining to each type of migration is necessary to comprehend the role of TVET. • The refugee population has increased by about 65% in the last 5 years and by the end of 2016 the number of refugees reached 22.5 million. The majority of refugees reside in developing countries which adds pressure to already strained public systems. • Quantifying the scale of irregular migrants is a challenge conceptually and methodologically. This hinders their support and protection by states and international humanitarian agencies. • An estimated 2.8 million asylum seekers are awaiting decision. With some exc

While Vocational Education and Training (VET) was almost absent from earlier international development frameworks, the Agenda 2030 and its Sustainable Development Goals (SDGs) attach greater importance to it. VET is an integral part of the education SDG (SDG 4) and its transversal role for a global transformation is widely acknowledged. However, the conceptual and policy debate is lagging behind. This Briefing Paper analyses the VET and SDG debates from different angles. In the first part, the paper traces the history of VET in international development cooperation and summarises the discussion on current VET concepts, policies and practices in the SDG context with a focus on migration. In the second part, the Briefing Paper, in drawing on a number of theoretical approaches, examines how skills and VET are conceptualised in the broader context of poverty reduction, growth and decent work. Finally, the Paper reflects on the potential contribution of Germanophone VET models to a new human and sustainable development paradigm that arises out of the Agenda 2030 and the SDGs.

Informal apprenticeship, although the oldest skills training institution, gained prominence in the education and development policy following the “discovery” of the informal economy in Ghana almost 50 years ago. In the wake of a decline in formal wage employment and high youth unemployment, it has been embraced as an avenue for preparing the youth for work in the informal economy, while serving as an instrument to improve its productivity. On the other hand, the literature suggests apprenticeship is poorly perceived by the youth. Theoretically, informal apprenticeship sits firmly in the growth model of development as its utility is linked to its contribution to poverty reduction and growth. However, poverty is conceived narrowly, in terms of income. Using the capability approach to conceptualise poverty as capability deprivation, this study seeks to understand why young people enrol in apprenticeship, the capabilities they value and the extent of freedom they have to advance their capabilities. The study draws on interviews with informal apprentices, journeypersons, and master craftspersons (MCPs) in the automotive trade in Ghana. Also, other stakeholders such as government officials and representatives of the Ghana National Association of Garages (GNAG) are interviewed. Participants are selected from Kumasi (the capital of the Ashanti Region) and Accra, which is the capital city of Ghana and the Greater Accra Region. The study makes three key contributions to the literature on education and training. First, it brings fresh perspectives to the debate on the vocational aspirations of young people in Africa. A narrative approach adopted helps to understand the structural influences on young people’s choices and the extent to which they engage with these, whilst challenging deficit views about them and informal apprenticeship. Second, the study draws attention to the dimensions of capabilities or well-being freedoms that are valued by informal apprentices and journeype

Refugee youth are particularly at risk of poor sexual and reproductive health. Sexuality education improves sexual and reproductive health outcomes and helps young people claim their sexual rights, but young refugees usually receive little formal sexuality education. When sexuality education is available, there are recurrent challenges to its effectiveness and implementation. These include acceptability and trust in messages, especially if these conflict with more widely available messages from family, peers, online and physical popular media, and cultural norms. Contextually-sensitive sexuality education therefore needs to consider which sources of information about sexual and reproductive health and rights (SRHR) are valued by particular groups of learners, and the wider context in which young people live. This project undertook qualitative research into knowledge, resources and access to SRHR among young refugees, in order to improve the design and delivery of sexuality education in the longer term. To ensure that the knowledge produced by the research was as useful and relevant as possible, the research was designed, carried out and analysed by young refugees (peer researchers), alongside staff from Ugandan NGOs and a UK university. The project focused on Uganda because it hosts the largest number of refugees in Africa, more than half of whom are aged 18 years and below.

Skills training in the informal economy, known as informal apprenticeship, caters to the skills needs of millions of young people in the Global South. While it predates the development of formal Technical and Vocational Education and Training (TVET) systems, it was not until the ‘discovery’ of the informal economy in the 1970s that attention was drawn to this important system of training. Despite the importance of informal apprenticeship, it is striking that there has been a paucity of academic research on education and training and the informal economy this millennium. Whilst there have continued to be papers written by staff of international development agencies, academic accounts are now rare. This paper explores the role of informal apprenticeship in the human development of informal apprentices. It presents new data on informal apprenticeship and engages with earlier academic and international policy papers on informal apprenticeship, in an attempt to open new ways of theorising and understanding informal apprenticeship.

While Vocational Education and Training (VET) was almost absent from earlier international development frameworks, the Agenda 2030 and its Sustainable Development Goals (SDGs) attach greater importance to it. VET is an integral part of the education SDG (SDG 4) and its transversal role for a global transformation is widely acknowledged. However, the conceptual and policy debate is lagging behind. This Briefing Paper analyses the VET and SDG debates from different angles. In the first part, the paper traces the history of VET in international development cooperation and summarises the discussion on current VET concepts, policies and practices in the SDG context with a focus on migration. In the second part, the Briefing Paper, in drawing on a number of theoretical approaches, examines how skills and VET are conceptualised in the broader context of poverty reduction, growth and decent work. Finally, the Paper reflects on the potential contribution of Germanophone VET models to a new human and sustainable development paradigm that arises out of the Agenda 2030 and the SDGs.

In the context of increased international migration, the importance of education and training and a global governance of migration is widely acknowledged in academic and international development debates. However, immigration debates and the governance of migration are plagued with divisions and disagreements regarding the benefits and the costs of migration for migrants, origin and host countries. Although some are of the view that migration needs to be prevented, others note the need to better manage migration to minimise the costs while maximizing the benefits. Irrespective of these arguments, migration will continue to be prominent with increased conflicts, natural disasters, strained economies and development. An analysis of the relationship between migration and technical and vocational education and training (TVET) is therefore needed to enhance the role that TVET can play in mitigating the causes and tackling the effects of migration. The first part of this discussion paper describes the scale of migration and distinguishes between three types of migration: forced, labour and environmental migration. The underlying causes of the three types of migration, in addition to the peculiar issues that pertain to each are analysed. The main findings in this section are: • Migration is multi-causal and needs to be addressed holistically. However, an understanding of the drivers pertaining to each type of migration is necessary to comprehend the role of TVET. • The refugee population has increased by about 65% in the last 5 years and by the end of 2016 the number of refugees reached 22.5 million. The majority of refugees reside in developing countries which adds pressure to already strained public systems. • Quantifying the scale of irregular migrants is a challenge conceptually and methodologically. This hinders their support and protection by states and international humanitarian agencies. • An estimated 2.8 million asylum seekers are awaiting decision. With some exc

Aim/Purpose The aim of this paper is to explore trends and motivations for doctoral students’ participation in domestic and international conferences. We draw on doctoral students’ perceptions and experiences from four contexts (USA, Scotland, England, Australia) to further explore variations across different global contexts. Background There is increased recognition of the importance of conferences within doctoral education. Yet very little is known or understood about doctoral students’ participation and motivations for participating in conferences. Methodology Our sample includes doctoral students from four institutions studying in a School of Education. We used an online survey and follow-up focus group interviews to investigate doctoral students’ perceptions and experiences of conferences. Contribution There are few studies on doctoral students’ participation in conferences. This study contributes to the literature on doctoral students as it investigates the trends and rationale for doctoral students’ participation in national and international conferences. We highlight the importance of conferences as learning sites for doctoral students. Furthermore, our research highlights dissimilarities and ambiguities in the provision of support for doctoral students’ regarding what we describe as the social aspect of their researcher learning and development, in this case, in networking activities. Findings Our findings show that a) at both the individual (doctoral students) and institutional level, there is an implicit understanding of the importance of networking and yet programs rarely formally require conference attendance; b) students’ motivations to attend conferences may be mediated by their career aspirations and supportive structures (i.e., funding); and c) conferences support doctoral students’ learning and confidence in future n

Due to its close links to the labour market, technical and vocational education and training (TVET) can play an important role to improve job opportunities and livelihoods for young people, and in particular for disadvantaged youth. However, this potential is not always fully realized, and relatively little research and evidence has been collected about the barriers disadvantaged youth face when accessing to and progressing through TVET. This paper maps some of the main barriers disadvantaged youth face in TVET and examines available evidence on strategies and approaches that are being used or can be used to meet the needs of disadvantaged youth. The paper discusses these barriers using a framework that looks at ‘4As’: availability, accessibility, acceptability, and adaptability. The report is the outcome of a study conducted in collaboration with the University of Nottingham and other members of the UNEVOC Network.