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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.

The virtual conference on inclusive education was held from July 1-12, 2019. It was open to all members of the UNESCO-UNEVOC TVeT Forum, an online community with more than 6100 members. The conference provided a platform for participants to share their knowledge and experiences about inclusive TVET in their countries. In addition, it sought to gather information about the state of inclusive TVET in different contexts. The information is relevant for all stakeholders because the vision of inclusive education requires that TVET is organized differently to enhance access, participation and achievement of all persons that were previously excluded or at risk of being excluded. This includes altering existing policies and legislative instruments, learning environments, teacher training and attitudes towards inclusion. Key findings in the report include: (1) Inclusive TVET is broadly defined in many countries; (2) Poor legislation and inadequate resources to deliver inclusive TVET increase the risk of exclusion of vulnerable persons; (3) Accessible learning environments are needed to make TVET inclusive; (4) Teachers need support to operate in inclusive environments; (5) Partnerships are key to promoting inclusive TVET; and (6) Systemic solutions are required to aid transitions from TVET to work. It also aimed to contribute to the upcoming 2020 issue of UNESCO's Global Education Monitoring Report which focuses on inclusion in education. [The virtual conference was moderated by Joyceline Alla-Mensah.]