Comparative Analysis of Skill-Based Education in Developed and Developing Countries

Abstract

Workforce readiness and inclusive growth are based on skill-based education, commonly implemented in the form of technical and vocational education and training (TVET). It is review that compiles comparative evidence in the context of selected developed (USA, Russia, China, Japan, Finland, Germany, France, Turkey, UK, Malaysia, Singapore) and developing (Pakistan, India, Sri Lanka, Bangladesh, Afghanistan, Indonesia, Nepal, Maldives, Iran) country contexts. It analyses the models of governance, employer engagement, curriculum and pedagogy, inclusiveness, digitalization, and outcomes. Results demonstrate the usefulness of dual-apprenticeship models using detailed upper-secondary progressions in stimulating literacy/numeracy enhancements and easy school-to-employment transitions, whilst blended models encounter issues with esteem and compliance. The construction of systems often encounters skills gaps associated with shortages, introduction of inequalities in quality, and digital inequality; systemic changes in teacher instruction, competency-oriented instruction, and digital infrastructures are essential. Policy options that are adjusted with regard to system type and capacity are made at the end of the paper.

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