Technical and vocational education and training (TVET), otherwise known as career and technical education (CTE), serves as the foundation of any thriving economy. No nation has achieved sustainable development without investing in the skills of its workforce and ensuring their productive engagement. The progression of economic growth is directly dependent on the technical capabilities of the labor force. History has demonstrated that even resource-scarce countries like Singapore have transformed into global economic leaders by prioritizing continuous advancements in their TVET/CTE systems.
This underscores the critical role of CTE in national development.
I had the privilege of entering this field at the onset of my professional career. And I have worked extensively with international workforce development organizations. These experiences have provided me with deep insights into technical training systems, their socioeconomic impact and their role in shaping economies.
In my pursuit of an ideal TVET/CTE system capable of addressing the needs of society, I was fortunate to explore successful models implemented in countries like Japan, Singapore, Finland, Sweden, Germany and the United States. Institutions like the Institute of Technical Education (Singapore), Omnia (Finland) and Bunka Fashion College (Japan) have set remarkable benchmarks. And while many TVET/CTE frameworks demonstrate success, I sense a persistent gap often exists between policy planning and on-the-ground implementation. This gap is particularly evident in countries like my own, Pakistan, where even the most dedicated efforts often fall short of achieving their intended outcomes.
The primary goal of any technical training system is to equip individuals with the skills necessary to secure sustainable livelihoods.
Support CTE students with wraparound services.
Many societies acknowledge the need for skill development but hesitate to address the underlying issues faced by trainees. Some attempts to mitigate these barriers have included financial aid, like stipends for transportation and tuition support. This approach has yielded positive results in many cases. But it often fails to account for the diverse and complex needs of individuals.
A one-size-fits-all solution risks excluding those who require more tailored support, leading to inefficiencies and wasted resources. A more effective approach is needed — one that ensures TVET/CTE programs are accessible while also addressing the barriers that prevent successful participation. The question then arises: How can we achieve this goal?
The answer lies in adopting a more holistic and individualized approach to student support. This realization crystallized for me upon discovering the Illinois Works Pre-Apprenticeship Program (ILWPP) and its innovative concept of wraparound services. This model represents a paradigm shift in addressing the systemic gaps I have observed.
Address learners’ individual needs.
Wraparound services go beyond traditional stipends and tuition reimbursements. They involve a comprehensive assessment of each student’s circumstances to identify and address the specific barriers they face. Training institutions are tasked with evaluating applicants not only for their suitability for the program but also for their ability to overcome personal challenges.
Once admitted, candidates receive tailored support to resolve issues such as transportation, child care or housing, ensuring they can fully commit to their training. The ILWPP model also extends its benefits beyond training completion. To facilitate employment, the state offers incentives like bid credits to companies that hire program graduates. This creates a win-win scenario, encouraging private sector participation while ensuring that graduates transition smoothly into the workforce.
The ILWPP exemplifies a comprehensive TVET/CTE system that addresses both individual and systemic challenges, paving the way for economic growth.
Key principles of the wraparound services model include:
- Individualized needs assessment: Before enrollment, training institutes assess each candidate’s needs and discuss how challenges may affect their ability to complete training.
- Comprehensive support system: Support may extend beyond stipends and tuition reimbursement to include transportation, child care, mental health services or other necessary interventions.
- Institutional responsibility: Training providers must ensure that admitted individuals receive the necessary support to successfully complete their training and transition into sustainable employment.
- Employer incentives: The ILWPP offers incentives for businesses that hire program graduates, ensuring long-term workforce integration.
Conclusion
A holistic approach can lead to tangible and lasting benefits for individuals and society at large. Educators and community leaders can bridge the gap between education and the workforce, ultimately fostering economic growth and social mobility. The ILWPP’s integration of wraparound services presents a compelling case for rethinking how TVET/CTE programs are structured.
This model prioritizes long-term success by addressing the unique challenges faced by trainees. If widely implemented, such an approach could revolutionize CTE.
Muhammad Tayyab Mir is a certified TVET leader with many years of experience in career and technical education globally. He currently works as a fund.raising specialist at RR Trade School in Illinois, U.S.. Previously, Mir served as principal and project manager at the Pakistan Knitwear Training Institute in Lahore, Pakistan.
