Cover -- The Challenges of Policy Transfer in Vocational Skills Development -- Acknowledgement -- Table of Contents -- Notes on contributors -- Part One. Reflecting on policy transfer in vocational skills development -- The challenges of policy transfer in vocational skills development: An introduction -- 1. The re-emergence of TVET and the role of policy transfer -- 2. Policy transfer and diffusion in the comparative education literature -- 3. Development of a global toolkit for vocational skills development -- 4. The politics of transferring policy models in VSD -- 5. The two models at the core of this book -- 6. Aim and overview of the book -- References -- Skills, competencies, and knowledge in international translation and cooperation -- Introduction -- Skills and competencies -- Historical challenges to policy transfer -- Some illustrations of skills development transfers, North-South -- 1. Africa learning about skills from the southern states of the USA -- 2. Diversified secondary education through World Bank support -- 3. The promotion of training in the private sector by the World Bank in 1991 -- National cultures of training and the adoption of innovations -- The case of the dual system -- The parallel case of the export of NQFs -- Skills and systems of knowledge in conclusion -- References -- What do we need for vocational skills development: Data, consultancy or research? All of them! -- Are VSD data and evidence a Post-2015 MDG's discourse or an undervalued reality? -- Researching education and training in Africa: Scientific and institutional constraints -- Consultancy, research governance, capacity building: A winning team? -- Researching VSD: A window of opportunity to be opened without leaning out - danger! -- Researching what? -- Researching VSD for what: A new development model?.

Conclusion: what sort of skills development research in the Post 2015 MDGs and beyond? -- References -- Part Two. Transfer of national qualifications frameworks -- National qualifications frameworks and apprenticeships: Promises, premises, pitfalls -- Introduction -- Promises -- Promises met and unmet -- Pitfalls: Implementation and use of qualifications frameworks -- Premises -- Solution or symptom? -- References -- The work of UNESCO Institute for Lifelong Learning (UIL) in strengthening lifelong learning through National Qualifications Frameworks (NQFs) -- 1. UIL's approach and methodology for sharing learning across countries -- 'Policy dialogue and 'bench-learning' -- 2. The conceptual framework: A multilevel understanding of lifelong learning harnessing both bottom-up and top-down approaches -- The interfaces and synergies between formal, non-formal and informal learning: Key terms within lifelong learning -- Implementation of lifelong learning from a multi-level perspective -- 3. Overview of NQF developments in UIL's survey of 34 countries -- 4. UIL's policy framework for strengthening lifelong learning -- a) Improving progression pathways between different subsystems of the education and training sector and between formal, non-formal and informal learning -- b) Strengthening the foundations of lifelong learning: Establishing pathways and transitions for marginalised groups at the basic level -- c) Establishing NQF reference points for the recognition of non-formal and informal learning -- d) Expanding the notion of learning outcomes and competences to include other areas of human capabilities beyond productive skills -- e) Delivery of learning outcomes-based approaches and the recognition and validation of all forms of learning -- f ) Role and responsibilities of stakeholders in enhancing lifelong learning.

g) The reorientation of education and training towards a diversified and integrated lifelong learning system - utilising other learning environments and forms of learning -- 5. Conclusions, lessons learned, challenges -- References -- Youth skill development in Nepal: An approach to human security and sustainable peace -- Introduction -- 1. Youth, education and the labour market in Nepal -- 1.1 Unskilled and unemployed youth in political transition -- 1.2 The link between poverty and lack of skills -- 1.3 Relation between education and employment -- 2. Vocational skill development and policy learning in Nepal -- 2.1 International experience in TVET development -- 2.2 Nepal's national experience in TVET development -- 3. An innovation in youth skills development for economic peacebuilding -- 3.1 Skills for economic peace-building and human security -- 3.2 Potential for NVQF development -- 3.3 NVQF for human security and sustainable peace -- References -- The revolutionary scope of qualifications frameworks and their limitations on the ground: Reflections on the model used in development cooperation and its implementation in Sri Lanka -- 1. Global diffusion of a super macro curriculum reform -- 2. Why qualifications frameworks are so appealing -- 2.1 A brief look at the history of VSD in development cooperation -- 2.2 The re-emergence of VSD and the diffusion of NQF -- 2.3 The revolutionary scope of NQF -- 3. The case of the Sri Lankan qualifications framework: Rationale and implementation at the local level -- 3.1 The growth of vocational education and training in Sri Lanka -- 3.2 The development of the Sri Lankan qualifications framework -- 3.3 The implementation of the Sri Lankan NQF: A national level and an industry-specific view -- 4. Conclusions -- References.

Promises unfulfilled and (still) counting casualties: Embedded interests and the NQF in South Africa -- 1. Introduction -- 2. NQF buy-in: Between labour, business and government -- 2.1 Labour and the NQF -- 2.2 Employer interests -- 2.3 Government and policy-makers -- 3. Implementation, pitfalls and perils -- 3.1 The rocky road of implementation -- 3.2 Pitfalls and Perils -- 4. System retention and resilience -- Embedded interest -- 5. Conclusion -- References -- The Indian approach to skill certification -- Introduction -- Country's skill scenario -- Existing skill development system -- Indian skill certification -- The present system -- Problems in the current TVET certification system -- New initiatives in skill development and certification -- National policy on skill development -- New institutional structure -- Recognition of prior learning and quality issues -- New skill certification system -- National Vocational Education Qualifications Framework -- Ten levels of learning -- Delivery mechanism -- Challenges ahead -- References -- Meandering through policy development: Observations on vocational education and training in Albania -- Introduction -- Historical development of the VET system in Albania -- Building blocks for VET systems design -- VET providers -- Status of VET providers -- Legislation -- Types and levels of vocational programmes and courses -- National VET Council -- National VET Agency -- Albanian qualifications framework -- National VET strategy -- International support -- Observations on implementation -- The Albanian qualifications framework -- Lessons learnt on policy development -- Lesson 1 - Policy development has different dimensions -- Lesson 2 - Awareness of deficits' is a pre-condition for policy development -- Lesson 3 - Policy development requires a culture of exchange and debate.

Lesson 4 - Exchange and debate require platforms -- Lesson 5 - Policy development requires stakeholder participation and functioning interfaces -- Lesson 6 - Internationals need to review their role and approaches -- Lesson 7 - Policy development requires a vision -- Quintessence -- References -- Part Three. Transfer of the dual model of vocational skills development -- Development cooperation in the field of vocational education and training - The dual system as a global role model? -- Criteria for the export of dual apprenticeship models or the "Dual System" -- (1) Dual apprenticeship model and the readiness of companies to train (company criterion) -- (2) Dual apprenticeship model and schooling (school criterion) -- (3) Dual apprenticeship model as a formalised model (formal law criterion) -- (4) Dual apprenticeship model refers to codified, scientific knowledge (formalised knowledge criterion) -- (5) Dual apprenticeship model as a cooperative model (governance criterion) -- (6) Dual apprenticeship model as a model related to vocational practice (vocational practice criterion) -- (7) Dual apprenticeship model as a career-relevant model (meritocratic principle) -- Historical attempts at introducing dual models of vocational training -- Current attempts at introducing dual models of vocational training -- On the exportability and sustainability of dual models of vocational training -- References -- The transfer of dual vocational training: Experiences from German development cooperation -- Introduction -- Studies evaluated -- What do we know about the success of these measures and what are the reasons for this? -- Which factors are seen as responsible for the low success rate in the dual projects? -- Conclusion -- List of sources -- References -- Adapting the dual system of vocational education and training -- Introduction.

The Swiss Dual Apprenticeship System.