This report provides a detailed analysis of the financing of Technical and Vocational Education and Training (TVET) in Vanuatu. It forms part of the study Research into the Financing of TVET in the Pacific initiated through Australia’s aid program in consultation with governments in the Pacific region. Vanuatu was one of seven countries taking part in the research. (The other participating countries are Fiji, Kiribati, Papua New Guinea, Samoa, Solomon Islands and Tonga.) The study is intended to provide a detailed empirical analysis of TVET financing in each country, identify key TVET financing issues, and discuss directions through which future financing for TVET could be made more efficient and effective at national and regional levels. In refining this definition for the purposes of the Vanuatu study, a matrix was developed that identifies TVET programs by (a) the skill categories and levels they seek to develop and (b) by the institutions that offer them. Skill categories and levels are in turn identified according to the qualification levels they are pitched at, and the occupations to which they are directed. Institutions identified as providing structured TVET programs are classified according to whether they are public, church/private or regional TVET providers, other Government of Vanuatu line ministries and agencies that offer TVET-type programs, and employers in the state-owned enterprise (SOE) and private corporate sectors. The study identified many gaps in the information available to adequately document the sources of finance for such providers, the levels of funding and the costs and impact of different forms of provision. The study has been conducted during an important stage in the development of TVET. A National TVET Policy for the period to 2020 has been developed and is being implemented.
ACER. (2015). Research into the financing of technical and vocational education and training (TVET) in the Pacific : Vanuatu : country report. Australian Council for Educational Research (ACER). https://research.acer.edu.au/transitions_misc/26
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© Commonwealth of Australia 2015
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Australian Council for Educational Research (ACER)