Skills Development: Vocational Education
in the Islamic Countries
7
VET as means for Lifelong Learning and Poverty Eradication
Vocational education is a flexible approach for acquiring skills and knowledge needed to
perform in an appreciable level in any occupation. Due its diversity and inclusiveness one may
start acquiring skills and knowledge for particular occupation at almost any age and with any
prerequisites. It caters for all forms of educational settings (formal, informal and non -formal
education).
Linking VET with lifelong learning
“All purposeful learning activity undertaken throughout life with the aim of
improving knowledge, skills and competencies within a personal, civic, social
and/or employment-related perspective” (Power & Maclean, 2011).
The definition of vocation or occupation is closely linkedwith the definition of life long learning.
According to Power and Maclean (2011) “it is also accepted that lifelong learning is a necessary
condition for achieving the goals of education for all, education for sustainable development,
poverty alleviation and other MillenniumDevelopment Goals (MDGs)”. For a sustainable socio-
economic development, the young people along with other disadvantaged (disable, women, and
minority) people of any country must be equipped with necessary knowledge, skills and
attributes needed for life-long occupations by means of which poverty can be eradicated.
VET as means for Reduction in Social and Societal Tension
One of the aims of education is to build a society where people of different background, race and
believeswill harmoniously live together. These societies may not be considered as harmonious
and progressive without a proper and positive social collision. According to CEDEFOP (2011c)
“Apart from the economic value of education, social scientists started toobserve that individuals
with higher levels of education live longer, are healthier, commit less crime, and are more
actively engaged in society than individualswith lower levels of education” (p. 18). Therefore, a
society will be healthier and progressive if its inhabitants are educated andmost importantly an
education that is geared towards sustainable productivity.
As we stated earlier, vocational education and training is aiming at preparing young people for
the labour market, and if majority of the younger population of any country aremainly engaged
in the economic activities of the country, there will be high reduction in unemployment and
poverty rate. Therefore, if the youths of a society are assured of employment opportunities as a
result of the knowledge, skills and attributes they have acquired through VET, that society will
be free from social tension.
Conclusion
As we can see from the above explanation, VET equip people with the competences that are
acceptable to operate at an appreciable level in the labour market. We can now conclude that
VET is a means for creating employment which will have a greater impact on the economic
growth of any country and as a result eradicate poverty. Any society that is free from poverty
will be free from social tension. Therefore, educators and policy makers should heed to VET in
order to attain sustainable socio-economic development.
Considering this background, this report is designed to analyse skills development in the OIC
member countries through vocational education and to present recommendations to improve