Engaging Employers in Vocational Education and Training in Brazil

Learning from International Practices

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One of a series of studies on vocational education and training (VET), this report focuses on how international evidence can inform reforms of the VET system in Brazil. The reforms aim to considerably expand provision of initial VET, tripling enrolment between 2014-2024. Today, few upper-secondary students participate in VET in Brazil as compared to many OECD countries. The reform is a welcome initiative, provided that the expansion is coupled with investments in quality. Expansion of VET is likely to diversify the students attending VET programmes and increase the demand for VET teachers, and schools will need the support to make this work while ensuring that the programmes they offer are relevant for the labour market. By international standards, employers in Brazil provide limited input into VET policy and very few VET students have an opportunity of training with employers, and the reforms could be an opportunity to strengthen their involvement. Moreover, the reform could reinforce assessment strategies, as a lack of reliable assessment may decrease the value of VET qualifications. To support reform efforts in Brazil, this report brings in international evidence and discusses how other countries are addressing various related challenges encountered in their VET systems.


Involvement of employers in the provision of training

This chapter looks at benefits of work-based learning as part of vocational education and training (VET) programmes and how Brazil can increase provision of work placements provided by employers to students. One of the main challenges in increasing work placement opportunities is that some employers may not feel able to train students. The chapter discusses various measures that can enhance the training capacity of firms, such as training of trainers in companies and facilitating collaboration across companies in the provision of training. Recognising the role of schools in reaching out to employers, the chapter provides examples of how the responsibility for work-based learning can be shared between schools and employers.


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