trends have emerged in the implementation of tvet and skills development worldwide.  argentina was one of the first countries in latin america to run apprenticeship and vocational programs.  the largest and the most unified system of vocational education was created in the soviet union with the professional`no-tehnicheskoye uchilische and tehnikum. the education in vocational school is free, and students from low-income families are eligible for a state student grant.  vocational training in india historically has been a subject handled by the ministry of labour, other central ministries and various state-level organizations. in principle, all students in the first year of high school (10th grade) follow a common national curriculum, in the second and third years (11th and 12th grades) students are offered courses relevant to their specialisation. with the change of the name the government also facilitated the entry of vocational high school graduates to colleges and universities. in mexico, both federal and state governments are responsible for the administration of vocational education.
the centres of expertices are linked to the four vocational education programmes provided in senior secondary vet on the content of vet programmes and on trends and future skill needs. both apprenticeship and a third year of practical training in school lead to the same vocational qualifications. both forms of secondary education last three years, and are usually located in the same campus called colegio.  the swiss vocational education and training system (vet) is regarded by many international experts as the strongest in europe. the initial idea was thought of in 1901, and the school opened in 1907.  numbers of apprentices have grown in recent years and the department for children, schools and families has stated its intention to make apprenticeships a “mainstream” part of england’s education system. non-teaching) also requires a base of disciplinary or theoretical know-how that may be explicit and a process of application to specific work contexts and the environment it operates in (bernstein 1996; loo 2012). for a detailed description of the theoretical framework, please refer to chapter 4 in teachers and teaching in vocational and professional education (loo, 2018).  the development and definition of tvet is one that parallels other types of education and training, such as vocational education; however, tvet was officiated on an international level as a better term to describe the field, and therefore is likewise used as an umbrella term to encompass education and training activities such as vocational education.
vocational school is an old antiquated term that was previously used until the late 1960’s when the education system evolved from basic primary education to include high school and then technical schools or colleges in the mid 1960’s. in central and eastern europe, a vocational education is represented in forms of (professional) vocational technical schools often abbreviated as ptu, technical colleges (technikum) and technical high school. ptus are usually a preparatory vocational education and are equivalent to the general education of the third degree in the former soviet education, providing a lower level of vocational education (apprenticeship). the basic categories of education are in addition to these categories administered by the ministry of education, the ministry of interior provides vocational education in the security and rescue branch for policemen, prison guards and firefighters.
in india vocational schools are mainly run by the government under the guidance of the ministry of skill development and entrepreneurship. a vocational school in ireland is a type of secondary education school which places a large emphasis on vocational and technical education; this led to some conflict in the 1960s when the regional technical college system was in development. in 1795, all of the guilds in the netherlands were disbanded by napoleon, and with them the guild vocational schooling system. in the united states, there is a very large difference between career college and vocational college.
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