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.
 the decision in 1999 to officiate the term tvet led to the development of the unesco-unevoc international centre for technical and vocational education and training in bonn, germany. tvet today has the responsibility of re-skilling such workers to enable them find and get back to work apart from providing work related education, tvet is also a site for personal development and emancipation.  work education has been included in the primary standards (grades 1–8) to make the students aware of work.  it is a new experiment in iraq about tvet, there are three ministries related to tvet in iraq, ministry of higher education and scientific research which represented by the technical universities, ministry of education which represented by the vocational education foundation, and ministry of labor and social guaranty which represented by vocational training centers.  tvet has an important role to play in technology diffusion through transfer of knowledge and skills.
 this goal had a symbolic value, helping to raise the visibility of tvet and skills development and create a more prominent place for them on the global education policy agenda.  increasing migration are significant challenges to the national character of tvet systems and qualifications.  tvet systems are responding to migration by providing qualifications that can stand the rigour of these recognition systems and by creating frameworks for mutual recognition of qualifications. first, national tvet policies in most cases failed to address the skills needs of young people living in urban poverty and in deprived rural areas. the persistent gender-typing of tvet requires concerted attention if tvet is to really serve a key facilitative role in shared growth, social equity and inclusive development. this led to the revitalization and reappraisal of a traditional craft by learners and society.
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