Level of interest in TVET offer

What does is measure: This indicator measures the level of interest in TVET offers, as proxied by the average number applications per apprenticeship seat. An apprenticeship seat is defined as one seat within a trade/profession that is offered by a TVET provider. Why is it important: When implementing Technical and Vocational Education and Training (TVET), it is paramount that the apprenticeships offered meet the demand of youth participants. Key to a high level of demand is a high level of need (is there a need for the apprenticeship and is there a need for job creation?) and positive perceptions of TVET (for a person seeking to apply for a new job, is it worth it to go through TVET services first?). (Non-Formal) TEVT is perceived in developing, emerging and even in industrial countries as a ‘second-best option’ in comparison to general or academic education. As a consequence, TVET is less seen as an educational option therefore as a step back on the career path. Since this is not consistent with the actual value of TVET offerings, measuring perceptions of training as an appropriate pathway to vocational education and training to improve income and living conditions is central

Method: Data for this indicator should be collected via routine monitoring, by counting the number of apprenticeship seats that were filled and the number of applications for these.

All apprenticeship seats that have been filled since the start of the project should be counted towards the denominator. If a project includes multiple training cycles/badges, then the seat should be counted multiple times (i.e. the number of times that it has been filled since the start of the project).

An application is a request by a potential participant to fill an open apprenticeship seat. To be counted towards the numerator, there has to be written documentation of the request. However, the application itself does not have to be submitted in written format.

How to calculate:

1. Count the number of apprenticeship seats that were filled since the start of the project.
2. Count the total number of applications received since the start of the project.
3. The value of this indicator is the total number of applications received since the start of the project (numerator) divided by the total number of apprenticeship seats that were filled since the start of the project (denominator), i.e. the average number of applications per seat filled.

What activities should the indicator be used for?

• Awareness- and sensibilization campaigns
• Selection of participants
• career counseling during intake interviews
• Job/Trade TVET fairs
• youth networks
• etc.

Disaggregate the data by gender, age, trade/training course, specific vulnerable groups, such as minorities or people with disability.

1. To obtain additional information about how demand can be improved, it is recommended that you also ask the following questions during a survey of participants:

• How likely are you to recommend TVET to your friends/to other community members? (Definitely recommend, rather recommend, unsure, rather not recommend, definitely not recommend)
• Why?

2. To explore potential drivers of interest in TVET services during assessments and during (qualitative) process evaluations, it is useful to hold separate focus group discussions with participants and non-participants in TVET services. Illustrative probing questions might include the following:

• What comes to your mind when thinking of the TVET office in your region?
• Would you recommend TVET services to your friends?
• Why?