Increasingly, these types of reforms are being reflected in TVET programs, but these are not widespread and need to be scaled-up and mainstreamed as part of deeper systemic reforms within TVET if people are to be educated to efficiently participate in and benefit from, the economic and social changes rapidly taking place worldwide.
Indeed, it could be argued that it is a national and global necessity for TVET thinkers and systems to lead such educational reforms due to the integral role of the world of work in counteracting the negative impacts of poverty, growing economic inequalities, resource depletion and climate change.
It is widely held that educational research can play a crucial role in policy formulation and decision-making aimed at strengthening and upgrading, and thereby improving, educational practice and learning outcomes. Research on technical and vocational education and training is an internationally established and widely recognised focus of educational research.
A new international research agenda is required in TVET so that vocational education can best meet its obligations to change, in alignment with the dynamics of internationalised technological and economic development, globalised logistics and supply chains. Increasing regulations about the environment and working conditions, and the establishment of international labour markets that depend on the cross-border mobility of employees have all led to a growing interest in TVET-related research.
Hence, the focus of this International Experts' Meeting was the placement of TVET research in supporting the transformation of skills development programs to better support sustainable and inclusive growth. A case study was made of the Qatari context with regard to the transition to a knowledge-based economy paramount in the context of the goals of Qatar National Vision 2030 and the emergence of the Industrial Revolution 4.0.