Editing Vocational education (section)

=== Migration flows ===
Increasing migration are significant challenges to the national character of TVET systems and qualifications. TVET qualifications are progressively expected not only to serve as proxies for an individual's competencies but to also act as a form of a currency that signals national and international value.<ref>Leney, T. 2009a. ''Qualifications that Count: Strengthening the Recognition of Qualifications in the Mediterranean Region''. Thematic Study. Turin, Italy, ETF. http://www.etf.europa.eu/web. nsf/(RSS)/C125782B0048D6F6C125768200396FB6?OpenDocument&LAN=EN&nbsp;</ref> TVET systems have been developing mechanisms to enable credible and fair cross-border recognition of skills. In 2007, the [[International Labour Organization|ILO]] identified three types of recognition that TVET system may use: unilateral (independent assessment by the receiving country), mutual (agreements between sending and receiving countries), and multilateral (mostly between a regional grouping of countries). The most prevalent of these is unilateral recognition, which is mostly under the control of national credential evaluation agencies. Countries have been slow to move from input-based skill evaluations to outcome-based methodologies that focus on competencies attained.<ref name=":3">Keevy, J. 2011. ''The recognition of qualifications across borders: the contribution of regional qualifications frameworks''. Background paper commissioned by UNESCO. Pretoria, South African Qualifications Authority.&nbsp;</ref><ref name=":1" />

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. Regional Qualifications Frameworks such as those in [[Southern Africa]], [[Europe]], [[Asia]] and the [[Caribbean]] aim to significantly support the recognition of qualifications across borders.<ref>Keevy, J., Chakroun, B. and Deij, A. 2010. ''Transnational Qualifications Frameworks''. Luxembourg, Publications Office of the European Union.</ref> These efforts are further supported through the introduction of outcome-based learning methodologies within the broader context of multilateral recognition agreements.<ref name=":1" /><ref name=":3" />