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== Private sector == Private TVET providers include [[for-profit]] and [[Nonprofit organization|non-profit]] institutions. Several factors triggered actions to support the expansion of private TVET including the limited capacities of public TVET providers and their low responsiveness to enterprises and trainees. Private TVET providers were expected to be more responsive because they were subject to fewer bureaucratic restrictions than public institutions (particularly in centralized systems). Their presence was expected to help raise quality system-wide, in many developing countries, government budgets constituted a vulnerable and unreliable source of financing for TVET, an important objective was to finance TVET systems by increasing the contribution of beneficiaries, including employers and trainees.<ref name=":1" /> Private TVET provision over since 2005 has become a significant and growing part of TVET in [[sub-Saharan Africa]], the [[Middle East]] and [[North Africa]].<ref>Johanson, R. K. and Adams, A. V. 2004. ''Skills Development in Sub-Saharan Africa''. Washington, DC, World Bank.</ref><ref name=":2a">ETF and World Bank. 2005. ''Reforming Technical Vocational Education and Training in the Middle East and North Africa: Experiences and Challenges''. Luxembourg, Office for Official Publications of the European Communities.</ref> In some countries, e.g. [[Lebanon]], enrolments in private TVET institutions have exceeded enrolments in public institutions. In [[Jordan]], private provision at the community college level has been promoted by the government.<ref name=":2a" /> However, not all experiences has been positive with private proprietary institutions or [[Non-governmental organization|NGOs]], their courses have often been concentrated in professional areas that typically do not require large capital investment, permitting easy entry and exit by private providers from the sector. Quality issues have also emerged, where market information about quality has been unavailable.<ref name=":1" />
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