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This UNESCO-UNEVOC discussion study, supported through collaboration with UNRWA, investigates barriers preventing migrants and refugees from accessing technical and vocational education and training (TVET), and highlights promising regional practices to strengthen inclusion. Drawing on literature review and stakeholder interviews, it identifies how capacity-building initiatives can improve inclusion, while stressing enabling environments created by coordinated national and international action.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/practical-approaches-to-increase-inclusion-of-migrants-and-refugees-in-tvet-in-the-arab-states-discussion-paper/587826/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/practical-approaches-to-increase-inclusion-of-migrants-and-refugees-in-tvet-in-the-arab-states-discussion-paper/587826.png","ImageObject",300,407,{"name":92,"@type":93},"Melati","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the paper address for migrants and refugees in the Arab States?","Question",{"text":112,"@type":113},"It examines barriers that restrict migrants and refugees from accessing technical and vocational education and training (TVET), and it explores practices that can support their inclusion.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What evidence does the study use to identify barriers and solutions?",{"text":117,"@type":113},"It relies on an extensive literature review and interviews with key stakeholders to understand challenges and effective interventions in the region.",{"name":119,"@type":110,"acceptedAnswer":120},"Which types of barriers are highlighted as affecting TVET inclusion?",{"text":121,"@type":113},"The paper outlines legal and administrative constraints, labour market constraints, inadequate psychological and social support, financial barriers, and limited information, advice, and guidance.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},587826,1792116901,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":26,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962085570644,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","International Centre for Technical and Vocational Education and Training  \nPractical approaches to increase inclusion of migrants and refugees inTVET in the Arab States  \nDiscussion paper  \n| UNESCO – a global leader in education\u003Cbr>Education is UNESCO’s top priority because it is a basic human right and the foundation for peace and sustainable development. UNESCO is the United Nations’ specialized agency for education, providing global and regional leadership to drive progress, strengthening the resilience and capacity of national systems to serve all learners and responding to contemporary global challenges through transformative learning, with special focus on gender equality and Africa across all actions.\u003Cbr>| The Global Education 2030 Agenda\u003Cbr>UNESCO, as the United Nations’ specialized agency for education, is entrusted to lead and coordinate the Education 2030 Agenda, which is part of a global movement to eradicate poverty through 17 Sustainable Development Goals by 2030. Education, essential to achieve all of these goals, has its own dedicated Goal 4, which aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”The Education 2030 Framework for Action provides guidance for the implementation of this ambitious goal and commitments.\u003Cbr>|\n| --- | --- |\n\nUNESCO-UNEVOC  \nInternational Centre for Technical and Vocational Education and Training  \nUN Campus Platz der Vereinten Nationen 1  \n53113 Bonn Germany  \n© UNESCO 2025  \nThis publication is available in Open Access under the Attribution-ShareAlike 4.0 IGO (CC-BY-SA 3.0 IGO) license ( [http://creativecommons.org/ licenses/](http://creativecommons.org/ licenses/)[ ](http://creativecommons.org/ licenses/)[bysa/3.0/igo](bysa/3.0/igo)) . By using the content of this publication, users accept to be bound by the terms of use of the UNESCO Open Access Repository ( [https://www. unesco](https://www. unesco). org/en/open-access/cc-sa) .  \nThis paper was commissioned by UNESCO. The views and opinions expressed in this paper are those of the author and should not be attributed to UNESCO.  \nCoordinated by: Priscilla Gatonye and Lenny Martini, UNESCO-UNEVOC International Centre for TVET  \nCopy-editing: International Correspondent for Education For further information, please contact:  \n[unevoc.inclusion@unesco.org](unevoc.inclusion@unesco.org)  \n[Graphics and lay-out: Aldrich Mejia](Graphics and lay-out: Aldrich Mejia)  \nCopy-editing: International Correspondent for Education Cover photo: © UNESCO-UNEVOC/Awni Alotoom under CC BY-NC-SA 3.0 IGO.  \nS H O R T S U M M A R Y  \nMigration is increasing due to political and economic instability, with the Arab States experiencing a substantial rise in refugees, migrants, and internally displaced persons. In response, this study, initiated by UNESCO-UNEVOC in collaboration with UNRWA, examines the barriers to accessing Technical and Vocational Education and Training (TVET ) for migrants and refugees, while also exploring promising practicesand interventions in the region that support their inclusion.  \nBased on an extensive literature review and interviews  \nwith key stakeholders, the study reveals that with adequate support, such as through UNESCOUNEVOC’s capacity building pilot projects, TVET institutions can make meaningful progress in addressing inclusion challenges. However, the study emphasises the need for  \nboth state and international efforts to establish an enabling environment  \nthat supports inclusive practices. This includes removing key barriers, such as legal and financial obstacles, that hinder TVET institutions from effectively implementing inclusive practices and prevent learners from fully participating in and benefiting from TVET.  \npeople are projected to be forcibly displaced from Syria in 2025.  \nPractical approaches to increase inclusion of migrants and refugees inTVET in the Arab States  \nDiscussion paper  \nTable of contents  \nForeword 6  \nAcknowledgements 6  \nAbbrevi","cbCaiuBu9AzFFCf2","https://ap.wps.com/l/cbCaiuBu9AzFFCf2","pdf",1746252,"English","# Foreword\n# Acknowledgements\n# Abbreviations\n# Glossary\n# Chapter 1: Introduction\n# Chapter 2: The contextual landscape of migrants and refugees in the Arab States\n# Chapter 3: Methodology\n# Chapter 4: Overview of the characteristics of TVET in the Arab States\n# Chapter 5: The barriers facing migrants and refugees in the Arab States\n# Chapter 6: Practical approaches for the inclusion of migrants and refugees in TVET\n# Chapter 7: Discussion and conclusions","[{\"question\":\"What problem does the paper address for migrants and refugees in the Arab States?\",\"answer\":\"It examines barriers that restrict migrants and refugees from accessing technical and vocational education and training (TVET), and it explores practices that can support their inclusion.\"},{\"question\":\"What evidence does the study use to identify barriers and solutions?\",\"answer\":\"It relies on an extensive literature review and interviews with key stakeholders to understand challenges and effective interventions in the region.\"},{\"question\":\"Which types of barriers are highlighted as affecting TVET inclusion?\",\"answer\":\"The paper outlines legal and administrative constraints, labour market constraints, inadequate psychological and social support, financial barriers, and limited information, advice, and guidance.\"}]","Practical approaches to increase inclusion of migrants and refugees in TVET in the Arab States - Discussion paper | PDF",1792063246,151]