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Abstract
The international TVET literature stresses the role of TVET in development. UNESCO’s 2015 Recommendation envisioned TVET contribution to sustainable development as ‘empowering individuals, organizations, enterprises and communities and fostering employment, decent work and lifelong learning’. This paper illustrates the achieved functionings and agency of VET graduates in relation to their well-being in a marginalised Palestinian context. The paper concentrates on the empowerment effect on the graduate as achieved agency while highlighting the other achieved functionings, which contribute to well-being and human development.
Notes
1. The paper is concerned with TVET prior to the tertiary level; hence is concerned with VET within the overall umbrella of TVET.
2. The development of these indicators also took consideration of the work of Pereznieto and Taylor (Citation2014) and my previous work in developing social empowerment indicators to assess the impact of micro-credit loans for women and the relation between economic resources and social and economic empowerment (Hilal, Citation2009).