A/70/342 forms of PPPs qualifications”. 16 D. frequently employ personnel who lack training and/or Public-private partnerships and skills development through technical and vocational education and training 68. An important role devolves on public-private partnerships in education in the field of technical and vocational education and training. Skills development programmes in that field necessarily involve close collaboration with industry and enterprises. The Special Rapporteur considers that this area has not received consideration commensurate with its importance in the context of public -private partnerships. It calls for much greater recognition and focus. 69. The institutionalized collaboration between institutions providing technical and vocational education and training programmes and enterprises or industry is very weak in most developing countries, whereas that collaboration is key to running such programmes fruitfully, as demonstrated by policy and programmatic approaches in developed countries. In conducting such programmes, where industry and enterprises collaborate with Governments, the driving spirit is the c ontribution to industrial and economic growth as an overall objective shared and jointly accomplished by public authorities and the private sector in both their interests. 70. Governments in developing countries can and should establish and strengthen public institutions providing technical and vocational education and training programmes, working closely with industry and enterprises with the objective of imparting skills and fostering entrepreneurship. Private sector involvement is crucial in addressing the challenges of the skills gap. 17 Public-private partnerships in technical and vocational education and training can encompass all aspects of such training, including financing, infrastructure, quality control, in -service training of instructors and establishment and review of vocational trades and technical courses. 71. The dual system practised in industrialized countries, such as Australia, Germany and Switzerland, whereby students, while pursuing technical and vocational education and training programmes, also take on an apprenticeship in an enterprise, is premised upon public-private partnerships. There is huge potential for the private sector to contribute to infrastructure and equipment in schools, training programmes for instructors in technical and vocational education and training and giving students a stipend when they undertake training in an enterprise. Private partners from industry and enterprises should also contribute to developing technical and vocational education and training programmes i n schools, in particular when they collaborate with foreign enterprises. 72. In Viet Nam, for example, multinational manufacturing companies have partnered with universities to provide specialized courses in the workplace to train workers in work-specific skills. Scaling up such partnerships more broadly, through cost-sharing models, provides an example of where the interests of the public and private sectors most closely align and should be emulated more widely. __________________ 16 17 15-12538 Resolution 1.1 of the seventh World Congress of Education International, July 2015. See Swati Sharma, “Public-private partnerships and skills development”. Available from http://ohrh.law.ox.ac.uk/further-background-papers-on-the-online-workshop-the-challenge-ofpublic-private-partnerships-in-realising-the-right-to-education/. 13/25