The focus of this chapter is on technical vocational education and training (TVET). TVET has become an increasingly important issue in the educational agenda in Asia as it is viewed as a tool for alleviation of poverty, for driving economic growth and for promoting equal access to opportunities. This increase in attention to TVET is partly reflected in the vocationalization of secondary schooling that is aimed at diversifying education in the region and encouraging more students to enrol in school for a longer period (Pavlova, 2009). This move is required due to achievement of almost universal primary education in many parts of Asia (e.g. in East, Southeast and South Asia, the primary school completion rates are higher than 90%) (Ra, Chin, & Liu, 2015) and a significant expansion of the completion of lower secondary education (in half the Asia-Pacific countries at least 80% of students achieve the completion rate) (Ra, Chin, & Liu, 2015). In addition, TVET has been recognized as providing a number of benefits for students as it develops skills for both life and work. First, it has a potential to provide relevant skills required by enterprises and economies. Development of practical skills while students are still in school is considered to be a cost-effective solution for skills training (Bishop, 2005). Second, it facilitates the school-to-work transition for young people. Third, TVET provides upward mobility between occupations and drives the development of new skills that prepare people for ever-changing labour market demands (Paryono, 2013). Forth, secondary education, including TVET, is viewed as the most effective way to equip youth with the soft skills required for the world of work (World Economic Forum, 2014).