Purpose Sustainable Development Goal 4.3 emphasises the importance of equitable access to affordable vocational education and training (VET). However, equity has been interpreted to mean expanding access, which often does not necessarily translate into equitable pedagogical practices and arrangements, nor does it address socially induced inequalities in outcomes. The study examines the factors that influence different VET arrangements and their impact on equitable participation and labour-market outcomes. Design/methodology/approach The study adopts an integrative literature review approach on the available literature on equity issues in VET published between 1978–2024. First, we employed keyword co-occurrence analysis using the Scopus and Web of Science databases using VOSviewer 1.6.20. Second, the micro-level landscape of the literature was covered using thematic analysis. Findings The article assesses the policy elements of reading equity and pedagogical challenges related to inclusion in VET. The study provides valuable insights into defining the term “vocational equity” as fair access, comprehensive learning and positive training outcomes in vocational programs, thereby enhancing overall well-being. Practical implications The study provides a structured lens for evaluating equity across access, pedagogy, governance and outcomes. The study recommendations are crucial for policy practitioners, as they highlight the need for context-sensitive VET implementation that extends beyond enrolment-based approaches. Originality/value To sustainably meet social equity objectives, an integrated framework for administering equitable vocational education and training policies has been developed.
Imran et al. (Wed,) studied this question.