Evaluating Skills Formation: Reflections From a Multi-Country Study

This article reflects on methodological insights from a study that combined research and evaluation to examine vocational skills development in six low- and middle-income countries. The study sought to understand the role of vocational skills development in driving industrial transformation, growth, and inclusivity but encountered key challenges in defining what was being evaluated, mapping causal pathways, and managing data limitations. One difficulty was whether the evaluation assessed individual programmes, broader policies and strategies, or the entire skills formation ecosystem. The mixed-methods approach allowed for triangulation but the absence of a sharp enough focus, complicated data analysis. Limited opportunities for reflection between research phases – due to funding uncertainties and tight deadlines – constrained iterative learning. Practical challenges also arose: historical records were inconsistent, and data collection was complicated by the fact that training managers were rarely the same individuals responsible for work organisation, technology adoption, or company strategy. Despite these constraints, the study underscored the value of an approach that integrates research and evaluation and was able to achieve results that meaningfully contribute to the knowledge about the ways in which vocational skills development supports workplace transformation, inclusivity and growth.