The vocational education and training (VET) system is a social mechanism that allows the distribution of knowledge, training, skills, work skills, needs and values ​​to all members of the company. Therefore, it is inevitable for all beneficiaries to emulate the precedence of those countries through this scope. we will focus our study on the methodology and description of VET in Lebanon. And analysis on the public governance of professional training. Also analyze and distinguish the betting situation through a survey of Germany and Belarus as a case study to obtain an optimal mechanism that enhances the labor market and specialized ministries. Therefore we could suggest a strategic plan to achieve an optimized system and publish a recommendation on the objectives and strategic plan, model, factors, for the government and the Ministry of Education, the Ministry of Labor and the Director of the system in order to achieve an Advanced and effective system, to equip the labor market with qualified forecasters and technicians and raise the economic level of the country. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essayThe general objective of vocational training is represented by the current update in the structure, organization and methods of the educational system, and in particular in the contents of the system and the ways of its implementation, as well as the influence of the trained students through their involvement in the labor market, companies and aspects of the industrial sector. We researched elaborate and comprehensive statistical tables illustrating the number of employees according to the discordant vacant professions and investigated whether these professions cross the global commitment, taking into account the sequential arrangement of the most advanced countries to integrate strategic approaches into an entire plan to deduce a practical model to emulate the great industrial power to consolidate economic legislation with accessible prospects. The VET system is shown in Fig1: However, this system needs to be studied and modern approaches and implementations could be integrated into it. With reference to the methodology of curriculum development in vocational education and training, Dr minor, Iska Maksimovic, 2000). In Germany the VET system is the combination of a workplace apprenticeship with classroom education. And the whole system is run by the federal government. Meanwhile, the Belarusian national TVET is managed by the Ministry of Education (MoE), other republican institutions of the state government and other state organizations under the authority of the government, local executive and administrative institutions. Germany is the country with the smallest number of youth unemployed in Europe, but Belarus's labor market has not recovered from its old illnesses. The state economy uses its financial and human resources inadequately and limits potential growth. While the construction industry requires workers, many manufacturers have to lay off some of them. IN Germany the functioning of the vocational training system is a cooperation between many partners such as the federal government, regional governments, vocational schools, chambers, companies, trade unions. In Belarus, many partners such as institutes, the world of work, the labor market, companies, the industrial sector and financial donors also confirm this. In both cases the causes of the failure to provide access to initial training lie in the market mechanisms that govern the system. Technical and up-to-date programs are integrated into VET in order to qualify and trainlabor to encourage industry and the labor market, thus increasing the cost of the economy across Germany. This integration is limited in Belarus. An obvious cooperation between the vocational education and training system, universities and companies is planned and well controlled by the government and specialist ministries. Public VET Government in Lebanon VET institutions and workplaces are scattered and unfairly distributed all over the country as a clear decentralization to a single place where the capital area got the lion's share of the allocation. The reason why the government should pay high-level attention to the entire vocational education and training plan related to the global concern and basic needs of vacancies and shortage of professionals in the labor market. Lebanese TVET should launch a consolidated strategic plan, implementation and multiple development goals covering the role of the education system in achieving economic and social goals. The plan must be updated annually and operationally and reviewed every four years. A reasonably systematic set of procedures and processes based on principles of accountability, transparency and effectiveness is in place to ensure that the behaviors and activities of all actors engaged in VET are moving in the intended direction. VET governance is too centralised. And the Ministry initiates policies, has a role in key decision-making processes and acts as the main financier of the public TVET system through government revenue, and the Minister is a strategic actor. Technology integration must be given a renewed emphasis that provides solid technical skills required by market demand. The area has always aggressively partnered with local businesses to provide qualified candidates to meet the employment needs of the business community. They need to respond quickly and efficiently to the educational needs of their communities. Continuously evaluate and improve instructions, provide educational opportunities and simulate a real work environment to educate the workforce." 2016). A highlight was extracted from the mapping of vocational education and training, gemm governance for employability in Mediterranean, European Union, 2016. Government should clearly identify the respective roles, responsibilities and accountabilities of the Ministry, the Director and the different ministries and public sector units that have a central role in the management and leadership of health systems and reforms VET. A coordinated and agreed vision for human resource development should be developed involving all actors; greater involvement of the business sector and civil society should be sought to involve them in the entire VET cycle, planning, implementation, monitoring and evaluation (Lebanon National Strategy Paper 2017) MEHE should consider with its government partners how best to make funding and financing methods, procedures and reporting more transparent, in order to ensure sufficient funding and more appropriate sharing. responsibilities for management decision making with VET providers. Funding mechanisms should also consider allocation based on the outcomes of VET provision rather than just the number of students. MEHE should now activate the Higher Council for VTE and engage with employers and their organizations more systematically, and bring other member organizations into a formal and organized dialogue. The modus operandi of the Board of Governors for VTE should be negotiated with its members so that it can act asumbrella for a partnership-based approach to VTE governance. Employers' organisations, Chambers, etc. they should review their policies on identifying labor market needs and education and training policy, and should carefully analyze how to develop their organizational capacity to address these issues. They should give higher priority to continuing education in terms of planning and delivery. Trade union federations should consider how they could be better prepared in terms of policy and organization to be partners in the governance of VTE. They should strongly argue that continuing education must be given a higher priority. Case study of the vocational education and training system in Germany. The post-secondary education system in Germany is divided into two areas, the academic and the vocational. The dual VET system has been the hallmark of vocational education in Germany. This system is the combination of an on-the-job apprenticeship with classroom education. Practical training allows apprentices to gain a solid foundation of market-relevant skills for their professional future while studying at a vocational school allows them to delve deeper into the scientific and theoretical aspects of their trade. (Muehlemann & Wolter, 2014). The result of skilled workers, which allows employers to save on recruitment costs, contributing to the employability of young people and supporting individuals in their transition into the labor market. In order to ensure that VET contributes to the achievement of desired objectives, VET is governed by a comprehensive legal framework that includes national and mandatory standards to be followed by federal states. The functioning of the VET system, therefore, is based on cooperation between many partners, especially with regards to the definition of complementary study and apprenticeship contents, the coordination of alternate learning locations and regular updates of the curriculum and quality standards based on market demands. Another cooperation between VET partners and stakeholders. Cooperation between employers, vocational schools and other social partners Cooperation between partners and stakeholders is a key element of VET. Cooperation is particularly important in the process of defining the number of apprenticeship places offered each year, in the provision of training and education, as well as in the final examination and awarding of the diploma. Furthermore, cooperation is essential to ensure quality within the system and in the updating mechanisms that adapt curricular contents and standards to the demands of the labor market. (Federal Institute for Vocational Education and Training [BIBB], 2015). The federal government supports the quality assurance process and how curricula are adapted to meet market demand. The most important players at the federal level are the Federal Ministry of Education and Research and the Federal Ministry of Economic Affairs and Energy. The former is generally responsible for monitoring the functioning of the system, while the latter is mainly responsible for the work side of dual VET. The vocational training system in Germany is supported by a structure of intense cooperation. The social partners must reach an agreement on vocational training policy. Consensus among stakeholders increases the acceptability of vocational training, although it can also represent a barrier to reform and innovation. By working together, stakeholders help ensure thenumerous positive benefits produced by the system. (Rindfleisch & Maennig-Fortmann, 2015). The challenges of the dual vocational education system The first sign that all may not be well with the German VET system came from the steady decline in participation rates in dual apprenticeships. Although it may seem paradoxical in light of the declining apprentice population, the dual VET system in Germany also faces a challenge in terms of accessibility and meeting demand. Every year around 150,000 young people fail to engage in initial vocational training, entering the job market without any type of post-secondary education completed. Given this potential gap in the workforce, the importance of the German vocational training system cannot be overstated. The decline in participation in dual VET and the inability of the system to guarantee access to many young people interested in a vocational program are therefore serious problems that affect the entire national economy and society in general. If these challenges are to be met, dual VET must be made flexible enough to adapt to today's educational, social and economic context. (BMBF, 2014) The German dual vocational education and training system is highly recognized. With the lowest youth unemployment rate in Europe (6.7% in 2017), Germany's dual vocational education and training system is highly recognized abroad. Most of the workforce has received high qualifications through the dual VET system. The dual VET system is an integral part of the overall education and training system in Germany. Where training takes place both in companies and in public training schools. Thanks to dual training, German companies transform apprentices into customized specialists at low net costs through in-house training. While there is close collaboration between all social partners. The dual VET system is strongly integrated into the German economy and society. So dual study programs are on the rise. Fig2: (Clemens Wieland and Eduard Lezcano, 2016). Statistics were viewed from http://ec.europa.eu/eurostat/statistics.Vocational education and training policy in BelarusThe objectives and principles of the state policy of the Republic of Belarus on vocational education are aimed at its democratization, continuation and concern for the interests of the individual. Fig3. The Council of Ministers of the Republic of Belarus envisaged the introduction of a new List of integrated educational specializations, which would be multi-profile and flexible in the choice of available models of vocational education and training at regional and local levels, and would ensure the continuity of educational curriculum for vocational training at different levels, implementation of an individual-centered approach, provision of social partnership in vocational training; Introduction of information technologies in the management of educational institutions and in the educational process; Monitoring the needs of teaching staff; quality management of training for employees and specialists, based on educational standards and a special system of control indicators. Entry into state vocational education and training institutions occurs through agreements with companies and organizations. Responsible organizations, including social partners, two opposite trends, typical of the management of vocational education in Belarus, are the tendency towards centralization and decentralization. The logic behind devolution Authority at different management levels was driven by the importance of the objectives to be achieved. But the trend is more.