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This document reports on four studies into the cooperation between technical and vocational education (TVE) institutions and the world of work. These studies were part of a series of studies on existing approaches to such cooperation initiated by UNESCO within its UNEVOC Project. The studies took place in Hungary, Romania, Sweden and the Russian Federation. They were undertaken by experts from the countries themselves on the basis of guidelines provided by Dr. R. Barry Hobart, Consultant to UNESCO. A synthesis is provided by Dr. Hobart to identify and describe the common variables that are operating with respect to education for the world of work in each of the case studies included. The report is divided into two sections. The first section contains the studies from Hungary, Romania and Sweden that examined the policies and legislation in TVE designed to enhance cooperation with the world of work. The second section reports on the study from the Russian Federation that investigated aspects of cooperation between the training institution and the individual enterprise in the implementation of such policies. Show less

This report presents information on jobseekers' perceptions of the value of education and training and their motivation to participate in education and training whilst receiving the Jobseeker's Allowance (JSA). Under the JSA regulations jobseekers can undertake education and training courses provided they do not interfere with their availability and search for work. Jobseekers' awareness and understanding of the education and training regulations under the JSA are explored. This is followed by an evaluation of the Workskill pilot. The Workskill pilot was introduced to test more flexible rules that would allow jobseekers to attend either part-time or full-time courses. The impact of the relaxed training requirements was considered and differences between part-time and full-time pilot areas were explored. Reasons for the lower than expected take-up of places are set out as are the issues that should be considered when designing and implementing future education and training-related activities. Show less

The World Technical and Vocational Education and Training (TVET) Database is an online repository developed by UNESCO-UNEVOC. It aims to provide up-to-date information on TVET systems worldwide. This country profile for Guyana outlines the TVET mission, strategy and legislation and provides an overview of the TVET systems - formal, non-formal and informal, governance and financing, TVET teachers and trainers, the qualifications framework and current reforms and major projects. Show less

The main purpose of the study is to investigate the effect of the blended learning and face-to-face learning on students' academic achievements and transfer of learning. The first aim of the study is to analyse the students' academic achievements to determine the change of theoretical knowledge in terms of the instructional method applied in this study. However, students' performances during the learning process are not always a good indicator. Therefore, the second aim of the study is to examine transferring students' theoretical knowledge to their educational multimedia projects. For this purpose, 14 weeks of pre- and post-test experimental study is designed. The study is administered through an educational technology course in which students learn how to develop educational multimedia materials. The participants are undergraduate pre-service teachers; they are assigned randomly to the experimental and control group. While the experimental group has both online and classroom sessions, the control group has only face-to-face classroom sessions. Although there is no significant difference between the groups in terms of academic achievement, the students in the blended group are more successful in transferring their knowledge to their projects than the ones in the face-to-face group. In conclusion, the results show that the blended learning approach has a positive effect on the transfer of learning.

Published abstract reprinted by permission of the copyright owner. Show less

As part of its efforts to encourage and facilitate regional cooperation among the Latin American and Caribbean Member States and to strengthen and further develop their technical and vocational education and training (TVET), the UNESCO-UNEVOC International Centre carried out a desk research in order to get an overview of current regional activities, plans and networks already in existence and to identify organisations and institutions that are active in the field of TVET in the region. This report contains the findings of this desk research together with recommendations for further action. It is presented in four main parts: the first section outlines the sources and resources used for gathering the relevant information; part two provides a brief overview of the current situation of TVET in the region, the changes occurring and the challenges the countries and their TVET institutions are facing; part three lists a selection of the regional activities that are, or already have been, carried out in the region and the main actors involved; and the final part contains some preliminary recommendations on how to proceed from here. Show less

This convention was adopted by the General Conference of UNESCO at its twenty-fifth session in Paris, 10 November 1989. The fifteen articles outline the conditions under which the contracting states agree to develop policies relating to technical and further education. These conditions include agreements to: facilitate international co-operation; ensure adequate standards; take account of the educational, cultural and social background of the population; and ensure that individuals are not discriminated against. Show less

This booklet and CD-ROM are the report and presentations from a meeting convened by UNESCO-UNEVOC to synthesise and extend current examples of international best practice and disseminate strategies for addressing the questions, issues and problems that arise in developing policies and programs based on reorienting technical and vocational education and training (TVET) for sustainable development. Sixty-six delegates from 23 countries attended the meeting. The papers (some accompanied by PowerPoint slides) are: ‘Greening’ FE curricula: a position paper / Shirley Ali Khan; Integrating sustainable development into TVET in Oman / Abdullah Ambusaidi; Evaluating TVET programs through appreciative inquiry / Alberto Arenas; Sustainability competencies: skills to last - generic sustainable development skills for the workforce / France Boutin and Chris Chinien; VET system and sustainable development in Mongolia / D. Bujinkham (PowerPoint slides only); Emerging models of TVET teacher training and their potential for sustainability in the international arena: an analysis of the German context / Frank Bunning; Business and entrepreneurship education for the 21st century: entrepreneurship, vocational training and education for sustainable development: a case study of a one year course for secondary schools in New York city / Jaimie P. Cloud; Promoting entrepreneurship in curriculum of TVET sector for sustainable development / Suresh K. Dhameja and Man-Gon Park; Train-the-Trainer-Network for facilitating regional and national sustainable development / Bui The Dung; Rethinking development - as if the planet and its people really mattered / John Fien, David Goldney and Tom Murphy; New thinking about development: response / Annette Gough; Postgraduate training programs for energy experts in industry in Eastern Europe: …methods and mechanisms for upgrading skill and competence, raising awareness and profitability for sustainable development in industry / Thor Henning Gulbrandsen; Technical and vocational education for sustainable development - policy making strategies and project experiences in Germany: first draft of a paper / Michael Haertel; Approaches to supporting vocational skills acquisition by migrants (displaced people) in the Three Gorges Reservoir Area of Chongqing, China / Zhao Jiping and Liu Yu assisted by Veronica Volkoff; TVET for sustainable development - opportunities and challenges: final comments / Tom Karmel; From welfare to learnfare: a new social security model for sustainable development / Jang-Ho Kim; Prospects and perspective of ubiquitous teaching and learning systems / Myong Hee Kim and Man-Gon Park; The role of information and communication technologies in TVET for sustainable development / Boris Kotsik; Intercultural education for promoting sustainable development in technical and vocational education and training (TVET) / Johanna Lasonen; TVET and sustainable livelihoods in the Caucasus: the case of Azerbaijan / John E. S. Lawrence; Strategies for promoting gender equity in Korea / Young-Hyun Lee; Developing entrepreneurship for rural youth and women / Tariq Mahmood; Sustainable development through the provision of knowledge based skilled workforce / Shyamal Majumdar and Suresh K. Dhameja; Sustainable development in TVET in the UK - developing the strategy / Stephen Martin, Maureen Martin and Judith Cohen; Adult and vocational education for social sustainability: a new concept for TVET for sustainable development / Stephen McKenzie; Sustainability covenants: a case study of government-college partnership / Beth McLachlan, Greg Waddell and Frank Mitchell; The contribution of TVET to sustainable development and launch of the United Nations Decade of Education for Sustainable Development for technical and vocational education and training / Rupert Maclean; NZ Industry and Youth Employment / New Zealand Business Council for Sustainable Development; The world trends and its implications for sustainable human resource development through TVET / Man-Gon Park; Workforce and workplace mobility with computer-supported cooperative works / Man-Gon Park, Myong Hee Kim and Ligaya D. Valmonte; A sustainable education: history, local knowledge and TVET / William S. Pretzer; Learning to do: an ESD resource for TVET / Lourdes R. Quisumbing, Maria Lourdes Q. Baybay; Technical and vocational education and training in India: policy perspectives and challenges ahead / J. S. Rajput; The main ideas for sustainable development: vocational secondary school in Indonesia / Mian Siahaan Arie Wibowo Khurniawan; Consideration of sustainable development in modular curriculum approach / Harry Stolte; Achieving sustainability in TVET through a program of accreditation and certification / Ligaya D. Valmonte and Myong Hee Kim; Vocational competencies of digital literacy / Tapio Varis; TVET for sustainable development in Union of Myanmar / Kyaw Soe Win. Show less

The World Technical and Vocational Education and Training (TVET) Database is an online repository developed by UNESCO-UNEVOC. It aims to provide up-to-date information on TVET systems worldwide. This country profile for Uganda outlines the TVET mission, strategy and legislation and provides an overview of the TVET systems - formal, non-formal and informal, governance and financing, TVET teachers and trainers, the qualifications framework and current reforms and major projects. Show less

The Modern Apprenticeship (MA) program was introduced to improve the supply of intermediate level of skills in the United Kingdom (UK). The Department for Education and Employment (DfEE) commissioned a study in 1998 to evaluate employers' views and experiences of MAs. This study set out to: (1) evaluate the impact MAs are having on the quantity and quality of work-based training for young people; (2) determine the extent to which the MA program has been effective in overcoming skill shortages and in improving skill levels; (3) assess whether the program provided value for money; and (4) provide some guidance in delivering and maintaining high quality training. The study, based on interviews with employers, found that while there was room for some improvements, overall, the MAs were meeting the needs and expectations of both employers and apprentices. Show less

Modern Apprenticeships (MAs) provide people aged between 16 and 24 with work-based training which leads to qualifications at National Vocational Qualification level three (NVQ3) or above. This report provides a profile of non-completers and examines how trainees came to start the MA program, their understanding of the process at the start of the training, their training experience and the range of reasons for not completing the MA program. More specifically, it investigates why some leavers from MAs do not attain a NVQ3 and some attain a level three but do not complete the whole training, and why some leavers do not complete their MA in spite of remaining with the employer, in some cases still receiving training. The report also examines what non-completers do after the MA and ways of improving attainment. Information was obtained from recent non-completers, training providers and employers. The five sectors covered in this study are: Care, Hospitality, Retail, Motor and Electrotechnical. Some key issues to emerge from this research include: (1) despite non-completion, most participants felt they had benefited from the program; (2) most employers were generally positive about MAs and very few planned to discontinue their involvement with MA training; (3) most trainees started their training without being fully aware of what the training involved or how long it would take; (4) a large number of employers lack information and knowledge about MAs; (5) there appears to be no one stage of the training program where non-completion is more likely to take place; and (6) Key Skills was one of the key factors identified as leading to non-completion. Show less