Search Results

Youth employability and green skills are at the core of UNESCO-UNEVOC's activities. This is why UNESCO-UNEVOC has been collecting 'promising practices' in technical and vocational education and training (TVET) from UNEVOC Network members. These promising practices illustrate how UNEVOC Network members from around the world are using technical and vocational skills to address two major global challenges that are affecting every country in the world, and are therefore high up on the post-2015 development agenda: making youth employable and achieving sustainable development. All UNEVOC Network members were invited to showcase how TVET is being oriented to the demands of greening the economy and addressing youth unemployment at the level of their school or institution, their region or their country. The aim of this exercise was to share knowledge of established innovative practices – 'success stories' – that have proven to be effective and that promote TVET in some profound way, either within a particular TVET sub-sector or at local, regional or national level. The submissions were reviewed in terms of their impact, innovation and potential for replication using a conceptual framework specifically developed for identifying and analysing promising practices. Some of the most promising, interesting and inspiring practices on each of the two themes – green skills and youth employment – are published in this booklet.

Edited excerpts from publication. Show less

In October 2004, five years after the Second International Conference on Technical and Vocational Education (TVET), UNESCO, in partnership with the German Federal Ministry of Education and Research (BMBF), hosted a meeting entitled ‘Learning for work, citizenship and sustainability’. UNESCO Director-General, Koichiro Matsuura, highlighted the challenge of sustainable development, the major role that TVET must play, and the need for TVET to adapt and change if it is to play this role effectively. This document reports on the activities of the three working groups, each structured into five sections: Group A, Learning for Skills Development (Globalisation and TVET Policy Reform; TVET and EFA Planning; TVET at the Secondary Level - Developing Key Generic Competencies; Improving Access and Equity; and Non-formal TVET Skills for Poverty Alleviation); Group B, Transition to the World of Work (Aligning TVET to the Labour Market; Skills for the Future - Guidance and Counselling; Lifelong Learning; TVET for Countries in Crisis; and Statistical Measurement of TVET); and Group C, TVET for Sustainable Development (National Initiatives; Outcomes and Activities; Planning and Implementation; Drafting the Plan for Action; and Plan for Action). The report highlights the issues raised by each of the sections.

Related documents from this meeting are indexed at TD/TNC 81.157 and TD/TNC 81.242 and the final report from the meeting is indexed TD/TNC 83.270. Show less

The sub-regional meeting devoted to networking and capacity building in technical and vocational education and training and education [TVET] for sustainable development in the Commonwealth of Independent States [CIS] and Ukraine was held on 19 June-1 July 2011 as a follow-up of the Bonn meeting in September 2010. The meeting brought together over 53 TVET representatives from ministries of education, [non-government organisations] NGOs in TVET, national UNEVOC centres, TVET institutions, from CIS countries such as Armenia, Azerbaijan, Belarus, Moldova, Kazakhstan, Kyrgyzstan, Russia, and from Ukraine. The meeting focused on the trends and key aspects of TVET development and modernisation in the context of enhanced interaction, sharing and mutual learning in the field of TVET across the CIS and Ukraine under the framework of the network of UNEVOC Centres.

Excerpt from publication. Show less

The UNESCO-UNEVOC Global Forum 'Skills for Work and Life Post-2015' engaged over 200 stakeholders from 71 UNESCO Member States, including 80 participants from 62 UNEVOC Centres from across the UNEVOC Network in identifying concrete and coherent directions and interventions in the areas of youth employability, skills development and greening skills through [technical and vocational education and training] TVET. The forum aimed to: contribute to and inform the global debate on the vital topics of youth, skills and greening TVET in the context of the post-2015 development agenda; engage multiple stakeholders in identifying concrete and coherent global directions, policy measures and programmatic interventions in the areas of youth employability, skills development, and greening skills and competencies through TVET; share cross-regional, multi-stakeholder, multi-level perspectives and draw on an analysis of the results to map a global TVET outlook beyond 2015; and elaborate concrete future interventions through Network and partnership platforms, in particular the UNEVOC Network.

Edited excerpts from publication. Show less

UNESCO-UNEVOC set specific result areas to guide its work during 2004-2005: within the context of its overall mission, recent achievements, and the priorities mandated by UNESCO General Conference. The work of the Centre was focused around these result domains: the UNESCO International Experts Meeting on Learning for Work, Citizenship and Sustainability; the Global UNEVOC Network; [technical and vocational education and training] TVET and Education for All; TVET and the world of work; TVET for sustainable development and TVET publications. This report presents, for each domain, a brief discussion of the issue, the current situation, the activities and interventions taken and any comments or lessons for the future.

Excerpt from publication. Show less

This publication reports on the [education for sustainable development] ESD review-responsive and future-oriented program on ‘Reorienting TVET policy towards education for sustainable development’, jointly organized by the UNESCO-UNEVOC International Centre in Bonn, Germany, InWEnt - Capacity Building International, Germany and Colombo Plan Staff College for Technician Education in Manila, Philippines. Building on the results of the March 2009 ESD World Conference in Bonn, Germany, this international [technical and vocational education and training] TVET expert meeting aimed to be a catalyst to integrate sustainable development-focused objectives, themes, strategies and operating procedures into TVET policies, programs and practices. The aims and expected outcomes of this special program were: increased understanding of the importance of TVET for ESD in line with the goals of [Education for All] EFA; a set of lessons from leading practices in ESD; plans for further advancing TVET for ESD; and study visit of relevant institutions and industries in Germany. Moreover, the discussions focused on the following four-dimensional ESD concerns: (1) creative methods to expand awareness, meaning and scope of ESD through multistakeholder dialogue; (2) strategies for inclusion of non-formal and informal learning in the context of sustainable development; (3) means for incorporating ESD into TVET (including training of leaders in business and industry to form the values toward corporate social responsibility, etc.); and (4) ways for creating greater synergy and networking among representatives of [sustainable development] SD-related institutions of governance and learning. The contents are as follows: Preface; Introduction and summary; Keynote addresses - Major challenges in integrating substainable development in TVET / Shyamal Majumdar; TVET in ESD / Harry Stolte; VET for the second half of the United Nations Decade of Education for Sustainable Development / Naing Yee Mar; Innovative Practices in TVET for ESD: German experience / Klaus-Dieter Mertineit; Country presentations - Bagladesh / Razia Begum; Fiji / Alumeci Susu Tuisawau; India / Vijay P. Goel; Malaysia / Ani Asmah Tajul Ariffin; Maldives / Mariyam Noordeen; Mongolia / Tungalag Chimid; Myanmar / Theingi; Nepal / Devi Prasad Ghimire; Pakistan / Yousaf Kamal Malik; Philippines / Elmer K. Talavera; Papua New Guinea / Jayasundara. J. Banda; Sri Lanka / H. L. Obeyesekera; Thailand / Sirirak Ratchusanti; Country papers: Bangladesh: reorienting TVET policy towards education for sustainable development / Razia Begum; Fiji: reorienting TVET policy towards education for sustainable development / Alumeci Susu Tuisawau; India: technical and vocational education and training (TVET) system in India for sustainable development / Vijay P. Goel; Malaysia: innovative practices in TVET towards education for sustainable development: work-based learning diploma programmes at community colleges in Malaysia / Ani Asmah Tajul Ariffin; Maldives: innovative practices in TVET towards education for sustainable development / Mariyam Noordeen; Mongolia: reorienting TVET policy towards education for sustainable development / Tungalag Chimid; The Union of Myanmar: reorienting TVET policy towards education for sustainable development in Myanmar / Theingi; Pakistan: reorienting TVET policy towards education for sustainable development / Yousaf Kamal Malik; Philippines: TVET and sustainable development / Elmer K. Talavera; Papua New Guinea: reorienting TVET policy towards education for sustainable development for Papua New Guinea / Jayasundara J. Banda; Sri Lanka: innovative practices in TVET for education for sustainable development in Sri Lanka to suit the regional competitiveness / H. L. Obeyesekera; Thailand: innovative practice in TVET towards education for sustainable development in Thailand / Sirirak Ratchusanti; Annex. Show less

In October 2004, five years after the Second International Conference on Technical and Vocational Education (TVET), UNESCO, in partnership with the German Federal Ministry of Education and Research (BMBF), hosted a meeting entitled ‘Learning for work, citizenship and sustainability’. UNESCO Director-General, Koichiro Matsuura, highlighted the challenge of sustainable development, the major role that TVET must play, and the need for TVET to adapt and change if it is to play this role effectively. In this paper, the participants of this meeting suggest a range of activities for UNESCO to consider when developing an action plan for TVET and sustainable development, proposing seven interlinked strategies: (1) advocacy and vision building; (2) support for the review and development of national TVET policies; (3) guidelines for planning and implementation; (4) capacity building and training programs; (5) learning support materials, resources and equipment; (6) networking and partnerships in TVET; and (7) ongoing monitoring, evaluation and research. For each strategy, a list of short-, medium- and long-term activities are included.

Related documents from this meeting are indexed at TD/TNC 81.157, TD/TNC 81.243 and TD/TNC 88.111; the final report is indexed at TD/TNC 83.270. Show less

This report covers the European symposium jointly organised by UNESCO and the Organisation for Vocational Education and Training (OEEK), and held from 23-26 September 1998 in Crete, Greece, in preparation for the Second International Congress on Technical and Vocational Education (Seoul, 26-30 April 1999). All countries in the European Region, including Canada and Israel, were invited to participate and, in addition, the Central Asian countries of Kyrgyzstan, Mongolia, Turkmenistan and Uzbekistan, were also involved. The presentations and discussions were organised within a framework of five thematic units: vocational education and training and new technologies; environmental education and training; the changing role of the public and private sectors in vocational education and training; internationalisation of economic activities and tourism; and non-commercial exchanges and vocational training.

The conclusions from this symposium are indexed at TD/INT 61.143. Show less

The UNESCO-UNEVOC Regional Forum for Europe and North America was co-hosted by Moscow-based National Observatory on Vocational Education/Centre for VET Studies [CVETS] with the support of the Moscow Institute for the Development of Education. It was the fourth of five regional follow-ups to the Shanghai Consensus on developing and sharing policy and promising practices on youth and skills, and greening [technical and vocational education and training] TVET. Delegates shared and discussed evidence-based examples of promising practices; challenges and advances in programs and projects on youth skills, employability and transition to the workplace; opportunities to integrate ecological considerations and sustainable development in training; and ways to identify new training profiles where green skills would be of increasing importance in the future. They also sought to enhance regional harmonization through international dialogue and aimed at making progress on these global issues.

[A number of] innovative promising practices were presented at the meeting. For the theme 'youth and skills' these are: (1) from Canada an essential workplace skills test that measures cognitive skills levels in reading and calculation and a mobile phone app that helps students develop entrepreneurial mindsets; (2) a Norwegian project for designing training modules aimed at reducing TVET dropout rates; (3) Germany's federal vocational orientation scheme, in which 480,000 school children had already participated; (4) a North American career pathways program; and (5) programs in Russia to integrate economic migrants from Central Asia and other former Soviet regions. For the theme 'greening TVET' these are: (1) Latvia's project to develop understanding about competencies needed for 'green jobs'; (2) two Canadian projects, one on greening the curriculum and the other on developing regional innovation centres; and (3) from Finland a scheme to use [information and communication technology] ICT to reduce carbon footprints in the learning environment.

Edited excerpts from publication. Show less

This biennial report provides a comprehensive overview of the UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training's activities in this field of education during 2010-2011. It indicates how the centre has helped to improve technical and vocational education and training (TVET) in UNESCO member states. During the biennium, the centre undertook a range of activities promoting TVET development, focusing its work on skills development for employability and livelihood, and greening TVET for sustainable development. Show less