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To strengthen global and regional harmonization for the advancement of [technical and vocational education and training] TVET transformation through the capacities of UNEVOC's unique global Network of specialized TVET institutions and affiliated partners, the UNESCO-UNEVOC International Centre organized a series of meetings to be held in all regions of the world. The meetings are organized following the recommendations outlined in the Shanghai Consensus, in which the role of the UNEVOC Network is highlighted as playing a key role in developing the capacities of decision-makers and practitioners, and facilitate the involvement of all stakeholders in TVET transformation and development across the globe. The Regional Forum Latin America and the Caribbean was organized in collaboration with the Instituto Nacional de Aprendizaje (INA, Costa Rica) and took place in San Jose, Costa Rica. The two-day forum provided a platform for regional and national institutions to come together and share evidence-based promising practices and initiatives that aim to tackle youth employment and address environmental challenges in the Latin America and Caribbean region.

A total of 12 promising practices were presented at the meeting, five on the topic of greening TVET and seven on the topic of youth and skills. The practices were very varied and reflected the diversity of the countries as well as the institutions represented in the forum. They included both local, small-scale initiatives sometimes initiated by tutors themselves, as well as larger-scale programmes, often rolled out at national level. The forum reinforced the view that youth and skills and greening TVET are two important areas that should have a central place in the education and training agendas of many, if not all, countries in the region. There is also a need to harness networking to promote further strategies for youth and skills and greening TVET.

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‘UNESCO-UNEVOC bulletin’ is the newsletter of the UNESCO International Centre for Technical and Vocational Education and Training (UNESCO-UNEVOC) in Bonn, Germany. Published several times each year, it is aimed at providing information on activities currently being undertaken by the UNESCO Centre and its partners in the area of technical and vocational education and training (TVET). The bulletin also includes supplement issues which focus on specific topics. Show less

This paper presents an overview of key concepts, trends and issues in the field of [technical and vocational education and training] TVET for sustainable development. It examines interlinkages between the world of work and environmental, social and economic aspects of sustainable development, as well as ways in which TVET can be reoriented to advance the transition to a more sustainable future. This paper is the result of collective brainstorming and was prepared in consultation with a number of UNEVOC Centres, partner agencies and several leading researchers, policy-makers and practitioners working in the field of TVET. It reflects the outcomes of discussions that took place at the UNESCO International Experts Meeting ‘Learning for Work, Citizenship and Sustainability’ (Bonn, Germany, 2004) on the threshold of the United Nations Decade of Education for Sustainable Development, for which UNESCO is the lead agency.

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The Bonn Declaration on Learning for Work, Citizenship and Sustainability defines the role and contribution of technical and vocational education and training (TVET) to sustainable development. The Declaration was formulated on the final day of the International Experts meeting in Bonn, 25-28 October 2004. Show less

Many initiatives undertaken by businesses and their partners in the area of sustainable development can contribute considerably to the area of education for sustainable development. In particular, sustainable business models resulting in the improvement of the quality of local life, sustainable supply chain management, Corporate Social Responsibility (CSR) initiatives and development of local sustainable development initiatives could inform educational practices of business schools, training provided by companies, labour unions, [nongovernment organisations] NGOs and other business-related organisations.

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The aim of the Second International Congress on Technical and Vocational Education was to present UNESCO’s Member States with a forum to define technical and vocational education (TVE) policy to address the employment and other socio-economic challenges of the first few years of the 21st century. More than 700 representatives met to determine how TVE should adapt to the likely technological developments and social phenomena of the era and this document presents the recommendations under the six themes of the Congress. The themes are: The changing demands of the twenty-first century: challenges to technical and vocational education; Improving systems providing education and training throughout life; Innovating the education and training process; Technical and vocational education for all; Changing roles of government and other stakeholders; Enhancing international co-operation in technical and vocational education.

The final report of the Congress is indexed at TD/INT 59.239; individual papers are indexed from TD/INT 58.150 to TD/INT 58.180 and at TD/UNEVOC 58.02, 58.03 and TD/UNEVOC 58.06; the main working document entitled ‘Lifelong learning and training: a bridge to the future’ is indexed at TD/TNC 68.445 and the volume of reference documents is indexed at TD/TNC 68.447. Show less

Technology has altered many aspects of life, including education and training. As a result of technological developments, technical and vocational education and training (TVET) has become more accessible to students, and the quality of education and training has improved too. Teachers and trainers can use digital tools to manage their tasks effectively and engage learners in digitally-rich environments. Learners can also use technology to learn new skills and to collaborate and interact with teachers and trainers. The [Coronavirus Disease 2019] COVID-19 pandemic has however underlined the current difficulties in effectively integrating technologies in the delivery of education and training. This practical guide helps TVET institutions to understand the organizational plans needed to build up their capacity to stimulate digital learning. It also guides teachers that want to develop their competencies, improve their pedagogical strategies with use of technology, and learn from existing practice.

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The UNEVOC Network is UNESCO-UNEVOC's global platform of [technical and vocational education and training] TVET institutions that work together to contribute to improving the standards and quality of TVET in their respective countries and globally. This Handbook serves as a set of guidelines for Network participation as well as delineating the roles and responsibilities of its actors. Furthermore, it aims to help partners to better understand how the Network functions. Prospective members can learn about the membership process and the types of programmes and project activities offered by UNESCO-UNEVOC. UNEVOC Network members, partners and all interested parties are therefore encouraged to utilize the Handbook for the UNEVOC Network to familiarize themselves with the opportunities the UNEVOC Network provides and the goals it seeks to achieve.

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As part of its function of managing knowledge and sharing information in technical and vocational education and training (TVET), the UNESCO-UNEVOC International Centre is currently in the process of preparing a series of annotated bibliographies. These bibliographies will help researchers, policy makers, and practitioners working in TVET to keep up-to-date with the latest developments in the field, including current innovations and best practices. The bibliographies cover literature published within the last six years. This bibliography on occupational health and safety contains: (1) Occupational health and safety areas: accident prevention; chemicals and harmful substances; ergonomics and work organisation; general occupational safety and health; HIV/AIDS; labour administration and inspection; occupational health services; occupational safety and health management systems; technology; training and education; workers' representation and participation; (2) Workers' health promotion: drugs and alcohol; occupational stress; sexual harassment; violence at work; women workers; (3) Specific industrial sectors: agriculture and agrochemicals; inland transport: roads and waterways; maritime; other; and (4) Appendix: research sources. Show less

Coordination mechanisms between technical and vocational education and training (TVET) and enterprises in different economic sectors are eminently important for the relevance of TVET to both employers and job seekers. Such mechanisms, linkages and ‘bridges’ between training providers and companies cannot follow one uniform design or format under different economic, social and cultural circumstances. In addition, there are a multitude of stakeholders in training, with varying and sometimes conflicting interests, objectives and priorities; and these stakeholders are not the same in every country. In 2007, the Vietnamese General Directorate for Vocational Training (GDVT) organized a workshop in order to establish closer links between training providers and companies in the various sectors of the Vietnamese economy. One of the leading ideas was to scrutinize the Vietnamese experiences and examine them against those in neighbouring countries which have some cultural features in common with Vietnam: Thailand, the Peoples’ Republic of China and the Republic of Korea. In addition, experts from a country well-reputed for linking company- and school-based TVET, namely Germany, were invited, which enabled the participants of the workshop to take part in a captivating dialogue between different cultures about the varying approaches and the solutions found in the Asian and European contexts. This offered food for thought about what TVET in Vietnam might ideally look like.

Published summary from UNESCO-UNEVOC website.

The chapters are as follows: The situation of vocational training and the linkage between vocational training and enterprises in Vietnam / Mac Van Tien; Forging strategic partnerships between stakeholders in TVET: implications for the Vietnamese vocational education and training system / Frank Bunning and Alexander Schnarr; High quality labour force for industrial parks: a challenge for vocational training / Pham Le Phuong; Vietnam Chamber of Commerce and industry’s role in vocational training / Phung Quang Huy; Experiences and reflections on industrial needs orientation of vocational technical high school education in the Republic of Korea (South Korea) / Se-Yung Lim; The relationship between economic development and vocational training: thoughts on Sino-Vietnamese vocational education cooperation / Xu Ying; Linkages between vocational education and industry in China: the current environment / Wu Quanquan; TVET: Thai experiences / Chana Kasipar. Show less