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The article by Singh examines centre-periphery relations in terms of colonial legacy in the field of technical and vocational education in India. Colonial neglect of vocational education had the effect of destroying existing indigenous systems of vocational learning that were embedded in distinctive local socioeconomic and cultural contexts. This legacy has continued even after India’s Independence and is strongly reflected in manpower development plans and discourses of international agencies, which cater primarily to the needs of the formal economy. However, as the informal economy increasingly comes to be seen as the key ground both for economic growth and poverty eradication, so the ability of education and training to promote informal sector activities needs to come to the fore even further in government and agency concerns. The article draws upon empirical studies to provide a comprehensive picture of the educational processes and the competency people in the informal economy want, need and utilise. For, if vocational training and education is to cater to both the formal and informal labour markets, then it is necessary to learn from the periphery and to take into account the traditions and values of the system of vocational learning in working life. What the author describes for India has applicability for many countries in Africa and South East Asia.

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This publication is intended to contribute to the debate on vocational and technical education in the context of lifelong learning, to contribute to an understanding of new trends in different areas of the world, and to raise critical issues. The papers included examine the theme of adult learning in the context of the changing world of work. The first section deals with global factors affecting the demand for adult learning and the role of social partners in meeting this need from the perspective of lifelong learning. The second section presents case studies concerning policymaking and practice in adult and continuing education in various countries. The final section presents proposals and challenges in the future of work and adult learning.

The following papers are included: Adult learning and the transformation of work / Paul Belanger; Future of work and adult learning / Ettore Gelpi; The obligation of education in the face of globalisation / Nicole Arnaud; Lifelong learning and vocational education and training: a teachers' and trade union view / Hilde Borgir and Renate Peltzer; Trends of active populations: context and scope / J. A. Bofill; Ethical implications of contemporary trends in work and adult learning / Richard G. Bagnall; Work, technology and lifelong education: training the trainers / Rafael E. Ferreyra; Technical and vocational education, lifelong learning and the future of work in Zimbabwe / Charles M. Nherera; New competence - a reform in Norway / Hilde Borgir; Traditional non-formal vocational education: the Indian experience / C. J. Daswani; The potential, actual and social demand for adult learning in Argentina: the situation of educational risk and cumulative advantage / Maria Teresa Sirvent; Social and cultural contexts of vocational learning in the informal sector: implications for vocational education and training systems / Madhu Singh; Competencies for innovative entrepreneurship / Gunter Faltin; UNIFEM programme in entrepreneurship development for women: an experience from Lebanon / Randa el Husseini. Individual papers are available in VOCEDplus at TD/UNEVOC 57.05 and from TD/INT 58.501 to TD/INT 58.512. Show less

This book examines the importance of re-engineering education for change by moving away from the limited notion of 'education' for all, to that of 'learning' for all, and to placing an increasing emphasis on non-formal and informal learning, rather than largely focusing on learning that occurs in the formal education system in institutions such as schools and colleges. The overall aim of the study presented in this book is to share experience, expertise and lessons concerning the importance of recognition, validation and accreditation of non-formal and informal learning (RVA) by establishing mechanisms and frameworks to enable this to happen. RVA is defined as 'a practice that renders visible and gives value to the hidden and unrecognised competences that individuals have obtained in various contexts, through various means in different phases of their lives'.

The author identifies global best and innovative practices in the belief that what works in one country can, with suitable adjustments to take account of different national contexts, also work elsewhere. The book examines the changing nature of lifelong and shared learning across countries, both developed and developing; the importance of adopting a holistic approach to lifelong learning; the role of the recognition, validation and accreditation of non-formal and informal learning (RVA) in education, working life and society; importance of the coordination and stakeholder interests and motivations; and, features of best practices drawn from country examples. Developed countries examined are: New Zealand, Australia, Republic of Korea, Japan, US, Canada, South Africa, Austria, Germany, Denmark, Norway, Finland, France, Portugal, Scotland, and England. Developing countries featured are: Philippines, Thailand, Bangladesh, Mexico, Mauritius, Namibia, Benin, and Burkina Faso.

The contents are as follows: Introduction; Key concepts, definitions and assumptions; Policy and legislative environment; RVA's role in education, working life and society; Coordination and stakeholder interests and motives; Features of best practice from country examples; Sharing learning: cross-country observations.

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The Fifth International Conference on Adult Education (CONFINTEA V) was organised by the UNESCO Institute for Education (UIE) in cooperation with UNEVOC and held in Hamburg, Germany, from 14-18 July 1997. The conference aimed to emphasise the importance of adult learning and to encourage international commitment to adult and continuing education in the perspective of lifelong learning. This report presents the contributions to theme five entitled ‘Adult learning and the changing world of work’. The three sessions dealt with: the changes in the world of work that impact on adult education and training; the implications for adult education programs of the changing world of work; and policy and social implications of the changing world of work. The following papers were presented: Discussion and debate on the issues of theme five / R. Barry Hobart; Position paper on the galaxy of issues relating to theme five / R. Barry Hobart; ICFTU: what are the most significant changes in the world of work? / Renate Peltzer; The world of work and adult learning: changes, impacts and prospects / B. W. Kerre; Changes in the world of work and their impact on adult education and training in Jamaica (a developing economy) / Lurliene Miller; Training for employability / Maria A. Ducci; Continuing training in the transition process in Central and Eastern Europe and in the New Independent States / Hans Konrad Koch; Learn to undertake / Felix Cadena Barquin; Special impacts on developing and transition economies / David H. Fretwell; Adult education and jobs, or sustainable livelihoods? / John Lawrence; Policy directions for reforming vocational and technical education in Korea / Ikhyun Shin; Changes in the world of work and their implications for formal TVET / R. Barry Hobart; Adult learning and vocational training in the informal sector in developing countries / Committee on Educational Research in Co-operation with Third World Countries within the German Educational Research Association; Policy and social implications of the changing world of work: the Australian experience / Tony Greer; Adult education - instrument for democratisation and empowerment / Helga Foster; Political economy, adult education and exclusion / Ettore Gelpi. Appendices contain information about the conference program, the UNESCO Institute of Education follow-up to CONFINTEA V: plan of action, UNESCO/UNEVOC, and the advisory committee and contributors. Individual papers are indexed from TD/INT 59.66 to TD/INT 59.81. Show less

The UNESCO Institute for Education (UIE) in Hamburg provides a forum for debate on issues concerning the education of adults from a lifelong learning perspective. This publication contains the following working papers drawn for the UIE Round Table held during the 2nd International Congress on Vocational Education and Training: Work-related adult education: challenges and possibilities in poverty areas / Enrique Pieck; The future of work and adult learning: the Norwegian case / Ole Briseid; The new role of adult education institutions: from schools to learning agencies / Peter Krug; Trade unions and adult vocational learning for the informal sector / Christine Nathan; and Ethical implications of contemporary trends in work and adult vocational learning / Richard D. Bagnall.

Individual papers are indexed from TD/INT 61.54 to TD/INT 61.58. Show less

This book provides accounts of learning and training programs in the informal sector that equip young people and adults with the opportunity to gain skills and knowledge and improve their capacities to work, participate fully in their societies, take control of their own lives, and to continue learning. It is presented in two main sections. ‘Section 1: cross-cutting themes’ contains: Schooling and basic skills: training programmes and challenges in the informal sector: Latin America / Enrique Pieck Gochicoa (p. 25-42); Informal learning and the role of social movements / Bernd Overwien (p. 43-59); The informal sector: non-formal education settings for working children / Laila Iskandar (p. 61-70); Institutional support structures and modes of skills transmission / V. V. Krishna (p. 75-90); Gender and the informal economy in Latin America: new challenges and possible answers for labour training policies / Sara Silveira and Anaclara Matosas (p. 91-118); Trade unions and adult learning for women construction workers in the informal sector / Christine Nathan (p. 119-129). ‘Section 2: country studies’ contains: Skills formation for the informal sector in Bangladesh: a strategic framework / Rashed Al Mahmud Titumir (p. 133-154); Training and skills development for decent work in the informal sector: case studies from South India / Amit Mitra (p. 155-182); Education, training and skills formation for decent work in the informal sector: case studies from Northern India / V. V. Krishna (p. 183-214); Educational reform for linking skills development with employment in Nepal / Poorna K. Adhikary (p. 215-228); Training in modest housing construction for those who need it most: an example from Nicaragua / Peter Gerasch and Arturo Duran (p. 229-238).

Selected chapters are indexed from TD/TNC 83.431 to TD/TNC 83.439. Show less

This paper discusses the economic, educational and social objectives of school enterprises in the context of rapid changes in world economic infrastructure and labour market conditions. Beginning with an elaboration of the notion of combining market production with systematic vocational learning, the paper proceeds to a series of short case studies of school enterprises in China, India, Indonesia, Papua New Guinea, Germany, Botswana, Kenya, Ghana, Algeria, Cuba and Costa Rica. The long concluding chapter comprises a detailed analysis of organisational structures, competency profiles, curricula processes, and regulatory frameworks. The paper includes an extensive bibliography. Show less

This report brings together five major papers presented at the workshop on the 'Economics of Adult Learning: the Role of Government' held during UNESCO's International Conference on Adult Education. The papers focuses on different aspects in the economics and financing of adult learning. It contains the following papers: Economics of adult learning: the cost of lost opportunities / Roy Carr-Hill; Impact of non-formal adult education in the Asia-Pacific region: a four-country study; Adult education in the United States: a rudder held by many hands / Ronald S. Pugsley; Adult learning in the knowledge society: shift from financing learning inputs to recognising learning outputs / Jan van Ravens; and Policy trends in the financing of vocational adult education / David Atchoarena.

Individual papers are indexed from TD/INT 61.34 to TD/INT 61.38. Show less

For Syrian refugees living in Egypt, Iraq, Jordan, Lebanon and Turkey, recognition is a transformative mechanism that can help them enter or re-enter education, integrate into the world of work and participate fully in their host communities. However, while policy-makers in the region have prioritized the recognition, validation and accreditation (RVA) of non-formal and informal learning, it remains a major challenge to develop systems that do this effectively. This publication lays the groundwork for such a system, urging governments to develop comprehensive national strategies rather than ad hoc projects to recognize the competences of Syrian refugees. It maps and analyses how the non-formal and informal learning and competences of Syrian refugee youth and young adults living in Egypt, Iraq, Jordan, Lebanon and Turkey can be recognized, validated and accredited. The aim is to provide national and sectoral stakeholders in these countries with critical guidance in establishing national policies and building robust recognition mechanisms to ensure that refugees who have dropped out of school, interrupted their education, or lost their qualification documents, are able to enter or re-enter education and training or integrate into the world of work. Its recommendations aim to contribute to dialogue between national authorities and social partners, and guide policy actions and RVA practices both in the region and in other parts of the world where recognition of refugees' learning is a critical issue.

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This paper examines the particular social and cultural characteristics of the informal sector of the global economy and suggests approaches by which vocational education systems might be incorporated into that sector without disrupting already existing competencies. The key strategies involve recognising the cultural needs, the socio-economic and cultural contexts and the skills, capabilities, strategies, attitudes and values by which people in the informal sector sustain themselves. The volume of papers is indexed at TD/INT 58.500. Show less