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In 1996, the International Commission on Education for the Twenty-First Century published its report entitled ‘Learning: the treasure within’ (indexed at TD/IRD 88.131) which has, as its central theme, learning throughout life. A follow-up conference, organised by UNESCO and the Calouste Gulbenkian Foundation, was held in Lisbon in 1999. This publication contains the proceedings from this meeting. It is presented in two main parts. Part one, ‘Where are we?: milestones along the road to lifelong learning’ contains: Policies for lifelong learning: an overview of international trends / George Papadopoulos; The new frontiers of education / Roberto Carneiro; Lifelong learning: old achievements, future challenges / Maria Teresa Ambrosio; Developing-country challenges / Toby Linden. Part two, ‘Teaching beyond boundaries of formal education: country responses to the need for lifelong learning’ contains: Learning throughout life: an English perspective / Felicity Everiss; From virtual campuses to a global campus: a Spanish experience / Frances Pedro; Learning throughout life: a Latin American perspective / Maria de Ibarrola; Societies in transition: a South African case-study / Enver Motala; Open and distance learning in India: critical challenges / Abdul W. Khan.

Selected papers are indexed from TD/TNC 74.377 to TD/TNC 74.384. Show less

The purpose of this chapter is to discuss, in the light of historical experience and of recent actions taken by trade unions in the field of vocational qualification, the advantages of social dialogue and collective negotiations (both bi-partite and tri-partite) aimed at the universalization and social effectiveness of public policies on vocational qualifications and education in developing countries, especially in Latin America. There have been failures in vocational education policies partly due to the disconnection between policies on employment, development and education. Vocational education has not always kept up with the needs of the labour markets. The authors suggest that the non-participation of workers in the formulation of vocational education policies and procedures could be a cause of the failure of these policies. They suggest that trade unions may be an efficient mechanism for participation. In order to answer these questions, starting with the definition of qualifications and vocational education, we will resort to an analysis of labour relations and of concrete practices in vocational qualifications carried out by the workers, so as to subsequently discuss the possibility of trade unions acting as negotiation fora for the said qualifications.

Portion of published introduction with additions.

The book from which this chapter is taken is indexed at TD/TNC 100.51. Individual chapters are indexed from TD/TNC 100.52 to TD/TNC 100.244. Show less

This paper looks at training programs targeted at disadvantaged young people in Latin America who suffer from the increasing levels of unemployment. These programs were funded and provided by a range of agencies, both government and non-government. The paper compares the different approaches of the government and non-government programs and highlights the good practices and weaknesses of each type. Finally, the paper offers some strategies for successful generic and vocational skills programs and reinforces the need for links between the formal education system and the diverse system of training programs.

Some of the papers from this conference are contained in a print volume which includes a CD-ROM containing more papers and may be found at TD/TNC 69.702. Selected papers from the conference are indexed from TD/TNC 69.703 to TD/TNC 69.734. Show less

Earmarked levies on enterprise payrolls have emerged as the most widely adopted funding mechanism for financing training, both in public training institutions (usually under the aegis of a national training authority) and in commercial enterprises. Usually set at around one per cent of total wages disbursements, training levies are central to policies on the financing of training in many countries around the world, both developing countries and industrialized economies. There are two major types of training levy, reflecting the rather different objectives served. The more traditional, revenue-generating schemes (often referred to as the Latin-American model, after its origin in that region) are concerned with generating revenues to finance training provided by the public sector. The newer, levy-grant schemes aim at encouraging in-plant provision of training by firms themselves, through financial incentives that are funded through the training levy. Given the centrality of payroll levies in training finance, this chapter provides a presentation of the types, purposes, pros and cons and efficacy of payroll levies and concludes with a discussion of practical issues of implementation. Illustrations are provided from the working payroll levy schemes around the world, with particular attention to the lesser-known cases in African countries.

Published introduction.

The book from which this chapter is taken is indexed at TD/TNC 100.51. Individual chapters are indexed from TD/TNC 100.52 to TD/TNC 100.244. Show less

This paper describes and analyzes trends in the investment in training, in particularly, expenditures and participation in vocational education and training (VET) in some Latin American countries, and compares them with a selected number of countries from other regions based on the original work conducted by the SKILLS Department of the International Labor Organization (ILO). This work resulted in the construction of a database on expenditures and participation in training for 85 countries from 5 continents (Galhardi, 2004b) and 10 workforce skills indicators (WFSIs). The indicators of workforce skills development and training are analyzed and comparisons of trends are conducted among countries from different regions for which data is available during the period 1995-2003. Emphasis will be placed on analyzing trends. The last section discusses the main features of funding training in Latin America, and the quantitative achievements calculated by using the workforce skills indicators (WFSIs).

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

This paper examines the historical relationship between education and globalisation in Latin America. This is no straightforward task. Hegel’s vision of a continent without history and the rapacious expansion of Western culture from the sixteenth century profoundly transformed Latin America, and in turn stimulated a search for a distinctive ‘Latin American way’. This search can only be successful if it eschews the binary oppositions, between conqueror and conquered, European and Latin American, backward and modern, native and foreigner, that have characterised the historiography of the continent. Instead, the paper argues for an interdisciplinary history as the necessary starting point for a new engagement with both the past and the present.

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

This volume provides an international review of issues and programs concerning the transition from school to work. It combines country-specific papers from Kenya, Korea and South Africa, and regional contributions (Latin America, OECD countries). While dealing with broader issues pertaining to the way young people enter the labour market, the papers contained in this volume focus on how technical and vocational education and training can facilitate the transition from school to working life.

The papers contained in this volume are: From initial education to working life: making transition work / Marianne Durand-Drouhin and Richard Sweet; Training unemployed youth in Latin America: same old sad story? / Claudio de Moura Castro and Aimee Verdisco; Transition from school to work in Korea: reforms to establish a new pathway structure across education and the labour market / Kioh Jeong; The integration of youth into the informal sector: the Kenyan experience / Ahmed K Ferej; Youth and work in South Africa: issues, experiences and ideas from a young democracy / Adrienne Bird. These papers are indexed from TD/TNC 63.352 to TD/TNC 63.356. Show less

Through case studies on health, women's development, literacy and rural development, this publication shows a range of projects involving communities playing a leading role in setting the agenda for change. The case studies are drawn from India, Africa, Latin America and South-East Asia. The authors argue for collaborative inter-sectoral planning in development and demonstrate that education is integral to development activity. Show less

One of the main concerns of Latin Americans today is the lack of adequate employment opportunities. This concern is based on the widespread perception that not enough employment is being generated, and that few individuals have access to well-remunerated jobs. This work asks whether there is a supply-side story to be told about these outcomes. The authors present stylised facts about the connection between the demographic transition and changes in education (the size and quality of the labour force), with labour supply, inequality and employment. The main conclusion is that demographics and education significantly improve understanding of the overall decline in employment, the changing pattern of employment, and the rise in wage inequality. By adding them to the demand and institutional factors behind these outcomes, the authors obtain a clearer picture about labour markets in Latin America. Although demographics and education move slowly through time and have a strong inertial component, there is still scope for policies that move these variables in a direction that produces better labour market outcomes.

Published abstract. Show less

This paper formed part of a thematic workshop held at the CONFINTEA Mid-term Review Conference in Bangkok, Thailand in September 2003. The workshop highlighted policies, programs and projects devoted to adult education training that have been initiated in various parts of the world. The authors begin with a synthesis of the recommendations of CONFINTEA V in relation to the training of adult educators. This is followed by an outline of adult educator training as practised in Latin America, identifying its strengths and weaknesses. The role of adult educators, the processes of accreditation and professionalisation, training policies, and the role of international cooperation and networking are analysed. Developments in training in the Latin American region between 1997 and 2003 are considered in the light of the CONFINTEA V recommendations. In conclusion, trends and emerging priorities are described to form the basis of recommendations for the training of adult educators in the future.

The workshop report is indexed at TD/IRD 88.379. Individual papers are indexed from TD/TNC 83.85 to TD/TNC 83.90. Show less