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This conference paper addresses 'Learning to live together', Pillar 3 of the Four Pillars of Education identified in the UNESCO Delors Report. The author discusses why learning to live together is important, what this learning implies, and how this learning could be facilitated in regional and international contexts. Learning to live together is one of the major issues in education today and refers to a wide array of knowledge, skills, competencies, attitudes and values of learners to participate and cooperate with others in all human activities. In the Asia-Pacific region 'Learning to live together' has important socio-cultural, economic and political implications. Show less

This paper argues that prior learning assessment is an effective tool for minimising duplication in training and education. It is also an excellent resource for adult learners in assessing and resourcing their learning needs. Three basic approaches used in the USA to award credit for prior learning are detailed. It is suggested that portfolio development and review is the most appropriate of the three techniques. Issues complicating the process of prior learning assessment are highlighted. In conclusion prior learning assessment is presented as an effective means of accessing learning opportunities for those denied access to further education. As it facilitates the upgrading of employee skills on a needs basis it is also seen as cost effective for industry. Regional programs for the recognition and accreditation for prior learning are recommended for Asia Pacific Economic Cooperation (APEC) countries to meet their growing need for an up-to-date and highly skilled workforce.

The volume of collected papers can be found at TD/TNC 51.112. Individual papers are indexed from TD/TNC 57.123 to TD/TNC 57.145. Show less

This paper examines issues essential for the cultural survival and continuing contribution of Canada’s Native population to larger society. Two elements of traditional Native culture lost to many of the current Native population are described. These elements are seen as crucial mechanisms for the re-establishment of traditional links. It is argued that these links will ensure that learning is a lifelong and culturally infused process. Problems encountered whilst implementing educational policies incorporating cultural aspects are examined. The implications for lifelong learning for indigenous peoples in Asia Pacific Economic Cooperation (APEC) countries are discussed.

The volume of collected papers can be found at TD/TNC 51.112. Individual papers are indexed from TD/TNC 57.123 to TD/TNC 57.145. Show less

Since the 1980s, the number of Asians migrating for employment has tripled to more than three million annually. This large flow of workers has enormous consequences for the migrants and their countries of origin and destination. Migrants achieve dramatic boosts in their incomes, and their home countries benefit from remittances, which amount to billions of dollars for the region as a whole, and in many countries dwarf official development assistance and foreign direct investment. At the same time, destination countries’ economies are boosted by the arrival of hardworking and flexible labour forces. However, migration also has costs. Migrant workers can be exposed to exploitation and discrimination - especially the increasing numbers of women migrants who are vulnerable to labour trafficking. For source countries, the income from remittances has to be offset against the departure of many of their most energetic and skilled workers who could be contributing to national development. How can the Asia-Pacific region maximize the benefits of labour migration and minimize the costs? The International Labour Organization (ILO) can assist countries in their efforts to create more orderly and equitable migration systems. This document provides an introduction to the services that ILO can offer.

Excerpt from published foreword reprinted by permission of the copyright owner. Show less

The main objective of this publication is to provide the ILO/ROAP constituents with an overview of activities conducted during the year by the Regional Department. The review reports on activities on a country-by-country basis, rather than by subject area. Show less

This report presents the findings of an evaluation study of the Asian and Pacific Skill Development Information Network (APSDIN) which consists of 3 main components (1) an analysis of relevant papers (2) production, distribution and analysis of a questionnaire and (3) an analysis of material submitted. Recommendations made as a result of the study include the need for strong support in phase 2 of the project, training of vocational training documentation centre staff, improved communication between countries, support to national agencies in the use of the APSDIN databases on research and planning and in developing and maintaining vocational training programmes. Show less

The papers contained in this volume of conference proceedings are: New challenges to technical and vocational education: what we learned from the Seoul international congress on technical and vocational education / Q. Tang; Roles of technical vocational education and training in the process of globalization in Asia-Pacific region / C.K. Basu; Directions of human resource development in the 21st century / Mu-Keun Lee; Korea’s experience in overcoming the economic crisis of the late 1990s: employment and unemployment measures / Jai-Joon Hur; Lifelong vocational education and training as a response to the challenges of human resource development in Asia and the Pacific / Jeong Taik Lee; Vocational education for all: advantage of curricular combination at specialized high school in Japan / Keiichi Yoshimoto; Experiences on vocational education and training in New Zealand / L. Parker; Improving systems that deliver lifelong vocational education and training through life: the Philippine experience / M. Dawa-Hernandez; Developments in Australia’s vocational education and training system / Chris Robinson; The development of Chinese tertiary vocational education and situation of teaching staff into 21st century / Jinlong Sang; Country report: vocational education and training in Indonesia / Gatot Hari Priowirjanto; Innovating vocational education and training / C. Cawley; Conditioning the new roles of the government and stakeholders in vocational education: participatory qualification system development / Kioh Jeong; Strategies for high quality vocational and technical education and training in the tertiary level in Malaysia / M.R. Rajuddin; Thai vocational education and training reform: the changing roles of the government and other stakeholders / Sa-Nguan Boonpiyathud; Partnerships for vocational education and training: an Australian case study / D. Booker; The changing roles of the government in TVET: Bhutanese case / T. Tobgay.

Individual papers are indexed from TD/TNC 63.15 to TD/TNC 63.32. Show less

This conference paper, presented at the 1998 Melbourne UNESCO Conference, addresses the second pillar (Learning to do) of the Four Pillars of Education identified by the UNESCO Delors Report. The author discusses 'learning to do' activities in terms of vocational education and training (VET) programs and considers these in the light of target groups, prevocational education, the theory of knowledge, labour market influences, social status and vocational counselling. Show less

The Asian Productivity Organization (APO) is an inter-governmental regional organisation that aims to increase productivity and, consequently, accelerate economic development in Asia and the Pacific region by mutual cooperation among member countries. This annual report gives a comprehensive review and serves as a record of the many-faceted work undertaken by the APO in 1997. Show less

The CPSC and the Korea Manpower Agency (KOMA) have taken up the social challenge to investigate attitude and value change development in technician education. Sixteen experts form 15 CPSC member countries pooled their ideas and experiences and evolved a framework for the curricular development of work-related values, attitudes and behaviour in technician education. This is their final report. Show less