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This paper provides an overview of vocationally-oriented higher education institutions in Japan and South Korea, known as senmongakko and jeonmun daehack respectively. These institutions were surprisingly competitive against universities in the 1990s and early 2000s, although they currently seem to be losing this competitive edge, mainly due to the increasing vocationalisation of the curriculum in the mainstream universities. Despite their significance for understanding the higher education systems in both Japan and South Korea, very little (and virtually nothing of an academic nature) has been published about the vocationally-oriented higher institutions. The paper seeks to locate senmongakko and jeonmun daehack in a historical, comparative and organisational framework.

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The aim of the forum is to strengthen the role of the UNEVOC network in transforming [technical and vocational education and training] TVET for a sustainable future and particularly to discuss the role of effective teaching and learning for advancing the greening TVET agenda, using the potential of the UNEVOC network to achieve these connections. The forum was also organised to commemorate UNEVOC's 10 year anniversary. The meeting report includes a summary of the different sessions organised during the Forum, and provides an overview of UNEVOC's plans for 2013.

The event was attended by 120 TVET experts from over 55 countries, who discussed various key issues in TVET, with a focus on the importance of empowering teachers and the need to transform TVET for a greener future. The forum concluded that effective partnership is key in strengthening and revamping the UNEVOC network. In 2013, the UNESCO-UNEVOC International Centre will reinforce its efforts to actively engage the UNEVOC network in the planning, design and implementation of activities to be undertaken in 2013.

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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.

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Following the UNESCO-UNEVOC international meeting on 'Innovation and excellence in TVET teacher and trainer education' at Hangzhou, China on November 8-10th 2004, the Chinese Ministry of Education through Tianjin University, UNESOC-UNEVOC and the German government, through InWent, jointly organized a follow-up conference on 'Development and implementation of a Master Degree standard for teacher and trainer education in technical and vocational education and training (TVET) in East and South East Asia'. The conference took place at Tainjin, China on December 9th and 10th 2005. [This paper] is a revised version of the manuscript prepared by [the author] for that conference. The paper points to questions which the author thinks research could address in order to provide guidance to the formulation of national development of policy on TVET. The questions are derived from what the author sees as frequently 'talked about' issues in international policy debate on TVET. Research is used in a wide sense, not merely 'academic' research. The issues include: labour market monitoring, keeping abreast of technology, national training authorities, national training funds, national qualifications frameworks, financing, private institutions, modularization of curricula, human resource development, coping with management complexity, inducing industry to do more training, dual systems of basic TVET, low dosage TVET in mainstream secondary schools, TVET for illiterate and semi-literate adults, and indicators of performance that relate to effectiveness, equity, cost and efficiency. Especially in the early stages of policy formulation, research on such matters can provide relevant knowledge when major reorganization of TVET is considered by a country.

Published abstract and information from UNEVOC website. 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

The transition to greener economies requires action on the different dimensions of sustainability. The rational use of energy can play a crucial role in a country's contribution to the global sustainable future. Technical and vocational education and training (TVET) plays a crucial role in the transition to cleaner energy, as the skills needed in the provision of sustainable energy will be acquired through it. This paper discusses the developments in the renewable energy sector and their impact on jobs and training. It compiles and makes an analysis of how the available technologies in the market will further develop corresponding with global trends in the energy efficiency and renewable energy sectors, and the corresponding capacities that are needed to make the transition from fossil fuel-based consumption to renewable energies.

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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 purpose of this report is to briefly convey the types of activities undertaken by the UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training [TVET] during 2004. As such it is not intended to be a report on the full range of activities undertaken by the Centre during that year. The contents are: (1) Foreword by the Director; (2) Executive summary; (3) Strengthening the UNEVOC networks - Sub-regional meetings and related human resources development activities; Latin America and the Caribbean: strengthening the UNEVOC network; China: International Meeting on Innovation and Excellence in TVET Teacher/Trainer Education; Southeast Europe: skills development for employability and citizenship; (4) Experts Meeting on ‘Learning for Work, Citizenship and Sustainability’ - Bonn Declaration; Action plan for TVET for sustainable development; UNEVOC Centres network meeting; (5) Knowledge sharing on best and innovative practices in TVET - new UNEVOC web pages; UNESCO-UNEVOC electronic forum; UNESCO-UNEVOC Bulletin; UNEVOC international library of technical and vocational education and training; poster series; discussion paper ‘Orienting TVET for sustainable development’; guide to donor agencies in TVET; information and documentation service; (6) Promoting inter-agency collaboration in TVET; (7) Outreach program; (8) Developing a global statistical profile of technical and vocational education and training; and (9) Looking into the future. 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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To help college students keep learning with classes suspended during the [Coronavirus Disease 2019] COVID-19 outbreak, the Chinese government recommended the implementation of web-based teaching and learning. This report aims to study the situation of web-based teaching and learning in [technical and vocational education and training] TVET institutions in China under COVID-19, and to find out the solutions, such as programs, platforms, methodology, evaluation and experiences, which can be shared with the international TVET community. Shenzhen Polytechnic (SZPT), one of the leading higher TVET institutions in China, was chosen as a case to explore how SZPT prepared, organized, operated and evaluated its web-based teaching and learning under COVID-19. In addition, the solutions, practices and experiences are analyzed from the case of SZPT.

Edited excerpts from ILO Skills for Employment website and publication. Show less