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The text is written only in French. This document is the final report of a seminar for key personnel from francophone African countries held in Ouagadougou, Burkina Faso, 10-14 February 1997. It presents experience of co-operation between technical and vocational education and the world of work in Benin, Burkina Faso, Cameroon, Chad, Mauritania, Niger, Senegal and Togo. It is valuable as a resource to guide people who are responsible for the promotion of such co-operation. Show less

This is the first biennial report issued by the UNESCO-UNEVOC International Centre on its various activities. The report does not cover the whole range of UNESCO activities in technical and vocational education and training (TVET) for the changing world of work, but only those undertaken by the UNESCO-UNEVOC International Centre.

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The objectives of this international consultation meeting were: to identify major issues and priorities in the formulation of technical and vocational education (TVE) policies and strategies; and to propose guidelines and format for future regional case studies. Participants attended from the Member States of Australia, Egypt, France, Italy, Germany, Hungary, Kenya, the Republic of Korea and Nigeria. This report provides a summary of: country reports focusing mainly on the major considerations essential to the development of TVE in that country; the discussion of issues relevant to the role of TVE in educational systems and the process of socio-economic development in each Member State; and the guidelines and format for the series of future case studies to be undertaken in various regions, to determine the role of TVE and form the basis for a report on the global situation. Show less

The fifth session of the UNEVOC International Advisory Committee was held at the Korea Research Institute for Vocational Education and Training (KRIVET) in Seoul, Republic of Korea on 1 May 1999, after the conclusion of the Second International Congress on Technical and Vocational Education. The report includes: an outline of UNEVOC activities during 1998-1999; comments on the follow-up of the recommendations of the fourth session of the Committee; comments on the proposed UNESCO Long-term Technical and Vocational Education Programme; proposals for an International Centre for Technical and Vocational Education in Bonn; and discussion and endorsement of recommendations from the Congress. Show less

One of UNESCO's roles is to set international standards and it fulfils this function by informing Member States of internationally acknowledged sound standards and practices in its fields of competence. In the field of technical and vocational education and training (TVET), it does so through two normative instruments or standard-setting documents: the Convention on Technical and Vocational Education; and the Revised Recommendation concerning Technical and Vocational Education (2001). These normative instruments assist the Member States to improve their national TVET systems and may also serve as resource material on which to base systemic reform. This document contains the texts of the two instruments. Show less

What role can education play in the reconstruction process as communities recover and rebuild? How, specifically, can skills training, vocational education and technical learning contribute to this process? What role can [technical and vocational education and training] TVET play in building civic participation as well as building economic livelihoods? [These] are the key questions explored in the most recent issue published in the UNEVOC Discussion Papers Series. This discussion paper is the outcome of the first phase of a research project commissioned by UNESCO-UNEVOC, in partnership with the University of Oxford. The paper conceptualizes a holistic approach to TVET programming and planning in selected post-conflict countries in sub-Saharan Africa. It provides a review of relevant literature and elaborates the principal theoretical and practical issues shaping the current delivery of TVET in post-conflict countries. The second half of the paper introduces literature-based case studies of education and training arrangements in Liberia, Uganda and southern Sudan.

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[This] document outlines the strategic plan of the UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (TVET) for the period from 2018 to 2020. The strategy supports the overarching vision of UNESCO for TVET contained in the UNESCO Strategy for TVET (2016-2021). It sets out the strategic direction that assists UNESCO-UNEVOC to meet UNESCO's targets for TVET development in the Member States. The document is aligned with UNESCO's Medium-Term Strategy (MTS) 2014-2021 and UNESCO's Programme 39/C5 that articulates how UNESCO will deliver on its mandate in the final period of implementation of UNESCO's MTS. The strategy takes into account recent developments including the adoption of global frameworks and calls to action to fulfil the Education 2030 Framework for Action and to ensure a better response from education and training to combating climate change and ensuring adaptation to its impacts.

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The virtual conference took place from 28 September to 03 October on UNESCO-UNEVOC's e-Forum and brought together 165 participants from 57 countries. The virtual conference provided stakeholders an opportunity to inform UNESCO's strategy for technical and vocational education and training (TVET) for the period 2016 to 2021. The questions addressed at the conference included: (1) What should be the guiding principles of the new UNESCO strategy for TVET? (2) What are the emerging issues and trends in TVET to which the strategy should respond? (3) What are the most important elements that should be contained in the strategy? (4) What should the role of UNESCO be in delivering the strategy?

The report explores the important principles, issues, actions and roles that should be taken into account when setting out the global agenda for TVET over the coming years and highlights the challenges and opportunities facing TVET in different countries. Despite these differences, the report stresses the need for international collaboration and dialogue in order to overcome the obstacles that may lie ahead, and specifically calls on UNESCO to act as a key facilitator for collaboration. The report ends with a six-point Agenda for TVET.

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The Medium-Term Strategy for 2021-2023 (MTS-III) sets out how UNESCO-UNEVOC will support [technical and vocational education and training] TVET institutions to meet the demands of dynamic labour markets and provide quality skills training for a sustainable future of work. MTS-III focuses on developing the capacities of TVET leaders, supporting TVET institutions in implementing change programmes, and facilitating knowledge sharing and peer learning within the UNEVOC Network.

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The establishment of a free labour market for the first time in the Russian Federation has necessitated fundamental reform in the whole system of vocational education. This report analyses the process of reform and adaptation to the market economy being undergone by that system. The analysis begins with an examination of the interdependence between vocational education and the labour market and how the orientation towards a market economy has determined the new requirements for vocational education. The reform of the vocational education system and the State Standard which is to form the basis for a new model of vocational education are outlined in detail. In conclusion gradual reform is advocated so that negative social consequences may be avoided. Ten priorities for reform are suggested. The report argues for the development of a new system based on the Russian situation using the most valuable aspects of foreign experience. Appendices provide information on the development of vocational education from 1985 to 1994 and the State Standard. Show less