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This document reports on four studies into the cooperation between technical and vocational education (TVE) institutions and the world of work. These studies were part of a series of studies on existing approaches to such cooperation initiated by UNESCO within its UNEVOC Project. The studies took place in Hungary, Romania, Sweden and the Russian Federation. They were undertaken by experts from the countries themselves on the basis of guidelines provided by Dr. R. Barry Hobart, Consultant to UNESCO. A synthesis is provided by Dr. Hobart to identify and describe the common variables that are operating with respect to education for the world of work in each of the case studies included. The report is divided into two sections. The first section contains the studies from Hungary, Romania and Sweden that examined the policies and legislation in TVE designed to enhance cooperation with the world of work. The second section reports on the study from the Russian Federation that investigated aspects of cooperation between the training institution and the individual enterprise in the implementation of such policies. Show less

[This report is the] UK government's response to the Wilson review of business-university engagement. [It] sets out what the government will do to build on acknowledged strengths to create the best conditions for universities and businesses to work together to create prosperity over the next decade. [It] covers government initiatives to promote employability skills, research and innovation, work placements and internships, and university-business collaboration at the local level.

Abstract from publisher's website. Show less

This strategy sets out how the UK government and the whole education sector will work together to build on existing strengths in higher and further education, in UK schools overseas, in educational technology and products and services, and in delivering English language training. The strategy covers: (1) welcoming and supporting international students; (2) supporting transnational education (supporting British schools and colleges operating overseas, developing ‘end-to-end’ English language training, and strengthening quality assurance); (3) providing leadership in education technology (actively encouraging development of Massive Open Online Courses (MOOCs), and launching a design call, through the Technology Strategy Board, on commercialising education technology); (4) developing international relationships; and (5) building the UK brand and taking up opportunities overseas.

The strategy is accompanied by an analytical narrative that identifies a number of challenges facing the UK education sector and a one-page statistical factsheet. Show less

The World Technical and Vocational Education and Training (TVET) Database is an online repository developed by UNESCO-UNEVOC. It aims to provide up-to-date information on TVET systems worldwide. This country profile for Guyana outlines the TVET mission, strategy and legislation and provides an overview of the TVET systems - formal, non-formal and informal, governance and financing, TVET teachers and trainers, the qualifications framework and current reforms and major projects. Show less

As part of its efforts to encourage and facilitate regional cooperation among the Latin American and Caribbean Member States and to strengthen and further develop their technical and vocational education and training (TVET), the UNESCO-UNEVOC International Centre carried out a desk research in order to get an overview of current regional activities, plans and networks already in existence and to identify organisations and institutions that are active in the field of TVET in the region. This report contains the findings of this desk research together with recommendations for further action. It is presented in four main parts: the first section outlines the sources and resources used for gathering the relevant information; part two provides a brief overview of the current situation of TVET in the region, the changes occurring and the challenges the countries and their TVET institutions are facing; part three lists a selection of the regional activities that are, or already have been, carried out in the region and the main actors involved; and the final part contains some preliminary recommendations on how to proceed from here. Show less

This convention was adopted by the General Conference of UNESCO at its twenty-fifth session in Paris, 10 November 1989. The fifteen articles outline the conditions under which the contracting states agree to develop policies relating to technical and further education. These conditions include agreements to: facilitate international co-operation; ensure adequate standards; take account of the educational, cultural and social background of the population; and ensure that individuals are not discriminated against. Show less

This booklet and CD-ROM are the report and presentations from a meeting convened by UNESCO-UNEVOC to synthesise and extend current examples of international best practice and disseminate strategies for addressing the questions, issues and problems that arise in developing policies and programs based on reorienting technical and vocational education and training (TVET) for sustainable development. Sixty-six delegates from 23 countries attended the meeting. The papers (some accompanied by PowerPoint slides) are: ‘Greening’ FE curricula: a position paper / Shirley Ali Khan; Integrating sustainable development into TVET in Oman / Abdullah Ambusaidi; Evaluating TVET programs through appreciative inquiry / Alberto Arenas; Sustainability competencies: skills to last - generic sustainable development skills for the workforce / France Boutin and Chris Chinien; VET system and sustainable development in Mongolia / D. Bujinkham (PowerPoint slides only); Emerging models of TVET teacher training and their potential for sustainability in the international arena: an analysis of the German context / Frank Bunning; Business and entrepreneurship education for the 21st century: entrepreneurship, vocational training and education for sustainable development: a case study of a one year course for secondary schools in New York city / Jaimie P. Cloud; Promoting entrepreneurship in curriculum of TVET sector for sustainable development / Suresh K. Dhameja and Man-Gon Park; Train-the-Trainer-Network for facilitating regional and national sustainable development / Bui The Dung; Rethinking development - as if the planet and its people really mattered / John Fien, David Goldney and Tom Murphy; New thinking about development: response / Annette Gough; Postgraduate training programs for energy experts in industry in Eastern Europe: …methods and mechanisms for upgrading skill and competence, raising awareness and profitability for sustainable development in industry / Thor Henning Gulbrandsen; Technical and vocational education for sustainable development - policy making strategies and project experiences in Germany: first draft of a paper / Michael Haertel; Approaches to supporting vocational skills acquisition by migrants (displaced people) in the Three Gorges Reservoir Area of Chongqing, China / Zhao Jiping and Liu Yu assisted by Veronica Volkoff; TVET for sustainable development - opportunities and challenges: final comments / Tom Karmel; From welfare to learnfare: a new social security model for sustainable development / Jang-Ho Kim; Prospects and perspective of ubiquitous teaching and learning systems / Myong Hee Kim and Man-Gon Park; The role of information and communication technologies in TVET for sustainable development / Boris Kotsik; Intercultural education for promoting sustainable development in technical and vocational education and training (TVET) / Johanna Lasonen; TVET and sustainable livelihoods in the Caucasus: the case of Azerbaijan / John E. S. Lawrence; Strategies for promoting gender equity in Korea / Young-Hyun Lee; Developing entrepreneurship for rural youth and women / Tariq Mahmood; Sustainable development through the provision of knowledge based skilled workforce / Shyamal Majumdar and Suresh K. Dhameja; Sustainable development in TVET in the UK - developing the strategy / Stephen Martin, Maureen Martin and Judith Cohen; Adult and vocational education for social sustainability: a new concept for TVET for sustainable development / Stephen McKenzie; Sustainability covenants: a case study of government-college partnership / Beth McLachlan, Greg Waddell and Frank Mitchell; The contribution of TVET to sustainable development and launch of the United Nations Decade of Education for Sustainable Development for technical and vocational education and training / Rupert Maclean; NZ Industry and Youth Employment / New Zealand Business Council for Sustainable Development; The world trends and its implications for sustainable human resource development through TVET / Man-Gon Park; Workforce and workplace mobility with computer-supported cooperative works / Man-Gon Park, Myong Hee Kim and Ligaya D. Valmonte; A sustainable education: history, local knowledge and TVET / William S. Pretzer; Learning to do: an ESD resource for TVET / Lourdes R. Quisumbing, Maria Lourdes Q. Baybay; Technical and vocational education and training in India: policy perspectives and challenges ahead / J. S. Rajput; The main ideas for sustainable development: vocational secondary school in Indonesia / Mian Siahaan Arie Wibowo Khurniawan; Consideration of sustainable development in modular curriculum approach / Harry Stolte; Achieving sustainability in TVET through a program of accreditation and certification / Ligaya D. Valmonte and Myong Hee Kim; Vocational competencies of digital literacy / Tapio Varis; TVET for sustainable development in Union of Myanmar / Kyaw Soe Win. Show less

This research aims to inform the forthcoming negotiations for the European Structural and Cohesion programs to run from 2014 to 2020. It looks at how the European Social Fund (ESF) might be used to promote economic growth and the creation of employment opportunities through supporting activity around self-employment, entrepreneurship and the providing of re-skilling opportunities. The research was based around Manchester and Newcastle to gain insights into how ESF delivery arrangements are working at the local level, and how they might best serve city-level priorities in the future. Although current ESF delivery is seen as contributing to addressing employability and skills concerns, a number of clear issues for consideration emerged from the study. For some, current provision is viewed as too generic, partly because it is delivered through large contracts rather than being more locally focused and oriented around meeting specific local needs.

Published abstract. Show less

The World Technical and Vocational Education and Training (TVET) Database is an online repository developed by UNESCO-UNEVOC. It aims to provide up-to-date information on TVET systems worldwide. This country profile for Uganda outlines the TVET mission, strategy and legislation and provides an overview of the TVET systems - formal, non-formal and informal, governance and financing, TVET teachers and trainers, the qualifications framework and current reforms and major projects. Show less

[This document] provides the supporting analysis for the Higher Education White Paper. [It] summarises a wide range of evidence and highlights the importance of a well-functioning higher education (HE) system. [It] covers the role of higher education in UK economic and social development, the reasons why government intervenes in the market for higher education and, the factors underlying behaviour and competition in the higher education market.

Excerpt from BIS website with additions. Show less