Search Results

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.

Published abstract. Show less

As a major contribution to the United Nations Decade of Education for Sustainable Development 2005-2014, InWEnt Capacity Building International, in partnership with UNESCO-UNEVOC and the Southeast Asian Ministers of Education Organization Regional Centre for Vocational and Technical Education and Training (SEAMEO VOCTECH), hosted an international conference in Bali, Indonesia from 24 to 26 November 2008. The purpose of the conference was to share the National Qualifications Framework (NQF) models with the Association of Southeast Asian Nations (ASEAN) member countries in order to enhance skills recognition arrangements across ASEAN, and to examine international tendencies in human resource development (HRD) at the workplace. Specific conference aims were to: highlight and provide information on regional arrangements to serve as a context for discussing and potentially developing new measures for ASEAN; outline the aims, objectives, and activities of InWEnt’s current project, ‘Innovation Network South East Asia for Technical and Vocational Education and Training (TVET) and Sustainable Development’; provide an overview of possible options for HRD in companies, to make the workforce and TVET graduates more employable by gearing vocational training more effectively towards the demand side, and to the needs of trade and industry; and compare strategies and tools on HRD provided by the participating countries and donor agencies.

Published summary from UNESCO-UNEVOC website. Show less

UNESCO-UNEVOC's [Coronavirus Disease 2019] COVID-19 response project was implemented from January-June 2021. This project report provides a snapshot of activities that helped [technical and vocational education and training] TVET institutions around the world address the short, medium and long-term effects of the crisis and prepare for the post-COVID-19 era. Through targeted training for employability, UNESCO-UNEVOC has supported efforts to reskill and upskill those whose livelihoods have been disrupted by the pandemic and strengthen their capacity to adapt to short and long-term changes. The project also focused on providing training to teachers, managers and technical staff to meet the urgent need for greater digital skills and competencies. The three-month training programme was backed up by a series of webinars to discuss the challenges of digitalization in TVET, bringing together leading experts and interested practitioners from the global TVET community. To ensure lessons learned along the way will not be forgotten after the crisis has subsided, a special peer-learning activity has enabled TVET institutions to pass on promising practices to other TVET stakeholders through a mix of assignments, workshops and webinars.

Edited excerpts from publication and publisher's website. Show less

The key goals of the Youth Employment Summit (YES) Campaign, launched at the Alexandria Youth Employment Summit, in Egypt in September, 2002 were to build the capacity of young people to create sustainable livelihoods and establish an entrepreneurial culture where young people will work towards self-employment. These broad goals were further developed into six key issues: Employability, Employment creation, Equity, Entrepreneurship, Environmental Sustainability and Empowerment. This paper argues that another ‘E’ is essential for the success of the YES Campaign - Education - and outlines the importance of education as a tool for young people’s participation in society. Show less

This paper is an adaptation of a presentation [the author] gave on 21 August 2003 under the UNESCO-UNEVOC Outreach Programme in Germany. He examines some of the educational challenges that the Arab States are facing.

Published abstract. Show less

At the international conference in Tangshan in 2017, UNESCO put a spotlight on the factors shaping the future technical and vocational education and training (TVET) landscape. These included shifts in the development paradigm towards sustainable development, and changes in demography, economic trends, the labour market and migration patterns. Organized with the support of the German Federal Ministry of Education and Research (BMBF) and the Federal Ministry for Economic Cooperation and Development (BMZ), and in collaboration with the German National Commission for UNESCO and partners from the Inter-Agency Group on TVET and WorldSkills International, UNESCO-UNEVOC's TVET Learning Forum on 'Managing skills in times of disruption' convened over 100 participants representing all sectors of the TVET community, including centres from the UNEVOC Network, from all five regions of the world. The report presents highlights of UNESCO-UNEVOC's TVET Learning Forum.

Abstract from publisher's website. Show less

The Department of Vocational Education and Training of the Ministry of Education of Botswana, and UNESCO’s International Centre for Technical and Vocational Education and Training in Bonn, jointly initiated a project to promote the implementation of recommendations from UNESCO’s Second International Congress on Technical and Vocational Education. The initiative, entitled ‘Learning for life, work and the future: stimulating reform in southern Africa through subregional cooperation’ was launched at a workshop held in Gaborone, Botswana, in December 2000.

This document is the final report of the workshop. It describes the background to the initiative, the structure and purpose of the workshop and the challenges and issues addressed. The main objective of the workshop was to stimulate regional cooperation in the reform of technical and vocational education and training (TVET) and to identify, prioritise and initiate subregional projects with emphasis on the following key issues: access to TVET; raising the quality of TVET; staff training and professional development; recognition and accreditation of qualifications within the TVET system; unemployment; training for the informal sector; the role of information and communications technologies in TVET; and the impact of HIV/AIDS within the TVET system. Papers presented by participants addressing these issues are included in the report.

Papers include: Modern technology in vocational teaching / Jan Deurwaarder and Cees van Maarseveen; External evaluation of academic support and administrative functions / Gerrit De Plooy; National qualifications framework for Mauritius / Paul Roland Dubois; The development of an occupational standards framework in Zimbabwe: experiences and preliminary conclusions / Lewis Durango; Quality of TVET / Anthony Foudraine; Youth unemployment / Andrew Bonani Kamanga; Training and professional development of TVE teachers and managers / Norbert Kisenga and Peter Frankland; Access to TVET / Doreen Kokorwe and Christopher Tidimane; The challenge of mineworker retrenchment for Lesotho - an opportunity for community employment and regional cooperation / Charles Kopeka and Nick Waterman; Work attitudes - myth or reality? / Dennis Frank Lee; Access to TVET: the future of TVET / John Thomas Lesperance; Access to TVET / Mallane Litabe; Quality of TVET / Bester Mahube; Recalibrating and refocusing TVET; setting up a therapeutic environment / Thelma K. Majela; Access to Technical and Vocational education and training / Joyce C. Mbudzi; Training and updating the skills of teachers, lecturers and instructors / Mositakgann Molebatsi; The management of training and the role of donors / Suresh Munbodh; Access to TVET - a case for Zambia / Sandford A. Mupanga; Informal sector training in Africa / Justin M. Mutasa; Training in and for the informal sector: a case study of opportunities: industrialisation training centres of Tanzania training programmes / Christine Mwankukuzi-Kwayu; IT skills of educators / Vinaykomar Naicker; New vocational education and training system: the CBET concept / Bernadetta Ndunguru; Integrated training for entrepreneurship promotion (INTEP) reaching the target groups in the informal sector / Bernadetta Ndunguru; Unemployment / Stephen T. Raza; The implications of HIV/AIDS education on TVET / Maria Tsvere; What is the key to a successful key-skills programme / Cees van Maarseveen and Jan Deurwaarder. Show less

In October 2004, five years after the Second International Conference on Technical and Vocational Education (TVET), UNESCO, in partnership with the German Federal Ministry of Education and Research (BMBF), hosted a meeting entitled ‘Learning for work, citizenship and sustainability’. The focus of the meeting was on assessing the extent to which, and ways in which, the recommendations on TVET from the 1999 conference were being implemented by UNESCO Member States, particularly with reference to the following three key themes: Learning for skills development; The transition to the world of work; and TVET for sustainable development. This document is the final report of the meeting. It contains: Introduction; Opening addresses; Keynote presentations; Orienting presentations; Reports of working groups; Report of the Interagency Panel; Summation by Rapporteur-General; The Bonn Declaration; Suggestions to UNESCO for action planning in TVET for sustainable development during the United Nations Decade of Education for Sustainable Development; Closing Remarks. Papers from the opening addresses and presentations are: Learning for work, citizenship and sustainability: UNESCO’s role and contribution / Koichiro Matsuura (p. 18-20); Education for all - UNESCO’s prime mission / Hans-Heinrich Wrede (p. 22-24); Education for sustainable development: the contribution of vocational education and training / Edelgard Bulmahn (p. 25-29); From Seoul to Bonn: five years of TVET reform / Jang-Ho Kim (p. 32-35); Education for the world of work and citizenship: towards sustainable future societies / Lourdes R. Quisumbing (p. 36-44); Corporate responsibility for sustainable development / Albrecht Sanner (p. 45-46); Skills for work in the future: a youth perspective / Bremley W. B. Lyngdoh (p. 48-54); Economy, ecology and society: contribution of TVET / Shaizada Tasbulatova (p. 55-62); International data for TVET and their limitations / Simon Ellis (p. 63-83).

Related documents from this meeting are indexed at TD/TNC 81.157, TD/TNC 81.242, TD/TNC 81.243 and TD/TNC 88.111. Show less

This report captures the key outcomes of the [Bridging Innovation and Learning in TVET] BILT Kick-off Conference held at UNESCO-UNEVOC in Bonn, Germany, on 10-11 July 2019. Over the course of two days, participants were actively engaged in key thematic work streams of the BILT initiative, sharing innovative practices from the European context and generating interest and ideas for collaboration within BILT.

To remain relevant for the world of work and attractive to learners and potential employers, modern TVET systems need to adapt to new technologies and structural changes in the labour market. A main challenge of TVET is to create modern professions and career paths which attract and integrate youth. With ever-faster innovation cycles, the demand for peer learning is also increasing, both in Europe and internationally. The BILT project seeks to support TVET institutions in addressing these transformative challenges and explore innovative approaches and new practices.

Excerpts from publication. Show less

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.

Abstract from publisher's website. Show less