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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’. UNESCO Director-General, Koichiro Matsuura, highlighted the challenge of sustainable development, the major role that TVET must play, and the need for TVET to adapt and change if it is to play this role effectively. In this paper, the participants of this meeting suggest a range of activities for UNESCO to consider when developing an action plan for TVET and sustainable development, proposing seven interlinked strategies: (1) advocacy and vision building; (2) support for the review and development of national TVET policies; (3) guidelines for planning and implementation; (4) capacity building and training programs; (5) learning support materials, resources and equipment; (6) networking and partnerships in TVET; and (7) ongoing monitoring, evaluation and research. For each strategy, a list of short-, medium- and long-term activities are included.

Related documents from this meeting are indexed at TD/TNC 81.157, TD/TNC 81.243 and TD/TNC 88.111; the final report is indexed at TD/TNC 83.270. Show less

While the article in the UNEVOC Forum, no. 4 focuses on the role and contribution that [technical and vocational education and training] TVET must make to sustainable development, the present article describes the background to the assessment, which will reach its culmination at the meeting in Bonn, of recent TVET policy reform in the Member States. The content of the meeting's substantive sessions devoted to the assessment is also concisely explained.

Published abstract. 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’. UNESCO Director-General, Koichiro Matsuura, highlighted the challenge of sustainable development, the major role that TVET must play, and the need for TVET to adapt and change if it is to play this role effectively. This document reports on the activities of the three working groups, each structured into five sections: Group A, Learning for Skills Development (Globalisation and TVET Policy Reform; TVET and EFA Planning; TVET at the Secondary Level - Developing Key Generic Competencies; Improving Access and Equity; and Non-formal TVET Skills for Poverty Alleviation); Group B, Transition to the World of Work (Aligning TVET to the Labour Market; Skills for the Future - Guidance and Counselling; Lifelong Learning; TVET for Countries in Crisis; and Statistical Measurement of TVET); and Group C, TVET for Sustainable Development (National Initiatives; Outcomes and Activities; Planning and Implementation; Drafting the Plan for Action; and Plan for Action). The report highlights the issues raised by each of the sections.

Related documents from this meeting are indexed at TD/TNC 81.157 and TD/TNC 81.242 and the final report from the meeting is indexed TD/TNC 83.270. Show less

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

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’. UNESCO Director-General, Koichiro Matsuura, highlighted the challenge of sustainable development, the major role that TVET must play, and the need for TVET to adapt and change if it is to play this role effectively. This document contains the speeches from the first plenary session. They are: Skills for work in the future: a youth perspective / Bremley W. B. Lyngdoh; Economy, ecology and society: contribution of TVET / Shaizada Tasbulatova; International data for TVET and their limitations / Simon Ellis. Included as the annex is TVET statistics by country.

Related documents from this meeting are indexed at TD/TNC 81.157, TD/TNC 81.242 and TD/TNC 81.243. The final report is indexed at TD/TNC 83.270. Show less