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The aim of the Second International Congress on Technical and Vocational Education was to present UNESCO’s Member States with a forum to define technical and vocational education (TVE) policy to address the employment and other socio-economic challenges of the first few years of the 21st century. More than 700 representatives met to determine how TVE should adapt to the likely technological developments and social phenomena of the era and this document presents the recommendations under the six themes of the Congress. The themes are: The changing demands of the twenty-first century: challenges to technical and vocational education; Improving systems providing education and training throughout life; Innovating the education and training process; Technical and vocational education for all; Changing roles of government and other stakeholders; Enhancing international co-operation in technical and vocational education.

The final report of the Congress is indexed at TD/INT 59.239; individual papers are indexed from TD/INT 58.150 to TD/INT 58.180 and at TD/UNEVOC 58.02, 58.03 and TD/UNEVOC 58.06; the main working document entitled ‘Lifelong learning and training: a bridge to the future’ is indexed at TD/TNC 68.445 and the volume of reference documents is indexed at TD/TNC 68.447. Show less

This brief report provides an overview of the work of the UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training. It covers: (1) the importance of technical and vocational education and training (TVET) in relation to equipping people with capabilities that can broaden their opportunities in life, preparing young people for work, providing the skills required for decent employment, supporting the economic competitiveness and prosperity of nations, and the social inclusion of its citizens; (2) information about the UNESCO-UNEVOC International Centre; (3) the global UNEVOC network; (4) advocacy and capacity development work in TVET; (5) knowledge management and resource development; (6) online services; and (7) international collaboration and partnerships. 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

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

UNEVOC is dedicated to developing and improving technical and vocational education (TVE) within educational systems according to the requirements of the world of work. This is performed through the adaptation of a unified working mechanism among Member States to achieve project objectives and aims, which is focusing on the establishment of international regional and national specialised networks.

This study is conducted in recognition of the importance of data, information and documentation in building ambitious and sound development plans for improving and upgrading TVE programmes as well as other areas of the educational systems which are related to human, social and economic development within the countries and societies. The study consists of technical as well as financial information with subject emphasis on the status of UNEVOC centres/associate centres in the Arab States region. Show less

As part of its function of managing knowledge and sharing information in technical and vocational education and training (TVET), the UNESCO-UNEVOC International Centre is currently in the process of preparing a series of annotated bibliographies. These bibliographies will help researchers, policy makers, and practitioners working in TVET to keep up-to-date with the latest developments in the field, including current innovations and best practices. The bibliographies cover literature published within the last six years. This bibliography on exploitative work contains: (1) Agriculture and child labour; (2) Best practices and programmes; (3) Child labour and education; (4) Child labour and health: HIV/AIDS; (5) Child trafficking; (6) Country case studies: Africa; Asia: Central Asia; South Asia; Europe; Latin America and the Caribbean; (7) Economics of child labour; (8) Impact; (9) Sexual exploitation; (10) Solutions for eliminating child labour; and (11) Appendix: research sources. Show less

The purpose of this project is to draw attention to case studies on improving the participation of female students in technical and vocational education and training (TVET) programs formerly dominated by males in selected colleges and training institutions in the Visayas (Region VI) and other regions of the Philippines. The results of the study will throw light on the promotion of equal access for women to TVET programs in selected institutions. The study will elucidate various practices and approaches to gender mainstreaming, especially support systems, such as the legal framework of TVET in the Philippines, information taken from the database of the Technical Education and Skills Development Authority’s (TESDA’s) certification in Region VI, laws and legislation concerning women, and the outcomes of related research and other surveys conducted in the past. Specifically, the project desired to identify the lessons learned, which could be employed for: (a) future development and enhancement of TVET curricular programs; (b) improving infrastructure programs; (c) initiating educational reforms in TVET teacher-training and guidance programs; (d) enhancing the role of the family and the community in support of career choices; (e) revisiting the legal framework and policies affecting women’s equal access to education and labour; and (f) examining the intricacies of social and human capital build-up.

Excerpts from publication. Show less

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.

Published abstract. Show less

This publication contains the major policy statements of the United Nations Educational, Scientific and Cultural Organisation (UNESCO) and the International Labour Organisation (ILO), presenting recommendations for internationally acknowledged sound policies and practices of technical and vocational education and training (TVET) and continuous lifelong learning and training. The recommendations apply to all forms of education that are technical and vocational in nature, provided in the public sector or by private providers, aiming at ensuring that all members of the community have access to the pathways of lifelong learning. Show less

As part of its function of managing knowledge and sharing information in technical and vocational education and training (TVET), the UNESCO-UNEVOC International Centre is currently in the process of preparing a series of annotated bibliographies. These bibliographies will help researchers, policy makers, and practitioners working in TVET to keep up-to-date with the latest developments in this field, including current innovations and best practices. The bibliographies cover literature published within the last six years. This bibliography on women and TVET contains: Access & opportunity; Information technology; Projects; Statistics, reports and evaluations; Training & employment; Trends; Appendice: research sources. Show less