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The AusAID funded Vanuatu [Technical and Vocational Education and Training] TVET Sector Strengthening Program is a four year intervention in a Pacific Island state where 75 per cent of the population live outside the formal economy. Prior to program implementation, TVET service delivery was predominantly supply driven in a highly centralised environment with little rural reach and limited linkages between training delivery and economic outcomes. Through stimulating the participation of the productive sectors in TVET activity and structures and by creating innovative partnerships between public institutions, private enterprise and community groups, the program is succeeding in establishing a TVET system that is an integral part of provincial economic development.

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In South Africa, the biodiversity sector, and particularly the marine and coastal branch of the sector, lacks the relevant skills for effective implementation of environmental policy. The research presented here responds to this challenge by exploring the up-skilling opportunities and practices available to marine professionals and how they learn in, through and for the workplace. Specifically, this paper focusses on the use of socio-materialism in the very particular context of marine and coastal research, and how learning by professionals can be interpreted through the concepts surrounding materialism and socio-ecological systems. By understanding and investigating the learning that occurs, one can cautiously evaluate what learning is most valuable to the professionals and how transforming practices can lead to a better, more sustainable future. In this South African case study the author considers this sustainable future as one that involves the oceans and coastal environments of the country.

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On the occasion of its tenth anniversary, [Canadian Policy Research Networks] CPRN brought together 144 young Canadians aged 18 to 25 years, randomly selected, for a deliberative dialogue and a summit with 40 decision-makers from government, business, labour, and the not-for-profit sectors. The event took place in Ottawa on November 24-27, 2005. Young participants were invited to talk together about the kind of Canada they want, what choices and trade-offs they are prepared to make as citizens, and what they and others need to do to make their vision happen. Dialogue participants talked about four issues that the Advisory Committee on Engaging Young Canadians and other youth had identified as especially important: learning, work, health, and the environment. This document reports on the discussion of learning issues, and particularly, the elements of the dialogue that touched on post-secondary education. In the context of their overarching vision for Canada and the values they endorsed to guide their thinking - accountability and transparency, long term sustainability and prevention, equity and efficiency - young Canadians articulated their own vision for education in Canada around seven pillars: education is for life, not just for a job; Canada is a bilingual (multilingual) country; Canada is a diverse country to discover; assessment and upgrading skills opportunities should be given to all educators; access to post-secondary education and training should be guaranteed to all who qualify; non-university, vocational and trades paths should be valued and supported; students should be able to focus on learning. Under the main thrust of their vision, ‘No-one must be left behind’, young Canadians went further on specific post-secondary issues: they stressed the importance of valuing different learning paths to work, in addition to college and university, and to find some balance to the exaggerated reliance on academic performance; they emphasized that all forms of education beyond high school should be made accessible to, and affordable for, all qualified and motivated individuals; and they called for all learning systems to be integrated and coordinated nationally, with similar levels of support provided to students and educators throughout the country.

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In South Africa and other developing countries, the quest for social justice requires ongoing reflection on transformational intent and how it manifests in policies and practices. The relationship between people, policies and the labour market requires equilibrium to promote social justice and work-integrated learning opportunities, specifically for trade-related workers. Changes in the formal labour market spilled unemployed and jobless workers into the informal economy, which has been growing systematically, yet has not been recognised as an alternative for work-integrated learning. Insights from the conceptual framework of the study on trade workers in the informal economy are discussed. In conclusion, social justice imperatives are proposed towards a more nuanced approach to address social inclusion and sustainability.

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The study analyzed two sustainability frameworks and centers on community-based and people-oriented development projects focusing on the perceptions, specific circumstances and experiences of different stakeholders involved in these projects. The significant outcome of the study is the conceptualization of a more comprehensive and unified definition of sustainability and a rating scale for evaluating and monitoring development projects' progress towards sustainability.

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The production of sugar is on of the major agro-based industries in the Asia-Pacific region, which has a significant impact on the overall economy. Annual consumption of sugar is expanding each year by about two million tons. However, the processing of sugar produces environmental impacts through loss of natural habitats, intensive use of water, heavy use of agro-chemicals, discharge and runoff of polluted effluent, and air pollution.

There is an emerging need to adopt a new approach to addressing the environmental concerns in the sugar industry through training interventions. To evaluate the issues concerning the environmental pollution through the sugar industry, a study was carried out in the south region of India in the Asia-Pacific region. This paper draws on findings of the [training needs analysis] TNA conducted on three sugar industries. It describes the approach adopted for identification of specific training interventions leading to the development of a multi-media training package for persons working in the sugar industry. Finally, there is a call for concerted action among all stakeholders in sugar production to attain a more sustainable future for this universal product.

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The contribution I would like to make concerns a project we aim to define that is concerned with fostering new understanding of the contribution of action-oriented, learning networks to regional sustainable development in various regions in Europe and the role of policy innovation at EU [European Union], the nation states and regions to those. Sustainable development is defined as competitive economic development which does not degrade the environment and enhances social capital in new employment opportunities, life-long learning, social inclusion and social cohesion. The role of VET [vocational education and training] in this will especially be highlighted. Learning networks as proposed are concerned with economy and good governance, representing partnerships between government, business, including SMEs [small and medium-sized enterprises], the research sector and civil society, including NGOs [non-government organisations]. The projects hypothesis is, first, that learning networks are a valuable approach to the dynamic, multi-dimensional challenges of sustainability. Second, networks can be ‘nurtured’ by policy, resources and direct action, and by an understanding of their beneficial operation in a framework of international cooperation. The project we aim to propose is first of all to be seen as a sophisticated action research project. Secondly, the project will in itself be a trans-national knowledge network, organised by key themes and in case study regions. The thematic sub-networks, led by partner research organisations, are: network concept, knowledge development, communication management, organisational learning and policy and governance. Furthermore, there will also be sub-networks in 6 case study regions. Each is to be led by a partnership of research organisation and regional government entity with associate partners from business and civil society. The aim of the project will be to pilot and monitor innovations in regional networking. The project’s main aim is to learn how to strengthen regional learning networks with local resources and the resources of a trans-national network. Regional experience of fostering innovation will be a key focus of transferable learning, to be disseminated across the EU. This methodology of partnership between governance and research organisations has proved a powerful learning model in previous research.

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Collections of papers presented under each theme are indexed from TD/TNC 81.453 to TD/TNC 81.457; selected papers from this theme are indexed from TD/TNC 81.458 to TD/TNC 81.467. Show less

Spiralling oil prices [and] global warming call for alternative solutions for meeting the energy needs of the developing nations. In this context technical education can take a step forward by developing [labour] suited to meet the challenging energy needs of the future, through technical education programs with specialisation in renewable energy. This paper discusses the need for such programs from an international point of view as well as an industry point of view given that India is making fast progress in wind energy and Jatropha Biofuel.

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This paper describes the development of an environmental education unit. It is comprised of five generic learning outcomes with the related more specific outcomes. It can be implemented as a self-standing curriculum, but is beneficial as part of the outcomes achieved from vocational programs. This approach allows teachers to integrate environmental education into vocational provision in a way which will enable curriculum managers and students achievements to be assessed. Show less

The United Nations Decade of Education for Sustainable Development (ESD) (2005-2014) was promulgated at the World Summit on Sustainable Development (2002) and demands a central role for [vocational education and training] VET as a basis for democratic, human society and advocates the need to integrate ESD into all levels of technical vocational education and training (TVET) (United Nations 2003:1). With a view to explore the need to consolidate international understanding of the relevance of sustainable development within TVET settings, this paper seeks to identify and disseminate strategies for addressing the questions, issues and problems that arise in developing policies and programs based upon a reorientation of TVET for sustainable development in the [Southern African Development Community] SADC region.

These issues and problems arise by reviewing the nature, purpose and scope of development and sustainable development as well as the relevance of the changing discourse for TVET. While there are interventions for environmental conservation and protection, there is little in terms of educating people especially within the TVET sector on these issues. This has been substantiated by the results of the case study of Botswana as there was little reference to environmental issues by the respondents. Poverty reduction and sustainable development has been the cornerstone of some government policies and programs in the region. Nevertheless questions still arise as to whether any meaningful progress is made in this regard. Therefore, this study addresses itself to questions of understanding the initiatives and approaches being undertaken by the training institutions in the SADC region in the integration of ESD in their TVET programs and the challenges they encounter.

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