issn 1020-9468 unevoc december 2005 11

1UNESCO-UNEVOC Bulletin | December 2005 / No. 11

ISSN 1020-9468

UNEVOCINTERNATIONAL CENTRE for Technical and Vocational Education and Training UNESCO-UNEVOC

Bulletin

December 2005 11

A t the recent UNESCO General Confer-ence, many countries stressed the im-portance of strengthening and upgrad-

ing TVET and skills development for employabilityand citizenship, and of promoting best and in-novative practices to improve the bridge betweeneducation and the world of work. Delegates re-ferred to the importance of TVET as a key aspectof Education for All (EFA) and as a major con-tributor to the Decade on Education for Sustain-able Development (DESD).

The 33rd session of UNESCO’s General Confer-ence (held in Paris, 3-31 October) recognised edu-cation’s intrinsic value as a human right and itsfundamental role in the eradication of poverty.Upon his re-election as Director-General of UNESCO, Koichiro Matsuura reiterated: “Edu-cation is THE priority programme, or objective,of the Organisation.”

Education for All was the overall theme of theGeneral Conference.

Delegates from 188 Member States recognisedthat UNESCO’s mission is to create learning op-portunities for every child, youth and adult fromevery background, in every part of the world.

Almost 4,000 people came to UNESCO during thethree-week General Conference to determineUNESCO’s priorities in the forthcoming (2006-2007) biennium, including eight Heads of Stateand Government, two Vice-Presidents, sevenDeputy Prime Ministers, 218 Ministers, 3,203 dele-gates, 350 journalists and 495 observers.

Several special events were also held during theGeneral Conference to mark the 60th anniver-sary of UNESCO.

During discussions that occurred throughout theGeneral Conference, countries stressed the im-portance of skills development for employabilityand TVET as a crucially important dimension ofEFA. In addition, as progress is made in achiev-ing EFA, many countries now regard secondaryeducation as an important part of basic educa-tion. In this regard, many are concerned withmaking secondary education more relevant tobuilding life skills for employability and citizen-ship, and as such are placing greater emphasison the vocationalisation of secondary education.

More Information:Rupert Maclean, Director,[email protected]

> Ed i tor ia l <

© UNESCO/Andrew Wheeler

TVET Given Prominence inDiscussions at 2005 UNESCOGeneral Conference

Table of Contents1 Editorial 2 Network 4 UNEVOC International Library of TVET 6 Sustainable Development 7 Curriculum Development

and Teacher Training 9 Involving the Private Sector

11 Africa 13 Arab States 14 Asia and the Pacific 16 Latin America and the Caribbean 17 Short News 17 Visitors to the Centre 18 UNEVOC Publications 20 Forthcoming Training Courses 20 Forthcoming Events

Commission II on Education (3–10 October) ofthe General Conference discussed and adoptedthe Draft Programme and Budget for UNESCO’sactivities in education for 2006-2007.

The total budget for education is US$107.8 mil-lion, and the main focus is on three key areas:teacher training, literacy and HIV/AIDS preven-tion education.

Topics addressed by Commission II included anassessment of Education for All and its futureprospects as well as inputs to the InternationalDecade on Education for Sustainable Develop-ment, which was launched in New York on 1March this year, and for which UNESCO is theLead Agency.

More than seventy-six education ministers andother high ranking officials responsible for edu-cation and schooling in their respective coun-tries met at a Ministerial Roundtable (7-8 Octo-ber) during UNESCO’s Conference in Paris toexamine practical ways to address Education forAll by building on positive examples from differ-ent parts of the world. Since the heart of EFA liesat the country level, the Roundtable explored thesteps necessary to accelerate progress towardsachieving the EFA goals by 2015.

This Roundtable was particularly timely since, aswe move towards 2015, a review of progress hasrevealed that the world is not on track to achievethe EFA goals unless significant efforts are madeto dramatically improve the current trends.

The Swedish and German National Commissionsfor UNESCO, in cooperation with the EducationSector, organised a roundtable on Promoting Sus-tainability through Education: Objectives, Strate-gies and UNESCO’s Mission in the UN Decade ofEducation for Sustainable Development. Manypresenters referred to TVET as a key aspect ofsustainable development that needs to be ad-dressed during the DESD if the decade is to achieveits various aims.

>>Cleaned, cooked, established shelters and pro-vided other services

>> Repaired and constructed houses, boats, oc-cupational tools, cars, ships and ship engines,and

>> Conducted skills training for income gen-eration

In August 2005, eight months after the tsunamihit, TVET students in Thailand had

>> Constructed 563 permanent houses

>> Built and repaired 160 fishery tools

>> Repaired 369 fishing and tourist boats, and

>> Built 174 fishing boats

Courtesy: Ministry of Education, Thailand

UNESCO-UNEVOC Bulletin | December 2005 / No. 112

W hen the tsunami hit in December2004, the loss of human lives wasstaggering. But the tsunami did not

only kill many people; it also destroyed liveli-hoods, traumatised whole populations and severely damaged habitats. According to the UNESCO website:

Preliminary assessments of the scale of the dis-aster and the rebuilding task ahead confirm it asone of the biggest natural catastrophes in recenthuman history.

The reconstruction tasks in the affected areasare daunting. But students from TVET institu-tions all over Thailand have courageously con-tributed their time and skills to assist in imme-diate disaster relief efforts as well as in therebuilding activities.

Students from TVET colleges throughout the coun-try have

>> Collected and disseminated information onthose who lost their lives, were injured and/orhomeless

Presently, groups of Thai TVET students continueto rotate in and out of the afflicted areas to buildhouses and boats. Their tremendous efforts aregreatly appreciated.

More information: Dr Siripan Choomnoom, Office of VocationalEducation Commission, Ministry of Education,Thailand, [email protected]

> Network <

TVET College Students inThailand Play a Vital Role inPost-Tsunami Reconstruction

This meeting enabled the UNEVOC Centres toshare ideas, learn about each other’s perspec-tives and work together. It provided me with avery smooth and multifaceted introduction tothe UNESCO-UNEVOC Network.

(Contributed by Dr Margarita Pavlova, GriffithUniversity, Australia)

More information:Efison Munjanganja, Head of UNEVOC Networks,[email protected]

Introduction of new UNEVOCCentres to the Network

T he UNEVOC Network seminar Sub-Regional Induction/Refresher Course andMapping the UNEVOC Network took

place in Bangkok, Thailand, 8-9 August 2005.The seminar was an introduction to the UNEVOC Network and the intended target groupwere new UNEVOC Centres or new UNEVOC Centre managers. As a new UNEVOC Centre, theCentre for Learning Research at Griffith Univer-sity, Australia, was invited to take part in thismeeting. For me, this was a very empoweringexperience for a number of reasons. I would liketo highlight one: Working with a team of col-

BBC NEWS WORLD EDITIONYour experience of the Asian disaster

“I arrived two hours after the tidal wave struck.Our resort was on Kho Hae, and they immedi-ately relocated us for our safety. The friendli-ness and help of the Thai has been phenome-nal. The Phuket Polytechnicfrom which I writewas the scene of immense personal sacrifice.All the students came back to school, and theboys started making coffins, the girls pre-pared food packs and care packs. All of thiswas done entirely with donations from the stu-dents, parents and teachers. For a people withlittle, their generosity has greatly touched me.”

Ann Kingston,BBC NEWS, Thailand / UKDecember 2004

Dr Margarita Pavlova, Griffith University, Australia

Participants at the UNEVOC Network Seminar

leagues from different countries on an actionplan for developing an effective network of UNEVOC Centres in the Asia-Pacific region.

During the course of a two-day discussion, ourteam developed a number of strategies to es-tablish effective collaboration:

>> Use information technology to share ourthinking within UNEVOC Centres across theregion

>> Reach consensus on issues for immediate at-tention (in relation to sharing research find-ings and experiences as well as sharing in-novations in teaching and learning and inimplementing policy change in TVET at lo-cal, regional and international levels)

>> Seek suggestions from UNEVOC Centres onpriority themes for their contribution

>> Develop cooperatively an integrated pro-gramme to address selected themes acrossthe participating Centres with the aim of in-fluencing policy-making

>> Look for funding opportunities/identify spon-sors.


the importance of inte-grating HIV/AIDS preven-tion in TVET programmesas well as fighting the stig-ma and discrimination as-sociated with this disease.TVET needs to be reviewedwith respect to changes intechnology, and partner-ships should be establishedwith the private sector.Countries emerging fromconflict must be assistedthrough TVET initiatives.

Regionally, it is evident that networking and in-formation sharing among TVET practitioners canbe strengthened through national and regionalprofessional TVET associations. Kenya has beengiven the mandate to jump-start a sub-regional

professional TVET association, an initiative weare honoured to instigate.

The outcomes of this seminar have impacted onmy work and on the development of TVET in myregion. I have been challenged about the waysin which the normative instruments can provideuseful guidelines on standards and practices forpolicy-making.

More information:Dr John Simiyu, Senior Lecturer and Head of Department, Technology EducationDepartment, Moi University (UNEVOC Centre),Eldoret, Kenya, [email protected]

Skills for Sustainable Livelihoods – Implementingthe UNESCO Normative Instruments ConcerningTVET

In August 2005, policy-makers and managersof UNEVOC Centres came together for a four-day seminar in Nairobi, Kenya, to discuss their

commitment to and experiences in implement-ing the UNESCO normative instruments con-cerning TVET.

A key topic in the discussion that found wideagreement among participants was that TVETskills should be integrated into the structuralframeworks of education and that TVET systemsshould be incorporated in national qualificationsframeworks. This would improve articulation andquality assurance and harmonize certificationand credit transfer. In staying true to the nor-

mative instruments, affirmative action in TVETand the accommodation of vulnerable and mar-ginalised groups in its initiatives should be con-sidered – irrespective of age and socio-economicstatus. Other outcomes of the meeting include

© ILO/Crozet M.

Normative Instruments

One of UNESCO’s roles in the field of education is to make known to its Member States the in-ternationally accepted standards in selected disciplines. The Organization transmits this infor-mation through normative or standard-setting instruments that help the Member States aspireto and maintain those standards in their national systems. The normative instruments are usu-ally documents developed following extensive technical consultation at the international level.In technical and vocational education (TVE) UNESCO has developed two such standard-settingdocuments: The Revised Recommendations Concerning Technical and Vocational Educationand the Convention on Technical and Vocational Education. Both documents can be accessedon the UNESCO website at http://www.unesco.org

Financial Assistance to Members of the UNEVOC Network

To support TVET development in developing coun-tries, the UNESCO-UNEVOC International Cen-tre can provide some financial assistance tosome UNEVOC Centres. There are three cate-gories:

>> Mobile training teams, which allow for asmall group of TVET professionals to learnabout a particular aspect of TVET in another country

>> Fellowships, which allow for a TVET profes-sional to have a short attachment interna-tionally and

>> Small grants, which may be used for a va-riety of purposes

If a UNEVOC Centre is interested in being con-sidered for these forms of financial assistance,details and guidelines will be available on theUNESCO-UNEVOC website from mid-January2006.

esses through which the Federal Centres forTechnology can be transformed into techno-logical universities. The goal of this initiative isto expand and improve TVET in the country. Themeeting served to provide inputs and to de-velop concrete ideas for the formulation and implementation of respective policies. It tookplace in Brasília from 24 to 25 October 2005and brought together Brazilian stakeholders and international experts who shared their experi-ences with similar processes. The UNEVOC Small Grant was a contribution towards the financing of this meeting. For further informa-tion about the proceedings and outcomes, pleasecontact Ms Marilza Regattieri of the UNESCOOffice in Brasília([email protected]).

The second Small Grant was awarded to CECAP(Centro de Capacitación y Produción), the UNEVOC Centre in Uruguay. Since its inceptionin 1982, CECAP has been implementing educa-tion and training activities for unemployed andunskilled youth and young adults between the

Small Grants for Latin America

T he UNESCO-UNEVOC International Centre offers small grants to interestedapplicants within the UNEVOC Network

who submit project proposals that comply witha number of selection criteria. The UNEVOC Small Grants Programme is intended to give staffof UNEVOC Centres the opportunity to improvetheir knowledge and skills, for example throughmeetings with colleagues from within their coun-try or from abroad to achieve a particular jointobjective. In 2005, the UNESCO-UNEVOC Inter-national Centre awarded two small grants toUNEVOC Centres in Brazil and Uruguay.

The four UNEVOC Centres in Brazil (the FederalCentres for Technology Education of Minas Gerais,Rio de Janeiro, Paraná, and Bahia) organized, incooperation with the Brazilian Ministry of Edu-cation, a meeting to examine the current proc-

of work. The bookprovides concrete ex-amples of vocation-alisation of second-ary education, withparticular referenceto the situation inAfrica. Although thisbook mainly focuseson Africa, lessonslearnt have much to offer to researchers, policy-makers and practitioners working in other partsof the world. The case studies from Botswana,Ghana, Kenya and Mozambique are comple-mented by an ongoing empirical study in theUnited States, where conditions for vocationali-sation are dramatically more favourable than inAfrican countries.

The second book inthe series is MeetingBasic Learning Needsin the Informal Sec-tor. Edited by MadhuSingh, it examinesfacts and featuresabout basic learningneeds and skills ofpeople working andliving in the informal

economy. It portrays the grave problems of ed-ucational and training systems vis-à-vis infor-mal sector workers. The book explores the inter-linkages between EFA and work and takes thestance that promoting the right to basic educa-tion is crucial for overcoming oppression and in-decent working conditions (see interview).

4 UNESCO-UNEVOC Bulletin | December 2005 / No. 11

ages of fifteen and twenty, who are outside theregular education system and come from lowincome homes.

In recent years, CECAP has also become a mainplayer in the National Programme on Educationand Work, which aims to provide out-of-schoolyouth with basic competencies that enable themto enter the labour market. The UNEVOC Small

Grant is used for the development of teachingand training materials as well as for the imple-mentation of the programme. Several workinggroups are working on the development of thematerials. They consist not only of CECAP staffbut also of teachers and trainers, NGOs, repre-sentatives of the Council for Technical and Vo-cational Education and other relevant stake-holders and experts.

It is envisaged that the materials will be readyfor dissemination in the spring of 2006.

More information: Astrid Hollander, Associate Expert, UNESCO-UNEVOC International Centre, [email protected]

recommendations of the Fifth International Con-ference on Adult Education (CONFINTEA V) andthe UN Literacy Decade, we are especially com-mitted to implementing the Dakar Frameworkfor Action on Education for All (EFA), which wasadopted at the World Education Forum in 2000.

Meeting Basic Learning Needs in the InformalSector is the result of collaborative studies un-dertaken by UIE and the International LabourOrganization (ILO) in South Asia (Nepal, Indiaand Bangladesh). In the process of disseminat-ing these studies, I decided to include case stud-ies from other countries. In the end, therefore,

the book not only provides an interregional per-spective but also incorporates crosscutting themes.

Question (Q): Who/what was the inspiration forthis book?

MS: My inspiration was to bring the informalsector within the scope of educational analysisand to contribute to greater educational andpolicy dialogue on how best to work with seg-ments of the population that lie outside formalwork and education. There is a tendency to lookat the informal economy from the point of viewof it being a “survival economy”. As a result, edu-cational processes and educational needs of the

Meeting Basic Learning Needsin the Informal Sector

M adhu Singh (MS): The UNESCO In-stitute for Education (UIE) in Ham-burg, Germany, where I am currently

leading the programme on adult and lifelonglearning, is one of UNESCO’s six educational in-stitutes. We are an international research, train-ing, information and documentation and pub-lishing centre on literacy, non-formal education,adult and lifelong learning. Together with the

> UNEVOC Internat iona l L ib rar y of TVET <

Book Series Current Developments in TVET: Issues, Concerns and Prospects

Both publications can be purchased directly fromSpringer at http://www.springer.com

Upcoming volumes of the book series CurrentDevelopments in TVET: Issues, Concerns andProspects will cover topics such as

>> Education of adolescents and youth for academic and vocational work,

>> Financing education for work,

>> Lifelong learning in the workplace,

>> Women and girls in TVET,

>> Effectively harnessing ICTs in support of TVET,

>> Planning of education systems to promoteeducation for the world of work,

>> Recognition, evaluation and assessment,

>> Education and training of demobilized sol-diers in post-conflict situations,

>> TVET research, and

>> School to work transition.

More information:Rupert Maclean, Director, [email protected]

T he book series Current Developments inTVET: Issues, Concerns and Prospects,edited by Rupert Maclean and David

Wilson, is an initiative of the UNESCO-UNEVOCInternational Centre and published by SpringerScience+Business Media B.V. The series offers in-depth analyses of current developments regard-ing various aspects of education for the world ofwork with particular reference to TVET. It exam-ines areas that are at the “cutting edge” of thefield and innovative in nature. It presents bestand innovative practices, explores controversialtopics and uses case studies as examples. Thetarget audience for the series is wide and in-cludes policy-makers, practitioners, administra-tors, planners, researchers, teachers, teacher edu-cators, students and colleagues in other fieldsinterested in learning about TVET, in both devel-oped and developing countries, countries in tran-sition and countries in a post-conflict situation.The book series falls under the umbrella of a broadrange of publications entitled the UNEVOC International Library of TVET.

The first book in the series, Vocationalisation ofSecondary Education Revisited, edited by Jon Lauglo and Rupert Maclean, is an important con-tribution to the debate that has occurred forsome time on the pros and cons of secondary education becoming more closely and explicitlyrelated to preparing young people for the world

tor also includes the traditional trades and cul-turally significant occupations that keep a so-ciety and culture intact.

Second, the determination to achieve the EFAgoals, especially goal 3 – “ensuring that thelearning needs of all young people and adultsare met through equitable access to appropri-ate learning and life skills programmes” – makesit all the more necessary that attention be givento the informal sector where, at present, basiceducation abilities and continuing educationare generally deficient.

Q: What role is the informal sector playing inour global society?

MS: Globalisation has further increased thepressure on the informal sector – demandingmore competitiveness, higher productivity andquality consciousness. Due to globalization,the advantage of cheap labour and naturaland local resources for small production unitswill not last long. The extent of new technolo-gies, such as biotechnologies and microelec-tronics, will depend on the level of skill adapta-tion. It is here that the role of continuing educationand lifelong learning and “new literacies” suchas technological literacy will determine the fu-ture of the informal sector.

Alongside this, however, it is important to helppeople to make a decent living, focusing onschool dropouts who have no access to furthereducation and training, on retrenched workers,child labourers and women and handicappedpersons.

Q: Amongst the country studies were there com-mon learning needs in the informal sector?

MS: Being a very heterogeneous sector, basicallythere are no true common learning needs through-out the sector. Learning needs vary according toage, urban or rural location, gender, socio-cultural background and education level. It is

also important to distinguish between learningneeds of the segments in the “upper end” of theinformal economy and those at the “lower end”.

However, there are competencies that can besaid to be fundamental for workers in the infor-mal economy. Learning in the informal econ-omy is understood, on the one hand, as the ac-quisition of technical skills and abilities and, onthe other hand, as the acquisition of organisa-tion skills and social competencies. Communi-cating with others, negotiating, promoting prod-ucts, transmitting knowledge, setting up self-helporganisations and giving advice are decisive inthe informal economy. The fact that the “basiclearning needs” bears on the notion “basic needs”does not mean that they deal with only survivalneeds. Basic learning needs are to be understoodbroadly. Indeed they go beyond to include as-pects such as living and working in dignity, con-tinuing to learn, capacity to deal with transfor-mations, creative participation, making informeddecisions, self-awareness etc.

One thing is clear and that is: When there is alack of basic education and literacy, it meansthat these illiterate persons cannot take advan-tage of continuing education and training whichis crucial to developing one’s capacities to thefullest.

Q: What are common obstacles?

MS: Education is only one problem in the infor-mal sector. Lack of institutional support struc-tures is the other. Lack of professional traininginstitutions, funding or finances and market ave-nues form some of the basic institutional arrange-ments. Lack of this institutional dialogue withthe informal sector contributes to the hurdlesthat need to be overcome. The private sectorhas invested little in this sector.

Q: And what were some common goals?

MS: I would say the common goal among coun-tries is to strengthen and activate the informalsector so that it could act as a vehicle of em-ployment provision and social and human de-velopment as reflected in all internationally pro-claimed goals – as stated in the Education forAll (EFA) goals, the Delors four pillars of learn-


people living and working in this sector havebeen neglected in the past. Today, however,there is a growing awareness that this econ-omy has come to stay, and basic educationand continuing education and training are be-ing seen as key to empowering people and ascrucial to strategies for poverty reduction andsustainable social and economic development.

My other inspiration was to demonstrate thatdeveloping education for the informal sectorcan only be successful to the extent that it re-flects innovations, initiatives and approachesemerging from the informal sector itself. Thisis a sector that epitomizes self-help, civil so-ciety participation, transformative, on the job,autodidactic and intergenerational learning aswell as learning in out of school contexts –such as learning through participation in so-cial movements.. My aim was to identify, dis-seminate and establish effective learning method-ologies and processes that would be useful forsocietal stakeholders dealing with this sector.

Q: In the introduction, Rupert Maclean statesthat this book:

… aims at a shift away from the narrow mechani-cal connotation of skills development and em-ployment towards a rights-based approach…

Could you elaborate on this?

MS: The book takes a stand that education is ahuman right and this right to education is piv-otal for the achievement of other basic humanrights – security, representation, dialogue, health,liberty, economic well-being, participation incultural and political systems and decent workand humane living conditions. Education is thekey to growth and development. Literacy is thefoundation for assuring people the possibility ofmobility. In my opinion, the right to educationis also not just the right to a basic education buta right to a quality education as a means formobility, higher income and advantages of sub-sequent education.

Q: Why did you choose to focus on the informalsector?

MS: First, the informal sector cannot be ignored.It is a crucial part of our global society. In somecountries, the informal sector makes up over halfof the work force. If one were to compare therespective contribution of formal and informaleconomies to employment in India for example,then one would see that the ratio is 20:80. Forthe gross domestic product (GDP) it is 57:43.While these figures point out, on the one hand,the large absorption capacity of the informalsector of people who may otherwise find no in-come at all, it shows, on the other hand, thelow productivity of the informal sector due tolimited education and skills and low technologystandards. In many societies, the informal sec-

Madhu Singh, editor of “Meeting Basic Learning Needs inthe Informal Sector: Integrating Education and Training forDecent Work, Empowerment and Citizenship”, published byUNESCO-UNEVOC, UIE and Springer in 2005

© FAO/Balderi I.


ing, the Memorandum on Lifelong Learning, aswell as in the Millennium Development Goalsand the United Nations Development Programme’s(UNDP) human development goals and in ILO’sDecent Work Agenda.

Q: If you could pick two actions to be carriedout in TVET in the informal sector worldwide,what should they be? And why?

At the close of the UNESCO International Ex-perts Meeting Learning for Work, Citizenship andSustainability held in Bonn, October 2004, thechallenge was put to UNESCO regions to hold

meetings to determine further how TVET cancontribute to economic, social and environmen-tal sustainability. Regional meetings on this topic have so far been held in Bangkok, 10-12

August 2005, and in Bahrain, 19-21 September2005.

MS: The two actions in TVET worldwide that Ibelieve would be the most useful would be:

1. Networking with public, private and govern-ment stakeholders to develop training programmesfor the informal sector and encouraging tech-nology transfer from formal institutions to in-formal sector production units.

2. Education and decent working conditionsshould be tied into social and economic policies

and cut across different sectors: health, forestry,building construction, agriculture, sanitation,environment, social welfare.

More information:Madhu Singh, Senior Programme Specialist,UNESCO Institute for Education, Hamburg,Germany, [email protected]

> Susta inab le Deve lopment <

The conference concentrated ontwo themes related to sustain-able development issues: PovertyAlleviation and Economic Vi-tality, and Skills Development for

Employability, Citizenship and Conservation.

Case studies of strategies for achieving thesedevelopments in TVET came from many partsof the region, and included:

>> Skills development for migrant workers inChina

>> Power tool education and training (“VETthrough PET”) in India as a strategy for rais-ing living standards of carpenters, plumbersand electricians

>> Integrating sustainability concepts into train-ing packages in Australia

>> Training workers in critical thinking skills inThailand

>> TVET for literacy, rural transformation andgender equity

>> Skills development for income generationthrough non-formal education

>> Development of the UNESCO-UNEVOC andUNESCO-Asia Pacific Network for Interna-tional Education and Values Education

(APNIEVE) Learning to Do curriculum mate-rials. (see section UNEVOC Publications)

>> Intercultural education for promoting sus-tainable development in TVET

A CD-ROM containing these and the many other presentations is currently being prepared.

The UNESCO-UNEVOC International Centre wouldlike to express its thanks to OVEC in Thailandand to CPSC in Manila for their magnificent sup-port as partners in this important conference.

(Contributed by Dr John Fien, RMIT University,Melbourne, Australia)

More information:Rupert Maclean, Director, [email protected]

Integrating Sustainable DevelopmentIssues into TVET in Asia and the Pacific

T he UNESCO-UNEVOC International Cen-tre, the Office of the Vocational Educa-tion Commission (OVEC) Thailand and the

Colombo Plan Staff College for Technician Edu-cation (CPSC) hosted a joint conference on In-tegrating Sustainable Development Issues intoTVET: Poverty Alleviation and Skills for Employ-ability, Citizenship and Conservation in Bangkok,10-13 August 2005. Participants at the confer-ence were TVET policy-makers, educators, re-searchers, and experts. The objectives for theconference were to exchange knowledge, experi-ences and best practices in integrating sustain-able development issues into TVET.

Over 1000 people attended the opening cere-mony of the conference, which correspondedwith an international TVET fair at the confer-ence venue. A highlight of the many displayswas an exhibit of the many innovative ways inwhich TVET colleges in Thailand responded tothe tsunami that struck large parts of the south-ern and western coasts of Thailand on 26 De-cember 2004. These ranged from emergencytraining for construction workers to the designof fiberglass fishing boats, exactly the same styleas the traditional wooden ones that had beendestroyed. (see page 2 )

© UN Volunteers

Participants at the Arab States regional workshop

Beirut and the UNESCO-UNEVOC International Centre. The meeting washeld at the Sheikh Kalifa Bin SalmanInstitute of Technology in Manama,Kingdom of Bahrain.

Three substantial resource papers were pre-sented at the workshop to underpin discus-sion:

Sustainable Development in TVET –Arab States Regional Workshop

T welve Arab countries were representedamong the participants at the Bahrainworkshop on TVET for sustainable devel-

opment, which was jointly organised by UNESCO-

Teaching is not a homogeneous activity that canbe driven by a small set of easily accessible pol-icy instruments. Learning is context bound andteaching takes place in the school, which is ahighly complex social institution. In spite of pow-erful forces for change, schools in EU partnercountries appear remarkably untouched. One rea-son for this might be that change has usuallybeen something done to teachers as opposed tosomething done with them. Teachers in schools

© ETF


lay in sharing practical teaching and learningresources on sustainable development, suitablefor use in TVET programmes. This, however, isdifficult, since there do not seem to be many re-sources currently available in Arabic. The crea-tion of some sort of Arabic language resourcebase for TVET for sustainable development wascalled for as an outcome of the seminar.

More information:Sulieman Sulieman, Programme SpecialistTechnical and Vocational Education, UNESCOOffice Beirut, [email protected]

Ms Karina Veal, Consultant, UNESCO-UNEVOCInternational Centre, giving her presentation on TVET forSustainable Development

T he European Training Foundation (ETF) fo-cuses in its Yearbook 2005 on the doublerole of teachers and trainers: they are both

key education professionals and important stake-holders in education reforms.

The ability of vocational education and trainingto play a crucial role in society depends in goodpart on whether its teachers are prepared to in-corporate reform into their daily work. The Year-book editors Peter Grootings and Søren Nielsenargue that the general assumption that policyinstruments will bring about necessary reform inschools is not well supported by empirical evi-dence.

> Curr i cu lum Deve lopment and Teacher Tra in ing <

Teachers as Stakeholders inEducation Reforms

have generally not been able to develop a senseof ownership of change nor have they been reallycapable or motivated to make reforms work.

ETF projects have demonstrated the importanceof integrating teacher development with schoolimprovement. They confirm that the work envi-ronment of teachers should be seen as a learn-ing opportunity and thus be organised accord-ingly: schools, teacher training institutions andenterprises must help to integrate learning intothe daily work of staff. If that were the case,teachers own professional experiences would beseen as a valuable source of innovation and de-velopment of education and training. Teacherswould be recognised stakeholders in their roleas professional educators.

More information: European Training Foundation,http://www.etf.eu.int

nar Vocational Content in Mass Higher Edu-cation? Responses to the Challenges of the LabourMarket and the Workplace (Bonn, 8-10 Septem-ber 2005). The seminar was jointly organised bythe UNESCO-UNEVOC International Centre andthe UNESCO European Centre for Higher Edu-cation (UNESCO-CEPES), in cooperation with theCentre for Comparative and International Edu-cation, University of Oxford. It brought togetherabout forty experts at the institutional and disciplinary levels from a broad cross section ofcountries.

The meeting concentrated on three themes:

The first theme, Vocational Content in Mass Higher Education: International Perspectives and

Policy Trends, focused on views from differentworld regions. Speakers from Europe, the Mid-dle East, the Far East and Australia shared theirperspectives.

The second theme, Responding to Rapidly Chang-ing Labour Markets through New Forms of Knowl-edge Production: Organisational and Epistemo-logical Shifts in Higher Education, exploredquestions about the nature of vocational con-tent in mass higher education and about its im-plications and challenges for the higher educa-tion sector. Issues such as the internal organisationof institutions, staffing, ethics, the nature of

Vocational Content in Mass Higher Education?

T he expansion of higher education andthe rapid shifts in patterns of work,combined with a growing infusion of new

technologies and innovation, has brought aboutan unprecedented shift in programme design inhigher learning. The prevailing view is that highereducation must put forth graduates who cancontribute to national economies and the labourmarket in a new age of knowledge-basedeconomies. To meet such a demand, higher edu-cation institutions are faced with the need tore-examine their curricular and programme de-sign to incorporate vocationally oriented con-tent that prepares graduates for the world ofwork beyond academia. However, this raises manyquestions for policy-makers concerned with therealignment of higher education as well as forhigher education institutions. To address thesequestions was the aim of the international semi-

International Seminar "Vocational Content in Mass Higher Education?"

>> Professor Jaber Ali (Iraq) presented on thesocial dimensions of TVET for sustainabledevelopment

>> Dr Lamloumi (Tunisia) on the economic di-mensions and

>> Assoc Prof Ambousaidi (Oman) on the en-vironmental dimensions

While participants agreed that the discussionon approaches to TVET for sustainable develop-ment was interesting, their strongest interest


learning and epistemology, financing and mar-ketisation of universities were raised in the dis-cussion.

The third theme, Knowledge Producing Partner-ships and Collaborative Ventures between theAcademy and Industry, examined the nature ofnew emerging partnerships and of vocationalcontent in mass higher education. Who decidesthe skills mix? How is it met? Who pays? All ofthese are important topics for debate.

Mr Peter Smith, the new Assistant Director-Gen-eral for Education of UNESCO, gave an inspir-ing speech at the opening session on Workersas Learners/Learners as Workers: Why the Knowl-edge Society needs a Thinking Work Force andHow to Get There.

The meeting in Bonn is part of a larger joint pro-ject between UNESCO-CEPES and the UNESCO-UNEVOC International Centre to investigate theextent of and the trends and variations in the

vocational content now proliferating in highereducation. The next step in this cooperation willbe a publication that showcases examples andpolicy trends for institutional and national de-cision makers.


1 ”The Revised Recommendations Concerning Technical and Vocational Education”, 2001, and ”The convention on Technicaland Vocational Education”, 1989. Both documents can be addressed on the UNESCO website at www.unesco.org2 SADC Member States are : Angola, Botswana, Democratic Republic of the Congo, Lesotho, Malawi, Mauritius, Mozambique,Namibia, Seychelles, South Africa, Swaziland, Tanzania, Zambia, Zimbabwe

leading TVET institu-tions in the SouthernAfrican DevelopmentCommunity (SADC)2

to improve their ca-pacity for in-service

training of TVET trainers through theuse of ICTs and open and distancelearning (ODL). A training workshopfor key personnel and designatedcoordinators from SADC UNEVOCCentres in the use of ICTs and in theapplication of the Commonwealthof Learning’s Technical and Vocational TeacherTraining Core Curriculum was organised in Mau-ritius on 18-22 April by UNESCO/BREDA, theUNESCO-UNEVOC International Centre and theCommonwealth of Learning. The overall goal ofthis workshop was to develop basic capacitiesand expertise for training TVET trainers in theuse of ICTs and in other key areas through openand distance learning. It aimed at strengthen-ing UNEVOC Centres and at ensuring continu-ous activities towards the success and qualityof TVET.

The twenty-three participants of the workshopare key players in the training of trainers. Sev-eral experts in ODL and key personnel in the ap-plication of ICTs also participated. The partici-pants represented the following institutions:

>> SADC UNEVOC Centres (training coordina-tors and trainers)

>> Industrial and Vocational Training Board(IVTB), Ministry of Training, Skills Develop-ment and Productivity, Mauritius

>> Commonwealth of Learning

>> UNESCO-UNEVOC International Centre

>> UNESCO/BREDA

>> UNESCO Office in Harare

The training workshop was very useful and muchappreciated by all participants. It was recom-mended that a further workshop be held to trackthe progress achieved. This workshop should fo-cus on an in-depth quantitative and qualitativeanalysis of the action taken. Also, Seychellesagreed to take on responsibility for the reacti-vation of a SADC TVET online forum and to helpfacilitate sub-regional dialogue.

More information: Teeluck Bhuwanee, Programme Specialist, UNESCO/BREDA, Dakar, Senegal, [email protected]

Training of TVET Trainers: ReinforcingSub-regional Cooperation and KnowledgeSharing in Southern Africa

T he UNESCO normative instruments onTVET1 are valuable resources for enhanc-ing TVET systems and making them more

relevant to the constantly evolving demands ofthe world of work. In order to improve the ef-fectiveness of the promotion and implementa-tion of the normative instruments in nationalTVET systems, the UNESCO-UNEVOC Interna-tional Centre launched a series of regional andsub-regional training seminars. One such initia-tive is Learning for Life, Work and Future (LLWF):Stimulating Reform in Southern Africa throughSub-regional Co-operation, which was jointlyorganized by the Department of Vocational Edu-cation and Training of the Ministry of Educationof Botswana and the UNESCO-UNEVOC Inter-national Centre (for more information on LLWFInitiative, please visit the regional cooperationsection of our website at http://www.unevoc.unesco.org). The trainingneeds of TVET trainers in the SADC region wereidentified in the workshop Status and Needs ofTVET Trainers in the SADC Sub-region, organisedin Mauritius in March 2003.

It is against this background that in April 2005,the UNESCO Regional Bureau for Education inAfrica (BREDA) and the UNESCO-UNEVOC In-ternational Centre took the initiative to help

© ILO/Maillard J.

fered in technical schools. A recent study bythe Kingdom’s Ministry of Education revealedthat training in printing technology, com-puter technology and plant maintenance wasurgently needed.

The Ministry invited UNESCO to assist in devel-oping curricula in these disciplines and in train-ing technical teachers accordingly. Bahrain setup a self-benefiting Funds-in-Trust with UNESCOin April 2005 to fund these activities.

New Secondary Technical Education Disciplines in Bahrain

E nrolment in secondary technical educa-tion in the Kingdom of Bahrain has al-most doubled in the past five years. At

the same time, the local labour market is call-ing for a more diverse range of skills to be of-

On 4-15 July 2005, the Section for Technical andVocational Education at UNESCO Headquartersand the Section for Technical Education at theBahrain Ministry of Education held a joint two-week curriculum development workshop in Man-ama. A team of four UNESCO international con-sultants worked with twenty national experts toreview various proposals for curriculum struc-tures and to write detailed content for compre-hensive courses. The results of their efforts arecurricula for three-year courses that consist of


six fifteen-week semesters. The curricula arecompetency-based and include learning goalsfor both the theoretical and practical parts ofthe courses as well as guidance for assess-ment.

The new courses conform to educational re-quirements in Bahrain and international bestpractices. They consist of about 60% practi-cal content with an emphasis on ICT applica-tions and entrepreneurship education.

At the workshop’s final session, the new curric-ula were presented to the principals of techni-cal schools and senior staff of the Section for

Technical Education at the Bahrain Ministry ofEducation. They were then formally handed overto Mr Hassan Saleh Mubarak, Chief of the Sec-

In Technical and Vocational Education and Train-ing (TVET), involvement of the private sector iscrucial. Programmes that combine theoreticalknowledge with practical skills training at theworkplace contribute greatly to the develop-ment of a skilled, responsible and mature work-force. Industrial attachments and apprentice-

ship schemes are examples of social partnershipin TVET. In some countries, the inclusion of theprivate sector in TVET has a long history and isvery extensive, while other countries are just be-ginning to integrate business and industry intotheir TVET programmes.

> Invo lv ing the Pr ivate Sector <

© ILO/Maillard J.

tion for Technical Education. All participantswere presented with a certificate of participa-tion in recognition of their efforts.

Only two months after the workshop, the newcurricula were introduced in Bahraini schoolswhen the new academic year began in Septem-ber.

More information:Hashim Abdul-Wahab, Senior Programme Specialist, Section for TVE,UNESCO Headquarters Paris, [email protected]

Courtesy: Adam Opel AG

training in three technical trades. Since 1993,the school has been supported by a project fi-nanced by the Swiss Agency for Developmentand Cooperation. Among other issues, this pro-ject adapted the DVS training programmes toinclude the following:

>> The third year of study consists primarily ofon-the-job training (OJT) in private enter-prises

TVET Initiative in Albania: Involving the Private Sector

D urres is the main seaport of Albania and,after Tirana, the second biggest city ofthe country. The Durres Vocational School

(DVS) traditionally delivers a formal three-year

>>The final examinations include practical tests,with specialists from the private sector asexaminers

The project of the Swiss Agency for Develop-ment and Cooperation is now coming to an end,and the school has been facing the challenge ofobtaining funds for the OJT and the final exami-nations, from other sources. The ministry, as owner of the school, welcomes the system but

training relevant to the constructionindustry, UNESCO, with funding fromthe Japanese government, is focus-ing on electrical, electronic and me-chanical skills.

In July 2005, the Sec-tion for Technical andVocational Educationat UNESCO Headquar-ters launched a pro-gramme of curriculumrenewal and teachertraining for eighteenoccupational trainingschemes in Ethiopia.The programme com-menced with trainingworkshops held atNazareth College ofTechnical Teacher Edu-cation, just outside Addis Ababa. Seventy-six curriculum develop-

ers and teacher trainers from the various Ethio-pian provinces took part in the workshops.

Participants were introduced to state of the artmethodologies for curriculum renewal and, fol-lowing a specific format, were given a period offour months to build curricula for each disci-pline at their home institution. The new curric-ula will be tested and finalised at an upcomingUNESCO workshop in Nazareth in December2005.

The final step in this programme is the develop-ment of textbooks to teach the new curricula atdifferent levels of specialisation. The books willcorrespond to one-, two- or three-year courses.As a prerequisite for participation in the courses,students must have completed ten years of school-ing. UNESCO will follow their progress by moni-toring their ability to enter the Ethiopian work-force as skilled technicians.

More information: Hashim Abdul-Wahab, Senior Programme Specialist, Section for TVE,UNESCO Headquarters Paris, [email protected]

A Joint Effort to Improve OccupationalTraining for Young Ethiopians

E thiopia’s efforts in infra-structure developmentare being hindered by a

lack of workers with adequatetechnical skills. To remedy thedeficiencies, the Ethiopian Min-istry of Education has consultedwith other stakeholders such asemployers and has establishedtraining standards for fifty dis-ciplines. UNESCO and GTZ havetaken on the challenge to pre-pare young people to attain thesestandards and thereby preparethem well for future employ-ment.

The joint UNESCO/GTZ effortis a good example of coordinated technical co-operation. While GTZ is concentrating on skills

© ILO/Crozet M.


does not finance it. Thus, DVS approached theprivate sector, that is the OJT venues, for con-tributions. Surprisingly, the private sector demon-strated readiness to finance the training, butonly if a new approach towards the OJT wouldbe implemented.

A joint task force of DVS, private sector and dis-trict education office representatives establishedthe following the key rules for future coopera-tion:

>> The OJT is formalised through a tripartitecontract between the enterprise, the schooland the trainee

>> The OJT is implemented according to clearlydefined rules and regulations as elaboratedby the task force

>> During the OJT, the trainee is supervised bythe company, and he/she has to observe therules and regulations of the company muchlike a regular employee

>> During the OJT, learning is guided by the pro-duction process

>> The trainee has accident insurance

>> Rather than paying allowances to trainee,the company contributes to the DVS. Theactual amount is based on the result ofthe performance assessment of the trainee

>> If a company assesses a trainee’s perform-ance as “not sufficient”, it is not requiredto pay a contribution to the DVS, and thetrainee is not admitted to the final exami-nations

>> The DVS has a monitoring task during theOJT. In case of problems between the stu-dent and the company, a school represen-tative will mediate

The Durres VET Initiative was publicly signedin March 2004 by the Mayor of Durres, theDVS, the local chamber and the support pro-ject.

The initiative has all the ingredients for a suc-cess story: the bottom-up approach improvesthe chances that it will be recognised and ab-sorbed by the system. All stakeholders partici-pated in the development process, and some-times antagonistic interests were brought to acommon result. Through a coherent set of sim-

ple contracts and other instruments, the processhad a formal status throughout. The Durres VETInitiative can result in a “win-win-win” situa-tion for the school, the trainees and the com-panies.

More information:Matthias Jaeger, KEK-CDC Consultants, Zurich,Switzerland, [email protected]

Courtesy: Adam Opel AG

Employers also gain from participation inattachment programmes. Some areas whereattachments lead to improvements are

>> Screening, selection and recruitment ofjob applicants

>> Employee retention, and

>> Productivity.

Although the most obvious beneficiaries are stu-dents and employers, polytechnics also gain aca-demic and economic advantages from indus-trial attachments: they help them to enrich thecurriculum and keep it up-to-date.

However, in Ghana this form of linkage betweentheory and practice is still minimal. The pro-gramme of industrial attachments has numer-ous impediments:

>> Lack of formalised cooperation between thepolytechnics and industry

>> Non-existence of proper arrangements forthe placement of students in enterprises

>> Lack of proper coordination and supervisionof on-the-job instruction during the attach-ment

>> No established criteria for > Screening prospective interns

Importance of Industrial Attachments for StrengtheningPolytechnic Education in Ghana

T VET that is well suited to developmentneeds has been a prime concern of thegovernment of Ghana. Several initiatives

have been implemented to combine theory andpractice in the curricula of polytechnics to en-able students to gain practical skills at the work-place. A good example of this are the educationcourses that lead to the Higher National Diploma.For students who participate in these courses,industrial attachments are an integral part oftheir curriculum.

Participation in industrial attachment schemesis beneficial for all parties involved: students,enterprises and polytechnic institutions. Stu-dents apply what they have learned in the class-room in a real life situation and return to schoolwith more confidence, motivation to study andmaturity.

Working in a professional environment, studentsdevelop a sense of responsibility. They interactwith a wide range of age groups, meet poten-tial role models and get feedback through per-formance assessment. The students also devel-op a network of contacts that can be useful intheir job search after graduation.

> Evaluating prospective training stations in enterprises and

> Evaluating on-the-job instructors to determine if they are capable of impartingknowledge, skills and positive attitudes to the interns

To keep these problems to a minimum, indus-trial attachments need to be properly planned.The government of Ghana, the polytechnics andindustry have discussed innovative interventionmechanisms at different levels to manage theattachments programme.

Government Level Interventions:A stakeholders’ forum should be established asa platform for all stakeholders in the industrialattachment endeavour to discuss issues pertain-ing to the industry training of Higher NationalDiploma students. Participants in the forumshould come from all relevant sectors: govern-ment, industry and education institutions.

© ILO/Crozet M.


An Industrial Attachment Act should be passedby parliament. It should include a fund for in-dustrial attachments and call for the establish-ment of an industrial training board. This boardwould be responsible for directing and regulat-ing industrial attachments and serve as an ad-visory body to the government, industry, the Na-tional Council for Tertiary Education, and thepolytechnics. Furthermore, the act should en-courage the formulation of a coherent and ex-plicit industrial attachment policy by the gov-ernment and other stakeholders.

Polytechnic Level Interventions:It has been suggested that industrial attach-ment programme committees should be formed

in all polytechnics. In addition, effective place-ment strategies for students should be devel-oped. Polytechnics should organise orientationseminars for teaching staff to inform them ofthe purpose and procedures of industrial attach-ments.

Combined Polytechnic and Industry Interven-tion:There is a need to develop effective coordina-tion and supervision mechanisms for industrialattachments. Polytechnics and industry need tocollaboratively design and implement criteria forevaluating potential training stations, on-the-job instructors and training content, industry li-aison offices and students participating in the

programme. The industry liaison offices shouldoffer orientation seminars for students prior tothe start of the placement programme to assistthem in finding the best attachment.

In conclusion, one can say that the governmentof Ghana, industry and education authoritiesmust explore ways and means for efficient co-operation between the polytechnics and indus-try to achieve mutual gains and use TVET to con-tribute to national development.

More information: Bezaleel Yao Anani Dor, Technical EducationSpecialist, Capacity Building Africa, Ho, Ghana,[email protected]

A t a workshop held in Kampala, Uganda,in May 2005, UNESCO’s Section for Tech-nical and Vocational Education intro-

duced its recently developed modular trainingpackages on entrepreneurship. Experts from twelveCentral and East African countries came to-gether to discuss the suitability of the trainingpackages for TVET at the secondary level and innon-formal settings in the African context. Par-ticipants were primarily TVET curriculum devel-opers, but entrepreneurship specialists and rep-resentatives of NGOs working with out-of-schoolyouth also attended.

Each training package consists of a learner’s work-book and a facilitator’s guide – a considerableamount of text, which was studied rigorously anddiscussed at length in interactive working ses-

> Afr i ca <

Entrepreneurship Training inTVET in Central and East Africa

higher priority in national development pro-grammes.

The modular training packages on entrepreneur-ship have been revised in light of the commentsraised at the workshop and will shortly be avail-able for field testing.

More information: Mohan Perera, Chief, Section for TVE, UNESCO Headquarters Paris,[email protected]

sions during the three days of the work-shop.

The atmosphere was very positive. The par-ticipants worked hard, but there were alsomoments of comic relief. At one point, awoman educator mused aloud that mak-ing microfinance available to young maleentrepreneurs would only encourage themto take an additional wife!

The final verdict on the workshop was thatthe packages are very sound training materials for the intended target groups. To add the finaltouches, numerous suggestions were offered onhow the text could be made more explicit or rele-vant. One request was that the package for non-formal learners be more elementary.

At the end of the workshop, the participantsadopted a recommendation for action addressedto education policy-makers in Africa. This Kam-pala Recommendation for Action expresses theneed to give entrepreneurship-based TVET much

residents, to seek their views on the followingissues:

>> An estimate of the war affected populationin Liberia and Sierra Leone.

>> Capacity building to equip former soldiers,ex-militia, children, youth and women withwork skills and to give them access to life-long learning opportunities.

>> Determining what types of training are mostneeded.

>> Defining all possible skill areas relevant anduseful to youth in crisis (including creatinga list that also has information about theoccupational possibilities of each skill)

Reconstructing TVET in Sierra Leone and Liberia

N ational workshops to identify TVET train-ing needs took place in Freetown, Sier-ra Leone and in Monrovia, Liberia, in

May 2005. The purpose of these workshops wasto identify national priorities for TVET for ex–mili-tia, former soldiers, out-of-school youth andother disadvantaged groups. In both workshops,the UNESCO Regional Office for Education inAfrica (UNESCO/BREDA) facilitated the discus-sions on joint needs assessments with core hu-manitarian and development partners.

UNESCO/BREDA succeeded in bringing togethera range of agencies, NGOs and organisationsthat are TVET providers or support war affected

>> Creating an inventory of resource materialsthat exist in each country and of those ma-terials that need to be produced or obtained.

The long term aims and objectives of the work-shops were:

>> To identify the training and capacity build-ing needs for ex-militia, former soldiers andout-of-school youth

>> To make solid recommendations to donorsand implementing partners in the areas thatneed urgent intervention

>> To kick start the development of resourcematerials for TVET

>> To identify national priorities for TVET forgroups in crisis

© UN Volunteers


By the end of the workshops, the participantshad a better knowledge of the facilities and ma-terials for teaching and learning as well as a bet-ter idea of how to meet the skill needs of per-sons in crisis and post-crisis. The workshops alsoidentified the most successful practices for out-of-school TVET training that are likely to pro-vide employment. Information was exchangedon the duration of training and practice requiredand on the types of skills training most needed.

now exist. It is hoped that donors will step up andtake a part in the reconstruction of education andtraining in these war ravaged countries.

More information: Teeluck Bhuwanee, Programme Specialist, UNESCO/BREDA, Dakar, Senegal, [email protected]

The following resolution was a result of the workshops in SierraLeone and Liberia:

>> Recognising that during the eleven-year civil war, the infrastructure,tools and equipment of technical and vocational institutions weregreatly devastated,

>> Aware that the human resource capacity in the management and de-livery of TVET has been greatly reduced through displacement,

>> Knowing that there are large numbers of demobilised ex-combatantsand out-of-school youth, who require skills and training to securegainful employment,

>> Conscious of the important role that TVET could play in the social andeconomic reconstruction of the country,

>> Noting that the TVET landscape is plagued by several problems in-cluding inadequate staffing, inadequate tools and equipment, ab-sence of nationally harmonised curricula, absence of career guidanceand counselling services, weak accreditation, examination and cer-tifications systems,

The participants present in the TVET Freetown and Monrovia workshops:

Requested their Governments to>> Consistently demonstrate commitment to develop the TVET sector by

providing policy directives, giving priority to TVET in its reconstruc-

tion efforts, positioning TVET on a strategic path within sound edu-cation plans, mobilising locally available resources and seeking muchneeded external support through bilateral and multilateral agree-ments,

Recommended TVET institutions and professionals to>> Support the Government’s efforts by providing relevant advice and

commitment to the contribution of TVET to national reconstructionefforts,

>> Demonstrate commitment to staff development initiatives and tocurriculum renewal on nationally aligned priorities and standards.

Appealed to the donor community to>> Support the efforts of the governments of Liberia and Sierra Leone

to revamp and promote TVET by providing technical expertise and fi-nancial means.

Requested the UNESCO institutions to>> Utilise the knowledge it has of TVET in other countries, facing simi-

lar problems and challenges, to guide Liberia and Sierra Leone,>> Take the lead in assisting and facilitating the development of pro-

jects in teacher training and curriculum renewal, >> Facilitate the development of joint projects for Liberia and Sierra

Leone, given the commonality of their respective situations, >> Assist in the creation of a national strategic plan of TVET within a

holistic vision of education keeping in mind the EFA and MDG goals.

© UN Volunteers

The following problems and issues concern-ing TVET in Sierra Leone and Liberia were iden-tified as urgent and requiring immediate at-tention:

>>Shortage of trained and qualified TVET staff

>> Inadequate tools and equipment

>> Absence of harmonised syllabi and curric-ula

>> Inadequate certification, accreditation andexamination systems

>> Absence of easily available data on TVET in-stitutions and programmes

Both workshops were very successful, leaving allparticipants enriched and with a clearer idea ofthe next steps. Concrete suggestions for assistancefor TVET development in Sierra Leone and Liberia

articulating formal, non-formaland informal learning, as wellas general and vocational com-petencies. In the Indian Ocean,where participation rates at sec-ondary levels are often high andsocial demand for better sec-

ondary and more post-secondary education isincreasing rapidly, all countries are aiming atimproving the efficiency, performance and rele-vance of their systems in order to achieve the

Indian Ocean Sub-Region: ReconcilingFormal Schooling and Vocational Trainingin the Context of Lifelong Learning

A critical step to adjust to globalizationand to progress towards knowledge-based societies is to revise assessment

and certification in a comprehensive framework

EFA goals, in particular goals three and six re-lated to lifelong learning and quality3. Address-ing these issues involves revising assessmentsystems through a broad perspective. Assess-

3 EFA goal 3: “Ensuring that the learning needs of all youngpeople and adults are met through equitable access to ap-propriate learning and life skills programmes”. EFA goal 6: “Improving all aspects of the quality of educa-tion, and ensuring excellence of all so that recognized andmeasurable learning outcomes are achieved by all, especial-ly in literacy, numeracy, and essential life skills.”

© UNESCO/Gomwindin S.

D eveloping cooperative responses to im-portant TVET reform issues was the fo-cus of a UNESCO experts meeting held

in Amman, capital of the Hashemite Kingdom ofJordan, in early August. The meeting, organisedby the UNESCO Office Beirut and the UNESCO-UNEVOC International Centre and hosted by theJordanian National Centre for Human Resource

> Arab States <

TVET Reform in the Arab States– Regional Experts Meeting

organisations for implementation funding. Theseven proposals were for:

>> Developing a regional system for qualifica-tions in TVET

>> Developing standards for testing and evaluation in TVET

>> TVET curriculum development for training ofteachers and instructors

>> The use of ICTs in TVET

>>Human resource development for the tourismsector

>> Closer links between industry and TVET

>> Gender mainstreaming in industry and TVET

More information:Sulieman Sulieman, Programme Specialist Technical and Vocational Education, UNESCO Office Beirut,[email protected]

Regional Experts Meeting, Jordan


ment systems are not only a means of monitor-ing performance but also enable social recog-nition of achievement on the basis of definedstandards and by facilitating lifelong learning.In the context of lifelong learning, the links be-tween formal school-based education and con-tinuing technical and vocational education andtraining (TVET) are an important element to re-consider assessment and certification.

These issues were recently discussed during aseminar initiated by the Association for the De-velopment of Education in Africa (ADEA) Bureauof Ministers and the International Institute forEducational Planning (IIEP), which was organ-ized by the Ministry of Education and ScientificResearch of Mauritius (Mauritius, 2-4 May 2005).Participating countries included Comoros, Mada-gascar, Mauritius, Mozambique, Seychelles andTanzania. The meeting was an opportunity toshare regional and international experiences in

© ILO/Crozet M.

to a better understanding of the education sys-tem as well as of attainment levels. Yet, experi-ences are much more limited in the field of as-sessment and recognition of non-formal andinformal learning, including for vocational com-petencies. By focusing on the learner instead ofon the system, the recognition of achievementpresently being developed in Mauritius consti-tutes an attempt to bridge this gap and reposi-tion assessment within the broader context of alifelong learning perspective.

In the light of rapid conceptual developments andpedagogical innovations, regional cooperation,through the exchange of experiences and goodpractices in assessment and certification, is animportant form of capacity building. This semi-nar has been one step in that direction. However,several related issues remain to be explored, suchas the definition of common standards to helplabour mobility in the sub-region. UNESCO, throughIIEP and the UNEVOC Network, will be attentiveto country needs for supporting reforms, as wellas research and regional dialogue related to as-sessment and certification in the context of life-long learning.

More Information: David Atchoarena, Senior Programme Specialist/Team leader,Higher Education and Specialized Training, International Institute for Educational Planning (IIEP), [email protected]

order to support ongoing initiatives and to con-sider follow up action.

Increasingly, the concept of “key competence”is at the core of many educational reforms, bothin general and vocational education. The fastspreading competence-based approach is basedon the premise that competencies are not onlydeveloped at school through formal education,but throughout life. Beyond functional compe-tencies, the ability to construct one’s personaland social identity needs to be considered as acentral dimension. This often raises the ques-tion of the language of instruction both for for-mal education students and for adult learners(for example in Mauritius where Creole remainsa key language in everyday life). In small islandstates (Mauritius, Seychelles, Comoros), peopleare faced with the dual problem of preservingtheir specific but fragile identity while adapt-ing to globalization.

The importance of local labour markets for TVETrelevance is being given increasing attention. Con-sequently, curricula tend to also reflect local con-texts, and competencies related to local needscan sometimes be part of key competencies.Mozambique and Tanzania have sought to pro-vide some flexibility in the curriculum in order tosuit the specificities of particular localities.

A culture of evaluation is being developed in theregion through national and international sur-veys (PASEC, SACMEQ, MLA). This has contributed

Development, had as a primary purpose the con-sideration of a draft set of project proposals onTVET development in the Arab region. Seven pro-posals were put forward, and the experts debat-ed the priority of the various issues and the linkbetween such proposals to existing national andregional plans of action for development. Com-ing together from sixteen Arab countries, repre-sentation was at the highest level, including threeAssistant Ministers for TVET and a number of Di-rector-Generals.

Ms Karina Veal, TVET consultant with the UNESCO-UNEVOC International Centre who at-tended the meeting, commented on the univer-sality of the topics under consideration: “Devel-oping a regional approach for recognition ofqualifications that supports and promotes mo-bility of skilled labour across national borders isa priority topic amongst neighboring countriesin many parts of the world. The context of op-eration may vary greatly, and the proposed frame-work may vary, but the issue has universality.”

Seven proposals were put forward, and UNESCOwill be supporting Member States to preparemore detailed plans that might be put to donor


the G8-BMENA workshop was held in Am-man, Jordan, on 28-29 September 2005,under the patronage of His ExcellencyBassam Al Salem, Minister for Labour,Hashemite Kingdom of Jordan, with rep-

resentatives from BMENA and G8 states as wellas from regional and international organisations.The UNESCO-UNEVOC International Centre andthe UNESCO Office Beirut were also repre-sented. The workshop was co hosted by the gov-ernments of Jordan and Japan, in cooperationwith the Japan International Cooperation Agency(JICA).

The objectives of the workshop were to shareinformation on the BMENA region’s employmentsituation and the challenges it poses to eco-nomic and social development, before identify-ing specific strategies on how TVET can best con-

G8-BMENA Meeting on the Role of TVET in the Labour Market

U nder the auspices of the G8-BMENAPartnership Initiative (launched in 2004to support voluntary economic, politi-

cal and social reforms in the BMENA region), theGovernment of Japan announced it would holda workshop, in cooperation with the Govern-ment of Jordan, to discuss how TVET can bestrespond to the changing needs of the labourmarket and to meet a need for expanding jobopportunities for the increasing youth popula-tion in the BMENA region. As a consequence,

tribute to development. There was a commonunderstanding that TVET, however uneven itsquality and provision, cannot be held responsi-ble for the lack of economic and employmentgrowth in the region. Equally, however, therewas an understanding that shifting the orien-tation of TVET is needed to result in more mar-ket oriented and demand driven systems whosegraduates are better able to quickly play an ef-fective part in their national economies. The fos-tering of public-private partnerships in the pro-vision of TVET was seen as one strategy deservingof future focus.

More information:Sulieman Sulieman, Programme Specialist Technical and Vocational Education, UNESCO Office Beirut,[email protected]

4

4 BMENA – Broader Middle East and Northern Africa

In Thailand, there are 408TVET colleges under the su-pervision of the Office of Vo-cational Education Commis-sion. These colleges arelocated mostly in theprovinces and rural areas. Cur-rently, TVET colleges in Thai-land are offering secondary,post secondary and shortcourse vocational educationand training. In order to com-ply with government policyon poverty alleviation, thesecolleges cooperate with otheragencies to identify targetgroups and their needs and to develop plans tofight poverty in specific areas.

An integrated plan for poverty alleviation is notonly an attempt to develop linkages among con-cerned agencies but also linkages of programmesand projects as well as subject areas of educa-tion and training. For instance, during a trainingon new ways to raise rice yields, farmers learnnew techniques as well as management conceptsin accounting, marketing, and distribution.

Major roles of TVET in poverty alleviation includethe following activities:

>> Planning and working cooperatively withother agencies to identify training needs.

>> Providing information on skills training, jobopportunities, and income generation.

>> Organising mobile training units for remoteareas.

T echnical and Vocational Education andTraining (TVET) in Thailand is like TVET inany other country. It aims at producing

qualified manpower to meet the demand of thelabor market and the economic developmentgoals of the country, while at the same time de-veloping the potential of individuals to be pro-ductive members of society.

In Thailand, TVET is also considered to be an im-portant tool for poverty alleviation and socialservice. Thai people who have an income of lessthan 1,243 baht or 30 $US per month are con-sidered to be in a state of poverty. At present,about 7.5 million people (12% of the population)live below the poverty line. They are deprivedfrom opportunities in education, health services,and other basic necessities. About 90% of thepoor live in rural areas, engage in agriculturaloccupations, and rarely have the opportunity toobtain good education or training.

Since poverty alleviation is a major policy of Thai-land as part of the Ninth National Economic andSocial Development Plan (2002-2006), govern-ment agencies, including education institutions,have worked cooperatively to empower Thai peo-ple in rural areas through a holistic approach.The focus here lies not merely on increasing in-come but includes encouraging community in-volvement, providing access to government ser-vices, as well as providing the poor withopportunities to sustainably utilise natural re-sources.

> As ia and the Pac i f i c <

TVET for Poverty Alleviation in Thailand: Fix It and More

>> Establishing flexible learning and validationof experience systems to attract more clientsto TVET.

>> Providing advice or coaching in different oc-cupational areas.

>> Integrating varied occupational skills intotraining courses.

>> Conducting research to develop new ap-proaches or improve existing technology inrural areas in order to improve professionalperformance.

>>Organising and distributing indigenous knowl-edge related to occupations.

>> Providing skills needed for earning a livingin rural areas.

The recent establishment of a national projectcalled “Fix It Centre” in cooperation with anumber of agencies in rural areas is a good ex-

Courtesy: Ministry of Education, Thailand


ample of the roles of TVET in poverty alleviation.

“Fix It Centres” are established in rural areas thatare served by national TVET programmes. At leastone teacher and five students staff each centre.Each group will spend a week or more in a vil-lage to repair occupational tools, machinery andhousehold appliances as well as to train resi-dents to fix these items themselves. The mainobjectives are to reduce costs of maintenanceand repair and to extend the life span of tools,agricultural equipment and household appli-ances. The local people also learn how to main-tain and use their material items properly. Dur-ing the period of 15 August to 15 October 2005,the “Fix It Centre” project has been carried out

in 2000 villages throughout Thailand. Between15 October 2005 and 14 February 2006, centreswill be established in 20,000 villages. In orderto make sure that this project meets its objec-tives efficiently, there will be ongoing monitor-ing and evaluation to obtain feedback for im-provement.

“Fix It Centre” is a good opportunity for TVETteachers and students to learn from real life situa-tions and to develop problem and results ori-ented attitudes. It is expected that a positive at-titude towards TVET will be gained through thisproject. Students will also have obtained hands-on work experience. The project is fully supportedby the Prime Minister of Thailand and takes place

in cooperation with the National KnowledgeManagement Office, the Community Develop-ment Department, the Skill Development Department, and the National Economic and Social Development Based Office. Students areemployed while they are participating in thisproject. “Fix It Centre” is hopefully a valuablelearning experience for TVET students.

More information:Dr Siripan Choomnoom, Office of Vocational Education Commission,Ministry of Education, Thailand,[email protected]

cation sector and businesses, NGOs andprofessional associations.

Social partnership between governmentministries, the private sector, associationsand NGOs was the focus of the national

seminar on Policy and Strategy Development ofVET through Enhancing Stakeholders’ Participa-tion in Mongolia. Thisseminar was held in Ulaan-baatar on 6-7 July 2005.It was jointly organisedby the UNEVOC Centreof Mongolia, the Min-istry of Education, Cul-ture and Science andthe Ministry of SocialWelfare and Labour,with support from theU N E S C O - U N E V O C International Centre.

Forty-eight participantsfrom twenty-seven or-ganisations were in-volved in the open dis-cussions at the meeting.Partici-pants came from relevant ministries, voca-tional education schools, private training insti-tutions, employers’ federations, professional as-sociations, national enterprises, foreign invest-ment companies and donor and internationalorganisations. The seminar was an importantchance for many different stakeholders, whonormally work separately, to share their experi-ences and problems and to discuss the essentialcomponents of a national VET policy. All partici-pants contributed ideas and expressed a will-ingness to cooperate in the consolidation of efforts in TVET.

One of the main outcomes of the meeting wasthe decision to create a joint working group ofrepresentatives of the Ministry of Education,Culture and Science and the Ministry of SocialWelfare and Labour. The working group will drivefurther development of TVET policy on the ba-sis of the joint recommendations that were de-

Mongolia: Developing TVET Policy and Strategy through EnhancingStakeholders’ Participation

T he Mongolian economy has suffered manyeconomic crises. In the past, Mongoliawas heavily influenced by the socialist

system. It is currently in transition, reorganiz-ing from a planned economy to a market econ-omy. Recent pilot labour market surveys showthat economic growth over the last few years inseveral sectors, such as building and road con-struction, mining and tourism has led to an in-creased demand for a skilled workforce. Unfor-tunately, the current TVET system falls short ofthe expectations of the world of work. The Mon-golian Government recognises the need to de-velop new and innovative TVET policies and strate-gies and strongly supports national TVET initiatives.The Education Sector Strategy for 2000-2005specifies the following main issues regardingTVET development:

>> TVET should correspond to labour market de-mands

>> Standards and an assessment system shouldbe established

>> Teacher training and retraining should beimproved

>> Technical and technological facilities shouldbe upgraded

The ongoing reforms in Mongolia aim to changeTVET from a highly specialised and compartmen-talised education scheme to a more flexible sys-tem, e.g. through decentralisation. But the re-forms could be more successful and efficient.One of the main obstacles encountered in TVETdevelopment is the lack of cooperation betweenthe main stakeholders: between relevant min-istries and key coordinators; between local andregional governments; and between the edu-

veloped at the meeting and handed to the Mon-golian government.

Another important outcome of the meeting wasthat a “National Council” consisting of a largernumber of private sector organisations wouldbe recreated to enable the participation of stake-holders at different stages of policy and strat-egy development and implementation.

The seminar Policy and Strategy Development ofVET through Enhancing Stakeholders’ Participa-tion in Mongolia also enabled a discussion onthe implementation of the UNESCO normativeinstruments concerning TVET. This was initiatedby a presentation on the Revised Recommenda-tions concerning Technical and Vocational Edu-cation and the Convention on Technical and Vo-cational Education by Mr Efison Munjanganja,Head of UNEVOC Networks at the UNESCO-UNEVOC International Centre.

More information: Duger Bujinlkham, Team Leader, National Observatory of Mongolia – UNEVOC Centre, Ministry of Education, Technology and Culture, Mongolia, [email protected] or [email protected]

Participants at the national seminar, Mongolia

ciency in English. This was the reason why it wassuggested to provide a similar service in Span-ish and Portuguese.

Currently, the Spanish-Portuguese E-mail Forumis still at its beginnings, but we would like to ex-pand the list and invite all Spanish or Por-tuguese speaking TVET experts to sign-up.



Foro de correo electrónico Hispano-Luso

The Spanish-Portuguese E-mail Forum is an e-mail list provided by the UNESCO-UNEVOC In-ternational Centre. It was established as an out-come of the Regional Meeting of Latin AmericanUNEVOC Centres in Brasilia in 2004. The Forumaims to serve as a platform for discussion andexchange on TVET topics relevant to Latin Amer-ica and the Caribbean. It brings together educa-tors, researchers and other interested people toshare information on a non-commercial basis.

Many Latin American UNEVOC team leaders aresubscribers to the UNESCO-UNEVOC E-Forum.However, their participation in the discussions isoften inhibited due to limited language profi-

> Lat in Amer ica and the Car ibbean <

Spanish-Portuguese E-mail ForumIf you are interested in professional discus-sions and exchange on TVET in Spanish andPortuguese, please send the following infor-mation to Ms Astrid Hollander at [email protected]:

>> Your first and last name and your coun-try of residence;

>> The name of your institution, if applica-ble;

>> Your e-mail address;

>> Your professional interest in TVET.

You will receive a confirmation via e-mailthat you have signed up for the Spanish-Por-tuguese E-mail Forum, and you will subse-quently receive all messages sent to the Fo-rum.

Participants at meetings of the Red de EducaciónTécnica y Vocacional de América Latina y el Caribeshare information on issues that are commonchallenges, discuss possibilities for regional co-operation and plan activities aimed at

>> Providing greater access to appropriate learn-ing and life skills programmes for young peo-ple

TVE Network for Latin America and the Caribbean

Red de Educación Técnica y Vocacionalde América Latina y el Caribe

The UNESCO Regional Office for Education in LatinAmerica and the Caribbean (OREALC) seeks tostrengthen the role of TVET by supporting region-al mechanisms and national TVET initiatives. OREALC activities in TVET are aimed at enablingcollaboration and dialogue between differentstakeholders in the region and at facilitating theflow of information within countries. One OREALC TVET initiative is the recently establishedRed de Educación Técnica y Vocacional de Améri-ca Latina y el Caribe (Technical and Vocational Education Network for Latin America and theCaribbean). This network brings together repre-sentatives from ministries of education, univer-sities and technical education institutions, as wellas workers’ and business representatives, all ofwhom are involved in policy development and re-form. The working languages of the network areSpanish and Portuguese.

The network’s planning and coordination work iscarried out in the context of seminars and meet-ings organised by its members. So far, Brazil andChile have hosted such meetings, which focusedon the learning needs of youth, employability ofTVET graduates and best practices in TVET.

>> Exchanging innovative approaches and bestpractices in the region

>>Supporting TVET graduates through job place-ment (successful inclusion of TVET graduatesinto the world of work)

In 2006, OREALC is planning to increase the num-ber of members in the Red de Educación Técnica

Middle-level Technical andVocational Education in SevenLatin American Countries

La Educación Técnica y Profesional deNivel Medio en Siete Países deAmérica Latina: Aproximaciones a unEstado del Arte

This recent OREALC publication is a descrip-tive study and a comparative overview of TVETin Brazil, Cuba, Chile, Ecuador, Mexico, Paraguay,and Uruguay. It provides a record of best prac-tices and new trends and innovations in TVETin the region that emerged as a response toprofound changes in the labour market. Thestudy identifies three common and crucialproblems currently existing in TVET:

>> Technical graduates are not adequatelyprepared and trained to meet the require-ments of globalised and competitiveeconomies

>> TVET is not very attractive and is consid-ered to be less prestigious than higher edu-cation

>> Installation and maintenance costs requiredto run an effective TVET programme are high compared to other education pro-grammes.

This study is directed at decision- and policy-makers. Since only limited information of thiskind exists in the region, it is expected that itwill serve as a useful source of information fordeveloping education strategies and policies.

The study (in Spanish) can be downloaded inprintable PDF format from the OREALC websiteat www.unesco.cl

More information:Beatriz Macedo, Regional Specialist for TVET,OREALC/UNESCO, Santiago de Chile, [email protected]


pertise with other specialists in the region to jointhe Red de Educación Técnica y Vocacional deAmérica Latina y el Caribe.

More information:Beatriz Macedo, Regional Specialist for TVET,OREALC/UNESCO, Santiago de Chile, [email protected]

Dr Javier Rodriguez Cuba, Consultunt for Edu-cation and Employment, Universidad de Edu-cación, Lima, Peru

Mr Manuel Cardosa, Assistant Programme Spe-cialist, UNESCO Institute for Statistics, Montre-al, Canada

Dr Stephen Billet, Associate Professor of Adultand Vocational Education, Griffith University,Nathan, Australia

July 2005

Mr G. Kriushnamurthiy, Director, SewalankaFoundation, Boralesgamuwa, Sri Lanka

Dr Barbara Malina, German National Commis-sion for UNESCO, Bonn, Germany

Prof. Zhou Nanzhao, Director, International Cen-tre of Teacher Education, East-China NormaIUniversity, Shanghai, China

Visitors to the Centre

April 2005

Dr Margarita Pavlova, Griffith University, Bris-bane, Australia

Ms Maureen Wang’ati, Executive Director/Evaluation Specialist, Measure Africa EvaluationConsulting, Kenia, Prof. J. S. Rajput, former Director NCERT, India, and Dr Andreas König,Consultant in Skills Development and Voca-tional Training, Switzerland, visited UNEVOC from25 to 29 April to carry out an independent evaluation of the UNESCO-UNEVOC InternationalCentre.

Mr Florent Loiseau and Ms Atsuko Shintani,Assistant Evaluation Specialists, Evaluation Sec-tion, UNESCO, Paris

May 2005

Dr Adoum Ngaba-waye, Coordinator, CREFELD,Chad

June 2005

Dr John Fien, RMIT University, Melbourne, Aus-tralia

Mr P. M. Leelaratne, Secretary, Ministry of En-vironment and Natural Resources, Sri Lanka

Prof. Dr Man-Gon Park, DG & CEO, and Prof. Myong Hee Kim, Assistant Faculty, Colom-bo Plan Staff College for Technician Education,Pasig City, Manila, Republic of Philippines

Mr Stefan Erber, GTZ Team Leader, BOTA,Botswana, and Mr Eric Odolei, GTZ Advisor,BOTA, Botswana

Mr Peter J. Croll, Director, Bonn InternationalCentre for Conversion, Germany

> Inside UNESCO-UNEVOC International Centre <

y Vocacional de AméricaLatina y el Caribe. It wantsto broaden the network’sscope by setting up an elec-tronic forum and modify-ing its current image of be-ing institution bound. Thegoal is to encourage thoseindividual TVET experts whoare keen to share their ex-

the Ministry as Head of the Division for Voca-tional Training Policy Issues.

BiBB is one of the main partner institutions ofthe UNESCO-UNEVOC International Centre andis the UNEVOC Centre in Germany.

On behalf of the staff of the UNESCO-UNEVOC International Centre, I congratulateMr Kremer and wish him every success in hisnew position. We look forward to further fruit-ful cooperation between our two institutions.

Rupert MacleanDirector

O n 1 July 2005, Manfred Kremer, a well-known and committed vocational train-ing specialist, joined as President the

German Federal Institute for Vocational Educa-tion and Training (BiBB).

From January 2002 to mid-2005, Mr Kremer headed the Vocational Training Directorate at theGerman Federal Ministry of Education and Re-search. Prior to this, he served for many years in

> Shor t News <

New BiBB President

Mr Manfred Kremer, President of the German FederalInstitute for Vocational Education and Training

© ILO/Maillard J.


>> UNEVOC Annotated Bibliographies of Technical and VocationalEducation and Training

This is a series of literature reviews on key issues in TVET and is directedto researchers, policy-makers and practitioners working in TVET. The fol-lowing titles have been published to date:

1. TVET for Sustainable Development

2. Women and TVET

3. Youth Unemployment – Meeting the Needs of Youth

4. Exploitative Work – Child Labour

5. Occupational Health and Safety

English; can be downloaded free of charge from:http://www.unevoc.unesco.org/publications or ordered at:[email protected]

UNEVOC INTERNATIONAL LIBRARY OF TVET

>> Vocationalisation of Secondary Education Revisited

Jon Lauglo and Rupert Maclean (seealso page 4). This study focuses onthe relationships between secon-dary education and education for theworld of work. It provides concreteexamples of the vocationalisation ofsecondary education, with particu-lar reference to the situation in Africa,and examines constraints that existconcerning the vocationalisation ofsecondary schooling. Published bySpringer, the Netherlands, in theUNEVOC Book Series on Technical andVocational Education and Training:Issues, Concerns and Prospects; Eng-lish; can be ordered atwww.springer.com

>> Meeting Basic Learning Needs in the Informal Sector Integrat-ing Education and Training for Decent Work, Empowerment andCitizenship

Madhu Singh (see also pages 4-6).This anthology brings together ba-sic facts and features about basiclearning needs and skills of peopleworking and living in the informaleconomy. It presents case studiesfrom different countries examiningeducational and training strategiesfor meeting these learning needs.Published by Springer, the Nether-lands, in the UNEVOC Book Series onTechnical and Vocational Educationand Training: Issues, Concerns andProspects; English; can be orderedat www.springer.com

> UNEVOC Publications <

Four senior vocational educators from UNEVOCCentres in the Central Asian Republics: Ms Shaiza-da Tasbulatova, Republican Institute for Man-agement Development in Education, Almaty,Kazakhstan, Ms Djamila Adjikhodjaeva, Na-tional Observatory, Bishkek, Kyrgyzstan, Ms Sofiya Eftakova, Ministry of Labour, Taji-kistan, and Mr Zafar Sattorov, Ministry of Edu-cation,Tashkent, Uzbekistan, visited the UNESCO-UNEVOC International Centre for a briefing before participating in a seminar on social partner-ships in Germany.

August 2005

A delegation of TVET experts from Saudi Ara-bia

September 2005

Dr Margarita Pavlova, Griffith University, Bris-bane, Australia

Dr Toshio Ohsako, UNESCO Consultant, Univer-sity of Tokyo, Japan

October 2005

Mr Gregor Verhufen, Specialist for Asia, Uni-versity of Bonn, Germany

Ms Naing Yee Mar, Partner, GloCorp NV,Strategy/Impact Improvement, Naarden, theNetherlands

Mr Harmen van Paradijs, Publishing Editor,Springer Science and Business Media, Dordrecht,the Netherlands

Mr Friedrich Stefan and Mr Bernhard Sick-ing, Bundeswettbewerb Fremdsprachen, Bonn,Germany

Mr K.P. Murthy, Strategic Consultant, MICO-BOSCH, Bangalore, India, and Mr Sunil Arora,Export Manager, Power Tools-Bosch, Leinfelden-Echterdingen, Germany

November 2005

Mr Bruno Lefèvre and Ms Anne Keller, Bureauof Strategic Planning, UNESCO Headquarters,Paris


UNESCO-UNEVOC International Centre in 2004 – Highlights

This brochure contains informationon the UNESCO-UNEVOC Interna-tional Centre’s noteworthy achieve-ments in the areas of networking,knowledge sharing, training andpromoting inter-agency collabora-tion in TVET in 2004. English; canbe downloaded free of charge from:http://www.unevoc.unesco.org/publications/pdf/UNEVOCHighlights2004.pdfor ordered at: [email protected]

Learning To Do: Values for Learning and Working Together in a Glob-alized WorldUNESCO-APNIEVE Sourcebook No. 3 for Trainers, Teachers and Stu-dents in the Area of Technical and Vocational Education and Train-ing

Lourdes R. Quisumbing and Joy deLeo. This book is a resource forteaching and learning about val-ues for working together in a glob-alised world. Its emphasis is onthe integrated development of thewhole person within the contextof lifelong learning and TVET, inpreparation for life and the worldof work. The book contains lessonplans that can be adapted by TVETeducators to be integrated intotheir own training packages, les-sons and resource materials. Eng-lish; can be downloaded free ofcharge from: http://www.unevoc.unesco.org/publications/pdf/LearningToDo.pdf or or-dered at: [email protected]

Final Report of the UNESCO International Experts Meeting “Learn-ing for Work, Citizenship and Sustainability”

This meeting took place in Bonn,Germany, 25-28 October 2004 asa five-year review of progress sincethe Second International Congresson Technical and Vocational Edu-cation. The final report includespresentations and discussionswhich took place at the meeting,as well as its conclusions (BonnDeclaration) and a set of sugges-tions to assist UNESCO in devel-

oping the TVET component of its action plan for the United Nations Decadeof Education for Sustainable Development. English and French; can bedownloaded free of charge from: http://www.unevoc.unesco.org/sustainable or ordered at [email protected]

Final Report of the Experts Meeting on “Skills Development for Em-ployability and Citizenship: The South East European Experience with-in a Global Context”

The meeting held in Vienna, Aus-tria, 21-24 November 2004, fo-cussed on identifying best ways ofmeeting the needs of South EastEuropean countries in the contextof the EFA objectives and UNESCO’sstrategic approach on strengthen-ing cooperation in these countries.English; can be downloaded freeof charge from: www.unevoc.unesco.org or orderedat: [email protected]

Final Report of the UNESCO International Meeting on “Innovationand Excellence in TVET Teacher/Trainer Education”

Participants of the meeting inHangzhou, China, 8-10 November2004, discussed ways of improv-ing the quality of TVET profession-als through advanced study. Thereport includes proposals for theformation of a new internationalTVET association and an interna-tional curriculum framework for amasters-level programme in TVETteacher education and research. Italso endorsed the Hangzhou Dec-laration. English; can be down-loaded free of charge from:www.unevoc.unesco.org or orderedat: [email protected]


UNEVOCINTERNATIONAL CENTRE for Technical and Vocational Education and Training

The UNESCO-UNEVOC Bulletin is published severaltimes each year in Arabic, English, French,Portuguese and Spanish:

>> as a print version;

>> as a digital versionin Adobe Acrobat (PDF format);

>> on the web pages at www.unevoc.unesco.org/bulletin.

It may be downloaded, reprinted and further distributed free of charge, either in full or in part, by acknowledging the source.

Publisher: UNESCO International Centre forTechnical and Vocational Education and Training(UNESCO-UNEVOC International Centre).

Chief Editor: Maja Zarini

Editors: Natalia Matveeva and Jennifer Stapper

In order to subscribe to one of the above versions orfor any other correspondence, please contact…

>> for the English, French and Spanish versions:UNESCO-UNEVOC International CentreGörresstr. 15, 53113 Bonn, GermanyTel.: [+49] (228) 243370, Fax.: [+49] (228) 2433777Email: [email protected]

Please indicate the language version (English,French or Spanish) and the type (print or PDF).Include your name and full mailing address (forprint versions) or your name and email address (forthe PDF version).

>> for the Arabic version:UNESCO Office BeirutSulieman SuliemanB.P. 5244, Beirut, LebanonTel.: [+961] (1) 850015, Fax.: [+961] (1) 824854Email: [email protected]

>> for the Portuguese version:UNESCO Office BrasiliaMarilza RegattieriSAS - Quadra 05 - Bloco H - lote 06Ed. CNPq/IBICT/UNESCO - 9° andar70070-914 Brasilia - DF BrazilTel.:[+55] (61) 2106 3566/65, Fax: [+55] (61) 322 4261Email: [email protected]

Disclaimer: The choice and presentation of the factscontained in this publication and the opinionsexpressed therein are not necessarily those of theUNESCO-UNEVOC International Centre and do notcommit the Organization.

The designations employed and the presentation ofthe material in this publication do not imply theexpression of any opinion whatsoever on the part ofUNESCO concerning the legal status of any country,city or area, or its authorities, or concerning thedelimitation of its frontiers or boundaries.

> Forthcoming Training Courses <

Competency-based training of trainersApril/September 2006 (enrolment); distancelearning; language: English

Formación de formadores por competenciasApril/May/September 2006 (enrolment); distancelearning; language: Spanish

More informationTel.: [+39] (011) 6936-523 (- 577, - 578, -111)Fax: [+39] (011) 6936 469 / 6638 [email protected]

Third International Congress of Management of Quality in the Systems of Educa-tion and Training, CIMQUSEF’2006

The efficiency of the production of competences processes between employability and social and cul-tural cohesionDate: 24-26 April 2006; Venue: Rabat, Morocco; Languages: Arabic, English, FrenchOrganisers: L’Association Marocaine pour l’Amélioration de la Qualité de l’Enseignement (AMAQUEN)and l’École Normale Supérieure de l’Enseignement Technique de Rabat (l’ENSET)Information: www.amaquen.org/amaquenweb/cimqusef2006/anglais/default.htm

International Conference on Preparing Teachers for a Changing Context

Date: 3-6 May 2006; Venue: London, U.K.; Language: EnglishOrganisers: Institute of Education, University of London, and Beijing Normal UniversityInformation: www.ioe.ac.uk/may2006

eLA - eLearning Africa: 1st International Conference on ICT for Development, Education and Training

Date: 24-26 May 2006 ; Venue: UNCC, Addis Ababa, Ethopia; Languages: English, FrenchOrganiser: ICWE GmbH - International Conferences, Workshops and Exhibitions and Hoffmann &Reif ConsultantsInformation: www.elearning-africa.com

> For thcoming Events <

issn 1020-9468 unevoc december 2005 11

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