Transforming TVET

Transforming TVET- from idea to action One decade of UNESCO-UNEVOC Published by 14 Background and history UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training 25 UNEVOC: aims 26 Improving access to TVET UN Campus 30 Enhancing quality… Hermann-Ehlers-Str. 10 32 … and relevance 53113 Bonn Germany 35 UNEVOC: actions Tel: +49 (0) 228 815 01 00 36 Strengthening the UNEVOC Network Fax: +49 (0) 228 815 01 99 44 Knowledge sharing and online services www.unevoc.unesco.org 48 Promoting research and publications [email protected] 50 Enhancing capacity development

Coordinator 55 UNEVOC: regions Alix Wurdak 56 Africa 60 Arab States Editor 64 Asia and the Pacific John Fox 68 Europe and North America 72 Latin America and the Caribbean Editorial assistance Yasmine Simillion, Artem Kovryzhenko 77 UNEVOC: themes Contents 78 TVET for sustainable development Design 82 TVET teacher education and training Christiane Marwecki 86 Youth unemployment www.cmgrafix.com 90 ICT in TVET 94 TVET in emergency situations Printing 98 Entrepreneurial learning Druckpartner Moser 102 Gender equality in TVET 106 TVET, HIV and AIDS The designations employed and the presentation 110 Public-private partnerships in TVET of the material in this publication do not imply the expression of any opinion whatsoever on the 115 Way forward part of UNESCO concerning the legal status of 116 Third TVET Congress any country, city or area, or of its authorities, or 118 Interagency initiatives concerning the delimitation of its frontiers or boundaries. 120 Greetings

contribution to improving technical and vocational education and training in UNESCO Member States. Networking and More and more countries are recognizing the great advantages of the German dual system for the economy, employees and society as a whole. exchange International interest in our TVET structures and experiences, our regulatory frameworks and training »UNESCO-UNEVOC Germany is a competitive and fast-growing contents is rising sharply. The Federal Ministry of makes an important business location. German products are known for Education and Research ensures that the various contribution to their outstanding quality and enjoy the highest stakeholders in TVET, from the economic as well improving technical reputation worldwide. We owe this to highly skilled as the education sector, safeguard the quality of and vocational professionals who drive innovations and ensure training. education and quality. The dual system of vocational training plays training in UNESCO an essential role in this context. The combination of I am pleased that this variety of TVET stakeholders Member States« theoretical knowledge with its practical applications is also represented in the UNEVOC Network. It is my at the workplace enables young people to make a wish for the UNESCO-UNEVOC International Centre successful entry into working life after completing in Bonn that it should continue to network and their training. foster international exchange by working together with TVET administrators, research organizations The Federal Ministry of Education and Research and education providers in order to promote skills initiated practical projects in the field of vocational development at the local level. training in the 1990s in collaboration with UNESCO. These projects have found their permanent place I congratulate the UNESCO-UNEVOC International within the UNESCO-UNEVOC International Centre Centre on its tenth anniversary. Thank you for your for Technical and Vocational Education and Training strong commitment. in Bonn. UNESCO-UNEVOC makes an important Annette Schavan Federal Minister of Education and Research 5 Cornelia Pieper, Minister of State Minister of State at Cornelia Pieper visits the Federal Foreign the UNESCO-UNEVOC Office International Centre on 17 November 2011 © UNESCO © AA

»TVET shapes people’s identity Contributing to peace, security and people’s life. It empowers individuals to participate as and development active members of society. Promoting »The fact that I warmly congratulate the UNESCO-UNEVOC and developing nations, but also facilitates the education also means The twenty-first century world of work is in rapid UNEVOC has not International Centre for Technical and Vocational exchange of experience among emerging and making a lasting development. Resource scarcity is a growing only established Education and Training on the tenth anniversary developing countries. contribution to concern. UNEVOC contributes to addressing networks between of its establishment in Bonn. peace, security and these two core issues in the spirit of sustainable industrialized and Investment in education is decisive in determining development« development through networking, capacity developing nations, Technical and vocational education and training whether a society is able to build up, and secure, development and by conducting expert meetings, but also facilitates (TVET) has a particularly strong position in employment and prosperity. Investment in in order to increase access to TVET for as many the exchange of Germany. Our successful dual training system is education is therefore always investment in the people as possible. experience among highly regarded internationally and parts of this future itself, and especially investment in people’s emerging and system have been adopted by many countries. minds. But technical and vocational education I wish UNESCO-UNEVOC all the best and continued developing countries, The establishment of the UNESCO-UNEVOC and training is far more. TVET shapes people’s success for the future. UNESCO-UNEVOC is and is particularly International Centre in Bonn ten years ago identity and people’s life. It empowers individuals remains a strong pillar of UNESCO’s work in noteworthy« takes this into account. Germany has since then to participate as active members of society. education. Germany will continue to support this followed the work of UNESCO-UNEVOC with great TVET also has peace-building effects. Promoting work! interest, and has promoted it financially, even education means making a lasting contribution beyond its obligations as host country. Particularly to peace, security and development. In these Cornelia Pieper noteworthy is the fact that UNEVOC not only aspects, UNESCO-UNEVOC has made an important Minister of State at the Federal Foreign Office has established networks between industrialized contribution over the last decade, and has helped fulfil the United Nations’ mandate to sustain peace and security. 6 7 Qian Tang opening UNEVOC has worked tirelessly to reverse this TVET, expanding access and improving quality and »Governments the Education perception. Over the years, it has succeeded in equity, adapting qualifications and developing worldwide are Leaders’ Forum, a placing TVET higher on the international education flexible learning pathways, improving the evidence turning to TVET as side event organized agenda. There is now a general consensus that base, strengthening governance and partnership, a powerful means of by UNESCO-UNEVOC a low-skilled population as well as mismatches improving financing and advocating for TVET. empowering women and Microsoft between skills and the labour market translate into an men to work in during the Third economic disadvantage and high unemployment, As we approach the deadlines for the EFA dignity, overcome International TVET particularly among young people. This is turn goals and MDGs, as the Decade on Education poverty and develop Congress in Shanghai, can lead to political instability and negative for Sustainable Development reaches in term inclusive societies« China consequences for social cohesion. Governments and as the global economic crisis forces us to worldwide are therefore turning to TVET as a reconsider how we envision future directions powerful means of empowering women and for development, it is imperative to assess how men to work in dignity, overcome poverty and UNEVOC can deepen its contribution to these participate in the development of inclusive actions. It must continue to play an important role © Microsoft societies. within the UNESCO family in shaping the global debate on TVET and fostering innovation and In the past decade, the debate on what constitutes mutual learning through its platforms for policy quality TVET has also progressed. We are now far dialogue and debate, capacity building, and the Message from the Assistant more aware of the potential role of information open exchange of ideas and knowledge. and communication technologies in creating opportunities for new types of employment. Let me close by thanking the members of Director-General for Education Advocacy around the need to mitigate and adapt the UNEVOC Network for the expertise they practices with a view to promoting sustainable have provided to the development and the »Without quality I am very pleased to celebrate with you the tenth The UNESCO-UNEVOC International Centre was development has increased recognition of the implementation of a global vision for TVET, as TVET, the anniversary of the UNESCO-UNEVOC International formally established in 2002, at a time of great importance of ‘green’ skills training and the need well as the past and present leaders and staff of international Centre for Technical and Vocational Education and promise but also many challenges to education. to stimulate the development of ethical values and UNESCO-UNEVOC, whose hard work over the last community will be Training (TVET). This decade of commitment and Two years earlier, the adoption of the Millennium practices among learners. UNEVOC, as an integral decade has done so much to raise the visibility of unable to tackle the service to countries around the world has been Development Goals (MDGs) – by which the part of UNESCO, has brought the international TVET on the agendas of governments around the global challenges it made possible in large part thanks to the steadfast international community committed to providing community closer together around these world. faces« partnership and cooperation between the Centre universal primary education by 2015 – and the six universally important themes. and the Government of Germany. I wish therefore Education for All (EFA) 2015 goals, set at the World I look forward to working with all our TVET to express UNESCO’s deepest appreciation to the Education Forum in Dakar, Senegal, had signalled a We still have far to go to realize the full potential partners in the coming years to further strengthen Government of Germany and the other partners bold new vision for education. The creation of the of TVET: in many countries, human resources the role of TVET in offering a more prosperous and and stakeholders who have helped us along the UNESCO-UNEVOC International Centre sought to remain largely untapped as a means of building sustainable future for all. way. Indeed, ten years ago, I had the personal build on this momentum and to advocate for skills more equitable and sustainable societies and privilege to represent UNESCO in the negotiations development as a crucial element of education economies. At the Third International Congress Qian Tang leading to the creation of UNEVOC, and happily systems. Central to this vision was the idea that on Technical and Vocational Education and UNESCO Assistant Director-General for Education recall the spirit of goodwill and cooperation that without quality TVET, the international community Training held in Shanghai, China on 14-16 underlay my long discussions with my German would be unable to tackle the global challenges it May 2012, participants adopted a series of counterparts. faces. Indeed, at the time, TVET was still too often recommendations, known as the ‘Shanghai regarded as a ‘last resort’ for young people and Consensus’. These recommendations set out lifelong learners. measures aimed at enhancing the relevance of

8 9 »Bonn has long qualified as a UN hub for sustainability. It has become a place to learn about - and for - a better future.«

Lord Mayor of Bonn Jürgen Nimptsch © City of Bonn © City of Bonn

Lord Mayor of Bonn Jürgen Nimptsch with Educating for sustainable development worldwide: the Heads of United Nations Agencies in 10 years of UNESCO-UNEVOC in Bonn Bonn »The Bonn cluster ‘Education is the key to sustainable development’. opportunity to express my high appreciation and Welle, they form part of a thematic cluster for Green economies will be an important aspect in these for sustainability is This message presented by Professor Alpha Oumar gratitude for the excellent work and the fruitful sustainability, which has achieved a sophisticated endeavours. As Mayor of Beethoven’s birth town I like an orchestra. Konaré (State President of Mali 1992-2002 and cooperation of the past decade. UNESCO-UNEVOC culture of dialogue and cooperation. may use an image taken from the world of music to UNESCO-UNEVOC Head of the African Union 2003-2008) during the is a highly esteemed member of the UN Family in illustrate our joint approach: the Bonn cluster for plays a key Bonn UN Talks of 2006 holds a meaningful truth. For Bonn working towards sustainable development Within this cluster, UNESCO-UNEVOC plays an sustainability is like an orchestra. Every instrument instrument in the me, as Mayor of Bonn and former school principal, worldwide. Since 1996, when the UN flag was hoisted important role. Education – or the lack of it – is an plays its part. Similar instruments form groups of players and the entire orchestra achieves inspiring ensemble. We all education has the highest priority of all when for the first time on the banks of the Rhine, the UN issue intertwined to many major challenges. The overall results. UNESCO-UNEVOC orchestrates need to tune our ears it comes to meeting challenges, to maintaining in Bonn have grown to a staff of over 950. Bonn necessity to build green economies requires skilled professional education – and thus plays a key to this instrument societies and to finding innovative, clever solutions has long qualified as a UN hub for sustainability. It staff and an encouragement of entrepreneurship. Poverty alleviation requires enabling the poor to instrument in the ensemble. We all need to tune our to achieve the that reach beyond old patterns. has become a place to learn about and for a better earn their living. I was therefore very happy to ears to this instrument to achieve the best results in best results in our future. I am particularly happy that these endeavours learn about the priority that UNESCO intends to our efforts towards ensuring sustainable development efforts towards Education is the key – for obtaining knowledge are visible in our city – in many events and give to professional education and to hear that worldwide. ensuring sustainable and skills, for gaining a better understanding and conferences throughout the year and especially in the for taking action. And according to the so-called contributions to our annual UN Day in October. an important conference is taking place here in development ‘Bonn Declaration’ of 2004, educating future Bonn in November 2012. Bonn is an excellent On behalf of the City Council of Bonn and of Bonn’s worldwide.« professionals serves as ‘master key’ for the future of In addition to the United Nations, over 150 non- place to advance the above-mentioned aspects 319.000 citizens, I would like to congratulate UNESCO- our economies, our environment and our societies. governmental organizations are based in Bonn, of professional education. Together with the UNEVOC to 10 years of successful work and visible Since 2002, the UNESCO-UNEVOC International working predominantly in the areas of environment German Ministry of Economic Cooperation and presence in Bonn and to extend my best wishes for a Centre for Technical and Vocational Education and and development. Jointly with our federal ministries, Development, we have launched the new Bonn fruitful and sustainable future. And please be sure of Training is based here in Bonn. On the occasion of development services, scientific institutions, global Perspectives Initiative, offering innovative platforms my continual support for your cause! the 10th anniversary of this settlement, I seize the players in economy and the media such as Deutsche and methodology for jointly building a better future. 10 Jürgen Nimptsch, Mayor of Bonn 11 truly international capital of global dialogue, that the technical and vocational route is a path collaboration and development. UNEVOC – and as worth exploring. TVET highly deserves all the a result, UNESCO – has immensely benefited from attention it is now receiving from governments this synergetic environment by establishing strong worldwide and needs to step out of the shadow and productive partnerships in Bonn over the last of academic education, still often seen as the only decade, with the many United Nations agencies educational route leading to prosperity. located in Bonn, the German National Commission for UNESCO, the Federal Institute for Vocational To show the different faces of learning and Shyamal Majumdar at Education (BIBB), the German Agency for working people throughout the world, UNESCO- »UNEVOC initiated the German UNESCO International Cooperation (GIZ) and the German UNEVOC initiated a photo contest that aimed to a photo contest that Commission in May Water Association (DWA), to name but a few. portray learning and working people – women aimed to portray 2011. and men – in action. We have been happily learning and working Not least, we thank the members UNEVOC overwhelmed by people’s response: over a people - women and Network for their active participation in thousand photos came flooding into our office men - in action. The

© UNESCO our programmes, for their expertise and for from all over the world. The 54 best photos 54 best photos were establishing a firm basis for UNESCO-UNEVOC at of the contest have been selected to feature selected to feature the Member Countries’ level, which has enabled in this publication. I would like to thank all in this publication. Transforming TVET us to continually improve our services. Having photographers who have participated in the It is with pride and been appointed to UNEVOC just over one year ago, contest for enhancing awareness of the different honour that I invite I am nevertheless aware that your contribution vocations persons are pursuing in the world, and you to have a look will only be the continuation of what has been a for their contribution to promoting the importance at the many faces of from idea to action fruitful cooperation over the past decade. of acquiring skills for the workplace. I am proud work and learning.« that some of these photos were selected by the »2012 has not only This year, the UNESCO-UNEVOC International Through this publication, UNESCO-UNEVOC and 2012 has not only been a special year for UNEVOC. EFA Global Monitoring Report team to feature in been a special year Centre for Technical and Vocational Education its staff would above all like to pay a tribute It has also very much been a ‘TVET year’ for the 2012 report on skills. for UNEVOC. It has and Training is celebrating the 10th anniversary of to the many partners that have accompanied UNESCO. UNESCO organized the 3rd International also very much been its establishment in Bonn, Germany. To mark the UNESCO-UNEVOC on its path: we would like Congress on Technical and Vocational Education It is with pride and honour that I invite you to a ‘TVET year’ for occasion, UNESCO-UNEVOC would like to reflect to acknowledge your contribution to the and Training, which took place in Shanghai in May have a look the many faces of work and learning, UNESCO.« critically on its past achievements, present its on- development and the activities of UNEVOC, which 2012. The Shanghai Consensus resulting from the to find out more about our activities in the past going projects and look towards the future. originally started as a UNESCO-funded TVET congress is a major milestone in international decade and to join us in our future outlook on project in Berlin in the 1990s before taking up its cooperation in TVET and the first of its kind since TVET. With this publication we aim to retrace the activities as UNESCO’s International Centre for the influential Seoul Congress in 1999. progress of UNEVOC towards international TVET at the United Nations premises in Bonn. We Shyamal Majumdar leadership in technical and vocational education would especially like to acknowledge the generous 2012 is also the year of the Education for All Head of UNESCO-UNEVOC and training (TVET), through our main themes and funding by the Host Government of Germany, Global Monitoring Report (GMR) on ‘Youth and Bonn, November 2012 activities and trough UNESCO’s goals for TVET that which was essential for the establishment and the Skills. Putting education to work’. Technical have guided our interventions, always in keeping continuing activities of the Centre. and vocational education and training, always with our slogan Promoting learning for the world of advocated by UNEVOC as being a cornerstone work. We would also like to pay homage to the City of of Education for All, has long been neglected Bonn. As the former capital of the Federal Republic on the EFA agenda. The uprisings of educated, of Germany, it ceded the seat of Government unemployed youth in the Arab States are a proof to Berlin after Reunification and became a

12 13 UNESCO’s definition Technical and attitudes, understanding fields and for effective of TVET vocational education and knowledge relating participation in the According to the 2001 (TVE) is used as to occupations in world of work; UNESCO Revised a comprehensive various sectors of c. an aspect of lifelong Recommendation term referring to economic and social learning and preparation Concerning Technical those aspects of life. Technical and for responsible citizenship; and Vocational the educational vocational education d. an instrument Education, process involving, in is further understood for promoting addition to general to be: environmentally All UN Member education, the study a. an integral part of sound sustainable Countries’ flags are of technologies and general education; development; on display not far related sciences, and b. a means of e. a method of facilitating from the United the acquisition of preparing poverty alleviation Nations Campus in practical skills, for occupational (UNESCO 2005a, p.7). Bonn

1st International TVET The UNESCO General study on the establishment Congress in Berlin defines Conference adopts the of an International TVET as a priority for Convention on TVE and Centre for Technical and Background and history UNESCO carries out a feasibility Vocational Education 1989 UNESCO and the Government of the Federal The idea of launching a comprehensive project After conducting a feasibility study to establish such A range of global networks exists in higher education. Republic of Germany signed an agreement for on TVET dated back to 1987. In that year, UNESCO a centre in, the UNESCO General Conference decided However, until the early 1990s, there was no global the hosting of a UNESCO International Centre for held its First International Congress on Technical to launch the International Project on Technical and network of TVET professionals. One reason for this may Technical and Vocational Education and Training and Vocational Education in Berlin, hosted by Vocational Education, which was named ‘UNEVOC’. have been the diversity of TVET across countries and in Bonn, Germany, on 12 July 2000. The document the German Democratic Republic (GDR). At this In accordance with an agreement with Germany, regions. Another reason was the absence of TVET from was signed by UNESCO’s Director-General, Mr Congress, UNESCO Member States identified TVET as the UNESCO-UNEVOC Implementation Unit was the priority agendas of international organizations,

© City of Bonn Koichiro- - Matsuura, and the German Education and a priority area within UNESCO’s range of programme established in 1991 and became operational in and also of many governments. Some platforms for Research Minister, Ms Edelgard Bulmahn. The Centre activities and expressed their desire for 1993 in Berlin. Its initial programme focused on the cooperation in TVET were available at the regional level became operational in September 2000 and was development of technical and vocational education only, e.g. in Latin America and in Europe. officially inaugurated on 8 April 2002. What was the ... an international plan of action be drawn up for the systems in Member States; the strengthening of background to this historic event? development of technical and vocational education national infrastructures for planning, research Mr Hans Krönner was the chief facilitator in and for promoting international co-operation in this and development; and facilitating international conceptualizing the UNEVOC Project. He had been UNESCO had long realized the importance of field. cooperation. At that time – in 1992 – a Network of involved in the first Congress in 1987, UNESCO’s work skills, knowledge and attitudes, essential TVET institutions was established in response to the international TVET symposium in 1989, the preparation competencies for employment, and had already Member States also suggested that lack of a platform for international cooperation in of a Convention on TVET in 1989, the feasibility study been active in the field of technical and vocational the area of TVET. Hans Krönner remembers: on setting up a Centre for TVET in Berlin in 1991, and education and training (TVET) for over 40 years. ... UNESCO should support the establishment of an the launching of the UNEVOC Unit in 1993. It was Mr international centre for research and development in Krönner’s personal commitment and leadership that technical and vocational education (UNESCO 1987). drove the establishment of the International Centre in Bonn. 14 15 (contd.) ‘Langer Eugen’, home In this broad centred on technical of workers as a global »The two most to the United Nations definition, the term and vocational demand to be satisfied. renowned international Campus in Bonn ‘training’ is not education, as part By giving prominence agencies in the field of explicitly highlighted, of the Education for to joint efforts of vocational education with greater emphasis All (EFA) initiative, promoting the world and training, placed on ‘education’. while the International of work, international UNESCO and ILO, This reflects on the Labour Organization participants at the need to address this earlier division of roles (ILO) focused on Second International issue seriously, so with regard to TVET aspects of training Congress on Technical that we stop talking learning to knowwithin the United for employment at the and Vocational different things Nations system, workplace by stressing Training (Seoul, April about what should whereby UNESCO’s the concept of decent 1999) clearly pointed be the same thing,

© Creative Commons/Matthias Zepper concern used to be work and the welfare out that: and stop insisting (contd.) 1993 1996 learningThe UNESCO General to UNEVOCdo becomes Colin Power, ADG/ED of UNEVOC The 2nd TVET Congress Conference decides to 1992 operational in Berlin, UNESCO and Hans Krönner, learninglaunches its toin Seoul requestsbe UNESCO launch an International The UNEVOC Network Fehrbelliner Platz 3. founder of UNEVOC, inaugurate UNEVOC goes online discussion to launch a long-term Project on TVE (UNEVOC) is initiated the UNEVOC Implementation online platform, the programme on TVET Unit in September e-forum 1991 1998 1999 An International Advisory Committee evaluated the Director-General to establish a UNESCO officially handed over to the United Nations. The Centre’s establishment underlined UNESCO’s the UNEVOC project in 1996/97. It recommended International Centre for Technical and Vocational The UN premises in Bonn were inaugurated by commitment to contribute to human, social and that the UNEVOC Project should be consolidated, Education and Training (UNESCO General Conference Kofi Annan, then Secretary-General of the UN, economic development through the promotion of and that the ‘UNEVOC Project Centres’ – the 1999). The Government of Germany generously and Chancellor of Germany Angela Merkel. skills for work and life. UNESCO sees the role of forerunners of the UNEVOC Network – should be offered to host the UNESCO-UNEVOC International TVET as educating the whole person, not just the ‘at the forefront of all actions at national level’ and Centre in Bonn. The UNEVOC Implementation Unit The first Director of the UNESCO-UNEVOC worker. It has thus adopted a holistic approach to be made into ‘effective nodes of an international moved from Berlin to Bonn in 2000 and ‘UNESCO- International Centre was Rupert Maclean, an skills development for employability and citizenship communication network’. The Advisory Committee UNEVOC’ became operational in September 2000. Australian who was previously Director of the by placing emphasis on the ‘values, ethics and further recommended that the UNEVOC Project It was officially inaugurated on 8 April 2002. At Section for Secondary Education, UNESCO attitudes to prepare the learner for self-reliance should develop strategies to ‘bring the various the time of the inauguration, already 220 UNEVOC Headquarters, Paris. Mr Maclean had extensive and responsible citizenship’, as stated in the Revised international agencies to co-operate to make all Centres had been established worldwide. experience of education and schooling in developing Recommendation Concerning TVE (UNESCO 2005a). programmes dedicated to TVE more effective’ countries, having been for seven years Chief of the This broad understanding of TVET stems from the (UNESCO 1997). UNESCO-UNEVOC took up office in the ‘Langer Asia-Pacific Centre of Educational Innovation for proposition formulated to UNESCO in the 1996 Eugen’ building, which had previously hosted the Development at UNESCO Bangkok. Prior to that, report by the International Task Force on Education The Second International Congress on Technical Parliamentarians of the German Bundestag. After he had been UNESCO’s Chief Technical Advisor for the Twenty-First Century led by Jacques Delors, and Vocational Education held in Seoul, Republic German Reunification in 1990 and the move of the in Myanmar for a United Nations Development which states that education throughout life is built of Korea, in 1999, requested UNESCO to launch Bundestag from Bonn to Berlin in 1999, the German Programme project. upon four pillars: learning to know, learning to do, a long-term programme on TVET from the Government offered to host several United Nations learning to live together and learning to be, and is year 2000 onwards. The General Conference of agencies and agreed to provide them with rent-free based on UNESCO’s overall mandate ‘to build peace UNESCO adopted a resolution in 1999 authorizing premises. On 11 July 2006, the ‘UN Campus’ was in the minds of men and women’ (UNESCO 1996). 16 17 (contd.) that UNESCO’s role is Congress on TVE, when referring as part of UNESCO’s takes place only in the Mmantsetsa Marope, vocational education, Seoul, 1999. In to workplace and strategic objectives form of formal school Director of UNESCO’s while ILO’s role is UNESCO 1999, p.13). workforce education. and activities. This education, but also Division for Basic vocational training. In addition, in aiming makes sense, especially in non-formal and Learning and Skills This is not role In the light of to promote the as the notion of informal settings, at Development, and splitting, but rather such international implementation (and educating and training the workplace, and Borhene Chakroun, hair splitting!« attention to the need realization) of TVET as individuals to be fitted through participation Chief of the UNESCO to share collective a fundamental human or matched to jobs for in economic and social TVET Section, at Munther al-Masri, responsibility for right, the concept of life is being replaced life, in partnership UNESCO-UNEVOC in President, National workforce development, training for particular by the necessity for with the private sector Bonn, March 2011 Center for Human the term ‘training’ skills or appropriate lifelong learning and and employers. Resources Development was included in types of work-related obtaining generic 2004 Jordan, at UNESCO’s UNESCO’s programme practices over a period skills. It becomes clear Seoul +5: UNESCO and BMBF host a five-year progress Second International and terminology of time was introduced that learning no longer review of the Seoul TVET Congress in Bonn, entitled ‘Learning for Work, Citizenship and Sustainability’. As part of this conference, and one year prior to the 2002 launch of the Decade on Education for Sustainable 2005 Development, UNEVOC holds the first international UNESCO DG Koichiro- - the UNESCO-UNEVOC The UNESCO-UNEVOC UNEVOC releases the Learning and Chancellor Angela Merkel conference on sustainable development in TVET. Matsuura and Edelgard International Centre in International Centre is Working skills development campaign hands over the UN Campus At the close of the meeting, participants endorse the Bulmahn, Federal Minister Bonn on 12 July officially inaugurated in package, a set of booklets and videos that building to then UN Bonn Declaration, which defines the role and contribution of Education and Research, Bonn on 8 April showcase how to produce goods using Secretary-General Kofi of TVET to sustainable development. sign the agreement to host low-cost materials and simple tools Annan on 11 July in Bonn 2000 2006 While ‘learning to do’ is the pillar most directly Vocational Education was adopted at the General From the beginning, UNESCO-UNEVOC has been of rapid transition. Special attention is given to linked to TVET, the Delors report argues that the four Conference in 1989 (see UNESCO 2005b). As part active in assisting UNESCO Member States to meeting the specific needs of women and girls, and pillars cannot stand alone, but are ‘four paths of of UNESCO’s Strategy for TVET, these normative improve their TVET systems. The Centre’s activities disadvantaged groups such as those in remote areas, knowledge [that] all form a whole’ (p. 86). It is this instruments will be revised. focus on four main areas: the poor, minority populations and demobilized holistic view that distinguishes the work of UNESCO • strengthening the UNEVOC Network soldiers. in TVET from those of other organizations, as it goes UNESCO did not have a TVET Strategy then. A • knowledge sharing and online resources beyond the demand for TVET for purely economic UNESCO Strategy for TVET was developed in • promoting research and publications As part of UNESCO, the UNESCO-UNEVOC purposes. 2008/2009 (see page 116) and guides UNESCO’s • enhancing capacity development. International Centre is the platform for international – and UNEVOC’s – actions for the period of cooperation in TVET. It undertakes its activities

Two normative documents provided the overall 2010 to 2015 in the promotion of TVET and skills The overarching objective is to ensure that in formal in close consultation with UNESCO Member © United Nations framework and guidance for UNESCO’s actions development within a broader framework of or non-formal settings all beneficiaries are provided States, in collaboration with the Division for Basic in TVET. In 1962 the UNESCO General Conference lifelong learning. Within the Strategy, UNEVOC with work skills in the context of responsible Learning and Skills Development at UNESCO adopted a Recommendation Concerning Technical conducts policy reviews and related capacity citizenship and sustainable development. In this Headquarters, and with partner agencies such as and Vocational Education. This normative development through its international Network of respect UNESCO-UNEVOC concentrates on: the ILO. Complimentary activities are undertaken instrument was revised in 1974, further revised and TVET institutions, and has developed an extensive • improving access to TVET in collaboration with the UNESCO International updated at the General Conference in 2001 taking array of online services and publications to help • assuring the quality and relevance of TVET. Institute for Educational Planning (IIEP), the UNESCO account of the two International Congresses on fulfil its mandate. Institute for Lifelong Learning (UIL), the UNESCO TVET held in Berlin in 1987 and Seoul in 1999 (see The Centre’s primary focus is on least-developed International Bureau of Education (IBE), the UNESCO UNESCO 2005a). The Convention on Technical and and developing countries, those in a post-conflict Institute for Information Technologies in Education situation and countries going through a period (IITE), and UNESCO Cluster and Field Offices. 18 learning to live together 19 An anecdote for Technical and Commission on in Berlin, while Vocational Education’. Education. I shared the colleague from When it comes to There was no e-mail with him my copy China had joined European preparatory anecdotes, perhaps these days. I sent a of the Feasibility the Education meeting for the Seoul there is the following print copy to Paris by Study, and we had Sector of UNESCO. Congress held in story. In February postal mail, on the fruitful discussions His name is Qian Crete, Greece, 1998. © Unesco 1991 (two years very day on which during our stay in Tang, now Assistant

Hans Krönner with before I joined I took off to attend Tehran. Two years Director-General for Qian Tang UNESCO) I happened an ‘International later, we met again, Education. to be the editor of Symposium on TVE’ this time in Paris. UNESCO’s ‘Feasibility in Tehran, Iran. There, In the meantime, I Study on the I met, among others, had been appointed Establishment of an the representative Chief of the UNEVOC International Centre of the Chinese State Implementation Unit 2008 2009 © United Nations UNEVOC holds a virtual conference UNESCO and StratREAL © Unesco UNEVOC launches the knowledge-sharing platform UNEVOC launches the Shyamal Majumdar takes on TVET for a sustainable future Foundation sign six-volume International TVETipedia.org UNEVOC Network portal up his functions as Head of from 22 October to 10 November, Secretary-General Ban Ki- partnership agreement in the Arab States on 12 Handbook of Education and a series of Good UNESCO-UNEVOC in May the first of a series of UNEVOC moon visits the UN Campus for a four-year project on December for the ChangingWorld Practices and Case Studies 2011 online discussions in Bonn on 16 July entrepreneurship education of Work and the 2007 2010 Such schools and educational institutions for TVE UNESCO was not sufficiently prepared yet to face Linking the TVET community Why UNEVOC was tended to be readily available in industrialized this new challenge. Thus, at UNESCO’s First Congress countries. In developing countries, however, they on TVE in 1987, participants suggested that UNESCO The UNESCO-UNEVOC Electronic Mail Forum (e-Forum) necessary - the roots typically catered for a very small minority of learners should establish an International Centre for TVE. On 17 can be seen as a major success story of UNEVOC. At only. A major reason was the high cost of such July 1992, UNESCO and Germany signed an agreement the advent of the Internet in developing countries, Irina Bokova »From the very outset, In order to understand the role of UNEVOC today, it is institutions as compared to schools in general on co-financing of a UNEVOC project implementation TVET professionals in small and remote countries and Shyamal UNEVOC engaged worth recalling its roots in the history of UNESCO. education. Until the 1990s, even the World Bank was unit, which would be hosted in Germany. In February discovered the e Forum as a platform for professional Majumdar during in bridging the gap reluctant to support TVE, mainly because of its cost. 1993, the UNEVOC Implementation Unit started its exchange across the globe. More than a decade later, the celebration of the between ‘education’ Back in 1954, UNESCO and the International Labour operation. the e Forum still is a most cost-effective instrument 60th anniversary of and ‘training’ in Organization (ILO) agreed that UNESCO should deal It was decades later that UNESCO formally for linking the worldwide TVET community of German membership TVET« with ‘technical and vocational education’, while acknowledged the role of the world of work in TVE. From the very outset, UNEVOC engaged in bridging the professionals. in UNESCO, 23 June the ILO’s mandate was seen in ‘vocational training’. The Convention on TVE of 1989 ‘… applies to gap between ‘education’ and ‘training’ in TVET. Among 2011 in Berlin. This academic distinction has hampered UNESCO all forms and levels of technical and vocational its early initiatives were: Hans Krönner in its effort to develop comprehensive strategies education provided in educational institutions or • Case studies on co-operation between educational Founder of UNEVOC for technical and vocational education. Thus, for through co-operative programmes organized jointly institutions and enterprises at the training level many decades, UNESCO’s programmes in technical by educational institutions, on the one hand, and • Co-operation between Educational Institutions and and vocational education (TVE) mainly focused on industrial, agricultural, commercial or any other Enterprises in Technical and Vocational Education learning arrangements ‘in schools or other educational undertaking related to the world of work, on the other’. – A Seminar for Key Personnel from Africa and institutions’ (UNESCO 1962). Asia (1995, with a replication in francophone Africa in 1996).

20 21 »I passionately move to Bonn to take up this post as Foundation for all. Another strong memory concerns the Rupert Maclean with believe that providing Director. I was honoured to be offered this preparation by myself and UNEVOC colleagues, former Mayor of Bonn high-quality and position, and to become Director of my own and the publication by the noted international Bärbel Dieckmann relevant education UNESCO Office, and so I enthusiastically accepted publishers Springer, of a six-volume International during United Nations for all improves the his offer. Handbook on Education for the Changing World of Day celebrations in lives of individuals, Work: Bridging Academic and Vocational Learning, October 2008 their families What visions and ideas inspired you which was jointly edited by myself and David and communities, and fuelled your day-to-day activities at Wilson, with Chris Chinien as Associate Editor. This and is the key to UNEVOC? Handbook, the associated UNEVOC book series on economic and social TVET, and the Handbook of TVET Research edited development« I wholeheartedly and passionately believe that, by Professor Felix Rauner and myself, have, more based on available research evidence and my own than anything else, put UNEVOC on the map as an personal experience, providing high-quality and intellectual leader in the field of TVET. relevant education for all improves the lives of Another precious memory concerns the close

© City of Bonn individuals, their families and communities, and is friendship and camaraderie between colleagues Rupert Maclean the key to economic and social development. This working in the UNEVOC office in Bonn, most of during “UN Talks” is particularly true for the disadvantaged, such whom are friends as well as colleagues, united by The 3rd UNESCO International UNEVOC launches on the eve of as the poor, women and girls, ethnic, racial and a common cause to make the world a better place

Congress on Technical and World TVET Database © City of Bonn Vocational Education and United Nations religious minority groups, those living in remote for all sections of society, regardless of their socio- Training takes place in Shanghai Day celebrations in areas, unemployed or underemployed youth and economic status, gender of situation in life. »UNEVOC has had a on 14-16 May October 2008 others who may for some reason be marginalized big impact on helping in society. TVET is at the core of any successful … and your worst? UNESCO Member 2012 education for development agenda. I know for States strengthen and Interview with Rupert You headed UNEVOC from its establishment sure that UNEVOC has had a big impact on helping I can honestly say that I do not have any bad upgrade their systems as a Centre for some eight years, from April UNESCO Member States strengthen and upgrade memories of working in UNEVOC. The 8 years I of education for the Maclean, former Director 2001 to March 2009. What motivated you their systems of education for the world of work, spent in Bonn as Director of UNEVOC was a very world of work, with to take on the role of Director of UNEVOC? with particular reference to promoting best and happy and productive period in my life, and I particular reference of UNEVOC innovative practices. UNESCO-UNEVOC contributes regard it as both an honour and a privilege to have to promoting best and I was appointed founding Director of UNESCO- to improving TVET at the country level, through had this opportunity. innovative practices« UNEVOC by the UNESCO Director General - - the UNEVOC Network, by organizing seminars Mr Koichiro Matsuura. At the time, I was Director and meetings on key aspects of TVET, by providing What is your message to UNESCO-UNEVOC of Secondary Education at UNESCO Paris, having governments with advice on policy and practice, for the next decade? just recently moved to Paris from UNESCO and through UNEVOC’s extensive and much Bangkok where I had been acting Director for a respected research and publications programme. Keep up the good work. You are making year, concurrently with being Chief of the Asia- important contributions to achieving a noble and Pacific Centre for Educational Innovation for What is your best memory of your time at praiseworthy cause, which is to make the world a Development for 7 years. Soon after arriving UNEVOC? better place for the most disadvantaged sections in Paris Mr Matsuura called me into his office of society, with particular reference to helping one day to say that to date UNESCO had been My best memories of my time at UNEVOC concern to provide them with meaningful, decent and unsuccessful in locating a suitable Director for helping in concrete ways developing countries, sustainable livelihoods and work. UNEVOC, a new UNESCO Office to be established countries in transition and those in a post-conflict in Bonn, Germany, and that he wanted me to situation achieve high-quality and relevant TVET

22 23 UNEVOC: aims TVET in the context in 2000, 164 • Ensuring that the • Improving all UNESCO-UNEVOC has of EFA governments pledged learning needs of aspects of the always upheld TVET to achieve EFA and all young people quality of education, as being an integral The Education for identified six goals to and adults are and ensuring part of the EFA All movement is a be met by 2015. met through excellence of all movement, without global commitment TVET is essential in equitable access to so that recognized which the Education to provide quality ensuring the delivery appropriate learning and measurable for All goals cannot be education for all of UNESCO’s global and life skills learning outcomes attained. children, youth and leadership in EFA programmes (goal 3) are achieved by adults by 2015. At through goals 3 and and all, especially in the World Education 6: literacy, numeracy, Forum in Dakar and essential life skills (goal 6). Improving access to TVET Progress towards universal primary education as Technical and vocational education and training Danilo O. Victoriano, an outcome of the Education for All movement significantly increases chances of finding decent Philippines led by UNESCO, and the resulting increase in work and is central in reducing poverty. TVET also Newly graduate secondary education enrolment, have sparked plays an essential role in promoting a country’s and young linemen career expectations and raised hope for better economic growth. TVET helps learners acquire workers undergoing futures in many people. Their development and skills, knowledge and attitudes needed to work in training for electrical economic wellbeing depend on the ability of dignity, to support themselves and their families installation in the countries to provide relevant skills to all – even as well as to be active and effective members of a simulated working the most vulnerable – members of their societies community. environment facility and to offer them opportunities for professional of an electric power fulfilment. Conversely, a poorly skilled population and skills service distribution mismatches have a high price as they translate company. Taken At the same time, new technologies, globalized into economic disadvantages, high unemployment at MERALCO economies, changing workplaces and evolving and political instability. All of these problems have (Manila Electric mindsets, notably with regard to gender issues, a negative impact on social cohesion. Company) Training are opening up new employment opportunities Facility, Pasig City, for many people, and are challenging the way we Philippines conceptualize and go about work.

26 27 Justin Benson, Jonathan De Vera, USA Philippines Sitting on the edge of He is a mobile vendor, a hillside, this woman travelling on a bicycle sets up shop daily, to different towns, attempting to sell the ringing his bell for goods she makes by attention and selling hand. Her store front Binatog or boiled is a small table that white corn kernels, she covers during a popular Filipino rain storms, resting street food made with off the roadside in soaked white corn Cheqquerec, Peru topped with either sugar or salt (or both) and generous amounts of grated coconut UNESCO-UNEVOC is dedicated to advancing learning opportunities for disadvantaged groups and in particular women, out- of-school youth, ethnic Since its establishment, UNESCO-UNEVOC UNESCO upholds education as a human right and and traditional groups, has been dedicated to advancing learning as an essential element for the full development refugees, the disabled opportunities for disadvantaged groups and in of human potential. Within this context, UNEVOC and former combatants particular women, out-of-school youth, ethnic aims to improve access to TVET programmes that to enable them to and traditional groups, refugees, the disabled and facilitate initial entry into the world of work, successfully integrate former combatants to enable them to successfully and that provide opportunities for continuing into the world of work integrate into the world of work and society at education and retraining. large. The exclusion of these groups from TVET programmes leads to many countries losing out UNESCO-UNEVOC works towards this goal by on the major potential of this human capital for helping Member states develop, upgrade and national development and growth. strengthen TVET systems that best suit their particular contexts, focusing its activities on the key areas of policy dialogue and capacity development, through networking and the sharing of knowledge and information.

28 29 Clint Randall, Claudia Bello Plaza, UK Chile Cabinet maker at This picture shows the his workshop in the working day of my car Cotswolds, UK mechanic, a simple and courageous person who runs his garage with the help of his son and an assistant in the city of Santiago de Chile

Enhancing quality... UNESCO-UNEVOC A major concern of policy makers is to provide UNESCO supports institutional efforts to build in assists Member States a TVET system that is relevant and accessible to Member States the capacity of TVET professionals in developing TVET all, while addressing issues of quality and equity. to promote skills that lead to employment, while systems that best As TVET is usually more expensive than academic upholding high ethical and professional standards. suit their particular education in terms of cost per student, it is requirements important to ensure that it is implemented in a In this same context, UNEVOC has also developed cost-effective manner in line with labour-market collaborations with the private sector, which has needs. considerable potential to ensure the relevance of TVET to the labour market. Quality education is central in accordance with the human rights perspective contained in As UNESCO’s work is increasingly focusing on the Dakar EFA Goals. In that regard, UNESCO strengthening TVET at the country level, the supports Member States in the revision of their UNEVOC Centres have also gained importance TVET policies, taking into account formal and as national partners and as multipliers and non-formal education, and also TVET teacher disseminators. training. Within the frame of its Strategy for TVET,

30 31 Petro Zadorozhnyy, Ukraine Worker in the construction of the stadium for the Euro 2012 football cup in Lviv, Ukraine

...and relevance As TVET is usually The role of UNESCO-UNEVOC in enhancing the more expensive than quality and relevance of TVET is to provide capacity academic education, development programmes for TVET educators and it is important to policy makers. UNESCO-UNEVOC and its networks ensure that it is organize seminars and workshops to assist implemented in a Member States in developing TVET systems that cost-effective manner best suit their particular requirements. Another in line with labour- of UNESCO-UNEVOC’s activities is to enhance market needs education ministries’ capacities to review their legal and policy frameworks for TVET so that they respond to national challenges and realities, as well as reflecting regional and international trends and developments.

32 33 UNEVOC: actions The Network increases the visibility of its members and offers opportunities for partnerships with like-minded institutions

Debashis Mukherjee, India Team work: women are working together in a community kitchen Strengthening the UNEVOC Network The diversity among UNEVOC undertakes most of its activities through a community of TVET experts. In keeping with this The UNESCO-UNEVOC International Centre coordinates The UNEVOC Network provides its members with UNEVOC Network world-wide network of around 280 UNEVOC Centres in purpose, the Network’s aim is to assist UNESCO all endeavours concerning the UNEVOC Network, opportunities to collaborate with one another at members ensures more than 165 countries. The UNEVOC Network is the Member States develop and strengthen TVET through which has three specific objectives: the regional and international level by organizing that all important only network of TVET institutions with a unique global knowledge sharing, collaboration and joint activities. joint activities and face-to-face meetings. Network stake-holders in the outreach. It links and fosters interaction and learning • to encourage and promote the development of members can share their countries’ experiences with TVET community among diverse TVET institutions around the world. The UNEVOC Network serves as a unique platform TVET systems and policies through the adaptation one another, discuss issues of common relevance and have their say in From its location in Bonn, UNESCO-UNEVOC acts as for south-south and north-south-south cooperation. of international experiences, best practices and contribute news and events on the UNEVOC Network the global debate the hub of the Network. The members that make up the UNEVOC Network are innovations in TVET; Portal. The Network increases the visibility of its on technical and TVET institutions in UNESCO Member Countries. These • to develop the capacities of UNEVOC Centres and members and offers opportunities for potential vocational education One of the reasons UNESCO launched the UNEVOC institutions are called ‘UNEVOC Centres’. UNEVOC associated TVET practitioners; and partnerships with like-minded institutions. and training Project in the 1990s was the need to set up an Centres can be TVET sections within ministries of • to share knowledge, know-how and competencies. Network members also have privileged access appropriate institutional framework that would education, national bodies dedicated to TVET policy to UNESCO-UNEVOC’s publications and online facilitate the networking of national institutions development, TVET departments within universities, or services. engaged in TVET, and to promote the international TVET institutions at the secondary or post-secondary exchange of knowledge within the worldwide school level. This diversity ensures that all important stakeholders in the TVET community have their say in the global debate on technical and vocational education and training.

36 37 Debashis Mukherjee, India Making bonds: a fisherman and his wife repairing a fishing net

Far right: Claudio Allia, Italy Acrobats in the Mathare Valley Slum, Nairobi, Kenya

UNEVOC Centres actively and regularly contribute Following recommendations from the 2012 World in UNESCO’s various channels and ensure a TVET Congress, UNESCO-UNEVOC introduced continued flow of knowledge and expertise among regional clusters to ensure better coordination Network members. UNEVOC Centres are expected of the Centres. Each of the five UNESCO Regions to conduct at least one local activity per year. (Africa; Arab States; Asia and Pacific; Latin America Membership of the Network is revised regularly. and the Caribbean; and Europe and North America) In addition, UNEVOC Centres work as key country has been divided into several sub-clusters; and partners for UNEVOC and are expected to act as regional coordinators, appointed on a rotational national focal points for persons and institutions basis, work together with UNEVOC to coordinate at country level seeking information about activities at the regional level. UNESCO-UNEVOC.

38 39 »With the expansion of the UNEVOC Network came a need to improve its profile and visibility, and to cater to the specializations and interests of TVET leaders and their L. Efison institutions« Munjanganja inaugurating the ‘UNESCO-UNEVOC Park’ at Western

»The foundation My association with the UNESCO-UNEVOC I developed criteria and a transparent procedure fostering sharing and mutual assistance, thereby increase the contribution of TVET leaders and has been laid and International Centre goes back from the time I for TVET institutions to become UNEVOC Centres. making it unnecessary to re-invent the wheel practitioners from the developing world, especially tentative steps taken was at the UNESCO Regional Office for the Asia Then, with the help of colleagues at the Centre when examples and models on TVET innovations Africa and Asia, and from countries in transition to for UNESCO-UNEVOC and Pacific Region in Bangkok as a Programme and afield, institutions were identified and invited were shared. the reservoir of case studies, examples and success to become a leading Specialist for TVET since the late 1990s. An to join the UNEVOC Network. By 2010 UNEVOC stories at UNESCO-UNEVOC. port of call for important element of my responsibilities was Centres were found in all UNESCO Member States Advice, assistance and support to build the capacity building and promoting of the activities of the UNEVOC save a few. In many of the bigger countries, in capacity of UNEVOC Centres were regularly The foundation has been laid and tentative steps materials in the area Project, especially advising departments of TVET both the developed and developing world, there provided to leaders and teams of TVET educators. taken for UNESCO-UNEVOC to become a leading of TVET« in establishing UNEVOC Centres in the Asia and were two or more UNEVOC Centres. Principally these entailed the organization of port of call for capacity building and materials in Pacific Region. Therefore, when I transferred from training events such as seminars, workshops, case the area of TVET. Such a Centre would play a vital Bangkok to be Programme Specialist for TVET With the expansion of the UNEVOC Network came studies and Mobile Training Teams. role to TVET leaders and practitioners who are and Head of the UNEVOC Networks at UNESCO- a need to improve its profile and visibility, and to seeking in a hurry to get examples of what works UNEVOC in 2005, I took up responsibilities in an cater to the specializations and interests of TVET While all the foregoing activities were undertaken and why in a bid to innovate TVET and improve the area of work in which I not only had extensive leaders and their institutions. I moved to cluster with zeal and enthusiasm, it was the case studies, relevance of learning outcomes. experience and knowledge, but also a special the UNEVOC Network by area of specialization. materials on learning and policy development in interest. Through conferences and seminars and playing the TVET in the mode of ‘What Works’ in TVET, and L. Efison Munjanganja, broker, I got the interaction of leaders of UNEVOC manuals of which I was gunning to do more. former Head of UNEVOC Networks Centres in the North and South established, Driving these lines of action was the desire to and former Officer in Charge

40 41 Teeluck Bhuwanee, Head of the UNEVOC Network since 2011 © UNESCO

Commitment to a vibrant network

»The UNEVOC As we celebrate the tenth anniversary of the For this we are grateful to all those who have Henceforth there will be more stringent criteria The International Centre is committed to creating »The International Network has UNESCO-UNEVOC International Centre, we are worked very hard to establish the UNEVOC for Network membership and indicators (such as and sustaining a vibrant network and I sincerely Centre is committed succeeded to become also reminded that the creation of the UNEVOC Network worldwide as a global Knowledge the UNEVOC Centre’s credibility and demonstrable believe that the UNEVOC Network will be able to to creating and an inclusive learning Network goes back to the 1990s when the first lot Network, including dedicated staff at the competency in TVET, regular and consistent TVET play a more dynamic role at the international level sustaining a vibrant network« of UNEVOC Centres were set up. International Centre and in the UNEVOC centres. activities, demonstrable and sustainable ability and respond to the expectations expressed in the network« to support government to build strong TVET Shanghai Consensus of 2012. Over the last 20 years, as active channels for After the expansion phase, we are now in a systems) against which to judge if the Network is offering assistance to vocational leaders and process of consolidation and strengthening performing according to expectations. Teeluck Bhuwanee educators and for providing reliable services, the relevance, effectiveness, efficiency and Head of the UNEVOC Network the Network has succeeded to become an sustainability of the Network. What matters most The International Centre will provide the UNEVOC inclusive learning network aimed at improving is whether the Network as presently structured is Centres with the required technical assistance the availability of TVET learning and teaching likely to have the required impact? Can we make to enable them to perform their roles properly, resources and innovatory tools through enhanced the required changes produced by the Network’s especially to viable Centres wanting to meet the networking, clustering and access to dependable interventions, directly or indirectly, intended or defined criteria but having difficulties reaching the information on UNEVOC Centres and contribution unintended? set standards. Finally, a better use of media both to knowledge generation and sharing. local and international will be made to increase the visibility of the UNEVOC Network at global and local levels.

42 43 Before the spread of the Internet, airmail was the main channel for communcation within the UNEVOC Network © UNESCO Knowledge sharing and online services UNESCO-UNEVOC The importance of improving TVET through issues in TVET and has brought the international e-Forum: Many issues raised in communication would provides a platform the sharing of information, knowledge and TVET community more closely together around its the early years correspondence had spread out soon through which experiences, and UNESCO-UNEVOC’s key role online services. become obsolete by Indeed, even in poor individuals and in acting as the facilitator of this international ‘In the early years the time the responses countries, access of institutions can exchange, has always strongly been highlighted. UNESCO-UNEVOC has also provided a platform of UNEVOC, arrived. TVET professionals exchange and As can be taken from several General Conference through which individuals and institutions in communication with to e-mail expanded access information, documents at the origin of UNEVOC’s founding, UNESCO Member States can exchange and access TVET institutions In 1993, a Japanese quickly. UNEVOC knowledge and UNESCO Member Countries believe that countries’ information, knowledge and experience on TVET, and professionals company was launched the e Forum experience on TVET TVET systems can be improved by enabling using various online services and an extensive worldwide was a willing to provide in 1998. It took a dialogue between TVET stakeholders from all publications programme. huge challenge. The about 100 fax few months only until regions of the world. ‘UNEVOC Directory’ machines to facilitate hundreds of TVET We do this as part of our mandate to inform of network partners communication professional were The services and tools provided by UNESCO- the global TVET debate, as defined in UNESCO’s was dispatched within the UNEVOC linked, many of them UNEVOC make this a reality. Through our various Strategy for TVET. As part of this Strategy, we in print format. Network. Fortunately, from small developing channels, we enable policy makers, practitioners, seek to encourage south-south and north- Hundreds of air mail UNEVOC was countries.’ education specialists and students to play a role south-south dialogue: our online resources and letters were sent out warned not to build in shaping the international education agenda publications are a vehicle to transport information every month. It took on fax technology, Hans Krönner with regard to skills development for employment. and knowledge among our partners, the UNEVOC weeks, if not months, as more adequate UNEVOC has initiated online debates, held virtual Network and beyond. to obtain feedback. means of electronic conferences on trends, hot topics and important 44 45 UNEVOC website, UNEVOC Centres of Internet browsers, online and offline were able to browse and a PDF reader through the UNEVOC software that allowed ‘In 1995, the website without being viewing and printing UNEVOC Unit in connected to the of documents. Berlin set up its first Internet. Of course, Surprisingly, some homepage. However, the content was creative teachers although more and limited and mainly in Africa used this more UNEVOC presented in text-only CD-ROM to teach Centres had access format. the Internet: learners to computers, not in TVET institutions many of them had More and more, were able to ‘surf’ e-Forum TVETipedia The Network Portal World TVET Database access to the Internet digital full-text through the UNEVOC – particularly in documents and web pages as if they developing countries. reports were made were connected to UNESCO-UNEVOC available in PDF the Internet, thus had a solution: format. Because of understanding what floppy disks were the speedy increase the web is like, and prepared with an of information on the how to use a browser.’ image of the UNEVOC UNEVOC web pages, web pages on it. the off-line web pages Hans Krönner on floppy disk were replaced by a CD- The e-Forum is one UNESCO-UNEVOC TVETipedia, an online Members of the directory to find What is the role of concise, reliable and up- ROM that included of UNEVOC’s longest- regularly hosts encyclopaedia for UNEVOC Network – detailed information TVET within a country’s to-date information on not only the UNEVOC running projects. It moderated discussions TVET, was started in the UNEVOC Centres about individual education system? countries’ TVET systems web pages but a range was started in 1998 on the e-Forum on 2008. Its articles are – can link up with UNEVOC Centres and Is there a national around the world, as of other full text with a handful of topics such as women collaboratively written one another through their activities. policy or strategy for part of our mandate to documents, a choice TVET experts. Today, is and TVET, TVET teacher and edited by TVET the Network Portal. TVET in place? What inform the global TVET a virtual community education or TVET experts around the The Portal gives www.unevoc.unesco. qualifications do TVET debate. It was launched of over 2500 TVET in post-conflict and world. TVETipedia serves Network members the org/network teachers need to teach a during the World TVET experts from more emergency situations. as reference portal for opportunity to update profession? Congress in Shanghai in than 170 countries all topics related to their profiles, share May 2012. who share information www.unevoc.unesco. TVET and users can help news and events and The World TVET and knowledge about org/forum shape it by editing and contribute promising Database seeks to www.unevoc. different aspects of adding content. practices in TVET. provide answers unesco.org/ TVET via a mailing list. While exchange on this to these questions worldTVETdatabase www.TVETipedia.org platform is restricted to and many more. The UNEVOC Network Database is UNESCO- members, everyone UNEVOC’s endeavour to can access the online provide

46 47 UNEVOC’s publications seek to create a bridge between research, policy and practice, with the intention of creating a range of documents on the basis of which TVET systems in member countries can be guided towards more quality, equity and relevance Promoting research and publications UNEVOC publications Within UNESCO’s strategy for TVET, one of drawing from knowledge generated from its The key attraction of UNEVOC’s publications • the Bulletin, UNESCO-UNEVOC’s Newsletter and are a visible and the roles of UNESCO-UNEVOC is ‘to serve activities, as well as from those of its partners programme has been its international outreach its supplement, the UNEVOC Forum tangible output of the as a clearinghouse for TVET and a source of and Network members. UNEVOC’s publications and comparative approach, which has enabled the • Case Studies of TVET in Selected Countries Centre’s activities, information-sharing and cooperation using have sought to create a bridge between research, beneficiaries — the UNEVOC Centres — to learn • TVET Best Practice Clearinghouse drawing from revamped global UNEVOC networks’ (UNESCO policy and practice, with the intention of creating about good practices and innovations taking place • a Discussion Paper series knowledge generated TVET Strategy 2010–2015). UNESCO-UNEVOC’s a range of documents on the basis of which in other countries. Another important feature is • Annotated Bibliographies of TVET from its activities, as unique role lies in its ability to reach out and make TVET systems in member countries can be guided the fact that the authors come from all regions • the book series ‘Technical and Vocational well as from those information accessible to a wide audience around towards more quality, equity and relevance. By of the world, as well as different backgrounds, Education and Training: Issues, Concerns and of its partners and the world, especially in developing countries and acquainting educational decision- and policy- working in various fields such as universities, Prospects’ Network members through its Network. makers, researchers and practitioners with the ministries, national TVET bodies, TVET research • the International Handbook of Education latest trends, good practices and developments institutes or United Nations agencies. for the Changing World of Work: Bridging Since its origins, UNESCO-UNEVOC has published in TVET worldwide, UNESCO-UNEVOC has aimed UNEVOC Centres worldwide receive copies of Academic and Vocational Learning documents and publications relevant to TVET to enable decision-makers to weigh up the UNEVOC publications. Currently, the publications • the Handbook of Technical and Vocational experts from around the world, either by the advantages and disadvantages of different models, programme includes the following elements and Education and Training Research Centre itself or in collaboration with partner and to facilitate co-operation between countries series: agencies or external publishers. They are a visible faced with similar challenges. Most of these publications are available for free and tangible output of the Centre’s activities, download on our web page at unevoc.unesco.org/ publications.

48 49 Uzma Alam, UNESCO-UNEVOC Bangladesh promotes a holistic The skilled hands of a approach to TVET weaver performing his by harmonizing work with absolute interventions with precision. Photo taken key partners at the in Benarasi Palli, country level. Mirpur, which is the dwelling place of many such weavers Enhancing capacity development One of the missions of UNESCO is to assist In line with the first core area of UNESCO’s TVET One early example of UNEVOC’s involvement in More recently, UNESCO-UNEVOC, jointly with the countries in developing and upgrading their Strategy, ‘Providing policy advice and capacity capacity development is the initiative ‘Learning ILO, UNESCO Headquarters and UNESCO offices in institutional capacities in its fields of competence. development to UNECO Member States’, a major for Life, Work and the Future’ (LLWF) launched the Caribbean region, conducted several capacity- Through the extra-budgetary Capacity part of UNESCO-UNEVOC’s response to the needs by UNEVOC in 2000 in collaboration with development activities which aimed at advancing Development for Education for All (CapEFA) of Member States in TVET lies within the capacity the Department of Vocational Education and policy reviews in this region. UNEVOC also recently programme, and thanks to multiple partners and development approach. UNESCO-UNEVOC strives Training of the Ministry of Botswana (a UNEVOC provided assistance in the TVET policy reform donors – national governments, technical partners, to provide capacity development through a Centre) to stimulate reform in Southern Africa processes of Afghanistan, Egypt and Pakistan. civil society and private sector actors who range of modalities, such as the organization of and to strengthen sub regional cooperation in support this initiative – UNESCO assesses existing training programmes, workshops and conferences, TVET among members of the Southern African One major tool for capacity development is strengths in the education sector. From there, it and by assisting countries in their policy review Development Community (SADC). The initiative UNESCO-UNEVOC’s online platform. Through ensures effective country leadership in the design, processes. It promotes a holistic approach to TVET represented a long-term commitment for its online community of TVET policy-makers, implementation and monitoring of strategies to by harmonizing interventions with key partners at UNESCO-UNEVOC, and it has helped mobilizing practitioners and stakeholders UNEVCO regularly reinforce education for all. Playing a key role in the country level. This is designed to overcome the funds and expertise for the projects’ development. runs debates during which participants from the drive to be more responsive to Member States’ fragmentation of many national TVET strategies This has strengthened institutional links in the all over the world share their information and educational needs, UNESCO-UNEVOC has assisted while co-ordinating civil society, the private area of TVET among SADC countries, many of expertise on themes such as women in TVET, TVET the CapEFA initiative in the area of TVET, notably in sector, the trade unions, and teacher and trainer which previously had closer links to European teacher education and TVET in post-conflict and Liberia, Malawi and Tanzania. organizations. UNESCO-UNEVOC also facilitates countries than among themselves. emergency situations. regional co-operation through the use of existing regional networks and the global UNEVOC Network. 50 51 Afrinaldi Zulhen, Thomas Rommel, and the skills needed Indonesia Germany in actual working Activity of rig crew All ages present situations enforces a which try to pull out a community of generation-based way a tubing stripper. fishermen trying to of learning, where Working in the rig pull back the huge the older people needs particular skills net laid out in pass their skills and acquired by intensive the early morning knowledge to the next training, awareness hours. The lack of generation. of safety and the sufficient educational environment, and infrastructure and the also being able to huge gap between withstand work under school knowledge 52 high pressure 53 UNEVOC: regions Left Page: Reducing poverty by Neville Petersen, Sergio San Martin, investing in health South Africa Spain and education, Mining personnel In the poorest especially for women during shift work in countries, extreme and girls, can break South Africa poverty, food this cycle insecurity, inequality, high death rates and high birth rates are linked in a vicious cycle.

Africa Three out of five In all countries in Africa, TVET represents a major UNESCO has made Africa its top priority in unemployed persons challenge. Most workers have received non-formal order to better coordinate efforts to fulfil the in sub-Saharan training as TVET delivery is highly fragmented. Millennium Development and Education for Africa are young Private TVET providers, work-based training, All Goals, to advance education for sustainable people, mostly non-formal learning initiatives, and various other development, to promote peace building and struggling in the skills development initiatives all tend to operate empower youth and women through capacity informal economy in a non-coherent way. In most countries, the development. enrolment rate in formal TVET at secondary level is 5 per cent or less. UNESCO-UNEVOC works closely together with its UNEVOC Centres and national and international Governments and international institutions are partners towards UNESCO’s Priority Africa. In 2010, paying increasing attention to TVET, which is one an Inter-Agency Task Team was set up provide of the priority areas in the African Union’s Second more coherent support to African countries Decade of Education (2006-2015). But despite an by developing young peoples’ skills to fight increase in enrolment of African students in TVET, unemployment. It comprises several UN agencies only few governments in Africa are able to make and institutions, among which UNEVOC, and other investments in their TVET systems at a level that partners such as ECOWAS and the Association for can provide quality training. The demand for TVET Development of Education in Africa (ADEA). is enormous. Three out of five unemployed persons in sub-Saharan Africa are young people, mostly 56 struggling in the informal economy. 57 Paolo Patruno, Neville Petersen, Italy South Africa Two students attend Mining personnel operations to improve during shift work in their skills as future South Africa surgeons at Sight First Eye Hospital in Blantyre, Malawi

UNESCO-UNEVOC UNESCO-UNEVOC has carried out its work in A UNESCO-UNEVOC sub-regional consultation UNEVOC has also carried out a number of studies works closely together Africa in collaboration with many UNEVOC meeting on ‘The role of UNEVOC Centres in in Africa, many of which aimed bringing African with its UNEVOC Centres, for example the Department of Vocational Furthering the African Union Second Decade TVET experts more closely together to exchange Centres and national Education and Training of the Ministry of of Education for Africa’ took place in December information and good practices, and to benefit and international Botswana, the Mauritius Industrial and Vocational 2011 in Nairobi, Kenya. The subsequent Call for from other countries’ experiences in areas such as partners towards Training Board and Moi University, Kenya. It has Action stresses the importance of quality TVET Integrating TVET in Sustainable Development and UNESCO’s Priority also collaborated with the Member States of the that responds to the demands of the labour Entrepreneurship Education as a Tool to Support Africa Southern African Development Community (SADC) market. This meeting took place with the help of Self-Employment. through the initiative ‘Learning for Life, Work and the Economic Community of West African States the Future’ (LLWF). The LLWF Initiative was adopted (ECOWAS) and SADC, the UNESCO Regional Office by the SADC Technical Committee on Intermediate (BREDA) and UNESCO Cluster Offices. Education and Training in 2002. Through this initiative, UNESCO-UNEVOC gave an impulse The annual African UNESCO-UNEVOC TVET Summit to sub-regional co-operation in SADC Member was a special event within the pan-African States enabling the UNEVOC Centres to focus on eLearning Africa Conference. This Summit was an the most significant TVET issues. As one of the important opportunity for UNESCO-UNEVOC to eight LLWF projects, UNESCO-UNEVOC organized showcase the benefits and costs of the use of ICT software training in Johannesburg, South Africa in in TVET in Africa to a broad audience from African December 2005. governments, NGOs and businesses, as well as from international agencies. 58 59 Jerzy Wierzbicki, Local companies here, Hans Krönner, Training of females Poland constructing new Germany was restricted to I met Indian workers building facilities in I took this photo office jobs such as in construction areas the city, employ a lot at the Vocational administration of all over Muscat, of workers of Indian Training Centre in spare parts. This is Oman, which is and Asian origins Saham, Oman, in why the ladies are not developing at a very – mostly simple but October 2010. From wearing overalls but high pace. hard working people. 2009, females had office clothing. Asians are the major been admitted to car ethnic group of the mechanics training working class in the for the first time ever. Gulf countries. However, at the time the photo was taken, only male trainees were allowed to work with car bodies. Arab States The Arab Spring was Despite high economic growth in many Arab his many attempts to find a decent job had UNESCO is actively involved in the United Nations’ Education in the Arab States (underway since initiated and carried States, and although investment in education has remained futile. The ensuing uprisings in several response to the deep transformations underway 2009), which extends technical and financial out by educated, increased and made education accessible to most Arab countries were initiated and carried out in the Arab region and supports countries to make support to countries that propose to integrate graduate youth who young people, many students in the region do not by educated, graduate youth who were denied a peaceful transition to democracy, notably by entrepreneurial learning in their education system. were denied access perform well in international tests and surveys, access to the world of work. Their energy and improving the quality of their education systems. Four countries have so far participated in this to the world of work. and their skills often do not match the needs of their expectations must be recognized as an UNESCO-UNEVOC works closely together with project and are in the process of integrating this Their energy and the labour market – which has led to the region important motor that can advance the economy in the UNESCO Beirut and Cairo Offices, various concept in their curricula. Funding for the project their expectations having the world’s highest youth unemployment the Arab States. Arab countries must provide the national commissions for UNESCO, and not least has come from the StratREAL Foundation. must be recognized as rate. Even during the ‘boom’ years prior to the right skills for their large youth population – an the UNEVOC Centres in the Arab States Region to an important motor global financial crisis, young people in the Middle estimated two-thirds are under the age of 30 – if develop technical and vocational education and As a direct follow-up to the Third TVET Congress that can advance the East did not benefit from a high-quality education the Arab Spring is to have lasting effects. The training and entrepreneurship education strategies in May 2012, UNEVOC Network leaders from the economy in the Arab that would enable them to find decent jobs. The major challenges facing Arab States in the next aimed at making education more relevant for Arab Region met in Amman, Jordan in order to States financial crisis has only deepened the gap between decade are creating jobs for the millions of people students and employers, including through more set up a framework of action to implement the graduate youth and opportunities to enter the job entering the labour market and making sure that dialogue with the private sector. As an example, recommendations of the Shanghai Congress. The market. job-seekers have both the qualifications and the UNESCO-UNEVOC has developed the capacity of workshop also considered the role of the UNEVOC appropriate skills and competences, which they are national authorities to integrate entrepreneurship Centres within the national policy framework and The wave of protests spreading across the Middle currently lacking. education in the curriculum and supported the considered how to involve them more directly East and North Africa, known as the Arab Spring, implementation of TVET plans and strategies in national policy review and related policy started off with one young man’s frustration who through a four-year project on Entrepreneurship development. set himself on fire. A street vendor in Tunisia, 60 61 Eman Magdy Ridvan Yumlu, Graduates gain the Mostafa, Palestine academic knowledge, Egypt The Hisham Hijjawi technical skills On a Friday morning College of Technology and competences (Friday is an official in Nablus, Palestine, is to operate in an day off in Egypt) an a post-secondary TVET increasingly complex old man is carrying college that produces technological wood poles used in technicians through world and have the construction with a programmes covering intellectual capacity face full of hope and both theory and to adapt to constant optimism. practical skills, change including supervised field training.

UNESCO-UNEVOC Further projects have included study tours – for UNEVOC is honoured to be able to rely, among supports the example to the Mubarak-Kohl-Initiative and others, on the partnership of the National Centre implementation the National Skill Standards Project in Cairo, for Human Resource Development, Amman, of TVET plans Egypt – and regional expert meetings aiming to Jordan, the Ecole Supérieure des Sciences et and strategies on promote cooperation in TVET among the Arab Techniques de Tunis, Tunisia (both UNEVOC Entrepreneurship States and developing cooperative responses to Centres) and the Sheikh Kalifa Bin Salman Institute Education through a drive TVET reform. These have brought together of Technology in Manama, Bahrain. Projects four-year project in TVET experts from almost all Arab States who conducted in the regions have also involved the the Arab States developed project ideas, working papers and research and development centres within the reports on how to achieve regional cooperation Ministries of Education or national authorities in selected areas of TVET, based on national and responsible for TVET. Other important stakeholders regional needs, such as the need for developing have included staff members of the Arab Centre public-private partnerships, promoting the role of for Human Resources Development (ACHRD-ILO), TVET in sustainable development, and developing the European Commission/Euro-Jordanian Action teaching and learning methods in TVET through for the Development of Enterprise (EJADA), the the use of ICT. The meetings were also designed to International Labour Organization and the United enhance the pioneering role of UNEVOC Centres Nations Relief and Works Agency. to participate efficiently in the activities leading to the promotion of Decade of Education for Sustainable Development (2005–2014). 62 63 Mahfuzul Hasan Bhuiyan, Bangladesh Painter-carpenter in Dhaka, Bangladesh

Stefan Erber, Germany Young unemployed women attending practical short term Asia and the Pacific courses on sewing in Tajikistan TVET is receiving The provision of skills in Asia and the Pacific is TVET is receiving renewed interest from policy Apart from UNESCO Headquarters and the Department of Technical and Vocational renewed interest from as multi-faceted as the countries in that region. makers in the Asia and Pacific region as they UNESCO Regional Offices in the Asia-Pacific Education (Vietnam); the National Centre for policy makers in the This region hosts several of the highest-income recognize TVET as an essential measure of social Region, the organization of UNESCO-UNEVOC Vocational Education Research (India); the Asia and Pacific region countries (for example Japan and Australia), as protection and economic development. However, activities in the region has benefited from the Office of the Vocational Education Commission as they recognize it as well as some countries with the lowest-income in many countries, the large bulk of the workforce collaboration of the following UNEVOC Centres: (Thailand); the Royal Melbourne Institute of an essential measure in the world (e.g. Afghanistan, Bangladesh), and is in the unorganized sector and there are few the Colombo Plan Staff College for Technical Technology (Australia); the School of Education of social protection it covers two-thirds of the world’s population. measures in place to protect and to skill them. Education (Philippines); the Department of and Professional Studies (Australia); the UNEVOC and economic Some of the main challenges are: unequal access Polytechnic Education, Ministry of Higher Centre of Mongolia; the Western Visayas College development to quality basic and higher education, insufficient Many of UNESCO-UNEVOC’s activities in Asia Education (Malaysia); Griffith University of Science and Technology (Philippines); and physical and social infrastructure, limited and the Pacific have focused on education for (Australia); the Hong Kong Institute of Education Zhejiang Technology Institute of Economy employment opportunities outside the agricultural sustainable development (ESD), where TVET is (China); the Korean Research Institute on (China). sector, and accommodating mass migration from seen as a solution of many of the environmental Vocational and Technical Education (Republic of rural to urban areas. challenges faced by countries in this region, Korea); the Ministry of Education and Training, such as land degradation, air pollution and water sanitation.

64 65 Mahfuzul Hasan Bhuiyan, Bangladesh Dry fish maker in Cox’s Bazar, Bangladesh

Bidyut Goswami, India Potter in Ranaghat, India

Activities have focused on education International support for UNESCO-UNEVOC The following international organizations for sustainable activities has come from: the Agricultural have also participated in UNESCO-UNEVOC’s development (ESD), University of Hebei (China); AusAID (Australia); activities in Asia and the Pacific: the International where TVET is seen the Center for Environmental Education (India); Human Dimensions Programme UNU-IHDP; as a solution of many the Chinese National Commission for UNESCO; the International Labour Organization; the of the environmental the Norwegian Institute for Water Research; International Research and Training Centre for challenges faced by the Japanese National Institute for Educational Rural Education; the United Nations Environment countries in this Policy Research; RMIT International University Programme; the United Nations Girls’ Education region (Vietnam); the Vocational Training Department of Initiative; and the United Nations University the Ministry of Labour, Invalids and Social Affairs Institute for Environment and Human Security. (Vietnam); and Zhejiang Materials Industry Group Corporation (China).

66 67 Jon Akira Yamamoto, Deciding on what Berta de Miguel USA one’s profession and Alcalá, Spain A small family-owned putting in the energy Industrial rope boulangerie in Paris. and sacrifices that access façade survey, Both husband and will allow success is Philadelphia, USA wife work at the difficult no matter bakery along with where you live or several employees. what you do. The ingredients to success have been carefully crafted by this family

Europe and North America TVET is at the heart Challenges faced by the TVET systems in Europe in TVET; and improved compatibility through University of Information Technologies, Mechanics of the challenges in and North America are very different from the international qualification frameworks are just and Optics and the National Observatory on Europe and North challenges in most other countries in the world. some aspects that can help tackle these challenges Vocational Education (Russian Federation). America and can be An ageing workforce and declining birth rates and increase responsiveness to labour-market a key agent of change are causing shortages in skilled labour force needs, especially in the green energy sector. Thematic activities have specifically sought to in many countries, especially in science and address the challenges faced by TVET in this region technology. While some countries have embraced In order to make the UNEVOC Centres more and have covered various themes, among which: pro-age policies and included possibilities for dynamic in Europe and North America and to common and complementary research strategies; lifelong learning and retraining at the workplace, improve international linkages, a number of transforming TVET to meet the challenges of the more needs to be done to address the predicted activities have been carried out in partnership green economy; innovations in the environmental shortages of skilled labour force. with, among others, the School of Hospitality, sector; competence modelling for the water Tourism and the Culture of Centennial College sector; expanding vocational education and TVET is at the heart of this challenge and can (Canada); the University of Tampere, Research training; water, sewage, waste and raw materials be a key agent of change. Better recognition of Centre for Vocational Education (Finland); the management; re-orienting TVET policy towards foreign skills; the promotion of international Information Technologies Vocational Education ESD; TVET and education for sustainable exchange programmes for TVET students; higher and Training Centre (Georgia); GIZ, Magdeburg development; enhancing the use of ICTs in TVET; permeability between levels of attainment; an University and the Federal Institute for Vocational entrepreneurship education; towards sustainable enhanced image of vocational subjects; better Training (Germany); the Dublin Institute of global health; and TVET in the context of lifelong accountability to prove a return on investment Technology (Ireland); the Saint Petersburg State learning.

68 69 Tuna Akçay, João Alexandre Porto Turkey da Rocha Coutinho, A farmer Portugal After the fisherman finishes his work, he can relax and watch the seagulls discover their fish

In order to make the UNEVOC Centres more dynamic in Europe and North America and to improve international linkages, a number of activities have been carried out UNEVOC has benefited from the support of the The following international organizations and following national institutions: Bashkir Institute agencies have also supported UNESCO-UNEVOC of Social Technologies, Republic of Bashkortostan in its activities: the International Vocational (Russian Federation); the German Association Education and Training Association (IVETA, for Water, Wastewater and Waste (DWA); the USA); the European Centre for Development German Federal Ministry of Education and of Vocational Training (CEDEFOP, Greece); Research (BMBF); the German Federal Ministry for the International Institute for Technologies Economic Cooperation and Development (BMZ); in Education (UNESCO-IITE, Moscow); the the German Commission for UNESCO (DUK); the International Labour Organization (ILO, Geneva); Ministry of Education of the Republic of Belarus; the ILO’s International Training Centre (Italy) and the Council on Co-operation in Education of the the European Training Foundation (ETF, Italy). Commonwealth of Independent States (CIS); the Intergovernmental Foundation for Educational, Scientific and Cultural Cooperation (IFESCCO); the Belarusian Republican Institute for Vocational Education (RIVE); the CISCO Networking Academy (USA); and the Republic of Macedonia (FYROM).

70 71 Pavel Korsun, Justin Benson, Ukraine USA Cuba: a man Selling family demonstrates the vegetables: vendors production of cocoa await customers in the market, Peru. They arrive early in the morning and stay until mid Latin America and the Caribbean afternoon TVET is sometimes In the context of an overall increase of educational link TVET with labour-market needs. More also To address these challenges, UNESCO-UNEVOC (OECS, St Lucia); the Caribbean Examinations used as a strategy levels, the cost of large numbers of youth needs to be done to ensure that disadvantaged works closely together with the UNESCO Council (Barbados); and the University of the to help keep poor dropping out of formal training without receiving groups, such as poor youth, indigenous and rural Office in Kingston (Jamaica) and the UNESCO West Indies (UWI, Jamaica). These meetings children and youth a qualification or acquiring basic skills is higher populations get better access to the skills they Regional Bureau for Education in Latin America have been attended by participants from Bolivia, off the streets than ever because employment opportunities for need to engage in sustainable livelihoods. and the Caribbean (Chile). Several activities in Chile, Ecuador, Guyana, Jamaica, Nicaragua the unskilled have diminished. This is especially the region have covered, among others, TVET and Paraguay. Various UNEVOC Centres have true in many countries in the Latin America and Many countries in Latin America and the policy development in the Caribbean Region; participated in the activities of UNESCO-UNEVOC, Caribbean (LAC) region, where education levels Caribbean need to overcome informal strengthening the UNEVOC Network in the among which the HEART Trust/National Training have increased, but coverage remains unequal. employment, poor working conditions and take Caribbean; and competency-based training Agency (Jamaica); the Council for Technical and TVET is sometimes used as a strategy to help more resolute steps to include the female labour and certification for Latin American UNEVOC Vocational Education and Training (CTVET, Guyana), keep poor children and youth off the streets. force, and make efforts to absorb the increasing Centres. The organization of these activities has and the Instituto Nacional de Aprendizaje (Costa But increased participation in vocational courses participation of students in TVET after compulsory benefited from the support of national as well Rica). cannot be an end in itself, as it does not help education. The organization of TVET needs to be as interregional institutions, such as: the Inter- to overcome the stigma that is associated with homogenized, and linkages between formal and American Centre for Knowledge Development in In addition, various authors from the region have TVET as a ‘second-class option’. More needs to be non-formal TVET built. Vocational Training (ILO/Cinterfor); Fundación contributed to studies and research undertaken done in Latin America and the Caribbean to better Chile; the ILO Regional Office in Port of by UNEVOC, for example in UNESCO-UNEVOC’s Spain (Trinidad and Tobago); the Caribbean International Handbook of Education for the Development Bank (Barbados); the Secretariat Changing World of Work. (2009) of the Organization of Eastern Caribbean States

72 73 Justin Benson, Claudia Bello Plaza, USA Chile Luthier, nicknamed These pictures show Abuelo. This man the working day of spends his time my car mechanic, building guitars and a simple and mandolins. His profit courageous person margin is rather small who runs his garage on the final product, with the help of his but he cares so much son and an assistant for his work that in the city of Santiago he also insures that de Chile with each instrument sold, he can eat for a month and buy materials for at least one more instrument

74 75 UNEVOC: themes Stefan Erber, UNESCO and TVET be implemented Germany for sustainable successfully, there Women and development is also a need for men attending workforce education practical training The concept of and training. TVET for unemployed in sustainable develop- should thus be orchard upgrading ment requires a shift a strategic entry in Tajikistan from the traditional point for ensuring The working understanding of a world of work population remains economic and social that contributes a largely untapped development towards to social cohesion resource to achieve environmentally and promotes the transition to sustainable environmentally green economies and outcomes. However, sound sustainable societies if the principle development. of sustainable development is to TVET for sustainable development TVET graduates The changing nature of work, especially due to Especially in fast-emerging economies with education in promoting sustainable consumption ‘…Since education is considered essential for play a crucial globalization, technological change and growing high productivity and a low-cost labour force, and production patterns in order to change effective development strategies, TVET must be role in inventing concerns about climate change and resource environmental and social considerations are attitudes and behaviour of people as individuals, the master key that can alleviate poverty, promote and implementing shortages, demands that TVET develop a skilled, often neglected in favour of rapid growth. In including as producers and consumers, and as peace, conserve the environment, improve the practical solutions committed and motivated workforce that industrialized countries, sustainability is often citizens. quality of life for all and help achieve sustainable to problems such understands how global changes impact upon more integrated in learning and production development.’ as environmental local opportunities for business and industry and processes. But everywhere, the working population Through capacity development, networking and degradation, waste, how these in turn have an influence on the quality remains a largely untapped resource to achieve knowledge sharing, UNESCO-UNEVOC promotes This statement was signed by 122 TVET experts access to safe of local social, economic and environmental the transition to green economies and societies. and supports the increase of green skills, and from UNESCO Member States who gathered water and hygienic conditions. TVET graduates play a crucial role in the technical and institutional capacities for in Bonn, Germany in October 2004 at the sanitation, and in inventing and implementing practical solutions Education for sustainability has therefore the education and training of technicians. It International Experts Meeting ‘Learning for Work, overcoming poverty to problems such as environmental degradation, become central to international policy, where also supports educational leaders in addressing Citizenship and Sustainability’ on the threshold waste, access to safe water and hygienic education has evolved to incorporate the growing the challenges of a green economy, provides of the United Nations Decade of Education for sanitation, and in overcoming poverty. Still, TVET recognition of the complex relationship between opportunities to discuss education for sustainable Sustainable Development (2004 to 2015) led in many countries focuses on productivity and social, economic and environmental issues. development (ESD) and shows how to integrate by UNESCO. Since then, subsequent regional efficiency for economic development with little Critical to this evolution is the way in which it into TVET curricula, learning materials and and international meetings have focused on concern for sustainability. environmental knowledge and understanding is activities. various aspects related to TVET and ESD, such used in the development of practical skills. There as integrating the notion of sustainability in the is increasing recognition of the critical role of TVET curricula, reorienting TVET policy towards ESD, skills development for the water and 78 79 Lars Doorduijn, Shubhadeep Roy, Netherlands India Standing on top of A trained man a mill, a miller is demonstrates a new stopping the wings tomato farming technique to poor villagers in a remote village of Bastar, one of the least developed districts of India

sanitation sector or transforming TVET to meet the challenges of a green economy. Through its various activities and research studies, UNEVOC has provided opportunities for Member States to re-examine their education and training systems in order to address sustainability issues and promote coherent policies and innovative practices at national and local level.

UNEVOC also initiated the Inter-Agency Working Group on Greening TVET and Skills Development. This informal working group brings together international agencies and relevant stakeholders to address the sustainable development challenges in TVET which require coordinated action, in particular with regard to post-2015 measures. Members are ADB, Cedefop, ETF, ILO, OECD, UNITAR, UNECE, UNESCO-UNEVOC and the World Bank. UNEVOC hosted the first Inter-Agency Working Group meeting in April 2012. 80 81 D.N. Webb-Hicks, USA A sheet metal apprentice cuts an aluminum air duct. Sheet Metal Workers Joint Apprenticeship Committee, Baltimore, USA G. Nagasrinivasu, India Mastering glass blowing TVET teacher education and training Many TVET teachers The qualification of skilled workers is a key factor In spite of this, many education systems provide Moreover, teachers must keep abreast of rapid UNESCO-UNEVOC is working on several of enter the classroom that determines the competitiveness of companies the same pre-service preparation for TVET teachers developments in their field of expertise and must these crucial issues. As early as 2004, it has, in without the benefit and economies all over the world. Equally, the as for their counterparts in the general field of be able to integrate new technologies into their partnership with several other organizations, of an industrial knowledge and skills of teachers are crucial in teaching. Many TVET teachers enter the classroom teaching. It is as important to transfer content formulated the Hangzhou Declaration on background, and have determining the abilities of future workers. without the benefit of an industrial background, - which can rapidly become obsolete – as it is to Strengthening and Upgrading TVET Teacher and often not had the and have often not had the opportunity to get teach generic skills: the ability to adapt and to Trainer Education, which led to the founding of opportunity to get The professionalization of TVET teachers and hands-on experience of the workplace they are learn, and the readiness to embrace technologies an international community of TVET scientists and hands-on experience trainers, as well as that of TVET teacher educators, preparing their students for. Conversely, experts that are not yet invented. In-service training has a professionals that aims to improve the quality of of the workplace they is widely regarded as a crucial issue that affects from the industry usually have no pedagogic key role in this regard. TVET teaching and facilitate the professionalization are preparing their the effectiveness and quality of any TVET system. background and the lack of frameworks to engage of TVET internationally. Several research students for Although many variables shape the success of them in teaching processes means there is often UNESCO and its Member Countries consider programmes and publications were developed as education and training programmes, it is the no interaction between learning and professional teacher education to be one of its principal an outcome, such as an international comparative nature of the interaction between teachers or practice. priorities. The Shanghai Consensus, drawing from study of TVET teachers and lecturers. trainers and those being taught that has the the discussions held at the 3rd UNESCO World greatest impact on the outcomes achieved. TVET Congress in May 2012, clearly states the necessity for ‘developing effective policies aimed at improving teaching and learning processes.’ Specifically, it advocates for the development of ‘policies and frameworks for professionalizing TVET staff, and develop and strengthen teaching 82 standards for all levels.’ 83 UNEVOC has, in partnership with several other organizations, formulated the Hangzhou Declaration on Strengthening and Upgrading TVET G. Nagasrinivasu, Teacher and Trainer India Education. Metal cutting process training

UNEVOC has also organized numerous workshops Crucial areas for follow-up are developing to develop the capacity of stakeholders in TVET high standards for TVET teacher education and teacher education, most recently in December harmonizing teacher education frameworks at the 2011 on ‘Preparing TVET Educators for the Next national level. TVET teacher education must pay Generation’ in partnership with CPSC and GIZ particular attention to meeting the demands of in Kuala Lumpur, and an online consultation industry, the economy and not least the learner, on TVET teachers on the UNEVOC e-forum in by improving pedagogical skills, bringing didactics, June 2012. These consultations also served as teaching and learning methods up to date, and a platform to help formulate the role of TVET by informing trainees about their career options. teacher educators in achieving the EFA, ESD and UNESCO-UNEVOC intends to continue regional the Millennium Development Goals. In particular, activities to support TVET teacher education for they brought together policy-makers, researchers sustainable development. and practitioners to improve the quality of TVET teacher training and investigated innovations at the policy, system and curriculum levels.

84 85 Debashis Mukherjee, India A girl painting a wall of her house which is a traditional culture of Indian rural areas Youth unemployment As the world ‘Providing education, employment and In a rapidly changing world for which they often The future prospects of youth in the labour market mismatches between graduate youth’s skills and The 2012 UNESCO population continues empowerment for young people are key factors in lack adequate preparation and guidance, youth are and, more general, in development processes are labour-market demands translate into high youth EFA Report estimates to increase, more achieving global progress’, UN Secretary-General particularly vulnerable. Young people often lack a challenge for governments worldwide. There unemployment. These can cause social unrest, as that every dollar young people Ban Ki-moon stated in the Global Colloquium of work experience and are unable to compete with are more first-time job seekers than ever before uprisings in the Arab States have recently shown. spent on educating a will be looking University Presidents at Columbia University. A skilled and experienced workers. When entering and youth unemployment figures will continue to child will bring back for meaningful rapidly increasing world population means that the job market they experience unemployment, rise around the world. Identifying mechanisms to In times of economic crisis, countries are now between 10 and 15 occupations and the there is an unprecedented number of young instability and poverty, sometimes aggravated accommodate and alleviate this global problem forced to turn to quality education instead of dollars in economic right skills people in the world. In many developing countries, by conflict, displacement or health pandemics and transforming the threat of the ‘youth bulge’ banking solely on quantity. Quality TVET can growth people under the age of 25 make up the majority such as HIV. Young people are more likely than into an opportunity is therefore an issue more be an effective tool to tackle global youth of the population. As the world population adult workers to work overtime, on short-term or pressing than ever. unemployment. UNESCO-UNEVOC works closely continues to increase, there will be more and more informal contracts, with low pay and little or no with its partners to improve possibilities for youth young people looking for meaningful occupations social protection. This disadvantage is even more The 2012 EFA Global Monitoring Report on Youth, to transition from education to employment and and the right skills to fulfil their professional apparent in developing than in industrialized skills and work estimates that every dollar spent believes that a diverse skill set will enable youth to aspirations. But nowadays education is no longer a countries, and affects girls and women in on educating a child will bring back between 10 make a successful entry into the workplace. These guarantee for a well-paid job. particular. and 15 dollars in economic growth during that should comprise a mix of: child’s working life as an adult. Investments in youth education are thus investments in progress and future growth. Conversely, low-quality education and training come with a high cost as

86 87 Stefan Erber, Germany Young man attending training as high voltage electrician in Botswana

Stefan Erber, Germany Students attending practical mechanical training at a local technical university, Vietnam • foundation skills, such as literacy and numeracy UNEVOC also participated in a workshop organized • transferable skills such as business skills and an by UNESCO, ILO and the Caribbean Development entrepreneurial mindset Bank in Bridgetown, Barbados, in September 2011 • hard skills and specialist know-how and on ‘Matching youth skills and the marketplace’. • green skills for a sustainable use of resources. The aim of the workshop was to contribute towards national TVET policy reviews to improve UNEVOC has undertaken a number of activities the effectiveness of skills development and TVET to advocate for better transitions from school systems in the Caribbean region. to work. Together with UNESCO Bangkok, it conducted a synthesis workshop on ‘School-to- In addition, UNESCO-UNEVOC has also been Work Transition Information Bases’ in Bangkok, actively involved in the Global Youth Employment Thailand, in August 2011, which resulted in an Summit (YES) Campaign by participating in extensive analysis of the challenges and policy the summit and advocating for education as issues in the transition from school to work in an important pillar to achieve the goals of the the Asia and Pacific region, providing practical campaign. In this context, UNEVOC prepared a guidance for policy-makers to effectively tackle discussion paper on The 6Es plus Education makes this issue. Seven: Why is Education Central to the Youth Employment Summit (YES) Campaign?, jointly with the UNESCO Section for Youth.

88 89 The objective of UNEVOC’s activities is to guide TVET institutions in finding strategies to enhance ICT in TVET the use of ICT for active learning and Digital and mobile In a globalized world facing high population Advancements in information and communication While ICT are opening up new potential for TVET learners must use ICT to enhance learning. training media bring growth, people’s needs for education and technology (ICT) hold great chances for TVET. learning, they need to be harnessed so as to UNESCO-UNEVOC has identified ICT in TVET as a knowledge – and training cannot just be met by building more Digital and mobile media bring knowledge – and provide more widespread access to skills. Many priority area and has undertaken various activities business – to where conventional schools and classrooms. Not all business – to where the people are, instead countries have already integrated ICT in their in this context, often with the support of UNEVOC the people are, physical TVET infrastructures are able to keep of forcing them to leave their communities. education systems and developed national plans. Network members. The objective of UNEVOC’s instead of forcing pace with changing job profiles, enforced by rapid According to UNESCO’s Medium-Term Strategy Yet, in many parts of the world, the use of ICT activities is to guide TVET institutions in finding them to leave their technological developments. 2008-2013, ICT accelerate progress, create better in TVET is very limited. Weak infrastructures and strategies to enhance the use of ICT for active communities learning opportunities and new jobs, reduce insufficient supply of electricity are barriers to the learning and training. Everywhere in the world, young people from learning costs and are particularly effective integration of ICT in TVET. ICT also bear certain rural areas who want to learn must leave their tools in reaching and empowering marginalized risks for effective TVET delivery, as skills taught in UNESCO-UNEVOC has conducted a series communities and go to big cities, because there communities — particularly in Africa and Small class are increasingly short-lived and fast become of capacity development activities to share are often no means of schooling beyond primary Island Developing States (SIDS). ICT are useful for obsolete. experiences and discuss strategies and education in their villages. This results in the most improving the quality of teaching and learning, implementation mechanisms for the integration talented young people leaving their community sharing knowledge and information, introducing How can these barriers be overcome? The and sustainable use of ICT in developing countries. to crowd into urban educational structures that a higher degree of flexibility. Connectivity is also challenge is to define the best use of ICT. Learning They have featured open and distance learning, cannot grow fast enough to host them. an essential tool for individuals to fulfil their and teaching strategies must adapt, moving away radio for development, mobile learning, quality entrepreneurial endeavours. from rigid, theory-based frameworks to more certification for e-learning in capacity-building flexible and generic approaches that embrace the and online knowledge sharing in the area of use of digital media: instead of learning to use ICT, education for the world of work. These events

90 91 Photos on previous Graduates gain the page and right: academic knowledge, Ridvan Yumlu, technical skills Palestine and competences The Hisham Hijjawi to operate in an College of Technology increasingly complex in Nablus, Palestine, technological world is a post-secondary and have the TVET college that intellectual capacity produces technicians to adapt to constant through programmes change covering both theory and practical skills, including supervised field training.

raised a number of questions about the benefits, UNESCO-UNEVOC has also organized visits by the current status, the strengths, weaknesses, ICT experts to meet national policy-makers, opportunities and threats of ICT in TVET. to participate in seminars on ICT, and to give UNESCO-UNEVOC has also organized seminars presentations on the current global situation of addressed to the organizational, political, ICT in TVET. As an example, since 2006, UNEVOC pedagogical, psychological, technical and practical in cooperation with the Commonwealth of aspects related to integrating ICT into learning Learning, the UNESCO Dakar office and the processes. They were aimed at building confidence German Federal Institute for Vocational Training among UNESCO Member States regarding the (BIBB), has conducted the annual TVET Summit use of ICT in TVET and demonstrating practical on Access and Inclusion during the Pan-African solutions to building TVET communities through eLearning Africa conference. This Summit online services. brings together policy makers, stakeholders and practitioners in order to present and develop strategies to enhance access and connectivity to TVET through information and communication technology.

92 93 UNESCO-UNEVOC conflict situations, has contributed jointly with Oxford to the research University’s Conflict and documentation and Education available on Research Group and TVET in countries various UNEVOC experiencing post- Centres © UNESCO TVET in emergency situations TVET can be an TVET has remained a somewhat neglected area in The economies of nations affected by emergencies Demobilized soldiers and out-of-school youth A key action for prompt recovery and effective tool for conflict and emergency settings. However, since have often been set back, while entire need to be reintegrated into the education system reconstruction is national ownership and providing people with the publication of the Machel Report in 1996, communities have been displaced and families and the workplace. Their potential, and that of leadership. TVET programmes with concrete the skills they require education has been considered as the fourth pillar shattered. Conflicts can also lead to the collapse of women, should not be neglected as powerful and immediate returns not only provide regions to establish non- of humanitarian response in emergency situations. the education system. After conflict, rehabilitation human capital that can restore the economic basis in reconstruction with a skilled and informed violent livelihoods As a result, there has been a growing commitment of the population is of utmost importance, but of family and community life. workforce—they can also instil the learner with and to protect them among researchers and practitioners to the it is a slow process and generations of young a sense of security and bring hope for a better from exclusion interplay between TVET, emergencies and conflict. people may be denied the opportunity of going to Reforming education is a method favoured by future. Short skills development programmes are The provision of skills training to vulnerable school or receiving meaningful training. Depriving new governments after conflict, as education often undertaken informally as part of emergency groups such as ex-combatants, youth, women, populations of educational opportunities increases reforms have the power to quickly and effectively relief measures, whereas the introduction of a internally-displaced persons, ethnic and traditional the risk of further violent conflict. showcase a break from the previous government. formal TVET curriculum after conflict or disaster groups and the disabled, is now seen as leading However, if skills development policies and is a long-term, sustainable investment, a ‘peace to reintegration, economic stimulation, physical TVET can be an effective tool for providing people programmes after an emergency really are to make dividend’. UNESCO’s Medium-Term Strategy reconstruction and, particularly, to their recovery with the skills they require to establish non-violent a difference, they must address the specific needs 2008–2013 sets out to enhance the Organization’s from trauma. livelihoods and to protect them from exclusion. of their target groups, be accessible, safe and capacity to identify emerging ethical and societal This is especially true where young people, whose contribute to equity, while ensuring that the skills issues and risks. Globally, UNESCO advocates for education has been interrupted by an emergency, provided are needed in the job market. the respect of international standards in post- are at risk of resorting to violent activity. conflict and post-disaster situations. The risk of

94 95 Toms George, India The call of duty - without doubting and without hesitation into the unknown

such disasters is exacerbated by unsustainable UNEVOC is closely involved in the education socio-economic development, population growth reform process in Afghanistan, jointly with the and uncontrolled urbanization. Indeed, the UNESCO Office in Kabul, and has provided inputs human and financial cost of conflicts and natural for the development of a National Technical disasters is a major impediment to the realization and Vocational Research Center in Afghanistan. of international development goals, including EFA UNEVOC also took part in the consultation process and the MDGs. of the transitional Egyptian Government for the development of a National TVET Strategy in Egypt In this perspective, UNESCO-UNEVOC has after the revolution. contributed to the research and documentation available on TVET in countries experiencing post-conflict situations, jointly with Oxford University’s Conflict and Education Research Group and various UNEVOC Centres. In addition,

96 97 UNESCO-UNEVOC promotes the development of entrepreneurial and generic skills in TVET through its activities

Claudio Allia, Italy A hairdresser in the Mathare Valley Slum, Nairobi, Kenya Entrepreneurial learning Entrepreneurship Entrepreneurship is widely regarded as small enterprises. Without this training, there is a Many educational institutions today focus their UNESCO-UNEVOC promotes the development of education increases instrumental in creating economic growth. danger that nebulous notions of entrepreneurship efforts on the formal education system with very entrepreneurial and generic skills in TVET through the self-reliance However, education systems do not systematically may breed unreasonable and unpredictable little, if any, linkages to the business sector or the its various activities, particularly providing of populations form people with an entrepreneurial mentality. expectations. world of work. Many countries believe that TVET technical inputs to international and national and makes them On the contrary, the current educational and can equip young people with skills for productive workshops. Currently, in the context of the project less dependent on social aspirations of graduates are often oriented UNESCO views the ability to engage in a livelihood livelihoods. Yet, in the past, TVET programmes ‘Entrepreneurship Education in the Arab States’, an increasingly to finding a job in a large company or in the as a vital life skill. The Education for All (EFA) have not led to increased employment, despite the funded by the StratREAL Foundation and led by unpredictable job government. While there is a constant need process, for which UNESCO is the lead agency, obvious shortage in these countries for technical UNEVOC, four countries have initiated efforts to market to align competencies with the needs of the has spurred considerable increases in primary and vocational services. This has been due, in large incorporate entrepreneurship education (EPE) in labour market, society has started to recognize school enrolments in many developing countries. part, to a lack of wage employment opportunities their respective education systems, namely Jordan, the importance of entrepreneurs: men and In line with the World Declaration on Education for technically trained workers. One solution is Lebanon, Morocco and Oman. In all four countries women of initiative and creativity who make a for All and the Millennium Development Goal of for young technically trained people to become there is a strong desire, both on the governmental valuable contribution to society. Apprenticeship halving world poverty by the year 2015, education self-employed as independent service providers level and in the private sector, to incorporate the systems in secondary education have begun to is expected to serve not only the acquisition of rather than working for someone else. Young EPE concept into the education system and to incorporate employability and self-employment academic knowledge but also the preparation of people would then be able to satisfy the demand establish curricula for skills-oriented teaching. skills in their programmes. In this way, learners young people for economic life. Entrepreneurship for technical services while carving out profitable can acquire the necessary information and skills education increases the self-reliance of careers for themselves. about self-employment and the establishment of populations and makes them less dependent on an increasingly unpredictable job market.

98 99 Stefan Erber, Germany Graduation ceremony for local women in rural areas after completing their training on fruit conservation in Ata Mohammad Kanibadam, northern Adnan, Tajikistan Bangladesh A tailor at his own local shop

UNESCO-UNEVOC’s skills development package UNEVOC is a member of the Inter-Agency Working ‘Learning and Working’, published in 2007, Group on Entrepreneurship Education. The contains a set of video and print materials that working group consists of representatives of ILO, showcase some practical examples of different UNESCO Headquarters, UNESCO-UNEVOC, GIZ and activities persons can undertake in an informal ETF and was established in May 2010 to promote setting in order to take up sustainable livelihoods, knowledge sharing, support current activities and using simple and easily accessible materials and resources, and initiate joint activities in the area of tools. Filmed in Haiti, the short films contained entrepreneurship education. in this toolkit were developed especially for local stakeholders in rural communities to run motivation campaigns as a means to promote income-generating activities.

100 101 UNESCO considers gender equality as a fundamental human right, a commonly shared value and a necessary condition for the achievement of the internationally agreed development objectives.

Claudio Allia, Italy Beautician in the Mathare Valley Slum Gender equality in Nairobi, Kenya UNEVOC’s online As the majority of the world’s poorest are girls and traditionally female-oriented TVET courses. Girls In this context, UNESCO supports initiatives and poverty in the world. Girls from poor rural conference on Women women, it is essential to enhance and promote and women remain underrepresented in TVET as efforts to ensure equal access to and participation households are the least likely of any social group and TVET in 2011 the position of women in national development. conventional perceptions of appropriate roles for in TVET for girls and women and advocates for to be in school or to ever gain access to education. exemplified the urgent Marginalizing women equals losing out on the men and women in the workplace remain largely a gender responsive approach across policy Barriers are not merely visible in terms of access need for structural possibility of utilizing this essential human capital unchallenged. planning, implementation and evaluation to TVET, but also in acquiring decent jobs. Even changes to eliminate in the workforce. TVET can increase opportunities activities. However, to date many of the targets when enrolled in training courses in more male- barriers for women in for women to participate in the workforce and to In UNESCO’s Medium-Term Strategy for 2008- and initiatives fall short of the expectations of dominated areas, girls and women can face TVET. improve their living conditions and social status. 2013, gender equality is highlighted as one of enhancing women’s role in TVET. major challenges. Not only are girls and women the Organization’s two global priorities. Guided disadvantaged when it comes to employment, In many countries, evolving mindsets with regard by the Priority Gender Equality Action Plan for TVET must respond with gender-responsive and social and cultural attitudes hinder girls and to gender issues are opening up new employment 2008–2013, UNESCO is strongly committed gender-transformative learning programmes, women from thriving in the workforce. opportunities for women but unfortunately, to promoting gender equality and women’s both in terms of content and in delivery. While gender barriers are evident in most TVET empowerment. The Organization considers curriculum should be adapted to girls and programmes. Deeply rooted societal attitudes gender equality as a fundamental human right, a women’s learning needs, teachers too need to determine distinct career pathways for female commonly shared value and a necessary condition become gender aware and respond to gender- and male learners, and prevent females from for the achievement of the internationally agreed specific demands. Gender-sensitive TVET accessing TVET, in particular TVET courses that are development objectives, including all Millennium programming is particularly critical for young traditionally male-oriented. At the same time, male Development Goals (MDGs) and all Education for women in rural areas, as rural women and girls learners may face similar barriers in accessing All goals. face some of the highest rates of educational

102 103 John Quintero, Colombia A worker from a stone carving workshop in Mandalay, Myanmar, polishes a stone Buddha statue D.N. Webb-Hicks, USA A worker with 29 years of experience in rigging and signalling on construction sites helps an apprentice In line with UNESCO’s gender mainstreaming the training for trainers, advocating more female during a safety course approach that ensures women and men benefit teachers and trainers, curriculum development, at the Labourers equally from programme and policy support, changing teaching methods, improved classroom Training & the UNESCO-UNEVOC International Centre is and workplace atmospheres, and the greater Apprenticeship dedicated to ensuring that gender equality issues involvement of males in traditionally female Institution, are taken into consideration in all the activities fields of TVET. Washington DC implemented by the Centre. UNESCO-UNEVOC strongly supports and encourages initiatives that promote equal access to TVET and women’s active participation in the workforce globally.

A 10-day online conference on Women and TVET organized by UNESCO-UNEVOC International Centre in 2011 exemplified the urgent need for structural changes to eliminate barriers for women in TVET, and in particular provided recommendations for basic structural changes in

104 105 Sub-regional consultation on the effective engagement of the UNEVOC Network in national responses to prevent HIV and AIDS in the scope of TVET, Ha Long Bay, Vietnam, 21-24 June 2011

TVET, HIV and AIDS

In addition to being Acquired immunodeficiency syndrome (AIDS) is a HIV and AIDS have affected the demand for Life skills an important vehicle syndrome of the human immune system caused education, the supply of education and the programmes for preventive by the human immunodeficiency virus (HIV). In quality of education. Education, at the same containing HIV and education, TVET is recent decades, HIV and AIDS have evolved into time, is an essential element in responding to the AIDS education affected by HIV and a worldwide human tragedy and an international epidemic. UNESCO can best contribute to curbing should form a regular AIDS in many ways emergency. The impact of HIV and AIDS and other the epidemic by taking a lead role in preventive part of the curriculum epidemics in many countries is as devastating as education within the global framework of UNAIDS. in TVET training any war. In addition to the human loss, it is wiping If properly and broadly carried out, prevention institutions out decades of investment in education and in education works. At the same time, there is an human development, particularly in large parts of increased need for TVET. It follows that the TVET Sub-Saharan Africa. It is especially serious among systems of those countries most affected by young adults; everywhere, it strikes at the poor the pandemic must take measures to deal with and uneducated. In many countries, it afflicts the problem. It is for this reason that UNESCO- those groups whose knowledge and skills are the UNEVOC has made HIV and AIDS one of its areas most vital. HIV attacks not only human bodies, but of work and addresses the epidemic through its affects the political environment as well. activities in Member States.

106 107 Tanzania©ILO/M.Crozet Life skills programmes containing HIV and AIDS education should form a regular part of the curriculum in TVET training institutions

Sub-regional In addition to being an important vehicle for In order to decrease transmission rates among As the convening UN agency for HIV and AIDS consultation on the preventive education, TVET is affected by HIV and those undergoing vocational training, vulnerable education, UNESCO supports Member States effective engagement AIDS in many ways. The high rate of disease and students must have access to HIV and AIDS in their efforts to implement educational of the UNEVOC death due to AIDS among trained professionals education to bring about behavioural change. Such programmes on HIV and AIDS. It can build on its Network in national makes the replacement of staff a permanent a programme tells TVET students and professional unique interdisciplinary experience by combining responses to prevent problem. At the same time, HIV and AIDS reduce staff how the disease is transmitted and give them educational policies, approaches and practices, HIV and AIDS in the both the demand and the supply of TVET students the life skills with which to cope with HIV-positive knowledge from science, sensitivity to diverse scope of TVET, Ha and educational personnel as they become colleagues, students and relatives. At various cultural and social contexts, and capacity- Long Bay, Vietnam, affected and absenteeism increases. Students, UNESCO-UNEVOC activities in Sub-Saharan Africa, building in communication. UNESCO’s strategy 21-24 June 2011 teachers and other staff may be affected directly it has been proposed that life-skills programmes focuses on addressing the needs of those who or they may have to care for infected relatives. containing HIV and AIDS education should form are most vulnerable to HIV and AIDS, including Students might have to find unskilled work instead a regular part of the curriculum in TVET training the poor, young girls and women, and out-of- of going to school because the income-generating institutions, and that dedicated staff should be school children and youth. It seeks to combat members of the family are sick or dead. provided for this purpose. It follows that the complacency, challenge stigmatization, overcome education and training of staff within these the tyranny of silence and promote more caring institutions must be strengthened. Progress will be attitudes. made by anticipating problems and establishing collaboration between training establishments and other stakeholders, such as health providers.

108 109 Clint Randall, UK Apprentice welder working at Babcock Marine Ship Builder, Appledore, Devon Public-private partnerships in TVET The private sector, The business community plays a key role in Since 2007, UNESCO-UNEVOC has been involved Many initiatives undertaken by businesses and UNEVOC’s activities in PPP have aimed to identify UNEVOC’s activities and in particular the promoting peace and security, in providing very closely with the private sector in exploring their partners can contribute considerably to the approaches and innovations in public-private have aimed to business community, norms and standards for trade and services, and ways in which education and training for area of education for sustainable development partnership (PPP) to improve TVET, as well as to identify approaches can become key in addressing issues of vulnerability, poverty, sustainable development can be integrated into (ESD). This concerns, in particular, sustainable motivate public and private organizations and and innovations in drivers for sustainable environmental degradation and social conflicts. their training and capacity-building endeavours. business models resulting in the improvement agencies to partner with TVET institutions to PPP and to motivate development Responsible behaviour, global citizenship, solidarity Seminars have been organized to identify common of the quality of local life, sustainable improve services, equitable access to TVET and public and private and peace are at the centre of UNESCO’s values. approaches and innovations in public-private supply chain management, corporate social improved learning outcomes. organizations to All of these issues are seen as providing a stable partnerships (PPP). The objective is to develop responsibility initiatives and the development partner with TVET environment in which business and the economy effective collaboration to address PPP concerns, of local sustainable development initiatives. Particularly, UNESCO believes that the corporate institutions can prosper. In this way the private sector, and in challenges and opportunities and to improve TVET These procedures could inform the educational sector has a great deal to contribute in promoting particular the business community, can become by motivating private organizations to establish practices of business schools, training provided sustainable development. The traditional view is key drivers for sustainable development. Through partnerships with TVET institutions. The intention by companies, labour unions, NGOs and other that ESD means environmental education. But this partnerships, UNESCO encourages business is for the corporate sector to share experiences in business-related organizations. A great deal can be theme also includes aspects of political, economic enterprises to make philanthropic gestures to using education, training and capacity-building gained by making these innovative examples and and cultural ethics. For this reason, UNESCO is match the needs of the communities in which the as strategies for achieving the objectives of strategies more widely known. working more directly with business and industry private sector operates. sustainable development. to explore ways in which sustainable development can be integrated into training and capacity- building programmes.

110 111 Chan Hock Hin, Clint Randall, Malaysia UK Photo taken during Gloucestershire the construction of Highways workers at an underground their Stroudwater tunnel project to Depot, Gloucestershire, drain the road system UK, gearing up for and ease the flash the winter gritting floods in Kuala schedule Lumpur

112 113 Way forward Implementing representatives and a The Strategy guides postsecondary TVET, 3. providing implement – a holistic provide services in UNESCO’s Strategy team of international all of UNESCO’s as well as on TVET in information on global vision of TVET, which the area of upstream for TVET of experts gathered interventions in non-formal settings. TVET issues and encompasses the policy advice, at the UNESCO- the course of the Its work is divided acting as laboratory of notions of education capacity development, UNESCO’s Strategy UNEVOC International implementation into three core areas: ideas. and training in knowledge sharing for TVET, covering Centre in Bonn period. Recognizing an equal manner, and global networking three biennia from on 12-13 January the multiple locations 1. provision of Within the timeframe is lifelong, and – with the UNEVOC 2010 to 2015, was 2009 to engage in a of technical and policy advice and of the UNESCO TVET accessible to all. Network members, developed by UNESCO consultation process vocational skills providing capacity Strategy, UNESCO- the UNEVOC Centres, in 2008/2009 in that informed the development and that development to UNEVOC aims to To do so, UNESCO- at the heart of its consultation with Strategy. the Organization’s Member States, become the United UNEVOC intends to endeavours. Member Countries niche lies with Nations’ lead agency strengthen its role as and TVET experts its cooperation 2. clarifying the for worldwide service resource and capacity from all over the with ministries of concept of skills in TVET development, development centre to world. Country education, UNESCO development and with the unique support TVET systems concentrates primarily improving the mandate to promote in the Member States on secondary and monitoring of TVET, – and help countries by continuing to Third TVET Congress Building Skills for Work and Life’ was the slogan of attitudes needed in order to fulfil the transition Educational Leaders’ Forum, jointly with Microsoft. in response to the challenges identified during the the Third International Congress on Technical and to green economies and societies. Long-term Furthermore, two sessions during the Congress Congress: Vocational Education and Training. The Congress economic uncertainties have further heightened the promoted the UNEVOC Network. was organized by UNESCO and hosted by the need to rethink and even transform TVET systems 1. Enhancing relevance of TVET Government of the People’s Republic of China in to make them more resilient and responsive. To The Congress promoted and reinforced co-operation 2. Expanding access and improving quality and Shanghai from 13 to 16 May 2012. The central ensure rich and high-quality reflection and debates, among partners and stakeholders at all levels, and equity focus was on how to transform and expand TVET to UNESCO convened the Third International Congress in all relevant disciplines. There is no one-size-fits- 3. Adapting qualifications and developing pathways ensure that all young people and adults can develop with key organizations active in the field, such all recipe for TVET to address the issues that affect 4. Improving the evidence base the skills they need for work and for life. as the International Labour Organization (ILO), it at this time. Therefore, the Congress addressed 5. Strengthening governance and expanding the Organisation for Economic Co-operation and the issues from three complementary lenses — partnerships The Congress provided a unique global platform for Development (OECD), the World Bank (WB), the economic, educational and developmental. Taken 6. Increasing investment in TVET and diversifying knowledge-sharing, reflection, debate and charting World Health Organization (WHO) and the European together, they offer an integrated vision for the financing new directions on the changing landscape of TVET in Training Foundation (ETF). identification of TVET priorities, notably in terms of 7. Advocating for TVET (UNESCO 2012). a lifelong learning perspective. shaping and reforming policy in this field. Apart from being actively involved in the Recognizing that the active engagement of the In the context of demographic shifts, rapid labour- organization of the TVET Congress and providing The Shanghai Consensus summarizes the international community will be crucial to address market changes and high youth unemployment substantial input to its major themes, UNESCO- recommendations put forward in the congress. The the challenges in TVET, the UNEVOC Network in many countries, there is strong demand for UNEVOC had several interventions within the participants identified seven important steps to was identified as a key driver in developing the upgrading skills, acquiring new ones, and improving frame of the Congress. UNEVOC organized a special guide future action in TVET and recommended that capacities of decision-makers and practitioners, and linkages between learning and work. Moreover, TVET session on education for sustainable development governments and stakeholders in UNESCO’s Member in facilitating the involvement of all stakeholders. can provide some of the new knowledge, skills and and green skills. UNEVOC also prepared the States consider implementing the following actions 116 117 © UNESCO 1st meeting of the In 2010 and 2012, coordinated by the Inter-Agency Working UN-Water was UN-Water Decade Group on Greening present at the IFAT Programme on TVET and Skills trade fair in Munich, Capacity Development Development at Germany – one of (UNW-DPC) and UNESCO-UNEVOC the world’s largest was rounded out by in Bonn on 11 April trade fairs for water 12 other UN-Water

2012. and waste. UN- members, partners © UN-Water Water’s presence was and programmes. The UN-Water member UNESCO was represented by UNESCO-UNEVOC at IFAT. Interagency initiatives In order to ensure UNEVOC is a member of the Inter-Agency UNEVOC also initiated the Inter-Agency UNEVOC is also actively participating in the In the context of UNESCO’s Priority Africa, an that the services Working Group on Entrepreneurship Education. Working Group on Greening TVET and Skills UN-Water group. It is currently composed of Inter-Agency Task Team (IATT) was set up provided by the The working group consists of representatives of Development. It is a subgroup of the Inter- representatives of 30 UN organizations. These to provide more coherent support to African respective United ILO, UNESCO Headquarters, UNESCO-UNEVOC, Agency Group on TVET and was established include agencies responsible for major funds countries by developing young peoples’ skills Nations and other GIZ and ETF and guest members of bilateral in April 2012. It brings together international and programmes, specialized agencies, regional to fight unemployment. Its aim is to provide Intergovernmental organizations. It was established in May 2010 agencies and relevant stakeholders to address commissions, United Nations conventions and knowledge management towards a platform for Agencies are delivered to promote knowledge sharing, support current sustainable development challenges in TVET that other entities within the UN system. Other youth training and employment that promotes in the most efficient activities and resources, and initiate joint activities require coordinated action, in particular with organizations outside of the United Nations are policy dialogue, capacity building and resource way possible, several in the area of entrepreneurship education. The regard to post-2015 measures. The IWG brings partners to UN-Water. Within this group, and mobilization. Regional Economic Communities, interagency working mission of the Interagency Working Group together expertise from ADB, Cedefop, ETF, ILO, through networking and knowledge sharing centres of excellence and networks provide groups have been on Entrepreneurship Education is to promote OECD, UNECE, UNITAR, UNESCO-UNEVOC and among group members, UNESCO-UNEVOC synergy to achieve common objectives. The IATT set up in the past entrepreneurship education at all levels and the World Bank, and is open to guest members of promotes and supports the development of skills was launched by UNESCO-BREDA in partnership decade. UNESCO- in all types of education and training through bilateral organizations. Through cooperation, the and technical and institutional capacities for with the UNDP Regional Office for West and UNEVOC contributes advocacy, networking, research and the sharing of agencies aim to develop greening TVET and skills education and training of water technicians in Central Africa (UNDPWACA). In addition, it the knowledge and knowledge, materials and good practice. It aims to development initiatives. The group has already order to enhance the quality of life by improving comprises several UN agencies and institutions, experience of its contribute to the achievement of Education for All represented at the 3rd TVET Congress, Rio+20 and access to safe drinking water and sanitation among which UNEVOC, and other partners such as staff to some of these and the Millennium Development Goals. ECOSOC. services. ECOWAS and the Association for Development of interagency groups. Education in Africa (ADEA).

118 119 Christian F. Lettmayr, Cedefop

Greetings from partner agencies European Centre for the Development of TVET is also key to Europe’s 2020 strategy. Cedefop, As countries progress in modernising their TVET Colombo Plan Staff College (CPSC) Vocational Training (Cedefop) as the EU’s agency for the development of and in implementing new tools within their vocational education and training, has contributed specific national contexts, policy makers profit It is with pleasure to have started my journey in Cedefop congratulates UNESCO-UNEVOC substantially to developing European tools and from exchange of experience. Together, UNESCO- CPSC as its 10th Director General with a cooperative International Centre for Technical and Vocational principles that make it easier to understand UNEVOC’s wealth of experience in TVET around the interaction between CPSC and the UNESCO- Education and Training on its tenth anniversary. people’s skills. Cedefop’s work informs European globe and Cedefop’s longstanding expertise within UNEVOC International Centre for TVET planted on a and Member States’ policy decisions that help to Europe can enrich these processes and drive them solid ground. From the time of UNEVOC’s inception In Europe and around the globe, technical and match skills demand and supply more effectively. forward. as a Centre for TVET in 2002, CPSC has worked vocational education and training is crucial for The trend towards more transparent education and closely with UNEVOC, owing to the common goals the majority of people. It prepares them for training systems which also recognize knowledge, We are sure that our good cooperation will be in the field of technical and vocational education the labour market, helps them to make a living skills and competences acquired at work, in family continued in future to the benefit of better TVET and training at the global level for UNEVOC and at and integrate and engage in today’s societies. or other situations, is not limited to Europe. This systems. the regional level for CPSC. Economic development depends on the availability is also true for systematic skills anticipation and of a labour force with good skills. Good skills are adaptation of curricula to meet labour market We wish the UNESCO-UNEVOC Centre a As an inter-governmental organization mandated also the currency for better job prospects and needs. continuation of its valuable and useful work and to improve TVET in the Colombo Plan countries in further learning and frequently allows individuals are proud that we, through our cooperation, can the Asia-Pacific region, CPSC is pleased to find a to find quality employment. This is reflected in be part of this future. strong partner and ally in UNEVOC. The synergy the prominent role that TVET plays in UNESCO’s that has been established between the two ‘Education for all’ campaign. Christian F. Lettmayr organizations creates an efficient environment Acting Director for the sharing of resources, and the opportunity 120 121 to complement each other, crystallize common Commonwealth of Learning Deutsche Vereinigung für Wasserwirtschaft, strategies to respond to the imperatives drawn from Abwasser und Abfall e.V. (DWA) global debates in TVET. In the last five years, CPSC It is a pleasure to bring greetings to UNEVOC as it conducted successful joint programs with UNESCO- celebrates its 10th anniversary and I am honoured DWA – the German Association for Water, UNEVOC on key thematic areas including education that you should recall some of the remarks that I Wastewater and Waste is pleased to congratulate for sustainable development, qualification made at the opening ceremony of the UNESCO- Sir John Daniel, UNESCO-UNEVOC on its 10th anniversary. frameworks and public-private partnership in TVET. UNEVOC International Centre as UNESCO’s Commonwealth of Assistant Director-General for Education a decade Learning Knowing your organization for more than three In 2009, CPSC received an International Partnership ago. Then I recalled the Dakar Goal of ensuring years it seems to me that our joint work carried Award from UNESCO-UNEVOC that puts premium that the learning needs of all young people COL’s goal is to increase access to skills training out in the field of environmental occupations has Rüdiger Heidebrecht to the significant years of cooperation both and adults are met through equitable access to for people working in the informal sector so they started in a good and straightforward way. giving a tour of organizations had in pursuing a shared vision with appropriate learning and life skills programmes, can improve their livelihoods. We try to improve a wastewater the participating members and CPSC’s strategic and noted the centrality of that goal both to the provision of training for the informal sector Our concern is to qualify staff in the German management role in advancing the objectives of UNESCO in TVET. national development and to the credibility of the through the formal TVET system by focussing water sector. More than 250.000 people are plant in Bonn to Given scarce resources, common challenges and entire global project of EFA. on four areas: policy development, strategic and working to deliver water to private households and UNEVOC conference complex issues faced in developing TVET at different capacity planning; organisational development industry, to clean the water and to keep it flowing. participants, levels, the consolidation, partnership and twinning But I also noted that the real challenge for including quality improvement; ICT infrastructure About 80 per cent are workers – workers who need October 2011 of efforts between two organizations would create technical and vocational education is local, not management; and course design and delivery to be qualified when they start their jobs, and who more dividends for the member countries. Thus, global and urged the importance of providing through educational media and ICT. need to keep their skills updated during their work the award also signifies an encouraging future of appropriate learning and life skills to rural people time. Dr. Mohammad more collaboration and joint leadership in TVET. In so that they can enrich their own environment Sir John Daniel Naim Yaakub during 2011, CPSC mutually recognized the partnership rather than migrate to misery in the cities. Former President and Chief Executive Officer We hope that UNESCO-UNEVOC will continue UNEVOC International it has with UNEVOC through the Most Valuable to promote ‘green TVET’. We need more qualified Conference on Partner (MVP) Award given for the Centre’s efforts I little thought when I spoke in Bonn in 2002 workers in the national water sectors to deliver Transforming TVET in continuously creating new value in international that my career after UNESCO would take me to and to clean the water. Human consumption, to meet the Challenges cooperation and strategic alliance towards the heart of these challenges. The mission of the industry use and agricultural use are stressing the of the Green Economy, strengthening TVET and for being consistently Commonwealth of Learning is to help countries water bodies in many countries in the world. October 2011 involved in realizing the goals and objectives of and institutions to use technology to expand and CPSC in human resources development through improve learning for development. One part of our All the best to your organization and we see the TVET. programme does that in the context of need to strengthen our cooperation in the future. formal education, the other promotes less formal On the occasion of UNEVOC’s 10th year anniversary, learning aimed at improving livelihoods and Dipl.-Ing. Rüdiger Heidebrecht CPSC congratulates UNEVOC led by the Head of health. Head of Department, Training and International UNEVOC, Staff Members and Networks for a decade Cooperation of significant contributions to the global TVET The challenge, which UNEVOC has identified, is sector particularly through research, policy advisory, that in most African countries the formal TVET information dissemination and increased network system has been losing its identity due to low engagements. budget provision, inadequate infrastructure and out-dated materials and pedagogy. Formal TVET Dr. Mohammad Naim Yaakub institutions need to become more efficient and Director General responsive to the demands of the labour market.

122 123 European Training Foundation (ETF) ILO/Cinterfor International Training Centre of the ILO (ITC-ILO) The ETF takes this opportunity to acknowledge the The Inter-American Centre for Knowledge valuable contribution which UNESCO-UNEVOC Development in Vocational Training of the Skills development and technical vocational has made to TVET in the ETF partner countries International Labour Office ILO/Cinterfor and the education and training are important determinants over the last decade. In its own activities in Vocational Training Institutions from Latin America, for the way people all around the world enter partner countries, the ETF has been inspired by the Caribbean and Spain comprising the network Martha Pacheco, and remain in the world of work, as well as a vital the information and knowledge on TVET policy the Centre coordinates, would like to convey their ILO/Cinterfor factor for the social and economic development of and systems developed through activities of special recognition and congratulations to the every country. UNESCO-UNEVOC’s activities and its Madlen Serban, UNESCO-UNEVOC, and has also drawn on the excellent work carried out by UNESCO-UNEVOC construction of knowledge among members of the services in knowledge generation and sharing are Patricia O’Donovan, ETF institutional capacity of the UNESCO-UNEVOC and greet the Head Shyamal Majumdar and his network has resulted in practical guides on issues an important reference and source of information ITC-ILO network in many partner countries. Throughout team of collaborators on the 10th anniversary of its such as the use of ICT for training in MSMEs, and knowledge. They feed into the work of the its activities, UNESCO-UNEVOC and its network creation. the impact assessment of training, management Centre, especially into our learning events in the have consistently adopted a positive approach to quality and equity in the institutions and the area of skills development. knowledge sharing and cooperation with the ETF, The contribution of networks to knowledge implementation of qualification frameworks, which has made cooperation not only effective management is essential. In the fields of among others. In addition to this general contribution, there for the partner countries, but also a pleasure. We technical and vocational education and training has been an important direct collaboration with wish UNESCO-UNEVOC a happy birthday, and look it is fundamental to promote equitable economic The joint work of UNESCO-UNEVOC and ILO/ UNESCO-UNEVOC. This collaboration took the form forward to continuing our close cooperation. growth as stated in the Millennium Development Cinterfor in knowledge management is of a high-level training programme on skills policy Goals (MDG) based on the United Nations undoubtedly a valuable contribution to the development. This was a joint effort with UNESCO, Madlen Serban Millennium Declaration (2000). The Declaration worldwide development of human resources. UNESCO-UNEVOC, the Caribbean ILO office and Director stresses the challenge of development and the International Training Centre of the ILO. This eradication of poverty through the promotion We reiterate our congratulations to UNESCO- training programme reached out to policy makers of peace and security, values and human rights, UNEVOC for these 10 years of fruitful work. in 19 countries and territories across the English democracy and good governance. and Dutch speaking Caribbean and contributed Martha Pacheco to the development and review of National Skills ILO and UNESCO work closely with other Director Development and TVET Policies in the Caribbean. multilateral organizations and with civil society in the promotion of the Millennium Declaration. The Centre thanks UNESCO-UNEVOC for its UNESCO-UNEVOC and ILO/Cinterfor encourage distinct contribution in the past ten years. As knowledge management networking and South- part of the UN family, we share similar goals in South cooperation and support the training strategy strengthening Member States’ capacity to develop adopted by G20. policies and practices that contribute to increased opportunities for productive and decent work. In Thanks to the valuable contribution of the this sense, the Centre looks forward to continuing institutions that make up ILO/Cinterfor network, its our collaboration and enriching both our agencies knowledge management platform allows access to through fruitful cooperation. over 12.000 educational resources, five thousand occupational competency standards, hundreds Patricia O’Donovan of experiences and best practices. This platform Director is visited annually by almost four million people from all over the world. Moreover, the collective

124 125 On the occasion of the anniversary of the establishment of the UNESCO-UNEVOC International Centre 10 years ago, some of our UNEVOC Centres have kindly sent these messages. We thank them most heartily for their encouragement and continued collaboration. Greetings – UNEVOC Network members National Centre for Vocational Education VOCED plus - the NCVER-UNESCO international Into the future, I believe the UNESCO-UNEVOC School of Education and Professional Studies, Research (NCVER), Australia bibliographic database of TVET research - has International Centre will continue to play an Griffith University, Australia benefited from its promotion by the Bonn centre important role in understanding the challenges I would like to extend my congratulations to you to the wider UNEVOC network via its e-forum. faced by TVET systems as they respond to a global Since the establishment of the UNEVOC Centre on achieving this important milestone. In fact, we Recently, discussions occurred between the two economy in crisis while at the same time tackling at Griffith University (hosted by the Faculty of share something in common as NCVER recently centres for NCVER to create a special collection of country-specific and regional productivity and skill Education), it has been actively involved in many celebrated its own 30th year of existence on 19 UNESCO-UNEVOC milestone reports which will be demands. activities organised by UNESCO-UNEVOC, Bonn, November 2011. featured on VOCEDplus. Similarly, the Bonn centre and has been pro-active in initiating collaboration Margarita Pavlova is investigating indexing new research directly to I wish you all the best for your next 10 years of in the region and beyond. Our particular focus is and Chen Lineng of Our two centres have enjoyed a longstanding the NCVER repository using our online data entry achievement. on education for sustainable development (ESD) ZJTIE, a Chinese Memorandum of Understanding (MoU) tool. in TVET, which is gaining more and more attention UNEVOC Centre, in relationship that originated through the Tom Karmel globally. I want to highlight two activities that 2008 in Hangzhou, proliferation of the UNESCO-UNEVOC Network and The two centres co-hosted an important experts Managing Director were very successful in knowledge sharing and China clearinghouse. As a key Australian agency with meeting in Adelaide, Australia on the theme of development. a responsibility for TVET information networking TVET in an Ageing Society in 2005 and have both in the Asia-Pacific region, NCVER has seen contributed to major international initiatives and A joint project on ‘Developing innovative UNEVOC as an important vehicle for promoting meetings sponsored though UNESCO. approaches in Education for Sustainable understanding of member countries’ training Development: Curriculum reform in TVET China’ systems and a way of sharing experiences and (2007-2009). This project was initiated by our practice. UNEVOC Centre and further developed and 126 127 implemented together with a UNEVOC Centre Collège Privé d’Enseignement Technique Lycée Technique de Nkolbisson, What next? UNEVOC has initiated a revival of TVET in China (Zhenjiang Technology Institute of (CPET), Burkina Faso Cameroon in Cameroon. We now need new impetus that will Economy). This project focused on facilitating allow our Centre to further encourage the creation curriculum reform in the higher vocational I would herewith like to thank UNESCO-UNEVOC, The Lycée Technique Nkolbisson had the merit of of new instruments in order to deconstruct the education sector in China through the our joint organization. Our college has benefited being the first UNEVOC Centre in Cameroon in ‘myth of the professional school’, which, for many, development of contextually-based innovative for many years from service of this important 1996. With a unique definition of priorities, and still leads to jobs with little prestige. approaches towards teaching and learning of institution. Through the documents produced with an open mind towards professionalization, issues relevant for sustainable development. The by UNEVOC and distributed to UNEVOC Centres this school has become instrumental for TVET, as Martin Owono Owono project involved academics and administrative across five continents we have learnt that: it puts into practice training for TVET stakeholders, UNEVOC Coordinator, teacher staff from the 11 institutes in different regions TVET normative instruments and policies, and of China as well as industry partners and policy- 1) we are not alone in bearing the burden of TVET policies to enhance access to TVET. makers. Among the main features of the project Carleton-sur-mer Campus, The Head of UNEVOC was capacity building of teachers and students. 2) you cannot stop progress even in the most These elements combined result in the promotion Canada Networks L. Efison difficult situations, as is the case with most of our of educational and development values, and Munjanganja visits A global virtual conference on ESD and vocational centres, especially in Africa refocus the issue of integrating young people in Our reality is changing rapidly and we must adapt. the Canadian education (October 22 - November 10, 2007) participatory development processes. It should UNEVOC Centre, 12 was initiated by UNESCO-UNEVOC. Our Centre 3) the best way to succeed in this specific and be noted that the success of this cooperation is Our vision November 2009 moderated the conference, providing a facilitator sometimes complicated area is to be united and both under the responsibility of teacher training With its technical programmes, the main mission of for summarising discussions, preparing the work in solidarity and public policy. Let me highlight the seminars the Carleton-sur-mer campus is to prepare the next background paper and the final report. 106 attended by vocational school teachers in 2000 generation to fill available positions in companies participants from 49 countries took part in it. 4) the UNEVOC Network Directory gives each on the popularization of new methods and new in the region. The current picture shows the urgent This conference provided the opportunity to member the opportunity to display its ‘identity’ in practices in TVET. This kickoff meeting motivated need of skilled labour for enterprises in the region establish a network of people who are committed a globalized world us, and was further geared up in 2004 and and an insufficient number of students enrolling in to vocational education in different forms and at 2007 with the participation of the UNESCO- specific programmes. The number of graduates is not different levels to facilitate students’ entry into 5) our UNEVOC Centre award is more than an UNEVOC Project Coordinator at the Sub-regional enough to fill the demand from businesses, which the world of work. Virtual conferencing proved honour, but rather an invitation to work, to dissemination seminar on improving Mobile hinders their development and that of the region. to be an effective tool to establish and maintain persevere, because everyone knows that our task Training Teams in West and Central Africa in a dialogue between different constituencies on is not easy. Banjul, Gambia, on 27-28 November 2007. The vast territory we cover, combined with particular topics. demographic decline, has led us in the last few Happy birthday! The longstanding success of Nkolbisson Vocational years towards offering some programmes via video. Our Centre has been actively involved in School is only possible as long as the entire To support the establishment and development publications through the UNESCO-UNEVOC book Michel K. Kabre population is aware of, and as long as policy- of pedagogical innovations adapted to distance series and conference proceedings, and we are Director makers support and encourage TVET growth in the learning, we created the CIFAD (Innovation Centre for looking forward to future partnerships within the context of gender equality and literacy. Nowadays, Distance Education). network. implementation through new information and communication technologies has become evident. Our contribution Margarita Pavlova The school is well equipped with multimedia We will share with the UNEVOC Network a research UNEVOC Centre Team Leader simulation rooms and will continue expanding in report summarizing three years of experimentation this regard. with active learning strategies (project approach, problems approach, conceptual scheme, etc.). This guide will help teachers within the UNEVOC Network to implement active learning strategies

128 129 for their courses. Data sheets that describe the The CIVTE has taken part in several activities UNESCO-UNEVOC as a key connector of the relevant issues of concern, such as the process implementation of activities accompany the guide. sponsored by UNEVOC. The CIVTE got to know UNEVOC Network plays a very important role in of vocational training institutions becoming The importance of the UNEVOC Network many international VE agencies and met with raising the quality of VE as a whole in the world universities, and education for sustainable The UNEVOC Network is a very important asset many friends in VE circles from other countries, and in promoting international cooperative and development. Our engagement with China for us because it allows us to share developments and informed significantly with information about exchange on VET. The CIVTE is proud of being a includes liaising with UNEVOC Centres in China and projects concerning technical and vocational international development on VE and trends of VE UNEVOC member and will make its utmost effort to and the network of PVE providers. At the regional training on the entire planet. It offers many resources development in other countries. take up an active function in the UNEVOC Network. and international level, our activities include to improve our practices. This extensive network May UNEVOC have a prosperous development! making contributions to the UNEVOC Network and facilitates exchanges between institutions at the The CIVTE values setting up cooperative relations participating in forums, events and projects. international level. with other UNEVOC members. It has signed MOUs LIU Yufeng, with NCVER, Australia, with KRIVET, Republic of Research Professor, Division Director of Hong Kong aspires to be a world-class city with Happy tenth anniversary the UNEVOC Network and Korea, with BIBB, Germany, and with PINZ, New International Cooperation and Comparative a highly skilled workforce. It is essential that thank you! Zealand. These national agencies and the CIVTE Education Research developing such a workforce should be carried hope to conduct information exchange, personnel out in a way that promotes peace, justice, Daniel LaBillois visits and cooperative research activities within equity, poverty alleviation, and greater social Professor of accounting techniques and management the predefined cooperative frameworks. Within the Hong Kong Institute of Education (HKIEd), cohesion. The Hong Kong UNEVOC Centre team MOU frameworks, the CIVTE delivered a series of People’s Republic of China is strengthened in furthering these goals by the cooperative activities with the partners above. wisdom and expertise of the UNESCO-UNEVOC Central Institute for Vocational and Technical The team of the UNEVOC Centre Hong International Centre and all the partners under Education (CIVTE), Ministry of Education, On the basis of the contributions made to date, the Kong congratulates the UNESCO-UNEVOC its aegis. For this, we are extremely grateful and People’s Republic of China CIVTE will boost actively its capacity as a national International Centre on the 10th anniversary of extend our warmest wishes to the International UNEVOC Centre by means of taking part in future its establishment. We are proud to act as part of Centre for a long and prosperous life! The Central Institute for Vocational & Technical UNEVOC activities, and make a more broad and the United Nations’ mandate to promote peace, Education (CIVTE, Ministry of Education, is one of close cooperative relations with more other national justice, equity, poverty alleviation, and greater the earliest established UNEVOC Centres. For many UNEVOC Centers, and make greater contributions social cohesion in Hong Kong and the region. years, CIVTE has participated in activities organized to the UNEVOC Network. For this reason, the CIVTE Bob Adamson by UNEVOC, has signed bilateral Memorandums of plans to: Specifically, the Hong Kong UNEVOC Centre Team Leader, UNEVOC Centre Hong Kong Understanding with several other member Centres benefits from its association with the UNESCO- of UNEVOC and undertook cooperative research 1) strengthen communication and coordination UNEVOC International Centre by being part of the based on these MOU. Through these activities, with both domestic and foreign UNEVOC centres, world-wide CIVTE became acquainted with many international 2) engage in cooperative research within the VE experts from other countries, expanded its UNEVOC framework, and UNEVOC Network in operations at the local, channels for vocational education and training 3) continue actively participating in UNEVOC national, regional and world-wide levels. In Hong (VET) information exchange, and enhanced mutual activities. Kong, the work includes establishing a local understanding between China and other countries network of Professional and Vocational Education in the world. In the future, CIVTE will take a more (PVE) providers; developing teacher education active part in UNEVOC activities, and make its due programmes in PVE, lifelong learning and contributions in the development of vocational citizenship training; organizing conferences and education systems both in China and worldwide, seminars on themes of interest (such as the use and in vocational education cooperation between of Outcomes-Based Learning in PVE); publishing China and other countries. research reports and articles; upgrading the status of PVE in the community; and addressing

130 131 Zhejiang Technology Institute of Economy Ministry of Education, University of Tampere, many countries and we believe that this network (ZJTIE), People’s Republic of China Technical Education Sector, Egypt Research Centre for Vocational Education and cooperation should be developed further in (RCVE), Finland the coming decade. On behalf of ZJTIE, one of the UNESCO-UNEVOC On behalf of the Egyptian Minister of Education I Centres in China, I have much pleasure in would like to express my sincere congratulations UNESCO-UNEVOC in the University of Tampere Tapio Varis extending to you our warm congratulations and to the UNEVOC team for the tenth anniversary of is closely linked to the UNESCO Chair in Global Professor emeritus (education and sincere greetings for the 10th anniversary of UNESCO-UNEVOC. e-Learning. The Agreement between UNESCO communication), UNESCO Chair in Global UNESCO-UNEVOC. and the University of Tampere was signed at the e-Learning, Principal Research Associate of Chandler Huang, Vice ln spite of the fact that we have been appointed end of 2001 and has applications to multiple UNEVOC and Board Member of IITE UNEVOC seminar at president of ZJTIE ZJTIE was approved of being a UNESCO-UNEVOC just a few months ago we are nevertheless domains. The Chair was created at the Research Tampere University, and liaison officer for centre in 2006. From that time, the collaboration looking forward to fruitful cooperation with Centre for Vocational Education at the Faculty of 2006. In the photo: UNESCO-UNEVOC between ZJTIE and UNESCO-UNEVOC took off. The UNESCO-UNEVOC. We have just launched a new Education, where the Chair of Media Education Federal Institute for Vocational Training UNEVOC Director with colleagues Planning Meeting on Joint Innovative Projects in strategy for the development of technical and had been established with co-operation with the (BIBB), Germany Rupert Maclean, from other Chinese TVET in the spring of 2006; the Seminar on the vocational education and training and are now Hypermedia Laboratory: Prof. Pekka Ruohotie, vocational colleges Current International TVET Issues in 2007; two ready for international support to help in the Federal Institute for Vocational Education Director of the and Canada international forums in 2009 and 2010 have been process of the implementation of the strategy. “The purpose of the Chair shall be to promote and Training (BIBB), Germany wholeheartedly Centre for Vocational held. Dr. Rupert Maclean, the former Director, and We at the Egyptian Ministry of Education have an integrated system of research, training, congratulates UNESCO-UNEVOC on the 10th year Education, and many other experts from the UNEVOC community successful stories in cooperation with national information and documentation in the field of of its establishment as International Centre in Prof. Tapio Varis many times paid visits to my campus. and international organizations, such as several global e-learning with applications to multiple Bonn. Egyptian ministries, USAID, GIZ, Italy, the Republic domains. It will serve as a means of facilitating In July of 2008, a joint research project named of Korea, and others. collaboration between high level, internationally BIBB has been a UNEVOC Centre since 2002 Developing Innovative Approaches in education recognized researchers and teaching staff of the in Bonn and even before, when UNEVOC was for Sustainable Development: Curriculum We sent a senior representative of the ministry University and other institutions in Finland and a UNESCO-project based in Berlin. Within and Reform in TVET China with Griffith University, (Prof. Dr. Mahmoud Elkady) to attend the UNEVOC Europe and other regions in the world.” beyond this framework, UNESCO-UNEVOC has an Australian UNEVOC Centre, was approved by conference held in Bonn in October 2011 about been a key international partner for BIBB. UNEVOC, which has been greatly beneficial to Transforming TVET to meet the demands of the In 2002 the University of Tampere appointed the 20 partner institutions involved. At the end green economy. He admired the very important Dr. Tapio Varis, Professor and Chair of Media BIBB is recognized as a centre of excellence of 2009, the fruitful outcomes were evaluated by subject, the very well organized activities, as well Education, as the first Chair-holder and he has for vocational research and for the progressive UNEVOC. Many Chinese institutes have benefited as the friendly environment. Since we have a been in charge of the Chair since. Furthermore, the development of vocational education and training from the action research. The trial has been new approach to curricula in our TVET strategy, Research Centre for Vocational Education of the (VET) in Germany. BIBB works to identify future introduced into many other countries and regions. taking into consideration environmental aspects University of Tampere also became the national challenges in VET, stimulate innovation in national I have to say that with the collaboration of as well as green occupations, we will be interested UNESCO-UNEVOC centre for vocational educations and international vocational systems, and develop Mahmoud Elkady, UNEVOC, up-to-date ideas and experiences have to cooperate with UNEVOC to support the which contributes to the global network of new, practice-oriented solutions for both initial representative of the influenced our institute and assisted our progress. implementation of such an approach. UNEVOC centres. and continuing vocational education and training. Technical Education We have become the institute of excellence Sector, Ministry of in China and gained many financial supports We look forward for further cooperation and Today, the University of Tampere UNESCO Chair BIBB and UNESCO-UNEVOC meet regularly to Education, Egypt, provincially and nationally as a result. assistance. and UNEVOC activities are closely connected with exchange experience on current trends and at the UNEVOC the UNESCO Institute for Information Technologies developments in vocational education and conference on On this special moment, may I also take this Prof. Dr. Mahmoud Mohamed Aboelnasr in Education (IITE). Our expertise in vocational and training. It has been our particular pleasure to Transforming TVET opportunity of thanking for the help and support Head, Technical Education Sector professional education, technology and media has host international delegations visiting UNEVOC. for Green Economies from UNESCO-UNEVOC in all circumstances. I wish Ministry of Education been widely used in UNEVOC and IITE activities in The discussions with visiting experts, managers in Bonn, October 2011 UNEVOC a great progress in the next decades. and state officials have always been fruitful for all concerned. 132 133 Prof. Chen Lineng, President BIBB was grateful for the opportunity to be a UNEVOC Centre ‘TVET for Sustainable In addition to these international activities we Regarding the consultation meeting on the co-organizer of the UNESCO International Experts Development’, Germany also organize activities and events with a national effective engagement of the network to prevent Meeting on Learning for Work, Citizenship and dimension, such as regional action days once HIV and AIDS in TVET, TEDC Bandung will: Sustainability, an important international event Happy Birthday UNEVOC International Centre a year with a focus on TVET for Sustainable in the area of VET development worldwide, which on occasion of starting operations 10 years Development. We appreciate the joint cooperation 1. Design training models to integrate a took place in Bonn in October 2004. Since 2007, ago in Bonn. Since this time you conducted with UNESCO-UNEVOC and with the worldwide programme to prevent HIV and AIDS in TVET BIBB has been a major partner in the organization many projects, conferences and different types UNEVOC Centres very much. We wish you all the schools in Indonesia, and of the annual TVET Summit at the eLearning of cooperation, knowledge exchange and best for the next ten years! 2. Include a session on Awareness of HIV and AIDS Africa conferences. It is always a pleasure for international dialogue in TVET. in every teacher training programme as part BIBB’s experts to share their working experiences Dr. Eberhard Blümel, of National Character Building and TVET in the framework of shaping the dual system of The UNEVOC Centre Magdeburg is proud to be Prof. Dr. Klaus Jenewein and Schools in Indonesia. (The program has initially vocational education and training in Germany an official member of the worldwide UNEVOC Dr. Harry Stolte been introduced in the Regional Training with international colleagues. Network. The three institutions, GIZ Magdeburg, through a cooperation with 5 Regional Otto-von-Guericke-University Magdeburg und Education Offices which have been conducted Recently, BIBB and UNESCO-UNEVOC have IFF Fraunhofer Institute Magdeburg, which act The Centre for the Development and in 5 Provinces). decided to collaborate even more closely. BIBB and in a consortium, began its work as the UNEVOC Empowerment of Educators and Educational UNESCO-UNEVOC will work together to expand Centre ‘TVET for Sustainable Development’ in Personnel PPPPTK BMTI/TEDC Bandung, Since becoming a member of UNEVOC, our the International Centre’s competence in providing 2009. But the joint cooperation between the Indonesia institution has become a host for the UNEVOC worldwide services in VET development. BIBB will Magdeburg Institutions and the UNESCO-UNEVOC Clearinghouse and Electronic Networks Workshop make available its expertise International Centre already started in 2005. Since We would like to thank UNESCO-UNEVOC for which was conducted on 22-26 July 1997. TEDC that time we can look back on inspiring joint the invitation to make a contribution for the Bandung has also participated in meetings and in the area of VET, in particular regarding international activities with UNESCO-UNEVOC as publication to celebrate the 10th anniversary workshops conducted by the UNEVOC centres in Dr. Eberhard Blümel, good practice in the development of National well as with involved other UNEVOC Centres in a of its establishment in Bonn. On its 10th Asian countries. Prof. Dr. Klaus Qualifications Frameworks and standards, in number of partner countries, through formats as anniversary, we would like to wish the very TEDC, the UNEVOC Jenewein and promoting “Greening VET” and in organizational international roundtables, consultation meetings, best of LUCK for UNESCO-UNEVOC. We also We hope to continue our association with Centre in Bandung, Dr. Harry Stolte development and process consultancy. expert meetings, workshops, conferences etc. would like to acknowledge the benefits from our UNESCO-UNEVOC for the sake of the development Indonesia association with UNESCO-UNEVOC concerning the of TVET through the PPPPTK BMTI/TEDC Bandung We are grateful for such a highly acknowledged In several projects and events (e.g. in Asia and development of TVET in Indonesia. These are: UNEVOC Centre. and dedicated partner and hope the fruitful Africa and of course in Germany) we had inspiring cooperation will continue. We wish UNESCO- opportunities to participate in highly interesting 1. improvement of our staff in the development of Dedy H. Karwan UNEVOC much success in the next 10 and more activities with UNESCO-UNEVOC and to bring in local area networking and system of library and Director years in Bonn! own contributions. During all that time we could MIS, rely on your co-operation and support. We want 2. promoting entrepreneurship programmes in Professor Dr. Friedrich Hubert Esser to say thank you for that. TVET schools in Indonesia and conducting President training for teachers on entrepreneurship since Our Institutions use and combine different 1998, and competences and approaches to support the 3. contributing to the prevention of HIV and AIDS UNEVOC Network. We offer several Capacity in other teacher training centres and TVET Building programs with a focus on TVET teacher schools in Indonesia. training, sustainable development, green jobs and other subjects. Furthermore our institutions work on several research projects and publications in this field. 134 135 Vocational Training Corporation (VTC), has provided Jordan with great opportunities to During the last decade, our Association/UNEVOC We are grateful to UNESCO-UNEVOC for the Jordan change the current image of TVET and encourage Centre, supported by UNESCO-UNEVOC, organized decisive contribution to developing and nurturing Jordanians to join this promising sector. a number of sub-regional events. They have become teams of national experts with the new vision of The VTC was established in 1976 as a semi- a good chance for the participants to learn from the mission of education, based on the principles: autonomous body with a mandate to provide Ibrahim Tarawneh international experience and identify the most learning to learn, learning to be, learning to do and vocational training. VTC currently operates a HR Manager appropriate ideas to improve their own practice. learning to live together as well as bridging the network of 42 training institutes throughout the Taking into account that at present in Kazakhstan a world of education and the world of labour, making country, together with 10 specialized institutes sufficient framework for further enhancing formal education more responsive to the needs of the including the Chemical Institute, Metalwork UNEVOC Centre ‘Progress’ - Association TVET has been created, we link our expectations of society. Institute, and Occupational Safety and Health ‘Education for all’, Kazakhstan the future cooperation with UNESCO-UNEVOC to Institute. Programs are offered for students to further promotion and powerful backing of non- We clearly see that internationally accepted, global pursue training at the semi-skilled, skilled and The 10th anniversary of UNESCO-UNEVOC is an formal education and adult learning with a special innovative ideas are generated by UNESCO-UNEVOC craft level in over one hundred occupational extremely important global event, in particular focus on socially disadvantaged groups. and we are proud and hope further to be associated areas. The training program structure comprises a for the institutions of the formal and non-formal with this outstanding network in the future. blend of training center based formal instruction, TVET sectors in partner countries. The association During the last decade the UNEVOC Network has coupled with supervised on the job work ‘Education for All in Kazakhstan’ – a non- become an internationally recognized brand – the Shaizada Tasbulatova experience. Curriculum is competency based and governmental organization – has performed as only one that consistently promotes and champions Director has been developed through the Instructional UNEVOC Centre in Kazakhstan for over ten years. the interests of TVET. We are confident that Resource and Curriculum Development Center through this powerful and exclusively competent using a modified DACUM approach, drawing Close cooperation with UNESCO-UNEVOC enabled network we’ll have continuous access to the Department of Technology Education, upon the occupational skills of specialists in the our organization to implement a number of valid information and high quality international Chepkoilel University College respective fields. Total enrolment peaked in 2009 interesting projects aimed at reforming TVET in experience in the relevant areas. (A Constituent College of Moi University), at a level of 9000 students. Tracer studies on the Kazakhstan as well as in the other Central Asian Kenya employment experience of graduates, or employer countries. The Mobile Training Team project We would like to express our sincere gratitude satisfaction are infrequent but in general confirm (MTT, 2001) made it possible for us to get first- to the leadership of UNESCO-UNEVOC. Even the A statement from Chepkoilel University College the National Agenda findings that indicate serious hand experience of modernizing TVET quality establishment of our organization itself has become UNEVOC Centre, Kenya, on its affiliation with the deficiencies in the quality of training outcomes. management in Australia and Thailand and made a possible under the fruitful and forward-looking UNEVOC Network: We as a UNEVOC Centre are serious impact on the further development of our support of UNESCO-UNEVOC. Only as a part of happy to be associated with UNESCO-UNEVOC The VTC cooperates with foreign governments, organization. As a result, a national dissemination the UNEVOC Network we were able to compare International Centre during its 10th anniversary. bodies, and international organizations to workshop was organised. Given the numerous and correlate our vision and our ideas with the As a Centre we have benefited a lot from the explore and share best practices of international problems related to the quality of TVET in our global context of education development linked International Centre in terms of its developing and experiences, and to transfer the know-how to country, conducting such a seminar was really a to the world of labour, to become ‘change agents’ improving TVET in UNESCO Member States from Jordan in order to develop vocational training breakthrough and very pertinent. The MTT made us of innovative ideas in our own country and in the which we have shared success stories, experiences in Jordan. The VTC cooperates with many clearly understand that we should move towards Central Asian region in the area of EFA, lifelong and innovations, exchanged information in terms international organizations including UNESCO- developing a new approach to managing quality learning, Adult education, Education for sustainable of best practice and lessons learnt and worked on UNEVOC. VTC has been introduced to UNESCO- versus just controlling it. development and other progressive dimensions. collaboration projects, among others. Long live the UNEVOC since 2008; and has worked closely on a At that time the understanding of these ideas and International Centre. number of issues including training the trainers, conceptions in the post-Soviet countries was not Chepkiolel upgrading VTC staff’s skills and enhancing the adequately wide and constructive, and impeded Prof. John Simiyu University College role of TVET in Jordan. Constant collaboration their practical implementation. Team leader and Prof. John and exposure with international organizations Simiyu

136 137 Latvian Academic Information Centre / Higher School of Technical Education (ENSET)/ However, we also wish to partner with the activities Societies in 2010 in collaboration with UNESCO- Latvian National Observatory Akademiskas University Mohammed V Souissi, Morocco of other UNEVOC Centres in Francophone African UNEVOC and UNESCO. Evidently, UNESCO-UNEVOC Informacijas Centrs (AIC), Latvia countries, with whom we have many things in has played a pivotal role of raising the status of Since its inception in 1980, the Ecole Normale common, in the spirit of the fraternal relations that TVET by taking a holistic perspective and promoting As the Latvian UNEVOC representative since 1998, Supérieure de l’Enseignement Technique trains bind Morocco to these countries. it as the key to productive livelihoods for all and to the Academic Information Centre considers that leaders for the Ministry of National Education achieving sustainable development. This is critical the UNEVOC is a unique network involving a wide of Morocco, namely: teachers of secondary Finally, with these few words, I express my deep especially as the recent global economic turmoil range of stakeholders and information sources. technical education (in electrical and computer gratitude to the staff at UNEVOC for their efforts has reiterated the importance of strengthening The participation in the UNEVOC network has engineering, construction and manufacturing in and support, not to forget the team of the regional employability and skills development through TVET. provided an opportunity for us to access to a mechanics, physics and chemistry) and certified UNESCO office in Beirut, Lebanon, which was With youth unemployment posing a major policy variety of information regarding vocational and teachers of secondary technical education always available and provided assistance in working challenge for many countries around the globe and technical education in the network member states, (electrical engineering and engineering mechanics), together with UNESCO-UNEVOC in Bonn. still with many developing countries suffering from as well as about world tendencies in vocational in addition to offering continuing training to uneven economic development, crisis and conflict, education development, different policy planning upgrade teachers’ skills, which is also open to other Larbi Bellarbi diseases and gender inequality, TVET has a grave Baiba Ramina, strategies and innovations etc. on regular basis. countries in the region, thanks to UNEVOC. Director, ENSET Rabat task of achieving human-centered, sustainable Director of the The e-forum is a successful UNEVOC tool that we development. This task lies with UNESCO-UNEVOC. Latvian UNEVOC use to discuss currently topical issues with the Through meetings organized by UNEVOC, we have Despite the enormous achievements over the past Centre, with UNEVOC colleagues from other countries. Particularly we are discovered new partners in Arab countries, with Korea Research Institute for Vocational decade, it is hoped that UNESCO-UNEVOC continues Centre award interested in themes that are part of our daily work, whom we could share and enrich our experiences in Education and Training (KRIVET), to transform TVET through better coordination e.g. transparency tools, qualifications framework, the field of technical education and employability. Republic of Korea and closer cooperation not only with the recognition of qualifications, vocational education Moreover, in recent years, ENSET has been honoured UNEVOC Centres but also through more effective news. The statistical data available at UNEVOC web by interventions of UNEVOC, by: publicly expressing KRIVET and UNESCO-UNEVOC share a very collaboration with other partner institutions and site are also valuable to illustrate world tendencies their congratulations to our important work at special relationship. KRIVET organized the Second organizations. And as the coordinating center for in technical and vocational education. international conferences organized by AMAQUEN International Congress on Technical and Vocational Eastern and South-Eastern Asia, KRIVET hopes to at ENSET on improving the quality of education Education and Training in 1999 before being strengthen the ties with UNESCO-UNEVOC. Thus, we have gained useful contacts and and training (CIMQUSEF); supporting our activities designated as a UNESCO Regional Centre of information in an effective way without leaving our (e.g. in public-private partnership, sustainable Excellence in TVET in 2000. Since 2002, KRIVET has Congratulations on your 10th Anniversary and we office. development, entrepreneurship, ...), and by trusting worked closely with UNESCO-UNEVOC especially look forward to another remarkable decade for in us and in our skills, which UNESCO-UNEVOC towards the development of TVET in the Asia-Pacific UNESCO-UNEVOC! Since the UNEVOC is the only technical and relies on to contribute to its activities. region. Through the UNEVOC Network, KRIVET has vocational education network covering so large part been able to reach out to regional Member States Dr Young-bum Park of world, we wish that the network would preserve The UNEVOC award ceremony (2007), chaired and has been offering experience and knowledge President its essential role as a successful tool for an efficient by Madam Minister for School Education in sharing activities towards the capacity building information exchange. the presence of UNESCO representatives, gave of TVET policy makers, administrators and TVET Dr Young-bum Park ENSET an extraordinary opportunity to express its practitioners. So, since 2002, KRIVET has been Director, KRIVET Baiba Ramina mission as UNEVOC Centre in Morocco, but also to organizing TVET training programs and workshops Director demonstrate the recognition of an international for TVET experts and government officials and they institution. now constitute a major aspect of the institute’s Larbi Bellarbi, international activities. Moreover, UNESCO-UNEVOC ENSET Rabat contributed to raising the importance of greening TVET in KRIVET’s research agenda following the hosting of the meeting on TVET towards Green

138 139 National Observatory on Vocational Education best practices and exploration of ways to address Our Centre has carried out a lot of activities Educational Research Institute (Centre for VET Studies), Russian Federation common problems. The operation of the Network related TVET. Due to its active work in carrying Pedagoški Inštitut (PEI), Slovenia is based on voluntary membership, open method out international conferences under the aegis of First of all, I would like to wish UNESCO-UNEVOC a of coordination, close interaction with national UNESCO, ICES has established a steady reputation TVET in the Educational Research Institute in long and fruitful life in its capacity of a messenger education administration bodies and mutual as coordinating Centre of professional community Ljubljana has throughout the years been an object of goodwill and trust in the area of technical support. The key themes for the immediate future efforts in the CIS countries on TVET system of research either directly or indirectly through education and training and of enlightenment at of the CIS regional cluster will focus on Education development and TVET personnel training in different research centres that conduct projects. large. for Sustainable Development (the latter only Russian-speaking countries. These touch upon TVET in the context of research superficially addressed in most CIS countries) and of transitions from school to work, dimensioning The Centre for VET Studies has been member of the ICT in TVET. UNESCO by its name, nature and goals is the unique the school system within the national economy, UNEVOC Network since the latter was established. multi- and interdisciplinary organization of all the as well as in such areas as curriculum studies, Educational Research Olga Oleynikova, During this period the impact of UNESCO-UNEVOC Prof. Olga Oleynikova institutes of the United Nations system. Experts of development of pupils’ competencies, evaluations Institute, Ljubljana, Director, National has been growing in the Russian TVET community in Director and President-elect of International UNESCO are capable of leading and implementing of educational results, etc. Slovenia Observatory on terms of promotion of such key concepts as equity Vocation Education & Training Association (IVETA) complex interdisciplinary projects in the field of Vocational Education and access to education, education for sustainable sustainable development. In this regard, to further The Institute had a UNEVOC Centre from the development, combat against poverty, to name but develop TVET, as well as to gear the education early 1990s. One of the Slovenian representatives a few. Together with the Moscow UNESCO cluster International Centre of Educational Systems, systems towards sustainable development, it would took part in the intense activities which led to Office, the Centre prepared stock-taking policy Department “Continuing Education” (ICES), be reasonable to consider the following points: the UNESCO World Conference on TVET Seoul in reports on TVET for Russia and CIS in 2011. Russian Federation (extract) 1999. Throughout all this time our participation • Making migrants ready for employment in their in the UNEVOC Network brought us a lot of In addition, the Centre for VET Studies as a UNEVOC The principle of openness in education lays in the new country of residence. information on the main trends and changes of member has been active in the preparation and basis of the work of the National UNESCO-UNEVOC • ESD must be accompanied with extensive global TVET. The Institute served in many cases as running of the recent UNEVOC Network sub- center in the Russian Federation, created in 1994 information not only for professionals but also a distributor of information on resources for other regional consultation meetings on Building by the Secretary of UNESCO on presentation of the for people. The Russian-language edition of the more specialised institutions in Slovenia. At our Capacity for TVET and ESD in the Commonwealth Ministry of Education of the Russian Federation UNEVOC Bulletin should serve this purpose for Institute itself, for example, an evaluation study of Independent States (CIS) (2010, Bonn; 2011, Ufa, and the Commission of the Russian Federation the CIS countries. in the field of VET was carried out in the Centre Russia). on UNESCO affairs. Guided by the principle of • The UNEVOC International Centre should for evaluation studies, and was concluded in the openness, ICES has the following tasks: establish closer links with the relevant parts year 2007. The study was on ‘The dual system The 2011 meeting aimed at increasing the of the UNESCO Secretariat, not only in the as an educational form of acquiring vocational effectiveness of the UNEVOC Network in CIS • assist the development of pedagogical, cultural, education sector (for example, the Science and education of the youth and of the adults’. The countries in the context of the goals of education scientific, technical and business cooperation the Peace Education Sector, etc.), and more project found the UNEVOC network to be a real for sustainable development and lifelong learning. between Russian, international and foreign closely coordinate joint activities. social space for researchers as well as other It was at that meeting that the CIS UNEVOC Centres organizations, • The UNESCO National Commissions should be partners, who generously convey their knowledge Regional Network was established and I was elected • organize and carry out the preparation and strengthened. and experiences in the field to other partners. its Chair for the two coming years. This will be very retraining of professional staff and experts in • UNESCO-UNEVOC, its Network members, the challenging as the Network will have to prove its Russia and abroad, UNESCO Cluster Offices, the UNESCO National We also expect that our new project on informal added value to the TVET community both on the • organize and carry out exhibitions, conferences, Commissions, ministries and departments education, started this autumn, will get help from country and international level. seminars and other actions at national and should all provide more information about their UNEVOC. In our view UNEVOC should build on international levels, realize projects and various activities, publish and distribute their most these solid bases. Just the list of UNEVOC centres The regional UNEVOC Network, uniting the CIS programs on the problems representing interest significant developments in TVET and ESD. around the world enables us to put any particular countries, aims to enhance TVET modernization for participants of the Centre, research in a global perspective by simply taking processes through peer learning, exchange of • represent participants’ interests in state bodies, Tatiana Lomakina advantage of first-hand information of these international and public organizations. Doctor of Pedagogical Sciences, Professor 140 141 centres, which enables us to enter into direct Sri Lanka’s experience in establishing and Ministry of Education and Training, In later years our contributions have mainly been contact with them. Whether we take part in implementing the TVET reforms and NVQ Swaziland in the form of articles and lectures, such as in different particular events (meetings, conferences, framework over the past seven years set an the UNEVOC Bulletin. Furthermore I helped the etc.) organised by the network or not, we find example to many countries in South Asia. Several The TVET Sub-sector of the Ministry of Education Deutsches Institut für Entwicklungspolitik (DIE) reports and whatever the output may be always countries already benchmarked the NVQ system of and Training in the Kingdom of Swaziland with describing a Swedish case enabling low useful for orientation of our work. Of course, we Sri Lanka and receive technical assistance for the would like to congratulate the UNESCO- skilled people to take one step up on the EQF levels are always glad to help to anybody who inquires development of their systems. At the same time, UNEVOC International Centre on its tenth year inspired by our UNEVOC work. about TVET in our country or our own research Sri Lanka plans to further improve the TVET system anniversary. The tremendous role played by the results. In the future will start a new centre in order to harness the full potential of its human UNESCO-UNEVOC International Centre and its The joint activities of UNEVOC have had a in addition to the current ones that will focus resource. The development of the National TVET other structures have played a pivotal role in the tremendous impact on our work. It has inspired exclusively on TVET research. Policy for Sri Lanka is one of the key achievements revitalization of the TVET reforms in Swaziland. We us to develop TVE in Sweden in the framework of in TVET sector in the country. Subsequently, Sri say long live UNESCO-UNEVOC and may your good ‘Yrkesvux’, a massive initiative for young adults Dr. Mojca Štraus, PhD Lanka was able to host a regional conference efforts grow from strength to strength. from the Government. Furthermore, we found Director on Human Resource Development through TVET that Sweden – together with Spain – was the only as development strategy in Asia in August 2011 Peterson S. Dlamini country in Europe lacking apprenticeships training to share its experience among countries in the Head of the TVET Sub Sector programs. As a consequence we established ‘The Ministry of Vocational and Technical region. Apprenticeships Academy’ in the Region of Scania Training, Tertiary and Vocational Education North East. The initiative to train young people as Commission (TVEC), Sri Lanka The work of UNESCO-UNEVOC has helped in many The Guidance and Learning Centre apprentices is crucial for adult educators today. ways for the development of the TVET sector in of Kristianstad (TECK), Sweden Thus the importance of our work as a UNEVOC It is with pleasure to wish UNESCO-UNEVOC all Sri Lanka such as invitations for participation Centre cannot be over-estimated. the best for its 10th year celebrations on behalf of in collaborative conferences, benchmarking of Our association with UNEVOC dates back to the Tertiary and Vocational Education Commission international best practices, dissemination of 1994 when we were appointed Swedish UNEVOC (TVEC) of Sri Lanka, which is the apex body for knowledge using electronic and print media etc. Centre following a dialogue meeting at UNESCO For the future I think more conferences should TVET in the country. In light of UNESCO-UNEVOC in Paris. We established a contact with the Berlin use modern methods – like distance methods so network support and other resources, TVEC was We would like to extend our sincere thanks to the Centre and its Director Hans Krönner. Our first as to travel less. In addition, I am of the strong Ministry of Vocational able to provide leadership for policy and planning UNESCO-UNEVOC Network for its achievements contribution to the network was a case study on opinion that there is much to do in the field of Vuxenutbildningen and Technical of the TVET sector of the country. and contributions towards the TVET sector and ‘The role of technical and vocational education validation, guidance and the implementation of Kristianstad Training, Tertiary and express our best wishes to continue its valuable in the Swedish education system’. We were three courses using the advantage of the mobile phone, Vocational Education According to the policy directives and services to the global community. authors – Nils Friberg, Björn Carnstam and Louise Google, Youtube and other social media in order Commission (TVEC), development framework provided by TVEC, Sri Henry. This production paved the way to several to enhance the effects of vocational training and UNEVOC Centre in Lanka has developed and implemented a National Dr. T. A. Piyasiri other studies and assignments. Some years later I at the same time making it less expensive. Thus, Sri Lanka Vocational Qualifications (NVQ) framework since Director General was appointed member of the Advisory Committee for the next decade, these methods should be 2004 with the assistance of Asian Development and as such we were part of the Swedish developed and, from my Swedish point of view, Bank sponsored TVET development projects. The delegation in the 2nd World TVE Congress in Seoul the cooperation with the EU and ‘ET 2020’, the NVQ framework provided unified qualifications in 1999. European cooperation in education and training, according to the competencies identified by should be strengthened. the industry for respective occupations at the certificate level. It provided for qualification Nils Friberg upgrading to diploma and degree levels and all Director training provision and assessments were brought under a single quality assurance system.

142 143 © UNESCO UNEVOC staff UNEVOC staff Jaqueline Njagah, Programme Assistant Getrud auf der Mauer, Publications Specialist Lisa Freiburg, Communications focal point (July to September 2007) (until May 2005) (from October 2011) Albert Koopman, Head of UNEVOC Networks Joachim Lapp, Programme Assistant/ Hans Krönner, Senior Programme Specialist Maja Zarini, Head of Communications (until July 2004) Consultant (2007) (until February 2005) (until October 2011) Aldrich Mejia, IT Support and Multimedia Carolin Schaulandt, Assistant Administrative Ian Ponce, Assistant Web Editor (until March 2005) Marion Mitschke, Associate Expert Developer (from August 2012) Officer (from October 2011) Janine Baudach, Programme Assistant (until December 2005) Alix Wurdak, Head of Publications (from August Caroline Bajer, Administrative Officer (from August Communications (August 2010 to July 2011) Max Ehlers, Head of IT (from January 2002) 2008) 2007) Jordan Wolfe, Programme Assistant Maxine Henry, Office Assistant Asif Iqbal, Office Clerk (from June 2002) Edward Hickman, Head of Administrative (until January 2005) (until March 2006) Astrid Hollander, Programme Specialist (until Office (from October 2004) Josiane Blanc-Mannheim, Assistant to the Naing Yee Mar, Programme Officer September 2007) Efison Munjanganja, Head of UNEVOC Head of Office (from June 2008) Barbara Trzmiel, Programme Assistant Networks (March 2005 to December 2010) Karen Dawn Hunter, Programme Assistant Natalia Matveeva, Head of Publications (until July (March to August 2012) Emmanuelle Bouzigon, Programme Assistant (until July 2004) 2008) Djibril Bokoum, Programme Assistant Network (from October 2011) Katerina Ananiadou, Programme Specialist Pascaline Anapak, Assistant Administrative (May to December 2008) Esmeralda Hernandez, Receptionist (from March 2011) Officer (until April 2007) Susanne Taron, Programme Assistant (April 2008 to March 2009) Katja Dymova, Programme Assistant (October to Rupert Maclean, Director (until 31 March 2009) (October 2008 to June 2009) Francis Mosettig, Programme Assistant December 2011) Sabine Ayeh, Administrative Officer (until July Rula Atweh, Consultant (October 2007 to October Network (May 2010 to September 2011) L. Efison Munjanganja, Head of UNEVOC 2004) 2008) Networks (from March 2005 until December Sharon Kirabo-Steffens, Project Assistant 2010)/Officer in Charge (from April 2009 until (until October 2004) 144 December 2010) 145 Shyamal Majumdar, Head of Office (from May Marja-Liisa Hassi Houda El Kabiri, Morocco Susanne Madigan, Germany 2011) Masriam Bukit Jane Wangechi Amiri, Kenya Toyin Oshaniwa, Nigeria Sjoukje Schots, Documentation and Information Oliver Seyffert, Germany Joann Hu Huifen, Singapore Trime Morina, Kosovo Specialist (November 2001 to December 2003) Ousman Nyang, Gambia Julia Maintz, Germany Ursula Schenke-Kloss, Germany Stefanie Hoffmann, Programme Assistant Pradeep Kumar Joosery, Mauritius Julia Usova, Russian Federation Venus El Genedy, Egypt Network (from August 2012) Richard Gordon Bagnall, Australia/New Zealand Juliana Berczely, Argentina Victor Quintero-Leon, Spain Teeluck Bhuwanee, Senior Programme Rüdiger Heidebrecht Julie Zhu, People’s Republic of China Vincent Nanga, Cameroon Specialist/Head of UNEVOC Network (from Susanne Kubenek, Germany Julija Postolova, Macedonia Yasmine Simillion, Belgium December 2010) Tapio Varis, Finland Jun Han, People’s Republic of China Yuriko Lentz, Japan Ulrike Krämer, Office Assistant (from May 2006) Washington Mbizvo, Zimbabwe Kahled Al Aqqad, Jordan Yael Eichner, Project Assistant (from September Katja Stolte, Germany Apprentices 2005 until March 2006) Interns Katrin Stumm, Germany Yulia Rubleva, Programme Assistant (from January Kristiina Pernits, Estonia Asif Iqbal 2012) Ablavi Ayeh, Togo Kristina Dautzenberg, Germany Pascaline Anapak Alejandra Dominguez, Mexico Laura Rantala, Finland External consultants Alessandra Mirabile, Italy Lolo Gardesie, Germany/Afghanistan Alessia Polidoro, Italy Lydia Göken-Borosch, Germany Aboubakr Badawi, Egypt Alexandre Sessouma, Burkina Faso Maiju Lahtinen, Finland Bernd Sandhaas, Germany Amy Amaya Sanchez, Colombia Makda Getachew Abebe, Ethiopia Bonaventure Kerre, Kenya Andrea Wilhelm, Germany Marie-Paule Lavri, Côte d’Ivoire Carole Pearce, Australia Ann-Carolin Plogmann, Germany Martijn Dalhuijsen, Netherlands Charles Hopkins, Canada Annika Mühling, Germany Melanie Schmidt, Germany Christian Chinien, Canada Artem Kovryzhenko, Ukraine Melissa Kohonick, Canada Christian Haan, Netherlands Ava Binlayo, Philippines Michele Crimella, Italy David Johnson, United Kingdom Behnaz Tehrani-Ami, Canada/Iran Michelle Kasdano, Lebanon David Wilson, Canada Birte Marquardsen, Germany Misol Kim, Republic of Korea Edouard Michelet, Haiti Carmen Cuesta Roca, United Kingdom Mmamosa Moeketsi, South Africa Felix Rauner, Germany Caroline Günther, Germany Ndlovu Letshani Sithandiwe, Zimbabwe Hans Krönner, Germany Cátja Khimji, Germany/Angola Oksana Ulanovska, Latvia Hasan Abrar, France Christina Chronaki, Greece Passant Sobhy, Egypt Helga Foster, Germany Claudia Olivier, German Paula Gil Lopez, Spain Ian Birch, Australia Clothilde Cantegreil, UK/France Paula Küppers, Germany Jailani Yunos, Malaysia Daria Stoll, Germany Predrag Krstic, Serbia Jan Ebben, Germany Denise Christine von der Osten, Germany Sarah Christin Grothe, Germany John Fien, Australia Donald Mziray, Tanzania Selma Zimmermann, Turkey John Fox, United Kingdom Donja Ghobadi, Germany Sharon Kirabo-Steffens, Uganda John Simiyu, Kenya Edith Enowbi, Cameroon Silei Li, People’s Republic of China Julia Paulson, Canada Elsa Gonzalez de Schröer, Mexico Sissy Müller, Germany Kai Gleissner, Germany Emilie Walker, UK/France SitaTremel, Indonesia/Germany Karina Veal, Australia Ernest Fiabu, Ghana Stefan Hohn, Germany Keith Holmes, United Kingdom Estelle Teurquetil, France Stella Isenbügel, Germany Margarita Pavlova, Australia/Russia Haroon Atif, United Kingdom Sunilda Terre, Spain

146 147 References

UNESCO 2012. Transforming technical and vocational UNESCO. 2005b. Convention on Technical and UNESCO General Conference 1999. Major UNESCO 1996. Learning: the treasure within. Report education and training: building skills for work and Vocational Education (1989). In: UNESCO. Normative Programme 9: Establishment of an international to UNESCO of the International Commission on life. Shanghai consensus. International Congress on instruments concerning technical and vocational long-term programme for the development of Education for the Twenty-First Century. Paris: Technical and Vocational Education and Training, education. Paris: UNESCO. technical and vocational education. In: Records UNESCO. Shanghai, China, 14-16 May 2012. http://unesdoc.unesco.org/ of the General Conference 30th Session. Paris, http://www.unesco.org/delors/ http://unesdoc.unesco.org/ images/0014/001406/140603e.pdf 26 October to 17 November 1999. Volume 1: images/0021/002176/217683e.pdf Resolutions, pp. 33-34. Paris: UNESCO. UNESCO 1987. Final report of the International UNESCO 1999. Second International Congress on http://unesdoc.unesco.org/ Congress on the Development and Improvement of UNESCO. 2005a. Revised recommendation Technical and Vocational Education. Final Report. images/0011/001185/118514e.pdf Technical and Vocational Education. Berlin, German concerning technical and vocational education Seoul, Republic of Korea, 26-30 April 1999. Democratic Republic, 22 June-1 July 1987. (2001). In: UNESCO. Normative instruments http://unesdoc.unesco.org/ UNESCO 1997. International Project on Technical http://unesdoc.unesco.org/ concerning technical and vocational education. Paris: images/0011/001169/116954e.pdf and Vocational Education (UNEVOC) International images/0007/000759/075959eb.pdf UNESCO. Advisory Committee (Fourth Session). Final Report. http://unesdoc.unesco.org/ Paris, France, 10-12 March 1997. UNESCO 1962. Recommendation concerning TVET. images/0014/001406/140603e.pdf http://www.unevoc.unesco.org/fileadmin/user_ Paris: UNESCO. upload/pubs/iacrep04.pdf

148 149 This year, the UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training is celebrating the tenth anniversary of its establishment in Bonn, Germany. To mark the occasion, UNESCO-UNEVOC would like to reflect critically on its past achievements, present its on-going projects and look towards the future.

With this publication we aim to retrace the progress of UNEVOC towards international leadership in technical and vocational education and training, through our main themes and activities and through UNESCO’s goals for TVET that have guided our interventions, always in keeping with our slogan Promoting learning for the world of work.

To show the different faces of learning and working people throughout the world, UNESCO- UNEVOC initiated a photo contest that aimed to portray learning and working people – women and men – in action. The 54 best photos of the contest have been selected to feature in this publication.

UNESCO-UNEVOC Tel: +49 228 8 15 01 00 Follow us on: UN Campus Fax: +49 228 8 15 01 99 facebook.com/unevoc Hermann-Ehlers-Str.10 www.unevoc.unesco.org youtube.com/unevoc 53113 Bonn, Germany [email protected] twitter.com/unevoc