42nd WorldSkills Competition 2013

Green Industrial Skills for Sustainable Development Risk and Challenges for Least Developed Countries

2 – 5 July 2013

Presented by Ms. Ken Barrientos On behalf of Dr. Shyamal Majumdar UNESCO-UNEVOC, International Centre for TVETBonn, Germany

2030 Agenda for Sustainable Development Goals

17 Goals 169 TargetsS. Majumdar | Presented at the UNEVOC Centre Qatar (CNA-Q) Experts’ Meeting Doha 17-18 April 2018

What does the Agenda 2030 mean for communities and societies? A new (inter-connected) vision for People, the Planet, Prosperity, Peace and Partnership

Universally-relevant

Holistic and Inter-connected

Transformative1

One Education Agenda: Access, Quality, Inclusion, Gender equality &

Life Long Learning

1 A process that makes use of prior information and understanding to make an interpretation what needs to be done to improve future actions (adapted from J. Mezirow.).

3S. Majumdar | Presented at the UNEVOC Centre Qatar (CNA-Q) Experts’ Meeting Doha 17-18 April 2018

24/04/20184

Education Agenda

Overarching goal:

Ensure equitable and inclusive quality education and lifelong learning opportunities that stimulate economic growth and provide decent work for all by 2030.

4

SDG-4 –Education 2030

S. Majumdar | Presented at the UNEVOC Centre Qatar (CNA-Q) Experts’ Meeting Doha 17-18 April 2018

24/04/20185

Source: Vladimirova & Le Blanc (2015). www.un.org/esa/desa/papers/2015/wp146_2015.pdfGraph Credit: M. Dayan

SDG-4 and the inter-connected agendas

S. Majumdar | Presented at the UNEVOC Centre Qatar (CNA-Q) Experts’ Meeting Doha 17-18 April 2018

Achieving the SDG4 target: Transforming TVET

S. Majumdar | Presented at the UNEVOC Centre Qatar (CNA-Q) Experts’ Meeting Doha 17-18 April 2018

External triggers of employment in the labour market and skilling for employability

Inherent purpose (why we need to learn what we need to learn and be trained on)

Content (what needs to be taught in TVET, to help improve past actions and develop solutions for today and future)

• Lifelong learning-oriented TVET – School to work, Work to school (TVET-HE pathways)– Diversifying pathways to upgrade skills and receive credits to pursue self-sustaining aspirations

• Climatic Change & Greening TVET– Strengthening of TVET systems and institution response – Whole-Institutional transformation of teaching and training environments

• Inclusive TVET– TVET for women, disadvantaged populations, rural youth, non formal sector– Examples: UNEVOC Network promising practices on ICTs for rural TVET learners and self-sustaining models

of TVET schools in Paraguay; embedding indigenous community knowledge in TVET learning environment; breaking the gender stereotype in TVET)

• Digitalization of future work- Responding to Digitization of work and life, Industry 4.0

• STEaMing TVET– Enhancing foundation knowledge for TVET at higher qualifications level (i.e., humanities, ethics and philosophies

associated with sustainable practices of occupation) – Understanding the social impact of work practices or technology innovations

Achieving the SDG4 target: The scope of transformation

S. Majumdar | Presented at the UNEVOC Centre Qatar (CNA-Q) Experts’ Meeting Doha 17-18 April 2018

Achieving the SDG4 target: Challenges

• Rising youth unemployment

• Implication of disruptive technology

• Polarized labour markets and rising inequality

• Attractiveness of TVET

• Climatic Change and its implications

Changing philosophy: BREAKING down the Silos is the new approach

S. Majumdar | Presented at the UNEVOC Centre Qatar (CNA-Q) Experts’ Meeting Doha 17-18 April 2018

Impact

Long-term Outcomes

Output

Programmatic Activities

Challenges

National TVET Systems are improved at all levels

1. Institutions are implementing strategic actions to transform TVET institutions2. Capacity of TVET institutions' leaders is enhanced to contribute to SDGs 3. International TVET cooperation, understanding and exchange is enhanced

Leaders as change agents, TVET management resources and

training modules

Implementation guidelines, institutional strategies, action plans and Promising Practices:

Knowledge resources, publications and analytical

reportsNetwork collaboration projects

Developing capacity of TVET leaders-

TVET Leadership Program

Supporting leaders and institutions in implementing TVET

strategies:Greening, Digital & Entrepreneurial

Generating new knowledge and developing knowledge resources

Strengthening Network collaboration and partnership

Capacity gaps of TVET leaders

Translating improved leadership capacity into

institutional action

Inadequate knowledge resources to inform

decision-making

Insufficient evidence of practice

Untapped potential of TVET impact on facilitating employment & entrepreneurship

Weak TVET response to equity and gender equality

Skills mismatch and shortage to meet the needs of green and digital economies

UNESCO-UNEVOC Intl Centre for TVET’s MTS-2 Results chain – adapting the UNESCO Impact Chain for delivering on the TVET Strategy

Weak linkages and lack of win-win partnerships

S. Majumdar | Presented at the UNEVOC Centre Qatar (CNA-Q) Experts’ Meeting Doha 17-18 April 2018

Strategic areas of Support

Developing capacity of TVET

leaders

Supporting leaders and

institutions in implementation

Generating new knowledge and

resources

Strengthening network

collaboration

S. Majumdar | Presented at the UNEVOC Centre Qatar (CNA-Q) Experts’ Meeting Doha 17-18 April 2018

“Networking and Partnership are the new Strategic Resources ”

UNESCO-UNEVOC International Centre for TVET Bonn, Germany

E-mail: s.majumdar@unesco.org