UNEVOCINTERNATIONAL CENTRE for Technical and Vocational Education and Training

UNESCO-UNEVOC in Action

Report on Activities

2006-2007

>> Published byUNESCO-UNEVOC International Centre for Technical and Vocational Education and TrainingUN CampusHermann-Ehlers-Str. 1053113 BonnGermanyTel: [+49] 228 815 0100Fax: [+49] 228 815 0199www.unevoc.unesco.orginfo@unevoc.unesco.org

This report can be downloaded in PDF format from www.unevoc.unesco.org/publications

>> Prepared by Maja Zarini>> Editorial Assistants: Natalia Matveeva, Clothilde Cantegreil

and Susanne Taron

>> Design: www.pinger-eden.de>> Printed by: www.druckerei-paffenholz.de

The designations employed and the presentation of the material in thispublication do not imply the expression of any opinion whatsoever onthe part of UNESCO concerning the legal status of any country, city orarea, or its authorities, or concerning the delimitation of its frontiers orboundaries.

© UNESCO 2008

TABLE OF CONTENTS

FOREWORD >> 5

INTRODUCTION >> 6

1. THE GLOBAL UNEVOC NETWORKS >> 71.1 The UNEVOC Network Today 8

1.2 Strengthening the UNEVOC Network 10

1.3 UNESCO-UNEVOC e-Forum and Spanish-Portuguese Forum 11

1.4 Other UNEVOC Partnerships 12

2. TVET AND EFA >> 132.1. Assisting countries to develop quality, accessible TVET systems 13

2.2 Promoting cross-cutting themes 22

3. TVET FOR SUSTAINABLE DEVELOPMENT >> 23

4. PUBLICATIONS AND INFORMATION PROGRAMME >> 304.1 Publications 30

4.2 UNESCO-UNEVOC on the Web 33

4.3 Information Services 34

5. INSIDE UNESCO-UNEVOC >> 35

Appendix 1: Key activities 38

Appendix 2: Partnerships with other international and regional agencies 39

Appendix 3: Relationships with Member States 41

Appendix 4: Relationships within the host country 41

Appendix 5: List of visitors to UNESCO-UNEVOC 43

TABLE OF CONTENTS

3

FOREWORD5

A t the 2005 UNESCO General Conference,

Member States stressed the importance of skills

development for employability and technical

and vocational education and training (TVET) as a crucially

important dimension of Education for All (EFA). It is not

only necessary for people to be able to read and write;

they also need the skills to make a decent and sustain-

able living. Eighty percent of work performed in the world

requires vocational skills, and TVET is not only a specific

strand in education. Elements of TVET are also part of

basic, secondary as well as higher education. For example,

many governments today are concerned with making

secondary education more relevant to building life skills

for employability and citizenship, and as such are placing

greater emphasis on the vocationalisation of secondary

education.

In light of the above and to fulfil its mandate to assist

countries to develop and strengthen education for the

changing world of work, the UNESCO-UNEVOC Interna-

tional Centre for Technical and Vocational Education and

Training undertook numerous activities around the world

in 2006-2007 in the areas of vocationalisation of

secondary education, formal, non-formal and informal

TVET, and vocational content in higher education. They

included conferences and seminars, study tours, a cutting

edge publications programme and much more. All activi-

ties aimed to contribute to increased opportunities for

productive work, sustainable livelihoods, personal empow-

erment and socio-economic development, especially for

youth, girls, women and the disadvantaged. This report

provides full details on the achievements of the UNESCO-

UNEVOC International Centre during the biennium.

In 2006-2007, the UNEVOC Network was significantly

strengthened. Twenty-one new institutions joined the

Network, regional meetings and seminars on effective

networking took place in Africa and Asia, and clusters for

cooperation on particular TVET issues were formed.

In mid-2006, UNESCO-UNEVOC moved to its new prem-

ises on the recently established common UN Campus in

Bonn. The Centre is now located on the 25th floor of

“Langer Eugen“, the former offices housing the German

Members of Parliament. The UNESCO-UNEVOC Interna-

tional Centre for Technical and Vocational Education and

Training extends its deep gratitude to the Federal Govern-

ment of Germany for the generous hosting and funding

provided to the Centre.

Rupert Maclean

Director

FOREWORD

INTRODUCTION6

T he acquisition of skills for work, and for citizen-ship, is crucial for economic and socialdevelopment. It is important for individuals, for

communities and, at the aggregate level, for nations. TheUNESCO-UNEVOC International Centre for Technical andVocational Education and Training assists UNESCO’s 192Member States to strengthen and upgrade their technicaland vocational education and training (TVET) systems.

Ideally, TVET is relevant to the needs of the labour market,of high quality, and broadly accessible. This ideal is a far cryfrom reality for many UNESCO Member States, and henceUNESCO-UNEVOC gives priority in its work to those with thegreatest need: developing nations, economies in transitionand those in a post-conflict situation. UNESCO-UNEVOCparticularly focuses on contributing to the overarchingUNESCO goals in TVET. These are to assist Member Statesimprove and integrate TVET as part of the global Educationfor All (EFA) campaign, and to assist the alignment of TVETwith the tenets of sustainable development.

UNESCO-UNEVOC is also the hub of a worldwide networkof key organisations and institutions specialising in TVET.This UNEVOC Network includes government ministries,research facilities, and planning and training institutions.The Network serves as a platform for information sharingand bringing people together in meetings and workshopsas a means to improve TVET in different regions of theworld.

In 2006-2007, the UNESCO-UNEVOC International Centrefocused its work on four key result areas: the globalUNEVOC networks, TVET and EFA, TVET for sustainabledevelopment, and TVET knowledge sharing and publica-tions. Achievements of the Centre in the biennium included

>> The expansion of the worldwide UNEVOC Network to271 UNEVOC Centres in 166 UNESCO Member Statesby the end of 2007, as well as the establishment ofthematic clusters for specific collaboration amongNetwork members.

>> Fostering direct relationships between TVET leadersacross countries - at regional, international orthematic meetings, or through targeted linkagesbetween UNEVOC Centres.

>> The professional development of TVET leaders fromdeveloping countries, e.g. through sponsoring TVETpolicy and programme managers to attend interna-tional meetings, through the organisation of thematicstudy tours for TVET experts, and through holdinginternational meetings on contemporary TVET topics.

>> The promotion of best practice in TVET through anextensive publications programme and comprehen-sive website, as well as through knowledge sharingand collaboration between UNEVOC Centres, indi-vidual TVET experts, and between UNESCO-UNEVOCand other agencies.

>> Fostering discussion among TVET policy makers, prac-titioners and researchers about the role andcontribution of TVET to sustainable developmentworldwide.

UNESCO-UNEVOC works in close partnership with otherUNESCO entities as well as with other international organi-sations in the implementation of its activities.

Full information on the Centre and its activities can befound on the UNESCO-UNEVOC website atwww.unevoc.unesco.org

INTRODUCTION

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7

T o undertake successful technical and vocationaleducation and training (TVET) reform, TVET leadersneed to have access to relevant and current infor-

mation, and stakeholders need to work together to developpolicy and legislation that establish effective institutionalstructures and relevant curricula to ensure that TVETcaters adequately to the varied needs of all members ofsociety.

In a global environment with diverse operating modalitiesand rapidly changing knowledge, there is an increasingfocus on the important role that networks can play.Tangible benefits can accrue to members of an effectivenetwork, such as commitments to collaborate with oneanother, formal access to shared resources, memoranda ofunderstanding for future joint activities, etc. But there arealso a number of intangible benefits such as knowledgeexchange between members, whereby the exchange ofstrategic information on issues such as technical know-how, policy development or TVET design increases thevalue of the activities of members of the network. Crucialfor successful networks are regular and systematic contact,meetings, progress reports and updates. The UNESCO-UNEVOC International Centre has established severalnetworks that aim to assist UNESCO Member Statesdevelop and strengthen their TVET systems through knowl-edge sharing, collaboration and joined activities. Thenetworks constitute unique platforms through whichUNESCO-UNEVOC can pursue its key functions as a labo-ratory of ideas, standard setter, clearing house, capacitybuilder and catalyst for international cooperation.

The most prominent UNESCO-UNEVOC network is theglobal UNEVOC Network of specialised TVET institutions.The UNEVOC Network is a unique platform for sharingknowledge, innovations, best practices and experiencesregarding all aspects of TVET within and between coun-tries. The Network also provides a global platform forUNESCO-UNEVOC to respond to the needs of UNESCOMember States. At the end of 2007, the UNEVOC Networkconsisted of 271 specialised TVET institutions – the so-called UNEVOC Centres – in 166 UNESCO Member States.

Apart from the UNEVOC Network, there are other networksestablished by UNESCO-UNEVOC that aim to bringtogether TVET experts from all parts of the world and alsofrom different agencies and organisations. They includethe Centre’s virtual communities: the e-Forum and theSpanish-Portuguese Forum. Members of these virtualcommunities are individual TVET experts from around theworld who share information and knowledge aboutdifferent aspects of TVET. Participants may, for example,announce international conferences and workshops,

inform about publications and resources available on theInternet, inquire about materials, or seek partners forinternational cooperation in research and development.At the end of 2007, the e-Forum had close to 1000members from more than 150 countries.

The UNESCO-UNEVOC International Centre is itself also amember of various international TVET networks.

In 2006-2007, UNESCO-UNEVOC focussed on developingits networks further, particularly on expanding thenetworks to enhance reach as well as the effectiveness ofknowledge sharing and knowledge building.

In mid-2006, UNESCO-UNEVOC launched an Internetinterface for the e-Forum, which includes a discussionboard that shows all messages in threaded view, a docu-ment upload area and a chat room for real time discussions.In addition, TVET experts can now sign up to the e-Forumthrough the UNESCO-UNEVOC website. All of these tech-nical developments have contributed to stimulating thediscussion and attracting more e-Forum members.

In 2007, a “UNEVOC Centre Award” was established, whichis presented to UNEVOC Centres in recognition of theircontinued efforts in furthering UNESCO goals in TVET aspart of the UNEVOC Network. UNESCO-UNEVOC hopesthat this award will enhance the status of the UNEVOCNetwork as a whole and serve as an incentive to promotecloser knowledge sharing and cooperation among Networkmembers and with the UNESCO-UNEVOC InternationalCentre in Bonn.

1. GLOBAL UNEVOC NETWORKS

© UNV

1. GLOBAL UNEVOC NETWORKS

1. GLOBAL UNEVOC NETWORKS8

29%

26%

11%

22%

14%

Classification of UNEVOC Centres by Region

Africa: 83 Centres

Please note: The total number in this graph exceeds the actual number of UNEVOC Centres. This is due to the fact that some countries belong to more than one region.

Asia-Pacific: 78 Centres

LatAm-Carib: 31 Centres

Arab States: 36 Centres

Europe: 68 Centres

28%

27%23%

22%

Classification of UNEVOC Centres by type of institution

76 Schools / Training Centres

73 National TVET Bodies

63 Univ. Training / Research Institutions

60 MoE / Dept TVET

The worldwide UNEVOC Network at the end of 2007

166 UNESCO Member States with UNEVOC Centres

27 UNESCO Member States without UNEVOC Centres

Other States and Territories

Others are research centres or departments dealing withTVET within universities, and some are TVET sectionswithin ministries of education. The fourth quarter arenational bodies dedicated to TVET development.

1.1 The UNEVOC Network today

Some facts about the UNEVOC Network

Members of the UNEVOC Network cover a number ofimportant TVET roles. They fall into four categories ofroughly one quarter each. Some are TVET teaching insti-tutions at the secondary or post-secondary school level.

1. GLOBAL UNEVOC NETWORKS9

UNEVOC Centres Griffith University,Australia, and Zhenjiang TIE, China, signMoU

On 26 September2007, Griffith Univer-sity, Australia, andZhenjiang TechnologyInstitute of Economy(ZJTIE), China, bothactive UNEVOCCenters, signed aMemorandum of

Understanding (MoU) to establish a long-term coop-eration between the two organisations. Thiscooperation will focus on international activitieswithin the framework of the UN Decade of Educationfor Sustainable Development (DESD).

The first major activity under the MoU will be aresearch project jointly funded by UNESCO-UNEVOC,ZJTIE and Griffith University entitled “DevelopingInnovative Approaches in Education for SustainableDevelopment: Curriculum Reform in TVET in China”.

New UNEVOC Centres

During the biennium 2006-2007, the following 21 TVETinstitutions joined the Network:

>> Agency for Vocational Education and Training,Croatia

>> Beijing Union University (BUU), China

>> Bureau of Vocational/Technical Education, Ministryof Education, Liberia

>> Centre on Education and Training for Employment(CETE), Ohio State University, United States ofAmerica

>> Dublin Institute of Technology (DIT), Ireland

>> École Supérieure d’Infotronique d’Haitï (ESIH), Haiti

>> Information Technologies Vocational Education andTraining Centre (IT VET), Georgia

>> Inspection de Pédagogie chargée des TechniquesIndustrielles (IPTI), Cameroon

>> Ministerio de Educación y Cultura, Paraguay

>> Ministry of Education, Ethiopia

>> National Training Authority (NTA), The Gambia

>> People’s Committee for Manpower, Training andEmployment, Curriculum Department, VocationalGuidance and Measurement Office, Libya

>> Research Centre for Vocational Education, Universityof Tampere, Finland

>> Shahid Rajaee Teacher Training University (SRTTU),Iran

>> Shenzhen Polytechnic PR, China

>> St Petersburg State University of InformationTechnologies, Mechanics and Optics, Russia and TMCTraining and Methodological Centre of the

Committee on Education (St PetersburgAdministration), Russia (These institutions form ajoint UNEVOC Centre)

>> T.A. Marryshow Community College, School ofApplied Arts and Technology (SAAT), Grenada

>> Technical and Vocational Education and TrainingCouncil, Barbados

>> Technical Vocational Education and Training (BTVET),Department of Business, Ministry of Education andSports, Uganda

>> Training Center for Teachers of Vocational Educationof Shanghai Second Polytechnic University, China

>> Zhejiang Technology Institute of Economy (ZJTIE),China

UNEVOC Network meetings and seminars

In 2006-2007, UNESCO-UNEVOC continued its activitiesto strengthen collaboration among UNEVOC Networkmembers in the different world regions. Six UNEVOCNetwork meetings and seminars took places that addressedissues related to effective Network operation:

Colombo, Sri Lanka, May 2006The sub-regional seminar “Enhancing the National Effec-tiveness, Role and Profile of UNEVOC Centres“ broughttogether UNEVOC Centre managers from around Asia. Themeeting focussed on enhancing the national effective-ness, role and profile of UNEVOC Centres in improvingTVET in their respective countries. The programme wasstructured around a common task: developing actionplans for each participating UNEVOC Centre to guide itswork.

Lilongwe, Malawi, September 2006 The “UNEVOC Sub-Regional Inception Seminar on Toolsand Methods to Innovate Policy, Curricula and Manage-ment of TVET Programmes” was conducted byUNESCO-UNEVOC and organised with the assistance ofthe Malawi National Commission for UNESCO. Sixteenvocational educators from selected UNEVOC Centres fromeight countries in Southern Africa participated in thismeeting, which was opened by Malawi’s Minister of Educa-tion and Vocational Training. His speech drew attentionto the importance of improving and strengthening TVETas an integral part of lifelong learning. During the seminar,participants discussed necessary change processes andinnovations required for more effective TVET policy,curriculum and management. In this regard, the impor-tance of effective and strong UNEVOC Centres andnetworks was stressed.

Yaounde, Cameroon, December 2006This induction seminar brought together TVET profes-sionals from selected UNEVOC Centres in Cameroon,Central African Republic, Chad, Congo Republic, Demo-cratic Republic of the Congo, and Gabon. At the meeting,the participants explored networking strategies, manage-ment and mapping, as well as best practices and innovativeexperiences. In addition, comprehensive discussions onavailable assistance, opportunities for UNEVOC Centres tonetwork, and potential joint activities took place.

Baku, Azerbaijan, December 2006UNESCO–UNEVOC and the UNESCO Office in Moscow,with assistance from the Ministry of Education, Azer-baijan, organised this induction seminar to enhance thedevelopment of TVET through an effective UNEVOC

Network. The participants were selected TVET profes-sionals from the European part of Russia, Belarus, Ukraine,Azerbaijan, Georgia, Armenia, and Moldova.

Chonburi, Thailand, 3-5 April 2007This UNESCO-UNEVOC sub-regional seminar was held atSattahip Technical College in Chonburi, Thailand. It wasorganised by UNESCO-UNEVOC in cooperation with theOffice of the Vocational Education Commission, Ministryof Education, Thailand, and supported by UNESCOBangkok. The seminar brought together 15 representa-tives of UNEVOC Centres from Bangladesh, Cambodia,Iran, Lao PDR, Malaysia, Pakistan, Philippines, Sri Lankaand Thailand to discuss the different challenges TVETprogrammes face in their countries. They also identifiedcommon issues and concerns. One upshot of the seminarwas the establishment of two thematic clusters – one onTVET curricula and another one on TVET research. Outlinesfor activities within the clusters were produced, and thedevelopment of case studies was initiated.

Tianjin, China, 11-13 September 2007This sub-regional seminar took place as a roundtablewithin the International Forum on Vocational and Tech-nical Training (Tianjin, China, September 2007). It focussedon improving the national and regional effectiveness ofthe UNEVOC Network. Twenty-four TVET educators fromUNEVOC Centres in Cambodia, China, Indonesia, Malaysia,Mongolia, South Korea, Philippines, Sri Lanka and Thai-land participated. They identified common subjects andthemes around which two UNEVOC Network thematicclusters were formed, namely on curriculum developmentand on research. Two UNEVOC Centres agreed to take thelead in the collaboration: The Western Visayas College ofScience and Technology (Philippines) on TVET curriculumdevelopment, and the Universiti Teknologi Malaysia(Malaysia) on TVET research. Cooperation in the clusterswill continue in the upcoming biennium 2008-2009. Itwill include the identification of experts, online consulta-tions, UNEVOC Centre meetings, workshops to agreeframeworks and models, and the development of mate-rials.

Updated UNEVOC database

Having reliable access to contact data of TVET experts andinstitutions worldwide is of utmost importance for thework of UNESCO-UNEVOC. In mid-2005, a contract wasissued to a database programmer to develop a newcontacts database that would unite all contact informa-tion from previous databases in order to improveaccessibility, user-friendliness, and thus reliability of the

1. GLOBAL UNEVOC NETWORKS10

1.2 Strengthening the UNEVOC Network

data. By May 2006, this process was finalised with trainingof all staff on the use of the database. To ensure that theentered data was still up to date, a concerted effort wasmade to contact the majority of UNEVOC Centres and tocheck and revise their contact details.

Supporting UNEVOC Centres through smallproject grants

As a follow up to the UNESCO-UNEVOC workshop on“UNEVOC Network, UNEVOC Mapping and Strategies forPolicy Reform and HIV/AIDS Preventive Education”(Lilongwe, Malawi, 5-9 December 2005), UNESCO-UNEVOC provided a small grant to the Botswana TrainingAuthority (BOTA – UNEVOC Centre in Botswana) and theZambian Technical, Entrepreneurial, and VocationalEducation and Training Authority (TEVETA – UNEVOCCentre Zambia) to study and document experiences,lessons learnt and challenges faced in mainstreaming HIVand AIDS in TVET in Botswana and Zambia (for furtherdetails, please see section on HIV/AIDS and TVET).

The Kolej Universiti Tecknologi Tun Hussein Onn (UNEVOCCentre Malaysia) received a small grant to organise theInternational Conference on Technical and VocationalEducation and Training (ICTVET), which took place in Johor,Malaysia, on 22-23 August 2006. The aim of this confer-ence was to share information and experiences on keyTVET issues and challenges that arise from the implemen-tation of advanced technologies in economies. Twohundred TVET researchers and practitioners from Malaysiaand around the world participated in the conference.

In cooperation with UNESCO Beijing, UNESCO-UNEVOCsupported a project to develop training materials and atraining plan for young herders in Mongolia. The projectfocussed on Heintii, Dornod, Sukhjabaatar and Ulaan-baatar. It was implemented as a result of a needsassessment that was carried out in 2005.

1. GLOBAL UNEVOC NETWORKS11

UNESCO-UNEVOC hosts an Internet-based virtual commu-nity and electronic mail forum (e-Forum), which directlylinks individual TVET experts around the world. The e-Forum is an excellent way for those working on skillsdevelopment and employability issues to cooperate andcommunicate with partners around the world. Messagesmay include:

>> Discussions on a wide variety of TVET topics,including TVET system development; nationalqualification frameworks; basic TVET skills;information and communication technology in TVET;TVET for sustainable development; involvement ofthe private sector to improve TVET systems; learningwithin the socio-economic context of the workplace;etc.;

>> Announcements of international conferences andworkshops;

>> Information on new publications and resources;

>> Enquiries for materials that would be useful for anindividual’s work in TVET and that may be availableabroad, e.g. curriculum materials; and

>> Finding partners for international cooperation.

During 2006-2007, membership in the e-Forum and thenumber and quality of messages and discussions increasedsubstantially. At the end of 2007, close to 1000 TVETexperts from more than 150 countries and 25 interna-tional organisations were members of the e-Forumcommunity. The number of messages more than doubledfrom 262 in 2006 to 569 messages (from 256 e-Forummembers) in 2007.

In mid-2006, UNESCO-UNEVOC launched an Internetinterface for the e-Forum, which includes a discussionboard that shows all messages in threaded view, a docu-ment upload area and a chat room for real time discussions.

In addition, TVET experts can now sign up to the e-Forumthrough the UNESCO-UNEVOC website. All of these tech-nical developments have contributed to stimulating thediscussion and attracting more e-Forum members.

To enable discussion and exchange on TVET topics rele-vant to Latin America and the Caribbean,UNESCO-UNEVOC set up the “Foro de correo electrónicohispano-luso” (Spanish-Portuguese E-mail Forum). Thisforum brings together educators, researchers and otherinterested individuals to share TVET information on a non-commercial basis. At the end of 2007, theSpanish-Portuguese E-mail Forum was still at its begin-nings, but UNESCO-UNEVOC plans to develop the forumfurther in 2008-2009.

1.3 UNESCO-UNEVOC e-Forum and Spanish-Portuguese Forum

Otto-von-Guericke-University, Magdeburg

On 31 July 2007, UNESCO-UNEVOCand Otto-von-Guericke-University,Magdeburg, Germany, signed a Letterof Intent to establish a long-termcooperation between the two organi-sations. Joint international activitieswill particularly focus on the UN

Decade of Education for Sustainable Development (DESD)and include

>> Shaping the DESD in the area of TVET teacher/trainereducation;

>> Cooperation in a global TVET network for sustainabledevelopment;

>> Joint research in the area of TVET for sustainabledevelopment;

>> Development and acquisition of research projects;and

>> Joint development and establishment of training thetrainers projects in TVET, including graduateprogrammes, especially in the context of sustainabledevelopment.

1. GLOBAL UNEVOC NETWORKS12

1.4 Other UNEVOC partnerships

Capacity Building International (InWEnt)

On 24 May 2007, on the occa-sion of the consultativemeeting “TVET and ESD:Engaging the CorporateSector“ (held in Bonn, 23-25May 2007), Rupert Maclean,

Director of UNESCO-UNEVOC, and Dr Luiz Ramalho,Director of the Department of Sustainable Development,InWEnt, Germany, signed a Memorandum of Under-standing to establish a strategic partnership between thetwo organisations. UNESCO-UNEVOC and InWEnt particu-larly aim to cooperate in the areas of

>> TVET and education for sustainable development(ESD);

>> Research;

>> Teaching and training of multipliers;

>> Publications;

>> Networking; and

>> Joint project development and implementation.

The two organisations intend to combine and shareresources, know-how and capabilities to broaden outputswithin the framework of joint activities.

© World Bank/Eric Miller

Since its inception, the UNESCO-UNEVOC InternationalCentre has established formalised relationships with otherinternational and national organisations involved in TVET

through mechanisms such as Memoranda of Under-standing (MoU) and Letters of Intent. In 2006-2007, theseincluded agreements with the following organisations:

2. TVET AND EFA13

E ducation for All (EFA) cannot be achieved withouta rapid expansion of high quality and relevanttechnical and vocational education and training

(TVET). Governments, training authorities and many TVETinstitutes are increasingly interested in TVET reform, sinceskills for employability and citizenship are the key toensuring productive economic progress and sustainablecommunities.

The internationally agreed Dakar Framework to achieveEFA is inclusive of TVET in several ways, notably with Goal3 “to ensure that the learning needs of all young peopleand adults are met through equitable access to appro-priate learning and life skills programmes” and Goal 6“improving all aspects of the quality of education, andensuring excellence of all so that recognized and meas-urable learning outcomes are achieved by all, especiallyin literacy, numeracy, and essential life skills”. Through

national EFA planning processes, countries in need havebeen encouraged to integrate the skills developmentstrategies necessary for national economies into theiroverall plans for education.

UNESCO-UNEVOC assists UNESCO Member States todevelop and strengthen relevant and accessible TVET, e.g.as Member States introduce new legislation on TVET,devise mechanisms to bring employers and the commu-nity closer to the training process, shift towardscompetency based systems, or investigate quality assur-ance frameworks. Regardless of specific issues, there is ageneral need for a comprehensive enhancement ofnational capacity in TVET planning and management inthe context of EFA. The UNESCO-UNEVOC InternationalCentre has been contributing to this process over severalyears and in a number of ways: as an organiser of meet-ings, as a contributor of technical expertise, as a distributorof information through the website and via newslettersand publications, etc.

2. TVET AND EFA

What basic education for Africa?

UNESCO in Dakar and the Regional Office for Educationin Africa (BREDA), in close collaboration with the Govern-ment of Rwanda, UNESCO Headquarters,UNESCO-UNEVOC, the International Bureau of Education(IBE), and the UNESCO Cluster Office in Nairobi organizeda regional workshop on the question “What Basic Educa-tion for Africa?”. The workshop took place on 25-28September 2007 in Kigali, Republic of Rwanda.

In order to reach the EFA goals, a thorough reform of basiceducation is a priority for African countries. This workshopaddressed tendencies, advances and challenges in theexpansion of basic education in Africa. A presentation bya representative of UNESCO-UNEVOC addressed the issueof skills development in the basic education curriculum.

TVET in countries in (post-) conflictsituations

Education in emergency situations – which is understoodas education in a country or region having been inter-rupted by a civil or international conflict or by naturaldisasters – has been recognized by UNESCO as an EFA“flagship” programme.

2.1 Assisting countries to develop quality, accessible TVET systems

© UNESCO/Inez Forbes

2. TVET AND EFA14

In conflict areas, TVET is an effective means to quicklyinstil people with the skills necessary to establish non-violent livelihoods, and for their reintroduction to civilsociety. UNESCO-UNEVOC assists countries in post-conflict reconstruction in various ways.

In April 2006, the Centre organized a five-day study tourto Manila, Philippines, for six Afghan directors of TVETinstitutes. The participants in the study tour examinedwhich TVET models and paradigms are most appropriate,and what forms of TVET delivery are most useful forAfghanistan. During the visit, they visited several publicand private TVET institutions as well as a training centrefor TVET teachers. Furthermore, they were introduced toTVET programmes for physically disabled persons andtraining programmes on non-traditional skills for women,such as welding. The study tour was organized in cooper-ation with the UNESCO office in Kabul and with supportfrom the Colombo Plan Staff College for Technical Educa-tion. The newly acquired knowledge was disseminatedthrough in-country workshops to TVET professionals andother stakeholders in Afghanistan in July 2006.

In Iraq, national and international efforts are made todevelop tools for reconstruction and the recovery fromconflict. Education in general, and TVET in particular, topthe agenda for action, and UNESCO (including UNESCO-UNEVOC), UN-HABITAT and the German government, incooperation with the government of Iraq, organized aforum to analyze the current status of TVET in the countryand develop plans for immediate and future action. Theforum, which was entitled “Re-Alignment of TVET in Iraqwith Employment Requirements”, took place on 17-19July 2006 in Cairo, Egypt. The broad and high-level repre-sentation of Iraqi government officials, TVET providers andbusiness leaders in the forum reflected the importanceattributed to TVET by all national stakeholders.

Eleven papers were presented by Iraqi participants,covering:

>> Highlights of current TVET in Iraq;

>> Toward re-aligning TVET in Iraq;

>> Anticipated challenges;

>> Urgent needs; and

>> Short-term priorities.

Regional and international experts also contributed to thediscussions and presented papers on experiences andlessons learnt in other post-conflict contexts. Threeworking groups addressed questions related to TVET systemdevelopment, improving TVET quality and ensuring thatTVET is relevant to labour market needs. The Forum unani-

mously agreed to a nine-item TVET outlook for the country.Follow-up actions were identified and spelled out.

On 6 December 2006, UNESCO-UNEVOC hosted andchaired a roundtable to provide an open forum for discus-sion on redevelopment plans for TVET in Iraq in the contextof a $10 million German funded programme thatcommenced on 1 January 2007. The programme ismanaged by UNESCO Iraq in cooperation with local andinternational partners. Key agencies that work in the areaof TVET development in the Arab region, such as UNESCOIraq, the German Federal Ministry for Economic Coopera-tion and Development (BMZ), German TechnicalCooperation (GTZ), Capacity Building International(InWEnt) and Arbeitsgruppe Entwicklung und Fachkräfteim Bereich der Migration und der Entwicklungszusamme-narbeit (AGEF), participated in this roundtable meeting,which took place at the UNESCO-UNEVOC premises inBonn.

Also in 2006, UNESCO-UNEVOC initiated a research projecton the role of TVET in building livelihoods and civic partic-ipation in post-conflict countries in sub-Saharan Africa.The aim of this project, entitled “Education for Livelihoodsand Civic Participation in Post-Conflict Countries: Concep-tualising a Holistic Approach to TVET Planning and

© World Bank/Curt Carnemark

2. TVET AND EFA15

Programming in Sub-Saharan Africa”, was to assess howeducation, and in particular TVET, can and should helpsocial and economic communities recover and rebuild inpost-conflict environments, and propose possible direc-tions for longer term work in this area. The detailed casestudies focussed on Liberia, Southern Sudan and Uganda.The study was conducted by the Research Group on Educa-tion and Conflict at Oxford University, United Kingdom,and published as the 3rd volume of the UNESCO-UNEVOCDiscussion Paper Series. The study provides a basis forfurther project work to assist TVET development in post-conflict societies, particularly in Africa. As a next step, anevaluation of recent TVET programmes in post-conflictcontexts will take place.

In 2007, UNESCO-UNEVOC put out a call for papers toseek out research on aspects of TVET in countries post-conflict. The results of this call for papers can be used inthe upcoming work of the Centre in this area in 2008 andbeyond.

TVET in countries in transition

Social partnerships in Central Asia

In 2005, UNESCO-UNEVOC organised a Mobile TrainingTeam (MTT) for UNEVOC Centres and candidate Centresfrom Kazakhstan, Kyrgyzstan, Tajikistan and Uzbekistanon social partnerships in TVET. After studying examples ofsocial partnerships in Germany, the participants carriedout dissemination workshops in their home countries toshare their newly acquired knowledge with other TVETspecialists and stakeholders, and to identify means ofapplying it in the respective national contexts. Kazakhstanand Uzbekistan implemented their follow-up seminars in2005. Kyrgyzstan and Tajikistan followed in early 2006.

The workshop in Kyrgyzstan addressed questions such as:How can the involvement of social partners in the certi-fication and assessment of TVET be legitimized andregulated? How can it be financed? The seminar wasorganised by the Forum for Educational Initiatives(UNEVOC Centre Kyrgyzstan) and took place on 24-25January 2006. The 38 participants were representatives ofpublic authorities, formal and non-formal trainingproviders, trade unions and employers as well as staff ofthe Kyrgyz UNEVOC Centre. A German expert – Mr KarelKriz from the Trier Chamber of Trades and Crafts –presented the German system of involving social partnersin the process of assessment and certification in TVET. TheForum for Educational Initiatives organised a roundtablelater in the year to follow up on the national dissemina-tion seminar and facilitate further dialogue. In addition,a taskforce was set up that consists of representatives ofthe Congress of Business Associations, the BusinessSupport Centre and trade unions. The role of the taskforce

is to act as a driving force for further social dialogue. Itproposed concrete actions to the members of the round-table. Decisions on further steps will be taken jointly.

In Tajikistan, the national dissemination seminar tookplace in Dushanbe, 20-21 February 2006. Around 45experts from public authorities, formal and non-formaltraining providers, trade unions and employers partici-pated in the seminar. It was the first meeting at which allsocial partners in Tajikistan came together to address thechallenges the Tajik TVET system is facing, and to discusspossibilities for cooperation to better align TVET to thelabour market. Mr Karel Kriz from the Trier Chamber ofTrades and Crafts was again involved as an expert on theGerman system of social partnerships in TVET. The seminarwas jointly organised by the Tajikistan National Commis-sion and the Department for Initial Vocational Educationand Training at the Tajik Ministry of Labour. As a follow-up to this UNESCO-UNEVOC activity, the Tajik stakeholdersplanned to continue their dialogue.

Challenges and solutions for TVET development inEuropean countries in transition

The 15th International Vocational Education and TrainingAssociation (IVETA) Conference on “VET in the Context ofLifelong Learning” took place on 21-24 August 2006 inMoscow, Russian Federation. UNESCO-UNEVOC organizedtwo roundtable sessions during this conference. Oneroundtable focussed on ‘Challenges and Solutions for TVETDevelopment in the European Countries in Transition’. Itwas a mapping exercise aimed at identifying the level ofTVET development and defining priorities to aid the furtheradvancement of TVET in countries in transition. The round-table also explored the extent to which patterns aresimilar or different across the region. Speakers fromCroatia, Lithuania, Montenegro and Romania presentedcase studies that had previously been commissioned byUNESCO-UNEVOC. The papers dealt with issues such asquality assurance, youth employment and social partner-ships in TVET. The roundtable contributed to thedevelopment of knowledge about the role of TVET inpreparing people for employment and citizenship as wellas in rebuilding communities and economies of countriesin transition. The second roundtable focussed on TVETteacher/trainer education (see section on TVETteacher/trainer education).

Reorienting TVET towards labour market needs inSouth-East Europe

Given the key role of education in socio-economic devel-opment and growth, especially for knowledge-basedeconomies, and due to the need to tackle the significantrates of youth unemployment, interest in more innovativeand efficient TVET systems is growing in South-East Europe.On 4-6 June 2007, a meeting of South-East European

TVET leaders took place in Skopje, Macedonia. The meetingwas organised by the Stability Pact, an organisation thatpromotes economic and social development in the South-East European countries, and brought together a broadgroup of professionals to discuss strategies to reorientTVET towards labour market needs. The five countries infocus were Macedonia, Romania, Bulgaria, Croatia andTurkey. TVET experts from international agencies (UNESCO-UNEVOC, ETF and CEDEFOP) supported the meeting, andthe representative of UNESCO-UNEVOC gave a presenta-tion on ‘Innovation in TVET: the Role of Networks’.

Improving TVET through Mobile TrainingTeams: Studying qualification frameworksand competency-based approaches in Africa

Following the outcomes of UNEVOC Network meetingsheld in Dakar, Senegal, and Yaoundé, Cameroon, UNESCO-UNEVOC organised a Mobile Training Team (MTT) forvocational education leaders from UNEVOC Centres inCameroon, Congo (Brazaville), Ivory Coast, Sierra Leoneand The Gambia. The TVET experts visited Mauritius inJune 2007 to study the experiences and successes ofMauritius in the areas of qualification frameworks andcompetency-based approaches in TVET. As a follow up tothe study visit, a sub-regional dissemination seminar tookplace in Banjul, The Gambia, in November 2007. The MTTachieved the following objectives:

>> Enabling TVET experts to learn about good policiesand effective TVET planning in the African context;

>> Promoting “best practice” in African countries;

>> Developing national skills qualification frameworks;

>> Promoting competency based approaches and otherquality and relevance assurance mechanisms; and

>> Promoting poverty reduction strategies in Africa.

Public private partnerships in the ArabStates

Around the world, countries face the challenge of havingto renovate their TVET systems to better meet trade andindustry requirements for qualified labour and the popu-lation’s need for skills and qualifications that are relevantto employment. TVET systems in many Arab States are inneed of reform to overcome the mismatch between TVEToutput and the demands of the labour market. One strategyto address this issue is to foster the involvement of stake-holders from both the public and the private sectors in thevarious aspects of TVET.

At the second G8/BMENA Meeting of Ministers of Educa-tion in Sharm-el-Sheikh, 23-24 May 2006, the participantsagreed to “emphasize the role of Public Private Partner-ships (PPP) and stakeholder participation in all aspects ofa [education sector] reform”.

To facilitate the exchange of experiences and best-prac-tice examples in PPP in TVET among stakeholders in theArab region, UNESCO-UNEVOC, in co-operation with theUNESCO Offices in Cairo and Beirut, organized a studyvisit for TVET experts to Cairo, Egypt. The visit took placeon 10-14 December 2006. TVET experts from selectedUNEVOC Centres in Jordan, Lebanon, Morocco, Sudan,Syria and Tunisia visited the Mubarak-Kohl-Initiative andthe National Skill Standards Project.

The participants in the visit studied and debated themodalities of implementing PPP and identified thestrengths and weaknesses of and obstacles and barriers

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National Skill Standards Project (NSSP) The NSSP works in partnership with employers’ organi-sations on the development of a national skillstandards scheme, job descriptions, curricula, learningmaterial, and testing and accreditation requirementsin Egypt.

Mubarak-Kohl Initiative The Mubarak-Kohl Initiative applies a customizedversion of the German Dual System. It involves thebusiness community in planning, implementing, eval-uating and accrediting TVET in Egypt.

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to PPP initiatives. They also developed recommendationsthat serve as a tool to guide the formulation and imple-mentation of such initiatives in the participants’ homecountries. It is expected that the visit will have an impor-tant impact on the enhancement of PPP in the Arab region.As a follow-up to the study tour, the participants sharedtheir newly acquired knowledge within their countriesthrough national dissemination seminars.

Competency-based training in Latin America

On 16-20 October 2006, UNESCO-UNEVOC, in coopera-tion with the UNESCO Regional Bureau for Education inLatin America and the Caribbean and Fundación Chile,organised a study tour for a small group of TVET expertsfrom Bolivia, Ecuador, Nicaragua and Paraguay to Santiagode Chile. The aim of the visit was to study the successesand lessons learnt of the “Job Competencies Programme“(“Programa de competencias laborales”) of FundaciónChile, which is considered to be a regional example ofgood practice in the area of competency-based training

and certification. Through this programme, FundaciónChile aims to identify the skills, attitudes and knowledgepeople need to enter and progress in the world of work;to improve the quality and relevance of the trainingprogrammes offered; to recognize people’s previouslyacquired skills; to contribute to inter- and intra-companyjob mobility of those workers who certify their competen-cies; and to support the evaluation of training policies.The study visit enabled the participants to

>> Understand the economic and institutional contextof the Chilean competency-based approach;

>> Get to know the principal methodologies andconcepts of the “Programa de competenciaslaborales”; and

>> Learn about TVET innovations in the context oflifelong learning and competency-based approaches.

Following the study tour, participants implementednational dissemination seminars in their countries in orderto share what they had learned in Chile with colleaguesand relevant stakeholders, as well as to discuss with thempossible applications of the Chilean experience withintheir own local contexts. Each national disseminationseminar had around 50 participants.

TVET teacher/trainer education

Since the international United TVET Network on Innova-tion and Professional Development (UNIP) was founded atthe “UNESCO International Meeting on Innovation andExcellence in TVET Teacher/Trainer Education” inHangzhou, China, in November 2004, a sequence ofregional events within the framework of the Network havebeen implemented with the involvement of UNESCO-UNEVOC. Improving the quality of training programmesfor TVET teachers/trainers is an important focus ofUNESCO-UNEVOC’s work. It is a key component in raisingthe quality and status of TVET, and the Centre works withUNIP and other partners to promote the adoption of aMaster’s degree programme for TVET educators.

On 6-7 February 2006, UNIP and the Akershus UniversityCollege (Högskolen i Akershus - HIAK), in cooperation withUNESCO-UNEVOC, organised a joint European workingconference on “Promoting Professionalisation and Inno-vations in Teacher Education for Technical and VocationalEducation and Training”. The conference took place at theHIAK premises in Lilleström, Norway. The participants atthe conference finalised the structure and content of aMaster’s degree programme for TVET teachers/trainers,with particular reference to meeting the needs of coun-tries in Europe, within an international context. The newprogramme is based on the International Master’s Frame-work for TVET Teachers, which was approved at aninternational meeting in Hangzhou, China, in November2004 (this earlier meeting was co-organised by UNESCO-UNEVOC).

Within the framework of the 15th International Voca-tional Education and Training Association (IVETA)conference on “VET in the Context of Lifelong Learning”,which took place on 21-24 August 2006 in Moscow,Russian Federation, UNESCO-UNEVOC, in collaborationwith UNIP, organized a roundtable on ‘Professionalisationof TVET Teachers/Trainers – An Issue for InternationalCooperation?’ The purpose of the roundtable was to facili-

© UNESCO

tate discussions on the international and regional imple-mentation of Master’s level degrees for TVET, as well as tosupport the worldwide exchange of information on theimplementation processes for such degrees.

A third joint UNESCO-UNEVOC and UNIP activity in 2006-2007 was the workshop on “Innovation andInternationalisation in the Qualification of TVET Experts“,which was held in Colombo, Sri Lanka, on 22-25 November2006. This meeting was organised by the Department ofTechnical Education and Training of Sri Lanka (DTET),German Technical Cooperation (GTZ) on behalf of theGerman Federal Ministry for Economic Cooperation andDevelopment (BMZ), UNIP and UNESCO-UNEVOC. Around50 participants from Bangladesh, China, Germany,Malaysia, the Philippines, Sri Lanka and the UnitedKingdom discussed ways to substantiate the implementa-tion of an international Master’s degree programme forTVET in Sri Lanka, to develop and adopt models for coop-eration in the South-Asian region, and to stipulateinternational research cooperation, especially in Asia.

UNESCO-UNEVOC is involved in providing technical adviceand support to the Department of Higher Education in thePeople’s Republic of China, to assist with a major reformproject concerning TVET at the post-secondary level.Within the framework of this joint innovative project (JIP),UNESCO-UNEVOC gives expert advice on specific TVETissues. On 28-30 November 2006, a national meeting onTVET in China took place in Beijing. Thirty-five expertsfrom the Ministry of Education, UNEVOC Centres andother TVET institutions met to share experiences and prac-tices in JIP implementation, discuss and plan programmeactivities, and explore further inter-institutional cooper-ation within the JIP. Within the context of the JIP, trainingprogrammes for higher vocational teachers in China tookplace in 2007. These seminars introduced new theory andpractice into Chinese TVET teacher education, as well asquality, international resources. The seminars aimed toreform the learning contents and curricula of TVET teachereducation.

ICTs in TVET

Information and communication technologies (ICTs) arebecoming increasingly important in education and trainingand have opened up new potential in learning. ICTs needto be harnessed, e.g. to provide more widespread accessto TVET. Yet in many parts of the world, the use of ICTs inTVET is still very limited. Some of the issues that need tobe addressed are capacity development, access andconnectivity, and localisation, customisation and contentdevelopment. The UNESCO-UNEVOC International Centrefosters the development and use of ICTs in TVET throughits various activities, including its online services, collabo-ration within the UNEVOC Network, and workshops,

seminars and other activities organised jointly with partnerorganisations.

The “Regional Symposium on the Development of Teachingand Learning Methods in TVET Programmes through theUse of ICTs” took place in Tunis, 20-22 November 2006.Thirty-three TVET experts from UNEVOC Centres fromaround the Arab States participated in this meeting, whichwas organised by UNESCO-UNEVOC and the UNESCOOffices Beirut, Rabat and Cairo, in collaboration with the

Tunisian National Commission for UNESCO and the EcoleSupérieure des Sciences et Techniques de Tunis (UNEVOCCentre in Tunisia). The Symposium addressed the devel-opment of ICT-based teaching and learning methods inTVET in the Arab States. It was a follow-up to a regionalmeeting of TVET experts in Amman, Jordan, 1-3 August2005. A project proposal on ICTs in TVET developed at thisearlier meeting ranked third in the list of participants’priorities for cooperation. Moreover, ICT application ineducation and learning was a major aspect of a G8-BMENA Ministers of Education meeting held in SharmEl-Sheikh, Egypt, 23-24 May 2006.

The recommendations of the symposium in Tunis included:

>> The establishment of a network of TVET experts fromUNEVOC Centres in the Arab States to guide thedevelopment of strategies and programmes for theuse of ICTs in TVET;

>> The creation of a content management system foreducational tools in Arabic;

>> The identification and promotion of best practices inthe region; and

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2. TVET AND EFA19

>> The development of an educational portal/websitefor the Arab Region that would enable practitionersand students to access important TVET informationand knowledge.

The private sector was invited to support the UNEVOCCentres in the implementation of their initiatives in theseareas.

As a result of the workshop in Tunis, the regional educa-tional portal “Al Marsad” (“the Observatory”) wasestablished. It is a portal for the Arab States, especiallyfor those countries that are involved in mutual efforts toenhance the development and use of new technologies ineducation, and to provide high quality educational toolsand services. The main language of the portal is Arabic,but it can contain texts in French and English. The portalis hosted in Lebanon and supported and sponsored byUNESCO, the UNEVOC Centres in the Arab States,Ministries of Education and the private sector. The privatesector has played and will continue to play a major rolein the development and management of the portal.

It is planned that further cooperation between UNESCO-UNEVOC and the UNESCO Office Beirut will take place tofollow up on the symposium in Tunis.

The 1st African UNESCO-UNEVOC TVET Summit“Access to and Inclusion inTVET in Africa Through NewICT-Based Solutions” was aspecial event within theannual Pan-AfricaneLearning Africa confer-ence. The Summit was heldon 28 May 2007 in Nairobi.It brought together morethan 150 TVET experts,policy makers, researchersand practitioners fromAfrica and around the worldto share experiences,discuss strategies andimplement mechanisms topromote and effectivelyintegrate ICTs in TVET. Inaddition to the keynoteaddresses, which gave an overview of the status of TVET(and e-learning in TVET) in Africa, case study presenta-tions illustrated the use of ICTs in TVET institutions inKenya, Malawi and Zambia. A mobile learning project inSouth Africa and a media education project were alsointroduced. During the afternoon workshops, the partici-pants discussed issues around online community buildingin TVET and the effective use of e-learning respectively.The Summit was supported by the Kenyan Ministry for

Education, the UNESCO Regional Office for Education inAfrica (UNESCO/BREDA), the Commonwealth of Learning(COL), the German Federal Institute for Vocational Educa-tion and Training (BIBB), Capacity Building International(InWEnt) and the Open Polytechnic of New Zealand.

The TVET Summit was an important opportunity forUNESCO-UNEVOC to showcase the benefits and costs ofthe use of ICTs in TVET in Africa to a broad audience fromAfrican governments, NGOs, and businesses, as well asinternational development and donor agencies. The nextTVET Summit will be held at eLearning Africa 2008 inAccra, Ghana.

Youth employment and school-to-worktransition

At the request of the Director-General’s Office and theSection on Youth Affairs at UNESCO Headquarters,UNESCO-UNEVOC participated in the 3rd Global YouthEmployment Summit (YES) in Nairobi, Kenya, 13-16September 2006. The participation of UNESCO (andUNESCO-UNEVOC) in this important summit showedUNESCO’s full support of the efforts of the YES campaign,which places young people at the centre of developmentinitiatives by promoting the kinds of capacities and prac-tical tools young woman and men need in order to createsustainable livelihoods. With regard to the challenges ofyouth employment, UNESCO-UNEVOC (in the frameworkof EFA) focuses on the promotion of quality education andtraining for all young people, with the aim of fosteringskills and knowledge to facilitate the transition fromschool to work. Ensuring appropriate life skills and learningprogrammes through strengthening TVET and vocationalcontent in secondary schools are significant objectives forUNESCO-UNEVOC in this regard.

The transition of youth and young adults from school tothe world of work has become an important policy issuefor the majority of countries worldwide. Changes in thenature of work and employment have weakened theprospects for long-term and secure jobs, even for the mosteducated young people. A high level of youth unemploy-ment has become a global phenomenon, but it isparticularly prominent in Asia and the Pacific. The regionis home to over 45% of the world’s young people withoutwork (according to the most recent ILO report, 41.6 millionyoung people in Asia/Pacific were unemployed in 2005).

eLearning Africa is an annual conference and thelargest gathering of e-learning and distance educa-tion professionals in Africa. Nairobi was the locationof the second conference. The first one took place inAddis Ababa, Ethiopia. eLearning Africa 2008 will beheld in Accra, Ghana.

Young people in Asia are three times more likely to beunemployed than adults, and young women are especiallyaffected. Many governments believe that TVET can improvethe employability of youth and be a major vehicle forfacilitating the transition from school to the world ofwork.

‘School-to-work transition’ is a broad term that gainedcurrency during the 1990s with a widespread renewedemphasis on labour market and educational reforms. Itcovers areas such as:

>> Preparing school leavers for the world of work;

>> Supporting young people through the transitionprocess; and

>> Developing strategies to increase initial employmentopportunities.

TVET experts from selected UNEVOC Centres in Asia andthe Pacific discussed strategies that prepare school-leaversfor the world of work at a regional seminar on school-to-work transition in Tokyo, Japan, 23-30 January 2007. Themeeting was organized by the Japanese National Institutefor Educational Policy Research (NIER), in collaborationwith UNESCO-UNEVOC.

An important issue raised at the seminar was how youngpeople can be supported through the school-to-worktransition process. Even though countries face differentchallenges in this regard and have developed variedapproaches, the participants identified a series of commonissues and strategies related to TVET as a pathway to theworld of work.

Vocationalisation of higher education

In today’s rapidly changing globalised economy, there isincreasing pressure on higher education systems all overthe world to rethink knowledge production and learningin order to produce graduates that are equipped with skillsrelevant to the world of work. The past ten or so yearshave seen many efforts to reorganise universities to meetthe demands of the globalised knowledge society. In somecases, major organisational and epistemological shifts inthe forms of knowledge production and learning haveoccurred, which have enormous implications on definingthe role and mission of the university in modern daysociety.

The question how higher education and higher educationresearch can respond to the challenges of the knowledgesociety was examined by education researchers, policymakers and practitioners at the fourth InternationalCongress on Quality Management in Systems of Educa-

tion and Training (CIMQUSEF 2007). This congress tookplace on 17-19 April 2007 in Casablanca, Morocco. Issuesaddressed at the meeting included the relationshipbetween higher education and industry, how to preparestudents for the knowledge society, globalization andinternational mobility (internationalisation of highereducation), and human resources development. RupertMaclean, Director of UNESCO-UNEVOC, presented akeynote address on ‘Vocationalisation of Higher Educa-tion: Issues, Concerns and Prospects’.

TVET in Pacific secondary schools

There is much debate about the place of TVET in secondaryschools in the Pacific. Secondary education is currentlylargely academic, catering mainly to students who aspireto white-collar jobs or entry into university. As a result,more and more students are being pushed out of theschool system without the necessary skills for employ-ment.

In order to explore new directions for school-based TVET,the Pacific Regional Initiatives for the Delivery of BasicEducation (the PRIDE Project), in cooperation with theUNESCO-UNEVOC International Centre, the Pacific Asso-ciation of Vocational Education and Training (PATVET) andthe Palau Ministry of Education, brought together 36educators from 15 countries around the Pacific at thesixth PRIDE Project regional workshop on “The Role ofTVET in Pacific Secondary Schools: New Visions, NewPathways”. The workshop took place in Koror, Palau, 15-22 November 2006, and was funded by the European

2. TVET AND EFA20

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2. TVET AND EFA21

Union and the government of New Zealand.

The aim of the workshop was to reconceptualize the placeof vocational education in secondary schools, and toexplore strategies for integrating TVET programmes intothe curriculum in a holistic way.

Specifically, the objectives were:

>> To review contemporary global thinking about therole of TVET in secondary schools and examine theimplications of these new ideas for the Pacific;

>> To reconceptualize vocational education in thePacific, especially with regard to local cultures andtraditional ways of imparting skills for life and work;

>> To explore a more holistic approach to secondaryeducation through the integration of TVET and lifeskills;

>> To consider transitions from school-based TVET tothe world of work;

>> To examine the interface between school-based andpost-school TVET, and between formal and non-formal TVET; and

>> To recommend strategies for the implementation anddelivery of TVET.

Rupert Maclean, Director of UNESCO-UNEVOC, and PeriveLene, President of PATVET, were the two resource personsat the meeting.

The highly successful workshop marks a significantstrengthening of relationships between the Pacific nationsand UNESCO-UNEVOC. The Pacific countries comprisemore than 8% of the total membership of UNESCO. Yetbecause of their isolation and very small populations, theysometimes remain on the fringe of UNESCO activities. ThePRIDE team is committed to build a strong partnershipwith UNESCO-UNEVOC in order to benefit TVET in thePacific nations.

Rethinking education in the Marshall Islands

In the Republic of the Marshall Islands (RMI), the matterof strengthening and upgrading TVET is an importanteducational issue. The population of the RMI is growing,despite high out-migration to the USA, and there isincreasing urbanisation. Seventy percent of the peoplenow live in Majuro and Ebeye. This situation makes subsis-tence lifestyles impossible for many families. It also createsfood and housing shortages, places high demand on alimited infrastructure, and adds to escalating social prob-

lems. Sixty-five percent of the population is under the ageof 24, which creates a high dependency ratio and largehousehold size. There are significant shortages in almostall professions and trades in the Marshall islands. Foreignworkers are often recruited to fill positions. ManyMarshallese also lack basic competencies in Englishliteracy, numeracy, critical thinking and other life skillsthat are necessary for employment and advancement.

Marshall Islands education experts, ministers and otherhigh level officials gathered from 25 February to 2 March2007 at the national “Rethinking Education Conference“to develop a human resource development frameworkthat includes a national training policy. In addition, theimportance of indigenous knowledge was examined.Rupert Maclean, Director of UNESCO-UNEVOC, was oneof two keynote speakers at this conference. His speechfocussed on vocationalisation of secondary education.

In light of the outcomes of the conference, the MarshallIslands plan to redraft their education bill to better reflectTVET, and increase funding for the provision and develop-ment of TVET. Education officials regarded RupertMaclean’s contribution to the conference as particularlyimportant and influential in this regard. The MarshallIslands will continue to involve UNESCO-UNEVOC in theadvancement of TVET and will organise follow-up activi-ties to the workshop.

International cooperation in skillsdevelopment in South-East Asia

TVET experts from various areas of the world reflected oncontemporary trends in international skills developmentat a meeting of the Working Group for International Coop-eration in Skills Development. This meeting took place inHong Kong, China, 15-16 February 2007, and was entitled“Skills Development Policies and International Coopera-tion in East- and South-East Asia”. It was hosted by theComparative Educational Research Centre (CERC), whichis based at the Hong Kong University. A representative ofUNESCO-UNEVOC gave a presentation on the UNESCO-UNEVOC approach to skills development in Asia.

The Working Group for International Cooperation in SkillsDevelopment, of which UNESCO-UNEVOC is a member, isan informal group of bi- and multilateral donor agenciesand international organisations involved in assistance tovocational and technical skills development worldwide. Itis a forum to promote the exchange of new ideas and goodpractices, highlight key issues in the field of skills devel-opment and stimulate dialogue among its members. TheWorking Group meets at least once a year, and the meet-ings are hosted and financed on an ad-hoc basis by itsmembers.

International cooperation in skills

TVET and lifelong learning

Falling birth rates and rising average life expectancy haveled to an unprecedented demographic change in manydeveloped countries and many countries in transition. Popu-lations are getting older, which affects societies at all levels.The financial and labour market implications of ageing socie-ties have caused many governments around the world torethink the way in which they view their older citizens.Today, older people are encouraged to stay in the workforcelonger, and to update their skills or re-learn entirely new setsof skills. This has resulted in a gradual transformation of thestudent base of TVET providers and is changing the natureof education and training itself.

‘Re-skilling for All? The Changing Role of TVET in AgeingSocieties’ was a key issue of discussion among the interna-tional experts who participated in the meeting “TVET in anAgeing Society”, 3-6 October 2006 in Adelaide, Australia.The meeting was jointly organized by UNESCO-UNEVOC, theAustralian National Centre for Vocational EducationResearch (NCVER), the Korea Research Institute for Voca-tional Education and Training (KRIVET) and the ColomboPlan Staff College for Technician Education (CPSC). It washosted by NCVER in Adelaide. Eight presentations on keyaspects of TVET in ageing societies formed the basis of thediscussions.

In light of the points raised by the participants, the paperspresented will be revised and published in the UNESCO-UNEVOC International Handbook of Education for theChanging World of Work: Bridging Academic and VocationalEducation. They will also be posted on the NCVER website.

With regard to enabling lifelong learning, the recognition,validation and accreditation of non-formal and informallearning and experience is an important issue. UNESCO-UNEVOC was invited to join an interagency meeting on thistopic organized by the UNESCO Institute of Lifelong Learning(UIL) in Hamburg on 21-22 November 2006. The objectivesof the meeting were to consult lead agencies in the area ofrecognition of non-formal and informal learning, and tocreate synergies with them; to determine priority topics andkey questions for UIL’s international research; to identifycore areas of work and a time framework; and to discuss thepreparation of policy guides (including a dissemination andcapacity-building strategy).

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2.2 Promoting cross-cutting themes

Livelihood skills development

UNESCO-UNEVOC has developed a “Skills DevelopmentPackage for Learning and Working”. The aim of the packageis to help facilitate the organisation and implementation ofTVET awareness and motivation campaigns for marginalisedgroups in least developed countries. The idea behind thecampaign is to offer a platform, and enable an environment,to motivate people living in adverse economic conditions toenrol in TVET courses and take up self-employment activi-ties to improve their economic situation. The backbone ofthe package is a set of DVDs, which is complemented by aseries of documents that assist teachers/trainers in preparingand carrying out local campaigns. The package becameavailable in 2005 and was disseminated in 2006-2007. Ithas been in very high demand, particularly by organisationsthat work in informal TVET in developing countries.

HIV/AIDS and TVET

HIV/AIDS has a tremendous impact on education and trainingas well as on the labour force in many countries in Sub-Saharan Africa. The TVET systems of the countries mostaffected by the pandemic therefore need to address thisissue. At the UNESCO-UNEVOC workshop on “UNEVOCNetwork, UNEVOC Mapping and Strategies for Policy Reformand HIV/AIDS Preventive Education” (Lilongwe, Malawi, 5-9 December 2005), participants developed project ideas onhow to utilise the UNEVOC Network to integrate HIV/AIDSpreventive education into TVET. As a follow-up in 2006-2007, UNESCO-UNEVOC provided a small grant to theBotswana Training Authority (BOTA – UNEVOC Centre inBotswana) and the Zambian Technical, Entrepreneurial, andVocational Education and Training Authority (TEVETA –UNEVOC Centre Zambia) to study and document experi-ences, lessons learnt, and challenges faced in mainstreamingHIV and AIDS in TVET in Botswana and Zambia. The studywas also meant to come up with recommendations outliningpossible areas of collaboration between the two institutions,and suggestions on how the mainstreaming HIV/AIDS inTVET curricula in Botswana and Zambia could be enhanced.

The study was organized around four issues: institutionali-sation of HIV and AIDS in BOTA and TEVETA structures;inclusion of HIV/AIDS in the learning process; support topublic and private vocational training institutions; andliaison with the key stakeholders in mainstreaming HIV/AIDS.It concluded that while both countries have made a lot ofprogress in mainstreaming of HIV/AIDS in the TVET sector,improvements are still necessary, especially in the areas ofcross-cutting curriculum development, provision of funding,appropriate teacher/trainer education, and measurement ofthe effectiveness of the interventions.

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3. TVET FOR SUSTAINABLE DEVELOPMENT

P eople in every country of the world must plan for,cope with, and find solutions to issues thatthreaten the sustainability of our planet. Involving

the three spheres of environment, society and economy,education for sustainable development (ESD) can assistpeople to understand and address the global issues thataffect the sustainability of communities and nations.

UNESCO’s guiding Revised Recommendation ConcerningTechnical and Vocational Education (2001) took intoaccount the notion of sustainable development, recom-mending that TVET should: contribute to the achievementof the societal goals of democratic, social and culturaldevelopment (as well as the traditional emphasis oneconomic development); lead to a broad and, when neces-sary, critical understanding of science and technology;and empower people to contribute to environmentallysound sustainable development through their occupationsand other areas of their lives. These concepts are crucialto aligning TVET with the tenets of sustainable develop-ment, and they framed discussions at the October 2004International Experts Meeting on “Learning for Work, Citi-zenship and Sustainability.” The Bonn meeting, togetherwith the Bonn Declaration that resulted from it, deliber-ately addressed these forward-looking concepts in lightof the then upcoming United Nations Decade of Educa-tion for Sustainable Development (DESD).

The DESD spans from 2005 to 2014 with UNESCO as thelead agency. To guide the international coordination of theDESD, UNESCO developed an action plan with 9 thematicprogramme areas. Thematic Programme 4 focuses on“Integrating ESD into TVET”, with UNEVOC as lead partnerin its development and implementation. Spanning the fivebiennia of the DESD, a draft set of goals, activities andmilestones were developed. They are:

>> TVET teacher education: to increase awareness andunderstanding of ESD among teachers/trainers in theareas of formal, non-formal and informal TVET.

>> Private sector: to broaden private sector engagementin educational initiatives in the area of TVET and ESD,especially in developing countries, countries intransition and those in a post-conflict situation.

>> Dissemination of innovative practices: to furtherdevelop TVET learning materials and tools orientedtowards sustainable development.

>> Capacity building for skills improvement andenhanced employability: to integrate ESD issues andconcerns into TVET, in particular in the water and

sanitation sectors.

>> Increasing access to ESD information in relation toTVET: to share and promote international bestpractice in TVET for sustainable development throughmeetings, conferences, publications, and aninteractive UNEVOC web platform.

>> Initiation of ESD focussed projects: to promotesynergies among the members of the UNEVOCNetwork and to increase interagency collaboration toachieve ESD goals.

The UNESCO-UNEVOC International Centre undertookvaried activities in each of these areas in 2006-2007.

TVET for sustainable development –opportunities and challenges

About 70 TVET experts from around Asia and several Euro-pean countries gathered in Ho Chi Minh City, Vietnam, on2-5 July 2006 to share and discuss current examples ofinternational best practice in reorienting TVET for sustain-able development.

The international conference “TVET for Sustainable Devel-opment – Opportunities and Challenges” was jointlyorganised by UNESCO-UNEVOC, RMIT InternationalUniversity Vietnam, and RMIT Melbourne. Co-sponsorsincluded the Colombo Plan Staff College for TechnicalEducation, the Korean Research Institute on Vocationaland Technical Education (KRIVET), the Australian NationalCentre for Vocational Education Research (NCVER), the

© ILO/J. Maillard

Norwegian Institute for Water Research (NIVA), CapacityBuilding International (InWent) and the AustralianGovernment’s Overseas Aid Program (AusAID).

The conference aimed to emphasise the importance ofTVET for sustainable development as a key part of theagenda to be followed during the UN Decade of Educa-tion for Sustainable Development.

In particular, the discussions focussed on:

>> Reviewing the nature, purpose and scope ofdevelopment and sustainable development, and therelevance of the changing international discourse forTVET;

>> Analysing invited case studies of best practice inreorienting TVET for sustainable development;

>> Examining the opportunities for, and challenges to,reorienting TVET for sustainable development; and

>> Identifying strategies to build capacity in reorientingTVET for sustainable development.

The conference papers, along with other commissionedcontributions, will be published in 2008 in the UNESCO-UNEVOC Book Series on Technical and VocationalEducation and Training: Issues, Concerns and Prospects(initially published in English, with possibilities for furtherUN languages, such as Chinese, French and Russian).

The book will address an international audience of policymakers, researchers and practitioners, especially inUNESCO Member States and UNEVOC Centres. It will bewidely distributed worldwide to partner agencies withinthe UN system, international multi- and bi-lateral fundingagencies, non-governmental organisations and other rele-vant individuals and organisations with an interest in TVETas well as in sustainable development. This wide scope willensure that the important matter of TVET for sustainabledevelopment becomes a key part of the agenda to befollowed during the remaining years of the Decade ofEducation for Sustainable Development.

UNESCO-UNEVOC, in collaboration with the Office of theVocational Education Commission, Thailand, organised apanel session on the topic ‘Technical and vocational educa-tion and training in support of education for sustainabledevelopment: opportunities and challenges’ at the 11thUNESCO-APEID International Conference on “ReinventingHigher Education: Toward Participatory and SustainableDevelopment”. The conference took place on 12-14December 2007 in Bangkok, Thailand. The purpose of theconference was to facilitate a paradigm shift by high-lighting the role of universities and other higher educationinstitutions in balancing social inequalities and in formu-

lating sustainable solutions with, and for, people so thatthey can have equal access to the benefits of a global-izing world. The conference was attended by some 300participants from over 30 countries in the Asia-Pacificregion. At the UNESCO-UNEVOC session, which waschaired by the Centre’s director Rupert Maclean, TVETspecialists from Mongolia, Australia, the Colombo PlanStaff College in the Philippines, and SEAMEO VOCTECH inBrunei held presentations. The session was successful,with high quality presentations, followed by a lively ques-tion and answer session afterwards.

TVET for All — a master key for sustainabledevelopment?

On 7 December 2006, UNESCO-UNEVOC and InternationalCapacity Building (InWEnt) jointly organized a roundtableon “TVET for All — a Master Key for Sustainable Develop-ment?“ during the tenth International Conference of theAsia-Pacific Programme of Educational Innovation for

Development (APEID). The conference took place inBangkok, Thailand. The highly successful and informativeroundtable was co-chaired by Rupert Maclean, Director ofUNESCO-UNEVOC, and Dr Harry Stolte, Department ofModern Media and Curriculum Development in VET atInWEnt. Prof. John Fien (RMIT University – UNEVOC Centrein Australia) and Dr Stolte provided a general introduc-tion to the topic and explained the relevance of TVET forsustainable development. They suggested avenues to movefrom “an idealistic vision to a holistic approach”. Theirpresentations were complemented by Dr Ligaya Valmonte(Don Mariano Marcos Memorial University, The Philip-pines), who spoke about the activities and experiences ofselected international organizations that work in TVET inthe Asia-Pacific region, and by Dr Nguyen Viet Thang (VietNam) and Dr Bambang Trisulo (Indonesia), who sharedcase studies on improving TVET in their countries.

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3. TVET FOR SUSTAINABLE DEVELOPMENT25

The APEID Conference was successful in meeting its keyobjectives to strengthen coordination and collaborationamong APEID Network members, raise awareness andunderstanding of education for sustainable development(ESD) and serve as a catalyst for the creation of ESD actionplans. APEID will continue to work in close cooperationwith its partners to ensure that the principles of sustain-able development are integrated into the educationsystems in the region.

TVET for clean water

TVET plays an important role in the water sector, providingskills for a wide range of activities, from plumbing to otherforms of freshwater distribution, desalination, drinkingwater treatments, quality analysis and sewage treatment.The promotion of best practices and guidelines is neededto advance high-quality water-related TVET and to adaptto the changes in infrastructure and pressures from climateand demographics. Overall, there is a need to improvelinkages between those engaged in water-related educa-tion at the TVET level and those working at the tertiaryand school levels. There are also needs with regards to theaccreditation of water technicians.

The UNESCO-UNEVOC International Centre is a memberof the UNESCO Working Group on Water Education andCapacity Building for Sustainable Development. This inter-sectoral body, which was established by the Science andEducation Sectors of UNESCO, aims to raise awarenessand advance water education for communities, and theeducation sector.

UNESCO-UNEVOC has a crucial role in the working groupin the area of skills development and employability. Incollaboration with UNESCO’s International HydrologicalProgramme (IHP) and UNESCO Jakarta, UNESCO-UNEVOCfocuses on expanding the integration of principles andtechnologies for sustainable water management, assess-ment, supply, treatment, services, and conservation intothe education and training of water technicians.

The workshop “Needs Analysis for Training, CapacityBuilding and Skills Development in the Water and Sani-tation Sector in Viet Nam” took place in Ha Long, VietNam, on 3-5 December 2006. It was jointly organized byUNESCO-UNEVOC, Capacity Building International(InWEnt), the Norwegian Institute for Water Research(NIVA) and the Vietnamese UNEVOC Centre. Participantsat the workshop assessed existing training programmes inthe water supply and sanitation sector in Viet Nam. Theyfound that there is a lack of adequate training of techni-cians and other occupational groups and identifiedcapacity-building and training needs. The outcomes of theworkshop formed the basis for the elaboration of a projectproposal on “Poverty Alleviation in Urban and Rural Areas

in Vietnam: Capacity Building and Skills Development toEnhance Employability in the Water and Sanitation Sector”.This project addresses the problems of water pollution,impure water supply and inadequate wastewater treat-ment that adversely affect the health and economicwell-being of communities. It contributes to institutionalstrengthening and the development of a qualified work-force to achieve greater access to clean water andadequate sanitation through the development of appro-priate TVET curricula and resources, the training of trainers,and the delivery of training.

A project team, consisting of UNESCO-UNEVOC, UNESCOJakarta, UNESCO IHP, InWent and NIVA, was set up, andas a next step after the workshop in Ha Long, the projectteam initiated a preliminary study to fine-tune the projectproposal and determine priorities. The outcome of thestudy suggested three priority areas for the project: Hanoiand the two rural provinces Tien Giang (Mekong Delta)and Quang Nam (Central Viet Nam). The project will spanover a three-year period (2007-2010) and consist of fourphases. The first phase (needs assessment and analysiswith stakeholders) was already carried out at the work-shop in Ha Long in 2006. Phase II will focus on thedevelopment of a qualifications framework and compe-tency standards, followed by the development of curriculaand training materials. In Phase III, training programmeswill be implemented in the priority areas. Phase IV willestablish a national network of trainers, and best prac-tices and lessons learnt will be disseminated to UNEVOCCentres in Asia and other regions.

TVET for sustainable development in China

In 2007, a research project on “Developing InnovativeApproaches to Education for Sustainable Development:TVET Curriculum Reform in China” was launched. Thisresearch project focuses on facilitating curriculum reformin TVET in China through the development of contextu-ally-based, innovative approaches to the teaching andlearning of issues relevant for sustainable development.

The longer-term project involves academics, policy-makersand administrative staff from institutes in different regionsin China that represent the diversity of TVET contexts:western and eastern provinces, developed and less devel-oped provinces, urban and rural areas. It focuses onresearching conditions and approaches required for initi-ating and supporting curriculum reform in the area ofeducating for sustainable development.

The project is jointly implemented by the UNESCO-UNEVOC International Centre, Griffith University (UNEVOCCentre in Australia), and Zhenjiang Technology Instituteof Economy (UNEVOC Centre in China) (see also sectionon UNEVOC Networks).

International cooperation in skills

Towards sustainable global health

Sustainable global health is an integral part of the UNMillennium Development Goals (MDGs) and plays a keyrole for global stability and social and economic progress.The international conference “Towards Sustainable GlobalHealth“ (Bonn, Germany, 9-11 May 2007) addressed abroad range of issues related to human health, includingTVET as a tool for the private sector to use workplaces asa route and means for health education.

The conference was organised by UNESCO-UNEVOC, theUN University Institute for Environment and Human Secu-rity (UNU-EHS), the International Labour Organization(ILO), the International Human Dimensions Programme onGlobal Environmental Change (IHDP), and the Universityof Bonn Institute for Hygiene and Public Health (WHO CC).

The idea for the conference resulted from the realisationthat there will be no poverty alleviation without controlof serious public health threats, no economic prosperityand sustainability without a healthy workforce, and nosocial stability and peace as long as people suffer frominsufficient health services, malnutrition, pandemics suchas HIV/AIDS, or from lack of safe water.

While these issues are addressed among researchers, prac-titioners and policy-makers, a successful strategy forsustainable health must reach out to and involve peopleat the local level and in their individual capacity. It isimportant to teach individuals how to maintain theirhealth and working ability, and it is equally important toraise awareness among enterprises and occupationalhealth services about their responsibility to maintain ahealthy workforce. TVET is an important mechanism todistribute information on sustainable public health andpromote its key elements, including health competenceand hygiene. Furthermore, the knowledge one acquiresthrough TVET can also be applied at home, and TVETstudents and workers can turn into multipliers whoimprove their families’ and communities’ health and safety.

At the conference, a UNESCO-UNEVOC/ILO parallel sessionon promoting health and hygiene in and through theworkplace took place. In this session, the role of TVET inpromoting sustainable global health was examined fromtwo angles:

>> TVET as a means to increase the knowledge andcompetences of students and workers with regard tohealth and hygiene (this includes personal as well asoccupational health); and

>> TVET for key professions (sustainable health can onlybe achieved if personnel working in the areas ofhealth care, water and sanitation, wastemanagement, food processing, etc. have receivedhigh quality TVET).

TVET teacher education towardssustainability

Improving the quality of teacher education, includingTVET teacher education, is vital for achieving the goals ofthe EFA campaign as well as the DESD. To identify waysin which sustainability can be integrated into TVET teachereducation and capacity building programmes (and throughthem into national TVET systems in general), UNESCO-UNEVOC, together with its partners Capacity BuildingInternational (InWEnt), the Asia-Pacific Programme ofEducational Innovation for Development (APEID) and theUNESCO Chair on Reorienting Teacher Education toAddress Sustainability (York University), organized the“International Consultation on Education for SustainableDevelopment”. This meeting was held on 19-24 August2007 in Chiang Mai, Thailand. It was supported by theOffice of the Vocational Education Commission (OVEC)and the Ministry of Education, Thailand.

Forty TVET experts from 17 countries, including Australia,Canada, China, Thailand and Vietnam participated in theconsultation. The focus of their discussions was on inte-

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3. TVET FOR SUSTAINABLE DEVELOPMENT27

grating issues of sustainability into TVET teacher educa-tion and capacity building programmes in the Asia-Pacificregion. The specific objectives of the meeting were to

>> Map the contribution of TVET teacher education toeducation for sustainable development (ESD) ingeneral;

>> Identify ways to strengthen the contribution of TVETteacher education to ESD; and

>> Develop an agenda and action plan for research,programme profiling and programme development inthe area of TVET teacher education and ESD.

The main outcomes of the meeting were:

>> A framework that identifies the scope of thecontribution of TVET teacher education to ESD;

>> An articulation of the issues TVET teacher educationfaces with regard to strengthening the contributionof TVET to ESD;

>> The development of approaches, including an agenda

and action plans for research, programme profilingand programme development, that strengthen thecontribution of TVET teacher education to ESD; and

>> Recommendations to the UNESCO-UNEVOCInternational Centre on how the Centre and theUNEVOC Network can best contribute to the agendaand action plans.

In light of the outcomes of the meeting, UNESCO-UNEVOCand its partner agencies will continue to foster the inte-gration of issues of sustainable development in TVETteacher education.

TVET and ESD: Engaging the private sector

In 2007, UNESCO-UNEVOC undertook a number of activities with a focus on corporate sector involvement inTVET for sustainable development. An engagement of theprivate sector in this area is crucial, since TVET often takesplace at the workplace, and sustainable corporate prac-tices are key to strengthening the three pillars ofsustainable development. A consultative meeting on howeducation and training for sustainable development (ESD)

© UNESCO

can be integrated into corporate sector training andcapacity building programmes took place at the UNESCO-UNEVOC premises in Bonn on 23-25 May 2007. It wasjointly hosted by UNESCO-UNEVOC and the UNESCO DESDSecretariat (UNESCO Headquarters), and organised incollaboration with several partners, including the UNESCOAsia-Pacific Programme of Educational Innovation forDevelopment (APEID), the United Nations EnvironmentProgramme (UNEP), Capacity Building International(InWEnt), and the German Federal Institute for VocationalTraining (BIBB).

Companies with a strong record of engagement in educa-tion and training for sustainable development attendedthis meeting and presented case studies of their activi-ties. These included corporate training programmes foremployees; training programmes for clients and employeesof firms along the supply chain; partnerships with localorganisations to provide community information andeducation programmes; and assisting education facilitieswith sustainability-related teaching. The case studiespresented at the meeting can offer important lessons forother firms to guide their involvement in ESD.

On 8-10 October 2007, the UNESCO-UNEVOC Interna-tional Centre participated in the 12th InternationalBusiness Forum on “Business and the Millennium Devel-opment Goals (MDGs) - Business Engagement forGovernance”. The Forum took place in Washington D.C.,USA. The Centre was represented by its Director, RupertMaclean, and also invited James Robey, ProgrammeManager at Capgemini (UK) to participate. The Interna-tional Business Forum was organized as a collaborativeactivity between Capacity Building International (InWEnt)and the World Bank Institute, and UNEVOC, supported bythe Japanese Funds in Trust (JFiT), was invited to elabo-rate on public private partnership (PPP) in the area of TVETfor sustainable development in general, and on the activ-ities of UNESCO-UNEVOC in particular. Rupert Macleangave a keynote presentation on ‘Education for SustainableDevelopment: Lessons from the Private Sector’ in theplenary session of the Forum. His presentation highlightedthe need for new paradigms for both development andlearning for the world of work. James Robey shared hisperspective on changes in the corporate business environ-ment and how this transformation can provide significantopportunities for NGOs to cooperate with business inaddressing the MDGs.

The 1st UNESCO-UNEVOC virtual conference took placefrom 22 October to 10 November 2007. This email- andInternet-based conference, which focussed on TVET for asustainable future, attracted 106 TVET experts from 49countries around the world. Thirty-five participants werefrom Africa, 3 from the Arab States, 31 from the Asia-Pacific region, 29 from Europe / North America, and 8 fromLatin America.

The broad international involvement enabled the partici-pants to share different interpretations of the relationshipbetween sustainable development/sustainability and TVET.They also identified pathways to reorient TVET for sustain-able development, including involvement of the privatesector.

UNESCO-UNEVOC is very pleased about the success of thisfirst virtual conference and the very positive feedbackfrom the conference participants. The Centre is committedto continue to use online media to facilitate knowledgesharing in TVET. It will host further virtual conferences oncrucial TVET issues in the upcoming biennium 2008-2009.

On 6-7 November 2007, the international experts meeting“Corporate Social Responsibility and Education forSustainable Development (ESD): Advancing the Partner-ship” took place in Bonn. The meeting was jointly organisedby UNESCO-UNEVOC and Capacity Building International(InWEnt), in partnership with the UNESCO DESD Secre-tariat and the International Hydrological Programme (bothbased at UNESCO Headquarters), and in association withthe Asia Pacific Programme of Educational Innovation forDevelopment (APEID). It was supported by the JapaneseFunds in Trust for ESD. The main purpose of the meetingwas to review and prioritize the outcomes and sugges-tions of all previous international UNESCO-UNEVOCactivities in 2007 in the area of public private partnershipfor TVET for sustainable development, and to develop astrategy to implement these.

Twenty-four TVET and ESD experts from the corporate andeducation sectors from different world regions, as well asinternational agencies, participated in this meeting.Several recommendations were made for engaging moreclosely with business and industry. They included exploringways in which learning-based approaches to sustainabledevelopment can be disseminated more widely across thecorporate sector to include small and medium enterprises,especially in developing countries, economies in transitionand areas emerging from conflict.

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3. TVET FOR SUSTAINABLE DEVELOPMENT29

In partnership with UNESCO Headquarters, the UN Envi-ronment Programme (UNEP) and the Government of India,and hosted by the Center for Environmental Education,Ahmedabad, India, UNESCO-UNEVOC organized the 4thInternational Conference on Environmental Education,which took place on 22-30 November 2007 in Ahmed-abad, India. More than 1,200 participants from 80countries attended this meeting. They represented theenvironment and health sectors, civil society, the corpo-rate sector, universities, governments, UN agencies andother societal actors. The conference provided a platformto share experiences and best practices, and to exchangeideas and information, about ongoing and planned initia-tives in environmental education (EE) and ESD. Theparticipants also discussed the challenges for EE as achampion of ESD and explored and established partner-ships to further the cause of sustainability across allsectors of the international community.

During the working group session “Teacher Education: Acrucial contribution to the UN DESD”, the Director ofUNESCO-UNEVOC, Rupert Maclean, presented a keynotepresentation on ‘TVET Teacher Education Towards Sustain-ability in the Asia-Pacific Region: Main InternationalIssues and the Activities of the UNESCO-UNEVOC Inter-national Centre’. In his presentation, he referred to theeducational needs of the changing world of work and thechallenges TVET faces in meeting the primary goals of theDESD. Among other things, the workng group identifiedissues and concerns in the field of TVET teacher educa-tion, especially regarding the role of TVET teachers/trainersin fostering ESD through partnerships with the industrysector.

The outcomes of the conference include the “AhmedabadDeclaration 2007: A Call to Action” and recommendationsentitled “Moving forward from Ahmedabad… Environ-mental Education in the 21st Century”.

Tools for TVET and Sustainable Development

In 2006, two regional activities were launched in the ArabStates and in the Baltic region to review and evaluatecurrent good practice in the area of TVET for sustainabledevelopment, and to develop new resources in this field.The project for the Baltic States, entitled “UNEVOCResearch Project on ICT Tools for Education for Sustain-able Development”, was launched at an initial workshopon 8-11 January 2006 in Helsinki, Finland. The workshopbrought together 32 e-learning and sustainable develop-ment experts from Germany, Australia, Finland, Russia,Estonia, United Kingdom, Latvia, Lithuania, and theNetherlands. This large research project spans over severalyears and involves all five Baltic countries. It contains thefollowing elements:

>> Country-based assessments, including identificationof the most suitable topics for ESD and an evaluationof existing innovative and best practices;

>> The development of digital ESD resources for TVETand technology education in the five regionallanguages plus English;

>> The strengthening of TVET teacher training on ESDthrough ICT tools; and

>> Research on learning processes and learningoutcomes with the goal to develop a new learningculture with particular reference to TVET.

A similar project idea was developed at the Arab Statesregional workshop on “TVET for Sustainable Development”(Manama, Bahrain, September 2005), where delegatesfrom regional UNEVOC Centres were concerned about thelack of learning tools available to teachers wishing to inte-grate sustainable development into TVET programmes.According to regional experts, there are almost no suitablelearning resources available in Arabic, and UNESCO-UNEVOC was asked for assistance in meeting this challenge.At the end of 2006, TVET experts from Egypt, Jordan,Lebanon, Oman and Syria were asked to collect good prac-tice examples of integrating sustainable development intoTVET in their countries. These case studies reflect thenature and reality of education and training programmesin the Arab States and highlight different approaches TVETinstitutions have taken to integrate issues of sustainabilityinto their programmes. They also demonstrate the impor-tant role of the UNEVOC Network in the implementationof relevant national and regional programmes.

© World Bank/Curt Carnemark

UNESCO-UNEVOC is concerned with contributing to theinternational debate on key aspects of education for theworld of work worldwide. Experience shows that educa-tional ideas and reforms have broad global currency, andthat approaches that work in one country or setting mayalso work elsewhere, if modified appropriately. Throughaccess to information, countries can learn from eachother. The UNESCO-UNEVOC International Centre facili-tates the exchange of information, knowledge andexperience between UNESCO Member States by publishinghigh quality publications. The publications range frombooks and case studies to proceedings of conferences,seminars and workshops. All titles are generally publishedin English and sometimes also in French, Arabic and Spanish.Other languages are used in specific circumstances.

Given the rapid expansion of technology, even in thedeveloping world, efficient forms of communication anddistribution are employed. Many publications are free ofcharge and can be accessed and downloaded atwww.unevoc.unesco.org.

UNESCO-UNEVOC International Library ofTechnical and Vocational Education andTraining

Editor-in-Chief: Rupert Maclean

Throughout 2006-2007, UNESCO-UNEVOC continued itswork on the International Library of Technical and Voca-tional Education and Training. The Library is acomprehensive publications project comprising a numberof strands. It showcases best practices and innovativeapproaches to skills development for employability andseeks to create an effective bridge between research,policy and practice. It is an ongoing project, and publica-tions prepared as part of the Library complement eachother. Elements of the Library are:

>> UNESCO-UNEVOC International Handbook ofEducation for the Changing World of Work: BridgingAcademic and Vocational Education;

>> International Handbook of Technical and VocationalEducation and Training Research;

>> UNESCO-UNEVOC Book Series “Technical andVocational Education and Training: Issues, Concernsand Prospects”;

>> UNESCO-UNEVOC Discussion Papers;

>> UNESCO-UNEVOC Annotated Bibliographies ofTechnical and Vocational Education and Training;and

>> UNESCO-UNEVOC Case Studies of Technical andVocational Education and Training in SelectedCountries.

Many of the publications are published by Springer Scienceand Business Media, others by UNESCO-UNEVOC andpartner agencies. The audience for the publicationsincludes TVET policy-makers, administrators, planners,researchers, teachers/trainers, teacher educators andstudents, as well as colleagues in other fields interestedin learning about education for the world of work, in bothdeveloped and developing countries, countries in transi-tion and those in a post-conflict situation.

In 2006-2007, the following elements of the InternationalLibrary were published:

UNESCO-UNEVOC Book Series “Technical and Voca-tional Education and Training: Issues, Concerns andProspects”

Series Editor: Rupert Maclean

The Book Series “Technical and Vocational Education andTraining: Issues, Concerns and Prospects” explores selectedaspects of TVET in depth and focuses on topics that requirea detailed analysis. The Series closely follows new devel-opments and innovations in TVET and showcases these. Itpresents best and innovative practices, explores contro-versial issues and uses case studies as examples.

Topics covered in the Book Series include the vocationali-sation of secondary education; international perspectiveson teachers and learners in TVET; TVET for sustainabledevelopment; TVET in the informal sector; the transfor-mation of TVET in transition economies; how changingwork situations form personal identities; understandinglearning for and throughout working life; TVET as a factorof lifelong learning; vocational content in mass highereducation; self-directed learning in TVET; modern appren-ticeships; and qualification research.

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4. PUBLICATIONS AND INFORMATION PROGRAMME

4.1 Publications

4. PUBLICATIONS AND INFORMATION PROGRAMME31

The following five titles were published in 2006-2007:

Training for Work in the Informal Micro-Enterprise Sector– Fresh Evidence from Sub-Saharan AfricaHans Christiaan Haan2006, published by Springer, Dordrecht, NetherlandsEnglish, 279 pagesISBN-10: 1-4020-3827-5; ISBN-13: 978-1-4020-3827-3

The Transformation of Vocational Education and Training(VET) in the Baltic States – Survey of Reforms and Devel-opmentsFrank Bünning2006, published by Springer, Dordrecht, NetherlandsEnglish, 173 pagesISBN-10: 1-4020-4340-6; ISBN-13: 978-1-4020-4340-6

Identities at WorkAlan Brown, Simone Kirpal and Felix Rauner (eds.)2007, published by Springer, Dordrecht, NetherlandsEnglish, 407 pagesISBN-10: 1-4020-4988-9; ISBN-13: 978-1-4020-4988-0

Work, Subjectivity and LearningStephen Billett, Tara Fenwick and Margaret Somerville(eds.)2007, published by Springer, Dordrecht, NetherlandsEnglish, 275 pagesISBN-10: 1-4020-5359-2; ISBN-13: 978-1-4020-5359-7

International Perspectives on Teachers and Lecturers inTechnical and Vocational Education Phillipp Grollmann and Felix Rauner (eds.)2007, published by Springer, Dordrecht, NetherlandsEnglish, 322 pagesISBN 978-1-4020-5703-8

UNESCO-UNEVOC Discussion Papers

Editors: Rupert Maclean and Natalia Matveeva

The UNESCO-UNEVOC Discussion Papers facilitate thedissemination of crucial research and innovative ideas inTVET. They are shorter documents that aim to stimulatedebate about TVET issues and promote the field. The topicscovered in the Papers published to date range fromorienting TVET for sustainable development to estab-lishing national qualifications systems and analysingstatistical data on access to formal TVET worldwide. Mostof the Discussion Papers are published by UNESCO-UNEVOC in collaboration with partner institutions.

Titles published in 2006-2007 in print and/or electronicformat:

The 6Es plus Education Makes Seven: Why Is EducationCentral to the Youth Employment Summit (YES) Campaign?2006, published by UNESCO-UNEVOCEnglish, 12 pagesISSN 1817-0382 (online version)

Research for TVET Policy Development Jon Lauglo 2006, published by UNESCO-UNEVOC and CapacityBuilding International (InWEnt) English, 28 pagesISBN 3-937235-94-9

The Bologna Declaration and Emerging Models of TVETTeacher Training in Germany Frank Bünning and Alison Shilela 2006, published by UNESCO-UNEVOC and CapacityBuilding International (InWEnt) English, 39 pagesISBN 3-939394-00-9

The Development of a National System of Vocational Qual-ifications2006, published by UNESCO-UNEVOC and the ScottishQualifications AuthorityEnglish, 29 pagesISSN 1817-0374

Participation in Formal TVET Worldwide. An Initial Statis-tical Study2006, published by UNESCO-UNEVOC and theUNESCOInstitute for Statistics (UIS)English; 105 pagesISBN-10: 3-00-020134-3; ISBN-13: 978-3-00-020134-3

Approaches to Action Learning in TVETFrank Bünning2007, published by UNESCO-UNEVOC and CapacityBuilding International (InWEnt) English, 59 pages, ISBN 978-3-939394-13-6Chinese, 59 pages, ISBN 978-3-939394-19-8

Education for Livelihoods and Civic Participation in Post-Conflict Countries: Conceptualizing a Holistic Approach toTVET Planning and Programming in Sub-Saharan Africa2007, published by UNESCO-UNEVOC in collaborationwith the University of Oxford, UKEnglish, 30 pagesISSN 1817-0374

Also in 2006-2007, the manuscript of the UNESCO-UNEVOC International Handbook of Education for theChanging World of Work: Bridging Academic and Voca-tional Education was finalised. This publication is acomprehensive, six-volume handbook of cutting edgedevelopments in research, policy and practice in TVET. Itwill be published by Springer Science and Business Mediain November 2008. Other publications to be published in2008 include the International Handbook of Technical andVocational Education and Training Research, several booksin the Book Series, and case studies of TVET in Sub-Saharan Africa and South-East Asia.

UNEVOC Bulletin and Forum

Editors: Maja Zarini and Natalia Matveeva

The UNESCO-UNEVOC Bulletin is the newsletter of theUNESCO-UNEVOC International Centre. The Bulletininforms individual experts and institutions in the field ofTVET about the Centre’s activities, and also serves as aplatform for other agencies engaged in TVET to report ontheir work. Published alongside the Bulletin is a supple-ment called UNEVOC Forum. Researchers, policy makersand practitioners from around the world are invited to

contribute their views in the Forum,in the form of a longer article on a

key issue, concern or prospect regarding TVET. The Forumis distributed with the Bulletin, but is also available sepa-rately. Both publications are published in print as well asin digital format.

In 2006-2007, UNESCO-UNEVOC produced two issues ofthe Bulletin and three editions of the Forum. In additionto the already existing English, French, Spanish and Arabicversions, the most recent issues of the Bulletin and Forumwere published in Chinese, Portuguese and Russian. Eachissue of the print version was delivered to around 3000individual or institutional recipients. Approximately 4000copies were distributed in English, 1600 copies in French,500 in Arabic, 900 in Chinese, and 670 in Spanish. ThePortuguese and Russian versions of the Bulletin and Forumare currently only available in digital format. Around 530recipients received the digital version of the Bulletin andForum in the various languages in 2006-2007.

Other UNESCO-UNEVOC publications

In addition to the publications that form the InternationalLibrary of Technical and Vocational Education and Training,UNESCO-UNEVOC publishes stand-alone publications. In2006-2007, these included:

Communication and Learning in the Multicultural WorldPekka Ruohotie and Rupert Maclean (eds.)2006, published by the University of Tampere, Finland English, 400 pagesISBN 951-44-6662-4

Learning to Do: Values for Learning and Working Togetherin a Globalised World.UNESCO-APNIEVE Sourcebook No. 3 for Trainers, Teachersand Students in the Area of TVETLourdes R. Quisumbing and Joy de Leo (eds.)2006, published by Renmin Jiaoyu Chubanshe, Beijing Chinese, 230 pagesISBN 7-107-19537-9(the original English version of the sourcebook waspublished by UNESCO-UNEVOC and UNESCO-APNIEVE in2005)

TVET Teacher Education on the Threshold of Internationali-sation Frank Bünning and Zhi-Qun Zhao (eds.)2006, published by UNESCO-UNEVOC and CapacityBuilding International (InWEnt) English, 251 pages (also available on CD-ROM)ISBN 3-939394-01-7

Learning and Teaching for the Twenty-First CenturyRupert Maclean (ed.)2007, published by Springer, Dordrecht, NetherlandsEnglish, 324 pagesISBN 978-1-4020-5772-4

4. PUBLICATIONS AND INFORMATION PROGRAMME32

4. PUBLICATIONS AND INFORMATION PROGRAMME33

UNESCO-UNEVOC in Action: Report of Activities 2004-2005 Prepared by Karina Veal and Maja Zarini2006, published by UNESCO-UNEVOCEnglish, 37 pages

Meeting Reports

Reports of important meetings, including the paperspresented at the meetings, are an important source ofinformation about crucial developments in TVET. TheUNESCO-UNEVOC International Centre regularly publishesmeeting reports. In the 2006-2007 biennium, these were:

Regional Experts Meeting ‘TVET Joint Projects in the ArabStates’, Amman, Jordan, 1-3 August 20052006, published by UNESCO-UNEVOCEnglish/Arabic, 24 pages

International Seminar ‘Vocational Content in Mass HigherEducation? Responding to the Challenges of the LabourMarket and Workplace’, Bonn, Germany, 8-10 September20052006, published by UNESCO-UNEVOCEnglish, 26 pages

Regional Workshop ‘The Role of Education and Training inSustainable Development’, Manama, Kingdom of Bahrain,19-21 September 20052006, published by UNESCO-UNEVOCEnglish, 32 pages

Training Seminar ‘International Approaches to TVET Devel-opment’, Kabul, Afghanistan, 21-23 November 20052006, published by UNESCO-UNEVOCEnglish, 16 pages

International Experts Meeting ‘TVET for Sustainable Devel-opment: Opportunities and Challenges’, Ho Chi Minh City,Vietnam, 2-5 July 20062006, published by UNESCO-UNEVOCEnglish, 12-page booklet and CD-ROM

TVET Forum ‘Re-alignment of TVET in Iraq with Employ-ment Requirements’, Cairo, Egypt, 17-19 July 20062006, published by UNESCO-UNEVOC and UNESCO BeirutEnglish/Arabic, 43 pages

International Experts Meeting ‘TVET in an Ageing Society’,3-6 October 2006, Adelaide, Australia2007, published by NCVER, Adelaide, Australia, in collabo-ration with UNESCO-UNEVOCEnglish, 132 pagesISBN 978-1-921170-62-1 (online edition)

International Seminar ‘From School to Work – Contempo-rary TVET Regional Experiences’, 23-30 January 2007,Tokyo, Japan2007, published by UNESCO-UNEVOC and NIER, Tokyo,JapanEnglish, 32-page booklet and CD-ROM

4.2 UNESCO-UNEVOC on the Web

An important complement to UNESCO-UNEVOC’s publi-cations programme, and another means through whichthe Centre facilitates access to information, is the Internet.Information about all of UNESCO-UNEVOC’s work,including its activities and publications, is available on theCentre’s website.

UNESCO-UNEVOC has been online since 1996. In recentyears, utilisation of the Internet has rapidly increasedaround the world, and the World Wide Web is now one ofthe main means of the Centre to disseminate announce-ments, materials and references throughout the UNEVOCNetwork and the wider TVET community worldwide. TheUNEVOC website provides information and resources on

>> Programmes and activities;

>> The UNEVOC Network;

>> The UNESCO-UNEVOC publications;

>> Forthcoming and past events;

>> The UNESCO-UNEVOC e-Forum;

>> Conventions and recommendations; and

>> Partners and related information on the World Wide Web.

Since March 2005, the international consulting companyGloCorp NV, in collaboration with Business Tales BV theNetherlands, has been advising UNESCO-UNEVOC, on apro-bono basis, on the further development of the UNEVOCwebsite and platforms for other UNEVOC online services.

In June 2006, the UNESCO-UNEVOC International Centrerelaunched its website. In addition to a new design, whichfollows the guidelines of a common “UNESCO Browser“,all content was rewritten and reorganised to provide userswith more attractive and effective access to informationon the Centre and its work.

4. PUBLICATIONS AND INFORMATION PROGRAMME34

4.3 Information services

The UNESCO-UNEVOC International Centre facilitates theexchange of experience, innovations and best practicesamong policy-makers, researchers and practitioners inTVET. Through its information service, it collects anddisseminates relevant information and documentation onTVET. The information service fulfils the following func-tions:

>> Enquiry and reference services: responding torequests for information;

>> Research services: searching, retrieving and editinginformation using the materials available atUNESCO-UNEVOC as well as other resources(including the Internet); and

>> Distribution of UNESCO-UNEVOC publications.

In 2006-2007, the information service received 811 infor-mation requests on diverse TVET issues. Most requests werereceived by e-mail, others by mail, fax or telephone. Around30,000 copies of UNEVOC publications were disseminated,not only as answers to information requests or to subscribersof the UNESCO-UNEVOC Bulletin, but also at internationalmeetings and conferences, as well as at other events. By theend of the biennium, UNESCO-UNEVOC’s DocumentationCentre held around 5,000 books, documents and non-print

media on TVET and other areas in education, as well as onadditional work related issues. The Documentation Centrealso maintains a small collection of periodicals devoted toTVET or reflecting education developments and trends ingeneral. It holds around 80 current titles of journals, newslet-ters and magazines from all over the world. The mainlanguages are English, French and German, but some peri-odicals are available in other languages. The DocumentationCentre is designed to be a resource base for ministries,policy-makers, educational institutes, international agen-cies, consultants and others seeking information on TVET.

In 2006-2007, UNESCO-UNEVOC developed an electroniccatalogue of the publications collection held in the Docu-mentation Centre. In 2008, it will make the catalogueavailable online and accessible to TVET experts around theworld.

Another crucial way to disseminate information about TVETand the activities of UNESCO-UNEVOC are lectures andpresentations. UNESCO-UNEVOC welcomes delegations ofTVET experts from around the world who wish to learn aboutthe Centre’s work. UNEVOC staff members also regularly givepresentations and keynote addresses on cutting-edge TVETissues and present the Centre’s work at meetings and confer-ences in Germany and around the world.

Technological changes that were implemented in thecontext of the relaunch include database-driven access tothe UNEVOC Directory (including a flexible search func-tion), options for online subscriptions to UNESCO-UNEVOCservices and publications, and a user management systemthat provides editing rights to external contributors toUNEVOC website content. UNEVOC Network members cannow easily update their contact information online. Manyusers from developing and developed countries have beenusing the new features to subscribe to the UNEVOC ser-vices, and since 2007, they can also subscribe to UNEVOCnews and events via RSS (Really Simple Syndication).

For the biennium 2008-2009, the UNESCO-UNEVOC Inter-national Centre plans to make more content available inlanguages other than English, and to implement the“TVETipedia“ – a TVET portal similar to Wikipedia, but witha focus on TVET.

5. INSIDE UNESCO-UNEVOC35

5. INSIDE UNESCO-UNEVOC

Move to “Langer Eugen”

Campus. In June 2006, UNESCO-UNEVOC moved to itsspacious new premises on this campus. The Centre is nowlocated on the 25th floor of the renowned “Langer Eugen”,the former housing offices of the German Members ofParliament. The then UN Secretary-General Kofi Annanofficially inaugurated the new UN Campus in Bonn in July2006.

With altogether 24 UN bodies situated in Berlin, Bonn,Frankfurt and Hamburg, Germany has become a major UNlocation. Bonn has gained special prominence as a UN sitewith 17 UN bodies based in the city at the end of 2007.In response to the growing needs of the increasing numberof UN organizations and staff in Bonn, the Federal Govern-ment of Germany decided to turn a large part of theformer German Bundestag area, including the buildings“Langer Eugen” and “Altes Abgeordnetenhaus”, into a UN

Staffing

External experts

In order to carry out its many tasks, UNEVOC involvesexperts from various fields to contribute to the work.During 2006-2007, these were:

Prof. Richard Gordon Bagnall, Australia/New Zealand

Dr Ian Birch, Australia

Dr Christian Chinien, Canada

Prof. John Fien, Australia

John Fox, United Kingdom

Christian Haan, Netherlands

Dr Keith Holmes, United Kingdom

Prof. Charles Hopkins, Canada

Dr David Johnson, United Kingdom

Susanne Kubenek, Germany

Pradeep Kumar Joosery, Mauritius

Ousman Nyang, Gambia

Julia Paulson, Canada

Dr Margarita Pavlova, Australia/Russia

Oliver Seyffert, Germany

John Simiyu, Kenya

Prof. Tapio Varis, Finland

Karina Veal, Australia

Prof. David Wilson, Canada

Naing Yee Mar, Myanmar/Netherlands

Prof. Jailani Yunos, Malaysia

Staff of UNESCO-UNEVOC during 2006-2007

Rupert Maclean, Director

Pascaline Anapak, Assistant Administrative Officer (tillApril 2007)

Caroline Bajer, Assistant Administrative Officer (fromAugust 2007)

Josiane Blanc-Mannheim, Assistant to the Director

Max Ehlers, Head of IT

Maxine Henry, Office Assistant (till March 2006)

Edward Hickman, Head of Administrative Office

Astrid Hollander, Programme Specialist (till September2007)

Ulrike Krämer, Office Assistant (from May 2006)

Natalia Matveeva, Publications Assistant

L. Efison Munjanganja, Head of UNEVOC Networks

Maja Zarini, Head of Communications

The director sincerely thanks everyone who left during2006-2007 for their valuable contributions to UNESCO-UNEVOC’s work.

Young professionals

Three young professionals contributed to the UNEVOCwork programme on a short-term basis during 2006-2007: Rula Atweh, United States/Lebanon (from October2007); Joachim Lapp, Germany (till November 2007); andJaqueline Njagah, Kenya (till November 2007).

Interns

During 2006-2007, 21 university students or recent grad-uates participated in the UNESCO-UNEVOC internship

programme, gaining valuable professional experiencewhile also contributing to the work of the Centre: HaroonAtif, United Kingdom; Janine Baudach, Germany; JulianaBerczely, Argentina; Christina Chronaki, Greece; MakdaGetachew Abebe, Ethiopia; Sarah Christin Grothe,Germany; Esmeralda Hernandez de Lilienfeld, Mexico;Houda El Kabiri, Morocco; Joachim Lapp, Germany; Marie-Paule Lavri, Ivory Coast; Jaqueline Njagah, Kenya; NdlovuLetshani Sithandiwe, Zimbabwe; Claudia Olivier, Germany;Ann-Carolin Plogmann, Germany; Julija Postolova, Mace-donia; Katrin Stumm, Germany; Sunilda Terre, Spain; SitaTremel, Indonesia/Germany; Julia Usova, Russia; DeniseChristine von der Osten, Germany; Alix Wurdak, Germany.

5. INSIDE UNESCO-UNEVOC36

Financial report

In the biennium 2006-2007, UNESCO-UNEVOC had thefollowing budget at its disposal:

2006 2007

US$ US$

Programme funds (Regular UNESCO budget) 107,250 93,600

Programme funds (Funds-in-Trust from Germany) 637,800 728,500

Operating funds (Germany) 264,900 272,000

Other funds (Funds in Trust/ decentralized UNESCO

Regular Programme funds) 10,000 95,000

Total 1,019,950 1,189,100

In addition to direct budget support, various contributionswere provided, such as:

>> Two professional staff provided by UNESCO (D-1, P-4);

>> One Associate Expert sponsored by the GermanFederal Government (till 14 September 2006)

>> Rent-free premises in Bonn provided by the GermanFederal Government;

>> Ongoing expenses of staff relocation from Berlin toBonn, sponsored by the German Federal Government.

*Note: German funding is received in Euro and convertedin US$ at the official UN exchange rate on the date ofpayment.

5. INSIDE UNESCO-UNEVOC37

Flute display at the UNESCO-UNEVOC premises

Valued UNEVOC consultant Professor David Wilson passed away

In September 2006, a cabinet containing traditional flutesfrom around the world was inaugurated at the premisesof UNESCO-UNEVOC. The cabinet and flutes are a perma-nent loan from Dr Hermann Müller-Solger, one of thefounding fathers of the UNESCO-UNEVOC InternationalCentre.

Dr Müller-Solger is a passionate flute collector. He andUNESCO-UNEVOC hope that the collection now exhibitedwill be a source of joy for the many international visitorsto the Centre. The flutes are symbols of peace, for theyrepresent common elements in human culture. They arealso products that require traditional vocational skills andtherefore represent the work of UNESCO-UNEVOC.

Visitors to UNESCO-UNEVOC are inspired to contribute tothe collection. One “flute” reads: “If you come to Bonn,bring a flute along!”

Professor David Wilson, a TVET expert who worked exten-sively with UNESCO-UNEVOC for many years, passed awayin December 2006. David was a knowledgeable and ener-getic colleague, as well as a friend and someone fromwhom everyone at UNESCO-UNEVOC learnt much overthe years, given his cutting-edge experience and expertisein the area of education for the world of work.

David Wilson was an outstanding teacher and a world-class scholar in the field of development education. Hetrained and mentored many graduate students who arenow playing key leadership roles in development educa-tion throughout the world, be they policy-makers,researchers or practitioners. As a researcher, David

contributed substantially to furthering our understandingof the fields of comparative and development education,particularly as they relate to education for the world ofwork. His prolific scholarly contribution is a legacy leftbehind as a testimony of his commitment and dedicationto his profession and to the advancement of humanity.David was firmly committed throughout his life to inter-national development and, as such, was very keen to useeducation as leverage to improve the human conditionwith regard to poverty alleviation, equity and justice,especially in developing countries.

When the UNESCO-UNEVOC International Centre wasfirst established in Bonn, David came to work withUNESCO-UNEVOC during his sabbatical leave. In so doing,he did much to help get the Centre up and running. Morerecently, he took on the enormous task of co-editor (withRupert Maclean) of the UNESCO-UNEVOC InternationalHandbook of Education for the Changing World of Work:Bridging Academic and Vocational Education. Davidcontinued to work on finalizing the Handbook right upuntil his untimely death. The Handbook, which will bepublished in 2008 by Springer Science+Business Media,will be dedicated to his memory.

David is missed a great deal, but his memory and sphereof influence will live on through the people whose liveshe touched and through the legacy of his extensive rangeof scholarly works.

© UNESCO

© UNESCO

APPENDIX 138

Appendix 1: Key activities

2006

8-11 January Helsinki, Finland Workshop on the UNEVOC Research Project on ICT Tools for Education for Sustainable Development

24-25 January Issyk-Kul, Kyrgyzstan National dissemination seminar: Social Partnership in Vocational Education and Training as Part of the Mobile Training Team

6-7 February Lilleström, Norway European working conference on Promoting Professionalisation and Innovations in Teacher Education for Technical and Vocational Education and Training

20-21 February Dushanbe, Tajikistan National dissemination seminar: The Role of Social Partnership in the Development of Vocational Education in the Republic of Tajikistan

25-29 April Manila, Philippines Study tour for Afghan TVET experts on TVET development, models and paradigms

8-10 May Colombo, Sri Lanka Sub-regional UNEVOC Network Seminar

2-5 July Ho Chi Minh City, Vietnam, International conference TVET for Sustainable Development – Opportunities and Challenges

21-24 August Moscow, Russian Federation 15th IVETA Conference on Vocational Education and Training in the Context of Lifelong Learning

13-16 September Nairobi, Kenya 3rd Global Youth Employment Summit (YES)

26-28 September Lilongwe, Malawi Sub-regional UNEVOC Network Seminar

3-6 October Adelaide, Australia International experts meeting on TVET in an Ageing Society16-20 October Santiago de Chile Study tour for Latin American TVET experts on competency based

training

15-22 November Koror, Palau Sixth PRIDE Project regional workshop on The Role of TVET in Pacific Secondary Schools: New Visions, New Pathways

20-22 November Tunis, Tunisia Regional Symposium on Development of Teaching and Learning Methods in TVET Programmes through the Use of Information and Communication Technology

20-22 November Hamburg, Germany Interagency meeting on Recognition, Validation and Accreditation of Non-formal and Informal Learning and Experience

22-25 November Colombo, Sri Lanka International workshop on Innovation and Internationalisation in the Qualification of TVET Experts

28-30 November Beijing, China National meeting in the framework of the joint innovative project (JIP) for TVET in China

3-5 December Ha Long, Vietnam International workshop on Need Analysis for Training, Capacity Building and Skills Development for the Workforce in the Water and Sanitation Sector in Viet Nam

5-7 December Yaoundé, Cameroon Sub-regional UNEVOC Network Seminar

6 December Bonn, Germany Interagency roundtable on TVET redevelopment in Iraq

6-8 December Bangkok, Thailand 10th International APEID Conference TVET for All – a Master Key for Sustainable Development

10-14 December Cairo, Egypt Study tour for TVET experts from the Arab States on public privatepartnership

19-21 December Baku, Azerbaijan Sub-regional UNEVOC Network Seminar

2007

23-30 January Tokyo, Japan International seminar From School to Work – Contemporary TVET Regional Experiences

15-16 February Hong Kong, China Working Group for International Cooperation in Skills Development meeting on Skills Development Policies and International Cooperation in East and South-East Asia

25 February-

2 March Majuro, Marshall Islands National Conference Rethinking Education3-5 April Chonburi, Thailand Sub-regional UNEVOC Network Seminar

17-19 April Casablanca, Morocco, Fourth International Congress on Quality Management in Systems of Education and Training (CIMQUSEF 2007)

9-11 May Bonn, Germany International conference Towards Sustainable Global Health23-25 May Bonn, Germany Consultative meeting on TVET and ESD: Engaging the Corporate

Sector28 May Nairobi, Kenya 1st African UNESCO-UNEVOC TVET Summit: Access to and Inclusion

in TVET in Africa through New ICT-based Solutions 4-6 June Skopje, Macedonia Sub-regional experts meeting on Strategies to Re-Orient TVET

towards Labour Market Needs17-21 June Mauritius Study tour for TVET experts from African countries on

qualification frameworks and competency-based approaches in TVET

19-24 August Chiang Mai, Thailand International Consultation on Education for Sustainable Development

11-13 September Tianjin, China Sub-regional UNEVOC Network Seminar

25-28 September Kigali, Rwanda Seminar What Basic Education for Africa?22 October- online First UNESCO-UNEVOC virtual conference TVET for a Sustainable10 November Future6-7 November Bonn, Germany International Experts Meeting on Corporate Social Responsibility

and Education for Sustainable Development: Advancing Partnership22-29 November Ahmedabad, India 4th International Conference on Environmental Education and

Education for Sustainable Development

APPENDIX 239

Appendix 2: Partnerships with other international and regional

agencies

The UNESCO-UNEVOC International Centre for Technicaland Vocational Education and Training forges strategicpartnerships with a number of agencies in TVET or relatedfields. The form of these relationships varies from under-taking joint activities and co-organising meetings toattending one another’s meetings and maintaining colle-giate relationships between staff.

UNESCO-UNEVOC has an especially close working rela-tionship with other parts of UNESCO – including ParisHeadquarters, Field Offices worldwide and other Institutesand Centres. In addition, it has active relationships with

a number of other organisations. Below is a selected listof agencies with which the Centre cooperated in 2006-2007.

Cisco Systems

The area of public private partnership is crucial toadvancing TVET. Cisco Systems participated in variousUNESCO-UNEVOC meetings on this topic in 2006-2007and had several discussions about potential cooperationwith the Centre.

Colombo Plan Staff College for TechnicalEducation, Philippines (CPSC)

The study tour for six Afghan directors of TVET institutesto Manila, Philippines (25-29 April 2006) was stronglysupported by the Colombo Plan Staff College for TechnicalEducation. The organisation was also a partner of UNESCO-UNEVOC in the organization of the internationalconference “TVET for Sustainable Development – Oppor-tunities and Challenges” (Ho Chi Minh City, Vietnam, 2-5July 2006).

The Commonwealth of Learning (COL)

COL was a key partner of UNESCO-UNEVOC in the organi-sation of the 1st African UNESCO-UNEVOC TVET Summit“Access to and Inclusion in TVET in Africa Through NewICT-based Solutions” at eLearning Africa 2007 (Nairobi,Kenya, 28 May 2007).

Food and Agriculture Organization of theUnited Nations (FAO)

May Hani participated in the Forum “Re-Alignment ofTVET in Iraq with Employment Requirements“, Cairo, Egypt,17-19 July 2006.

Institute for Environment and HumanSecurity (UNU-EHS)

UNU-EHS was one of the partners in the organisation ofthe international conference “Towards Sustainable GlobalHealth“, Bonn, Germany, 9-11 May 2007.

International Human Dimensions Programmeon Global Enviromental Change (IHDP)

IHDP was one of the partners in the organisation of theinternational conference “Towards Sustainable GlobalHealth“, Bonn, Germany, 9-11 May 2007.

International Labour Organization (ILO)

The international conference “Towards Sustainable GlobalHealth“, Bonn, Germany, 9-11 May 2007, was jointlyorganized by UNESCO-UNEVOC, UNU-EHS, ILO, IHDP andthe Institute for Hygiene and Public Health (University ofBonn).

International Vocational Education andTraining Association (IVETA)

The UNESCO-UNEVOC International Centre was a keypartner at the 15th IVETA Conference on “VET in theContext of Lifelong Learning” (Moscow, Russian Federa-tion, 21-24 August 2006).

Pacific Regional Initiatives for the Deliveryof Basic Education (PRIDE PROJECT)

UNESCO-UNEVOC collaborated with the Pacific RegionalInitiatives for the Delivery of Basic Education (the PRIDEProject) in the organisation of the sixth PRIDE Projectregional workshop on “The Role of TVET in PacificSecondary Schools: New Visions, New Pathways” (Koror,Palau, 15-22 November 2006).

The Stability Pact

UNESCO-UNEVOC, together with two other internationalagencies, supported a South-East European expertsmeeting organised by the Stability Pact, an organizationwhich promotes economic and social development in theSouth-East European countries. The conference on “Strate-gies to Re-Orient TVET Towards Labour Market Needs”took place in Skopje, Macedonia, 4-6 June 2007.

United Nations Environment Programme(UNEP)

The consultative meeting on how education and trainingfor sustainable development (ESD) can be integrated intocorporate sector training and capacity buildingprogrammes (Bonn, Germany, 23-25 May 2007) wasorganized in collaboration with several partners, includingthe United Nations Environment Programme.

UN-Habitat

Robert Goodwin, Tarik Al-Sheikh, Mudher Al-Badran andRafid Al-Hamawandi participated in the Forum “Re-Align-ment of TVET in Iraq with Employment Requirements“,Cairo, Egypt, 17-19 July 2006.

Working Group for InternationalCooperation in Skills Development

A UNESCO-UNEVOC representative participated in the2007 meeting of the Working Group for InternationalCooperation in Skills Development. The meeting took placein Hong Kong, China, 15-16 February 2007, and was enti-

APPENDIX 240

tled “Skills Development Policies and International Coop-eration in East- and South-East Asia”. UNESCO-UNEVOCis a member of the Working Group.

The World Bank

Peter Buckland from the World Bank participated in theForum “Re-Alignment of TVET in Iraq with EmploymentRequirements“, Cairo, Egypt, 17-19 July 2006. RupertMaclean, Director of UNESCO-UNEVOC, presented akeynote address on the “Contribution of Private PublicPartnerships to Achieving Education for Sustainable Devel-opment” at an international consultation meeting that

was jointly organized by the World Bank Institute andCapacity Building International (InWEnt). The meetingtook place in Washington, D.C., on 8-10 October 2007.After the meeting, Rupert Maclean had discussions withstaff at the World Bank regarding possible collaboration.

Youth Employment Summit (YES) Campaign

Rupert Maclean, Director of UNESCO-UNEVOC, gave apresentation at and participated in the 3rd Global YouthEmployment Summit (YES), Nairobi, Kenya, 13-16September 2006.

APPENDIX 341

Appendix 3: Relationships with Member States

The UNESCO-UNEVOC International Centre for Technicaland Vocational Education and Training worked directlywith many of the 193 UNESCO Member States during the2006-2007 biennium. Typically, the involvements included:

>> Representatives from Member States attendingUNESCO-UNEVOC meetings/workshops in their owncountry;

>> Representatives from Member States attendingUNESCO-UNEVOC meetings/workshops in anothercountry;

>> Member States, together with UNESCO-UNEVOC,hosting an international or regional UNESCO-UNEVOC activity;

>> Representatives of UNESCO-UNEVOC undertakingtechnical consultative missions in the MemberStates;

>> Representatives from UNESCO-UNEVOCparticipating in national/regional/internationalmeetings hosted by a Member State.

For a detailed list of UNESCO-UNEVOC relations with eachUNESCO Member State during the 2006-2007 biennium,please check the UNESCO-UNEVOC website athttp://www.unevoc.unesco.org.

Appendix 4: Relationships within the host country

The UNESCO-UNEVOC International Centre is located inBonn, Germany, and is partly sponsored by the GermanFederal Government. There is a collegiate relationshipbetween the Centre and a number of partners within thehost country, and UNESCO-UNEVOC was involved in abroad range of events and meetings organised by, or co-organised with, partners based in Germany. The followinglist of relationships within the host country is a selectionrather than comprehensive.

Federal Ministry of Education and Research (BMBF)The Federal Ministry of Education and Research (BMBF)continued to provide material as well as in kind support to

the UNESCO-UNEVOC International Centre for Technicaland Vocational Education and Training in 2006-2007.

German Federal Ministry for Economic Cooperationand Development (BMZ)BMZ continued to be the most important sponsor ofprogramme activities carried out by UNESCO-UNEVOCthrough Funds-in-Trust agreements. Eva Weidnitzerparticipated in the Forum “Re-Alignment of TVET in Iraqwith Employment Requirements“, Cairo, Egypt, 17-19 July2006. Senior officials from BMZ also participated in theroundtable on TVET redevelopment in Iraq (Bonn, Germany,6 December 2006).

German Federal Institute for Vocational Training(BIBB)In addition to being a major TVET research and planningorganisation in Germany, BIBB is also a UNEVOC Centreand thus takes part in the UNEVOC Network activities. Itclosely collaborated with UNESCO-UNEVOC in a numberof activities in 2006-2007: Michael Härtel participated inthe conference “TVET for Sustainable Development –Opportunities and Challenges”, Ho Chi Minh City, Vietnam,2-5 July 2006. BIBB was also a key partner in the organ-isation of the 1st African UNESCO-UNEVOC TVET Summit“Access to and Inclusion in TVET in Africa Through NewICT-based Solutions” (Nairobi, Kenya, 28 May 2008).Michael Härtel presented a keynote address on “Return onInvestment (ROI): Implementation and Management of IT-based Learning Environments – the Significance ofQualified Training Personnel” at the Summit. Also at theSummit, BIBB and UNESCO-UNEVOC co-organized a work-shop on “Online Community Building in TVET”, which wasco-led by experts from both organizations.

The Fourth International Congress on “Quality Manage-ment in Systems of Education and Training” (CIMQUSEF2007) was organized by UNEVOC, BIBB and several otherpartners. It took place in Casablanca, Morocco, on 17-19April 2007.

Michael Härtel participated in the “International Consul-tation on Education for Sustainable Development:Engaging the Corporate Sector”, Bonn, Germany, 23-25May 2007.

Capacity Building International (InWEnt)InWEnt was a key partner of UNESCO-UNEVOC in theorganisation and implementation of many activities in2006-2007: Harry Stolte took part in the internationalconference on “TVET for Sustainable Development – Oppor-tunities and Challenges”, Ho Chi Minh City, 2-5 July 2006.Georg Sticker and Joachim Hagemann participated in theForum “Re-Alignment of TVET in Iraq with EmploymentRequirements”, Cairo, Egypt, 17-19 July 2006, and repre-sentatives of InWEnt also participated in the roundtableon TVET redevelopment in Iraq, which was hosted andchaired by UNESCO-UNEVOC in Bonn, Germany, on 6December 2006. InWEnt also cooperated with UNESCO-UNEVOC in organizing the workshop “Needs Analysis forTraining, Capacity Building and Skills Development in theWater and Sanitation Sector in Vietnam” (Ha Long,Vietnam, 3-5 December 2006).

On 7 December 2006, in the context of the 10th Interna-tional APEID Conference, UNESCO-UNEVOC and InWEntjointly organized and chaired a roundtable on “TVET forAll - a Master Key for Sustainable Development?“. InWEntwas also one of the partner organisations of the Centrein the 1st African UNESCO-UNEVOC TVET Summit “Accessto and Inclusion in TVET in Africa Through New ICT-based

Solutions” (Nairobi, Kenya, 28 May 2007). The FourthInternational Congress on “Quality Management inSystems of Education and Training” (CIMQUSEF 2007),Casablanca, Morocco, 17-19 April 2007, was organized byUNESCO-UNEVOC, InWEnt, BIBB and several other part-ners.

A UNESCO-UNEVOC representative gave a presentation atan InWEnt symposium for Arab TVET experts on 10 May2007 in Mannheim, and InWEnt experts participated inthe International Consultation on “Education for Sustain-able Development: Engaging the Corporate Sector” (Bonn,Germany, 23-25 May 2007).

Finally, InWEnt was one of UNESCO-UNEVOC’s partners inthe organisation of the International Experts Meeting“Corporate Social Responsibility and Education forSustainable Development: Advancing the Partnership”(Bonn, Germany, 6-7 November 2007).

Institute of Technology And Education (ITB), Univer-sity of BremenEspecially in the context of the United TVET Network ofInnovation and Professionalism (UNIP), UNESCO-UNEVOCclosely collaborates with the ITB, University of Bremen.The two organisations jointly organised two importantmeetings in the 2006-2007 biennium: The joint Europeanworking conference on “Promoting Professionalisationand Innovations in Teacher Education for Technical andVocational Education and Training” (Lilleström, Norway,6-7 February 2006), and the workshop on “Innovation andInternationalisation in the Qualification of TVET Experts“(Colombo, Sri Lanka, 22-25 November 2006).

Felix Rauner from ITB and Rupert Maclean are co-editorsof the International Handbook of TVET Research, whichwill be published in English in 2008. A Chinese version ofthe Handbook is also planned. ITB also contributed twosections – on “TVET Research” and on “TVET CurriculumDevelopment” – to the International Handbook of Educa-tion for the Changing World of Work: Bridging Academicand Vocational Education.

Otto von Guericke University, MagdeburgIn 2007, UNESCO-UNEVOC and Otto-von-Guericke-University Magdeburg, Germany, signed a Letter of Intentto establish a long-term cooperation between the twoorganizations. Joint activities will focus on the UN Decadeof Education for Sustainable Development (DESD).

Frank Bünning participated in the conference “TVET forSustainable Development – Opportunities and Challenges”(Ho Chi Minh City, Vietnam, 2-5 July 2006).

German Agency for Technical Co-operation (GTZ)GTZ was one of the co-organisers of the Forum “Re-Align-ment of TVET in Iraq with Employment Requirements“

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(Cairo, Egypt, 17-19 July 2006). Senior officials from GTZalso participated in the roundtable on TVET redevelopmentin Iraq (Bonn, Germany, 6 December 2006).

Institute for Hygiene and Public Health, University ofBonnThe Institute for Hygiene and Public Health, University ofBonn, was one of UNESCO-UNEVOC’s partners in theorganisation of the international conference “Towards

Sustainable Global Health“ (Bonn, Germany, 9-11 May2007).

Arbeitsgruppe Entwicklung und Fachkräfte imBereich der Migration und Entwicklungszusammenar-beit (AGEF)Senior officials from AGEF participated in the roundtableon TVET redevelopment in Iraq (Bonn, Germany, 6December 2006).

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Appendix 5: List of visitors to UNESCO-UNEVOC

Australia

Margarita Pavlova, Griffith University, Brisbane,September 2006 and September 2007

Annette Gough, RMIT University, Melbourne, August2007

John Williamson and Marion Myhill, University ofTasmania, August 2007

Lynne Bennington, RMIT University, Melbourne,November 2007

John Fien, RMIT University, Melbourne, November 2007

Esther Charlesworth, RMIT University, Melbourne,November 2007

Bangladesh

Azad Rahaman, Federation of Film Societies and Centrefor Education, Creative and Performing Arts, Dhaka, June2006

Brunei Darussalam

Mohamad Abu Bakar, SEAMEO VOCTECH RegionalCentre, Gadong, November 2007

Canada

Charles Hopkins, York University and UNESCO Chair,Toronto, July 2006 and April 20007

Christian Chinien, University of Manitoba, October andDecember 2006

Paul Brennan and Marie-Claire Hall, Association ofCanadian Community Colleges (ACCC), Ottawa, October2007

Canada

China

Liu Yang, Tiajin University, July and September 2006

Sophia Jan and Wen-Hsien Wu InternationalCooperation and Development Fund (TaiwanICDF),Taipei, April 2007

Lineng Chen and Chun Lin Huang, Zhejiang TechnologyInstitute of Economy (ZJTIE), Hangzhou, September 2007

Peijun Liu, Ministry of Education, Beijing, November2007

Wang Qiang, Nanjing Normal University (INRULED),Hebei, November 2007

Ethiopia

Andreas König, German Agency for TechnicalCooperation (GTZ), April 2006

Meseret Genet, Engineering Capacity BuildingProgram National TVET Reform, Addis Ababa, November 2007

Finland

Tapio Varis, University of Tampere and UNESCO Chair,September 2006

France

Bruno Lefèvre, Consultant, formerly Bureau of StrategicPlanning, UNESCO, Paris, January and August 2006

Hans Kaltenecker, Lawyer, Paris, March 2006

Germany

Birgitta Ryberg, Kultusministerkonferenz (KMK), Bonn,January 2006

Helmut Kühr, Bundesministerium für Bildung undForschung (BMBF), Bonn, February 2006

Felix Rauner, University of Bremen, March 2006, January2007

Philipp Grollmann, University of Bremen, March andOctober 2006, January 2007

Harry Stolte, Capacity Building International (InWEnt),Magdeburg, March, May, July , August and October2006; March 2007

Luigina Blaich, German Agency for TechnicalCooperation (GTZ), Eschborn, April 2006

Students, Dresden University of Technology, May 2006

Bettina Mussgnug, SAP AG, Walldorf, May 2006

Peter Croll, Bonn International Centre for Conversion(BICC), July 2006

Hermann Müller-Solger, formerly Federal Ministry ofEducation and Research (BMBF), July 2006 and February2007

Michael Härtel, Federal Institute for Vocational Training(BIBB), Bonn, July, September and November 2006,January, March and April 2007

Markus Schwertel, Cisco Systems GmbH, Berlin, October2006, January and December 2007

Stefan Erber, German Agency for Technical Cooperation(GTZ), Eschborn, November 2006

Klaus Dünnhaupt, Association of Experts in the Fields ofMigration and Development Cooperation (AGEF). Berlin,December 2006

Roland Steurer, GTZ, Eschborn, December 2006

Klaus Luther, Federal Ministry for Education andResearch (BMBF), Bonn, February 2007

Helge Drumm, Institute for Media Technics, University ofIlmenau, February 2007

Members of the International Cultural Exchange Club,Bonn, March 2007

Members the International Ladies’ Society, Bonn, March2007

Gisela Dybowski, Head of Department, German FederalInstitute for Vocational Training (BIBB), Bonn, April 2007

Günter Klein, Initiative Office (InitiativbüroWasserstrategie), German Aerospace Centre, Bonn,August 2007

Jochen Sonntag, Capacity Building International(InWEnt), Bonn, August 2007

Martin T. Clemens and Randall Akee, Institute for theStudy of Labour GmbH (IZA), Bonn, August 2007

Kevin Grose, UNFCCC, Bonn, October 2007

TVET experts and officials visited UNESCO-UNEVOC priorand during the International Experts Meeting on‘Corporate Social Responsibility and ESD: Advancing thePartnership’ hosted by the Capacity BuildingInternational (InWEnt), Bonn, 5-7 November 2007

India

Gratian Vas, Indo-Global Social Service Society, NewDelhi, June 2007

J. Ravindranath, Centre for Environment Education,Bangalore, November 2007

Payal Joshi, Centre for Environment Education,Bangalore, November 2007

Japan

Hideki Maruyama, Japanese National Institute forEducational Policy Reform, November 2006

Kingdom of Saudi Arabia

Adel AlSalem (and team), Riyadh College of Technology,August 2007

Mexico

Joaquin Parrilla Flores, Centro de Enseñanza Tecnica,Guadalajara, February 2006

Enrique Pieck Gochicoa, Instituto de Investigacionespara el Desarrollo de la Educación, Mexico City, October2006

Norway

Rolf Kristiansen, National Institute of Technology, Oslo,June 2006

Kim Tran, Norwegian Institute for Water Research, Oslo,February and August 2006

Canada

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Philippines

Shyamal Majumdar, Colombo Plan Staff College,Colombo, Philippines, November 2007

Republic of Korea

Lee Won Duck and Ryan Kim, Korea Research Institutefor Vocational, Education and Training (KRIVET), Seoul,March 2007

Young-sub Lim, Embassy of the Republic of Korea,Berlin, March 2007

Sue Choi (and team), Korea University, Seoul, August2007

Slovakia

Osnat Lubrani, UNIFEM/UNDP, Bratislava, June 2006

Sri Lanka

TVET professionals, June 2006

Peter Collingro, German Agency for TechnicalCooperation (GTZ), Colombo, January 2007

Thailand

Ian Birch, Education Consultant, Bangkok, October 2007

Siripan Choomnoom, Ministry of Education, Bangkok,November 2007

Jariya tappakul Na Ayuthaya, Bureau of VocationalEducation Research and Development (BVERD), Bangkok,November 2007

Timor-Leste

Annie Keogh, Ministry of Labour, June 2007

Canada

Tunisia

Jilani Lamloumi, Superior School of Sciences andTechnology of Tunis, June 2007

United Kingdom

Keith Holmes, University of Sussex, Brighton, March2006

Gordon Bellamy, Technical and Vocational EducationConsultant, December 2006

Lorna Unwin and Norman Lucas, Institute of Educationof the University of London, June 2007

United States of America

Rebecca Bender, Cisco Systems Inc., San Jose, California,January 2007

Kate Roberts, Cisco Systems Inc., Irvine, California,January 2007

Dennis Shirley, Boston College, Massachusetts, March2007

Zimbabwe

Ulrich Weyl, Development Consultancy Services, Mutare,July 2006

United Nations

Vernor Muñoz Villalobos, Special Rapporteur on theRight to Education, UNOG-OHCHR, January 2006

Myriam Tebourbi-Guerfali, UNOG-OHCHR, January 2006

Xavier Campos, UNOG, Geneva, Switzerland, January2006

United Nations

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Notes

Notes

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