Subject: Preliminary Report accompanied by a first draft of the Recommendation concerning Technical and Vocational Education and Training

Transcription

1 Ref.: CL/4068 Subject: Preliminary Reprt accmpanied by a first draft f the Recmmendatin cncerning Technical and Vcatinal Educatin and Training Sir/Madam, The General Cnference f UNESCO decided at its 37th sessin in Nvember 2013 (37 C/Reslutin 17) that the 2001 Revised Recmmendatin cncerning Technical and Vcatinal Educatin shuld be revised t reflect the new trends and issues in technical and vcatinal educatin and training (TVET). In accrdance with the Rules f Prcedure cncerning recmmendatins t Member States and internatinal cnventins cvered by the terms f Article IV, paragraph 4, f the Cnstitutin, please find herewith the Preliminary Reprt accmpanied by a first draft f the Recmmendatin cncerning Technical and Vcatinal Educatin and Training. In cnfrmity with these Rules f Prcedure, Member States shall frward t the Secretariat f UNESCO their cmments and bservatins at least ten mnths befre the pening f the 38th sessin f the General Cnference. Therefre, I wuld be grateful if these culd be sent by 10 January 2015 t the UNESCO Sectin f Yuth, Literacy and Skills Develpment at the fllwing address: 2001revisin@unesc.rg. Please accept, Sir/Madam, the assurances f my highest cnsideratin. Irina Bkva Directr-General Enclsures: 2 1. Preliminary reprt f the Directr-General n the draft Recmmendatin cncerning Technical and Vcatinal Educatin and Training 2. First draft f the Recmmendatin cncerning Technical and Vcatinal Educatin and Training cc: Natinal Cmmissins fr UNESCO Permanent Delegatins t UNESCO UNESCO Reginal and field ffices 7, place de Fnteny Paris 07 SP, France Tél. : +33 (0) Fax : +33 (0) T Ministers respnsible fr relatins with UNESCO

2

3 ANNEX I REVISION OF THE REVISED RECOMMENDATION CONCERNING TECHNICAL AND VOCATIONAL EDUCATION (2001) Preliminary reprt prepared in accrdance with Article 10.1 f the Rules f Prcedure cncerning recmmendatins t Member States and internatinal cnventins cvered by the terms f Article IV, paragraph 4, f the Cnstitutin, n the draft Recmmendatin cncerning Technical and Vcatinal Educatin and Training SUMMARY The General Cnference f UNESCO decided at its 37th sessin in Nvember 2013 (37 C/Reslutin 17) that the 2001 Revised Recmmendatin cncerning Technical and Vcatinal Educatin shuld be revised t reflect the new trends and issues in technical and vcatinal educatin and training. In accrdance with Article 10, paragraph 1, f the Rules f Prcedure cncerning recmmendatins t Member States and internatinal cnventins cvered by the terms f Article IV, paragraph 4, f the Cnstitutin, the Directr-General has prepared the present preliminary reprt, t which a first draft f the Recmmendatin cncerning Technical and Vcatinal Educatin and Training is annexed. The preliminary reprt and a first draft text are submitted t Member States fr their cmments and bservatins, t be frwarded t the Secretariat f UNESCO by 10 January A final reprt cntaining a draft text will be prepared n the basis f thse cmments and bservatins. It will be cmmunicated t Member States by April 2015, with a view t its discussin at the 38th sessin f the General Cnference. I. Backgrund 1. UNESCO is respnsible fr mnitring the implementatin f tw nrmative instruments in the field f technical and vcatinal educatin and training (TVET): the 1989 Cnventin n Technical and Vcatinal Educatin; and the 2001 Revised Recmmendatin cncerning Technical and Vcatinal Educatin (hencefrth the 2001 Revised Recmmendatin). 1 The 1989 Cnventin was adpted by the 25th sessin f the General Cnference (1989) tw years after the Internatinal Cngress n the Imprvement and Develpment f TVET (Berlin, 1987). The Recmmendatin was riginally adpted by the 12th sessin f the General Cnference f UNESCO (1962). It was revised in 1974 and again in 2001, fllwing the Secnd Internatinal Cngress n Technical and Vcatinal Educatin (Seul, 1999). 2. In 2011, an independent study n the impact f these tw nrmative instruments was cnducted, as freseen by the UNESCO Strategy fr TVET ( ). Upn examining the results f the study presented in dcument 187 EX/20 (Part IV), 2 the Executive Bard requested the Directr-General t include in the Third Internatinal Cngress n TVET (Shanghai, May 2012) a discussin n the cntent, relevance and scpe f the nrmative instruments cncerning TVET

4 2 3. The Shanghai Cnsensus 3 adpted by the Cngress recmmended the Directr-General t cnsider the relevance and currency f the Cnventin n Technical and Vcatinal Educatin (1989) and the Revised Recmmendatin cncerning Technical and Vcatinal Educatin (2001), with a view t the pssible develpment f new r revised nrmative instruments adapted t a changing wrld. 4. Based n the findings f the independent study and the Shanghai Cnsensus, the Executive Bard, by 190 EX/Decisin 24 (III), 4 requested the Directr-General t submit t it a preliminary study n the technical and legal aspects relating t the desirability f making further revisins t the 2001 Revised Recmmendatin. 5. Having examined this preliminary study (dcument 191 EX/20 (Part III)), 5 the Executive Bard reiterated the need t revise the 2001 Revised Recmmendatin and decided t inscribe this item n the prvisinal agenda f the 37th sessin f the General Cnference, while inviting the Directr- General t submit t the 37th sessin f the General Cnference the preliminary study n the technical and legal aspects relating t the desirability f making further revisins t the 2001 Revised Recmmendatin, tgether with the relevant bservatins, cmments and decisins f the Executive Bard (191 EX/Decisin 20 (III)) Pursuant t 191 EX/Decisin 20 (III) and in accrdance with the Rules f Prcedure cncerning recmmendatins t Member States and internatinal cnventins cvered by the terms f Article IV, paragraph 4 f the Cnstitutin, the Directr-General submitted a preliminary study n the technical and legal aspects relating t the desirability f revising the 2001 Revised Recmmendatin t the 37th sessin f the General Cnference in Nvember 2013 (dcument 37 C/44) Having examined this preliminary study, the General Cnference f UNESCO decided at its 37th sessin in Nvember 2013 (37 C/Reslutin 17) 8 that the 2001 Revised Recmmendatin shuld be revised nce mre t reflect the new trends and issues in technical and vcatinal educatin and training; invited the Directr-General t prepare such a revised versin in cnsultatin with the Member States and ther stakehlders thrugh varius cst-effective measures, withut cnvening the special cmmittee referred t in Article 10, paragraphs 4 and 5, f the Rules f Prcedure cncerning recmmendatins t Member States and internatinal cnventins cvered by the terms f Article IV, paragraph 4, f the Cnstitutin; and als invited the Directr-General t submit t it, at its 38th sessin, a draft revised Recmmendatin. II. Revisin prcess 8. The preliminary study n the technical and legal aspects relating t the desirability f revising the 2001 Revised Recmmendatin indicated that the Directr-General wuld cnduct cnsultatins and slicit the cmments and bservatins f all Member States and frm ther relevant actrs such as reginal and internatinal rganizatins, in particular the Internatinal Labur Organizatin, and natinal legal and technical experts. 9. Several imprtant steps f the cnsultatin and drafting prcess have already taken place, including thrugh electrnic platfrms and an experts meeting. A Special Virtual Cnference was rganized by UNESCO-UNEVOC frm 1 t 14 April 2014, using the e-frum. The bjective f this Special Virtual Cnference was t re-examine the cnceptualizatin f TVET and its varius

5 3 cntributins twards fulfilling UNESCO s mandate fr prmting lasting peace and sustainable develpment. The discussin fcused n the changes that needed t be made t the 2001 Revised Recmmendatin fr the instrument t remain current. The Special Virtual Cnference attracted 210 participants frm 70 cuntries, including staff f gvernment ministries, TVET agencies, internatinal rganizatins, fficial bilateral agencies, nn-gvernmental rganizatins, universities and public and private TVET prviders. 10. Based n the utcmes f this Special Virtual Cnference and infrmed by the actins undertaken by the Organizatin in the framewrk f the Strategy fr TVET and the mid-term review f the Strategy fr TVET, the Secretariat develped a revised text that was shared fr feedback with an Expert Grup n TVET established specifically t advise the Secretariat n the revisins. The Expert Grup n TVET cmprised representatives frm the UNEVOC Netwrk, ILO and internatinal scial partners. 11. A Jint Expert Meeting, cmprised f the Expert Grup n TVET and the Expert Grup n Adult Learning and Educatin, was held in Hamburg n 27 and 28 May The Jint Expert Meeting n the UNESCO Recmmendatins cncerning Technical and Vcatinal Educatin and Adult Learning and Educatin, held at the UNESCO Institute fr Lifelng Learning (UIL), aimed t ensure that the revised instruments will be mutually reinfrcing and address cntemprary issues in a harmnius manner. One f the utcmes f the Jint Expert Meeting was a revised draft text that was the main fcus f an Online Cnsultatin with Member States and ther stakehlders held frm 1 t 8 July 2014 using UNESCO s cllabrative platfrm, UNESTEAMS. 12. The bjective f this Online Cnsultatin was fr participants t review this draft text f the Recmmendatin, and the fcus f the discussin was n the changes needed prir t its submissin t Member States in accrdance with Article 10, paragraph 1, f the Rules f Prcedure cncerning recmmendatins t Member States and internatinal cnventins cvered by the terms f Article IV, paragraph 4, f the Cnstitutin. Participants in the Online Cnsultatin included legal and senir experts n TVET nminated by UNESCO Member States and Assciate Members frm all reginal grups (187 nminated experts, representing 99 cuntries), and representatives f internatinal rganizatins and develpment partners (17) and f NGOs (11). Over the eight days, 97 participants cntributed actively t the three discussin fra (English, French and Spanish), prviding ver 900 inputs. These written inputs were used t infrm the further elabratin by the Secretariat f the first draft text f the Recmmendatin, which is heret annexed fr Member States cmments and bservatins. III. Fcus f the revisin 13. This first draft text reflects cnceptual and plicy develpments that stress the need fr a mre integrated apprach twards educatin and training, a hlistic apprach t the preparatin fr wrk and life, and the develpment f lifelng learning systems. 14. The scpe f this first draft text is brader than that f the 2001 text. Fr instance, the training dimensin has been added t technical and vcatinal educatin, s that it becmes technical and vcatinal educatin and training. In keeping with recent discussins n educatin beynd 2015, this first draft text is riented twards prmting skills fr wrk and life and ensuring that all yung peple and adults have equal pprtunities t learn, develp and upgrade their skills. The text integrates a strnger fcus n lifelng learning, by prmting a transversal dimensin fr the develpment f knwledge, skills and attitudes acrss the educatin and training sectr and in supprt f capacities in ther sectrs.

6 4 15. T address the rapid demgraphic and technlgical changes that are taking place and the deepening cncerns relating t yuth unemplyment, underemplyment, scial inequalities including gender inequality, peace and sustainable develpment, this first draft text encurages Member States t adpt a mre integrated, inter-sectral apprach t plicy develpment, implementatin, and mnitring and evaluatin, and t address critical issues such as qualificatins and learning pathways, quality assurance systems and labur market relevance. 16. This first draft text als addresses the cmplexity f gverning TVET by encuraging necessary inter-ministerial crdinatin, partnerships and the mbilizatin f all stakehlders, giving special attentin t the rle f scial partners, the private sectr and civil sciety, such as yuth rganizatins. 17. With a view t rendering this standard-setting instrument mre effective and t facilitate its mnitring, this first draft text takes n a mre cncise frm than the 2001 Revised Recmmendatin. This first draft f the Recmmendatin cnsists f eight main sectins: Preamble Scpe f this Recmmendatin Visin, aims and guiding principles Plicies and stakehlders invlvement Quality and relevance Mnitring and evaluatin Research and knwledge management Internatinal cperatin 18. Taking int accunt the prminent place f TVET and skills develpment fr emplyment and livelihds in the emerging pst-2015 internatinal educatin and develpment agendas and gals, Member States are nw invited t frward their cmments and bservatins n this preliminary reprt and the first draft text annexed heret t the Secretariat f UNESCO by 10 January A final reprt cntaining a draft text f the Recmmendatin will be prepared n the basis f thse cmments and bservatins, and cmmunicated t Member States by April 2015, with a view t its discussin at the 38th sessin f the General Cnference.

7 ANNEX II FIRST DRAFT TEXT RECOMMENDATION CONCERNING TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET) Preamble The General Cnference f the United Natins Educatinal, Scientific and Cultural Organizatin (UNESCO), meeting in Paris, ( ), at its 38th sessin, Recalling the principles set frth in Articles 23 and 26 f the Universal Declaratin f Human Rights (1948) and in Articles 6(2) and 13 f the Internatinal Cvenant n Ecnmic, Scial and Cultural Rights (1966) guaranteeing the right f everyne t wrk and t educatin, and the principles cntained in the Cnventin Against Discriminatin in Educatin (1960), the Cnventin n the Eliminatin f All Frms f Discriminatin against Wmen (1979), the Cnventin n the Rights f the Child (1989) and the Cnventin n the Rights f Persns with Disabilities (2006), Cnscius that TVET is understd as being part f bth the right t educatin and the right t wrk, Recgnizing that TVET meets the aim f develping bth individuals and scieties as stipulated in the Cnventin n Technical and Vcatinal Educatin (1989), Recalling the prvisins f the Recmmendatins adpted by UNESCO, ntably the Recmmendatin against Discriminatin in Educatin (1960), the Recmmendatin cncerning the Status f Teachers (1966), the Recmmendatin cncerning Educatin fr Internatinal Understanding, C-peratin and Peace and Educatin relating t Human Rights and Fundamental Freedms (1974), the Recmmendatin n the Recgnitin f Studies and Qualificatins in Higher Educatin (1993), the Recmmendatin cncerning the Status f Higher- Educatin Teaching Persnnel (1997) and the Recmmendatin n Adult Learning and Educatin (2015), Recalling als the relevant instruments adpted by the Internatinal Labur Organizatin (ILO) including the 1975 Cnventin cncerning Vcatinal Guidance and Vcatinal Training in the Develpment f Human Resurces (N. 142) and the 2004 Recmmendatin cncerning Human Resurces Develpment: Educatin, training and lifelng learning (N. 195), Recgnizing that TVET cntributes twards the prmtin f understanding and respect fr human rights; inclusin and equity; gender equality, cultural diversity; and t the fstering f a desire and capacity fr lifelng learning and learning t live tgether, all f which are essential t the realizatin f lasting peace, respnsible citizenship, and sustainable develpment, Bearing in mind the key rle f TVET in supprting the United Natins sustainable develpment agenda in the cntext f States striving fr a wrld that is just, equitable and inclusive, and their cmmitment t the prmtin f scial develpment, shared ecnmic grwth and envirnmental sustainability, and thereby t benefit all, Cnsidering the need t prmte gender-respnsive TVET and t further encurage the access, retentin and cmpletin f girls and wmen, Taking int accunt the recmmendatins f the Bnn Declaratin n Learning fr Wrk, Citizenship and Sustainability (2004), the Bnn Declaratin n Educatin fr Sustainable

8 2 Develpment (2009), the recmmendatins f the Third Internatinal Cngress n TVET, Transfrming TVET: Building skills fr wrk and life, knwn as the Shanghai Cnsensus (2012), Having decided by 37 C/Reslutin 17 that the 2001 Revised Recmmendatin shuld be revised t reflect the new trends and issues in technical and vcatinal educatin and training, Cnsidering that this Recmmendatin sets ut general principles, gals and guidelines that each Member State shuld apply accrding t its sci-ecnmic cntext, gverning structures and available resurces in a changing wrld, with a view als t transfrming, expanding and enhancing TVET at lcal, reginal and internatinal levels, Having examined dcument 38 C/ and the draft Recmmendatin cncerning technical and vcatinal educatin and training annexed theret, 1. Adpts the Recmmendatin cncerning Technical and Vcatinal Educatin and Training, which supersedes the 2001 Revised Recmmendatin, n this. day f Nvember 2015; 2. Recmmends that Member States apply the fllwing prvisins by taking apprpriate steps, including whatever legislative r ther steps may be required, in cnfrmity with the cnstitutinal practice and gverning structures f each State, t give effect within their territries t the principles f this Recmmendatin; 3. Als recmmends that Member States bring this Recmmendatin t the attentin f the authrities and bdies respnsible fr TVET, and als ther stakehlders cncerned with TVET; 4. Further recmmends that Member States reprt t it, at such dates and in such manner as shall be determined by it, n the actin taken by them in pursuance f this Recmmendatin. I. SCOPE OF THIS RECOMMENDATION 1. This Recmmendatin applies t all frms f educatin and learning that aim t facilitate access and participatin by all yuth and adults in the wrld f wrk and lifelng learning. 2. Fr the purpse f this Recmmendatin, technical and vcatinal educatin and training (TVET) is understd t be integral t educatin and lifelng learning and t refer t all frms f learning f knwledge, skills and attitudes relating t the wrld f wrk. TVET cmprises educatin, training and skills develpment activities relating t ccupatinal fields, prductin and livelihds. Transversal skills, citizenship skills and skills that enable lifelng learning are integral cmpnents f TVET. 3. TVET invlves a wide variety f learning and skills develpment pprtunities. It can take place at secndary, pst-secndary and tertiary levels. TVET can include ther prgrammes leading t vcatinal qualificatins and ther skills develpment pprtunities attuned t natinal and lcal cntexts. TVET als encmpasses cntinuing training and prfessinal develpment undertaken as part f in-service arrangements r individual and cllective initiatives. 4. The applicatin f the prvisins f this Recmmendatin will depend upn the specific cnditins, gverning structures, and cnstitutinal prvisins existing in a given cuntry.

9 3 II. VISION, AIMS AND GUIDING PRINCIPLES Visin 5. TVET empwers individuals fr their fulfilment and the sustainability f their scieties. Aims 6. TVET will effectively help individuals t achieve their wn aspiratins fr wrk and life. 7. TVET will cntribute t meeting the cllective needs f sciety and the demands f the wrld f wrk. Guiding principles 8. TVET is lcated between ecnmic, scial, envirnmental and ther inter-related plicy dmains. An integrated, inter-sectral apprach t plicy develpment is required t transfrm and expand TVET s as t realize the visin and aims f this Recmmendatin. This implies the integrated analysis f cntexts and clse cllabratin between gvernment ministries, authrities, institutins, scial partners and numerus ther stakehlders. 9. As a means f advancing shared ecnmic grwth, TVET shuld adapt t changes in the nature and rganizatin f wrk, including increasing flexibility in emplyment relatins and in the labur market, the emergence f new industries and ccupatins, and scientific and technlgical advances. TVET is characterized by its prximity t the wrld f wrk and shuld prmte entrepreneurship and transitins, interactins and integratin between learning and wrking. 10. As a means f ensuring the right f equal access t TVET, educatin and training systems shuld be nn-discriminatry and inclusive, cntributing twards the achievement f gender equality, equal pprtunities, scial equity and scial inclusin. N individual seeking access t TVET shall be discriminated against n any grunds. Recgnizing that TVET can help t alleviate pverty and scial exclusin, particular cnsideratin shuld be given t disadvantaged and vulnerable grups, including individuals with disabilities. TVET shuld be relevant t all ppulatins, whether living in urban r rural areas, including indigenus peple. As such, TVET shuld cntribute t ensuring quality, equitable and inclusive lifelng learning pprtunities fr all. 11. As a means f cntributing t sustainable develpment, TVET shuld be reriented t empwer yuth and adults t becme cnstructive agents f sustainable develpment, and thus t advcate fr sustainability at wrk, in husehlds, cmmunities and scieties. Furthermre, TVET shuld cntribute t cultural develpment, scial chesin and lasting peace thrugh fstering respect fr cultural diversity, demcratic participatin and respnsible citizenship, including the develpment f capacities t act cllabratively and t strive fr the cllective gd. 12. While being integral t educatin and lifelng learning, TVET shuld cntribute t the develpment f knwledge, skills and attitudes in a wide range f ccupatinal and technical fields needed fr advancement in all sectrs and fr sustainable develpment in all its aspects. TVET shuld in particular take accunt f the rapidly develping and transfrming nature f technlgies, especially infrmatin technlgies.

10 4 III. POLICIES AND STAKEHOLDERS INVOLVEMENT Plicy cherence and stakehlders invlvement 13. TVET plicies shuld derive frm and be cnsistent with a brad range f plicy fields and the verall strategic bjectives f gvernment, including ecnmic, scial and envirnmental bjectives. 14. Member States shuld guide, recgnize and prmte all frms and settings f TVET thrugh an verall lifelng learning framewrk that shuld be riented t prducing better utcmes fr yuth and adults in the wrld f wrk, equipping them with relevant knwledge, skills and attitudes fr wrk and life, and prviding supprt fr them t make infrmed educatinal and ccupatinal chices. 15. Member States expanding TVET at secndary level shuld cnsider, as apprpriate t their educatin and training systems and authrities, the diversificatin f secndary educatin curricula and the develpment f pathways between different streams. 16. Member States and/r TVET institutins expanding TVET at pst-secndary and tertiary levels shuld ensure that there is an institutinal framewrk t engage labur market stakehlders, that prgrammes and qualificatins are transparent and quality assured, and that curricula fllw agreed standards. 17. Member States shuld develp pathways between secndary, pst-secndary and tertiary educatin including admissin prcedures and cunselling, credit transfer and equivalency schemes. TVET institutins shuld cllabrate n their implementatin. 18. Member States shuld develp relevant regulatins and incentives t supprt prfessinal and persnal develpment, infrmatin, guidance and cunselling. 19. Member States shuld supprt cntinuing educatin and training, including thrugh the recgnitin f prir learning, assessment and certificatin with the tripartite invlvement, when relevant, f wrkers' representatives, emplyers representatives and public authrities. Gvernance and regulatry framewrk 20. Member States, while assuming the respnsibility fr public plicies, shuld cnsider defining r strengthening a regulatry r plicy framewrk regarding respnsibilities, authrities and accuntability t crdinate TVET fr the benefit f all stakehlders, and encurage legislatin supprting participatin. Member States shuld strengthen technical, administrative and institutinal capacities fr the gvernance and management f TVET. TVET funding shuld be cnsidered an integral aspect f TVET gvernance and steering. 21. Member States, as apprpriate t their gverning structures, shuld institutinalize interministerial crdinatin and align different levels f gvernment. 22. Gvernance arrangements shuld be reflected at lcal levels, where gvernments channel funds and cperate, when relevant, with business assciatins in running TVET institutins and supprting wrk-based learning. 23. In cnfrmity with the cnstitutinal practice and gverning structures f each Member State, and utilizing apprpriate structures such as public agencies r cnsultative bdies, public authrities respnsible fr planning, verseeing and implementing TVET shuld assciate the fllwing grups actively in the gvernance prcess:

11 5 representatives f emplyers, prducers and wrkers rganizatins, industry, agriculture, crafts assciatins and chambers as well as f the infrmal ecnmy, small enterprise wners and entrepreneurs; representatives f learners; and representatives f the cmmunity at large such as nn-gvernmental rganizatins, yuth and wmen's rganizatins, parents assciatins, traditinal leaders and ther representatives. 24. Member States, as apprpriate t their gverning structures, shuld cnsider establishing r strengthening gvernance mdels fr TVET institutins invlving relevant lcal stakehlders. 25. Member States shuld develp a culture f cllabratin in TVET, thrugh knwledgesharing within and between develpment sectrs. Invlving the private sectr and prmting scial dialgue 26. Private sectr participatin in TVET shuld be guided by key principles including alignment with public plicies, supprt t scial dialgue, respnsibility, accuntability and efficiency. 27. When invlving the private sectr, TVET plicies shuld recgnize the diversity f large, medium, small, micr- and husehld enterprises engaged in all sectrs f the ecnmy, frmal and infrmal, including farm and nn-farm enterprises in rural areas, prducers rganizatins and infrmal rganizatins f rural wrkers. 28. Member States shuld, as apprpriate t their labur market cntext, fster scial partners participatin in TVET. Scial partners shuld be entitled t participate in TVET accrding t agreed regulatins and apprpriate lines f respnsibility. 29. Invlving the private sectr, in particular thrugh business assciatins and prducers rganizatins, trade unins and ther labur market stakehlders, and the building f partnerships are critical t ensuring respnsive and relevant TVET. Partnerships fr TVET shuld benefit frm the participatin f stakehlders in the fllwing areas: TVET system planning, gvernance, regulatry framewrk and financing; skills frecasting and analysis and the definitin f ccupatinal prfiles; the develpment f TVET curricula, and the definitin f TVET qualificatins and standards; the management f TVET institutins; and assessment, validatin and certificatin and diverse ther functins, including prmtin f innvatins, participatin in labur market research and applied research, cntributin t prfessinal guidance and TVET staff training and develpment. 30. Public plicies shuld fster and facilitate quality apprenticeships cmpsed f wrk-and institutin-based learning driven by rbust scial dialgue, t prmte cnsensus building, as well as public-private partnerships t help yuth t acquire skills and gain wrk experience t facilitate transitins t the wrld f wrk. 31. Public plicies shuld, as apprpriate, supprt the develpment f skills in the infrmal ecnmy by encuraging skills develpment including quality traditinal apprenticeship in small, micr- and husehld enterprises. Public plicies shuld engage agriculture, industry,

12 6 Financing cultural and crafts assciatins t play a significant rle in imprving the quality f learning, assessment and certificatin. 32. Incentive mechanisms and regulatry framewrks shuld be set up t diversify surces f funding and invlve all stakehlders. Diversificatin shuld be cnsidered by engaging enterprises, individuals and lcal authrities thrugh a variety f partnerships, including public-private partnerships. In additin t existing framewrks fr public financing, innvative funding mechanisms need t be explred t increase efficiency and accuntability and t stimulate the demand fr TVET. 33. Sustainable funding mechanisms and methdlgies fr the allcatin and use f financial resurces shuld be put in place. Varius frms f incentives and accuntability mechanisms shuld be established aiming at shifting the traditinal input-based mdels t mre perfrmance-based financing nes. 34. TVET institutins, including at the secndary, pst-secndary and tertiary levels, shuld have an apprpriate level f peratinal and financial autnmy. This culd enable them t engage with their lcal cntext and t build new partnerships fr imprving the quality and relevance f TVET prgrammes, and t generate revenues. Equity and access 35. Member States shuld take measures t ensure that all yung peple and adults have equal pprtunities t learn, develp and upgrade their skills, by transfrming and expanding TVET in all its frms t address the great diversity f learning and training needs. 36. Member States, as apprpriate t their gverning structures, shuld ensure a quality basic educatin fr all, and address the needs f ut-f-schl yuth and adults by enhancing literacy, numeracy and transversal skills, as a basis fr meaningful participatin in TVET. 37. Educatin and ther stakehlders shuld create the cnditins fr TVET fr all, s that it may be freely chsen as the means t develp talents, interests and skills leading t wrk and/r further learning. 38. Innvative measures shuld be taken against all frms f discriminatin, including genderbased discriminatin. TVET shuld prmte equal access and participatin f females and males in quality TVET learning thrughut life. All frms f TVET institutins, prgrammes, curricula, materials and wrk-based learning shuld avid gender-based and ther steretyping, and shuld cntribute t gender equality. 39. Member States shuld make TVET mre accessible t disadvantaged and vulnerable grups, including marginalized rural and remte ppulatins, by prviding targeted supprt t reduce the cst burden. Particular attentin shuld be given t learners with disabilities, indigenus peple, ethnic minrity grups, the scially-excluded, migrants, refugees, the stateless and thse affected by cnflict r disaster, as well as t unemplyed peple, lwskilled peple, lder wrkers and wrkers in small and medium-sized enterprises, in the infrmal ecnmy, the rural sectr and self-emplyment. 40. Infrmatin technlgies, supprted by a relevant infrastructure, shuld be encuraged, as apprpriate t different cntexts, t imprve access t and participatin in TVET.

13 7 IV. QUALITY AND RELEVANCE Learning prcesses 41. A variety f learning experiences shuld be encuraged, whether in public and private TVET institutins, wrkplaces, hmes, r ther situatins. Infrmal learning, whether self-directed, peer-t-peer r thrugh ther frms f scial learning, shuld be supprted and, if apprpriate, made visible in terms that are recgnized by frmal TVET institutins and in the wrld f wrk. 42. In additin t knwledge, skills and attitudes relating t ccupatinal fields, learning prcesses shuld build n fundatin skills and further deepen understandings f the scientific, technlgical, scial, cultural, envirnmental and ecnmic aspects f scieties. TVET shuld develp transversal and entrepreneurial skills, skills fr health, respnsible citizenship and sustainable develpment. 43. Learning thrugh wrk in its varius frms, including apprenticeships, shuld be prmted and its quality enhanced. Learning thrugh wrk shuld nrmally be cmplemented by institutin-based r ther frms f learning. 44. Technlgies, including the internet, interactive multimedia materials, audivisual aids, mass media and scial media, shuld be utilized t enhance the cst-effectiveness and quality f TVET prgrammes. Distance and face-t-face mdes shuld preferably be blended. 45. Effective assessment systems fr generating and using infrmatin n learners' achievements shuld be established. Cntinuus evaluatin f teaching and learning prcesses, including frmative assessment, shuld be undertaken with the participatin f teachers, representatives f the ccupatinal fields cncerned, supervisrs and learners. Learners perfrmance shuld be assessed n an verall basis that cnsiders active participatin in learning, interests and attitudes, using diversified methds f assessment. TVET staff 46. Plicies and framewrks shuld be develped t ensure qualified and high-quality TVET staff, including teachers, instructrs, trainers, tutrs, managers, administratrs, extensin agents and guidance staff. 47. TVET teachers shuld be cnsidered an integral part f the teaching prfessin. The ILO/UNESCO Recmmendatin cncerning the Status f Teachers (1966) and the Recmmendatin cncerning the Status f Higher-Educatin Teaching Persnnel (1997) are applicable especially as regards the prvisins cncerning preparatin fr a prfessin, cntinuing educatin, emplyment and career, the rights and respnsibilities f teachers, cnditins fr effective teaching and learning, teachers salaries and scial security. Member States thus shuld cnsider devising strategies and prviding incentives, including attractive remuneratin, career paths and prfessinal develpment. 48. Given the grwing cnsideratin f TVET learning in the wrkplace and ther settings including cmmunity-based, distance and nline, Member States need t mre systematically supprt and acknwledge the emerging rles and learning needs f wrkplace trainers, tutrs and ther facilitatrs, by cnsidering the develpment r strengthening f plicies and framewrks cncerning their recruitment and/r status. TVET staff shuld have decent wrking cnditins and adequate remuneratin. 49. TVET staff in educatinal institutins and the wrkplace shuld be equipped with the capacities required t make TVET respnsive t the ecnmic, scial, cultural and envirnmental cntexts f the scieties they serve. In particular, TVET staff require initial preparatin, as well as cntinuing training prgrammes and cntinuing prfessinal

14 8 develpment, including experience in enterprises, and supprt t enable them t reflect n their practices and t adapt t changing cnditins. Gender sensitivity training shuld be an integral part f the initial and cntinuing prfessinal develpment f TVET staff. Qualificatins systems and learning pathways 50. Well-articulated utcme-based qualificatins framewrks r systems based n learning utcmes and relating t a set f agreed standards shuld be established based n identified needs including ccupatinal standards, enabling peple t prgress hrizntally and vertically. 51. Plicy mechanisms supprting hrizntal and vertical prgress culd include flexible learning pathways, the recgnitin f prir learning, credit transfer and setting adequate incentives. Special attentin shuld be given t assisting lw-skilled and unskilled individuals t gain certificatin fr access t further learning and decent wrk. 52. Systems fr the recgnitin, validatin and accreditatin f knwledge, skills and attitudes thrugh nn-frmal and infrmal learning shuld be prmted. UNESCO s Guidelines fr the Recgnitin, Validatin and Accreditatin f the Outcmes f Nn-frmal and Infrmal Learning culd be referred t in this regard. 53. Member States shuld prmte the mutual recgnitin f qualificatins at natinal, reginal and internatinal levels, cnsidering the internatinal dimensin f qualificatins in relatin t the mbility f students and wrkers. Quality assurance 54. Quality assurance shuld designate and bring tgether all f the bdies that have a rle in the management f quality in TVET. Quality assurance refers t a wide range f nrms, requirements and prcedures that are intended t establish a culture and prcedures fr external- and/r self-assessment, thrugh which system perfrmance and utcmes can be cntinuusly imprved. 55. Quality assurance systems shuld include clear and measurable bjectives and standards; guidelines fr implementatin, including stakehlders invlvement; apprpriate resurces; cnsistent evaluatin methds, assciating self-assessment and external review; and feedback mechanisms and prcedures fr imprvement and widely-accessible evaluatin results. Relevance t labur markets and the wrld f wrk 56. Member States shuld take apprpriate actins t imprve the relevance f TVET t changes in labur markets and the wrld f wrk. Institutinal capacities fr the analysis f specific cntexts need t be strengthened s that TVET can respnd rapidly t changing skills needs, thrugh plicy and planning, and in relatin t ecnmic sectrs, fr example thrugh sectr skills cuncils, and at the level f prviders. 57. Capacities shuld be develped t anticipate emerging needs, such as thse implied by transitins t green ecnmies and scieties. Fstering linkages with industry and the adptin f sectral and/r territrial appraches culd be used t identify and anticipate skills needed. 58. Labur market analysis shuld take int cnsideratin the implicatins, benefits and drawbacks f increasing labur market flexibility, including mre part-time wrking, shrt cntracts, frequent emplyment transitins, multiple ccupatins, and perids f unemplyment and underemplyment, migratin and mbility.

15 9 59. Data cllectin and analysis systems t assess the skills levels f ppulatins, t identify skills shrtages, gaps and mismatches, and t bserve labur market trends shuld be develped. Disaggregated data n participatin rates and the utcmes f TVET including graduate transitins, frm TVET t wrk r t further learning and career trajectries, shuld als be cllected. 60. TVET infrmatin systems shuld be strengthened and include initiatives t use pen data and t bring tgether existing surces f infrmatin n the labur market that can infrm TVET plicies and prgrammes as well as peple s decisins abut their careers. Particular attentin shuld be given t cllecting and analysing gender- and age-disaggregated data, as well as data n disadvantaged and marginalized ppulatins. Infrmatin, guidance and cunselling 61. Infrmatin, guidance and cunselling shuld be ffered cntinuusly and directed twards aiding all individuals t make infrmed educatinal, training and ccupatinal chices at varius stages f life and in supprt f mre cmplex and diversified careers and wrking lives. 62. Member States shuld institutinalize infrmatin, guidance and cunselling mechanisms in rder t prvide up-t-date and reliable supprt in relatin t educatin, cntinuing training and wrk pprtunities at natinal, reginal and internatinal levels. 63. Infrmatin, guidance and cunselling services shuld supprt learners and ther stakehlders in develping meaningful strategies t utilize scial netwrks and infrmatin technlgies t infrm decisin-making. 64. Particular attentin shuld be given t prmting equality f pprtunity in all its dimensins, including gender equality, s as t address scial disparities in educatin, the wrld f wrk and wider sciety. V. MONITORING AND EVALUATION 65. TVET plicies and prgrammes shuld be evaluated in relatin t the verall visin, aims and guiding principles f this Recmmendatin. This culd include impact studies f plicies and prgrammes, and investigatin f the csts and benefits f TVET fr a brad range f actrs including individuals, enterprises, scieties and Member States. 66. Apprpriate tls and indicatrs shuld be develped fr measuring the effectiveness and efficiency f TVET plicies against agreed standards, pririties and targets, and that include specific targets fr disadvantaged and vulnerable grups. This culd include tracer studies and evaluatins f institutins and prgrammes as well as the develpment f sets f indicatrs including n access, cmpletin rates and the emplyment status f graduates. 67. Institutinal capacities fr data cllectin and the use f infrmatin frm mnitring and evaluatin t infrm TVET strategies and prgrammes, standards and curricula, r t adjust learning methds, shuld be strengthened. Cherence between natinal data cllectin n TVET and internatinal standards and initiatives shuld be enhanced. 68. Prcesses fr mnitring and evaluating TVET shuld ensure brad participatin f relevant stakehlders, with a view t strengthening the cnnectin between findings, decisin-making, transparency and accuntability fr results.

16 10 VI. RESEARCH AND KNOWLEDGE MANAGEMENT 69. Member States shuld encurage TVET research thrugh sustained investment in strengthening research capacity in educatin and ther relevant fields f study. The quality and quantity f TVET research shuld be imprved thrugh diversified surces f funding, incentives and infrastructure, including fr tertiary educatin institutins cnducting TVET research. The capacities f stakehlders, including TVET prviders and scial partners, fr research and knwledge management shuld be develped. Scial partners shuld be invlved in cmmissining, using and evaluating research, as well as the develpment f strategies and systems fr knwledge management at varius levels. 70. Inter-disciplinary research, research netwrks, cllabrative research and partnerships shuld be prmted at lcal, institutinal, sectral, natinal, reginal and internatinal levels. Apprpriate theries, methdlgies and research instruments, bth qualitative and quantitative, shuld be develped fr studying and researching TVET. TVET research shuld aim t imprve the analysis f cntexts and fresight, and prvide actin-rientated insights. TVET research findings shuld be widely disseminated thrugh publicatins and electrnic means. VII. INTERNATIONAL COOPERATION 71. T achieve the visin and bjectives f this Recmmendatin, internatinal cperatin between all cuntries shuld be prmted, including thrugh Nrth-Suth, Suth-Suth and triangular cperatin. Member States shuld enhance cperatin within and acrss regins as well as between Member States with similar characteristics thrugh varius means, including thrugh reginal bdies, ntably the reginal ecnmic cmmunities, the United Natins system and ther relevant reginal and internatinal entities. 72. Civil sciety rganizatins and netwrks shuld be actively assciated with diverse frms f internatinal cperatin relating t TVET. 73. Member States shuld take measures t fster the equitable and inclusive internatinalizatin f TVET. This shuld be achieved by cnsidering natinal TVET prvisin in relatin t reginal and internatinal prvisin, and by systematically addressing the need fr accuntability and transparency regarding particular qualificatins and fr the recgnitin f learning experiences carried ut in anther cuntry r territry. Mutual cperatin and mutual learning between cuntries shuld facilitate the mbility f TVET learners and staff. Relevant internatinal r reginal guidelines fr quality and crss-brder prvisin f TVET, based n shared principles, culd be develped. 74. Member States can advance internatinal cperatin thrugh knwledge sharing and the identificatin f best practices and advcacy fr TVET, making full use f internatinal and reginal netwrks and ther mechanisms fr develpment cperatin, including financing and fficial develpment assistance. 75. Member States shuld take advantage f the prgrammes f the UNESCO-UNEVOC Internatinal Centre and cntribute t the strengthening f the UNEVOC netwrk, bth f which prmte internatinal cperatin fr the develpment f TVET. 76. T facilitate internatinal cperatin, Member States shuld aim t apply relevant and apprpriate internatinally-recmmended standards and nrms, including relevant nrmative instruments f UNESCO and the Internatinal Labur Organizatin, the Internatinal Standard Classificatin f Educatin (ISCED), the Internatinal Standard Classificatin f Occupatins (ISCO) and the Internatinal Standard Industrial Classificatin (ISIC).

17 11 Mechanisms als need t be develped t standardize natinal and reginal ccupatinal standards, and cmmunicate these internatinally. 77. Prgress by Member States twards the bringing int effect f internatinal recmmendatins, standards and targets shuld be cntinuusly evaluated thrugh sustained research, mnitring, peridic reprting and cmparative analysis, with a view t enabling cuntries t use TVET as a means f reducing the disparities within and between cuntries and creating a mre equitable, peaceful and sustainable wrld.