Abbreviation | UNESCO-UNEVOC |
---|---|
Formation | 2002 |
Location |
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Head of Office | Friedrich Huebler |
Website | unevoc |
The UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training is the International Centre for connecting UNESCO Member States worldwide to develop and strengthen technical and vocational education and training (TVET). [1] The International Centre is located at the United Nations Campus in Bonn, Germany and is financed by both UNESCO and the German government. [2] UNESCO-UNEVOC works in the context of UNESCO’s mandate "to lead and coordinate Education 2030 through guidance and technical support". [3] It undertakes its activities through a global network of TVET institutions comprising departments of ministries, national TVET bodies, Universities, and nationally leading training centers. [4]
In 1989, the United Nations recognized that the “development of technical and vocational education should contribute to the safeguarding of peace and friendly understanding among nations” and was, as such, part of a UN Mandate. [5] In this context, an “International Project on Technical and Vocational Education” was initiated and the “UNEVOC Network” was officially launched in 1992. [6]
The UNESCO-UNEVOC International Centre was created in 1999 based on the decision of the 30th UNESCO General Conference. [1] A year later, UNESCO and the German government agreed on hosting the International Centre within the Langer Eugen building, the former building for the German members of parliament which now hosts the UN Campus. [7] The new facilities were inaugurated in April 2002. [8] [9] UNEVOC is still hosted and partly financed by the German government. [2]
The Centre works in the context of UNESCO’s mandate for Education for All and Education for Sustainable Development. [5] The Centre's official mission is to assist Member States to strengthen and upgrade their TVET systems in order to achieve the "access for all, high quality, relevant and effective programmes and learning opportunities throughout life”. [4] The third UN international congress on TVET, which was organized in 2012, reinforced the mission and action of UNEVOC by recognizing within its recommendation the importance of "expanding and enhancing the capacities of the UNEVOC network to play a key role in developing the capacities of decision-makers and practitioners, and facilitate the involvement of all stakeholders". [10] Nowadays, the UNESCO-UNEVOC International Centre links up a network of over 220 Centres in more than 140 Member States. [11] "UNEVOC Centres" aim to improve TVET in the Member State in which they are located. [12] The International Centre defines itself as a hub facilitating the international collaboration between Centres, experts and stakeholders: [13] In this regard, UNESCO-UNEVOC organizes conferences, workshops, expert meetings in the partner countries or at its premises in Bonn. [14] [15] [16] Those events gather experts and representatives from UNEVOC Centres, UNESCO institutions and other national and international partners. [17] [18] UNESCO-UNEVOC also provides online resources. Publications on TVET are completed by some field-recognized products like "TVETipedia" (an open TVET glossary), a public TVET country profiles database, and the "TVET Forum", an online discussion board for TVET experts. [19] [20] [21] Besides its networking and knowledge management activity, the International Centre is known for its contribution to the field of sustainable TVET (also called "Greening TVET"). [17] [22]
Vocational education is education that prepares people for a skilled craft as an artisan, trade as a tradesperson, or work as a technician. Vocational education can also be seen as that type of education given to an individual to prepare that individual to be gainfully employed or self employed with requisite skill. Vocational education is known by a variety of names, depending on the country concerned, including career and technical education, or acronyms such as TVET and TAFE.
The term German model is most often used in economics to describe post-World War II West Germany's means of using innovative industrial relations, vocational training, and closer relationships between the financial and industrial sectors to cultivate economic prosperity. The two key components of the German model is a national system for certifying industrial and artisan skills, as well as full union participation in the oversight of plant-based vocation training.
A national qualifications framework (NQF) is a formal system describing qualifications. 47 countries participating in the Bologna Process are committed to producing a national qualifications framework. Other countries not part of this process also have national qualifications frameworks.
The European Centre for the Development of Vocational Training (Cedefop) is an agency of the European Union. The Agency was established in 1975. Cedefop is headquartered and located in Thessaloniki Region, Greece, and has a Brussels office. Cedefop is the acronym of its French title, Centre Européen pour le Développement de la Formation Professionnelle (C.E.DE.FO.P.). Cedefop supports the development of European vocational education and training (VET) policies and contributes to their implementation.
UNESCO-CEPES was established in 1972 at Bucharest, Romania, as a de-centralized office for the European Centre for Higher Education. The centre was closed in 2011 due to lack of funding. The centre promoted international cooperation in the sphere of higher education among UNESCO's Member States in Central, Eastern and South-East Europe and also served Canada, the United States and Israel. Higher Education in Europe, a scholarly publication focusing on major problems and trends in higher education, was the official journal of UNESCO-CEPES. The CEPES headquarters was in the Kretzulescu Palace in Bucharest.
Education in the State of Palestine refers to the educational system in the Gaza Strip and the West Bank, which is administered by the Palestinian Ministry of Education and Higher Education. Enrollment rates amongst Palestinians are relatively high by regional and global standards. According to a youth survey in 2003, 60% between the ages 10–24 indicated that education was their first priority. Youth literacy rate is 98.2%, while the national literacy rate is 91.1%. Enrollment ratios for higher education were 45% in 2022. In 2016 Hanan Al Hroub was awarded the Varkey Foundation Global Teacher Prize for her work in teaching children how to cope with violence.
Before the arrival of European settlers, who introduced a formal education system addressed to the elites, education in Ghana was mainly informal and based on apprenticeship. Economic activities in pre-colonial Ghana were based on farm produce shared within households and members of each household specialized in providing necessities such as cooking utilities, shelter, clothing, and furniture, and trade with other households was therefore practiced on a very small scale. As such there was no need for employment outside the household that would have otherwise called for disciplines, values, and skills through a formal education system. After colonization, Ghana's economy became a hybrid of subsistence and formal economy.
The Technical Education and Skills Development Authority serves as the Philippines' Technical Vocational Education and Training (TVET) authority. As a government agency, TESDA is tasked to both manage and supervise the Philippines' Technical Education and Skills Development (TESD). Its goals are to develop the Filipino workforce with "world-class competence and positive work values" and to provide quality technical-educational and skills development through its direction, policies, and programs.
During Alfredo Stroessner Mattiauda’s presidency (1954–89), education initiatives took a backseat to economic concerns and the task of controlling political adversaries, and teacher salaries fell to extremely low levels. The constitution of 1992 attempted to remedy the long neglect of education. Article 85 of the constitution mandates that 20% of the government budget be designated for educational expenditures. This measure, however, has proven to be impractical and has been largely ignored.
Education in Barbados is based primarily on the British model.
The Canadian Commission for UNESCO (CCUNESCO), administered by the Canada Council for the Arts, is Canada's national commission for UNESCO, actively advancing the organization's mandate to contribute to peace based on the intellectual and moral solidarity of humankind by promoting cooperation among nations.
Technical University of Kenya (TU-K) is a public university in Nairobi, Kenya. It was chartered in January 2013 by then-president Mwai Kibaki.
eLearning Africa is a three-day annual international conference on ICT-enhanced education, training and skills development in Africa which is organised by ICWE GMBH. Each year the event is hosted and co-organised by a different African government. It has been opened on previous occasions by Presidents, Vice Presidents and Prime Ministers of several African countries including Hage Geingob, Abdoulaye Wade, George Kunda, Edward Ssekandi, Pascal Koupaki, Mohamed Gharib Bilal and Debretsion Gebremichael. This pan-African conference focuses on the use of ICT to support education, training, skills and knowledge sharing across all sectors of Africa, enhancing Sustainable Development Goals across the continent and enabling participants to develop multinational and cross-industry contacts and partnerships, as well as to build up their expertise and abilities.
Rift Valley Technical Training institute (RVTTI) is a public technical training institute located in the highland city of Eldoret, Kenya. It is one of the Technical Training Institutes in Kenya. The institution offers Artisan, Craft, Diploma and Higher Diploma Courses with bias to practical industrial applications.
St. Peter's Kubatana is a private Catholic secondary school and vocational training centre, located in Glen Norah, Harare, Zimbabwe. The school was founded by the Society of Jesus in 1963.
Qian Tang has been the Assistant Director-General for Education at UNESCO since April 2010.
TVET refers to all forms and levels of education and training which provide knowledge and skills related to occupations in various sectors of economic and social life through formal, non-formal and informal learning methods in both school-based and work-based learning contexts. To achieve its aims and purposes, TVET focuses on the learning and mastery of specialized techniques and the scientific principles underlying those techniques, as well as general knowledge, skills and values.
A qualifications framework is a formalized structure in which learning level descriptors and qualifications are used in order to understand learning outcomes. This allows for the ability to develop, assess and improve quality education in a number of contexts. Qualifications frameworks are typically found at the national, regional, and international level.
Online credentials for learning are digital credentials that are offered in place of traditional paper credentials for a skill or educational achievement. They are directly linked to the accelerated development of internet communication technologies, the development of digital badges, electronic passports and massive open online courses (MOOCs).
Jeddah College of Technology is a governmental technical college located in Jeddah, western Saudi Arabia, was established in 1986 as part of the Saudi government's plan to develop technical and vocational education and training in the country.