vocational educational and training

8/7/2019 Vocational Educational and Training

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A jo int me ssa g e fro m UNESCO a nd ILO 2

Re vised Re comme nda tio n co ncerning Te chnica l and

Vo catio nal Educatio n (2 0 0 1 ) 7

I. Scope 7

II. Te chnica l and voca tiona l ed uca tion in rela tion tothe educational process: objectives 9

III. Po licy, pla nning a nd a d m inistra tio n 1 3

IV. Te chnica l a nd voca tiona l a spe cts of ge ne ra l e du cation 1 9

V. Te chnica l a nd voca tiona l e du cation a s pre pa ra tion

fo r a n occupa tio na l fie ld 2 1

O rga niza tion 2 3

Programme content 2 7

VI. Te chnica l a nd voca tiona l e du cation a s con tinuing

education 3 1

VII. Guida nce 3 5

VIII. The le a rning p ro ce ss 3 9

IX. Sta ff 4 1

Te a ching sta ff 4 3

Adm inistra tive a nd guida nce sta ff 4 7

X. Inte rna tion a l coo pe ra tion 4 9

Conclusions concerning human resources training

and development 5 3

Contents


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As economic, social and technological change gathers pace, people

e verywhe re ne e d to d e velop the ir knowle dg e a nd skills, on a continuous ba sis, so

tha t the y ca n live a nd work me a ningfully in the knowle dg e socie ty. Educa tion a nd

tra ining contribute to a n ind ividua ls pe rsona l de ve lopm e nt, incre a se he r/his pro-

ductivity a nd incom e s a t work, and fa cilita te e ve rybo dys pa rticipa tion in e cono m ic

a nd socia l life . It fo llows tha t e duca tion a nd tra ining can a lso he lp ind ividua ls to

e scap e po verty by providing the m with the skills a nd knowle dg e to ra ise the ir out-

put and generate income. Investing in education and training is therefore an

investme nt in the future ; knowle dg e a nd skills a re the e ngine o f e conom ic growth

a nd socia l de ve lop m e nt.

UNESCO a nd the inte rna tiona l com m unity ha ve se t the a m bitious go a l to

ensure that the learning needs of all young people and adults are met through

e quita ble a cce ss to a ppropria te le a rning a nd life skills progra m m e s (World Forum

on Educa tion, Da kar, 2 00 0). The e ffort to p rovide ba sic e duca tion a nd lite ra cy for

a ll children a nd a dults will unde rpin the e conom ic a nd socia l de velopm e nt of

countries by ensuring the capacity of people to learn and provide the foundationfor the ir e m ploya bility a nd a cce ss to d e cent work. This is a lso one of the ke y po l-

icy cha lle ng e s in the ILOs Global Employment Agenda. Education for All a nd

Work for Alla re two side s of the sa m e coin.

Qua lity te chnica l a nd voca tiona l e duca tion a nd tra ining (TVET) he lp

de velop the individua ls knowle dg e of scie nce a nd te chnolog y in a broa d o ccu-

pa tiona l a re a re quiring te chnical and p rofessiona l com pe tencie s a nd spe cific

occupa tiona l skills. Nationa l TVET syste m s the re fore ne e d to d e ve lop the knowl-

e dg e a nd skills tha t will he lp the workforce be com e m ore fle xible a nd re spo nsiveto the needs of local labour markets, while competing in the global economy.

Som e countrie s ha ve introduce d TVET re form s tha t ende a vour to integra te work-

pla ce -ba se d lea rning a nd tra ining into the voca tiona l e duca tion curriculum . TVET

system s m ust a lso b e op e n a nd a ll inclusive to give e ven the m ost unde rprivile ge d

a cce ss to le a rning a nd tra ining. The op po rtunity for pe op le in urba n a nd rura l com -

m unitie s to e quip the m se lves to le a d p roductive a nd sa tisfying lives will und oub t-

e dly be critical to the prospe rity a nd we ll-be ing of the com m unity.

A joint messa ge from UNESCO and ILO


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In a tim e of continuous e conom ic, socia l a nd technolog ical change , skills

a nd knowle dg e be com e quickly out-of-da te . Pe ople who ha ve not be e n a ble to

be ne fit from forma l e duca tion a nd tra ining m ust be give n op po rtunitie s to a cquire

ne w skills a nd knowle dg e tha t will give them a se cond chance in life a nd a t work.

Provid ing a ll ind ividua ls with lea rning o pportunitie s throug ho ut the ir live s is a n

a m bitious but ne cessa ry unde rta king . An a ll- inclusive life long le a rning syste m ca lls

for the m ob iliza tion of incre a se d pub lic a nd priva te re source s for e duca tion a nd

tra ining a nd for provid ing ind ividua ls a nd e nte rprise s with the ince ntive s to invest

in meeting their learning and skills development needs.

The se a re the vibra nt m e ssa ge s pre se nte d in this pu blica tio n tha t

conta ins the m a jo r po licy sta te m e nts o f two Unite d Na tions Spe cia lize d

Ag e ncie s, the Unite d Na tions Educa tio na l, Scie ntific a nd Cultura l Orga niza tio n

(UNESCO ) a nd the Inte rna tio na l La bo ur Orga niza tio n (ILO). The Revised

Recommendation concerning Technical and Vocational Education (2001)

wa s a d op te d b y UNESCOs Ge ne ra l Confe re nce a t its 31 st se ssion in 2001 ; the

Conclusions concerning Human Resources Training and Development wa s

a do pte d by the Interna tiona l La bo ur Confe re nce a t its 88 th se ssion in 2 00 0.

The se te xts pre se nt inte rna tion a lly a ckno wle dg e d soun d p olicie s a nd p ra ctice so f TVET a nd con tinuo us, life long le a rning a nd tra ining . The p o licy stra te g ie s a re

the outcom e of extensive consultations be twee n the Orga nizations Me m be r

Sta te s, fe de ra tions o f p ro fe ssiona l a ssocia tions, e m ploye rs a nd worke rs o rga n-

iza tion s, a nd no n-go ve rnm e nta l orga niza tio ns. The ir sta te m e nts ha ve the

a m bition to g uide na tiona l de cision-m a kers to de velop e ffe ctive, releva nt and

e quitab le po licie s of ed ucation a nd tra ining. The y also see k to e nga ge othe r

sta ke ho ld e rs in TVET, includ ing the socia l pa rtne rs, in pa rtne rships tha t sup port

the se p olicie s a nd pra ctice s.

As the title s of the se sta te m e nts sug ge st, UNESCOs conce rn is ce ntre d on

technica l and voca tiona l education, which the Orga nization conside rs a n inte gra l

part of the global Education for All initia tive . The ILO focuses on training for

employment, decent work and the welfare of workers, in the context of the

Global Employment Agenda. However, the two Organizations are aware that

e duca tion a nd tra ining a re ra pidly be com ing inse pa ra ble , e spe cia lly a s the notion

of a job for life is be ing re pla ced by the ne cessity for life long le a rning .


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In 1 954 UNESCO a nd the ILO signe d the Memorandum of Collaboration

in Matters of Technical and Vocational Education and Related Mattersa nd since

then the two Organizations have cooperated on various occasions and at differ-

e nt le ve ls. Re cently, we ha ve re vita lize d o ur pa rtne rship in TVET a nd e nga ge d in

a se rie s of jo int a ctivitie s in o rde r to m a xim ize re sults a nd optim ize the use of

re source s. This pub lica tion re pre se nts such a jo int initia tive . It m a y a lso se rve a s a

ve ry public de m onstra tion of the re ne we d com m itme nt by the two United Na tions

Orga niza tions to ca rry the ir constitue nts m a nd a te to work m ore close ly in this fie ld .

It is our fe rvent hope tha t this pub lica tion will inspire a nd guide our

Me m be r Sta te s in putting in pla ce te chnica l a nd voca tiona l e duca tion a nd tra in-

ing po licie s a nd progra m m e s for a ll througho ut life , a nd fa cilita te the e ffe ctive

prepa ra tion of pe op le for the world of work a nd re spo nsible citizenship.

John Danie l Gran Hultin

Assista nt Dire ctor-Ge ne ra l Exe cutive Dire ctor

for Educa tion Em ploym e nt Se ctor

UNESCO ILO


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The General Conference,

Recalling 15 4 EX/De cision 4 .3 (May 1998) to incorporate the major themes

o rigina lly e nvisa g e d fo r the third consulta tion o n the im ple m e nta tion o f theRe vise d Re com m e nda tion conce rning Te chnica l a nd Voca tio na l Edu ca tion into

the a g e nd a of the Se cond Inte rna tio na l Con gre ss on Te chnica l a nd Vo ca tiona l

Educa tion,

Recognizing the va lue of the re com m e nda tions of the Se cond Inte rna tiona l

Co ng re ss o n Te chnica l a nd Vo ca tio na l Ed uca tio n (Se o ul, April 1 9 9 9 ) re fle cting

the e m e rging cha lle nge s of the twe nty-first ce ntury, a n e ra of glob a liza tion

a nd re volution in the fie ld o f info rm a tion/com m unica tion te chnolog y, a nd tha t

these re com m e nda tions will there fore guide a ne w o rie nta tion of technical

a nd voca tio na l e d uca tio n a nd tra ining (TVET) for a ll thro ug ho ut life so a s to

meet the new demands of achieving the objectives of a culture of peace,

e nviro nm e nta lly so un d susta ina b le d e ve lop m e nt, so cia l co he sio n a nd

citize nship o f the wo rld ,

Recallinga lso 30 C/Re so lution 1 4 , which invite d the Dire cto r-Ge ne ra l to p re pa re

a n upd a te d ve rsion o f the Revise d Re com m e nda tion conce rning Te chnical a nd

Voca tiona l Educa tion ta king into a ccount the ne w tre nd s ide ntifie d b y the

Se cond Inte rna tion a l Cong re ss on Te chnica l a nd Voca tiona l Educa tion, to subm it

the ne w draft version to a ll Me m be r Sta te s during the 20 00 -200 1 b ie nnium for

consultation, a nd to subm it it tog e the r with a propo sa l for the m od a litie s of

future consulta tions on its im p le m e nta tion to the Ge ne ra l Confe re nce a t its 31 st

se ssion for a pprova l,

Having examined document 31 C/22 and the draft Revised Recommendation

concerning Te chnical and Voca tiona l Educa tion (2 00 1) a nne xed the re to,

Unite d Nations Educa tio na l, Scie ntific a nd Cultura l Org a niza tio n
http://../0011/001120/112019E.pdfhttp://../0011/001185/118514E.pdfhttp://../0011/001185/118514E.pdfhttp://../0011/001120/112019E.pdf


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1. Adopts the Revise d Re com m e nda tion conce rning Te chnica l a nd Voca tiona l

Educa tion (2 00 1) this se cond d a y of Nove m be r 20 01;

2. Invitesthe Dire ctor-Ge ne ra l to cond uct future consulta tions with Me m be r Sta te s

concerning its im plem e nta tion, toge the r with the five -ye a rly a sse ssm e nts of the

fo llow-up to the Se oul Congre ss;

3. Recommendsthat when developing and improving technical and vocational

education, Member States should take whatever legislative or other steps may be

re quire d to g ive e ffe ct, within the ir re spe ctive te rritorie s, to the princip le s se t forth

in this Recommendation;

4. Further recommendstha t Me m be r Sta te s should b ring this Re com m e nda tion

to the attention of the authorities and bodies concerned with technical and voca-

tional education;

5. Also recommendstha t Me m be r Sta te s should subm it to it, tog e the r with the

five -ye a rly a sse ssm e nts of the fo llow-up to the Se oul Congre ss, re ports on the

action they have taken to give effect to the Recommendation.

Annex of the Revised Recommendation concerning Technical and Vocational Education (2001)


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I. Scope

1. This Re com m e nda tion a pp lie s to a ll forms a nd a spe cts of educa tion tha t a re

technical a nd vocationa l in na ture , p rovide d e ithe r in e ducationa l institutions or

und e r the ir a uthority, by pub lic authoritie s, the priva te se ctor or through o the r

forms of orga nized e duca tion, form a l or non-forma l, a im ing to e nsure tha t a ll

m e m be rs of the com m unity ha ve a ccess to the pa thwa ys of life long le a rning.

2. For the purpose s of this Re com m e nda tion te chnica l a nd voca tiona l e duca tion

is used as a comprehensive term referring to those aspects of the educational

process involving, in a dd ition to g e ne ra l e duca tion, the study of te chnolog ie s

a nd re la te d scie nce s, a nd the a cquisition of pra ctica l skills, a ttitude s, und e r-

standing a nd knowle dg e re la ting to o ccupa tions in va rious se ctors of e conom ic

a nd socia l life . Te chnica l a nd voca tiona l e duca tion is furthe r und e rstoo d to b e :

(a ) an integral part of general education;

(b ) a m e a ns of pre pa ring fo r occupa tiona l fie lds a nd fo r e ffe ctive

pa rticipa tion in the wo rld of wo rk;

(c) a n a spe ct of life long le a rning a nd a prepa ra tion for re spo nsiblecitize nship;

(d ) a n instrum e nt for prom o ting e nviron m e nta lly so und susta ina ble

development;

(e ) a m e thod of fa cilita ting po verty a lle via tion.

3. Te chnica l a nd voca tiona l e duca tion, b e ing p a rt of the tota l e duca tiona l process

a nd b e ing a right a s de scribe d in Article 26 o f the Unive rsa l De cla ra tion of

Hum a n Rights, is include d in the te rm e duca tion a s de fine d in the Conve ntion

Revised Recommenda tion concerning

Technical and Vocational Education

(2001)


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and the Recommendation against Discrimination in Education adopted by the

Ge ne ra l Confe re nce of the Unite d Na tions Educa tiona l, Scie ntific a nd Cultura l

Orga nization a t its 11 th se ssion (196 0) a nd the Conve ntion on Te chnica l a nd

Voca tiona l Educa tion a do pte d b y the Gene ra l Confe re nce a t its 25 th se ssion

(198 9). The provisions of these do cume nts a re the re fore a pp licab le to it.

4. This Re com m e nda tion shou ld be unde rstood a s se tting forth g e ne ra l principles,

go a ls a nd g uide line s to be a pp lie d b y ea ch ind ividua l country according to its

socio-e conom ic nee ds and a vaila ble re source s in a changing world, with a

vie w a lso to e nha ncing the sta tus of te chnical a nd vocationa l e ducation . Thea pp lication o f the p rovisions a nd the tim ing o f the implem e nta tion will de pe nd

upon the spe cific cond itions, a nd constitutiona l provisions e xisting in a g iven

country.


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II. Technical and vocational educa tion in re la tion to theeducational process: objectives

5. Given the im m e nse scie ntific, technolog ica l a nd socio-e conom ic de velopm e nt,

e ithe r in prog re ss or e nvisa ge d, which cha ra cte rizes the pre se nt e ra , pa rticula rly

globa liza tion a nd the re volution in informa tion a nd com m unica tion te chno-

log y, technica l a nd voca tiona l e duca tion should b e a vita l a spe ct of the

e duca tiona l proce ss in a ll countrie s, a nd in pa rticula r should :

(a ) contribute to the achievement of the societal goals of greater demo-

cra tization a nd socia l, cultura l a nd e conom ic de ve lop m e nt, while a t the

same time developing the potential of all individuals, both men and

women, for active participation in the establishment and implement-

a tion o f these go a ls, re ga rdle ss of re ligion, race a nd a ge ;

(b ) le a d to a n unde rstanding o f the scie ntific and technolog ica l a spe cts of

contemporary civilization in such a way that people comprehend their

environment and are capable of acting upon it while taking a critical

vie w o f the socia l, p olitica l and e nvironm e nta l im plica tions of scie ntific

and technological change;

(c) empower people to contribute to environmentally sound sustainable

de velopm e nt throug h the ir occupa tions a nd o the r a re a s of the ir lives.

6. Given the ne cessity for ne w re la tionships be twee n e duca tion, the world of work

and the community as a whole, technical and vocational education should

e xist a s pa rt of a system of life long le a rning a da pte d to the ne e ds of e a ch pa r-ticula r country and to wo rldwide te chnolog ica l de ve lopm e nt. This syste m should

be dire cted to:

(a ) abolishing barriers between levels and areas of education, between

education and the world of work, and between school and society

through:

(i) the a pp rop ria te inte gra tion o f technical/voca tiona l a nd g e ne ra l e du-

ca tion a t a ll le ve ls;


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(ii) the cre a tion of op e n a nd fle xible e duca tiona l structure s;

(iii) the taking into a ccount o f individua ls e duca tiona l ne e ds, the e vo-

lution of occupa tions a nd job s re cognizing work e xpe rie nce a s a

pa rt of le a rning;

(b ) im proving the qua lity of life by cre a ting a le a rning culture tha t pe rm its

ind ividua ls to e xpa nd the ir inte lle ctua l ho rizons, to a cquire a nd to consta nt-

ly im prove profe ssiona l skills a nd knowle dg e , a nd to e nga ge po sitive ly in

socie ty to utilize the fruits of e cono m ic and te chnolog ica l cha nge for the

ge ne ra l we lfa re .

7. Te chnical a nd voca tiona l e duca tion should b e gin with a broa d ba se which fa cil-

ita te s ho rizonta l a nd ve rtica l a rticula tion within the e duca tion syste m a nd

be twe e n school a nd the world of work, thus contributing to the e lim ina tion of

a ll form s of d iscrim ina tion, a nd should b e de signe d so tha t it:

(a ) is a n inte g ra l pa rt of e ve ryone s ba sic ge ne ra l e duca tion in the form of

initia tion to te chnology, the world of work, a nd hum a n va lue s a nd

sta nd a rds for re sponsib le citize nship ;

(b ) may be freely and positively chosen as the means by which people

de velop ta le nts, inte re sts a nd skills le a ding to a n o ccupa tion in va rious

se ctors or to furthe r e duca tion;

(c) a llows acce ss to o the r a spe cts a nd a re a s of educa tion a t a ll le ve ls,

includ ing institutions of highe r le a rning , b y be ing ground e d in a so lid

ge ne ra l e duca tion a nd, a s a re sult of the inte gra tion m e ntione d in pa ra -

graph 6(a), containing a general education component through all

sta ge s of spe cia liza tion;

(d ) a llo ws tra nsfe rs from o ne fie ld to a no the r within te chnica l a nd

vocationa l e duca tion;

(e ) is re a dily a vaila ble to a ll a nd for a ll a pp rop ria te type s of spe cia lization,

within a nd outside form a l e duca tion syste m s, a nd in conjunction or in

pa ra lle l with tra ining in orde r to pe rm it e duca tiona l, ca re e r a nd job

mobility at the minimum age at which the general basic education is

considered to have been acquired, according to the education system

in force in e a ch country;


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(f) is available on the above terms and on a basis of equality to women

as well as men, and where the learning and working environment is

made suitable for the participation of girls and women by removing

ove rt a nd covert bia s a nd discrim ina tion a nd se e king stra tegie s for m oti-

vating girls and women to take an interest in vocational and technical

education;

(g ) is a va ila ble to pe ople with disa bilitie s a nd to socia lly and e cono m ica lly

disa dvanta ge d g roups such as im m igra nts, re fuge e s, m inoritie s (includ-

ing indige nous pe ople s), de m obilize d sold ie rs in po st-conflict situa tions,

and underprivileged and marginalized youth in special forms adapted

to the ir ne e ds in o rde r to integ ra te them m ore e a sily into socie ty.

8. In te rm s of the ne e ds a nd a spira tions of ind ividua ls, te chnical a nd voca tiona l

education should:

(a ) pe rm it the ha rm onious de ve lop m e nt of pe rsona lity a nd cha ra cte r, a nd

foste r spiritua l a nd hum a n va lue s, the cap a city for unde rstanding,

judge m e nt, critica l thinking a nd se lf-expression;

(b ) prepa re the ind ividua l for life long le a rning by de velop ing the ne cessa rym e nta l too ls, te chnical a nd e ntre prene uria l skills a nd a ttitude s;

(c) de velop capa citie s for de cision-m a king a nd the qua litie s ne cessa ry for

active and intelligent participation, teamwork and leadership at work

and in the community as a whole;

(d ) enable an individual to cope with the rapid advances in information

a nd com m unica tion technolog y.


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III. Policy, planning and administration

9. Policy should be formula ted a nd te chnica l a nd voca tiona l e duca tion a dm inis-

tere d in supp ort of the ge ne ra l ob je ctive s a do pte d for the e duca tiona l proce ss

a s we ll a s for na tiona l a nd, if po ssible , the re giona l socia l a nd e conom ic

re quire m e nts of the pre se nt and the future , a nd a n a pp rop ria te le gisla tive a nd

fina ncia l fra m e work a do pte d. Policy shou ld be dire cte d to b oth the structura l

a nd the qua litative im prove m e nt of te chnica l a nd voca tiona l e duca tion a s stip-

ula te d in Article 2 of the Conve ntion on Te chnica l a nd Voca tiona l Educa tion

(1989) and further described in the recommendations of the Second

Inte rna tiona l Congre ss on Te chnica l a nd Voca tiona l Educa tion (1999):

(a ) Altho ug h go ve rnm e nts ca rry the p rim a ry re sp o nsib ility fo r te chnica l

and vocational education, in a modern market economy technical

a nd vocationa l e duca tion p olicy de sign a nd d e livery should b e

a chie ve d through a ne w pa rtnership be twe e n go ve rnm e nt, e m ploy-

e rs, p rofe ssion a l a sso cia tions, ind ustry, e m p loye e s a nd the ir

re p re se nta tive s, the loca l co m m un ity a nd no n-g o ve rnm e nta l

orga niza tio ns (NGOs). This pa rtne rship m ust cre a te a cohe re nt

le gisla tive fra m e work to e na ble the la unching o f a na tiona l stra te gy

fo r cha ng e . Within this stra te g y the go ve rnm e nt, a p a rt from a ctua lly

providing te chnical a nd vocationa l e duca tion, can a lso provide

le a d e rship a nd vision , fa cilita te , co o rdina te , e sta b lish q ua lity

a ssura nce a nd e nsure that te chnical a nd voca tiona l e duca tion is for

a ll b y ide ntifying a nd a d dre ssing com m unity se rvice o b liga tio ns.

(b ) Te chnica l a nd voca tiona l e duca tion is be st se rved b y a d ive rsity of

pub lic and p riva te provide rs. The a pp rop ria te m ix ca n be found in

m a ny wa ys, with the re sponsib ility of governm e nts be ing to fa cilita te

choice while e nsuring qua lity.

(c) Government and the private sector should recognize that technical and

voca tiona l e duca tion is a n inve stm e nt, no t a cost, with significant re turns,

includ ing the we ll-be ing o f wo rke rs, e nha nce d p roductivity a nd inter-


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na tiona l com pe titivene ss. The re fore funding for te chnica l a nd voca tiona l

e ducation should be sha re d to the m a xim um e xte nt possible be twe e n

go vernm e nt, industry, the com m unity a nd the le a rne r, with go ve rnm e nt

providing a pp rop ria te fina ncia l incentives. Furthe rm ore , the go vern-

m e nts of le a st de velope d countrie s in pa rticula r shou ld se e k bila te ra l

a nd m ultila te ra l ca pa city-building coo pe ra tion in te chnical a nd

voca tiona l e duca tion.

(d ) Within governments, there are often shared and overlapping responsi-

b ilitie s for va rious e le m e nts of te chnica l a nd voca tiona l e duca tion

among departments and agencies. It is desirable that governments

stre a m line the ir own pub lic institutiona l fra m e work to the m a xim um

extent possible to coordinate the national technical and vocational

e duca tion e ffort, cre a te a n e ffe ctive pa rtne rship with the private se ctor,

and promote technical and vocational education for the benefit of all

stakeho lde rs.

10. Particular attention should be given to planning the development and

expansion of technical and vocational education by:

(a ) giving high priority to technica l and vocationa l ed ucation in na tiona l

development agendas as well as in plans for educational reform;

(b ) e va lua ting na tiona l short-term a nd long -te rm ne e ds;

(c) p rovid ing a pprop ria te curre nt and future a lloca tions o f fina ncia l

re source s;

(d ) e stablishing a na tiona l bod y re spo nsible for coordina ting planning in

technica l a nd voca tiona l e duca tion ba se d on a na lysis of sta tistical da ta

and projections to facilitate complementarity between educational

policy planning and employment policy.

11. Pla nning should respond to na tiona l a nd , if po ssible , re giona l, e conom ic and

socia l tre nds, to proje cte d cha nge s in de m a nd for diffe re nt cla sse s of go od s

a nd se rvices, a nd for d iffe re nt type s of skills a nd knowle dge in such a wa y tha t

technical and vocational education may easily adapt to the evolving scien-

tific, technolog ica l a nd socio-e cono m ic cha nge s. This p la nning sho uld a lso b e

coordina ted with curre nt and p rojecte d tra ining a ction a nd the e volution o f

the world o f work in bo th urba n a nd rura l a re a s.


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12. While the e duca tion a uthoritie s should ha ve prim a ry re sponsib ility, the fo llow-

ing g roups of re le vant sta keho lde rs should b e a ctive ly a ssocia te d in po licy

form ula tion a nd in the p la nning proce ss; corre spond ing structure s, both

na tiona l a nd loca l, ta king the form of pub lic a ge ncie s or consulta tive or

a dvisory bo dies, should b e cre a ted to pe rm it this:

(a ) public a uthoritie s re spo nsib le for p la nning e cono m ic a nd socia l po licy,

la bo ur a nd e m ployme nt, a nd for the m a nufa cturing a nd se rvice se ctors;

(b ) re prese nta tives of non-go vernme nta l orga nizations within e a ch occu-

pa tion sector from a m ong e m ployers a nd wo rkers a s we ll a s of theinforma l e conom y, sm a ll e nte rprise owne rs a nd e ntre prene urs;

(c) a uthoritie s or bod ie s re spo nsib le for out-of-schoo l e duca tion a nd tra ining ;

(d ) re prese nta tives of those re spo nsible bo th in p ub lic e duca tion a nd in

Sta te -re cognized private e duca tion for e xecuting e ducationa l po licy,

including te a chers, e xam ining bo dies a nd a dm inistra tors;

(e ) pa re nts, form e r pup ils, stude nts a nd youth o rga niza tions;

(f) representatives from the community at large.

13. Policie s for the structura l im provem e nt of te chnica l a nd vo ca tiona l e duca tionshould b e e stablishe d within the fra m e work of broa d p olicie s de signe d to

implement the principle of lifelong education through the creation of open,

fle xible a nd com plem e nta ry structure s for e duca tion, tra ining a nd e duca tiona l

a nd vocationa l gu ida nce, conside ring the provisions of m od e rn informa tion

technolog y in e duca tion re ga rdless of whe the r the se a ctivitie s take place

within the syste m of form a l e duca tion o r outside it. In this re spe ct, conside -

ra tion should b e give n to the following:

(a ) m ulti-purpose se conda ry e duca tion offe ring d ive rsifie d curricula linking

e duca tion to the world o f work;

(b ) ha ving institutions of highe r le a rning o ffe ring fle xib le a dm ission a nd

progra m m e s ra nging from short spe cia lize d one s to long e r full-tim e

progra m m e s of inte grate d studie s a nd profe ssiona l spe cia liza tion;

(c) e sta b lishing a syste m o f e q uiva le ncie s whe re b y cre d it is g ive n for

co m p le tio n o f a ny a p p ro ve d p ro g ra m m e , a nd re co g nitio n is

g ra nte d to e d uca tion a l a nd /o r p rofe ssio na l q ua lifica tion s a nd

wo rk e xp e rie nce ;


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(d ) providing a rticula tion a nd pa thwa ys be twee n te chnica l a nd voca tiona l

e duca tion a nd p rog ra m m e s of highe r e duca tion for the be ne fit of those

le a rne rs who m a y wish to continue the ir e duca tion.

14. Policy sho uld be d ire cte d to e nsuring high q ua lity so a s to e xclude d iscrim ina -

tion be twe e n the diffe re nt e duca tiona l stre a m s. In this re spe ct, spe cia l e fforts

should be made to ensure that national technical and vocational education

seeks to meet international standards.

15. In o rde r to e nsure qua lity, re sponsib le na tiona l a uthoritie s should e sta blish

crite ria a nd standa rds, subject to p e riod ic re vie w a nd e va lua tion , a pp lying to

a ll a spe cts of te chnica l a nd voca tiona l e duca tion, includ ing, to the grea test

e xte nt po ssible , no n-forma l e duca tion for:

(a ) a ll forms of re cognition of a chie vem e nt a nd conse que nt qua lification;

(b ) sta ff qua lifica tions;

(c) ra tios of te a ching a nd tra ining sta ff to lea rne rs;

(d ) the qua lity of curricula a nd tea ching m a te ria ls;

(e ) sa fe ty pre cautions for a ll le a rning a nd tra ining e nvironm e nts;

(f) physica l fa cilitie s, b uild ing s, libra rie s, wo rksho p la youts, qua lity a nd type

of equipment.

16. Na tiona l po licy should foste r re se a rch re la ted to te chnical a nd voca tiona l e du-

ca tion, with p a rticula r e m pha sis on its pote ntia l within life long le a rning , a nd

dire cted to its im prove m e nt a nd re le va nce to the pre va iling socio-e conom ic

conte xt. This re se a rch should be ca rrie d out a t na tiona l a nd institutiona l le ve ls,

a s we ll a s throug h ind ividua l initia tive . To this e nd :

(a ) special emphasis should be placed on curriculum development,

research concerning teaching and learning methods and materials,

a nd, whe re the ne e d e xists, on technolog ie s a nd te chnique s a pp lie d to

development problems;

(b ) fina ncia l re source s a nd physica l fa cilitie s from pub lic and /or priva te

source s should b e m a de a vaila ble to institutions of highe r e duca tion,

spe cia lize d re se a rch institutions a nd profe ssiona l orga niza tions for

a pp lying the re sults of this re se a rch on a n e xpe rim e nta l ba sis in re pre -

se nta tive ly se le cte d institutions for te chnica l a nd voca tiona l e duca tion;


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(c) the po sitive re sults of re se a rch and e xpe rim e nta tion should be wide ly

disseminated using all available media, especially information and

com m unica tion technolog y;

(d ) the e ffe ctivene ss of te chnical a nd vocationa l e duca tion should b e

e va lua ted using, a m ong othe r da ta, re le vant sta tistics including those

concerning part-time enrolments, drop-out rates and placement in

wa ge - and se lf-e m ployme nt;

(e ) re se a rch e fforts to hum a nize working conditions should b e e m pha sized.

17. Adm inistra tive structure s should provide for e va lua tion, supe rvisory a nd

a ccre dita tion se rvices to e nsure the ra pid a pp lica tion of ne w re se a rch find ings

and to maintain standards:

(a ) e valua tion services as a who le should e nsure the qua lity a nd smo oth

op e ra tion o f te chnical and voca tiona l e duca tion b y continuous re vie w

and action directed to monitoring progress and maintaining standards

throug h constant im provem e nt of sta ff, fa cilitie s, p rog ra m m e s a nd,

most importantly, student achievement;

(b ) supe rvisory se rvices for the sta ff should e ncoura ge im provem e nt in thequality of teaching by providing guidance and advice and recom-

m e nding continuing e duca tion;

(c) a ll technica l a nd voca tiona l e ducation p rog ra m m e s, including those

offe re d b y priva te b od ie s, should be subject to a pp rova l by the p ublic

a utho ritie s;

(d ) ind ividu a l institutio ns sho uld ha ve the a utono m y to d e sign the ir

prog ra m m e s with the involve m e nt of busine ss a nd ind ustry to suit

loca l ne e ds.

18. Pa rticula r a tte ntion should b e give n to the m a te ria l re source s re quire d for

te chnica l a nd vo ca tiona l e duca tion. Prioritie s should b e ca re fully e sta blishe d

with due regard for immediate needs and the probable directions of future

e xpa nsion in consulta tion with re pre se nta tives from the wo rld o f wo rk:

(a ) institutiona l pla nning sho uld be dire cte d to e nsuring m a xim um

e fficie ncy a nd fle xib ility in use ;

(b ) the p la nning, construction a nd e quipping of fa cilitie s should b e ca rrie d

out in colla bora tion with spe cia lists from ind ustry, te a che rs a nd


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e duca tiona l a rchitects, a nd with due re ga rd for the purpose of the

fa cilitie s, p re va iling loca l fa ctors a nd re le vant re se a rch;

(c) adequate funds should be allocated for recurrent expenditure for

supplie s a nd m a inte na nce a nd re pa ir of eq uipm e nt;

(d ) institutions should b e g ive n gre a te r a utonom y in the ir a dm inistra tion

a nd financia l m a nag e m e nt.


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IV. Technical and vocational aspe cts of genera l education

1 9 . An initia tio n to te chnolog y a nd to the wo rld o f wo rk sho uld b e a n e sse ntia l

com po ne nt of ge ne ra l e duca tion. An unde rstand ing o f the te chnolog ica l

na ture o f m ode rn culture a nd a n a ppre cia tion of work re quiring p ra ctica l skills

shou ld the re b y be a cquire d. This initia tion sho uld b e a m a jor co nce rn in

e duca tiona l re form a nd d e m ocra tization. It should b e a re quire d e le m e nt in

the curriculum , b e g inning in p rim a ry e duca tion a nd continuing throug h the

e a rly ye a rs of se cond a ry e duca tion.

2 0 . O pp o rtunitie s fo r ge ne ra l te chnica l a nd voca tio na l initia tio n should continue

to b e a vaila ble to those who wish to a vail them se lves of it within the e duca -

tio n syste m a nd o utside it in p la ce s of work or the com m unity a t la rge .

2 1 . Te chnica l a nd voca tiona l initia tion in the ge ne ra l e du ca tion of you th sho uld

fulfil the e duca tio na l re quire m e nts o f a ll sphe re s o f inte re st a nd a b ility. It

sho uld m a inly pe rfo rm thre e functions:

(a ) to b roa de n e du ca tion a l ho rizons by se rving a s a n introd uction to the

wo rld of work, a nd the wo rld o f te chnolo gy a nd its p rod ucts throug h

the e xplora tion o f m a te ria ls, tools, techniq ue s, a nd the proce ss o f

production, distribution and management as a whole, and to enrich

the le a rning p roce ss throu gh p ra ctica l e xpe rie nce ;

(b ) to o rie nt tho se with the inte re st a nd a bility in te chnica l a nd voca tiona le du ca tion to wa rd s pre pa ra tion for a n occupa tio na l fie ld o r tra ining

outside the form a l e duca tion system ;

(c) to p rom o te in those who will le a ve form a l e du ca tion w ith no spe cific

occup a tiona l a im s o r skills, a ttitude s a nd thoug ht proce sse s like ly to

e nha nce the ir a ptitude s a nd po tentia l, to fa cilitate the choice of a n

occupa tion a nd a cce ss to a first job , a nd to pe rm it the m to continue the ir

voca tiona l tra ining a nd pe rsona l de ve lop m e nt.


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22 . Ge ne ra l te chnica l a nd voca tiona l studie s in schoo ls, ha ving gre a t im po rta nce

for the orie ntation a nd e duca tion of youth progra m m e s, should include a n

a pp rop ria te b a la nce be twee n theo re tical and pra ctical work. Such a

prog ra m m e of studie s shou ld b e d ra wn up in co lla bo ra tion with the profe s-

sio na l com m unity a nd with tho se re spo nsible fo r te chnica l a nd voca tion a l

e duca tion. The se progra m m e s should:

(a ) be based upon a problem-solving and experimental approach, and

involve e xpe rie nce in planning m e thods and de cision-m a king;

(b ) introd uce the le a rne r to a broa d spe ctrum of te chnological fie lds a ndto p rod uctive wo rk situa tio ns;

(c) de velop a ce rtain com m a nd of va lua ble practical skills such a s too l use ,

re pa ir a nd m a intena nce a nd sa fe ty proce dure s, a nd a re spe ct for their

value;

(d ) de ve lop a n a pp re cia tion o f go od de sign, cra ftsm a nship a nd q ua lity;

(e ) de ve lop the a bility to function a s a te a m m e m be r a nd to com m uni-

ca te te chnica l inform a tion ;

(f) be close ly re la ted to the loca l e nvironm e nt without, ho we ve r, b e ing

lim ite d to it.

23 . Te chnical a nd voca tiona l initia tion progra m m e s in g e ne ra l ed ucationa l

e nrichme nt for youth a nd a dults should be dire cte d to e na bling those

e nga ge d in wo rking life to:

(a ) und e rsta nd the ge ne ra l im plica tion s o f te chnica l cha ng e , its im pa ct on

their profe ssiona l a nd private lives, a nd how to a da pt to the se

changes;

(b ) use pra ctica l skills fo r im p roving the hom e a nd com m unity en viron -

m e nt, a nd thus the qua lity of life a nd prod uctive le isure -tim e a ctivitie s;

(c) inculcate a n a wa re ne ss of the po ssible im pa ct of te chnolog y on the

e nvironm e nt, a nd o f the concep t of sustaina ble de ve lop m e nt.


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V. Technical and vocational education as prepa ration for

an occupational field

2 4 . Give n the d ispa ritie s that m a y exist be twee n forma l e duca tion, whe ther

se conda ry or tertia ry, a nd the e m ploym e nt a nd ca re e r op po rtunitie s a vail-

a ble , the highe st priority should be give n to technica l a nd voca tiona l e duca -

tion. Conseq ue ntly the structure a nd conte nt of tra ditiona l e duca tion, whe the r

ge ne ra l or te chnical and voca tiona l, should be a da pte d a ccordingly throug h:

(a ) the dive rsifica tion o f se cond a ry e du ca tion in the la te r sta ge s so tha t it

m a y be pursue d in conjunction with e m ploym e nt or tra ining, o r m a y

le a d to e m ploym e nt or to highe r e duca tion, the re by offe ring to a ll

youth e d uca tion a l op tions corre spo nding to the ir ne e ds and a b ilitie s;

(b )the development of educational structures and programmes on all

le ve ls ce ntre d on o rga nize d a nd fle xible inte rcha nge be twe e n e duca-

tio na l institutions (includ ing unive rsitie s), tra ining institutio ns a nd the

wo rld o f work.

2 5 . Te chnica l a nd voca tio na l e duca tio n a s p re p a ra tion for a n occupa tion a l fie ld

sho uld provide the fo und a tion fo r p rod uctive a nd sa tisfying ca re e rs a nd

should:

(a ) lead to the acquisition of broad knowledge and generic skills

a pp lica ble to a num be r of occup a tion s within a g ive n fie ld so tha t the

ind ividua l is no t lim ite d in his/he r choice o f o ccup a tion a nd is a b le to

tra nsfe r from one fie ld to a no the r during his/he r wo rking life ;

(b ) a t the sa m e tim e offe r bo th a thorough a nd spe cia lize d p re pa ra tion

for initia l e m ploym e nt, includ ing se lf-e m ploym e nt, a nd a lso tra ining

within e m ploym e nt;

(c) provid e the b a ckg rou nd in te rm s of know le dg e , skills a nd a ttitude s for

continuing e duca tio n a t a ny po int in the ind ividua ls wo rking life .


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26 . Pre m a ture a nd na rrow spe cia lization should b e a voide d:

(a ) in principle , the a ge of 15 shou ld b e consid e re d the low e r lim it for

be ginning sp e cia liza tion;

(b ) a pe riod of com m on studie s providing b a sic knowle dg e a nd g e ne ric

skills sho uld b e re q uire d for e a ch broa d o ccup a tio na l se ctor be fo re a

sp e cia l b ra nch is chose n.

27 . Te chnical a nd voca tiona l e duca tion p rog ra m m e s should b e de signe d a s

com prehe nsive a nd inclusive system s to a ccom m od a te the ne e ds of a ll

le a rne rs with spe cia l e m ph a sis o n m otiva ting g irls a nd wo m e n. The ir e qu a l

a cce ss a nd pa rticipa tion should be e nsure d by:

(a ) a pp rop ria te le gisla tive m e a sure s;

(b ) wide sp re a d disse m ina tion of inform a tion conce rning o pp ortunitie s;

(c) ge nd e r-se nsitive g uida nce a nd counse lling ;

(d ) othe r ince ntive s re le va nt to the loca l conte xt.

28 . Spe cia l provision should be m a de for out-of-schoo l a nd une m ploye d youth

a nd child re n o f so cia lly disa dva nta ge d group s such a s m ino ritie s, m igra nt

wo rke rs, refuge e s, e tc. with little o r no prim a ry e duca tio n, a s we ll a s for

those not e ntering e duca tion o r tra ining p rog ra m m e s a fter com pletion o f

com pulso ry schoo ling , in o rde r tha t the y m a y a cquire skills fo r wa ge - or se lf-

employment .

29 . Given the ne cessity of integ ra ting p e op le who a re disa dva ntag e d d ue to

physica l a nd inte lle ctua l d isa b ilitie s into socie ty a nd its occup a tions, the sa m e

e duca tiona l op po rtunitie s should b e a vaila ble to them a s to those without

disa bilitie s in o rde r tha t the y m a y a chie ve qua lifica tion for a n o ccup a tion to

re a lize the ir po te ntia l a nd op tim ize the ir p a rticipa tion in the wo rk force ;

spe cia l m e a sure s or spe cia l institution s m a y be re quire d.


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Organization

3 0 . Te chn ica l a nd vo ca tion a l e d uca tio n a s p re p a ra tio n for a n o ccup a tio na l

fie ld sho uld b e o rga nize d o n a na tion a l o r p ro vincia l/lo ca l ba sis, so a s to

re spo nd p o sitive ly to o ve ra ll so cia l, e co no m ic a nd e d uca tion a l re q uire -

m e nts a nd to the ne e d s o f d iffe re nt g ro up s o f the p o p ula tio n withou t

d iscrim ina tio n.

3 1 . Se veral orga nizationa l pa tte rns of te chnical a nd vocationa l e duca tion,

includ ing full-tim e , p a rt-tim e , o pe n a nd dista nce le a rning op tions, could e xist

within e a ch country. The fo llo wing p a tte rns sho uld b e conside re d :

(a ) full-time programmes including general education and practical

tra ining, provide d in a n e duca tiona l e stab lishm e nt, e ither com pre-he nsive or sp e cia lize d;

(b ) pa rt-tim e program m e s such as the following, in which ge ne ra l e duca -

tion and theoretical and broad practical aspects of the occupational

fie ld a re give n in a n e duca tiona l e sta blishm e nt, while spe cia lized

p ra ctica l tra ining is a cquire d du ring wo rk in the chose n o ccup a tion :

(i) the d a y-re le a se syste m , provid ing for wo rke rs a nd a p pre ntice s to

a ttend a n e ducationa l e sta blishm e nt one or two d a ys a we e k;

(ii) the sa ndwich system , und e r which pe riod s in a n e duca tiona l

institutio n a lte rna te with tra ining p e riods in a fa ctory, fa rm , b usine ss

e sta b lishm e nt or o the r und e rta king ;

(iii) the b lock-re le a se system , whe re by workers a re re le a se d to a tte nd

course s of 10 to 1 5 we e ks pe r yea r;

(c) op e n a nd d istance e ducation p rog ra m m e s provide d through:

(i) correspondence;

(ii) spe cia l ra dio a nd te le visio n broa dca sting ;

(iii) the Inte rne t and o the r com puter-ba se d m e dia .


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32 . The re spo nsible a uthoritie s should e ncoura g e pa rt-tim e e duca tio n; the re fo re :

(a ) the se prog ra m m e s could be a va ila ble a fte r com ple tion of minim um

com pulsory or re qu ire d schoo ling, a nd should co ntinue to b e a vaila ble

thro ug ho ut life ;

(b ) the qu a lifications a cquire d by this m e a ns should b e e quiva le nt to those

a cquire d b y full-tim e e duca tio n;

(c) the practical tra ining cond ucte d b y em ploye rs should b e a s broa d a s

po ssible, a nd should a im to m e e t interna tiona l stand a rds.

33 . In vie w o f the incre a sing re q uire m e nt for qua lifie d m id dle -le ve l p e rso nne l

a nd the incre a sing num be rs com pleting se cond a ry e duca tion or its e quiva-

le nt, the de ve lop m e nt of technical a nd vocationa l prog ra m m e s a t a tertia ry

le ve l sho uld be g ive n high p rio rity, b y bo th pub lic a nd p riva te p rovid e rs. The

follow ing p a tte rns shou ld be consid e re d:

(a ) a pe riod of one to two ye a rs of guide d wo rk e xpe rie nce followe d b y

pa rt-tim e o r full-tim e prog ra m m e s of spe cia liza tion ;

(b ) pa rt-tim e a nd/or e ve ning p rog ra m m e s;

(c) full-tim e prog ra m m e s a s a n e xte nsio n to those give n in sp e cia lize d

se cond a ry or te rtia ry institutio ns;

(d ) prog ra m m e s offe re d through op e n a nd d istance le a rning.

34 . In vie w of the hig h cost of e quipm e nt, its usa ge sho uld b e o rga nize d to yie ld

op tim um b e ne fit. This could be a chie ve d a s follo ws:

(a ) ce ntra lize d o r m o bile wo rkshop s a nd libra rie s could be use d to se rve

se ve ra l e d uca tio na l institutio ns;

(b ) whe n e duca tiona l institutions close fo r the e venings a nd va ca tions, the ir

cla ssroom s a nd wo rksho ps sho uld b e utilize d for continuing e duca tion

a nd no n-form a l tra ining p rog ra m m e s;

(c) wo rksho ps a nd la bo ra torie s shou ld a lso be use d to instil the culture of

m a intena nce a nd re spe ct for sa fe ty stand a rds;

(d ) enterprises should be encouraged to make their equipment and

fa cilitie s a va ila b le fo r pra ctica l tra ining .


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3 5 . Ente rprise s sho uld be a ctive ly involve d in the the o re tica l an d pra ctica l

tra ining of those pre pa ring fo r occup a tions in the ir pa rticula r se ctor, a nd sho uld

inte ra ct with e duca tiona l institutions re ga rd ing the o rga niza tio n of such

tra ining .


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Programme content

3 6 . All progra m m e s of te chnical a nd voca tiona l e duca tion a s prep a ra tion for a n

o ccup a tion a l fie ld sho uld:

(a ) a im a t provid ing scie ntific kno wle dge , te chnica l ve rsa tility a nd a cluste r

of core com pe te ncie s a nd g e ne ric skills re qu ire d for ra pid a da pta tio nto ne w ide a s a nd p roced ure s a nd for ste a dy ca re e r de ve lop m e nt;

(b ) be ba se d o n a na lyse s a nd foreca sts of occupa tiona l re quire m e nts by

na tiona l e duca tion a uthoritie s, e m ploym e nt a uthoritie s, o ccupa tiona l

orga niza tion s a nd o the r sta ke ho ld e rs;

(c) include a n a pp rop ria te b a la nce be twe e n ge ne ra l subje cts, scie nce a nd

te chno lo gy, a s we ll a s sub je cts such a s com p ute r lite ra cy, info rm a tio n

a nd com m unica tion te chnolog y, the e nvironm e nt a nd studie s of both

the the ore tica l a nd p ra ctica l a sp e cts of the o ccup a tion a l fie ld;

(d ) stre ss de ve lop ing a se nse of va lue s, e thics a nd a ttitude s to p re p a re the

le a rne r fo r se lf-re lia nce a nd re sp onsib le citize nship .

3 7 . In p a rticula r, p rog ra m m e s sho uld:

(a ) be inte rdisciplina ry in cha ra cte r, a s ma ny occupa tions no w re qu ire two

or m ore tra d ition a l a re a s of study;

(b ) be ba se d o n curricula de signe d a round core knowle dg e , com pe ten-

cie s a nd skills;

(c) includ e studie s of the socia l a nd e cono m ic a spe cts of the occupa tio na l

fie ld a s a whole ;

(d ) includ e a n inte rd iscip lina ry pe rspe ctive to e quip stude nts to wo rk in the

cha nging e m ploym e nt environm e nt, a nd incorpora te a m ulticultura l

pe rspe ctive, which m a y include the study of a foreign la ngua ge a s

pre pa ra tion for interna tiona l e m ploym e nt;

(e ) include the study of at le a st one fore ign la ngua ge of interna tiona l use ,

which, while cond ucive to a highe r cultura l le ve l, will g ive spe cia l

e m ph a sis to the re qu ire m e nts o f com m unica tion , the a cquisition o f a


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scie ntific a nd te chnica l voca bu la ry, a nd the ne e d to p re pa re fo r inte r-

na tion a l e m p loym e nt a nd m ulticultura l wo rking e nviron m e nts;

(f) include a n introd uction to o rga nizationa l, pla nning a nd e ntre prene uria l

skills;

(g ) e m pha size instructio n in sa fe a nd e nviron m e nta lly sou nd p roce du re s

re la tive to the m a te ria ls a nd e quipm e nt use d in a give n occupa tiona l

fie ld, the im po rtance of sa fe working conditions, a nd the he a lth a spe cts

re la tive to the occupa tion a s a who le , includ ing e m e rge ncy a nd first-

a id tra ining .

38 . While based on the above general principles and components, and thus

pursuing in a ll ca se s broa de r e du ca tion a l a im s, prog ra m m e s in the ir pra ctica l

a spe ct should be de signe d taking into a ccount spe cia l occupa tiona l re quire -

m e nts, e spe cia lly in ne w profe ssions a nd those unde rgo ing cha nge , a nd

pa rticula rly the use of the ne w informa tion a nd com m unication technolog y

a s a too l fo r e nha ncing the e ffe ctive ne ss o f a ll voca tions, includ ing those

conside re d tra dition a l.

39 . Te chnical a nd vo cationa l e duca tion prog ra m m e s le a ding to universityqu a lifica tion , while e ncoura ging re se a rch a nd offe ring high -le vel spe cia l-

iza tio n, sho uld b e de ve lop e d with pa rticula r a tte ntion to:

(a ) the inclusion of com po ne nts dire cte d to d e ve lop ing a ttitude s whe re by

those with b roa d re spo nsib ilitie s in te chno lo g ica l fie lds constantly

re la te the ir p rofe ssion a l ta sks to b roa d e r socia l a nd e thica l go a ls;

(b ) preparing the learner more generally for life and the world of work

be a ring in m ind tha t te chnical and vocationa l e duca tion is for eco-

nom ic, pe rsona l a nd socia l be ne fit.

40 . Prog ra m m e s of te chnical a nd voca tiona l e duca tion a s pre pa ra tion for occu-

pa tio ns within the a gricultura l se ctor sho uld b e d e signe d in a cco rda nce with

the o verall socia l a nd e conom ic re quire m e nts of sustaina ble de velopm e nt

in rura l a re a s.

41 . Whe re la ck of re source s is a se rio us constra int, p rio rity sho uld be g ive n to

de veloping program m e s for a re a s e xpe rie ncing skille d hum a n re source short-

a ge s, taking into conside ra tion the proje cted ne e ds for nationa l e conom ic

de ve lop m e nt and the corre spo nding la bo ur m a rke t growth.


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4 2 . Pro gra m m e s p re p a ring fo r occup a tions in sm a ll ind ustry, ind ividua l fa rm ing

o r the a rtisa n tra d e s, p a rticula rly fo r se lf-e m ploym e nt, sho uld includ e e ntre -

prene urship a nd e le m e ntary informa tion a nd com m unication te chnology

studie s to e na ble those e nga g e d in such occupa tion s to ta ke re spo nsibility for

production, marketing, competent management and the rational organi-

za tio n of the e nte rprise .

4 3 . Pro gra m m e s le a d ing to o ccup a tion s in the b usine ss, com m e rcia l a nd se rvice

se ctor, includ ing the tou rism a nd ho sp ita lity ind ustrie s, sho uld consist of:

(a ) tra ining in the m e thod s a nd skills de ve lop e d a s a re sult of the a p pli-

cation o f com pute r-ba se d te chnology to b usine ss a nd o ffice m a na ge -

m e nt, a nd pa rticula rly to the a cquisition a nd proce ssing of inform a tion;

(b ) tra ining in the o rga niza tiona l a nd m a na ge m e nt skills re qu ire d for the

sm oo th op e ra tio n of e nte rp rise s;

(c) a n introd uction to m a rke ting a nd d istributio n p roce d ure s.

4 4 . Spe cia l a tte ntion should b e give n to de veloping p rog ra m m e s for pre pa ring

p e rso nne l a t a ll le ve ls for the socia l se rvice s syste m (e .g . com m unity a nd

fa m ily work, nursing a nd p a ra m e dica l o ccup a tion s, nutritio n a nd foo d

technolog y, hom e e cono m ics a nd e nvironm e ntal im prove m e nt). Those

prog ra m m e s should:

(a ) o rie nta te the sp e cia l occup a tio na l fie ld to ra ising stand a rds o f living in

te rm s o f nutritio n, clo thing , ho using , m e d ica l se rvice s, the qua lity o f

fa m ily life a nd tha t o f the e nvironm e nt;

(b ) be a da p te d to the spe cia l re q uire m e nts of lo ca l cond itions, in pa rtic-

ula r those of clim a te a nd g e og ra phy, m a teria ls a vaila ble, com m unity

orga niza tion , a nd socia l a nd cultura l p a tte rns.


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VI. Technical and vo cational education as continuing

education

4 5 . The de ve lop m e nt and e xpa nsion o f te chnica l a nd vocationa l e ducation a s

continuing e duca tio n, bo th within a nd o utside the form a l e du ca tion syste m ,

with e ithe r pub lic or p riva te fund ing , a nd within the fra m e wo rk of life longle a rning , sho uld be a p riority o bje ctive of a ll e du ca tion a l stra te gie s. Bro a d

p rovision sho uld b e m a de for a llow ing e ve ryone , wha te ve r the ir p rio r

q ua lifica tio ns, to continue bo th the ir profe ssio na l a nd g e ne ra l e du ca tion b y

fa cilita ting se a m le ss pa thwa ys fo r le a rne rs throug h a rticula tion, a ccre d ita tio n

a nd re cog nition o f a ll prior le a rning a nd rele va nt wo rk e xpe rie nce .

Te chnica l a nd voca tion a l e d uca tion sho uld de ve lop close inte rfa ce s with a ll

othe r e duca tio n se ctors to facilita te se a m le ss pa thwa ys for le a rne rs with a n

e m ph a sis on a rticula tion, a ccre dita tion a nd re cog nitio n o f prio r le a rning.

Within this spe ctrum , te chnica l a nd voca tiona l e d uca tion ha s a re sponsib ilityto e nsure a sound initia l e duca tion a nd tra ining a im e d a t le a rning to lea rn,

the m o st pre cious skill fo r a ll citize ns, b o th young a nd a dult.

4 6 . In a d ditio n to p e rm itting a du lts to m a ke up d e ficie ncie s in ge ne ra l o r

voca tio na l e du ca tion, which ha s ofte n b e e n its so le ob je ctive , continuing

e duca tion should now:

(a ) offe r p ossibilitie s for pe rsona l de velop m e nt a nd profe ssiona l a d van ce -

m e nt by p ro viding fle xibility in p rog ra m m e a dm inistra tion a nd

curriculum de sign to fa cilita te sm oo th life long le a rning a nd e nsurecontinuo us e ntry, e xit a nd re -e ntry po ints;

(b )pe rm it the upd a ting a nd re ne wa l of knowled ge a nd p ra ctical a bilitie s

a nd skills in the occup a tiona l fie ld ;

(c) e na ble individua ls to a da pt to te chnologica l cha nge s in the ir occupa -

tion or to e nter a nothe r occupa tion;

(d ) be a va ila b le thro ug ho ut the ind ivid ua ls wo rking life withou t re strictio n

with re ga rd to a ge , se x, prio r e d uca tio n a nd tra ining o r p osition,

re cog nizing wo rk e xpe rie nce a s a sub stitute for prior le a rning;


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(e ) be a va ila ble to the incre a sing num be rs of the a ge d po pula tion;

(f) be broad in scope, including general education elements and

conte m po ra ry cross-cutting a re a s.

47 . The a pp rop ria te a uthoritie s should be e ncoura ge d to p rovide the b a sic condi-

tions for continuing te chnica l a nd voca tiona l ed uca tion , such a s providing for

pa id e duca tiona l le a ve a nd o ther forms of fina ncia l a id.

48 . Con tinuing te chnica l a nd vo ca tio na l e d uca tion should b e a ctive ly enco ur-

a ge d through:

(a ) wide sprea d disse m ina tion of informa tion conce rning the progra m m e s

a vaila ble a nd wa ys of ta king a dva ntag e of e xisting op po rtunitie s,

including full use of the m a ss m e dia a nd the Inte rne t;

(b ) re cog nition of succe ssful com ple tion o f prog ra m m e s b y incre a se d

re m une ra tion a nd p rofe ssiona l a dva nce m e nt, with the involvem e nt of

e m ploye rs a nd profe ssio na l a ssocia tion s.

49 . Orga nize rs of continuing te chnica l a nd voca tio na l e d uca tion sho uld conside r

the fo llowing fle xib le fo rm s of de live ry:

(a ) course s a nd tra ining offe re d d uring wo rking ho urs a t the wo rkpla ce ;

(b ) pa rt-tim e course s utilizing e xisting se cond a ry a nd te rtia ry te chnica l a nd

voca tiona l e d uca tion institutio ns;

(c) e ve ning a nd we e ke nd course s;

(d ) corre spo nd e nce course s;

(e ) course s on e duca tiona l ra dio a nd television a nd the Interne t;

(f) sho rt p ro fe ssiona l re fre she r co urse s.

50 . The fo llowing fo rm s o f study/tra ining le a ve fro m wo rk sho uld be consid e re d :

(a ) da y re le a se ;

(b ) block re le a se of varying le ng ths;

(c) re le a se for one o r m ore ho urs d uring the wo rking d a y.

51 . Prog ra m m e s of continuing te chnica l a nd voca tion a l e d uca tion sho uld :

(a ) be de signe d a nd d e live re d to suit the spe cia l re quire m e nts of ad ults

using fle xible tea ching m e thods tha t re cognize a lre a dy a cquire d

e xpe rtise ;


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(b ) be de signe d for individua lly pa ced le a rning;

(c) be progra m m e d to a ccom m oda te the potentia l that inform a tion a nd

com m unica tion te chnolog y ha s to offe r.

5 2 . Pro vision sho uld be m a d e for the pa rticula r re quire m e nts of sp e cia l group s:

(a ) to e na ble wom e n com ple ting m a ternity le a ve to upda te their know-

le dge a nd p ro fe ssiona l skills fo r re -e nte ring the wo rkfo rce ;

(b ) to enable older workers and the unemployed to adapt to new

occupa tions;

(c) to p rovide m ino ritie s, fo re ign wo rke rs, m igra nts, re fuge e s, ind ig e no us

pe op le a nd pe op le with disa bilitie s with tra ining progra m m e s to he lp

them to a da pt to working life ;

(d ) to enable other marginalized and excluded groups, such as early

schoo l le a ve rs, o ut-of-schoo l youth a nd d e m ob ilize d so ldie rs in p ost-

conflict situa tio ns to re -e nte r the m a instre a m o f so cie ty.

5 3 . Continuing technica l a nd voca tiona l ed ucation prog ra m m e s throug h the

distance le a rning m od e should be prom ote d for the b e ne fit of those

d isa dva nta ge d b y d ista nce a nd loca tion , such a s ind ividua ls in rura l com m u-

nitie s a nd those e nga ge d in se a sona l work.


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VII. Guidance

5 4 . Guid a nce should b e vie we d a s a continuo us proce ss sp a nning the e ntire

e duca tion system , a nd should b e dire cte d towa rds aiding a ll to m a ke

conscious a nd p ositive e duca tiona l a nd o ccupa tiona l choice s. It sho uld e nsure

tha t ind ivid ua ls are provide d with the pre re qu isite s:

(a ) to be com e a wa re of the ir inte re sts, a bilitie s a nd spe cia l ta le nts, a nd to

he lp the m fra m e a plan for life ;

(b ) to pu rsue course s o f e duca tio n a nd tra ining d e sign e d to rea lize the ir

po te ntia l a nd fulfil the ir life p la ns;

(c) to a cquire fle xib ility in d e cision-m a king conce rning the ir occup a tions,

in the initia l a nd la te r sta g e s, for de ve lop ing a sa tisfying ca re e r;

(d ) to fa cilitate tra nsitions ba ck a nd forth as nee de d, b e twee n e duca tion,tra ining a nd the wo rld o f wo rk.

5 5 . Guid a nce shou ld ta ke into a cco unt the ne e d s of ind ustry, the ind ivid ua l a nd

the fa m ily while p re pa ring stude nts a nd a dults fo r the re a l po ssib ility o f

fre que nt ca re e r cha nge s, which could include pe riod s of unem ploym e nt a nd

e m ploym e nt in the inform a l se ctor, to be a chie ved throug h:

(a ) close lia ison a nd coo rdina tio n b e twe e n life lo ng le a rning , tra ining , the

workpla ce a nd p la cem e nt se rvices;

(b ) e nsuring tha t a ll ne ce ssa ry info rm a tio n conce rning the wo rld o f wo rka nd ca re e r op po rtunitie s is a vaila ble , a nd a ctive ly disse m ina te d using

a ll a va ila ble form s o f com m unica tio n;

(c) e nsuring that those e nga ge d in work ha ve a cce ss to inform a tion

conce rning continuing e du ca tion a nd tra ining a s we ll a s othe r wo rk

op portunitie s.

5 6 . While e m pha sizing the ne e ds of individua ls, g uida nce should be a ccom -

p a nie d b y inform a tion tha t give s the m a re a listic vie w o f the o pp ortunitie s


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a va ila b le , includ ing tre nd s in the la b our m a rke t a nd e m p loym e nt structure s,

the e nvironm e ntal im pa ct of va rious occupa tions, a nd wha t m a y be e xpe cte d

in te rm s of re m une ra tion, ca re e r a dva nce m e nt a nd occupa tiona l m ob ility.

57 . Pa rticula r a tte ntion should b e give n to g uida nce fo r g irls a nd wo m e n to

e nsure that:

(a ) guida nce is ge nde r-inclusive a nd cove rs the who le ra nge of e duca tion,

tra ining a nd e m ploym e nt opp ortunitie s;

(b ) girls a nd wom e n a re e ncoura ge d a nd m otiva te d to ta ke a dvanta ge

of the o pp ortunitie s a va ila ble ;

(c) girls a nd wo m e n a re e ncoura ge d to p ursue subje cts such a s m a the -

m a tics a nd scie nce , which a re p re re qu isite s for voca tio na l e du ca tion

a nd tra ining prog ra m m e s.

58 . Guida nce in the forma l schooling conte xt should p rom ote te chnical a nd voca-

tiona l e duca tion a s a via ble a nd a ttra ctive choice for young pe op le . It should:

(a ) cove r a broa d ra ng e of occup a tion s, includ e sup ple m e nta ry visits to

workplace s, a nd m a ke the stude nt a wa re of the e ventua l ne cessity of

choosing a n o ccupa tion a nd the im po rta nce of e nsuring tha t this choice

is m a de a s ra tion a lly a s p ossible ;

(b ) a ssist stude nts a nd the ir pa re nts/gua rd ia ns in m a king a po sitive choice

concerning e ducationa l stre a m s, a nd e ncoura ge le a rne rs to ke e p o pe n

a wide ra nge of options so a s to incre a se their le a rning a nd o ccupa -

tiona l fle xib ility.

59 . Guida nce in te chnical a nd voca tiona l e duca tion a s prep a ra tion for a n

occupa tiona l fie ld sho uld:

(a ) info rm stude nts o f the va rious po ssib ilitie s ope n in the p a rticula r fie ld o f

intere st, the e duca tiona l ba ckground re quire d, a nd the subse que nt

po ssib ilitie s fo r continuing e d uca tion a nd furthe r tra ining ;

(b ) e ncoura ge stude nts to choo se e duca tiona l prog ra m m e s that will not

lim it the ir la te r e m ploym e nt op tion s;

(c) follo w the stude nts prog re ss throu gh the ir e du ca tiona l prog ra m m e s;

(d ) supp le m e nt the p rog ra m m e s by short pe riod s of work e xpe rie nce a nd

stud y of re a l wo rk situa tions.


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6 0 . For individu a ls e nga ge d in continuing te chnica l a nd voca tiona l e du ca tion a s

a pa rt of the ir life lon g le a rning , gu ida nce sho uld:

(a ) he lp the m to choose the prog ra m m e be st suite d to their ne e ds;

(b ) e na ble the m to m a ke e ffe ctive choices re ga rding their e ntry into

suita b le le ve ls o f sp e cia liza tion.

6 1 . Guida nce should take into a ccount:

(a ) e cono m ic, socia l, te chno lo g ica l, cultura l a nd fa m ily fa cto rs influe ncing

the le a rne rs a ttitude s, e xpe cta tio ns a nd choice of ca re e r;

(b ) re sults o f te sting , includ ing a p titude te sts;

(c) e ducationa l achie ve m e nts a nd/or work e xpe rie nce ;

(d ) op p ortunitie s a nd prospe cts in the occupa tion a l se ctor of inte re st;

(e ) ind ividua l pre fe re nce s a nd spe cia l ne e ds, includ ing m e dica l cond itions,

physica l lim ita tio ns a nd d isa b ilitie s.

6 2 . Guida nce system s ne e d to b e a ccounta ble to the be ne ficia rie s a nd spo nsors

o f the se rvice . Q ua lity a ssura nce a nd lon g-te rm re sults sho uld be continua lly

m onitore d a t na tiona l a nd institution a l le ve ls thro ugh :(a ) a ccura te re cords of clie nts, ne e ds a dd re sse d, progra m m e s a nd inte r-

ve ntions use d a nd re sultant e m ploym e nt including se lf-em ploym e nt;

(b ) a system of e valua tion b oth of staff pe rform a nce a nd o f the m e thods

use d to d e term ine the long-te rm e ffe cts of guida nce a nd the de gre e

of se lf-re lia nce o f be ne ficia rie s.


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VIII. The learning process

6 3 . The cha lle nge s fa cing te chnica l a nd voca tio na l e du ca tion in the twe nty-first

century de m a nd le a rne r-ce ntre d innova tive a nd fle xible a pp roa che s

includ ing a re orie nte d curriculum to ta ke a cco unt of ne w sub je cts a nd issue s

such a s technolog y, the e nvironm e nt, foreign la ngua ge s and culture s, e ntre -

p re ne urship a nd the re quire m e nts of ra p idly grow ing se rvice indu strie s.

6 4 . The ory a nd p ra ctice should form a n inte gra ted whole a nd b e pre se nted in a

m a nne r tha t m o tiva te s the le a rne rs. Expe rie nce in the la b ora tory, worksho p

a nd/o r e nte rp rise s sho uld b e linke d to m a the m a tica l a nd scie ntific fo und -

a tions, a nd conve rse ly, te chnica l the ory, a s we ll a s the m a the m a tics a nd

scie nce und e rlying it, sho uld be illustra te d throug h the ir pra ctica l a pp lica tions.

6 5 . Full use should be m a de of conte m po ra ry e duca tiona l technolog y, p a rticu-

la rly the Interne t, intera ctive m ultim e dia m a teria ls, a udiovisua l a ids a nd m a ss

m e dia, to e nha nce the re a ch, cost-e ffe ctive ne ss, q ua lity a nd richne ss of

p rog ra m m e s, e spe cia lly in the p rom otio n of se lf-le a rning.

6 6 . The m e thods and m a teria ls use d in te chnical a nd voca tiona l e duca tion should

b e ca re fully a d a pte d to the le a rne rs ne e ds. In this re spe ct:

(a ) whe re the la ngua ge of instruction diffe rs from the na tive la ngua ge ,

teaching materials should make maximum use of numerical and

gra phical re prese ntation, writte n m a teria l be ing ke pt to a m inim um ;

(b ) where materials developed in one country are adapted for use in

a nothe r, this a da pta tion should b e ca re fully ma de with due re ga rd to

lo ca l fa ctors;

(c) consid e ring , howe ve r, the incre a sing m ob ility o f la bo ur, the a cquisition

of fo re ign la ng ua ge skills sho uld b e conside re d a vita l a spe ct of the

curriculum .


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67 . Ma chine s a nd e qu ipm e nt use d in worksho ps in e d uca tio na l institution s

should b e ge a re d to the ne e ds of the workpla ce , a nd should sim ula te it as

close ly as po ssible . Le a rne rs should b e cap a ble of op e ra ting a nd m a inta ining

the e quipm e nt.

68 . Eva lua tion/a sse ssm e nt should b e a n integ ra l pa rt of the tea ching a nd

le a rning proce ss, a nd its m a jor function shou ld be to e nsure the a va ila bility

of appropriate programmes for the development of learners in accordance

with the ir inte re sts a nd ca pa citie s, a nd co m pe te nce in the wo rld o f wo rk.

69 . The le a rne rs pe rforma nce should be e valua ted /asse sse d on a n o verall ba sis

tha t conside rs cla ss pa rticipa tion, inte re sts a nd a ttitude , a p titude fo r a cquiring

pra ctica l skills a nd co m p e te ncie s, a nd re la tive p rog re ss, a llow a nce be ing

m a de for ap titude s a nd e xa m ina tions and other te sts.

70 . Le a rne rs sho uld pa rticipa te in the e va lua tio n/a sse ssm e nt of the ir ow n

prog re ss, a nd this syste m sho uld ha ve a n in-built fe e db a ck m e cha nism to

id e ntify a nd corre ct le a rning prob le m s.

71 . Con tinuo us e va lua tion o f the te a ching a nd le a rning p roce ss, includ ing form -

a tive a sse ssm e nt, sho uld b e und e rta ke n with the p a rticipa tion o f te a che rs,

supe rvisors, le a rne rs an d re pre se nta tives from the occupa tiona l fie lds

concerne d to e nsure tha t the prog ra m m e is e ffe ctive a nd tha t the knowle dg e

a nd skills im pa rted m e e t the ne e ds of the wo rkpla ce , a nd include re ce nt

de ve lop m e nts in the fie ld of study.


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IX. Staff

7 2 . To e nsure the hig h q ua lity of te chnica l an d voca tion a l ed uca tion , p riority

should be give n to the re cruitme nt and initia l prep a ra tion o f a de qua te

num be rs o f we ll-qua lifie d te a che rs, instructors/tra ine rs, a dm inistra tors a nd

g uida nce sta ff, a nd to the provision of co ntinuo us p rofe ssion a l up gra ding

throug hou t the ir ca re e r, a nd o the r fa cilitie s to e na ble the m to functio n

e ffe ctive ly.

7 3 . The e m olum e nts a nd conditions of se rvice which a re offe re d should co m pa re

fa voura b ly with those e njo ye d b y pe rsons with sim ila r qua lifica tions a nd

e xpe rie nce in o the r occup a tion a l se ctors. In p a rticula r, p rom otion s, sala rie s

a nd p e nsion sca le s for te chnica l a nd voca tion a l e duca tio n sta ff shou ld ta ke

into a ccount a ny re le vant e xpe rie nce a cquire d in e m ploym e nt outside the

e duca tio na l se ctor.


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Teaching staff

7 4 . All te a che rs in te chnica l a nd voca tiona l e duca tion, includ ing instructors/tra ine rs

who te a ch practica l skills, sho uld b e conside re d a n inte g ra l pa rt of the

tea ching p rofession, a nd should b e re cognized a s ha ving the sa m e status a s

the ir colle a gue s in ge ne ra l e du ca tion . In this re ga rd:

(a ) the Re com m e nda tion conce rning the Status of Te a che rs a do pte d b y

the Spe cia l Inte rgo ve rnm e nta l Con fe re nce on the Sta tus of Te a che rs on

5 O ctob e r 19 66 is a pp licab le to them e spe cia lly as re ga rds the provi-

sions conce rning pre pa ra tion for a profe ssion, continuing e du ca tion,

e m ploym e nt a nd ca re e r, the rights a nd re spo nsibilitie s of te a che rs,

cond ition s for e ffe ctive te a ching a nd le a rning, te a che rs sa la rie s, a nd

socia l se curity;

(b ) a rb itra ry distinctio ns be twe e n te a che rs in spe cia lize d te chnica l a nd

voca tiona l institutions a nd those in g e ne ra l edu ca tion institutions sho uld

be e lim inated .

7 5 . Te chnica l a nd voca tiona l e du ca tion te a che rs, o n a full-tim e or pa rt-tim e

b a sis, sho uld po sse ss the a pp ro pria te p e rso na l, e thica l, p ro fe ssion a l a nd

te a ching q ua litie s, a nd a strong initia l pre pa ra tion tha t will e na ble the m

to op e ra te in a nd a da pt to a n e ve r-cha nging scie ntific, te chnolog ica l a nd

socia l e nviron m e nt.

7 6 . Te a che rs o f te chnica l a nd voca tion a l sub je cts in g e ne ra l e du ca tion sho uld:

(a ) be fa m ilia r with a b ro a d ran ge of spe cia litie s;

(b ) de ve lop the a bility to re la te the se to e a ch othe r a s we ll a s to the la rge r

socia l, e cono m ic, e nvironm e nta l, historica l a nd cultura l co nte xt;

(c) whe re the se sub je cts se rve p rim a rily a n occupa tio n or e du ca tion a l

orie ntation function, b e a ble to g ive guida nce .


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77 . Te a che rs of te chnica l a nd voca tio na l e du ca tion for o ccup a tiona l fie lds sho uld

ha ve re le va nt qua lifica tions so tha t:

(a ) if the occupa tio na l fie ld re quire s p rim a rily pra ctica l skills, the y sho uld

ha ve significa nt e xpe rie nce in the e xe rcise o f the se skills;

(b ) if le a rne rs a re to be pre pa re d for te chnicia n or midd le -ma na ge m e nt

positions, teachers should have a thorough knowledge, preferably

a cquire d throug h a pp rop ria te practica l e xpe rie nce , of the spe cia l

re quire m e nts o f this type o f po sitio n;

(c) if the occupa tiona l fie ld re qu ire s re se a rch a nd the o re tica l a na lysis, e .g .a n e ngine e ring fie ld, te a che rs should ha ve a ba ckground in re se a rch

methods.

78 . Te a che rs in te chnica l a nd voca tion a l e duca tio n a s continuing e du ca tion

should, in a dd ition to the spe cia l prep a ra tion for te a ching a dults, ha ve a n

a de qua te knowle dg e of the working e nvironm e nt of the le a rne rs, a nd b e

a ble to p rovide distance a nd individua lly pa ced e duca tion a nd tra ining.

79 . Skille d p ro fe ssiona ls wo rking o utside e duca tio n sho uld b e invite d to te a ch in

schoo ls, unive rsitie s o r o the r e d uca tiona l institutions in o rde r to link the wo rld

of work m ore close ly to the cla ssroo m .

80 . Te a che rs of ge ne ra l sub je cts in te chnica l a nd voca tiona l e duca tion institutions,

in a dd ition to q ua lifica tion s in the ir ow n fie ld, shou ld ha ve a n a pp re cia tion

of the n a ture o f the le a rne rs spe cia lize d te chnica l a nd voca tio na l e du ca tion

programme.

81 . Pre pa ra tion for te chnica l a nd vo ca tion a l te a ching should p re fe ra bly be

offe re d a s a tertia ry prog ra m m e , re quiring com pletion o f se conda ry ed uca -

tion o r its e quiva le nt for e ntra nce . All prog ra m m e s sho uld b e de sig ne d w ith

the fo llowing ob je ctive s in m ind :

(a ) to m a intain stand a rds of ed uca tion a nd profe ssiona l pre pa ra tion in

e ffe ct for the te a ching p ro fe ssion a s a who le a nd to contribute to ra ising

the se o vera ll sta nd a rds;

(b ) to de velop in future tea che rs the a bility to tea ch both the the oretical and

the practical a spe cts of the ir fie ld, with spe cia l e m pha sis on the ne e d to use ,

whe ne ve r possible, the inform a tion a nd com m unication technolog ie s;


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(c) to d e ve lop in future te a che rs the re sp onsibility fo r ke e p ing up to d a te

with tre nd s in the ir fie ld , a s we ll a s with the re la te d wo rk op portunitie s;

(d ) to d e velop in future te a che rs the a bility to g uide le a rne rs with spe cia l

needs;

(e ) to ensure that future teachers are equipped, by means of supple-

m e nta ry tra ining, to te a ch othe r sub je cts re la te d to the ir prim a ry sub je ct.

8 2 . Fle xible tra ining a nd re tra ining p rog ra m m e s, com bining instruction on the

ca m pus and in the workpla ce , m ust be a da pte d to suit the concerne d subje cts

and the needs of the learners and the workplace by developing new and

a pp rop ria te instrum e nts of a sse ssm e nt, a ccre dita tion a nd a rticula tion, a nd

ce rtifica tion sta nd a rds.

8 3 . Whe n loca l cond itions p re ve nt future te a che rs from re ce iving p ra ctica l wo rk

e xpe rie nce in the ir tra ining , the te a che r-tra ining institution sho uld a tte m pt to

sim ula te wo rkpla ce cond itions a s pa rt of the curriculum .

8 4 . The profe ssiona l pre pa ra tion of a ll te chnica l a nd voca tio na l te a che rs sho uld

includ e the fo llo wing e le m e nts in p re -se rvice tra ining a nd in-se rvice

upgrading programmes:

(a ) e du ca tion a l the o ry in ge ne ra l a nd p a rticula rly a s it ap plie s to te chnica l

a nd vocationa l ed uca tion;

(b ) e du ca tion a l psycholog y a nd so ciolog y re le va nt to the sub je cts/fie lds to

be taug ht by the future tea chers;

(c) cla ssroo m m a na ge m e nt, spe cia l te a ching m e thod s a pp rop ria te to the

sub je cts/fie lds of the future te a che rs a nd m e thod s of eva lua ting /

a sse ssing the stud e nts wo rk;

(d ) tra ining in the choice a nd use of conte m po ra ry te a ching technique s

a nd a ids, includ ing inform a tion /com m unica tion te chnolog ie s;

(e ) tra ining in how to cre a te a nd p rod uce a pp rop ria te te a ching m a teria ls,

includ ing m od ula r a nd com pu te r-a ide d instructio na l m a te ria ls, whe n-

e ve r such m a te ria ls a re in sho rt sup p ly;

(f) a pe riod of supe rvise d pra ctice tea ching b e fore a pp ointm e nt to a po st;

(g ) a n introd uction to e duca tiona l a nd occupa tiona l guida nce m e thods a s

we ll a s to e duca tio na l a dm inistra tion ;


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(h) pla nning the instruction a l environ m e nt of pra ctica l cla sse s a nd la b ora -

torie s a nd m a na ging/m a inta ining the se fa cilitie s;

(i) a sou nd tra ining in sa fe ty, with e m ph a sis on te a ching sa fe wo rking

pra ctice a nd se tting a go od working e xa m ple .

85 . Sta ff re sp onsible for the pre pa ra tion o f te chnica l a nd vo ca tio na l te a che rs

sho uld ha ve o bta ine d a dva nce d q ua lifica tions in the ir fie ld:

(a ) te a che r-e duca tors re sponsib le for spe cia l te chnica l a nd voca tiona l fie lds

sho uld ha ve q ua lifica tio ns in the ir fie ld e q uiva le nt to tho se of spe cia l

sub je cts sta ff in o the r hig he r e du ca tion institutio ns a nd prog ra m m e s,

including a dvanced de gre e s a nd e m ployme nt e xpe rie nce in re la te d

occup a tiona l fie lds;

(b ) tea che r-ed uca tors re spo nsible for the p e da go gica l a spe ct of tea che r

prep a ra tion should the m se lve s be e xpe rie nced tea che rs in te chnical

a nd voca tiona l e duca tion, a nd should po sse ss a dva nce d qua lifica tions

in e duca tion.

86 . Sta ff re sp onsible for the pre pa ra tion o f te chnica l a nd vo ca tio na l te a che rs

should be a ctive ly e nga ge d in te chnical re se a rch a nd a na lyse s of work

opp ortunitie s in the ir fie ld . Provision should b e m a de fo r this in te rm s o f a

re a sona ble te a ching loa d, a nd a cce ss to a pp rop ria te fa cilitie s.

87 . Te a ching sta ff should be e ncoura ge d to continue their e duca tion a nd

tra ining , wha te ve r the ir spe cia lize d fie ld, a nd should ha ve the ne ce ssa ry

m e a ns to do so. Life long le a rning should b e m a de a vaila ble in a wide ra nge

of fa cilitie s, a nd sho uld includ e :

(a ) continuous review and updating of knowledge, competencies and

skills;

(b ) continuo us upd a ting o f spe cia lize d profe ssiona l skills a nd knowle dg e ;

(c) pe riod ic work exp e rie nce in the re le va nt occup a tio na l se ctor.

88 . Whe n q ue stions of p rom otion , se niority a nd sta tus a re conside re d, te a che rs

a chie ve m e nts in co ntinuing e d uca tion a nd tra ining a s we ll a s re le va nt work

e xpe rie nce should b e take n into a ccount.


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Administrative and guidance staff

8 9 . Ad m inistra tors of te chnica l a nd voca tion a l e du ca tion p ro gra m m e s sho uld b e

e quipp e d with the follo wing q ua lifica tio ns:

(a ) tea ching e xpe rie nce in a fie ld of te chnical a nd voca tiona l e duca tion;

(b ) som e work e xpe rie nce in one of the fie lds taug ht in the progra m m e ;

(c) a broa d vision of te chnical and voca tiona l e duca tion a s a vital e le m e nt

in personal, social and economic development;

(d ) knowled ge of a dm inistra tive technique s a nd proce dure s.

9 0 . The he a ds of te chnica l a nd vo ca tiona l e d uca tion e sta blishm e nts sho uld

d e vote a sign ifica nt po rtio n o f the ir tim e to the e du ca tion a l a nd scie ntific

a spe cts o f the ir wo rk. Sufficie nt sta ff sho uld be a va ila b le to p rovid e the

fo llowing se rvice s:

(a ) counse lling a nd guida nce for ca ndida tes a nd stude nts;

(b ) the p re p a ra tio n, sup e rvision a nd coo rdina tio n o f a ll pra ctica l wo rk a nd

e xpe rim e nts;

(c) the m a intena nce of instrum e nts, a pp a ra tus a nd tools in wo rkshop s a nd

la bo ra torie s;

(d ) a ca de m ic supp ort se rvice s such a s libra rie s, inform a tion a nd com m u-

nica tion te chnolo gy ce ntre s a nd inform a tion re sou rce ce ntre s.

9 1 . Ad m inistra tors shou ld ke e p up to d a te with ne w a d m inistra tive te chniqu e s

a nd tre nd s, e spe cia lly throug h re le va nt life lo ng lea rning p rog ra m m e s. The y

shou ld rece ive spe cia l tra ining in the m e thod s a nd p rob le m s a ssocia te d with

the spe cific fe a ture s of te chnical a nd voca tiona l e duca tion prog ra m m e s, such

a s fle xible e ntry a nd re -e ntry pa tte rns, con tinuo us tra ining in the wo rkpla ce ,

a nd re le va nce to the ne e d s of the wo rld o f wo rk. This p re pa ra tio n sho uld

includ e :


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(a ) management methods appropriate to educational administration,

including te chnique s tha t utilize inform a tion a nd com m unication

technologies;

(b ) fina ncia l p la nning m e thod s tha t fa cilita te the a lloca tion of a va ila ble

re so urce s, g ive n the o b je ctive s a nd p rio ritie s o f the va rio us

prog ra m m e s, a nd e nsure the ir e fficie nt utiliza tion;

(c) contemporary human resources management and development

methods.

92 . Guida nce sta ff sho uld re ce ive spe cia l p re pa ra tion fo r the ir ta sks. The y sho uld

be equipped to make objective assessments of aptitude, interest and

m otivation, a nd ha ve up-to-da te informa tion concerning e duca tion a nd wo rk

op po rtunitie s. The y should a cquire a dire ct knowle dg e of the e conom y a nd

the wo rld o f wo rk throug h syste m a tica lly orga nize d visits to e nte rp rise s a nd

tra ining p e riods in e nte rp rise s. Guida nce sta ff sho uld b e p rovide d with

fa cilitie s includ ing the opportunity fo r p ra ctica l e xpe rie nce to ke e p up with

ne w info rm a tio n a nd m e thod s o f guida nce . Mo st im p orta ntly, the y sho uld

be a r in m ind the conce pt that te chnical a nd voca tiona l e duca tion m ust be

a va ila b le to a ll as pa rt of the life lo ng le a rning p roce ss. It m ust contribute to

pe rsona l a nd e cono m ic de velop m e nt and re spo nsible citize nship.


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X. International cooperation

9 3 . Me m be r Sta te s sho uld g ive p riority to inte rna tion a l coo pe ra tion b e twe e n the

North a nd South, a s we ll a s be twe e n countrie s o f the Sou th, with the a ssista nce

o f conce rne d inte rna tion a l o rga niza tions, to reno vate a nd susta in technica l

a nd voca tion a l e du ca tion syste m s, with pa rticula r e m ph a sis on the follow ing:

(a ) the ne e d for de veloping countrie s to ta ke owne rship of te chnical a nd

voca tiona l e du ca tion a nd to incre a se the ir bu dg e t fo r this se ctor of

education;

(b ) the e fficie nt coord ina tion, within a ny give n country, of inte rna tiona l

a ssista nce a ctivitie s;

(c) e nha ncing the sha ring o f inte lle ctua l p ro p e rty, includ ing throug h

re se a rch a nd de velop m e nt, for the be ne fit of le a rne rs in a ll countrie sa nd situa tio ns;

(d ) re cog nition b y a ll sta ke ho lde rs, includ ing inte rna tiona l fina ncia l a uthor-

itie s, o f the contribu tion of technica l a nd voca tion a l e du ca tion to the

m a intena nce of pe a ce a nd stab ility a nd to the p re vention o f socia l

dysfunction , a nd the ne e d to incorpo ra te sup po rt fo r this se cto r o f

e duca tion in the ir a ssista nce to recip ie nt co untrie s.

9 4 . Me m be r State s should ta ke spe cia l m e a sure s to m a ke technical and voca -

tiona l e duca tion a cce ssible to fore igne rs (in p a rticula r m igra nts a nd re fuge e s)

a nd the ir child

vocational educational and training

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