Resources
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Learner-Centred Teaching in Technical and Vocational Education and Training: Perspectives and Reviews of Six Asia-Pacific Countries Year of publication: 2023 Corporate author: UNESCO Bangkok Learner-centred Teaching in Technical and Vocational Education and Training: Perspectives and Reviews of Six Asia-Pacific Countries A learner-centred approach to teaching in Technical and Vocational Education and Training (TVET) is based on learner engagement, autonomy and outcome-based activities to support professional development. This report analyses the status of learner-centred TVET teaching in six selected countries across Asia and the Pacific, including China, Republic of Korea, Samoa, Sri Lanka, Thailand, and Uzbekistan. The countries were selected because of their geographic diversity, access to national experts, and potential around learner-centred TVET.The first part of the study is a review of the theoretical background on the learner-centred approach and TVET teaching with an international scope. A total of 25 indicators were used to assess three components of TVET teaching in the region. The analysis includes 17 examples corresponding to the selected indicators. The findings showcase lessons learned and recommendations for countries to self-assess their TVET teaching strategies. These examples will help to inform future projects and capacity building in each sub-region of Asia-Pacific.As a result, seven proposals are identified and discussed to promote the development of learner-centred TVET teaching in the region. These proposals include: 1) supporting national reform of the pedagogy based on the results of pilot projects; 2) increasing two-way communication between students and teachers; 3) producing learning materials adapted to learner-centred methods; 4) using technology in the learning process; 5) implementing competency-based learning to support the learner-centred pedagogy; 6) integrating transversal and core skills; and 7) developing teachers’ capacities by employing a learner-centred approach. These proposals (on reform, teaching method, use of materials, etc.) also address gender dimensions throughout the planning, implementation and review process. Conclusions from the study provide lessons learned as well as proposals for further research and implementation of learner-centred TVET teaching in Asia-Pacific. 
Toolbox for Educational Institutions: Lines of Action of Socio-Emotional Skills Vocational and Professional Orientation Year of publication: 2017 Corporate author: ENEL Foundation | Organization of Ibero-American States (OEI) This toolbox is aimed at educational agents who are motivated to articulate in their pedagogical work actions aimed at facilitating the decision-making of young people during their life path, by strengthening socio-emotional skills and vocational and professional guidance, in order to enable transformations, whether personal, family or social, and with a view to sustainable development. 
Green and Digital Skills for Hospitality and Tourism: From Industry Trends to Competencies within TVET Year of publication: 2024 Author: Franziska Wettstein Corporate author: UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) Unlocking the potential of technical and vocational education and training (TVET) is instrumental for a more digital and sustainable hospitality and tourism sector. The hospitality and tourism sector is a cornerstone for the global economy, yet its substantial environmental footprint necessitates urgent innovation. Embracing the use of cuttingedge technology, such as AI-driven customer management and smart analysis of energy consumption, can help mitigate these impacts and foster green, sustainable solutions. As digitalization and sustainability redefine the industry, traditional job roles are undergoing continuous transformation, impacting the day-to-day tasks and activities of workers. The integration of emerging green and digital competencies into TVET is crucial for steering this transformation. By equipping workers with relevant qualifications and competencies, TVET holds the key to a greener and digitally driven sector. This publication proposes approaches to facilitate the dual transition in hospitality and tourism, structured around the identification of emerging green and digital competencies in a timely manner, their integration into future-oriented curricula, and their effective implementation in TVET. Drawing on practical examples from Africa, Asia-Pacific and Europe, it offers actionable recommendations for policymakers and practitioners. TVET stakeholders from across the globe are invited to embrace innovation and engage in the transfer of knowledge and good practices to unlock the sector’s potential for a green and digitally just transformation. 
Enhancing TVET through Digital Transformation in Developing Countries Year of publication: 2023 Corporate author: UNESCO Technological advancements and digitalization are profoundly reshaping our work and lifestyle, business models and operations, and government policy choices. Digital transformation in technical and vocational education and training (TVET) is the planned and structured introduction of automated and streamlined processes within institutions and national technical and vocational education and training (TVET) systems through digital technology, with the goal of enhancing their scope, scale, efficiency and effectiveness and ultimately, driving their more sustainable development. This document provides overall perspective and five country case studies on digital transformation in TVET. Most countries studied face similar enabling factors: the digital infrastructure available; legal and policy frameworks; focused institutional change to improve the acquisition of digital skills; and the promotion of equality and inclusivity. To understand how digital transformation in TVET is occurring, the report analyses it at four levels: technical and technological development; curriculum and qualifications; teaching and learning using technology; and its contribution to the sustainability and resilience of societies. 
Working knowledge: symbiosis of programmes in science teaching, environmental education, and technical and vocational education Year of publication: 2006 Author: Saif R. Samady Corporate author: UNESCO UNESCO’s work in science teaching began shortly after the Organization was established. After the Second World War, many schools in Europe were in great need of science equipment. To meet this need, the Organization sponsored the publication of a small volume entitled Suggestions for Science Teachers in Devastated Countries. The book was further developed to include a wide range of guidelines for simple equipment and science experiments and published in 1956 as the UNESCO Source Book for Science Teaching. Over the years, the Source Book was revised several times and translated into more than twenty-five languages. During five decades, the Organization promoted worldwide exchange of information and innovations in science education and assisted many Member States, especially the developing countries, in setting up science teacher training programmes, curriculum development centres, and projects for design and development of science equipment. The role of education and training in sustainable development: social, economic and environmental dimensions Year of publication: 2006 Author: Mohammad Jabir Ali | Abdallah AmboSaeedi | Jilani Lamloumi | Sulieman Sulieman Corporate author: UNESCO Beirut Education, Training and Sustainable Development are three fields for life were selected to be the topic in the Regional Workshop on the Role of Education and Training in Sustainable Development (Manama - Kingdom of Bahrain, 19-21 September 2005), as part of TVET-UNEVOC programme for 2004-2005, and follow-up on Bonn Declaration issued at the end of the International Expert Meeting on “Learning for Work, Citizenship and Sustainability”, Bonn, 25-28 October 2004. Thirty five (35) officials, experts and specialists from thirteen (13) Arab countries, UNESCO Offices in Beirut and Doha, and the International Centre for TVET - Bonn Centre took part in Bahrain Workshop. The Organizing Committee for the Workshop had highlighted the social, economic and enviromental dimensions of sustainable development, according to the plan of action of the UN Decade on Education for Sustainable Development (2005-2014). The main working papers discussed in the Workshop were developed into a reference study in TVET-UNEVOC Searies to reflect on future orientations in the fields related to Sustainable Development in the Arab countries. Integrating sustainable development in technical and vocational education and training: six case studies from Southern and Eastern Africa Year of publication: 2010 Author: Roland Dubois | Koontee Balgobin | Modesto Sylvester Gomani | Joy Kasandi Kelemba | Gabriel S. Konayuma | Matthews Lebogang Phiri | John W. Simiyu Corporate author: UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) The case studies in Southern and Eastern Africa were commissioned in Botswana, Kenya, Malawi, Mauritius and Zambia. They were carried out by writers connected with the UNEVOC Network as part of capacity building and of contributing to knowledge building and sharing. They have described and have analysed experiences, practices relating to integrating ESD in TVET programmes, primarily. Also, they have identified gaps for additional action so that the integration can be satisfactorily done. Through the case studies it is intended to build a pool of resources and tools of what works as part of the UNESCO-UNEVOC International Centre’s clearinghouse. International conference: reorienting TVET policy towards education for sustainable development: final report Year of publication: 2010 Corporate author: UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) | Internationale Weiterbildung und Entwicklung | Colombo Plan Staff College for Technician Education This publication reports on the ESD review-responsive and future-oriented programme on “Reorienting TVET Policy Towards Education for Sustainable Development”, jointly organized by the UNESCO-UNEVOC International Centre in Bonn, Germany, InWEnt – Capacity Building International, Germany and Colombo Plan Staff College for Technician Education in Manila, Philippines. 
Orienting technical and vocational education and training for sustainable development: a discussion paper Year of publication: 2006 Corporate author: UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) The current Discussion Paper on “Orienting Technical and Vocational Education and Training (TVET) for Sustainable Development” presents an overview of key concepts, trends and issues in the field of TVET for sustainable development. It has been prepared by the UNESCO-UNEVOC International Centre, in consultation with a number of UNEVOC Centres and partner agencies and several leading researchers, policy-makers and practitioners working in this field. This paper reflects the outcomes of discussions that took place at the UNESCO International Experts Meeting on “Learning for Work, Citizenship and Sustainability”, which was held in Bonn, Germany, in October 2004. The current document is based on the discussion paper prepared for the UNESCO International Experts Meeting, and was modified in the light of the outcomes of this important meeting. 
UNESCO-UNEVOC regional forum: advancing TVET for youth employability and sustainable development, Latin America and the Caribbean, 27-28 August 2013, San José, Costa Rica; meeting report Year of publication: 2013 Corporate author: UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC) The Regional Forum of UNEVOC centres in Latin America and the Caribbean (LAC) presented in this report was one of a series of activities aiming to strengthen global and regional harmonization for the advancement of TVET transformation through the capacities of UNEVOC’s unique global network of specialized TVET institutions and affiliated partners, following the UNESCO Third International Congress on Technical and Vocational Education and Training (TVET) that took place in China in May 2012. The Forum also provided the opportunity to present evidence on the two priority thematic areas for UNESCO-UNEVOC for 2013, Youth and Skills and Greening TVET. This was achieved through the presentation and discussion of several promising practices in these two areas.