Cover Image
close this bookPolicy Development and Implementation of Technical and Vocational Education for Economic Development in Asia and the Pacific - Conference Proceedings - UNESCO - UNEVOC Regional Conference (RMIT, 1997, 520 p.)
View the document(introduction...)
View the documentIntroduction
View the documentUNESCO UNEVOC Regional Conference 1996 - Steering Committee
View the documentResolutions
View the documentGuidelines for Policy Framework Development for TVE Asia Pacific Region
View the documentUNESCO UNEVOC Regional Conference 1996 - Conference Program
View the documentUNESCO UNEVOC Regional Conference 1996 - Conference Delegates
View the documentUNESCO UNEVOC Regional Conference 1996 - Conference Papers Listing
View the document'Vocational and Technical Training, Retraining and Job-Release Agreements: Public Policy and Employers Participation in Malaysian Manufacturing'
View the documentStrategic Planning in a Technical Education Environment - A Malaysian Experience
View the documentPiloting Tafe Accredited Courses on the Internet
View the documentEmerging Directions in Training of TVET Teachers and Trainers in the Asia-Pacific Region
View the documentReasonable Adjustment and Assessment: Strategies to Implement the Principles
View the documentDilemmas in the Pacific
View the documentPublic Expenditure on Education and Training in Australia: Some Basic Data
Open this folder and view contentsNew Policy Directions for Reforming Vocational and Technical Education in Korea
View the documentTechnical and Vocational Education in Australia's Aid Program
View the documentPolicy Development and Implementation to Address the TEVT Needs of Disadvantaged Groups
View the documentThe Role of Technical and Vocational Education on the National Economic Development of Cambodia and that of the Greater Mekong Subregion Economic Growth Zone
View the documentFrom Central Command to Doi Moi: Transforming and Renovating the Vietnamese Technical and Vocational Education System
View the documentCrossroads: Training Technical and Vocational Education Practitioners in Australia
View the documentPolicy Development for TVE
View the documentPlanning and Provision of Technical Education and Vocational Training in a Rapidly Changing Economy: The Case of Hong Kong
View the documentArticulation and other Factors Effecting Status - Implications for Policy Development of TVE
View the documentEssential Concepts for VET Regional Development
View the documentEmerging Directions in the Training of TVET Teachers and Trainers: The Situation in Fiji
View the documentDelivering Training to Industry Through the National Consortia Model: A Case Study
View the documentPolicy Development and Implementation of Technical and Vocational Education for Economic Development in Asia and the Pacific: Opening Address
View the documentStrengthening the Linkage of Industries and TVE Institutions
View the documentQuality Management of the Training System (Lotus Notes Groupware Versus the Paper Rat Race)
View the documentThailand: Development of Policies for the Provision of Quality TVE Programs
View the documentMaori in Education: Partnership to Overcome Disadvantage
View the documentTechnical and Vocational Education: Toward Economic and Policy Development in Japan
View the documentThe Current Status of Offering Vocational Elective Subjects in Malaysian Secondary Academic Schools
View the documentPolicy Development to Promote Linkages Between Labour Market Planning and Vocational and Technical Education Research in Vietnam
View the documentUNEVOC's Focus and Approaches to Address Current Trends and Issues in TVE in Asia and the Pacific
View the documentRestructuring of Secondary Education in Bangladesh
View the documentVocational Education: The Indonesian Experience
View the documentSession: Acceptance of TVE Qualifications and Mutual Recognition on a Regional Basis
View the documentTechnical and Vocational Education and Training: Towards the 21st Century
View the documentEmerging Directions in the Training of Technical and Vocational Teachers and Trainers in Singapore
View the documentA Plan to Improve and Coordinate Skills Training in Indonesia
View the documentImpact of Telikom Training Centre on Economic Development of Papua New Guinea.
Open this folder and view contentsEmerging Directions in the Training of Technical and Vocational Teachers and Trainers - Indonesia
View the documentThe History of the Preparation of Teachers for Vocational Education and Training at Griffith University
View the documentTechnical Education for the Hi-Tech Era

Guidelines for Policy Framework Development for TVE Asia Pacific Region

PRINCIPLES FOR POLICY DEVELOPMENT

The following principles were discussed and agreed upon by the National UNESCO delegates as those inderpinning the development for TVE at the 15th November 1996 meeting.

The principles are:

Quality

Incorporating quality procedures at all stages of TVE; efficiency and affordability issues, quality support and learning environments, and quality outcomes and graduates.

TVE For Better Citizenship

Where the focus of TVE is related to the societal outcomes appropriate to the national context.

Research

At all levels of TVE, decisions and policy should be on sound research outcomes.

Flexibility

Responsiveness to client needs and environmental demands are essential components of TVE.

Sustainability

TVE systems need to be robust in process and outcome.

Lifelong Learning

TVE should provide opportunities for formal and informal learning throughout the learner's life.

ISSUES BASED FRAMEWORK FOR POLICY DEVELOPMENT

Key issues were identified by the UNEVOC delegates and some expansion of the issues has been documented for further discussion and adaptation across the Asia-Pacific Region.

1. Context for TVE

· Advocacy for TVE at national level
· Awareness of opportunities and need for TVE amongst client group and government
· Cultural imperatives, eg literacy rates
· National and transnational economic activities
· Forecasting human resources and manpower needs
· Infrastructure of national resources
· Technological change
· Social and community demands
· Nature of the absorbing sector - paid employment/entrepreneurial skills opportunities
· Political will and commitment

2. Status of TVE

· In relationship to whole educational structure
· In regard to national direction and economic development
· In “the eyes of” the client group

3. Financing for TVE

· Funding models
· Public and private systems
· Centralised or de-centralised
· Affordability of TVE

4. Links with Industry

· Dynamic TVE system, responsive to market demands
· Identify if there is a market for TVE
· Employment opportunities for TVE graduates

5. Staff Development

· Teacher/support staff training
· Pre-service, in-service training
· Industry, technology relevant and current training
· Part of broader change management process

6. Delivery of TVE

· Integration of vocational and general education
· Learner-centred
· Access to TVE for clients with special needs
· Public or private - diversity of providers
· Centralised for de-centralised
· Forms of delivery for open access
· Resources

7. Curriculum

· Dealing with pace of technological change
· Learner-centred
· Design and delivery implications
· Methods of assessment
· Education focus and/or training focus

8. Articulation

· Recognition of life skills, informal and formal training
· Certification of competencies
· Integration of vocational and general
· Vertical mobility

9. Management of TVE

· Consolidation and co-ordination of system
· Industrial relations issues (working conditions, status) for teaching staff
· Leadership of TVE system, of institutions

10. Internationalisation of TVE

· Transnational provision
· Regionalisation and globalisation of economies
· National and international standards and benchmarks
· Regional co-operation for improvement of TVE