Cover Image
close this bookFinancing Technical and Vocational Education: Modalities and Experiences (UNEVOC, 1996, 64 p.)
View the document(introduction...)
View the documentIntroduction
Open this folder and view contentsFinancing Vocational Education and Training in Developing Countries
Open this folder and view contentsFinancing Vocational Education: Concepts, Examples and Tendencies
View the documentTable: Public Expenditure on Education
View the documentAnnex: List of UNEVOC Publications

Annex: List of UNEVOC Publications

This list of UNEVOC Publications has been prepared by UNESCO’s UNEVOC Implementation Unit in Berlin.

Its latest update is available on the WorldWideWeb:
http://www.education.unesco.org
» Programmes and Activities
» UNEVOC

or direct access via
http://www.b.shuttle.de/unevoc

The latest version in printed form may also be requested from:

UNEVOC · Fehrbelliner Platz 3 · 10707 Berlin · Germany
Fax: [+49] (30) 86 49 1541 · Electronic Mail: uhber@unesco.org

1 General information about UNEVOC

UNEVOC INFO

Quarterly, published in English, French and Arabic, 8 pages.

Request for subscriptions: 2 (English and French versions), 5 (Arabic version)

UNESCO’s International Project on Technical and Vocational Education - UNEVOC in brief

English, French (Le Projet international pour l’enseignement technique et professionnel de l’UNESCO - UNEVOC en bref), German (Das Internationale Berufsbildungsprojekt der UNESCO - Kurzportrait), Brochure, 2 pages, UNESCO/UNEVOC Berlin 1996, Document No. ED/IUG/009.

This is a brief description of the origins, objectives, strategies and network of UNEVOC. It serves as an initial orientation to the UNEVOC Project. Multiple copies can be requested and distributed by interested parties.

Request for copies: 1, 2

UNEVOC Directory/Répertoire UNEVOC

A world-wide Directory of UNEVOC Centres and UNEVOC Associate Centres

English/French, ca. 70 pages, UNESCO/UNEVOC Berlin, first published in 1995, updated several times a year. Document No. ED/IUG/001.

UNESCO invited its Member States to nominate relevant national institutions in technical and vocational education to become UNEVOC Centres. The Directory provides information on UNEVOC Centres and related organizations and institutions. The present version includes data on 148 national institutions, among them 99 UNEVOC Centres and 43 UNEVOC Associate Centres, from 99 Member States of UNESCO. Data of 3 international and 8 regional institutions are also included.

Request for copies: 2

UNEVOC Inventory/Inventoire UNEVOC.

An Overview of UNEVOC Activities 1992-1996

English/French, ca 70 pages, UNESCO/UNEVOC Berlin, first published in 1995, updated several times a year. Document No. ED/IUG/010

The Inventory consists of two parts: Part 1 provides an overview of activities that have been carried out within UNEVOC since its inception. Part 2 indicates the involvement of countries and individuals in the various UNEVOC activities.

Its purpose is to inform decision-makers of the broad coverage of UNEVOC, and of its potential within the area of technical and vocational education.

Request for copies: 2

Feasibility Study on the Establishment of an International Centre for Technical and Vocational Education

English, French and German, 21 pages, UNESCO 1991

Based on a resolution 1.21 adopted by the General Conference of UNESCO at its 25th session in 1989, a Feasibility Study on the Establishment of an International Centre for Technical and Vocational Education has been carried out. In this study, UNESCO’s activities in technical and vocational education is reviewed. The roles of UNESCO and ILO in technical and vocational education are elaborated. Perspectives for future areas of action are developed. Thought is given to the possible establishment by UNESCO of an International Centre for Technical and Vocational Education. Based on this Feasibility Study, the General Conference decided, at its 26th session in 1991, to launch the UNEVOC Project.

Request for copies: 2

Final Report of the UNEVOC International Advisory Committee (First Session, Berlin, Germany, 20-22 September 1993)

English and French, 20 pages, UNESCO Paris, 1993

Request for copies: 1, 2

Final Report of the UNEVOC International Advisory Committee (Second Session, Paris, France, 12-14 December 1994)

English and French, 29 pages, UNESCO Paris, 1994.

Request for copies: 1, 2

Final Report of the UNEVOC International Advisory Committee (Third Session, Paris, France, 2-4 October 1995)

English and French, 28 pages, UNESCO Paris, 1996

Request for copies: 1, 2

2 Studies on Technical and Vocational Education

Studies #1 Policies and Guidelines for Educational and Vocational Guidance

By D. Stuart Conger

English, 62 pages, UNESCO Paris, 1994. Also available in Chinese.

The study is a resource document for use in planning the vocational guidance programme. It provides examples for the goals and essential elements of a policy on guidance; descriptions of major components of a guidance programme including curriculum-based career guidance, individual career planning, counselling service replying to students’ needs, etc. It outlines the responsibilities for guidance on the part of educational administrators, counsellors, and teachers. Career development competencies recommended for students and for adults in terms of self-knowledge, educational and occupational exploration, and career planning are illustrated in detail. The study also briefly describes the development of career portfolios by students, guidance in work experience programmes, job search training, peer counselling. The “marketing” of guidance, a statement of ethical principles, guidelines for counselling girls and women and the training of counsellors are included as well.

Request for copies: 1, 2, 3, 4, 5, 6

Studies #2 New Training Technologies

By A. Herremans

English, 98 pages, UNESCO Paris and ILO International Training Centre (Turin, Italy), 1995. Also available in Chinese.

This document discusses the reasons why new training technologies (NTT) may be used in technical and vocational education and training and provides information on how NTT can be used in group and individual learning. A methodology is then suggested to select the most appropriate NTT for a particular curriculum or course. It also offers practical hints for introducing NTT in a training institution and foresees technical trends for the next few years, in order to help the administrators and teachers in technical and vocational education make the best possible investment.

Out of print.

Studies #3 A Guide for Evaluation of Technical and Vocational Education Curricula

By L. Kenneke

English, 142 pages, UNESCO Paris and ILO International Training Centre (Turin, Italy), 1995.

The purpose of this guide is to help people evaluate technical and vocational education curricula. It describes the purpose, objectives, organization and concepts of evaluation. The document contains description of procedure, checklists and forms which can be used to conduct evaluation of comprehensive curricula. It can assist evaluators to collect, analyze and report information for surveying attitudes, observing programmes or measuring achievement. Four case studies illustrating evaluation of specific curricula are also included for reference.

Request for copies: 1, 2, 3, 4, 5, 6

Studies #4 New Perspectives on Assessment

By R. McDonald, D. Boud, J. Francis and A. Gonczi

English, 45 pages, UNESCO Paris, 1995. Also available in Chinese.

Assessment is vital in vocational education. Today new challenges have arisen in this field which traditional approaches are failing to address. This study highlights four issues: a) the connections between assessment and learning; b) the need to focus on competence; c) recognizing competence attained outside formal learning situations; and d) assessing across many institutions. The study illustrates both concepts and practical measures in this field and is valuable for both policy-makers and practitioners of technical and vocational education.

Request for copies: 1, 2

Studies #5 Functional Literacy, Workplace Literacy and Technical and Vocational Education: Interfaces and Policy Perspectives

By H. S. Bhola

English, 60 pages, UNESCO Paris, 1995.

All societies develop suitable institutional arrangements for the delivery of “Education and Training for Work” in order to reproduce a skilled labour force for their socio-economic development. This study analyses concepts, curriculum, delivery pattern, assessment etc. of three programme formats: functional literacy, workplace literacy and technical/vocational education, as well as interactions between them. The policy perspectives on education and training for the world of work is also presented by the author.

Request for copies: 1, 2, 3, 4, 5, 6

Studies #6 Vocational Guidance for Equal Access and Opportunity for Girls and Women in Technical and Vocational Education

By J.V. Miller and L. Vetter English, 102 pages, UNESCO Paris, 1996.

This is the final report of a survey conducted in 10 countries in various regions of the world. It reviews the current status of vocational guidance programmes available for girls and women including national policy, legislation, funding, programme settings, evaluation etc. in these countries. The authors synthesize the finding and present the trends and future orientations in this field. A set of national strategies to improve career guidance programmes is also recommended based on the results of this extensive survey.

Request for copies: 1, 2, 3, 4, 5, 6

Studies #7 Promotion of the Equal Access of Girls and Women to Technical and Vocational Education

English, 260 pages, UNESCO Paris, 1996

This monograph collects the Final Report of the “UNEVOC International Expert Meeting on the Promotion of the Equal Access of Girls and Women to Technical and Vocational Education” held in Seoul, Republic of Korea in July 1995 and the country discussion papers submitted by the participants of this event. Factors determining the orientation of girls and women towards technical and vocational education, present measures and future strategies in those 14 participating countries from various regions of the world to promote the equal access of girls and women to this type of education are reviewed and summarized.

Request for copies: 1, 2, 3, 4, 5, 6

3 Studies on Technical and Vocational Education in the Arab States

Studies #A1 Coordination between Educational Institutions and Enterprise for Training in Bahrain, Jordan and Lebanon

By A. Abu-Kabeer, A. Atwan, E. Al-Safadi and M. Hodib

Arabic, 200 pages, UNESCO/UNEDBAS Amman, 1995.

The document includes three case studies on cooperation between Educational Institutions and Enterprise for Training in three Arab Member States (Bahrain, Jordan and Lebanon). A proposed regional action plan was prepared on the subject by Mr. Ali Nassrallah (Jordan) and Mr. Sulieman Sulieman (UNESCO Office, Amman, Jordan) to assist Member States in the adaptation of mechanisms for cooperation between educational institutional institutions and the world of work.

An English summary of the document will be available shortly.
Request for copies: 5

Studies #A2 The Role of TVE in the Educational Systems of Iraq, Libya, Mauritania, Syria, Tunisia and the Regional Synthesis

By M. Joma’a, A. Al-Bishti, A. Wild Dahah, . Mohammed, S. Gherissi and A. Atwan

Arabic, 300 pages, UNESCO/UNEDBAS Amman, 1995. An English summary of the document will be available shortly.

The document includes case studies on the role of TVE in the educational systems of five Arab Member States (Iraq, Libya, Mauritania, Syria and Tunisia) and a regional synthesis

Request for copies: 5

Studies #A3 Policy and Legislation for Technical and Vocational Education to Enhance Cooperation with the World of Work

By M Hijazi, O. Sharafi and N. Hizam

Arabic, 200 pages, UNESCO/UNEDBAS Amman, 1995

The document includes studies on policy and legislation for TVE to enhance cooperation with the world of work in three Arab States (Egypt, Sudan and Tunisia). The studies focused on how policies and legislation could be activated in the development and improvement of TVE programmes, in particular to increase linkages with the world of work.

An English summary of the document will be available shortly.

Request for copies 5

4 Systems and Policies

Convention on Technical and Vocational Education

English and French, 4 pages, UNESCO/UNEVOC Berlin

This Convention on Technical and Vocational Education has been adopted by the General Conference of UNESCO at its 25th session in 1989. It provides a set of guidelines for technical and vocational education policy. Its articles cover the scope of the convention (Article 1), objectives and principles of technical and vocational education (Article 2), Contents and structures of technical and vocational education (Article 3), development and improvement of technical and vocational education (Article 4), personnel (Article 5), and international co-operation (Article 6). Articles 7- 15 refer to technical and legal questions.

The convention has been drawn up in Arabic, Chinese, English, French, Russian and Spanish. The English and the French texts are available as separate documents.

Request for copies: 2

Final Report of the International Consultation Meeting on the Role of Technical and Vocational Education in Educational Systems (Turin, Italy, 14-18 June 1993)

English and French, 20 pages, UNESCO Paris, 1993

The Report summarizes the relevant information provided in the country reports submitted by the participants from 9 countries. The issues pertaining to the role of technical and vocational education in the educational systems and in the process of socio-economic development are discussed such as the linkage between technical and vocational education and the world of work, technical and vocational education as an integral element of general education and a life-long process, making technical and vocational education more attractive, improving the participation of women and other special groups in technical and vocational education, etc. A set of guidelines for future case studies is recommended for the follow-up activities, within the framework of the UNEVOC Project.

Request for copies: 1, 2

The Challenge of the Future. Future Trends in Adult and Continuing Technical and Vocational Education. An International Symposium (Berlin, Germany, 16-20 October 1995)

English, ca 100 pages, UNESCO/UNEVOC Berlin 1996 Document No ED/IUG/008

This report presents the varying perspectives of the participants of the Symposium of possible future changes in the multitude of factors that are likely to impact on the development of adult and continuing technical and vocational education. The Symposium was designed to assist the world of adult and continuing technical and vocational education to define these changes and suggest positive ways of responding to them. The Report includes the individual papers that were presented by participants, and a summary of the discussion and debates, and of the recommendations. Its appendices include documents related to the particular Symposium, and to technical and vocational education in general.

Request for copies 2 (in press)

Final Report of the Regional Symposium for Policy-Makers in Technical and Vocational Education (Dakar, Senegal, 21-24, August 1995)

English, French, 25 pages, UNESCO/BREDA Dakar, 1995 This report summarizes the views expressed by the participating policy-makers on the current status of technical and vocational education in the African region. The impact of the persistent economic crisis, under-employment, unemployment and the technological progress on the further development of this sector of education was also discussed during the meeting and reported by this document.

Request for copies 3

Technical Education in Nigeria: The Way Forward. Summary of Proceedings of the Workshop on “Technical Education - A Foundation for a Healthy Economy”

(Ota, Ogun State of Nigeria, 1-2 March 1994)

English, 80 pages, Lagos 1994

This document summarizes the proceedings of a workshop that was organized by the Nigerian Ministry of Education and Youth Development in collaboration with UNESCO - through the UNEVOC Project - and Dornier International Logistics.

Out of print

Le développement de l’enseignement technique et professionnel en Afrique: Une synthèse d’études de cas

French, 455 pages, UNESCO/BREDA Dakar, 1996

This document consists of two series of case studies. The first series describes the role of technical and vocational education in the education systems of Cameroon, Congo, Ghana, Kenya, Madagascar, Nigeria and Zimbabwe. The second series deals with policy and legislation to promote co-operation between technical and vocational education and the world of work; it covers Burkina Faso, Côte d’Ivoire, Senegal, Swaziland and Uganda. Information from Guinea-Bissau and Cap Verde has been included as well. A synthesis elaborates the similarities and differences among the situations found in those countries.

Request for copies: 3
English version in press.

Final Report of the Regional Symposium for Policy-Makers in Technical and Vocational Education in the Arab States (Tunis, 24-28 April 1995)

Arabic, 49 pages, UNESCO/UNEDBAS Amman and Tunisian National Commission for UNESCO, 1995

The objectives of the symposium were to increase the efficiency of TVE programmes within the educational systems of Member States in the Region and link such development to the world of work. Discussions during the symposium included the following topics: the role of TVE in educational systems; policies and legislation for TVE to enhance cooperation with the world of work; planning and administration of TVE to promote the access of girls and women in this field; regional and international cooperation on policy issues. The report also includes a set of recommendation on topics of discussion.

Request for copies: 5

A French summary of the report can be obtained from Director, Ecole Supérieure des Sciences et Techniques de Tunis, 5 Avenue Taha Hussein, 1008 Montfleury, Tunis, Tunisia

The Role of Technical and Vocational Education in the Educational Systems of Iraq, Libya, Mauritania, Syria, Tunisia and the Regional Synthesis

By M. Joma’a, A. Al-Bishti. A. Wild Dahah, S. Mohammed, S. Gherissi and A. Atwan

Policy and Legislation for Technical and Vocational Education to Enhance Co-operation with the World of Work

By M. Hijazi, O. Sharafi and N. Hizam

National Profiles in Technical and Vocational Education in Asia and the Pacific

English, 750 pages, ACEID, UNESCO/PROAP Bangkok, 1995

This series of national profiles in technical and vocational education has been developed for 21 countries in the Asia-Pacific region in co-operation with the Colombo Plan Staff College for Technicians Education, Manila, Republic of the Philippines. Currently the profiles of the following countries are available: Australia, Bangladesh, Bhutan, Fiji, India, Indonesia, Iran, Japan, Malaysia, Nepal, Pakistan, Papua New Guinea, the Philippines, the Republic of Korea, and Thailand. The series also includes a regional synthesis of issues and problems in the development of technical and vocational education in the region. The national profiles provide a handy reference information on technical and vocational education systems, staff development, technical co-operation and information networking.

Request for copies. 4

Case Studies on Technical and Vocational Education in Asia and the Pacific

English, 371 pages, Royal Melbourne Institute of Technology (Australia) and UNESCO/PROAP Bangkok, 1995

UNESCO under the UNEVOC Project commissioned case studies in technical and vocational education in Asia and the Pacific. Researchers from Australia, Bangladesh, China, Fiji, India, Indonesia, Iran, Japan, Malaysia, Pakistan, the Republic of Korea, Thailand and Viet Nam produced individual case studies with particular reference to the problems, issues and trends in technical and vocational education in the respective countries. A regional meeting in September 1994 synthesized the outcomes of the researchers and formulated a series of recommendations pertaining to possible directions that might be pursued by governments in the region to improve the status of technical and vocational education. The case studies are accompanied by a conference report and an overview which provides a regional synthesis and recommendations.

Request for copies: 4

Proceeding of the International Symposium on Technical and Vocational Education (Beijing, China, 13-18 September 1993)

English and Chinese, 360 pages, UNESCO Paris, the Chinese State Education Commission and the Chinese National Commission for UNESCO, 1993

This proceeding collects the Final Report and 28 papers presented during the symposium by participants from 20 countries and international organizations. These papers extensively review the national policies and innovative measures to promote further development and reform in the participating countries. The Final Report of the symposium attempts to summarize the current trends and major issues concerning this sector of education and recommends future orientations to the policy-makers.

Request for copies: 1

The Role of Technical and Vocational Education in the Swedish Education System: A Country Case Study

English, 31 pages, UNESCO/UNEVOC Berlin, 1995 Document No ED/IUG/002

This is one of a series of case studies commissioned by UNEVOC to inform interested parties on various aspects of technical and vocational education in different countries. This document describes in detail the Swedish system in which a school-based technical and vocational education system is closely linked to general education.

Request for copies: 2

The Role of Technical and Vocational Education in the Education System of the Russian Federation: A Country Case Study

English, 20 pages, UNESCO/UNEVOC Berlin, 1995. Document No. ED/IUG/003

This document describes in detail the situation in the Russian Federation and illustrates the considerable difficulties encountered by a technical and vocational education system in a country undergoing radical economic change.

Request for copies: 2

Co-operation with the World of Work in Technical and Vocational Education

English, UNESCO/UNEVOC Berlin, 1996. Document No. ED/IUG/007

This document records and synthesizes a series of case studies of four different countries (Hungary, Romania, the Russian Federation and Sweden) on the strategies and modalities that have been developed and applied to promote co-operation between technical and vocational education and the world of work within these countries.

Request for copies: 2 (in press)

5 Co-operation with the Private Sector

Establishing Partnership in Technical and Vocational Education. Co-operation between Educational Institutions and Enterprises in Technical and Vocational Education

English, 170 pages, UNESCO/UNEVOC Berlin, 1996 Document No. ED/IUG/005

This document is the final report of a Seminar for Key Personnel from Africa and Asia held in Berlin, Germany, 12 May 1995. It presents a wide range of perspectives on and experience of co-operation between technical and vocational education and the world of work. It is valuable as a resource to guide people who are responsible for the promotion of such co-operation.

Request for copies: 2

Co-operation with the World of Work in Technical and Vocational Education

Coordination between Educational Institutions and Enterprise for Training in Bahrain, Jordan and Lebanon

By A. Abu-Kabeer, A. Atwan, E. Al-Safadi and M. Hodib

Policy and Legislation for Technical and Vocational Education to Enhance Co-operation with the World of Work

By M. Hijazi, O. Sharafi and N. Hizam

6 Girls and Women

Vocational Guidance for Equal Access and Opportunity for Girls and Women in Technical and Vocational Education

Promotion of the Equal Access of Girls and Women to Technical and Vocational Education

7 Curriculum

Final Report of the International Workshop on Curriculum Development in Technical and Vocational Education (Turin, Italy, 30 August-3 September 1993)

English and French, 24 pages, UNESCO Paris, 1993.

The report reviews and analyzes the existing practices in the design, implementation and evaluation of technical and vocational curriculum, particularly in the development of competency-based curriculum. Some common trends and successful practices, based on the experience revealed in the participants’ discussion papers and their deliberations are identified. Major issues such as consideration of national socio-economic development and technological advances, relevance of curricula and competency-based vocational education, quality of teachers/instructors, attitude of students to technical and vocational education, financial support and institutional capacity in curriculum development etc. are discussed in detail.

Request for copies: 1, 2

Adaptation of Vocational Curricula for Industrial Business Clerks from Germany to the Russian Federation

English, 18 pages, UNESCO/UNEVOC Berlin, 1995. Document No. ED/IUG/004

This document seeks to assist persons whose responsibility is to adapt various aspects of technical and vocational education from one country, or system, to another. It uses as a model a curriculum of the German system as it has been adapted to the Russian Federation.

Request for copies: 2

Exemplar Curriculum Document for Entrepreneurial Skills for Small Business

English, 53 pages, Adelaide Institute of TAFE (Australia) and UNESCO/PROAP Bangkok, 1994.

This document provides exemplar curricula for small business management, in six modules which were jointly developed by a selected group of experts from seven UNEVOC Centres in Asia and the Pacific. The modules relate to: Entrepreneurial skills; Planning to start a small business; Establishing a small business; Managing and operating a small business; Evaluating a small business; and entrepreneurial small business project. The document also provides information to a range of flexible options related to delivery.

Request for copies: 4

Guidebook for Curriculum Development and Adaptation (with Case Studies from Australia, Bangladesh, China, India, Malaysia, New Zealand and Pakistan)

English, 40 pages (Guidebook) and 100 pages (Case studies), Adelaide Institute of TAFE (Australia) and UNESCO/PROAP Bangkok, 1995.

This guidebook on curriculum development and adaptation was developed by a Technical Working Group of selected experts from 9 countries in the region at its meeting held at Pandit Sunderlal Sharma Central Institute for Vocational Education, Bhopal, India from 29 November to 6 December 1994. The information in the guidebook is supplemented by an additional publication of documents which include two templates for curriculum formats and a series of case studies outlining aspects of curriculum development from some participating countries.

Request for copies: 4

Atelier régional sur la méthodologie d’élaboration des programmes d’informatique pour l’enseignement technique et professionnel. Rapport final. (Abidjan, Côte d’Ivoire, 19-23 September 1994)

French, 102 pages. Institut pédagogique national de l’enseignement technique et professionnel (IPNETP), Abidjan, and UNESCO/BREDA Dakar, 1994.

This report includes a guide for curricula of computer science and technology. It emphasizes on the competency-based pedagogical practice and presents examples of teaching modules of computer course at secondary level.

Request for copies: 3

Guides/Modules for Prototype Curriculum Development in Technical and Vocational Education

Part one: Linkage of TVE Curricula to the World of Work

By A. Nassrallah and S. Sulieman, Arabic, 83 pages, UNESCO/UNEDBAS Amman, 1994.

Part two: Integration of TVE Subjects and Other Subjects in the Curricula.

By A. Hiasat and A. Faris, Arabic, 93 pages, UNESCO/UNEDBAS Amman, 1994.

Part three: Promotion of Girls and Women in TVE Programmes

By E Al-Mutlaq, Arabic, 88 pages, UNESCO/UNEDBAS Amman, 1994.

The modules were produced as a result of the Regional Training Seminar on TVE Curriculum Development in the Arab States (Amman, Jordan, 23-27 October 1994). They were presented as working documents in the seminar and later were developed into guides/modules to be used in the region. The country reports were also used in preparing the modules.

Request for copies: 5

Final Report of the Regional Training Seminar on TVE Curriculum Development in the Arab States (Amman, Jordan, 23-27 October 1994)

The seminar aimed to promote the use of modem techniques and methodologies for curriculum development in technical and vocational education through: linking TVE curricula to the world of work; integrating TVE subjects and other general subjects in the curricula and promoting the equal access of girls and women to TVE programmes. The report includes the topics discussed and general recommendations for development and up-grading of TVE programmes in the region.

Request for copies: 5

Final Report of the Regional Workshop on Methodologies of Curriculum Development in Technical and Vocational Education (Abijan, Côte d’Ivoire, 19-25 September 1994)

French, 65 pages, National Pedagogical Institute on Technical and Vocational Education (Abijan, Côte d’Ivoire) and UNESCO/BREDA Dakar, 1994

This report summarizes the conclusions of the workshop debate on the methodology of curriculum development in technical and vocational education recommended by a previous expert meeting. The methodology has been applied in the hosting country and produced teaching modules in technical education in general, and modules of computer courses in several fields of technical and vocational education such as industrial techniques, commercial techniques, management, office automation, etc.

Request for copies: 3

A Guide for Evaluation of Technical and Vocational Education Curricula

By L. Kenneke

8 Training Technologies

Final Report of the International Expert Meeting on New Training Technologies in Technical and Vocational Education (Turin, Italy, 6-10 December 1993)

English and French, 100 pages, UNESCO Paris and the ILO International Training Centre (Turin, Italy), 1994.

This report collects six technical papers presented during the meeting by experts in training technologies. They address topics such as selection and use of new training technologies (NTT) for technical and vocational education in developing countries; comparative advantages of NTT in terms of cost-effective training, telecommunication supporting distance learning, etc. A set of recommendations and follow-up actions are summarized at the end of this report.

Request for copies: 1

New Training Technologies

By A. Herremans

New Technologies of Training for Technical and Vocational Education. Final Report of the Second International Expert Meeting (Manila, Philippines, 3-7 July 1995)

English, 300 pages, UNESCO Paris, ILO International Training Centre (Turin, Italy) and Colombo Plan Staff College for Technician Education (Manila, Philippines), 1995

The meeting is a follow-up activity of the previous one held in Turin in December 1993. The report includes country papers, countries. It also carries two project proposals formulated during the meeting for using new training technology at both national and regional levels.

Request for copies 1, 2

9 Financing

Financing Technical and Vocational Education: Modalities and Experiences

English 51 pages, UNESCO/UNEVOC Berlin, 1996 Document No ED/IUG/006

With contributions from P. Bolina and D Atchoarena

The document includes two major contributions. The first contribution, by Ms Pradeep BOLINA, provides a systematic overview of various modalities of public and private finance of technical and vocational education. The second contribution, by Mr David ATCHOARENA, draws conclusions from experience with various existing concepts of financing. The document has been prepared by UNEVOC Berlin in cooperation with the German Foundation for International Development (DSE) and UNESCO’s International Institute for Educational Planning (IIEP). It is intended to stimulate debate in Member States, and contribute to new and creative solutions to the pressing need for the effective financing of technical and vocational education.

Request for copies: 2

10 Vocational Guidance

Policies and Guidelines for Educational and Vocational Guidance

By D. Stuart Conger

Vocational Guidance for Equal Access and Opportunity for Girls and Women in Technical and Vocational Education

11 Information, Communication and Networking

Feasibility Study for Facilitating Access to Databases and Documentation in TVE in UNEVOC Centres and Associate Centres

Arabic and English, 100 pages, UNESCO/UNEDBAS Amman and National Centre for HRD-Jordan, 1995

The study was prepared jointly by UNESCO/UNEDBAS and the National Centre for Human Resources Development, Jordan (a UNEVOC Associate Centre) in cooperation with the Computer Technology, Training and Industrial Studies Centre (CTTISC) at the Royal Scientific Society (RSS), Jordan. It covers information on UNEVOC international, regional and national networks and the proposed structure of UNEVOC network in the Arab States region. Information were also provided on technology available to facilitate linkages between UNEVOC Centres/Associate Centres in the Arab States region.

Request for copies: 5

UNEVOC Directory/Répertoire UNEVOC. A world-wide Directory of UNEVOC Centres and UNEVOC Associate Centres

12 Miscellaneous

Changing Vocational World: A Challenge to Education

English, 52 pages, NCERT (New Delhi, India) and UNESCO/PROAP Bangkok, 1992

This report of a UNESCO Seminar held in 1992 focuses on identification of various challenges posed by the changing vocational world to the world of education, redefining the role of education in facing these challenges and recommending appropriate changes at various levels of the educational continuum to link technical and vocational education more closely with the world of work. The report underscores that vocational education should have strong policy support and should be fully backed by administrative and political will. The report also makes recommendations about possible shifts in funding technical and vocational education from exclusive state financing to increasing contributions from industry and beneficiaries.

Request for copies: 1

Final Report of the Regional Meeting for UNEVOC Network Members in Asia and the Pacific (Adelaide, Australia, 12-17 December, 1993)

English, 36 pages, Adelaide Institute of TAFE (Australia) and UNESCO/PROAP Bangkok, 1993

This report of the first regional meeting of UNEVOC Network members from Asia and Pacific provides an identification of policy issues and curriculum issues in technical and vocational education in the region, expectations from the UNEVOC Network, and proposed functions of UNEVOC Centres and Associate Centres. The conference papers (82 pages) and country briefing papers (98 pages) attached to the Report provide information on problems and issues in technical and vocational education in respective Member States and general briefing about the countries.

Request for copies: 1, 4

Philosophies of Policy Development and Implementation in Technical and Vocational Education

English, 16 pages, Auckland Institute of Technology (New Zealand) and UNESCO/PROAP Bangkok, 1995

This report of a regional expert group meeting highlights key issues in technical and vocational education policy development and implementation with particular reference to purpose of technical and vocational education, contextual factors, values and some principles guiding implementation. The report also provides an outline of a framework for regional co-operation in the philosophies of policy development and implementation for technical and vocational education and training.

Request for copies: 4

Proceeding of the UNEVOC African Regional Consultation Meeting (Nairobi, Kenya, 18-23 October 1993)

English, 300 pages, Centre for Curriculum Studies in Africa, Kenyatta University (Nairobi, Kenya) and UNESCO/BREDA Dakar, 1993

This document contains the final report of this first UNEVOC meeting in the African region and discussion papers submitted by the participants describing technical and vocational education system in their countries. Case studies on curricula of computer technology conducted in Kenya are also included. Strategies for launching the UNEVOC Project in sub-Saharan Africa and measures to ensure a substantial contribution to the UNEVOC Project through the development of UNEVOC network are also discussed and reported.

Request for copies: 1, 3

Proceeding of Regional UNEVOC Expert Meeting in the Arab States (Bahrain, 20-24 March 1994)

Arabic, 200 pages, UNESCO/UNEDBAS Amman and Bahrain National Commission for UNESCO, 1994

The proceeding includes the working documents and country reports presented during the meeting. A list of UNEVOC Centres/Associated Centres in the Arab States, addresses, and contact persons was also included in the document.

Request for copies: 1, 5

Final Report of the Regional UNEVOC Expert Meeting in the Arab States (Bahrain, 20-24 March 1994)

Arabic and English, 40 pages, UNESCO/UNEDBAS Amman and Bahrain National Commission for UNESCO. 1994

This was the first Regional Meeting within the framework of UNEVOC Project held in the region of Arab States. It was attended by 38 participants representing 14 Member States and several regional and international organizations. The issues discussed during the meeting includes implementation of the UNEVOC Project in the region; curriculum development in technical and vocational education; networking of activities in the Arab States and some general recommendations to the Member States.

Request for copies: 1, 5

Order Information

Please mail, fax or e-mail your order form to the address 1, 2, 3, 4, 5 or 6 as indicated at the end of each item:

1

UNESCO
ED/SVE/TVE
7 place de Fontenoy
F-75352 Paris 07 SP
FRANCE

Fax [+33] (1) 45 68 56 30
E-Mail edtan@unesco.org

2

UNESCO
UNEVOC Berlin
Fehrbelliner Platz 3
D-10707 Berlin
GERMANY

Fax [+49] (30) 86 49 15 41
E-Mail uhber@unesco.org

3

UNESCO
Bureau régional d’éducation pour l’Afrique (BREDA)
B.P.3311
Dakar
SENEGAL

Fax [+221] 2 38 39 33
E-Mail uhdak@unesco.org

4

UNESCO
Principal Regional Office for Asia and the Pacific (PROAP)
P.O. Box 967, Prakanong P.O.
Bangkok 10110
THAILAND

Fax [+66] (2) 3 91 08 66
E-Mail uhbgk@unesco.org

5

UNESCO
Regional Office for Education in the Arab States
(UNEDBAS)
P. O. Box 5244
Beirut
LEBANON

Fax [+961] (1) 82 48 54
E-Mail uhbei@unesco.org

6

UNESCO
Oficina Regional de Educación de la UNESCO para
América Latina y el Caribe (OREALC)
Casilla 3187
Santiago de Chile
CHILE

Fax [+56] (2) 2 09 18 75, 2513076
E-Mail uhstg@unesco.org

Please add your full mailing address to your order. Indicate desired language version, if applicable.